Programme Specification

Transcription

1 Programme Specification HND Photography 1. Introduction This specification has been compiled to provide a concise overview of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if they takes full advantage of the learning opportunities that are provided. This document is reviewed by the Higher Education Quality Improvement Group, which includes Lead Student Representatives, and the College Executive Team. Key sources of information about this course are available to students in the: Programme Handbook College Website 2. Key Programme Information a. Programme Title HND Photography b. Awarding Institution/Body Pearson c. Place of delivery Southport College d. Final Award HND Photography e. Exit Award(s) HNC Photography f. Department Business, Digital and the Creative Industries g. Modes of Attendance Full time h. Delivery Site Southport College i. Course Length Full time: 2 years j. External Accreditation Not Applicable k. UCAS Code W640 l. Relevant Subject Benchmarking Groups This course follows the UK national Quality and Credit Framework (QCF). Programme outcomes include references to the Art and Design 2008 QAA Subject Benchmark Statement. m. Language of Study English n. Date of Internal Review 20/10/16 o. Date of next review 31/08/17 1 P a g e

2 3. Main Purposes and Distinctive Features of the Programme The BTEC Higher National Diploma in Photography provides a thorough grounding in the key concepts and practical skills required in the photography sector and national recognition by employers allows direct progression to employment. The course provides an opportunity to develop the intellectual, creative and technical skills required to be a successful contemporary practitioner in the Photography industry. Learners will regularly engage with a range of clients and professionals through live projects, competition briefs and talks, through which they will develop their intellectual powers and their ability to communicate. Learners will be provided training in the essential skills of visual communication including photographic skills in studio, location, advertising, press photography, specialist practice, lens-based media and computer image manipulation. Through this integrated approach students will be provided with the skills required for a range of careers in photography and related fields. The course has established strong employer links, with active employer involvement throughout the course, and currency of scholarly activity of staff members, relevant to the fields of study. Students will experience a diverse range of opportunities within the field, including visits, competitions and live briefs and guest speakers. This allows learners to inform their practices, in the context of the creative industries. The curriculum is made up of staff members with significant industry experience, ensuring currency and contextualisation of industry needs, while informing the curriculum. 4. Admissions Criteria Applicants must have successfully gained a minimum of 48 UCAS points* Academic requirements*: o A minimum of 2 A Levels or a Foundation Diploma in Art and Design o BTEC National Extended Diploma/Diploma o Access to Higher Education Diploma o Level 3 NVQ *Other qualifications or relevant life/work experience may also be considered. Successful interview, supported by personal statement and portfolio, and suitable reference. All applicants will additionally require GCSE English at Grade C or equivalent. Mathematics at GCSE Grade C will also be desirable. Non-native English speakers or those who have not studied the final two years of school in English must be able to demonstrate a capability in English at a standard commensurate with IELTS 6.0, with a minimum of 5.5 being awarded on individual sections. 5. Progression opportunities Learners studying the Pearson BTEC Level 5 HND Diploma in Photography (QCF) can progress to the 2 nd or 3 rd year of an undergraduate degree or directly into employment in an associated profession such as press photography, advertising, fashion, editorial, fine art, corporate and social photography. Several students have started successful businesses since beginning their HND studies. 2 P a g e

3 6. Programme aims Increase the proportion of students accessing Higher Education from the lowest participation areas in line with Southport College s Higher Education Strategy for widening participation. Providing education and training for graphic designers to achieve a nationally recognised level 4/level 5 vocationally specific qualification and enter employment in photography or progress to higher education vocational qualifications such as a degree in photography; Develop the knowledge, understanding and skills of learners in the field of photography; Provide opportunities for the development of higher-level skills in a photographic context; Enable learners to develop a range of skills, techniques and attributes essential for successful performance in working life, including resourcefulness and entrepreneurship; Develop learners ability to manage themselves and synthesis information; Develop critical awareness and ability to research and synthesise complex information; Develop learners skills in communication and presentation of ideas and work to audiences in a range of situations. 7. Level Descriptors Level Descriptors describe in general terms the expected outcomes students will achieve at each level of study as students progress through the programme. They describe the relative demand, complexity, depth of learning and learner autonomy associated with a particular level of learning and achievement. The College s Level Descriptors are aligned to the national Framework for Higher Education Qualifications (FHEQ) At Level 4: (Usually Year 1 - HNC), students will be able to: Evaluate the appropriateness of different approaches to solving well-defined problems and communicate outcomes in a structured and clear manner. Demonstrate knowledge of the underlying concepts and principles associated with their area of study, and an ability to evaluate and interpret these within the context of that area of study Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility. At Level 5: (Usually Year 2 - HND), students will be able to: Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. Select appropriately from and deploy a range of subject-specific, cognitive and transferable skills and problem solving strategies to problems in the area of study and in the generation of ideas effectively communicate information and arguments in a variety of forms. Demonstrate knowledge and critical understanding of well-established principles in their area of study, and of the way in which those principles have developed. Apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. 3 P a g e

4 8. Programme outcomes A. Knowledge and understanding B. Cognitive skills in the context of the subject After 120 credits of study (HNC) students will be able to: A1 Understand the photography industry and the career opportunities available A2 Understand the historical evolution and characteristics of the work of practitioners A3 Understand visual communication methods used in photography After 240 credits of study (HND) students will be able to: A4 Understand the principles of cultural and contextual association A5 Analyse the use of media, materials, processes and techniques A6 Recognise the potential for personal development through the application of new approaches to visual communication After 120 credits of study (HNC) students will be able to: B1 Select visual communication techniques to realise creative intentions B3 Exploit idea-generating techniques and implement complex ideas visually B5 Communicate meanings, messages and information After 240 credits of study (HND) students will be able to: B4 Understand and apply the influences of historical, contemporary and contextual factors on activities and outcomes B5 Develop concepts by the analysis of the needs of end-users B6 Evaluate and present conclusions and propose improvements C. Subject-specific practical/professional skills D. Other skills (e.g. key/transferable) After 120 credits of study (HNC) students will be able to: C1 Plan and implement projects using the design development cycle C2 Express ideas and develop concepts through the exploration of materials and processes C3 Produce visual communication outcomes, aimed at different audiences C4 Produce work which demonstrates the use of visual communication After 240 credits of study (HND) students will be able to: C5 Use imagination and innovation in the development of a product C6 Extend visual language, communicating meaning, messages and information C7 Know how to promote themselves and their work professionally C8 Select, experiment with and make appropriate use of materials, processes and environments (SB) After 120 credits of study (HNC) students will be able to: D1 Formulate projects and present outcomes D2 Understand and apply appropriate methods of research and analysis D3 Study independently, set goals, manage workloads and meet deadlines D4 Select and employ communication and information technologies (SB) D5 Communicate ideas and work to audiences in a range of situations (SB) After 240 credits of study (HND) students will be able to: D6 Source, navigate, select, retrieve, evaluate, manipulate and manage information from a variety of sources (SB) D7 Interact effectively with others D8 Evaluate work for further development and recognise personal strengths and needs D9 Be resourceful and entrepreneurial (SB) 4 P a g e

5 9. Programme Structure a. HNC Photography (Year 1) Unit Credits Year Level Unit Title Visual Communication Idea Development Contextual & Cultural Referencing Professional Practice in Art & Design Studio Practice in Photography Darkroom Practice in Photography Photographic Techniques Exhibition of Artwork b. HNC Graphic Design (Year 2) (includes units above) Unit Credits Year Level Unit Title Work-based Experience Advertising Photography Location Photography Press Photography and Photo Journalism Specialist Practice in Photography Management of Art Exhibition Project Design, Implementation and Evaluation Critical Study in Art & Design Total Diploma credits = Teaching, learning and Assessment Strategies Teaching and learning methods are aligned to programme outcomes and support learners in becoming problem solvers, critical thinkers, independent enquirers and effective communicators. HE lecturers engage in a range of scholarly activities and ensure that appropriate links are made between theory and practice. Lecturers develop relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activities within the sector, through the delivery of live briefs, vocational scenarios and competition briefs. The development of learners independent learning skills is promoted through self-directed study, which may include reflective journals, blogs, sketchbooks and personal development records, facilitated by full access to the Virtual Learning Environment (Moodle) and the University Centre. Prior to formal assessment methods, learners will take part in a range of activities and tasks, in order to support their preparation for final assessments. Verbal and written feedback will be provided by tutors to support learners development in order to reach their true potential. 5 P a g e

6 Informal assessments methods are varied and relevant to vocational practice. Knowledge and understanding are tested though portfolio and sketchbook-based work, critiques and peer reviews essays, research reports, group and individual presentations. Live projects, competitions and workrelated learning provide vehicles for teaching and learning. Participation in debates, simulations, group work, individual and group presentations will encourage learners to critically consider the application of theory to practice. The assessment of BTEC Higher National qualifications is criterion-based and learners evidence is assessed against published learning outcomes and assessment criteria. The purpose of the assessment is to ensure that effective learning of the content of each unit has taken place. Evidence of this learning, or the application of the learning, is required for each unit. The assessment of the evidence relates directly to the assessment criteria for each unit, supported by the generic grade descriptors. All units will be individually graded as pass, merit or distinction. To achieve a pass grade for the unit learners must meet the assessment criteria set out in the specifications. Further information is available in the Higher Education Assessment Policy. 11. About the Awarding Body and the External Examiner The Higher National Diploma in Photography is awarded by Pearson. Pearson publish a Higher National Specification which provides the nationally devised and accredited programme structure, curriculum content and related guidance necessary for educational institutions to deliver a programme which is appropriate to local market conditions and local student needs. As the awarding body, Pearson appoints a suitably qualified academic to act as the standards verifier for this programme. The standards verifier is equivalent to the external examiner role identified within the QAA Quality Code for UK Higher Education, Chapter B7: External Examining. Annual reports from the standards verifier are published within the course area on the College Moodle site and are made available to all current students. You can read more about the process here: Study Support Learners primary source of advice and support is through their curriculum leader and their personal tutor (PT). All students are allocated a Personal Tutor on enrolment. Tutorials are held at regular intervals. The role of the PT is as follows: To give pastoral support and to monitor academic, professional and personal progress. To provide the main identifiable base for students throughout their period of study To provide for the dissemination of information and advice which ensures students gain maximum benefit from the resources of the College available to them. To secure and maintain close links between students, course leaders and the centralised student services provision To provide academic counselling specific to the needs of individual students in identifying and advising on appropriate pathways The College has a commitment to, and history of, supporting learners with specific needs. Learners with specific needs are fully included in the learning process mechanisms and through support from the College Learning Support team. A range of facilities is available to support students with educational needs and/or disabilities. Learners are supported on an individual basis. In order to 6 P a g e

7 ensure that all learners have reasonable access to all the learning opportunities on offer and ensure fair assessment, adjustments may be made to the curriculum, teaching styles and assessment practices. Learners on this course have access to studios with Macintosh computers, industry-standard software, qualified vocational tutors and technicians and specialist resources such as printmaking suites and laser cutting technology and are enabled to study independently via the VLE (Moodle). The dedicated University Centre provides open access to PCs, study skills support and a well-stocked library with frequent review and update of Art and Design books, magazines and journals, DVDs and E-library resources. The department has a well-stocked art and design and media stores where students can purchase affordable art materials or borrow traditional or digital cameras. 13. Methods for Evaluating and Improving the Quality and Standards of Learning & Teaching a. Mechanisms for review and evaluation of learning, the curriculum and outcome standards External: QAA HE Review, NSS Survey, External Examiners Reports Reports to the College committees detailed below Annual Self-Assessment reports Termly Course reviews End of Unit Evaluations Student representation in Course and College committees Regular course team and monthly Board of Studies meetings Peer and Curriculum Review Teaching Observation Procedures (including student feedback) b. Groups with responsibility for monitoring and evaluating quality and standards c. Mechanisms for gaining student feedback on the quality of teaching and their learning experience Standards Committee (including Student Governors) College Executive Team Quality Improvement Group Committee HE Quality Improvement Group Committee (including Student Reps) Curriculum Development Group Performance Management Group Board of Studies Informal module/session feedback opportunities Student/staff consultative committees Student Council HE Curriculum Leaders Committee Standards Committee (including Student Governors) Higher Education Quality Group Attendance at HE Student Representative Meetings (termly) Publication of HE Student Rep Action Plans on VLE Attendance at course team meetings Meetings with external examiners Informal module/session feedback opportunities End of unit evaluation forms Student/staff consultative committees Student membership of College council d. Staff Development priorities for staff teaching on this All HE teaching staff have substantial vocational expertise and are enabled to undertake a programme of Scholarly Activity which is intended to enhance learning and teaching at the College. The College 7 P a g e

8 course hosts internal staff development and HE training days for HE teaching staff and facilitates a range of external training activities including, but not limited to: external study, e.g. completion of PhDs/MA/vocational accreditation; attendance at appropriate conferences; and specialist industrial and commercial updating. All lecturing staff are required to possess or be working towards a recognised teaching qualification. 14. Personal Development During the course learners will extend their knowledge of professional practice within their specialist area and relate these to personal goals and career opportunities. Through developing this practice and engaging in their personal development learners will: Be able to place themselves and their work in the context of their selected discipline; Understand their specialist area and the career opportunities available; Be able to develop and present a professional portfolio in an appropriate format; Understand how to promote themselves and their work professionally; Study independently, set goals, manage their own workloads and meet deadlines Identify personal strengths and needs, and reflect on personal development. Articulate ideas and information comprehensibly in visual, oral and written forms Source, navigate, select, evaluate, manipulate and manage information from a variety of sources Reviewed by: HE QIG Date of Review: 17 th October 2016 Date Approved: 20 th October 2016 Date of Next Review: 31 st August P a g e