Programme Specification

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MANCHESTER SCHOOL OF ART

BA (Hons) Graphic Design

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

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Versioning of Programme Specification

This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes.

This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 2 December 2014 2 Effective date of Approved/Reviewed Programme Specification: 1 September 2015 –

31 August 2021

3 This Version effective from: September 2015

4 Version number: 2015/Version 1

Students who commenced their study on awards within this programme specification prior to September 2015 should refer to the previous version of the programme specification published on the CASQE website. http://www.mmu.ac.uk/academic/casqe/specs/index.php

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

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Faculty-wide Units

All units are offered at every level of study unless indicated otherwise.

Unit Home Programme

Specification

Also located in the following Programme Specifications Contextualising Practice

1G4Z9901 1G5Z9901 1G6Z9901

UG Programmes in Art Theory and Practice

BA (Hons) Acting, BA (Hons) Animation, BA (Hons) Creative Multimedia, BA (Hons) Fashion, BA (Hons) Fashion Art Direction, BA (Hons) Filmmaking, BA (Hons) Fine Art, BA (Hons) Graphic Design, BA (Hons) Illustration with Animation, BA (Hons) Interactive Arts, BA (Hons) Interior Design, BA (Hons) Photography, BA (Hons) Textiles in Practice, BA (Hons) Three Dimensional Design

Contextualising Practice with Language

1H4Z9902 1G5Z9902 1G6Z9902

UG Programmes in Art Theory and Practice

BA (Hons) Animation, BA (Hons) Creative Multimedia, BA (Hons) Fashion, BA (Hons) Fashion Art Direction, BA (Hons) Filmmaking, BA (Hons) Fine Art, BA (Hons) Graphic Design, BA (Hons) Illustration with Animation, BA (Hons) Interactive Arts, BA (Hons) Interior Design, BA (Hons) Photography, BA (Hons) Textiles in Practice, BA (Hons) Three Dimensional Design

Unit X 1B4Z9801 1B5Z9801 1B6Z9801

BA (Hons) Three Dimensional Design

BA (Hons) Animation – LEVELS 4 & 5 ONLY, BA (Hons) Creative Multimedia, BA (Hons) Fashion, BA (Hons) Fashion Art Direction, BA (Hons) Film and Media Studies, BA (Hons) Filmmaking, BA (Hons) Fine Art, BA (Hons) Graphic Design, BA (Hons) Illustration with Animation, BA (Hons) Interactive Arts, BA (Hons) Interior Design, BA (Hons) Photography, BA (Hons) Textiles in Practice, UG Programmes in Art Theory and Practice

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CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information

Section B – Outcomes Section C – Structure

Section D – Teaching, Learning and Assessment Section E – Programme Management

Section F – Mapping

Section G – Points of Reference Section H – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

BA (Hons) Graphic Design

2 Brief Summary

The Graphic Design Programme is a hands-on, ideas-driven studio-based programme where students learn a variety of approaches to visual communication. Sitting within the School of Art, this large and popular programme, benefits from a strong relationship with the other

design disciplines.

Students, after developing their creative visual language in Level 4, are able to apply their skills to a range of personal and industry related projects in Level 5. In their final year students develop a professional portfolio that reflects their personal interests and individual career aspirations.

Distinctive creative personalities are nurtured and the unconventional is actively encouraged.

At all stages of the programme the focus is on contemporary and relevant design that embraces originality, imaginative thinking and memorable responses. Students have the opportunity to connect with industry, through an established network of visiting speakers, alumni networks, ‘live’ briefs and work experience.

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3 Awarding institution Manchester Metropolitan University

4 Home Faculty Manchester School of Art

5 Home Department/ School/ Institute

Design

6 UCAS/GTTR code(s) W210

7 Framework for HE Qualifications positionof final award(s)

Honours (Level 6)

8 Alignment with University Curriculum Framework

Undergraduate

9 Engagement with the University’s Uniwide Language Provision

Languages are available to all students on the programme through the Uniwide provision.

Students can opt to take a 15 credit language option and a 15 credit Contextualising Practice Unit option instead of the 30 credit Contextualising Practice Unit.

10 Compliance with University Assessment Regulations

Undergraduate

11 Approved Variations/Exemptions from University Assessment Regulations

N/A

12 Relationship with Faculty Foundation Year

N/A

Awards

13 Final award title(s) BA (Hons) Graphic Design

14 Combined Honours

There is no Combined Honours provision within this programme specification

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(i) Combined Honours Awards available eg:

 BSc/BA (Hons) AB

 BSc/BA (Hons) AB and XY

 BSc/BA (Hons) AB with XY

(ii) Single Honours Awards available through Combined Honours (ie Named Awards)

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(iii) Approved Subject Combinations administered by this Programme Specification

(ie “home” combinations)

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept

N/A

15 Interim exitawards and Subject title(s)

Level 4 – Certificate of Higher Education in Graphic Design

Level 5 – Diploma in Higher Education in Graphic Design

Arrangements with Partners

16 Approved Collaborative partner(s) Partner Name Type of Collaborative Partnership

N/A

17 Articulation Arrangements with Partners

Partner Name Details of Arrangements

N/A

Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award

of any route within the programme specification

N/A

19 Date and outcome of last PSRB approval/accreditation

N/A

Approval Status

20 Date and outcome of most recent MMU review/ approval

(i) Latest review/approval

September 2014

(ii) Major Modifications to Programme Specification since last review/approval

N/A

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22 Programme Specification effective date:

September 2015

SECTION B - OUTCOMES

23 MMU Graduate Outcomes

On successful completion of their course of study MMU graduates will be able to:

GO1. Apply skills of critical analysis to real world situations within a defined range of contexts.

GO2. Demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management.

GO3. Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT.

GO4. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives.

GO5. Manage their professional development reflecting on progress and taking appropriate action.

GO6. Find, evaluate, synthesize and use information from a variety of sources.

GO7. Articulate an awareness of the social and community contexts within their disciplinary field.

24 Programme Rationale

The Graphic Design programme is located within the School of Art and has close links with other complementary design disciplines. This collaborative approach both internally within the School of Art and externally with outside organisations is the strength of the programme, allowing for a rich student experience that echoes the collaborative nature of the industry.

The programme focuses on the students not only developing as ‘problem-solvers’ but also ‘problem-finders’ as the speed of change in industry is ever increasing, so designers need to be able to help organisations define the nature of their problem as well as how to respond to it. Intellectual curiosity is the key to creativity and unconventional approaches are encouraged whilst distinctive creative personalities are nurtured.

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The course focuses on contemporary and relevant design that embraces imaginative thinking and memorable responses. Students are encouraged to use the full-range of facilities from core craft skills: letterpress, screen-printing, bookbinding to the use of digital technology and the editing suites.

Graduates from the programme have an excellent reputation and are highly successful in gaining employment through links with industry both nationally and internationally. The course attracts a large number of applications, currently has 100% employability rating (Data from the Careers and Employability Service 2014)and has an impressive and extensive Alumni network.

25 QAA Benchmark Statement(s)

Art and Design 2008

History of Art, Architecture and Design 2008

26 Programme Specific Outcomes

On successful completion of the BA (Hons) Graphic Design students will be able to:

PLO1. Apply themselves as designers capable of working in the context of visual communication practice or related professional practice.

PLO2. Apply a range of critical and creative technical and professional skills capable of supporting the development of practice beyond graduation.

PLO3. Arrive at an individual interpretation of graphic design through observation, analysis, reflection, and conceptual development.

PLO4. Apply working and thinking methodologies, which embrace speculation, investigation, production and reflection within a framework of aesthetic, artistic, social and ethical values, and within a culture of change.

PLO5. Generate ideas through critical reflection, analysis, and an awareness of relationships between intention and ambition, and production and outcome.

PLO6. Show a willingness to take risks and constructively explore and exploit theoretical and practical ambiguities.

PLO7. Think independently, exercise judgment with integrity, and contribute to collaborative learning in art and design.

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awareness of the territory of art and design, to a more individual perspective, which is informed by ongoing research and emerging positions in graphic design and related areas.

(a) Final Award Learning Outcomes

On successful completion of the final year on BA (Hons) Graphic Designstudents will be able to: LO1. Knowledge and understanding

Investigate and appraise a range of research material relevant to the development of projects within the professional context of graphic design.

LO2. Conceptual development

Formulate and manage a variety of creative strategies compatible with the professional context of graphic design.

LO3. Applied practice

Design and resolve a variety of finished artefacts that take a resourceful and professional approach to the communication and presentation of creative graphic design ideas.

LO4. Critical engagement

Critique their practice in relation to the professional context of graphic design.

LO5. Generic skills and studentship

Devise independent strategies to work through situations when they are unfamiliar or unpredictable.

(b) Combined Honours Learning Outcomes

N/A

(c) Pass Degree Learning Outcomes

Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the

University’s Assessment Regulations for Undergraduate Programmes of Study at

http://www.mmu.ac.uk/academic/casqe/regulations/assessment/docs/ug-regs.pdf

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Interim Award Learning Outcomes

On successful completion of a L5 Diploma of Higher Education in Graphic Design students will be able to:

LO1. Knowledge and understanding

Locate and analyse a diverse range of research material that acknowledges unconventional and experimental approaches to visual communication.

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Locate and analyse a diverse range of research material that acknowledges professionally specified constraints within graphic design practice.

Formulate a variety of creative approaches in the development of visual communication ideas.

Produce and present a variety of relevant finished design artefacts in print and digital media.

Analyse and evaluate their creative responses in the context of using unconventional approaches to realise their ideas.

Analyse and evaluate their creative responses in the context of using professionally specified constraints to realise their ideas.

Develop relevant technical skills independently. Formulate pro-active responses to critique.

On successful completion of a L4 Certificate of Higher Education in Graphic Design students will be able to:

LO1. Knowledge and Understanding

Identify fundamental relationships between ideas and images within the broader

context of art and design. Identify tools, methods and practice employed in the production of basic visual communication.

Employ basic methods to visually develop an idea.

Develop visual ideas that explore the relationship between concept and image.

Make a basic visual presentation of creative design work.

Apply basic creative approaches to the organisation of visual content.

Explain how their decisions and judgements have been reached. Analyse the relationship between text and visual material.

Locate research materials and identify key resources used within the programme. Analyse a brief and produce work within a specified timeframe.

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SECTION C – STRUCTURE

28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

BA (Hons) Graphic Design – Full Time

Level 4

Core Units

Code Status Unit Title No of

credits

1B4Z0801 Visual Thinking 1 30

1B4Z0802 Visual Thinking 2 30

1B4Z9801 Unit X 30

Option Units Choose 1 from options listed below

1G4Z9901 Contextualising Practice 1 or 30

1H4Z9902

See Uniwide Documentation

Contextualising Practice with Language 1 & Uniwide Language

15 15 On successful completion of Level 4 – interim exit award: CertHE Graphic Design

Level 5 Core Units

credits

1B5Z0801 Visual Communication 1 30

1B5Z0802 Visual Communication 2 30

1B5Z9801 Unit X 30

Option Units Choose 1from options listed below

1G5Z9902

15 15 On successful completion of Levels 4 & 5 – interim exit award: DipHE Graphic Design

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Inbound Student Mobility

The following 15 credit unit is available for Inbound mobility students attending MMU for less than a full academic year:

credits

1B5Z0804 Visual Communication 2 (Inbound Student

Mobility)

15

Level 6 Core Units

credits

1B6Z0801 Graphic Design Practice 60

1B6Z9801 Unit X 30

Option Units Choose 1 from options listed below

1G6Z9902

15 15 On successful completion of Level 6 – Final exit award: BA (Hons) Graphic Design

SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects

The programme provides students with a variety of career opportunities though the majority of them go on to work as graphic designers within the design industry, both in the UK and internationally. Graduates from the programme are highly employable and have very successful careers, which is reflected in this year’s employability statistics.

100 % of students are in employment or further study 6 months after graduation. (Data from the Careers and Employability Service 2014)

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The Careers and Employability Service keep records six months after graduation of student destinations. The programme team use DLHE statistics and KIS data for discussion at Programme Committee meetings, to ensure the curriculum and learning outcomes continue to prepare graduates for the range of careers they wish to enter. Discussion with students, industry, ISS and NSS feedback and continual dialogue keeps the curriculum constantly evolving.

The programme uses Graduate Teaching Assistants who help to maintain a social network of graduate/Alumni contacts, which helps reinforce employment prospects. The Alumni network also promote opportunities to new graduates directly as they hear of them and graduates return to the university to give talks usually to Levels 5 and 6, about their experiences in industry.

It is due to the reputation of the programme that agencies contact the programme regularly looking to fill their graduate opportunities. Graduates can also be placed in jobs several years after graduation through staff contacts and the Alumni network.

The programme recognises the importance of work-related learning as key to developing students transferable skills, establishing a sense of ambition and developing the employability of graduates. There are numerous opportunities to engage with industry whilst on the course and students receive guidance on careers through the Careers and Employability Service within the Professional and Employability unit.

30 Curriculum Design

The programme covers a broad range of activity that is grouped around communication design disciplines. The relationship between the acquisition of digital/craft skills and their professional application is key to providing a coherent, relevant and manageable curriculum. Students need to be able to work from more craft-based responses to digital, screen-based outcomes, in the most appropriate way, to the needs of the audience and industry.

At all stages of the curriculum, the focus is on contemporary and relevant design that embraces imaginative thinking and originality and places the student at the heart of the learning experience. A focus on conceptual thinking and intellectual curiousity underpins the curriculum. Staff

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encourage and challenge students to critically question their approach to everything they do and to push boundaries. Distinctive creative personalities are nurtured and the unconventional is actively encouraged. Research and creative thinking from both the staff and student perspective are key to programme delivery and assessment strategies. This approach aligns with Principle 1. of the Strategy for Learning, Teaching and Assessment.

It is important that changes to the curriculum stay current and continue to engage with changes to the professional community and new ways that design is explored, communicated and consumed.

The Programme Staff Team achieve this by their continuous involvement with the creative community, through attending exhibitions, design events and conferences i.e. the Design

Manchester Conference held each year, part sponsored by MMU and the AGI Design Conference which is also held each year. The Staff attended the AGI in London, with the Head of Design and a number of L5 and L6 students. The Programme Leader attended the AGI Conference in Brazil where there were opportunities for networking and engagement with international practitioners, agencies and lecturers. This has led to opportunities to further internationalise the curriculum with a staff/student exchange involving a series of projects collaborating with the Graphic Design

programme at the University of IESB, in Brasilia. Staff from Brazil have been on an exchange visit to Manchester School of Art and the project is due to start in Autumn 2015. This approach aligns with Principle 2. of the Strategy for Learning, Teaching and Assessment.

The teaching Staff are very proactive in inviting guest speakers to come to talk to students and run workshops. Many of the alumni from the programme are also involved and come in to deliver lectures, run project critiques and portfolio surgeries. A number of the Staff Team are active practitioners and run agencies/collectives of their own.

Inbound student mobility

Students on this scheme will study the same curriculum as MMU home students. Where appropriate, 15 credit unit specifications (based on the same curriculum content) have been developed to accommodate students studying at MMU for less than a full academic year).

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31 Learning and Teaching

The Graphic Design programme has an excellent reputation for producing design graduates who are employed for their creativity, originality, versatility and professional skills. Experimentation and creativity are fostered within skills sessions, group tutorials, workshops, and inspirational lectures that expose students to new ways of thinking about their practice and the project briefs set. These are designed to challenge a student’s conceptual and contextual understanding of visual communication practice and to encourage original and individual solutions.

Students are encouraged to develop their learning skills, and to become independent learners through self-evaluation and reflection. Tutorial group discussions provide the opportunity for students to discuss the work of their peers and to gather formative feedback on their own work. Negotiated projects allow students to develop and synthesise their creative, intellectual and practical abilities on a theme that is personal to them, and that will assist in defining individual strengths in, and approaches to, visual communication practice. Other projects are developed in liaison with industry with a view to directing specific opportunities for ‘real-world’ project feedback and/or work experience. This enables the team to make sure the curriculum remains relevant to the external world and that students can react to emerging trends.

An Induction programme during level 4 introduces different aspects of learning, and draws attention to the learning support available from tutors, from programme material/resources and from the University’s libraries and Learner Development Service.

Tutor/student relationships ensure that a student’s personal learning needs are supported as each student is designated a personal tutor as well as having a year tutor to refer to. Students are encouraged to develop their individual strengths and to explore and develop their personal learning journeys within the ethos of the course.

The programme has an experienced staff team from a variety of backgrounds offering a rich variety of expertise. Staff research, involvement in industry both as practitioners and networkers and access to training and support from colleagues at the Centre for Excellence in Learning and Teaching (CELT), ensures staff are continually reviewing and updating their input into the curriculum.

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Staff are lifelong learners, fully engaged with continuous academic and professional development. There are a number of them who are currently applying for Fellowship and Senior Fellowship through the Higher Education Academy with the support of the CELT team. This approach aligns with Principle 6. of the Strategy for Learning, Teaching and Assessment.

The Art School has also introduced a Teaching Assistant role for Graduates from the programmes. This offers the students a different sort of engagement with the Teaching Assistants, who use their experiences from being on the programme to benefit the students. It also offers the Teaching Assistants an opportunity to investigate the subject from a different point of view and be mentored by the Staff team. Although this scheme has only been running a few years, there are a number of Teaching Assistants from the programme who have gone on to become Associate Lecturers and one a full-time Lecturer post.

The department also has a peer support scheme, which is very useful in supporting and sharing similar concerns and issues in running a large programme. Each tutor has partnered with another lecturer from one of the other programmes within Manchester School of Art. This collectively is a great opportunity for the Graphics Staff to share good practice amongst a variety of programmes.

Students on this scheme will study the same curriculum as MMU home students. Where appropriate, 15 credit unit specifications have been developed to accommodate students studying at MMU for less than a full academic year. The content of the 15 credit units will be a truncated version of the existing unit.

32 Assessment

At the start of each unit, the Year Tutor goes through the projects and learning outcomes in detail with the students. The assignment tasks for the unit are clearly defined and demonstrate a logical relationship to the intended learning outcomes.The self-evaluative form that the students fill in at the end of the unit and the assessment form the tutors fill in both have the learning outcomes on them. Students are encouraged to reflect against the learning outcomes, whilst the tutors use them to mark against. With this methodology the students and tutors both use the same criteria to chart the progress of the student’s learning from the unit and help bring clarity to the discussion at

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the Personal Development meeting that each student has at the end of the unit. This approach aligns with Principle 3. of the Strategy for Learning, Teaching and Assessment.

Formative assessment is used continually during project work and summative assessment is carried out on completion of the units to provide opportunities for feedback and discussion on student progress. Methods include self-assessment / evaluation, peer assessment, live events, presentations and tutor assessment.

Summative assessment occurs at the end of the element of assessment or at the conclusion of the unit when tutors formally mark, moderate and grade coursework to indicate student achievement. Each student is given a Personal Tutor who holds a Personal Development Plan meeting at the end of each unit to reflect on their progress, and engagement going forward. A self-evaluative form is filled in by the student to help reflect on their key learning from the unit and to engage them in discussion with their Personal Tutor.

The External Examiner moderates Level 5 and 6 marks before being considered by the Assessment Board.

The evidence on which assessment is based includes: Portfolio presentation, finished projects/visuals

Preparatory work, worksheets, development work, prototypes and other relevant material Essay, reports, written material

Reflective journals, blogs

Learning agreement forms, project evaluation forms, self-assessment forms

Consistency and reliability in assessment is assured through use of appropriate criteria and reference for the appropiate level of the curriculum from the University Standard Descriptors.

Students following the 15 credit units must be assessed via types of assessment other than formal written examinations. Where students complete their assessment outside the standard timescale for consideration by Board of Examiners, Chair’s Action will be taken to confirm the outcome of their assessment.

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33 Inclusive Practice

The programme team utilise the Personal Learning Plan (PLP) scheme to better understand the needs of individual students. Each student with a PLP is assigned a Personal Tutor. Meetings are regularly held to monitor academic progress, provide guidance and discuss any individual concerns or needs by the student.

Students are also encouraged to reflect on their own learning on a regular basis and to develop personalised strategies for effective learning. Year tutors follow the students throughout their level of study, monitoring progress with their Personal Tutors, providing information where appropriate and directing students to the University Learning Support system and the Faculty Students Support officer where applicable. This approach aligns with Principle 4. of the Strategy for Learning, Teaching and Assessment.

There is a member of the Staff Team who is the Disability Coordinator for the course who works closely with the Associate Head of Design who is the Departmental Coordinator for the

Department of Design, to ensure that all specific needs for all students are met.

The Programme Leader is a member of the Faculty Student Experience Committee which oversees all issues relating to the academic development and enhancement of the student experience and ensures that the student voice is integral to quality enhancement. This aligns with Principle 5. of the Strategy for Learning, Teaching and Assessment.

34 Technology Enhanced Learning

Moodle, the faculty VLE supports the taught curriculum. Students have access to all coursework and assessment information, handbooks, briefs and timetables as well as links to relevant material, contacts, announcements and digital references.

Students are offered training in core digital skills such as Adobe Illustrator, Photoshop and Indesign within the curriculum and are also able to access training for specialist programmes including Final Cut Pro, Vectorworks and others when required. Students also have access to new technologies such as digital printing, laser cutting and 3D printing.

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Students are encouraged to use digital technologies to produce and present work. Digital presentations are used regularly as a means of formative assessment and feedback. There are also options within briefs for students to document and present their work through film and other digital means.

35 Work-related Learning and/or Placement

The programme complies with the Institutional Code of Practice for all study activities that students conduct off-campus that are deemed to be required for successful completion of the programme's units.

The programme maintains excellent links with the profession and a number of projects are developed in liaison with industry with a view to potential opportunities for work experience. At Level 4 students are taught presentation skills: how to present their work at crits, both visually and verbally and also how to present their work in their portfolio. They complete a self-reflective journal as part of the Contextualising Practice unit which forms a key component of embedding employability into the curriculum. At Levels 5 & 6, students are encouraged to engage with work related learning whether it’s from industry briefs offered in the curriculum, visiting lecturers or visits to industry events and design conferences.

An example of good practice is The Design Manchester Conference, part of a 10 day Design Festival, held each year which brings in renowned industry speakers to talk on a variety of design subjects. The theme for 2014 was ‘the Science of Imagination’, held in October and part sponsored by MMU. 120 free tickets were available for Graphic Design students across the programme, which also included some Postgraduate students and members of Staff. There were also additional tickets that were discounted for students.

Where students, as part of a learning agreement or an industry project undertake to have some contact or involvement with external organisations, risk assessments are conducted as appropriate in compliance with the University ICP.

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36 Engagement with Employers

The programme has excellent links with both global employers and local companies and

institutions through staff contacts and the alumni network. It is also due to the reputation of the programme that a lot of agencies contact the programme directly wishing to get involved in some form or seeking graduates for junior designer positions.

Students take part in ‘live’ briefs and competitions throughout their degree, with many companies working closely with the students, and staff, giving feedback and an insight into the profession.

The programme also utilises a network of graduates and industry practitioners who regularly work with students on projects and run workshops.

37 Personal Development Planning

In addition to learning and teaching activities, other activities such as induction, assessment, contact with academic tutors, and feedback create a rhythm within the year. A cycle of

preparation, learning, generation of work, reflection, assessment and feedback contributes to individual personal development planning.

Personal Reflection

The first element is the ongoing process of students reflecting on their development as learners and evaluating their aspirations for their future learning recorded on completion of units or projects together with a record of the written or verbal feedback they receive from staff. Personal Development and Planning

The second element is the personal development tutorial. Students prepare themselves by

filling in a self-assessment form, which reflects on their learning in the unit and will act as prompts in the process of determining a student driven agenda for the tutorial. There are three Personal Development Planning tutorials for each student per academic year. The students are also expected to write an evaluation of the learning undertaken in each individual unit.

Career development

As part of the PDP process students have access to career advice throughout their study with a particular emphasis in the final year. Students are given advice on CV writing and applications and

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are made aware of the opportunities available to them on graduation through lectures, visits from practitioners and graduates and from the staff team and University Careers Advisors.

SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

Admission to the programme is based on the standard minimum points for University Admission at the time of Admission. Applicants are also asked to submit a digital portfolio for initial selection and to present a portfolio of work if subsequently invited to interview.

Students from the Edexcel BTEC Foundation Diploma in Art and Design may be considered for direct progression to this programme, following submission of a portfolio for scrutiny by the Foundation Team.

Progression for students from Manchester INTO

Students who have successfully completed the Certificate of Achievement (International

Foundation Programme in Art and Design) at Manchester INTO may apply to enter Level 4 of the BA (Hons) Graphic Design programme.

The grade required for successful guaranteed acceptance will be 50% average in the studio units, and 50% in the English unit (the latter being deemed to be equivalent to CEFR B2 - IELTS 6.0 or equivalent).

These progression arrangements are detailed in the formal agreement between MMU and Manchester INTO.

NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus http://www.mmu.ac.uk/study/

39 Programme Specific Management Arrangements

The programme adheres to the guidance provided in the University’s ‘Management of Programme Delivery’ document in respect of composition, terms of reference and operation of Programme Committees.

NB: the University’s Management of Programme Delivery is available from:

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40 Staff Responsibilities

Specific roles have been identified and allocated for the management of programme delivery as follows (in line with guidance provided within the University’s ‘Management of Programme Delivery’ document): Programme Leader Personal Tutors Year Tutors Unit Leaders Admissions Tutor L6 Essay / Project Tutor Link Tutors

NB: the University’s Management of programme Delivery is available from:

http://www.mmu.ac.uk/academic/casqe/regulations/policies.php

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook.

The University Student Handbook is available from :http://www.mmu.ac.uk/studenthandbook/

Programme Specific Support

Level 4 students undergo a supportive induction programme where they are introduced to the systems that are in place to support their learning. Students have specific Year tutors and Personal tutors who guide them through the PDP process and offer support where needed. Students are also able to access support through a dedicated full time faculty student support officer and the Student Hub.

Academic Counseling

Students are allocated a Personal tutor, who looks after their academic welfare. PDP Tutorials take place where the student’s progress on the programme is discussed. Tutorials are recorded and logged in the student’s file with a copy to be contained in the student’s personal file.

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There are three PDP tutorials for each student per academic year.

Pastoral Care

Year tutors and Unit leaders are the main source for students’ pastoral care. Normally, they are the first approach if students need advice or help with personal problems, or any other matters that may be adversely affecting their ability to undertake the degree programme. If for any reason students prefer to talk to another member of staff they are encouraged to feel free to approach them.

Tutorials

Tutorials are regularly carried out, either on a one to one, staff to student basis, or in a group situation. Tutorials provide a valuable opportunity for students to have an in-depth discussion on their work. The student or the relevant tutor(s) conducting the tutorial makes a record of the discussion. These records are kept in the student file for reference and to assist in the recording of student progress. The student will keep a copy for their own PDP files and students may have access to their own records on request.

Proctoring

This describes the activity of student’s informally teaching, demonstrating and exchanging information with each other. Although this is done informally, students may wish to set up their own activities such as workshops and/or peer study groups. This is encouraged throughout the programme.

Faculty Student Support

If a member of the staff team cannot help, or the student wishes to talk to someone outside the programme the Faculty Student Support Officer is a first point of contact. The Faculty Student Support officer can advise students on a range of issues related to university life and can also signpost students to other relevant sources of information and advice around the campus and the city, as appropriate.

The following is a list of ways that the Student Support Officer can help students: • finding their way around the campus and Manchester

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• managing their time • presentation skills • reflective journal • research • essay writing • exam tips

• dealing with stress

• getting the best from their course

The Faculty Student Support Officer is available to meet with students by appointment on a one-to-one basis, in confidence, and they also runs study skills workshops throughout the year. All students are introduced to the Support Officer at Induction in a Housekeeping session.

Exceptional Factors

The University recognises that illnesses or difficult or distressing life events do occur. The University has therefore developed an exceptional factors policy so that students can make formal submission for consideration of any exceptional factors that they consider have affected their performance in assessment. Tutors or the Student Support Officer can guide students through this process where applicable.

http://www.mmu.ac.uk/sas/studentservices/guidance/

Disabled Students

Students who have a disability or a Specific Learning Difficulty, such as dyslexia, and might need support with their studies are encouraged to seek advice from the Learner Development Service at the earliest opportunity. The Learning Development Service provides a comprehensive advisory, assessment and support service to students with disabilities.

Students who find they need some extra help when faced with the demands of Higher Education will be helped by a Learner Development Adviser who will use medical evidence and an initial assessment to identify needs and suggest strategies which may prove helpful. The adviser will produce a Personal Learning Plan (PLP) with the student, which identifies to teaching staff his/her support needs and advises them of any reasonable adjustments they may need to make. The PLP

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is then sent to the Programme Leader or Administrative Officer (with the student’s permission).

Once the student’s needs have been assessed it may be possible to apply for Disabled Students Allowance (DSA) from the student’s Local Education Authority. DSA funds can provide study related human support such as a dyslexia tutor, library assistant or (British Sign Language) BSL interpreter. They can also cover the costs of any specialist equipment or technology support the student may need. Learning Development can advise students on this and the process for receiving support via the DSA.

Dyslexia Guidelines

Dyslexia, dyspraxia, dyscalculia, Attention Deficit Hyperactivity Disorder (ADHD), and other Specific Learning Difficulties (SpLDs) are all considered to be disabilities in the context of Higher Education, and students with any of these difficulties are eligible to apply for a Disabled Students’ Allowances (DSA). Students with dyslexia will need an Educational Psychologist’s report carried out after the age of 16. If students only have a report carried out before they were 16, or have never had a formal assessment, they can contact the Learner Development Service for advice.

Where students already have a full diagnostic report carried out by an Educational Psychologist when over the age of 16 they can use this as medical evidence when applying for Disabled Students Allowances.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation policies.

NB University information on Student Evaluation is available from:

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

Students complete an online unit evaluation at the end of every unit. These are then analysed and any issues are included in annual monitoring and evaluation. The students also have regular opportunity to feedback into the course via the student reps and through Student Staff Consultative meetings and Programme Committee meetings.

All year groups meet for a weekly housekeeping meeting, which provides an informal opportunity for feedback on immediate issues at programme level.

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SECTION G – POINTS OF REFERENCE

Internal

 University Mission and Strategic Aims

http://www.mmu.ac.uk/about/corporate-strategy/

 Programme Approval, Review and Modification Procedures outlined on the Centre for Academic Standards & Quality Enhancement website

http://www.mmu.ac.uk/academic/casqe/event/

 University Regulations for Undergraduate Programmes of Study

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

 Previous Programme Approval/Review/Modification Report (22 May 2009)

 University Learning, Teaching and Assessment Strategic Framework

http://www.celt.mmu.ac.uk/ltia/index.php

 University Curriculum Frameworks (Undergraduate)

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php  MMU Strategy for Learning, Teaching and Assessment

http://www.celt.mmu.ac.uk/ltastrategy/index.php

 Institutional Code of Practice for the Assessment of Students

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf

 University Standards Descriptors

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf

 Equality and Diversity policy

http://www.mmu.ac.uk/humanresources/equalities/sesconsultation/appendix-i-mmu-equality-&-diversity-policy.pdf

 University guidance on collaborative provision

http://www.mmu.ac.uk/academic/casqe/collaborative/index.php  Staff research

 Departmental Professional/Industrial Advisory Committees

 Staff/Student Liaison Committees

External

 QAA Subject Benchmark statement

 QAA Framework for HE Qualifications

 QAA Quality Code

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SECTION F -

MAPPING

Art & Design Benchmark 1, Subject-specific knowledge and understanding.

1st year Level 4 Learning outcomes

GD 1.1 Visual Thinking 1

ESO Employability & Sustainability Outcomes

2nd year Level 5

Learning outcomes

GD 2.1 Visual Communication 1

3rd year Level 6 Learning outcomes

GDP Graphic Design Practice

Students' work will be informed by the critical, contextual, historical, conceptual and ethical dimensions of the student's discipline in particular, and art and design in general.

 (GD 1.1 LO1) identify fundamental relationships between ideas and images within the broader context of art and design

 (GD 2.2 LO1) locate and analyse a diverse range of research material that

acknowledges professionally specified constraints within graphic design practice

 (GDP LO1) investigate and appraise a range of research material relevant to the development of projects within the professional context of graphic design

Students' work will be informed by the artist's or designer's relationship with audiences, clients, markets, users, consumers, participants, co-workers and co-creators.

 (GD 1.2 LO5) analyse a brief and produce

work within a specified timeframe  (and community contexts ESO7) work within social, environmental  (and community contexts ESO7) work within social, environmental  (GDP LO4) critique their practice in

relation to the professional context of graphic design

Students' work will be informed by the implications and potential for their discipline(s) presented by the key developments in current and emerging media and technologies, and in interdisciplinary approaches to contemporary practice in art and design.

 (GD 2.1 LO3) (GD 2.2 LO3) produce and present a variety of relevant finished design artefacts in print and digital media

 (GDP LO3) design and resolve a variety of finished artefacts that take a resourceful and professional approach to the communication and presentation of creative graphic design ideas

Art & Design Benchmark

2, Subject-specific attributes and skills.

Learning outcomes

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2, Subject-specific attributes and skills. 1st year Learning outcomes Level 4

Learning outcomes

Students can demonstrate ability to generate ideas, concepts, proposals, solutions or arguments independently and/or collaboratively in response to set briefs and/or as self-initiated activity.

 (ESO9) engage with stakeholder /

interdisciplinary perspectives  (

ESO9) engage with stakeholder /

interdisciplinary perspectives  (GD 2.2 LO1) locate and analyse a

diverse range of research material that acknowledges professionally specified constraints within graphic design practice

 (ESO9) engage with stakeholder /

interdisciplinary perspectives  (GDP LO2) formulate and manage a

variety of creative strategies compatible with the professional context of graphic design

Students can demonstrate ability to employ both convergent and divergent thinking in the processes of observation, investigation, speculative enquiry, visualisation and/or making.

 (ESO8) use systems and scenario

thinking

Students can demonstrate ability to select, test and make appropriate use of materials, processes and environments.

 (GD 1.2 LO1) identify tools, methods and practice employed in the production of basic visual communication



 (GD 2.1 LO2) (GD 2.2 LO2) formulate a variety of creative approaches in the development of visual communication ideas

 (ESO8) use systems and scenario

thinking

 (GDP LO2) formulate and manage a variety of creative strategies compatible with the professional context of graphic design

Students can demonstrate ability to develop ideas through to outcomes, for example images, artefacts, environments, products, systems and processes, or texts.

 (GD 1.2 LO3) apply basic creative approaches to the organisation of visual content

 (GD 2.1 LO3) (GD 2.2 LO3) produce and present a variety of relevant finished design artefacts in print and digital media

 (GDP LO3) design and resolve a variety of finished artefacts that take a

resourceful and professional approach to the communication and presentation of creative graphic design ideas

Students can demonstrate ability to manage and make appropriate use of the interaction between intention, process, outcome, context, and the methods of dissemination.

 (GD 1.1 LO3) make a basic visual

presentation of creative design work  (

GDP LO3) design and resolve a variety of finished artefacts that take a

Students can demonstrate ability to be resourceful

and entrepreneurial.  (of finished artefacts that take a GDP LO3) design and resolve a variety

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2, Subject-specific attributes and skills. 1st year Learning outcomes Level 4

Learning outcomes

Students can demonstrate ability to use visual languages to investigate, analyse, interpret, develop and articulate ideas and information.

 (ESO6) find, evaluate, synthesise and

use information

 (GD 1.2 LO2) develop visual ideas that explore the relationship between concept and image

use information

 (GD 2.1 LO2) (GD 2.2 LO2) formulate a variety of creative approaches in the development of visual communication ideas

use information

Students can demonstrate they have acquired relevant technical knowledge and practical skills, and will be able to employ materials, media, techniques, methods, technologies and tools associated with the discipline(s).

 (ESO3) communicate effectively using a

range of media

 (GD 1.1 LO2) employ basic methods to visually develop an idea

range of media

 (GDP LO2) formulate and manage a variety of creative strategies compatible with the professional context of graphic design

3, Generic knowledge and understanding, attributes and skills.

Learning outcomes

Self-management.

Students will have the ability to study independently, set goals, manage their own workloads and meet deadlines.

 (ESO5) manage own professional

development reflectively  (GD 1.2 LO5) analyse a brief and

produce work within a specified timeframe

development reflectively  (

ESO5) manage own professional

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Learning outcomes

Self-management.

Students will have the ability to anticipate and accommodate change, and work within contexts of ambiguity, uncertainty and unfamiliarity.

 (GDP LO5) devise independent strategies to work through situations when they are unfamiliar or unpredictable

Critical engagement.

Students will have the ability to analyse information and experiences, formulate independent judgements, and articulate reasoned arguments through reflection, review and evaluation.

development reflectively

 (GD 1.1 LO4) explain how their decisions and judgements have been reached

 (GD 2.2 LO5) formulate pro-active responses to critique

 (CP2 LO3) critically evaluate issues arising within the student's area of practice

Students will have the ability to source and research relevant material, assimilating and articulating relevant findings.

use information

 (GD 1.2 LO4) analyse the relationship between text and visual material

use information

 (GD 2.1 LO4) analyse and evaluate their creative responses in the context of using unconventional approaches to realise their ideas

 (GD 2.2 LO4) analyse and evaluate their creative responses in the context of using professionally specified constraints to realise their ideas

use information

Students will have the ability to formulate reasoned responses to the critical judgements of others.

 (GD 2.2 LO5) formulate pro-active

responses to critique  (

GDP LO4) critique their practice in relation to the professional context of graphic design

Students will have the ability to identify personal strengths and needs, and reflect on personal development.

Group/team working and social skills.

Students will have the ability to interact effectively with others, for example through collaboration, collective endeavour and negotiation.

 (ESO4) apply teamwork and leadership

skills  (

ESO4) apply teamwork and leadership

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Learning outcomes

Skills in communication and presentation. Students will be able to articulate ideas and

information comprehensibly in visual, oral and written forms.

range of media  (

ESO3) communicate effectively using a

range of media

Skills in communication and presentation. Students will be able to present ideas and work to audiences in a range of situations.

range of media

Skills in communication and presentation.

Students will be able to use the views of others in the development or enhancement of their work.

 (GD 2.2 LO5) formulate pro-active

responses to critique  (

GDP LO4) critique their practice in relation to the professional context of graphic design

Information skills.

Students will have the ability to source, navigate, select, retrieve, evaluate, manipulate and manage information from a variety of sources.

use information

 (GD 1.1 LO5) locate research materials and identify key resources used within the programme

use information

 (GD 2.1 LO1) locate and analyse a diverse range of research material that acknowledges unconventional and experimental approaches to visual communication

 (GD 2.2 LO1) locate and analyse a diverse range of research material that acknowledges professionally specified constraints within graphic design practice

use information

Students will have the ability to select and employ communication and information technologies.

range of media

 (GD 2.1 LO5) develop relevant technical skills independently

range of media

 (GDP LO5) devise independent strategies to work through situations when they are unfamiliar or unpredictable

Personal qualities.

Students will have an enthusiasm for enquiry into their discipline and the motivation to sustain it.

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UNIT X Benchmark Mapping Grid - The following benchmarks can potentially be met at any of the points indicated.

Art & Design Benchmark Level 4 Learning outcomes

Level 5 Learning outcomes

Level 6 Learning outcomes 1, Subject-specific knowledge and understanding.

Students' work will be informed by the critical,contextual, historical, conceptual and ethical

dimensions of the student's discipline in particular, and art and design in general. Unit X Unit X Unit X

Students' work will be informed by the artist's or designer's relationship with audiences, clients, markets, users,

consumers, participants, co-workers and co-creators. Unit X Unit X Unit X

Students' work will be informed by the implications and potential for their discipline(s) presented by the key developments in current and emerging media and technologies, and in interdisciplinary approaches tocontemporary practice in art and design.

Unit X Unit X Unit X

2, Subject-specific attributes and skills.

Students can demonstrate ability to generate ideas, concepts, proposals, solutions or arguments independently

and/or collaboratively in response to set briefs and/or as self-initiated activity. Unit X Unit X Unit X

Students can demonstrate ability to employ both convergent and divergent thinking in the processes ofobservation,

investigation, speculative enquiry, visualisation and/or making. Unit X Unit X Unit X

Students can demonstrate ability to select, test and make appropriate use of materials, processes and environments. Unit X

Students can demonstrate ability to develop ideas through to outcomes, for example images, artefacts, environments, products, systems and processes, or texts.

Unit X

Students can demonstrate ability to manage and make appropriate use of the interaction between intention, process, outcome, context, and the methods of dissemination.

Students can demonstrate ability to be resourceful and entrepreneurial. Unit X Unit X

Students can demonstrate ability to use visual languages to investigate, analyse, interpret, develop and articulate

ideas and information. Unit X Unit X Unit X

Students can demonstrate they have acquired relevant technical knowledge and practical skills, and will be able to employ materials, media, techniques, methods, technologies and tools associated with the discipline(s).

Unit X

3, Generic knowledge and understanding, attributes and skills. Self-management.

Students will have the ability to study independently, set goals, manage their own workloads and meet deadlines.

Unit X

Self-management.

Students will have the ability to anticipate and accommodate change, and work within contexts of ambiguity, uncertainty and unfamiliarity.

Unit X Unit X

Students will have the ability to analyse information and experiences, formulate independent judgements, and articulate reasoned arguments through reflection, review and evaluation.

Students will have the ability to source and research relevant material, assimilating and articulating relevant findings. Critical engagement.

Students will have the ability to formulate reasoned responses to the critical judgements of others. Critical engagement.

Students will have the ability to identify personalstrengths and needs, and reflect on personaldevelopment. Unit X Unit X Unit X

Group/team working and social skills.

Students will have the ability to interact effectively with others, for example through collaboration, collective endeavour and negotiation.

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Students will be able to articulate ideas and information comprehensibly in visual, oral and written forms. Unit X

Students will be able to present ideas and work to audiences in a range of situations.

Students will be able to use the views of others in the development or enhancement of their work. Unit X Unit X Unit X

Students will have the ability to source, navigate,select, retrieve, evaluate, manipulate and manage information from a variety of sources.

Students will have the ability to select and employ communication and information technologies.

Unit X

Personal qualities.

Students will have an enthusiasm for enquiry into their discipline and the motivation to sustain it.