BA (Hons) Contemporary Textiles (top up) BA (Hons) Contemporary Fashion (top up) BA (Hons) Contemporary Design for Interiors (top up)

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1 BA (Hons) Contemporary Textiles (top up) BA (Hons) Contemporary Fashion (top up) BA (Hons) Contemporary Design for Interiors (top up) Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University Centre at Blackburn College 2b Work based learning: Not Applicable 3a Programme approved by: Lancaster University 4 Final awards: BA (Hons) Contemporary Textiles (top up) BA (Hons) Contemporary Fashion (top up) BA (Hons) Contemporary Design for Interiors (top up) 5 Programme titles: BA (Hons) Contemporary Textiles (top up) 6 UCAS code: To be determined 7 Subject benchmark statement: BA (Hons) Contemporary Fashion (top up) BA (Hons) Contemporary Design for Interiors (top up) The following Benchmarks have been consulted: Art and Design QAA 8 Aims of the Programme: General Aims: The scheme aims to provide a demand-led, academically challenging and vocationally relevant degree. The programme builds upon the work based learning ethos that is initially addressed in the FdA Contemporary Textiles, Contemporary Fashion and Contemporary

2 Design for Interiors that relates to the employer skills needed locally, regionally and nationally. It reflects the centrality of independent and experiential learning by explicitly incorporating the requirement of project-based and self-directed study at module level and programme level. Overall Aims of the Programme: The course will: Provide the opportunity for learners to develop their business/professional skills in order to function effectively as self-employed textile artists/craftspeople/freelance designers and as company employees. Provide an educational experience which allows learners to critically examine their own work and make informed responses to further its development whilst encouraging them to challenge conventions and break down boundaries of established practice. Enable students to articulate and synthesise their knowledge, understanding, attributes and skills in effective ways in the context of creative practice, employment and further study. Educational Aims of the Programme: The programme is specifically designed to extend the students knowledge and experience by: Providing an educational experience which will be academically and intellectually challenging whilst promoting a spirit of technical and aesthetic enquiry. Providing knowledge of historical and contemporary influences and incorporate this in practical study whilst enabling students to evaluate information in order to synthesise ideas Developing the ability to understand and then apply communication and design principles appropriate to a variety of audiences. Encouraging the analysis of student performance, both individually and in teams via critical self evaluation whilst developing interpersonal skills and a range of transferable skills. Enabling students to be flexible when responding to the changing demands within industry in terms of technology, skills and commercial environment. 9 Learning outcomes:

3 Intended Learning Outcomes of the overall programme The overall programme outcomes for the programme are for students to be able to: Design for specific audiences Show an awareness of the requirements of both clients and brief Work to professional deadlines Execute work to a professional standard and display in an appropriate portfolio Work independently and collaboratively through self-directed projects Employ technological resources competently and appropriately Show an awareness of innovations in creative use of technology for selfpromotional means Demonstrate business acumen and entrepreneurship Intended Learning Outcomes of the overall programme The overall programme outcomes for the programme are for students to be able to: Design for specific audiences Show an awareness of the requirements of both clients and brief Work to professional deadlines Execute work to a professional standard and display in an appropriate portfolio Work independently and collaboratively through self-directed projects Employ technological resources competently and appropriately Show an awareness of innovations in creative use of technology for selfpromotional means Demonstrate business acumen and entrepreneurship A Subject Knowledge and understanding Students must demonstrate critical understanding, at the appropriate level of: A1 Developing strategies for constructing new creative work through observation, enquiry, visualisation and/or making. A2 A3 A4 Developing trends and emerging technology in design markets The importance of audience when constructing creative work Understanding of importance design development in own creative work

4 A5 A6 A7 Theories of reflective practice. The range of forms of appropriate techniques to the intended outcome Working independently and operating within a team B Critical thinking/intellectual skills: Students must demonstrate critical understanding, at the appropriate level of: B1 B2 B3 B4 Critiquing own and peers work in an intuitive, academic and/or creative manner Evaluating relevant work of practitioners and assessing the relevance of this in relation to own work. Aesthetic judgement Selection of appropriate primary & secondary research sources. C Subject Specific Skills Students must demonstrate skills, at the appropriate level of: C1 C2 C3 C4 outcomes C5 C6 Demonstrating the ability to independently generate creative ideas/concepts that responds to a specific brief Applying developmental skills to own creative work with limited guidance Creating a cohesive portfolio of work that is of industry standard Executing design techniques appropriately and reflect critically on the Creating an innovative self promotional package that is reflective of current technological advances Proposing, organising and managing an original creative project with limited guidance, including liaising with external partners, scheduling meetings, and adhering to budgets, if applicable

5 B7 Applying resourcefulness and entrepreneurial skills to support own practice Generic/Transferable Skills Students must demonstrate skills, at the appropriate level of: D1 D2 D3 D4 D5 D6 D7 problem-solving skills: a strong ability to propose and critically evaluate alternative solutions to design issues; evaluative and analytical skills: an ability to critically assess and summarise arguments, reports, documents, client/commission briefs and other written and verbal data; communication skills: an ability to develop a strong line of argument both verbally and in writing; an ability to prepare and deliver a well-focused presentation using appropriate technical aids as necessary; self-management of learning; an ability to employ well-developed self-directed study and learning skills, and to organise learning in terms of employing time management skills, and a capacity to work to deadline; information and communications technology skills: an ability to demonstrate knowledge and application of a wide range of information and communications technology skills; academic conventions: an ability to understand and use a standard referencing system (or example: Harvard Referencing method of citation) and be able to construct a complex bibliography; Entrepreneurial skills: ability to demonstrate innovative thinking in both a business and design context Teaching, Learning and Assessment Strategy The Learning and Teaching strategies for this programme will reflect the core features of the BA (Hons) top up degree and address other relevant academic infra-structures. The course has been designed to incorporate many different strategies regarding learning, teaching and assessment which will enable the students to be well rounded and open minded regarding opportunities for future career development. Learning and Teaching opportunities will be designed to allow for the transfer of learning between the different modules and the integration of theory and practical, project-based activities. It will consistently address the

6 learning outcomes, the subject content and the requirement to develop demand-led, work related skills. Projects are delivered using a blend of demonstrations, workshops, individual and group tutorials, critique presentations, as well as online resources tailor made and selected for each module. No one method exists in isolation and it is an important ethos of the course that students can receive information in a variety of blended ways to ensure inclusivity and a quality experience. The use of panel assessment in the Final Integrated Assignment, allows for appropriate feedback from industrial representatives to reflect industry standards. The presentation of assessment would be the culmination of three years of study with a clear link to employability through the degree show attended by local employers. Key themes of the strategy are: The explicit emphasis placed on the significance of relevant experiential learning to develop design skills Ongoing commitment to enhancing the learner experience through continuous systems of formative and summative assessment and feedback; Use of flexible and appropriate learning methods, through self directed study, peer teaching, face to face, practical, on-line and blending learning strategies; Effective and ongoing support through the use of structured, targeted and open door tutorials and on-line tutorials; Demonstrable and effective practitioner engagement; Planned and sustained development of research into an ever changing and diverse subject area using application of theory into practice; Student learning will be facilitated through practical demonstration, peer practice, lectures, seminars, workshops, e-conferencing, presentations, reflective log, case studies, debates, tutorials, project-based support and on-line support. Lectures will allow for the introduction of new concepts and ideas and will enable students to gain information and underpinning knowledge, whilst formative and summative assessment tasks and projects will allow for the measuring of student progress and the development of knowledge and skills. Practitioner linked projects and tasks allow for the application of knowledge and theory to project-based tasks and project-based learning allows students to use and evaluate particular skills (such as transferable, communication and problem solving skills), apply knowledge and reflect on performance. The strategies will draw heavily on the need for group critiques and tutorials to enable the student to articulate, analyse and formulate directions for their own work. The acquisition of technical skills at Honours level is gained through identifying the boundaries of techniques and processes that have been previously gained/explored on the

7 Foundation degree. Through facilitative teaching, the honours level enables these boundaries to be explored further whilst recognising the need for the skills to be refined at the appropriate level. The use of critiques and informal peer and tutor discussions allows for reflection and acknowledgement of the gained skills. The assessment strategy for the programme is reflected in the module descriptors. The assessment instruments will be contextualised to enable students to engage in both formative and summative work. The assessment of reflective skills is central to the strategy. The assessment process also measures the academic skills of research, analysis, synthesis and evaluation. The students will be tested at Honours Levels as outlined in the UK Framework for Higher Education Qualifications. Level Six (Honours Level) modules aim to test detailed knowledge and understanding and the ability to apply and evaluate key concepts, subject specific knowledge and develop skills of reflective practice. Students will be tested on their ability to create sophisticated artistic work that is to industry and professional standard and to display sophisticated and evaluative responses to critical stimuli, including an independent approach to research and self-management. The assessment instrument will measure students ability to reflect on performance and to integrate theory into practice. The module descriptor for each module of the scheme will indicate which strategy is to be used for that module. The following is an overview of the assessment strategy for the programme: As part of the team s research into the appropriate assessment strategies that would best fit the programme, an equality impact assessment of assessment strategies has taken place in conjunction with the disability officer. In addition, student entry requirements and course content for those with reading difficulties such as dyslexia and degenerative physical difficulties have been anticipated and planned for. The module descriptor for each module of the scheme will indicate which strategy is to be used for that module. The following is an overview of the assessment strategy for the programme: Code Name Assessment Level Six Dissertation Students will be assessed by submission of an word Dissertation (100%), or by special arrangement, an agreed equivalent. A written element of at least

8 (40 credits) 5000 words is mandatory for the assessment but more creative approaches and forms can make up the assessment to the equivalent of words. Students will be encouraged to approach the dissertation in a creative and individual way. It may take the form of a visual notebook with annotations, an extended case study, or they may choose to include video and oral presentation Research file (60%) Creative Business Studies (20 credits) Social media marketing strategy (40%) A file offering an in depth examination of personal professional development within a chosen career path. Students will document appropriate professional trade fairs, business conferences etc The student will establish their own work in the context of contemporary practice. The aim is for the student to have the knowledge and skills necessary to function effectively as independent designers. Final Integrated Assignment Research and Proposal (20 credits) Final Integrated Assignment (40 credits) Project proposal presentation (10%) Written proposal & design brief (1500 words) 40% Research portfolio (practical & theoretical) 50% The Final Integrated Assignment Research and Proposal will have informed the choice of direction the final collection will take. Negotiation with staff will determine content to ensure that all candidates are fully aware of the

9 requirements for the module Exhibition of Final outcomes, with supporting development work (80%) Panel presentation (10%) Reflective Evaluation (10%) 10 Programme structures and requirements, levels, modules, credits and awards Combinations: Code Title Level 4 Credits Level 5 Level 6 Credits Credits BA (Hons) Contemporary Textiles BA (Hons) Contemporary Fashion BA (Hons) Contemporary Design for Interiors Combination Modules: Code Name Credits Level Level Six Dissertation 40 6 Mandatory Creative Business Studies 20 6 Mandatory Research and Proposal 20 6 Mandatory Final Integrated Assignment 40 6 Mandatory 11 Support for students and their learning: Handbook covering general information of the UCBC and academic guidelines;

10 Course specific Student Handbook including a comprehensive description of the modules, information on course administration and other key information; Library, Higher Education Study Centre and resource packages and drop-in centres; Teaching/learning materials; Tutor lead workshops, lectures and interactive learning methods and learning resources; Academic tutorials; Pastoral tutorials; Special needs support; Student services and career guidance. 12 Criteria for admission: Criteria for admission to the programme are as follows: Candidates must achieve a commendation or above on the following Lancaster University programmes at UCBC Foundation Degree Contemporary Textiles or Foundation Degree Contemporary Fashion or Foundation Degree Contemporary Design for Interiors Candidates achieving a pass grade may be admitted subject to satisfactory completion of additional bridging studies designed to address gaps in the candidate s knowledge and/or to provide evidence of his/her capacity to achieve at Honours level. The College has quality assurance policies that promote equal opportunities for all candidates. When considering whether to offer a place where a learner discloses a disability the disclosure will not be taken into consideration. Applicants will be offered a place according to their academic ability, aptitude, prior experience or portfolio. An Information Sharing Interview will be arranged by Disability Services to discuss with the learner and the Programme Leader the implications of undertaking the programme in relation to their disability. Where it is deemed that reasonable adjustment is not feasible and or the prospective learner will be unable to meet the requirements of the Core

11 Academic Criteria the learner may choose to withdraw their application or it may be necessary for UCBC to withdraw the offer of a place or to offer alternative provision. 13 Methods for evaluating and improving the quality and standards of teaching and learning: Mechanism for review and evaluation of learning, teaching and assessment, curriculum and standards module reviews annual course review external examination external consultant employer forum review staff appraisal and action plans peer review by staff review by learning, teaching and research committee higher education Quality Team Review Committees with responsibility for monitoring and evaluating quality and standards HE Centre Student Committee Staff/ Student Committee (Programme Specific) Scheme Committee Employer Forum HE Centre Quality Group HE Academic Council Learning Teaching and Research Committee Marketing Team Mechanisms for gaining student feedback on quality issues UCBC Centre Student Committee Programme Specific Staff/Student Committees Evaluation of units and course administration by the use of questionnaires on individual and group basics Academic and Pastoral Tutorials Assessment feedback from students

12 Staff Development Staff involved in research In house staff development Work based learning training Web based learning training Pedagogic Training Appraisals and peer assessment 14 Regulation of Assessment: Standard Lancaster University top-up Honours Degree regulations apply and QAA Codes of Practice on Assessment Conditions. 15 Role of Course Consultant: Course Consultants will advise the programme team on the design, delivery and assessment of the programme. 16 Role of External Examiners: External Examiners will advise the programme assessment board on matters of standards and fairness of the assessment process and if necessary offer advice on individual student results. External Examiners will report on whether the standards are set are appropriate with reference to external reference points, including benchmarks, framework for Higher Education Qualifications and other reference points. 17 Re-validation: The programme will be due for revalidation in 2016