Foundation Degree in Dance by 56s89rx

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									                  FdA Dance


    Faculty of Arts, Design and Media

      Department of Arts and Design


    PROGRAMME SPECIFICATION




Date of Validation Event:     March 2009
Date Approved by QMSC:
                                                    SCHOOL OF ARTS, DESIGN, MEDIA & CULTURE.




                                                                           Foundation Degree in Dance



                                                                      PROGRAMME SPECIFICATION




                                               Date of Validation Event:           16th June 2008
                                               Date Approved by SQAB:              1st approved as
                                                                                   FdA Dance for
                                                                                   Tyne Metropolitan
                                                                                   8.5.06
                                               Date Approved by QAB:




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         Version History

         Please complete each time a new version is drafted e.g.

            Version         Details of Change                  Change Author    Last       Modified
                                                                                Date
            0.1             First Draft                        Rachel Emms-     Sept 2006
                                                               Hobbins
                                                               (Programme
                                                               Leader)
            0.2             Amendments recommended
                            by Development Team
            0.3             Amendments recommended             Lesley Younger   8.5.06
                            by SQAB
            1.0             Amendments recommended
                            by Institution Approval Event
            1.1             Amendments made for                Rachel Emms-     12/02/08
                            submission to Review               Hobbins




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                                                                                               Page
                                                                                              Number
       PART A – PROGRAMME SPECIFICATION

            1.           CORE INFORMATION                                                       3

            1.1          Modes of Delivery and Duration                                         3

            2.           AIMS OF THE PROGRAMME                                                  3

            3.           LEARNING OUTCOMES OF THE PROGRAMME                                     4

            4.           PROGRAMME STRUCTURE & CONTENT                                          5

            4.1          Programme Level and Pedagogic Perspective                              5
            4.2          Programme Content                                                      5
            4.3          Programme Regulations                                                  5
            4.4          Work Experience, Industry links, Graduate Skills and Employability     6

            5.           TEACHING & LEARNING                                                    6

            5.1          Teaching and Learning Strategy                                         6
            5.2          Teaching and Learning Methods                                          7

            6.           ASSESSMENT                                                             7

            6.1          Assessment Strategies                                                  7
            6.2          Assessment Methods                                                     8

            7.           STUDENT SUPPORT AND GUIDANCE                                           8

            7.1          Induction                                                              8
            7.2          Pastoral Support                                                       8
            7.3          Careers                                                                8
            7.4          Student Representatives                                                9
            7.5          Central Support Services                                               9

            8.           ADMISSIONS                                                             9

            8.1          Entry requirements                                                     9
            8.2          Admissions Procedure                                                   9




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1. Core information

    Programme title: FdA Dance………….
    Target award …FdA Dance…………….
    Interim or exit awards Foundation Certificate in Higher Education………………..
    Awarding body: University of Sunderland
    Programme Assessment Board Performing Arts………….

    QAA subject benchmark(s) applicable       Foundation Degree
                                              Dance
    Accrediting body / bodies (if applicable) …N/A………………..

    Other points of reference:

         QAA Framework for Higher Education Qualifications
         http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp
         NICATS level descriptors (NB Level 4 is the equivalent of HE Stage 1, Certificate level)
         http://www.nicats.ac.uk/doc/scr_prnc_guide.pdf
         National credit guidelines
         http://bookshop.universitiesUK.ac.uk/downloads/Burgess_credit_report.pdf
         University of Sunderland credit framework and regulations
         https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-247

    Collaborative partners and models of collaboration, if applicable City Of Sunderland College Model C
    Location(s) at which programme is delivered City Of Sunderland College

1.1 Modes of delivery and duration:

                  Tick all that   Min number   Max number   Intake dates   Any other issues
                  apply           of years     of years     (months)
Full-time         x               2            9            September
Part-time
Sandwich
Off-campus        x
On-campus
Distance
learning
Work-based        x
learning
Collaborative     x


2. Aims of the Programme

Departmental Aims

All programmes adhere to our broad Arts and Design departmental aims;

        To provide opportunities for students to gain knowledge and apply that knowledge within the
         programmes offered

        To encourage students to combine practical and conceptual skills in order to enhance their
         creativity and promote reflective, analytical and critical approaches to learning

        To develop transferable skills through appropriate teaching, learning and assessment strategies


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        To enable students to obtain a knowledge of the broader cultural and social contexts in which work
         is created and disseminated

        To offer students the opportunity to become aware of vocational and professional contexts in
         preparation for the challenges of a changing work environment

        To offer flexibility and choice in learning enabling students to study in ways appropriate to their
         needs, interests and ambitions

        To enhance both student learning and the overall student experience through high level staff
         research activity

Programme Aims

1.       To offer an opportunity within this programme to develop awareness and understanding of
         distinctive traditions, conventions, practitioners and contexts that have helped shape contemporary
         practice within and across dance.

2.       To offer a programme of study providing opportunities for an experiential fusion of theory and
         practice in which both conceptual awareness and practical, creative skills are developed in dance.

3.       To develop transferable skills e.g. communication, I.T. and working with others

4.       To develop students as reflective practitioners who can take increasing responsibility for their own
         learning.

5.       To introduce students to vocational and professional practices and opportunities within dance
         raising awareness of current trends and developments, enabling students to gain and apply skills
         prior to and through their engagement in projects, placements and community events

6.       To allow the individual student to emphasise a study of dance as well a working on modules with
         students from other performing arts disciplines.



3. Learning Outcomes

     Skills

     Stage 1 (Certificate of HE):

On successful completion of level one, students will have;

     1. Generated approaches to dance practice/performance and developed skills - individually and/or in
        groups.

     2. Demonstrated the ability to describe, investigate, interpret and evaluate a range of material
        including performance, video projects and live events and recognised the importance of these in
        relation to their dance practice.

     3. Demonstrated independent research and study skills through practical and written work and an
        engagement with a range of identified dance language, working methods and processes.

     4. Expressed ideas in the realisation and presentation of written and practical work, and demonstrated
        the relationship between theory and practice.

     Stage 2 (Diploma of HE): as above plus:

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    5. Demonstrated an ability to expand personal skills/select and develop approaches to their dance
       practice.

    6. Demonstrated an ability to reflect on and evaluate a range of material and apply this in
       specific settings.

    7. Demonstrated the ability to work independently on a range of tasks leading to the
       presentation of their practical and written work whilst reflecting on processes and working
       methods.

    8. Demonstrated the ability to communicate effectively in the realisation and presentation of
       work which shows the relationship between theory and practice.

    9. Demonstrated the ability to analyse the work of key dance practitioners and artistic/cultural
       movements and relate these to practice.

    10. Demonstrated application of both dance and vocational skills in work based settings.

    Knowledge

    Stage 1 (Certificate of HE):


    1. Demonstrated understanding of performer/audience relationships and a range of contexts for dance
       performance.

    2. Demonstrated a critical, contextual and historic perspective within dance and some knowledge and
       awareness of the work of selected practitioners.

    3. Demonstrated understanding of issues involved in work based settings.


    Stage 2 (Diploma of HE) above plus


    4. Analysed the issues surrounding performer/audience relationships; cultural contexts for
       projects/events.



    Additional learning opportunities

                 Students interact with the local community and schools through projects and assessments
                 Students work alongside drama students in the core modules




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     4. Programme Structure and Content

     Module list see Appendix 1

     Programme regulations see Appendix 2

     4.1 Programme content

     Stage 1

         Semester 1
         FPA 111 Performing Arts Production                        20 credits
         DAN 111 Introduction to Dance Studies                     20 credits
         DAN 120 Classical ballet                                  10 credits

         Semester 2
         FPA 112 Working in the Arts                               20 credits
         DAN 115 Popular Dance                                     20 credits
         FPA 114 Core Skills                                       10 credits
         DAN 113 Dance Performance                                 20 credits


     Stage 2

         Semester 1
         FPA 212 Working in the Arts                               20 credits
         FPA 217 Applied Arts Practice                             20 credits
         DAN 217 Preparation and Presentation                      20 credits

         Semester 2
         FPA 213 Performing Arts Production                        20 credits
         DAN 220 Contemporary Ballet                               10 credits
         DAN 221 Commercial Jazz                                   10 credits
         DAN 211 Dance Composition and Performance                 20 credits

NB.      At the discretion of the programme team Dan 120, Dan113, Dan 220 and Dan 221 may run over
         two semesters.

     4.2 Placements, study abroad and other work experience opportunities

     Students on Foundation Degree programmes are able to apply for the University Study Abroad
     Scheme in Level 2.


5.       Teaching and Learning

     See teaching, learning and assessment matrix, Appendix 3

         The range of teaching and learning strategies which students will experience in all Performing Arts
         programmes at some stage of the programme includes;

        Lectures that stimulate thought, discussion and debate and which encourage reading, listening and
         research
     Seminars and other forms of small group discussion
     Small group learning and teaching where students work together as a team
     One to one interaction supporting the development of creative skills
     Corporate performance activity developing teamwork and leadership skills
     Workshops, often benefiting from the experience of visiting specialists
     Essay writing as a means of presenting ideas and arguments in written form
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         Practical exercises connected with the development of creative, analytical and physical skills
         Use of computer assisted learning
         Studio work giving hands-on experience in the use of state of the art lighting
         Independent learning
         External placements such as work experience or community projects
         Fieldwork projects where students may observe and participate in events
         Extra curricular activities involving participation in or attendance at performances
         Peer learning through discussion of colleagues’ work

     These have been selected to reflect the subject and the broad range of students expected to study on
     this programme and support both the practical and written work within the programme.
      Projects encourage students to work independently on topics which match their skills, develop their
     interests or fit in with their career aspirations. They often reflect students’ knowledge of
     the needs of the local community.

6.        Assessment

      See teaching, learning and assessment matrix, Appendix 3


      Students may expect to encounter a range of assessment strategies including;

         Individual written essays and coursework which tests their ability to investigate a topic and organize
          their material and ideas to a prescribed deadline.
         Exercises in lesson planning for specific groups develops skills of the working community artist
         Practical assessments such as individual and group performances develop both individual skills and
          team work
         Creative projects give opportunities to develop conceptual, planning and evaluative skills
         Oral presentations testing both oral and presentation skills
         Reports on external placements make the programme vocationally relevant
         Composition tests the students creativity and develops their skills in choreography
         Research files and learning logs develop on going research and reflective thinking
         Assessment of facilitation/teaching skills in practical contexts sites the programme in the real
          working world
         Assessment of the application of subject specific and generic skills in appropriate contexts provides
          wide ranging opportunities


See assessment criteria for the programme in Appendix 4

7.        Student Support and Guidance


Student support is organised and operated by the partner college. A minimum requirement is that;

          i)      Each college has an overall strategy for support and guidance
          ii)     Each student be assigned a support tutor for both academic and pastoral guidance.
          iii)    Studies advice is available centrally including remedial support
          iv)     Appropriate induction takes place
          v)      Advice and information on careers is available. (N.b. This is to some extent built into the
                  programme but students may require guidance outside of their own subject area)
          vi)     Tutorial or other support is provided during placement and project
          vii)    modules

           During their first week, students are provided with an induction programme, student handbook and
          relevant module guides. They meet both the University Programme leader and the college staff. On
          a visit to the University they register at the University library and meet relevant specialist staff

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     All on-campus students have access to the University’s central support services including Counselling,
     Disability Service, Health and Well-being, Chaplaincy, financial support and advice, International Office
     and Careers and Employability Service. The Students’ Union provides an independent service which
     offers advice and support across the full range of personal and academic problems which students may
     encounter. Students wishing to lodge a complaint or an appeal can seek advice from the Students’
     Union or from Academic Services. Full details of all these services can be found on the University’s
     web-site. Where appropriate, academic or support staff in the Faculty will sign-post students to these
     specialist services.

8.       Admissions

     Admissions requirements to enter at level 1 of this programme will fall into one of the following three
     categories;
         Attainment at FE level provided through;
          A and AS Levels
          GNVQ
         Applicants will be expected to have;
          Three passes at GCSE Grade C or above including Mathematics and English (or equivalent). A
             minimum of level 2 key skills in Communications, Application of number and Information is
             acceptable.

         plus one of the following;

            A minimum of one 6-unit award (A level/GNVQ) or 1 x 12 unit award or equivalent.
            The relevant Scottish Framework Qualification of higher grade C.
            Successful completion of a recognised Foundation or Access Programme.
            The full International or European Baccalaureate
            Other qualifications as deemed acceptable by the University

         All candidates will be interviewed and practical work will be viewed wherever appropriate and
         possible.

         The University and College will seek to provide study opportunities on this programme to all who
         have the potential to benefit from them. Factors such as work experience or vocational training can
         be taken into account when considering an application and admissions tutors have considerable
         discretionary powers to assess each case on individual merit.


9.       Programme Management and Quality Assurance


     The programme is managed and quality assured through the University’s standard processes. Modules
     are overseen by a Module Studies Board and each year each module leader provides a brief report on
     the delivery of the module, identifying strengths and areas for development. The Programme Studies
     Board, which includes module leaders, student representatives and, where applicable, typical
     employers, is responsible for the programme as a whole, ensuring the coherence of the programme
     overall, its currency, progression, and alignment between the learning outcomes and modes of
     teaching, learning and assessment. Student achievement, including progression between levels and
     degree classification, is kept under review. The programme is reviewed annually and a report is sent to
     the Faculty Quality Management Sub-Committee which in turn reports issues to Academic Board via
     the University’s Quality Management Sub-Committee (QMSC) and Academic Experience Committee
     (AEC).

     External examiners are appointed to oversee and advise on the assessment of the programme. They
     verify the comparability of the standards of the programme with the standards of similar programmes
     elsewhere in the UK and the quality of the assessment process. They are also invited to comment on
     proposed developments to the programme. Their reports are sent to the DVC (Academic) as well as to

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      the Faculty; he requires a report from the Faculty on any major issues of concern raised by the external
      examiner.

      All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas
      for enhancement. Programmes are revalidated through this review process. These reviews include at
      least one academic specialist in the subject area concerned from another UK HEI.

      Students’ views are sought through module questionnaires and by other methods. The feedback
      informs module leaders’ annual reports on their modules. Students are represented on the Programme
      and Module Studies Boards; in the former they are involved in discussion of external examiners’
      reports.



10.      Learning Environment and Resources

         A team of staff deliver this programme including 3 from the College and 3 from the University. This
         gives students an opportunity to work with specialist tutors and experience a range of teaching
         styles. In addition students work on DAN 111 with students from other programmes such as
         BA(Hons) Performing Arts and CSP music students which broadens their experience and peer
         support networks. They may also encounter Academic tutors for individual sessions on modules.

         Students study on modules where research informs teaching, particularly in Level 2.

         Students have access to both their library at College and to the Murray library at the University
         where the Performing Arts books and resources are held. Although students have access to
         Sunspace the VLE, use of this has not been fully exploited in the core modules although students do
         use this resource when studying on the University modules




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                                                                                                                       Appendix 1


                                                                                           QUICK REFERENCE
                                                                                           Panel:     External   Internal 
                                                                                           Programme: New  Review  Title Change 
                                                                                                      Replacement for existing 

                          SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS
     (Form to be completed electronically by the Faculty and forwarded to the QAE Quality Officer supporting
           the Approval event, or sent to MISD for faculty devolved processes before sending to QAE)

PROGRAMME/SUBJECT/SHORT COURSE
DETAILS
Exit Award: Title of programme/award                                    FdA Dance
If replacement for existing, specify title of old
Faculty(ies):                                                           Arts, Design and Media
Department:                                                             Arts and Design
SITS Programme/Short Course code1
Programme Studies Board2                                                Performing Arts
UCAS code3 (if applicable). If other please state
method.
JACS code4
Qualification Level / Qualification Aim                                 Foundation Degree
                                                                        (delete yes/no as necessary)
Modes of delivery and duration:                                         Full time    yes …2….. years
                                                                        Sandwich no …….. years
                                                                        Part time    yes …….. years
                                                                        Work Based Learning yes
                                                                        On-campus no
                                                                        Off-campus yes
CSP Only. Other subject combinations not allowed                        n/a
with this subject:
Programme/Subject/Short Course Leader:                                  Rachel Emms-Hobbins
Date of Approval /Modification/Review                                   06/06/06
Date of next review (QAE to complete)
Start date of programme                                                 Sept 08
Number of intakes per annum and likely month(s)                         September intake
intake(s) starts.



FUNDING DETAILS
Confirm funding arrangements for programme e.g.                        HEFCE
HEFCE/TDA/NHS/Other5
If it is TDA, is it primary/secondary/F.E./Other (please               n/a
state)




 1
   To be allocated in consultation with MISD team in SRBP
 2
   Programme Studies/Assessment Board that will have management responsibilities for the programme.
 3
   Please contact Admissions Manager for code
 4
   JACS code = e.g. (V1) History, (G5) Computing Science, etc. for information contact relevant AD
 5
   Please confer with David Balme for funding status for programme
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Is the programme Open or Closed6:                                            Open

                                                                             No
ACCREDITING BODY                                                             If yes please attach completed form AQH-Ciii2


                                                                             Are there to be programme specific regulations?
PROGRAMME SPECIFIC REGULATIONS                                               No
                                                                             If yes, please attach completed form AQH-B3
                                                                             Appendix 2 or AQH-B8.

COLLABORATIVE:                                                               UK                    yes
Please complete details
                                                                        Overseas                    no
Institution                                                    Collaborative model7                  Funding arrangements8

…City Of Sunderland……Model C…………………………………..                                                        ………………………………
….……………………..

…………………………………………..                                            ………………………………                                ………………………..

…………………………………………..                                            ………………………………                                …………………………


      INTERIM AWARD SCHEDULE


Interim award title                                                         Credits               Interim structure
                                                                            required
                                                                                                  Please show mandatory
                                                                                                  requirements if applicable e.g. core
                                                                                                  module codes
Foundation Certificate in Higher Education                                  120




       DETAILS SUPPLIED BY: ………………………………………                                                    DATE:             ………………………..

         For QAE use only: Circulation list: Quality Assurance & Enhancement (files) MISD (J Ruffell), Admissions (E
         Wilson), Recruitment (Les Brown, Catryn Davies), Student Office (L Dixon), Examinations (B Muldowney),
         Planning (David Balme) Learning Development Services (Malcolm Creen) Central Timetabling (Lesley Scott) +
         for collaborative programmes: SRBP Carole Green/Peter Elliott, marketing (Judith Green)




  6
      An Open programme constitutes an open admissions policy. A Closed programme is normally specific to one client only. If in doubt please
      consult Academic Services or Planning and Finance.
  7
   As per QAE guidelines
  8
   Please contact David Balme for confirmation of funding details
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Module List
Award,        New/Existing/   Module Title      Module   Module   Whether   Must         Assessment          Pre-/co-     Module    Other       Date      JACS
Route (if     Modified                          Code     Credit   core or   choose (ie   weighting – give    requisites   leader    comment     of        Code
applicable)   Module                                     Value    option    designated   % weight for each                          (if         Entry
and Level     (N/E/MM)                                                      option):     assessment item                            required)   on
                                                                                                                                                SITS.
                                                                                                                                                N/MM
                                                                                                                                                only
                                                                                                                                                ( After
                                                                                                                                                event)
FdA           E               Performing        FPA      20       C                      Practical 60%                    Rachel                          W500
Dance                         Arts              111                                      Written 40%                      Emms
level 1                       production                                                                                  Hobbins
FdA           E               Introduction to   DAN      20       C                      Practical 50 %                   Lesley                          W510
Dance                         Dance             111                                      Written 50%                      Younger
level 1                       Studies
FdA           E               Popular Dance     DAN      20       C                      Practical 70%                    Lesley                          W540
Dance                                           115                                      Written 30%                      Younger
level 1
FdA           E               Working in the    FPA      20       C                      Practical 50%                    Judith
Dance                         Arts 1            112                                      Written 50%                      Hills
level 1
FdA           E               Core Skills       FPA      10       C                      Practical 50%                    John
Dance                                           114                                      Documentation                    Kefala
level 1                                                                                  50%                              Kerr
FdA           E               Dance             DAN      20       C                      Practical 70%                    Rachel                          W520
Dance                         Performance       113                                      Written 30%                      Emms-
level 1                                                                                                                   Hobbins
FdA           E               Classical         120      10       C                      Practical 100%                   Rachel                          W540
Dance                         Ballet                                                                                      Emms-
level 1                                                                                                                   Hobbins
FdA           E               Applied Arts      FPA      20       C                                                       Nigel
Dance                         Practice          217                                                                       Watson
level 2

FdA           E               Contemporary      DAN      10       C                      Practical                        Rachel                          W540

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September 2008
Dance                         Ballet           220                 80%Written      Emms-
level 2                                                            20%             Hobbins

FdA          E                Performing       FPA   20   C        Practical 60%   Roy
Dance                         Arts             213                 Written 40%     Connolly
level 2                       Production 2
FdA          E                Commercial       DAN   10   C        Practical 70%   Lesley     W540
Dance                         Jazz             221                 Written 30%     Younger
level 2
FdA          E                Dance            DAN   20   C        Practical 60%   Lesley     W510
Dance                         Composition      211                 Written 40%     Younger
level 2                       and
                              Performance
FdA          E                Dance            DAN   20   C        Practical 70%   Rachel     W520
Dance                         Preparation      217                 Written 30%     Emms-
Level 2                       and                                                  Hobbins
                              Presentation
FdA          E                Working in the   FPA   20   C        Presentation    Judith
Dance                         Arts 2           212                 30%             Hills
level 2                                                            Project file
                                                                   70%




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September 2008
                                                                                          Appendix 2
                                   TEMPLATE FOR PROGRAMME REGULATIONS

Stage 1

Core modules:

Code                               Title                              Credits
FPA 111                            Performing Arts Production         20
DAN 111                            Introduction to Dance Studies      20
DAN 115                            Popular Dance                      20
FPA 112                            Working in the Arts 1              20
FPA 114                            Core skills                        10
DAN 113                            Dance Performance                  20
DAN 120                            Classical Ballet                   10


Progression Regulations
                                                                  1
      There are no programme-specific progression regulations

Stage 2

Core modules

Code                               Title                              Credits
FPA 212                            Working in the Arts 2              20
FPA 217                            Applied Arts Practice              20

DAN 211                            Dance Composition and              20
                                   Performance
FPA 213                            Performing Arts Production 2       20
DAN 217                            Dance Preparation and              20
                                   Presentation
DAN 220                            Contemporary Ballet                10
DAN 221                            Commercial Jazz                    10

Elective modules

There is no provision for an elective module at Stage 2.

Progression Regulations

To meet the requirements of the Basket-Weaving Guild the following restrictions have been approved by
Academic Board on the provisions of the university regulations:

You must achieve a pass of 40% in each of the elements of assessment in modules ABC555, ABC666
and ABC 777 in order to pass the module. In addition these modules cannot be compensated so you
                                                    2
must achieve an overall pass of 40% in each module .




1
    This will be the norm – university regulations apply
2
    This limits compensation within AND between modules
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September 2008
                                                                                                                                                      Appendix 3
Matrix of modes of teaching, learning and assessment

NB Text in the table below is an example. You will need some means of cross-referring to each of the learning outcomes specified for the
programme. Here they are labelled LO / S (for skills) / 1, 2 etc; LO / K (for knowledge) / 1,2 etc but you do not need to follow that approach. One
matrix sheet must be completed for each stage of the programme.
Stage 1
5. Teaching and Learning
Stage 1
Matrix of modes of teaching, learning and assessment

Stage 1

Module         Code     Core /      Modes of      Modes of Assessment             LO S1       LO S2       LO S3       LO S4       LO K1       LO K2       LO K3
                        optional    T&L
Performing     FPA      Core        Independent   Performance                     Taught,     Taught      Taught,     Taught,     Taught,     Taught,
Arts           111                  study,        Essay/ evaluation               Developed   Developed   Developed   Developed   Developed   Developed
Production                          seminars,                                     Assessed    Assessed    assessed    assessed    assessed    assessed
                                    Tutor led
                                    workshops.
                                    rehearsals
Introduction   DRA      Core        Independent   Performance/Oral                Taught,                 Taught,     Taught,     Taught,     Taught,
to Dance       111                  study,        presentation/written/research   Developed   Developed   Developed   Developed   Developed   Developed
Studies                             seminars,     Essay/ evaluation               Assessed                Assessed    Assessed    Assessed    Assessed
                                    Tutor led
                                    workshops.
                                    rehearsals
Popular        DAN      Core        Lectures,     Group                           Taught,                 Taught,     Taught,     Developed
Dance          115                  seminars,     Choreography/performance.       Developed               Developed   Developed
                                    Tutor led     Research/oral presentation      Assessed                Assessed    Assessed
                                    workshops.
                                    Rehearsals,
                                    research,
                                    group work
Working in     FPA      Core        Independent   Work based Placement            Taught,     Developed   Taught,     Taught,     Taught,     Developed   Taught,
the Arts 1     112                  study,        Presentation                    Developed               Developed   Developed   Developed               Developed
                                    seminars,                                     Assessed                Assessed    Assessed    Assessed                Assessed
                                    Tutor led
                                    workshops.

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                                      presentations
Core           FPA      Core          Independent     Group project                   Taught,     Taught,     Taught,     Developed    Taught,      Developed   Developed
Practical      114                    study,          evaluation                      Developed   Developed   Developed                Developed
Skills                                seminars,                                       Assessed    Assessed    Assessed                 Assessed
                                      Tutor led
                                      workshops.
                                      presentations
Dance          DAN      Core          Technical       Performance                     Taught,     Taught,                 Taught,
Performance    113                    class,          Written analysis                Developed   Developed               Developed
                                      Lectures,                                       Assessed    Assessed                Assessed
                                      group work,
                                      seminars
Classical      DAN      Core          Technical       Performance                                 Taught,                 Taught,      Developed                Taught,
Ballet         120                    Class                                                       Developed               Developed                             Developed
                                                                                                  Assessed                Assessed                              Assessed



Stage 2




Module           Code          Core /         Modes of        Modes of   LO S5                LO S6       LO S7       LO S8           LOS9         LO S10       LO K4
                               option         T&L             Assessment
Working in       FPA 212       Core           Independent     Presentation.       Taught,     Taught,     Taught,     Taught,         Taught,      Taught,      Taught,
the Arts 2                                    study,          Time limited        Developed   Developed   Developed   Developed       Developed    Developed    Developed
                                              seminars,       task . planning /   Assessed    Assessed    Assessed    Assessed        Assessed     Assessed     Assessed
                                              Tutor led       evaluation.
                                              workshops.
                                              presentations
Performing       FPA 213       Core           Independent     Performance         Taught,     Taught,     Taught,     Taught,         Taught,      Taught,
Arts                                          study,          Essay/              Developed   Developed   Developed   Developed       Developed    Developed
Production 2                                  seminars,       evaluation          Assessed    Assessed    Assessed    Assessed        Assessed     Assessed
                                              Tutor led
                                              workshops.
                                              rehearsals
Applied Arts     FPA 217       Core           Independent     Practical project   Taught,     Taught,     Taught,     Taught,         Taught,      Taught,      Taught,
Practice                                      study,          Planning            Developed   Developed   Developed   Developed       Developed    Developed    Developed
                                              seminars,       evaluation          Assessed    Assessed    Assessed    Assessed        Assessed     Assessed     Assessed
                                              Tutor led

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                                            workshops.
                                            presentations
Dance            DAN 211      Core          Lectures,       Group or solo   Taught,     Taught,     Taught,     Taught,     Developed   Developed   Taught,
Performance                                 workshops,      performance/    Developed   Developed   Developed   Developed                           Developed
and                                         tutorials,      Written/        Assessed    Assessed    Assessed    Assessed                            Assessed
Composition                                 research,       research
                                            rehearsals
Contemporary     DAN 220      Core          Technical       Performance     Taught,     Taught,     Taught,     Taught,     Taught,
Ballet                                      class           Essay/          Developed   Developed   Developed   Developed   Developed
                                            research        evaluation      Assessed    Assessed    Assessed    Assessed    Assessed
                                            rehearsals
Commercial       DAN 221      Core          Technical       Performance     Taught,     Taught,     Taught,     Taught,                 Taught,
Jazz                                        class           Choreography    Developed   Developed   Developed   Developed               Developed
                                            Tutorials,      Research        Assessed    Assessed    Assessed    Assessed                Assessed
                                            research,       presentation
                                            rehearsal
Dance            DAN 217      Core          Workshops       Performance,    Taught,     Taught,     Taught,     Taught,     Taught,
Preparation                                 technical       Written         Developed   Developed   Developed   Developed   Developed
and                                         class                           Assessed    Assessed    Assessed    Assessed    Assessed
Presentation                                tutorials,
                                            research,
                                            rehearsals




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                                                                                                                                                                                   Appendix 4

       Assessment Criteria at the level of the target award
       Generic Assessment Criteria – Undergraduate – Performing Arts
       These should be interpreted according to the level at which you are working and related to the Learning Outcomes for the module
                                                                                           Categories
       Grades     Relevance                 Knowledge                  Analysis, Problem        Argument and              Critical evaluation       Presentation/             Reference to
                                                                       solving and/or           Structure and/or          and Creativity            Execution of              Literature
                                                                       Collaboration            Artistic coherence                                  performance and/or
                                                                                                                                                    production duties,
                  Demonstrate ability to    Demonstrate a critical     Demonstrate an           Demonstrate               Demonstrate the           Demonstrate                  Demonstrate
                  focus on a designated     perspective on             ability to analyse       coherence and clarity     ability to critically     appropriate skills in        awareness of relevant
                  topic or topics in        performance theories       topics, problem solve,   in your critical          evaluate materials        writing,                     research materials
                  practical and/or          and practices and the      and/or employ            perspective               and/or generate           communication,               and reference points
                  written work              ability to contextualise   effective group skills   argument, ideas           creative ideas.           performance and/or           for your work in
                                            performance work in                                 and/or performance                                  production                   performance,
                                            relation to this                                    work                                                                             literature and/or
                                                                                                                                                                                 performance criticism
       86 –       The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification.
       100%       There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that
                  the work will be exemplary in all the categories cited above. It will demonstrate particularly compelling evaluation, originality, creativity, elegance of argument/performance,
                  interpretation or discourse.
       76-85%     The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also
                  excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be
                  outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation, creativity, elegance of argument/performance, interpretation
                  or discourse.
                  The work examined is excellent and provides evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also
       70 – 75%   excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be excellent
                  in the majority of the categories cited above or by demonstrating particularly compelling evaluation, creativity, elegance of argument/performance, interpretation or
                  discourse.
Pass




                  Directly relevant to    A substantial          Good analysis,            Generally coherent and May contain some               Well written, with            Critical appraisal of
       60 – 69%   the requirements        knowledge of           identification and        logically structured,     distinctive, creative or    standard spelling and         up-to-date and/or
                  of the assessment       relevant material,     resolution of issues      using an appropriate      independent thinking;       grammar, in a readable        appropriate literature.
                                          showing a clear        or problems.              mode of argument, or      may begin to                style with acceptable         Recognition of
                                          grasp of themes,       Effective                 performance,              formulate an                format.                       different perspectives.
                                          questions and          organisation, and/or      production and/or         independent position        Or                            Very good use of
                                          issues therein         negotiation/collaborat theoretical modes            in response to theory       Effectively presented         source material. Uses
                                                                 ion                                                 and/or practice.            with intelligent              a range of sources
                                                                                                                                                 performance and
                                                                                                                                                 production decisions in
                                                                                                                                                 evidence
                  Some attempt to         Adequate               Some analysis,            Some attempt to           Sound work which            Competently written,          Uses a variety of
       50 – 59%   address the             knowledge of a fair    identification and        construct a coherent      expresses a coherent        with only minor lapses        literature which

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                  requirements of       range of relevant      resolution of issues     argument performance        position only in broad     from standard grammar,         includes some recent
                  the assessment.       material, with         or problems.             or production strategy,     terms and in uncritical    with acceptable format.        texts and/or
                  May lose focus        intermittent           Occasionally             but may suffer loss of      conformity to one or       Or                             appropriate literature,
                  occasionally          evidence of an         effective                coherence and               more standard views        Competently presented          though not necessarily
                                        appreciation of its    organisation, and/or     consistency, with           of the topic, and/or       with informed                  including a substantive
                                        significance           negotiation/collaborat   issues at stake             approaches to              performance and                amount beyond library
                                                               ion                      presented only              performance                production decisions in        texts. Competent use
                                                                                        vaguely, or theoretical                                evidence                       of source material.
                                                                                        mode(s) and
                                                                                        performance ideas
                                                                                        couched in simplistic
                                                                                        terms
       40 – 49%   Some correlation      Basic                  Little evidence of       A basic argument,           Some evidence of a         A simple basic style but       Some up-to-date
                  with the              understanding of       analysis,                performance or              critical perspective but   with significant               and/or appropriate
                  requirements of       the subject but        identification and       production strategy is      mainly derivative,         deficiencies in                literature used. Goes
                  the assessment        addressing a limited   resolution of issues     evident, but this is        and/or with an un-         expression or format           beyond the material
                  but there is a        range of material      or problems. Little      mainly supported by         interrogated               that may pose obstacles        tutor has provided.
                  significant degree                           evidence of effective    assertion, and/or           performance strategy       for the reader                 Limited use of sources
                  of irrelevance                               organisation, and/or     obvious/simplistic          employed                   Or                             to support a point.
                                                               negotiation/collaborat   choices. There may                                     Employment of a                Weak use of source
                                                               ion                      also be a lack of clarity                              simplistic/basic               material.
                                                                                        and coherence                                          performance and
                                                                                                                                               production strategy with
                                                                                                                                               significant deficiencies
                                                                                                                                               in expression or format
       35 – 39%   Relevance to the      A limited               Heavy dependence        Little evidence of          Almost wholly              Numerous deficiencies      Barely adequate use
                  requirements of       understanding of a      on description,         coherent argument,          derivative: the writer’s   in expression and          of literature. Over
                  the assessment        narrow range of         Lacking analysis,       performance or              contribution rarely        presentation. The          reliance on
                  may be very           material                identification and      production strategy:        goes beyond                writer/performer           material provided by
                  intermittent, and                             resolution of issues    The work lacks              simplifying paraphrase                                the tutor.
                                                                                                                                               achieves clarity (if at all)
                  may be reduced to                             or problems. Lacking development and may                                       only by using a
                  its vaguest and                               evidence of effective   be repetitive or thin                                  simplistic or repetitious
                  least challenging                             organisation, and/or                                                           style/approach
                  terms                                         negotiation/collaborat
Fail




                                                                ion
                  The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied.
       30 – 34%   The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows
                  that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
       15-29%     The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence
                  shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
       0-14%      The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The
                  evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the
                  indicators.


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