Foundation-Degree-in-Applied-Photography by ashrafp

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									                    FACULTY of Arts, Design Media




                             PROGRAMME NAME
                            FD Applied Photography



                   PROGRAMME SPECIFICATION




Date of Validation Event:         24.06.2008

Date Approved by SQAB:

Date Approved by QAB:




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                                                     FD Applied Photography, 2008
      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                             Arabella Plouviez    March 2008
                                                     (Programme
                                                     leader)
0.2          Amendments recommended by               Arabella Plouviez    April 2008
             Development Team                        (Programme
                                                     leader)
0.3          Amendments recommended by               Arabella Plouviez    May 2008
             SQAB                                    (Programme
                                                     leader)
1.0          Amendments recommended by               Arabella Plouviez    September 2008
             Institution Approval Event              (Programme           September 2009
                                                     leader)




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                                                                         FD Applied Photography, 2008
                                   CONTENTS
                                                                                   Page Number
PART A – PROGRAMME SPECIFICATION


   1.      CORE INFORMATION                                                               5

   1.1     Programme Information                                                          5
   1.2     Accrediting Body Information (if applicable)                                   5

   2.      AIMS OF THE PROGRAMME                                                          6

   3.      LEARNING OUTCOMES OF THE PROGRAMME                                             6

   3.1     Skills                                                                         6
   3.2     Knowledge                                                                      6
   3.3     Additional Learning Opportunities                                              6

   4.      PROGRAMME STRUCTURE & CONTENT                                                  7

   4.1     Programme Content, including Programme Structure Diagram                       7

   5.      TEACHING & LEARNING                                                            8

   5.1     Overview of Teaching and Learning Strategy                                     8

   6.      ASSESSMENT                                                                     9

   6.1     General Description of Assessment Strategies                                   9

   7.      STUDENT SUPPORTAND GUIDANCE                                                    10

   7.1     Mechanisms for Provision of Student Support and Guidance                       10

   8.      ADMISSIONS                                                                     12


   9.      PROGRAMME MANAGEMENT AND QUALITY ASSURANCE                                     13


   10.     LEARNING ENVIRONMENT AND RESOURCES                                             13

           Staff Resources                                                                14
           Library Resources                                                              14
           VLE




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                                                                      FD Applied Photography, 2008
           APPENDICES

  1        SITS information, including Module List                                    16
  2        Matrix of Modes of Teaching, Learning and Assessment                       20
  3        Programme Assessment Criteria                                              22




1. Core information

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                                                                  FD Applied Photography, 2008
   Programme title: Foundation Degree in Applied Photography
   Target award Foundation Degree
   Interim or exit awards Undergraduate Certificate of Higher Education for FD
   Awarding body: University of Sunderland
   Programme Assessment Board Photography

   QAA subject benchmark(s) applicable (cf
   http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp)
   Art & Design

   Other points of reference:

       QAA Framework for Higher Education Qualifications
       http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp
       NICATS level descriptors
       https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-679/AD14a+-
       +NICATS+Level+Descriptors.pdf
       National credit guidelines
       http://bookshop.universitiesUK.ac.uk/downloads/Burgess_credit_report.pdf
       QAA Foundation Degree Benchmark
       http://www.qaa.ac.uk/reviews/foundationdegree/benchmark/FDQB.asp

       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

   Location(s) at which programme is delivered -           City Of Sunderland FE College




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            6             September
Part-time       X               3            9             September
Sandwich
Off-campus      X
On-campus
Distance
learning
Work-based
learning
Collaborative   X




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                                                                           FD Applied Photography, 2008
2. Aims of the Programme

   This programme aims to provide the following -
      1. A Foundation Degree level experience in applied Photography that is both a
          free-standing course as well as the necessary underpinning for its graduates to
          progress on to Level 3 of the BA (Hons) Photography, Video & Digital Imaging
          programme.
      2. A practice-based learning environment in which students develop high levels of
          skills and competencies appropriate to professional careers in photography
          and/or other related fields or as a basis for further study.
      3. The opportunity to gain knowledge within the subject areas of Applied
          Photography.
      4. The framework to combine practical and conceptual skills to enhance students’
          creativity.
      5. A variety of work related learning opportunities (e.g. placements, live projects,
          case studies) that inform and support student career aspirations.
      6. The promotion of reflective, analytical and critical approaches to learning.


3. Learning Outcomes of the Programme

   Learning outcomes for Applied Photography
   Level 1 (Certificate of Higher Education)–
   Knowledge (K1-K3)

   On completion of level 1 students will have;

    K1. demonstrated basic knowledge in the study and practice of Photography and
        through a shared experience shown a broad understanding of the Subject
    K2. demonstrated a recognition of the relationship between technical and conceptual
        skills and will have shown an initial re-evaluation of their own creative methods
        relative to historical and contemporary precedents.
    K3. acquired an understanding of a range of methods appropriate to the evaluation
        of practice and will have shown initial self-critical skills


   Skills (S1-S3)
   On completion of Level 1 students will have;

   S1.    been introduced to a range of skills in black & white and colour photography,
          working with both film and digital technologies.
   S2.    demonstrated an ability to recognise the demands of their own creative work,
          the importance of research skills and become familiar with a range of information
          gathering strategies
   S3.    acquired some basic key and generic skills appropriate to their study




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                                                                     FD Applied Photography, 2008
   Level 2 (Foundation Degree) –
   Knowledge (K4 - K6)
   On completion of level 2 students will have –

   K4.     demonstrated an understanding of the conceptual and theoretical issues
           relevant to their chosen field
   K5.     demonstrated an awareness of approach within their practical work that
           evidences creativity and a reflective approach in their practice
   K6.     demonstrated an understanding of the importance of engaging with, and
           managing independent research and learning

   Skills (S4 - S7)
   On completion of Level 2 students will have –

   S4.     demonstrated intellectual and subject specific skills, necessary to facilitate the
           technical and creative initiatives.
   S5.     begun to investigate and experiment with an individual approach to practice.
   S6.     demonstrated an ability to negotiate within a learning and professional context.
   S7.     demonstrated appropriate key, generic and professional expertise


4. Programme Structure and Content

   Module list – See Appendix 1

   Programme content
   All modules are core for this programme, therefore students are required to complete
   and pass every module.


   Level 1
   The modules at level 1 provide an introduction to a range of skills within photography, in
   terms of practical skills, research skills and study skills. Students are introduced to a
   wide range of technical skills, which are considered within the context of specific
   photographic genres, they also are introduced to a broad history of photography through
   genre, and begin to learn to analyse and critique their own and others photographs. At
   the same time they are required to consider their own creative ideas, developing an
   understanding of conceptual approaches to photographic production.

   Level 2
   At level 2 students are given the opportunity to develop their skills base further, by
   undertaking more in-depth projects. This enables students to develop a more
   professional approach to their photography, and to define their areas of interest. An
   introduction to the critical theory of photography enables students to engage with some
   of the debates around the photographic image and how it operates within society.
   Students will be expected to research their practice, looking at and being informed by a
   wide range of practitioners, and so be able to place their own concepts and work within
   contemporary practice.


Structure - all modules are core
Level 1: Certificate of H.E.


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                                                                        FD Applied Photography, 2008
APH101 Introduction to Applied Photography - 20 credits
APH102 Further Applied Photography - 20 credits
APH103 Understanding Colour - 20 credits
APH104 Professional Photographic Practice - 20 credits
PVD105 Digital Darkroom 1 - 20 credits
PVD106 History of Genres of Photography - 20 credits

Level 2 Foundation Degree

PHG221 Documentary Photography - 20 credits
PHG224 Digital Darkroom 2 - 20 credits
APH201 Work Based Learning Project - 40 credits
PVD223 Photography and Critical Theory since 1960 - 20 credits
APH202 Content and Audience - 20 credits

5. Teaching and Learning

   See teaching, learning and assessment matrix, Appendix 2

     The Learning, Teaching and Assessment strategies of the Foundation Degree reflect
     the aims of the School of Arts, Design Media and Culture; Learning, Teaching and
     Assessment Strategy (May 2001) with particular reference to;

              To sustain a high quality, challenging learning environment so that each
              student is enabled to grow intellectually and achieve autonomy of learning
              and independence of thought.

              To ensure that the curriculum and integrated modes of assessment are
              relevant to student needs and demands of the outside world.
       .
              To equip students with the skills for life-long learning and for effective
              contribution to society and the economy
              To enhance the potential for employment through a relevant curriculum and
              work-experience opportunities.

       Within this Programme it is anticipated that some students on entry may have little
       experience of photography, other than an enthusiasm for the subject. The learning
       strategies at each stage will reflect student experience and offer a structured
       progression of learning opportunities. It is also acknowledged that students’ may
       have been away from formal education for some time and that study skills material
       appropriate to the level of learning needs to be addressed. Information Skills
       sessions will be provided by the Colleges' Library Information Services (or
       equivalent) designed specifically to introduce students to learning to learn

       Accreditation of prior achievements is associated with substantial skills developed in
       related and non-related work experiences. Given the anticipated varied nature of the
       applicants, accreditation will also be considered for prior academic accreditation e.g.
       students who have successfully completed module/s previously at the University of
       Sunderland or at other recognised institutions

       Level One
       It is envisaged that students will be dependent on a high level of staff contact, both
       formal and informal.
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                                                                       FD Applied Photography, 2008
             T.1    Individual student tutorials

             T.2    Group discussion and studio critiques.

             T.3    Lectures.

             T.4    Workshops

             T.5    Research methodologies and study skills - library, resource centre.

             T.6    Personal Development Planning

     Level Two
     Many of the strategies at Level One will be employed. However, it is envisaged that
     a student at the Level Two will be more self-sufficient and strategies will be
     introduced that reflect this growing independence.

             T.7    Student-led seminars.

             T.8    Self and Peer Review.

             T.9    Project Proposals

             T.10   Work-Based Learning

     Each module will have an appropriate and up-to-date module guide, to provide all
     the necessary information for students.


6. Assessment

     See teaching, learning and assessment matrix, Appendix 2


     Along with the conventional range of assessment strategies such as; individual and
     group visual and oral presentations, written elements, and internal and external
     moderation, this programme makes use of self and peer review, portfolio building
     (incorporating Personal Development Planning) and the assessment of practical and
     professional competencies within the work place.

     Progress Files provide the means by which students can monitor, build and reflect
     upon their personal development.

     a       the transcript: a record of an individual's learning and achievement, provided
             by the institution.

     b       an individual's personal record of learning and achievements, progress
             review and plans that are used to clarify personal goals and can provide a
             resource from which material is selected to produce personal statements.

  Self and Peer Review enhances the students' learning by affording the student the
  opportunity of playing a key role in the assessment process. It also provides a valuable
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                                                                    FD Applied Photography, 2008
   insight into how tutor assessment works. Self evaluation in particular, defines work-
   based learning by requiring students to present evidence of what they have done and
   reflect upon what they have learned in the process.

   The teaching team will seek, wherever possible, to change the assessment process
   from being the sole remit of the academic into a partnership between tutors, employers
   and, through critical self-reflection, learners.

   The Programme will adopt assessment procedures in line with a code of good practice
   that clearly identify and emphasise;

              1.      The Learning Outcomes of the Module

              2.      The Units of Assessment and their relative importance in the overall
                      assessment.

              3.      The use of criteria specific to the Learning Outcomes of the Module
                      which are linked to the appropriate Level criterion.

   All students, in addition to oral feedback delivered during the Module receive a written
   synopsis of their performance.

   Level One
   Informal interim reviews and progress evaluations held at regular intervals form an
   important part of the assessment procedure at Level One. Continuous review not only
   monitors student progress but also assists each student in the identification of potential
   strengths and weaknesses. The concept of assessment as a formative process within
   the Programme is introduced at the induction stage of the Programme.

   Level Two
   Building on the student assessment experience of the Level One the role of the student
   as participant in the assessment process is further developed. The student is
   encouraged to participate fully and actively in the evaluative discussions. Continuous
   assessment, informal interim reviews contain the expectation that students are
   identifying their own strengths and weaknesses, and developing new patterns of
   working as a result of assessment tutorials.

   Attach assessment criteria for the programme as Appendix 3
   This programme will use the generic assessment criteria developed by the University of
   Sunderland.

7. Student Support and Guidance

      Student Support and guidance will be primarily the responsibility of the F.E. College.
      However, students will also have access to University support services, i.e. student
      services, library etc.
      The College has adopted a code of good practice, that includes;

              An overall strategy of student support and guidance.
              Each student is assigned a support tutor for both academic and pastoral
              guidance.

              Studies advice is available centrally including remedial support.
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               Appropriate induction takes place including Health and Safety.

               Advice and information on careers is available.

               Tutorial or other support is provided during the Work-Based Learning
               Project.

               Students enter the Programme through an induction programme that
               introduces both college life and working methods relative to their subject.
               The University also provides an induction session to inform students of what
               the University can offer. The Programme Leader from the University visits
               each college at the beginning of the academic year to welcome new students
               and to receive feedback from returning students.

               Progress Files are embedded into the Programme and provide the means by
               which students can monitor, build and reflect upon their personal
               development.

        a      the transcript: a record of an individual's learning and achievement, provided
               by the institution.

        b      an individual's personal record of learning and achievements, progress
               review and plans that are used to clarify personal goals and can provide a
               resource from which material is selected to produce personal statements.

     Work-Based Learning. Colleges have mechanisms in place to support students on
     placement or undertaking commissions or other live projects. This include;

        1.     College staff will help seek a Placement/Commissions that meets the
               personal objectives of the student and also meets the academic requirement
               of the Module.
        2.     The College tutor will normally visit the student during the
               Placement/Commission and discuss with the Sponsor any issues of
               concern.

        3.     Students will negotiate a suitable project and develop an action plan which
               reflects their learning objectives.
        4.     The Employer must be able to guarantee regular supervision of the student
               whilst on Placement and where necessary provide instruction on Health and
               Safety matters and make the student aware of their responsibilities
        5.     The Employer will be required, at the end of the Placement, to comment
               upon student performance referenced to Key and Generic Skills.

        The Programme Team will continue to seek advice and be informed about the roles
        and responsibilities of the Sponsors of Placement through the University Foundation
        Degrees Group.


        Additional information and advice on Career Planning is available through the
        Colleges and the University Services.

8.      Admissions


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  80 points from a minimum of 1 A level/AVCE or equivalent. We accept Level 3 Key
  Skills. We also require 3 passes at GCSE grade C or above which must include
          Mathematics and English language or a minimum of Level 2 Key Skills in
  communication and application of number.

  Entrants 21 and over with no current commitment to appropriate employment. These
  will be mature students looking to restart their careers. Advice and guidance will be
  necessary to diagnose the needs of individuals and to align to the Foundation
  Degree.

  All applicants, will be interviewed. The purpose of the interview will be to determine

         a       Range of experience (life expertice)
         b.      Commitment to the subject.
         c.      Intentions in pursuing the Programme.
         d.      Visual perceptiveness (as evidenced by the Portfolio).
         e.      Creative ability and potential.

  Applicants who so wish will be offered an advisory interview prior to application.
  Where necessary, advice may be given as to feeder or access courses in
  preparation for entry.

  Students will be expected to prepare a portfolio of work for their interview. The
  character of the interview will be sympathetic to the student profile and based on a
  discussion of the portfolio. Students will also be given the opportunity to offer any
  information regarding. themselves and their circumstances not elicited during the
  interview which they feel should be taken into account. They may also wish to draw
  attention to aspects of their work which they may consider to have been insufficiently
  taken into account.
  .
  Where applicants have insufficient work for a proper judgment to be made as to their
  suitability for the Programme, they may be directed to prepare further work which
  can then be re-presented at an agreed date.

  Although the Colleges will develop their own recruitment strategies it is envisaged
  that students will access the Foundation Degree Programme via a number of
  conventional and non-conventional routes; direct entry, in-house access and feeder
  courses. In addition, this Programme may well be attractive to those young people
          wanting a quicker route into employability .

  The Foundation Degree shares, in particular, the Learning Outcomes of the
  University Level One B.A.(Hons) Photography, Video and Digital Imaging, and
  therefore the students share an equivalent experience. The successful completion of
  Level One will therefore provide the opportunity, if developing interests dictate, the
  transfer between Programmes



9. Programme Management and Quality Assurance

  The programme is managed and quality assured through the University’s standard
  processes. This is made up of both studies boards and assessment boards, at both
  module and programme level. Assessment Boards look at the grades at module
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   level and progression and final awards at programme level, Studies Boards oversee
   at module and programme content and delivery.
   The Module Studies Board oversees modules, 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 School Quality Assurance Board. Key
   points are reported to the University’s Quality Assurance Board.

   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 the
   School; he requires a report from the School 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.
   Student Feedback is obtained by the College through varied routes including;
   Individual Module Evaluation Forms which are circulated and collected at the end of
   each module, Level Forums, students from each level meet at least once per
   semester to discuss matters of concern and to disseminate information, Nominal
   Group Technique, Tutorials and group discussions, College Questionnaires, and
   because of the nature of the subject much of the feedback occurs through informal
   discussions.

   Feedback to students is achieved through the students representatives reporting
   back to the student body and by the posting of minutes of any relevant meetings on
   notice boards

10. Learning Environment and Resources

   The College was subject to a site visit prior to Approval. At the time of these visits
   the School was confident that the provision offered at the College, studio, lecture
   theatre, IT, Library, etc was adequate for the delivery of the Programme.


   Foundation Degree in Applied Photography in partnership with City of
   Sunderland College, Shiney Row, Success Road, Philadelphia, Houghton-Le
   Spring, Sunderland, DH4 4TL

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Dave Harvey June 2008

1. Background to organisation/institution:

City of Sunderland College is a College of Further and Higher Education. City of
Sunderland College currently employs over 900 staff and over one academic
year has upward of 14,000 students: 3,500 full-time, 10,000 part-time, 650
higher education, 160 international. There are 5 main college centres located
throughout the City: Bede, Shiney Row, Hylton, Doxford International, and
Phoenix House. The College offers a wide choice of Higher Education
Programmes, including HNDs, HNCs, University Level 0, Foundation Degrees
and Teaching Programmes.

2. Physical infrastructure:

The College presently occupies five sites. The Foundation Degree in Applied Art
is delivered exclusively at their Shiney Row Campus. Shiney Row is the
specialist centre for most of our visual and performing arts courses. The centres
ethos is strong on creativity, encouraging students to pursue their talents with
the use of the large performing hall and recording studio. It provides facilities to
assist students with their studies, careers or with university progression. The
Centre is equipped with language and science labs, hair and beauty salons,
large-scale computer sites and an art and design wing. The College has recently
been awarded the title of Centre of Vocational Excellence (CoVE) for its network
academy.

Subject Specific Resources
Teaching facilities - The teaching facilities were of a good standard, but may be a
little limited in terms of physical space if the FD programme is to be taught alongside
the large groups of A-level students.

There is a provision of studio facilites - two small studios with a small range of
tungsten and studio flash equipment.

Information Technology - there are several I.T. suites, the largest having 35 desktop
computers - approx 20 of which are PC, the rest Macintosh. All computers are
loaded with photoshop CS3 and basic desktop publishing software. There are a
range of scanners available - including A4 and an A3 flatbed scanner and a Nikon
Coolscan 80 for negative / transparency scans.
There is a good provision of A4 inkjet printers along with a large, Epson A1 (+) roll
printer.

Darkrooms - The darkrooms are spacious and cover 35mm and medium formats,
with approximately 25 enlargers in two rooms .

Cameras - The camera provision is rather lacking considering this is to be a more
vocational programme. They have a selection of 35mm SLR cameras - Pentax
MZn's, two Bronica 6x4.5 medium format cameras and one Bronica 6x6 cm medium
format camera. City of Sunderland have a approx 10 Digital SLR cameras.


3. IT Hardware and software:
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      All students are given an e-mail address and file storage. The College has
      sufficient numbers of Macs to support the Programme with the appropriate
      software. Technical support is available. The Shiney Row Campus operates a
      drop-in opportunities within the library.

     4. Library provision:

     The College has Library facilities at all of its sites and is partner in several inter-
     loan arrangements across Tyne and Wear. Students also have access to
     University of Sunderland facilities and there is evidence of this being well
     subscripted to. There is a programme of updating stock.
     The College is planning to increase the stock, reflecting the reading lists
     supporting the modules, and has set aside budget to do this.

     5. Staffing:

     The staffing on the programme would be covered by a good team with a broad
     range of skills, from the more commercial / advertising aspects of the programme to
     the more conceptual and theory based aspects of the course. There is also technical
     support available
     be viewed in Appendix D. All staff have additional teaching qualifications.

     6. Management, Quality Assurance and Administration:

     Although most of the Foundation Degree Programme will be delivered at F.E.
     College the Programme operates within the quality assurance procedures laid
     down by the University and School Quality Assurance Board. Colleges are in
     receipt of the Foundation Degree in Applied Art Operations Manual.

     The Faculty of Arts, Design and Media Foundation Degree Programme Board is
     responsible for the Programme. The Photography Module Board is responsible
     for all modules undertaken by students except for those taken as core through
     theory modules. These modules are considered at a separate History of Art and
     Design Board

     The Programme Leader, a University academic, will oversee the operation and
     management of the Foundation Degree in Applied Photography, within the
     School. The Programme Leader will liaise with the Assistant Programme
     Leaders, External Examiners, industrial contacts and professional bodies and be
     responsible for the generation of all Programme-led documentation. The
     Programme Leader will take a leading role in the variety of Boards and
     Programme committees that exist to serve the Programme.

     The Assistant Programme Leader, based in the partner Colleges will be
     responsible for the student interface during their period of study and for liaising
     with the Programme Leader on all management and quality issues in respect of
     the Foundation Degree Programme.

Appendix 1




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

                                         SITS SUMMARY PROGRAMME DETAILS

PROGRAMME DETAILS
Exit Award: Title of programme/award                                           Foundation Degree Applied Photography
If replacement for existing, specify title of old
University Academic subject area                                               Arts & Design
Academic SITS (subject) area                                                   Photography
                          1
Academic (SITS) code (Course Code)
                                2
Programme Studies Board
              3
UCAS code (if applicable). If other please state method.
              4
JACS code
Qualification Level / Qualification Aim                                        FDA
Interim awards (please state)                                                  Cert. in HE
(Please complete structure details in full below)
                                                                               Full time  yes - 2 years
Modes of delivery & duration:                                                  Part time  yes …3 years
                                                                               Off-campus yes (please state type):
School(s):                                                                     ADM
Programme Leader:                                                              Arabella Plouviez
Date of Approval Event                                                         June 2008
Date of next review (QAE to complete)
Start date of Programme (QAE to complete)                                      September 2008
Number of intakes per annum.                                                   1
(if more than one per year please state how many and
likely month(s) intake starts)

FUNDING DETAILS
Confirm funding arrangements for programme e.g.                               HEFCE
HEFCE/TTA/NHS/Other5
If it is TTA, is it primary/secondary/F.E./Other (please
state)
Is the programme Open or Closed6:                                             Open




          1
            To be allocated by AIS
          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.
          5
            Please confer with David Balme for funding status for programme
          6
            An Open programme constitutes an open admissions policy. A Closed programme is normally specific to one client only (and usually for
            a short course through U.S.E.). If in doubt please consult Academic Services.

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                                                                                   Are there to be programme specific regulations?
PROGRAMME SPECIFIC REGULATIONS                                                     Yes
                                                                                   If yes will they affect assessment? Yes
Note Programme Specific Regulation:
   Students wishing to progress to the Level 3 BA (Hons) Photography, Video & Digital Imaging are required
   to have passed all modules with 40% or above and complete the Bridging module.



COLLABORATIVE:                                                                     UK              yes

please complete details                                                            Overseas        no
Institution                                                       Collaborative model7              Funding arrangements8

City of Sunderland College.                                     ……………C………………                             ….……………………..

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

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



             INTERIM AWARD SCHEDULE


Interim award title                                                      Credits              Interim structure
                                                                         required
                                                                                              Please show mandatory requirements
                                                                                              if applicable e.g. core module codes
Certificate of Higher Education                                          120 Credits          APH101 Introduction to Applied
                                                                                              Photography - 20 credits
                                                                                              APH102 Further Applied Photography -
                                                                                              20 credits
                                                                                              APH103 Understanding Colour - 20
                                                                                              credits
                                                                                              APH104 Professional Photographic
                                                                                              Practice - 20 credits
                                                                                              PVD105 Digital Darkroom 1 - 20 credits
                                                                                              PVD106 History of Genres of
                                                                                              Photography - 20 credits




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

         7
             As per QAE guidelines
         8
             Please contact David Balme for confirmation of funding details
                                                                              17 of 21
                                                                                                         FD Applied Photography, 2008
Module List


Award,      New/Exist   Module Title             Module     Module      Whether    Assessment weighting – give %            Pr
Route (if   ing/                                 Code       Credit      core or    weight for each assessment item          req
applicabl   Modified                                        Value       option                                              s
e) and      Module
Level       (N/E/MM)



Level 1     N           Introduction to          APH101     20          Core       Practical Project using a range of
                        Applied Photography                                        technical skills 50%
                                                                                   Final Project supported by research
                                                                                   50%
Level 1     N           Further Applied          APH102     20          Core       Practical Project using a range of
                        Photography                                                technical skills 50%
                                                                                   Final Project supported by research
                                                                                   50%

Level 1     N           Understanding            APH103     20          Core       Continuous assessment (4 projects
                        Colour                                                     maximum) 50%
                                                                                   Final Project 50%

Level 1     N           Professional             APH104     20          Core       Portfolio of images 60%
                        Photographic                                               Written proposal and presentation
                                                                                   40%
                        Practice
Level 1     MM          Digital Darkroom 1       PVD105     20          Core       Practical Project using a range of
                                                                                   technical skills 50%
                                                                                   Final Project supported by research
                                                                                   50%

Level 1     E           History of Genres of     PVD106     20          Core        Essay 2,000 words 50%
                        Photography                                                 Presentation 30%
                                                                                    Workshop exercise 20%
Level 2     MM          Documentary              PHG221     20          Core       Practical Project looking at narrative
                        Photography                                                20%
                                                                                   Final Documentary project 50%
                                                                                   Written analysis 30%
Level 2     MM          Digital Darkroom 2       PHG224     20          Core       Practical project demonstrating a
                                                                                   range of practical skills 30%
                                                                                   Final Project supported by research
                                                                                   70%
Level 2     N           Work Based               APH201     40          Core       Learning contract including critical
                        Learning Project                                           review 25%
                                                                                   Presentation of work-based learning
                                                                                   project 75%
Level 2     E           Photography and          PVD223     20          Core       Critical Review 25%,
                        Critical Theory since                                      Essay 50%
                                                                                   Seminar Presentation 25%
                        1960
Level 2     N           Content and              APH202     20          Core       2 small practical projects with
                        Audience                                                   research, 50%
                                                                                   1 major practical project with
                                                                                   research 50%




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                                                           QAE/Guidelines/AD5di Prog Spec Template/October 2007
                                                                                                      Appendix 2
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 ILO / S (for skills) /
1, 2 etc; ILO / K (for knowledge) / 1,2 etc but you do not need to follow that approach. One matrix
sheet must be completed for each level of the programme.

                                                                               Level 1
Module                  Code        Core    Modes of T&L                                 Modes of Assessment               LO
                                    /                                                                                      S1
                                    optio
                                    nal

Introduction to         APH101      Core    Lectures, workshops, independent             Practical Project using a range   X
Applied Photography                         study, tutorials, seminars                   of technical skills 50%
                                                                                         Final Project supported by
                                                                                         research 50%

Further Applied         APH102      Core    Lectures, workshops, independent             Practical Project using a range   X
Photography                                 study, tutorials, seminars                   of technical skills 50%
                                                                                         Final Project supported by
                                                                                         research 50%

Understanding           APH103      Core    Lectures, workshops, independent             Continuous assessment (4          X
Colour                                      study, tutorials, seminars                   projects maximum) 50%
                                                                                         Final Project 50%

Professional            APH104      Core    Lectures, workshops, seminars, group         Portfolio of images 60%           X
Photographic                                discussion and independent research.         Written proposal and
                                                                                         presentation 40%
Practice

Digital Darkroom 1      PVD105      Core    Lectures, workshops, independent             Practical Project using a range   X
                                            study, tutorials, seminars                   of technical skills 50%
                                                                                         Final Project supported by
                                                                                         research 50%

History of Genres of    PVD106      Core    Lectures, Seminars,                          Essay 2,000 words 50%
Photography                                 Tutorials, Workshops, Independent            Presentation 30%
                                            study                                        Workshop exercise 20%



                                                                                Level 2
Module         Code      Core    Modes of       Modes of Assessment               LO      LO     LO       LO       LO      LO   L
                                 T&L                                              S1      S2     S3       S4       S5      S6   S
Documentary    PHG221    Core    Lectures,      Practical Project looking at      X       X               X        X       X
Photography                      workshops,     narrative 20%
                                 independent    Final Documentary project
                                 study,         50%
                                 tutorials,     Written analysis 30%
                                 seminars
Digital        PHG224    Core    Lectures,      Practical project                 X       X               X        X
Darkroom 2                       workshops,     demonstrating a range of
                                 independent    practical skills 30%
                                 study,         Final Project supported by
                                 tutorials,     research 70%
                                 seminars
Work Based     APH201    Core    Lectures,      Learning contract including       X       X               X        X       X    X




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                                                            QAE/Guidelines/AD5di Prog Spec Template/October 2007
Learning                                 group           critical review 25%
Project                                  discussion      Presentation of work-based
                                         and             learning project 75%
                                         independent
                                         research.
Photography        PVD223      Core      Lectures,       Critical Review 25%,                    X                                         X
and Critical                             Seminars,       Essay 50%
Theory since                             Tutorials,      Seminar Presentation 25%
1960                                     Workshops,
                                         Independent
                                         study

Content and        APH202      Core      Lectures,       2 small practical projects       X      X                X        X        X
Audience                                 Seminars,       with research, 50%
                                         Workshops       1 major practical project with
                                         Tutorials,      research 50%
                                         Independent
                                         study




Appendix 3 Assessment criteria

Generic Assessment Criteria – Foundation Degree
                                                                    QAB/07-08/5/5.5
These should be interpreted according to the level at which you are working and related to the assessment
criteria for the module
                                                                                                     Categories
      Grade       Relevance               Knowledge              Analysis             Argument and Structure Critical Evaluation
      86 –        The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding a
      100%        qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appro
                  it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compe
                  argument, interpretation or discourse.
      76-85%      The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate
                  excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfie
                  outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and el
                  The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to
      70 –        excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied A
      75%         excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elega
                  Directly relevant to A substantial             Good analysis,       Generally coherent and         May contain some
      60 –        the requirements        knowledge of           clear and orderly, logically structured, using      distinctive or
      69%         of the assessment relevant material,           with consistent      an appropriate mode of         independent thinking;
                                          showing a clear        links from           argument and/or                may begin to
                                          grasp of themes,       analysis to          theoretical mode(s)            formulate an
Pass




                                          questions and          solutions of                                        independent position
                                          issues therein         problems in a                                       in relation to theory
                                                                 work context.                                       and the application of
                                                                                                                     practice in a work
                                                                                                                     context.
                  Some attempt to         Adequate               Some analytical      Some attempt to construct Sound work which
      50 –        address the             knowledge of a fair    treatment, but       a coherent argument, but       expresses a coherent
      59%         requirements of         range of relevant      may be prone to      may suffer loss of focus       position and
                  the assessment:         material, with         description, or to   and consistency, with          evaluates
                  may drift away          intermittent           narrative, which     issues at stake stated only appropriateness of
                  from this in less       evidence of an         lacks clear          vaguely, or theoretical        approaches to
                  focused passages        appreciation of its    analytical           mode(s) couched in             problem-solving in a
                                          significance           purpose, and         simplistic terms               work context only in
                                                                 which does not                                      broad terms and in
                                                                 consistently link                                   uncritical conformity
                                                                 analysis to                                         to one or more




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                                                                     QAE/Guidelines/AD5di Prog Spec Template/October 2007
                                                           solutions of                                       standard views of the
                                                           problems in a                                      topic
                                                           work-based
                                                           context.
       40 –     Some correlation     Basic                 Largely              A basic argument is           Some evidence of a
       49%      with the             understanding of      descriptive or       evident, but mainly           view and a very basic
                requirements of      the subject but       narrative, with      supported by assertion        evaluation of the
                the assessment       addressing a          little evidence of   and there may be a lack       appropriateness of
                but there is a       limited range of      analysis which       of clarity and coherence      approaches to
                significant degree   material              links to solutions                                 problem-solving in a
                of irrelevance                             of problems in a                                   work context starting
                                                           work-based                                         to be formed but
                                                           context.                                           mainly derivative.
       35 –     Relevance to the     A limited             Heavy                Little evidence of coherent Almost wholly
       39%      requirements of      understanding of a    dependence on        argument: lacks               derivative: the writer’s
                the assessment       narrow range of       description,         development and may be        contribution rarely
                may be very          material              and/or on            repetitive or thin            goes beyond
                intermittent, and                          paraphrase, is                                     simplifying
                may be reduced to                          common, poor                                       paraphrase and does
                its vaguest and                            evidence of                                        not adequately
                least challenging                          linking analysis                                   evaluate the
                terms                                      to proposed                                        appropriateness of
                                                           solutions of                                       different approaches
                                                           problems in a                                      to solving problems in
Fail




                                                           work-based                                         a work context.
                                                           context.
                The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level
       30 –     The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level
       34%      shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be

       15-29%   The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropria
                shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be w
       0-14%    The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills app
                evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. Th
                indicators.
Ver 1.1




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                                                                   QAE/Guidelines/AD5di Prog Spec Template/October 2007

								
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