btc fdsc programme specification

Part 2

1. Awarding Institution City University London2. Teaching Institution Ravensbourne College of Design and Commu-

nication3. Programme Accredited

By4. Final Award and Title Broadcast Technology Cluster (BTC):

FdSc Broadcast Audio Technology (BAT)

FdSc Broadcast Technology (BET)

FdSc Broadcast Information Technology (BIT)

FdSc Outside Broadcast Technology (BOT)

5. QAA Benchmarking Group(s)and external references

QAA - The framework for higher education qualifications in England, Wales and Northern Ireland

QAA Foundation Degree Qualification BenchmarkQAA Code of PracticeQAA Engineering Subject BenchmarkQAA Communication, Media, Film and Cultural

Studies Subject BenchmarkECUK UK-SPEC (Standard for Professional

Engineering Competence)IET Handbook of Learning OutcomesEAB Generic Learning OutcomesEAB Specified Learning OutcomesSkillset National Occupational Standards for

Broadcast Media TechnologyDIUS : Further Education - Leitch Review of SkillsThe Cox Review of Creativity in Business - HM Treasury

6. Date of introduction / start of proposed new validation period

Sept 2009

7. Overview of Programme Structures

The broadcast industry is powered by cutting-edge technology. The programmes in this cluster provide vocational education appropriate to a professional working in this sector.

Students graduating from these courses could expect to work in a variety of areas in the broadcast industry from systems design, installation, maintenance and support, to studio and location production, post-production and transmission.

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Emphasis is placed upon the acquisition of knowledge, the application of this knowledge to the solution of practical problems and to the completion of projects in a multidisciplinary environment that mirrors industry practice.

Courses in this cluster are two-year full time Foundation Degrees with a part-time option. In the first level of the programme students will develop the underpinning knowledge of broadcast technology and the broadcasting industry. Differentiation between the courses in the cluster at this level is by students’ completion of different project briefs within the units. Students are then supported in applying for a work placement that normally takes place between Level 1 and 2 to reinforce and apply the knowledge developed in the first level.

At the start of level 2 students will commit to one of the 4 named programmes. They will give a reserve choice in case there are insufficient numbers to make the running of a particular pathway viable. Differentiation at level 2 is through the named option unit and by differences in project briefs in the other technical units. At level 2, particular emphasis is placed on project-based learning by application of advanced technical knowledge and skills to project management and problem solving in a real-world environment. Differentiation between the pathways in the cluster

8. Educational Aims

Through the integration of academic and work-based learning, these courses aim to:

1. Provide students with a balance of intellectual and practical skills necessary to enter the field of broadcast technology;

2. Develop a range of creative and technical skills in a variety of specialist disciplines related to broadcast technology;

3. Encourage independent thinking and develop transferable skills and competencies as preparation for work and to enable life-long learning;

4. Develop experience and knowledge of collaborative working methods and processes within an industrially focused multidisciplinary environment.

9. Teaching, Learning and Assessment Strategies

The teaching, learning and assessment strategies of the courses are developed through a considered process of learning design supported at the institutional and faculty level. The result is a learner centred and industry informed approach to the choice of modes, activities, sequences and tools used. Learning is facilitated by permanent teaching staff, supported by sessional staff and visiting speakers who are practising professionals and add to the industry perspective of the courses.

The courses are designed to inculcate a range of critical and vocationally focused skills that situate individual learning within the context of professional practice.

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Progression through the programmes builds the individual capabilities of self-directed learning that underpin continual professional and academic development. This is embedded into the design of the courses as a whole, and is supported by cross college units in Personal and Professional Development, Contextual Studies and Enterprise and Entrepreneurship. These particularly support the broadening, contextualisation and synthesis of learning with practice as well as the development of crucial inter-personal, intra-personal and academic skills such as critical thinking, research, team-working and professional communication.

Considerable value is placed on work related learning. This is supported through the simulation of real world scenarios in projects, and through industrial exposure through work placements and case studies.

A particular emphasis is placed on the development and application of professional and practical skills through project based learning, involving a considerable amount of self-directed learning. In this approach, students respond to project briefs designed to foster creative, technical and academic skills while progressively introducing professional contexts and constraints. This approach is student-centred, encourages deep approaches to learning, builds problem solving ability and integrates academic with professional learning. Collaborative projects and activities are included to encourage team working skills and peer learning. This includes working with students from other courses where relevant and practical.

Project briefs set out the context of the unit and project, the intended learning outcomes and the assessment criteria against which students’ performance will be judged.

Lectures, workshops, tutorials, practical sessions and guest lectures by visiting practitioners are used to raise learners’ awareness and support them in developing their understanding of critical knowledge within broadcast engineering and associated contexts. These are also used to model and support the development of critical engagement with texts, concepts, and the professional practice of relevant individuals and organisations. These normally include interaction and questioning from students. These also provide the opportunity to bring together students from different disciplines and courses, highlighting common critical themes and issues and exploring different perspectives. The new learning space in Greenwich will provide opportunities to extend this practice, for example by including high profile and large-scale events.

These modes of learning are increasingly supported by the use of Learn@rave, Ravensbourne’s Moodle Virtual Learning Environment (VLE). For example lecture notes, podcasts and additional references and learning materials and forums are used to provide more flexible access to course-related material and to extend the learning opportunities.

Tutor and student led seminars encourage students to develop their own position and direction in relation to this knowledge and understanding and also encourage peer learning and support. Small group tutorials are particularly used to support students in reflecting on the development of their work and contextualising this in

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relation to the brief, learning outcomes and wider contexts such as professional practice and commercial considerations.

Workshops and demonstrations are particularly used to provide expert instruction in the application of professionally relevant skills and technology.

The design and sequencing of these modes of learning are used to develop the reflection on practice that is central to the aims and design of the courses and preparing learners to succeed and contribute in their industry. This is further embedded through the design of projects that emphasise the contextualisation of learners’ responses to briefs supported by research. The practical experience gained encourages the testing, development and internalisation of understanding through the creative application of conceptual, technical and professional tools.

The courses are designed to scaffold students’ development so that they progressively find their own direction and use their knowledge and understanding to inform the application of their skills. Self-direction and reflection on their work, and the positioning of this within professional, commercial and theoretical contexts is vital in implementing their career plans.

Well-established forms of learning and teaching are increasingly supplemented, supported and extended by on line materials and activities through a range of blended e-Learning resources and activities. These often involve the use of the VLE, for example to provide access to course information, briefs, learning materials and activities such as forums which support learners in personalising their learning and sharing this with peers. Applying learning from JISC funded projects undertaken by the college the use of the VLE is increasingly related to external tools and communities. For example, tools such as wikis and blogs are used to encourage reflection, peer learning and collaboration. They support learners’ progression along a continuum from private reflection to public and professional representation and engagement with communities of practice.

To ensure that our learners continue to be successful and employable the courses are designed to prepare them for the rapidly changing social and technological context in which they will work. A vital part of this is to equip them with the knowledge and skills to be able to understand the use of digital technology in their professional practice and as lifelong, independent and inter-dependent learners.

Assessment is of primary importance to the learning process, and each project and unit makes use of formative and summative assessment. These provide timely and appropriate formal and informal feedback to students. Formative feedback plays a particularly important role in encouraging reflection and increasingly independent learning. Students are encouraged to be active participants in this process, through panel presentations for example, where individual and group work is discussed and reviewed by peers and staff members.

Assessment criteria reflect the specific brief and the overall aims of the programme, and refer to relevant professional standards, where appropriate.

The following assessment methods will be particularly used:

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• Essays, practical tests and examinations are mainly used to assess the level of critical, contextual, analytical and written communication, skills and knowledge.

• Technical reports are particularly used to develop and assess the skills of summarising, analysing and communicating the process of researching and contextualising work.

• Presentations are used to measure and develop verbal communication and presentation skills. Group presentations are used to measure the ability to coordinate different sources of information into one coherent event.

• Professional engineering skills are predominantly assessed through the success and appropriateness to brief of practical lab exercises and activities. Where relevant to the unit, technical skills will be assessed through the project components and usually supported by reflective logs and technical reports.

• Project proposals and reflective documents/logs are used to measure the student’s abilities to set and meet goals and are part of a project development process – and key to assessing units that involve self-initiated working.

Overall, assessment across the programmes will focus on the following areas:

• Breadth and depth of subject knowledge and awareness of the history and context(s) of that knowledge.

• Reflection on issues related to professional practice, on new knowledge and understanding, and on students' own and others' performance against agreed criteria, including the capacity to deploy and evaluate evidence and to express the outcomes of such reflection clearly and fluently.

• Analysis of fields of knowledge, concepts and engineering practices, including the ability to contextualise the analysis and engage in critical debate through discursive argument.

• Specific professional values and attitudes, including professional and industrial contexts, and broader business, enterprise, and innovation contexts.

• Specific professional and generic skills, including skills of investigation and enquiry, oral and written communicative skills, the use of a range of technology for accessing data, resources, contacts and literature, and developing creative solutions to relevant problems.

The cluster team recognise that it is critical to continually develop and innovate in our approach to learning and teaching. We will respond to the ongoing evaluation of delivery through processes such as Annual Course Monitoring, as well as to input from industry on how well we are meeting their changing needs. This is in line with the college’s mission and is vital to meet the needs of our increasingly diverse learners and prepare them to fulfil their potential in their chosen field/s. The courses will also develop their approach to learning and teaching in order to take advantage

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of the new learning space and respond to changes in our learners, the ways in which they need to access learning, and the demands of the industries in which they will work.

The overall aims of the courses will be met through inclusive, personalised and flexible approaches to learning and teaching that support: collaborative and cross disciplinary working; engagement with digital and networked technology as part of the learning and creative process; the development of skills and approaches needed for enterprise and innovation; recognition of how learning outcomes relate to the needs of the creative industries; balancing depth and breadth in learning and professional development; and the development of the skills learners need to succeed as reflective professionals.

10. Learning Outcomes

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:

Knowledge and Understanding

Learning and teaching methods

A1 Context

How organisations operate, are managed and the key professional practices, legal, ethical and regulatory frameworks relevant to broadcast industries

A2 Technical

Relevant mathematical methods and science leading to electronic, information, communication and signal theory as appropriate to Foundation Degree level professional practice in this sector

A3 Project

Relevant technologies and the techniques required to employ them in practical solutions

Learning and teaching on the course is primarily project based (see Practical and Professional Skills below). This is supported though the development of the student’s knowledge and understanding by varied learning and teaching methods which may include as appropriate: project briefings, lectures, (staff and student led) group seminars, technical or practical workshops, demonstrations, individual or group tutorials and self directed study by the student.

Learning is facilitated by well-qualified and experienced permanent teaching staff and by sessional staff and visiting speakers who are practising professionals and bring an important industry perspective to the course. Traditional modes of delivery may be supported where appropriate by e-learning and/or resource-based learning.AssessmentKnowledge and understanding are assessed through short essays, tests, exams, reports, and individual and group presentations, and through their application in practical projects in a manner appropriate to each unit of delivery.

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Values and Attitudes Learning and teaching methodsB1 Problems

Identify problems and choose appropriate tools/methods for their resolution

B2 Professionalism

Interact effectively within a team, giving and receiving information and ideas and modifying responses appropriately

B3 Independence

Take responsibility for own learning with minimal direction

Students develop values and attitudes primarily through self-directed project activity that progressively introduces professional contexts.

Most learning takes place during the projects and through students’ critical and reflective response to these. The first level concentrates on introducing the professional context and introducing the industry’s tools and methods. The second level focuses on applying these to problem-solving and multidisciplinary team projects.Assessment Values and attitudes are assessed within appropriate units throughout the course primarily through their application in practical projects in a manner appropriate to each unit of delivery.

Skills (Cognitive and Intellectual)


C1 Analysis

Select and apply appropriate mathematical methods, scientific principles and/or software to analyse electronics and information communications engineering problems

C2 Application

Analyse existing systems or processes and create solutions through the synthesis of ideas and methods

C3 Context

Consider and analyse their

Intellectual skills are gained primarily through lectures, seminars, workshops, individual tutorials and self-directed study but the delivery of some elements will be integrated with practical and professional skills in project-based learning. In particular, project based learning stimulates analysis, contextual, problem solving, creative thinking, and personal reflection.

Students are introduced through the contextual elements of the course to theoretical and critical frameworks in which they can locate their practice.AssessmentStudents are assessed through a variety of means including essays, reports and presentations. Some elements are assessed through their application in submitted project materials. This may include rationales, background research, development materials and/or evidence of reflection on the process of

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own work with reference to academic and work related frameworks

development in addition to practical material.

Skills (Subject Specific/Professional)


D1 Operations

Show competence in operational aspects of broadcast production and post production and apply mathematical and engineering techniques, taking account of industrial and commercial constraints

D2 Design

Design or adapt a system, component or process that employs components, construction methods and programming languages as appropriate to implement solutions, and manage time and resources

D3 Testing

Use relevant test and measurement equipment and diagnostic software to test systems, analyse results and ensure fitness for purpose

Professional and practical skills are gained primarily through project-based learning. This often involves the simulation of activities that take place in industry.

Supported by staff, students work on project briefs designed to foster creative, technical and academic skills while progressively introducing professional contexts and real world constraints. This approach is student centred, encourages deep learning, builds problem solving ability, and integrates academic with professional learning. Students learn to take responsibility for their own learning progressively. Some projects are intentionally collaborative encouraging team working and peer learning and may involve students from other courses.

Projects are supported by briefings, lectures, workshops, group seminars and student self-directed study. Learning is facilitated by permanent teaching staff and by sessional staff and visiting speakers who are practising professionals and bring an important industry perspective to the course. These methods may be supported where appropriate by e-learning and/or resource based learning. AssessmentStudents are assessed primarily through the submission of practical materials. Students undertake a variety of engineering and technology tests. Students may also be required to submit reflective logs explaining key points in both the technical and creative process and justifying decisions made with respect to the brief.

Skills (Transferable) Learning and teaching methods

E1 Reflection

Evaluate own strengths and weaknesses, and develop own criteria and judgement

Students develop transferable skills primarily through self-directed project activity that progressively introduces professional contexts.

Though most learning takes place during the projects and through students’ critical and

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E2 Informatics

Manage information in a range of media, selecting and using a variety of sources and technologies as appropriate

E3 Communication

Communicate ideas and information in visual, oral and written forms that is literate, numerate and coherent for a variety of audiences

reflective response to these, this aspect of learning is supported by a Personal and Professional Development unit at each of the course levels. The first level concentrates on ensuring that students ‘learn how to learn’. The unit also prepares students for work experience (or equivalent) and encourages them to start to explore professional and career development. The second level focuses on the development of professional transferable skills to enable the transition to employment and/or further study.Assessment Transferable skills are assessed within appropriate units throughout the course, and in particular through the submission of Personal and Professional Development Files. These files (containing a learning plan, reflective commentary and evidence-base) are developed within the Personal and Professional Development unit and provide evidence of work and learning carried out across the course. For instance, evidence of personal development achieved through research, design development and realisation; responses to briefs; and evidence of project management. Students are also assessed through peer, group and self-assessment

The learning outcomes are mapped to both the QAA Communication Media, Film and Cultural Studies Subject Benchmark and the ECUK (Engineering Council UK) UK-SPEC (Standard for Professional Engineering Competence) who’s specific learning outcomes disseminate into the following reference documents:

• QAA Engineering Subject Benchmark• IET (Institution of Engineering and Technology) Handbook of Learning

Outcomes• EAB (Engineering Accreditation Board) General Learning Outcomes• EAB Specified Learning Outcomes

See Appendices A and B for Engineering Council UK and QAA learning outcome unit mappings.

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11. Admissions and APEL

Foundation degree applicants will come from a wide range of backgrounds, and applications are positively welcomed from mature students, those with relevant work experience, those who may not necessarily possess the formal entry qualifications, or who have qualifications other than those listed below.

Students will be expected to possess at least four GCSEs (grade C or above) or equivalent including Maths, or to have completed the Level 0 Media Technology pathway or equivalent. Students must also hold at least one of the following or equivalent:

1 A-Level or BTEC National Diploma; AVCE or GNVQ Advanced (Level 3); NVQ3 in relevant subject(s).

Applicants will normally be expected to attend for interview where they should complete a technical assessment.

Students will be selected according to the criteria set out in the College Procedure for the Admission of Students and Guidance Notes for Selecting Candidates for interview.

When appropriate the College’s Accreditation of Prior Learning Policy and Procedure will be used to assess applicants at interview. A key criterion for entry is evidence of commitment and motivation to study in the subject area.

Applications from candidates without standard qualifications may be considered on the basis of prior experiential learning, provided they demonstrate that they have the necessary experience and the ability to benefit from and succeed on the programme.

Where an applicant’s first language is not English, proof of competence in English will be required. This will normally take the form of an IELTS score of a minimum of 6.5 or equivalent, which has been achieved within the last 18 months prior to commencement of the course.

Key entry criteria will be:

Motivation and commitment Awareness of career outcomes and aptitude for these Knowledge and ability in relevant technical and academic subjects Communication skills Team skills Enthusiasm for technology

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12. Assessment Regulations

These courses are subject to the Academic Regulations for the Awards of Foundation Degree and Certificate in Higher Education.

In summary, in order to complete a unit, a student must successfully complete all the assessment specified for that unit. In order to progress from level one of a course to level two, a student must successfully complete all the units in that level of the course. In order to achieve the award, a student (having completed level one of the course) must successfully complete all the units in level two. In certain circumstances, the Examination Board may at its discretion choose to permit performance in one area to compensate for underachievement in another subject to the provisions of the Academic Regulations for the Awards of Foundation Degree and Certificate in Higher Education. However, there is no automatic right to such compensation.

Foundation degrees are not classified. However, students wishing to progress to honours level study must achieve at least a grade C profile across the units of the second level of their course.

These Foundation Degrees are articulated with the BSc (Hons) Broadcast Technology top-up. Foundation Degree (FdSc) students in the Broadcast Technology cluster would normally progress onto the connected BSc Honours Degree pathway:

FdSc BSc (Hons)Broadcast Audio Technology (BAT) Broadcast Technology (Audio)Broadcast Technology (BET) Broadcast Technology (Systems)Broadcast Information Technology (BIT) Broadcast Technology (Computing)Outside Broadcast Technology (BOT) Broadcast Technology (Outside Broadcast)

Students wishing to progress to the BSc (Hons) programme must successfully complete their Foundation Degree, and achieve the prerequisites for the BSc (Hons). Application is through UCAS and acceptance is subject to the chosen course pathway running and places being available.

Normally the prerequisite for the BSc (Hons) is a Foundation Degree (Science) Broadcast Technology cluster pass with minimum 2.2 profile (Grade C) at Level 2.

Normally, applicants must have applied within 3 years of having completed a Foundation Degrees (Science) Broadcast Technology cluster course.

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13. Unit List

Code Title Credit Value

Lev

el 1

FDC101 Contextual Studies 20CCU102 Enterprise and Entrepreneurship 15CCU103 Personal and Professional Development 10FDB104 Broadcast Technology 15FDB105 Operational Skills 15BTC106 Mathematics 15BTC107 Television Systems and Signals 15BTC108 Electronics 15

Lev

el 2

FDC201 Contextual Studies 20CCU202 Enterprise and Entrepreneurship 15CCU203 Personal and Professional Development 10BAT204BET204BIT204BOT204

Broadcast Audio SystemsBroadcast SystemsSoftware DesignOutside Broadcast Systems

15

BTC205 Information and Communications Technology 15BTC206 Applied Mathematics 15BTC207 Broadcast Hardware Systems 15BTC208 RoA Technology Project 15

Total 240

Course-specific content is differentiated at the project level. Much of the core technical content is common across the four courses, but students focus their learning through the application of this wider knowledge in specialist projects.

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14. Course Diagram

Full Time Mode:

Level 1

FD

C10

1: Conte

xtual Stud

ies20 credits

CC

U103: P

erson

al and Profe

ssional

Develo

pme

nt10 credits

FDB105: Operational Skills15 credits

BT

C10

6: Math

ema

tics15 credits

BT

C10

7: Television S

ystems and

S

ignals15 credits

BT

C10

8: Electron

ics15 credits

Term

1

FDB104: Broadcast Technology15 credits

Term

2

CCU102: Enterprise and Entrepreneurship15 credits

Term

3

INDUSTRY SUMMER WORK PLACEMENT

Level 2

FD

C20

1: Conte

xtual Stud

ies20 credits

CC

U203: P

erson

al and Profe

ssional

Develo

pme

nt10 credits

BAT204: Broadcast Audio SystemsBET204: Broadcast SystemsBIT204: Software DesignBOT204: Outside Broadcast Systems 15 credits

BT

C20

6: Ap

plied Mathem

atics15 credits

BT

C20

7: Broad

cast Hardw

are S

ystems

15 credits

BT

C20

8: RoA

Technology P

roject

15 credits

Term

1

BTC205: Information and Communications Technology15 credits

Term

2


Term

3

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Indicative Delivery Pattern of Vertical Units

The delivery pattern shown below allows a single tutor to deliver the content at all 3 levels of the programme (e.g. Mathematics BTC106, BTC206 and BTC306) while achieving the required 15 hours of contact time for each unit per term, giving each level 6 x 2.5 hour sessions (am / pm) in each term. (BTC306 is the 15 credit Engineering Mathematics unit, BTC307 is the 30 credit Engineering Project unit from the BSc top-up course).

WeekLevel

1 = BTC106, 2 = BTC206, 3 = BTC306 am-pm am- pm am-pm am-pm am-pm am-pm am-pm am-pm am-pm

1 - 9 1 - 2 2 - 3 3 - 1 1 - 2 2 - 3 3 - 1 1 - 2 2 - 3 3 - 110 - 18 2 - 3 3 - 1 1 - 2 2 - 3 3 - 1 1 - 2 2 - 3 3 - 1 1 - 219 - 27 3 - 1 1 - 2 2 - 3 3 - 1 1 - 2 2 - 3 3 - 1 1 - 2 2 - 3

WeekLevel


1 - 9 2 - 3 3 - 1 1 - 2 2 - 3 3 - 1 1 - 2 2 - 3 3 - 1 1 - 210 - 18 3 - 1 1 - 2 2 - 3 3 - 1 1 - 2 2 - 3 3 - 1 1 - 2 2 - 319 - 27 1 - 2 2 - 3 3 - 1 1 - 2 2 - 3 3 - 1 1 - 2 2 - 3 3 - 1

WeekLevel


1 - 9 3 - 1 1 - 2 2 - 3 3 - 1 1 - 2 2 - 3 3 - 1 1 - 2 2 - 310 - 18 1 - 2 2 - 3 3 - 1 1 - 2 2 - 3 3 - 1 1 - 2 2 - 3 3 - 119 - 27 2 - 3 3 - 1 1 - 2 2 - 3 3 - 1 1 - 2 2 - 3 3 - 1 1 - 2

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Part Time Mode:

In the part-time mode, students will take 2 years to complete one level of the foundation degree. They will complete the programme in the sequence Level 1a, Level 1b, Level 2a and Level 2b from the diagram below. Students will be required to attend at most 2 days per week, and much of the unit learning material will be made available on the college VLE to incorporate a distance-learning approach. In some cases, part-time students may be issued a slightly different project brief to those students in the full-time mode to improve connections with other units and optimise management of resources.

Level 1a Level1b

CC

U103: P

erson

al and Profe

ssional

Develo

pme

nt10 credits

FDB105: Operational Skills15 credits

FD

C10

1: Conte

xtual Stud

ies20 credits

BT

C10

6: Math

ema

tics15 credits

BT

C10

7: Television S

ystems and

S

ignals15 credits

BT

C10

8: Electron

ics15 credits

Term

1

FDB104: Broadcast Technology15 credits

Term

2


Term

3

INDUSTRY SUMMER WORK PLACEMENT

Level 2a Level2b

CC

U203: P

erson

al and Profe

ssional

Develo

pme

nt10 credits

BAT204: Broadcast Audio SystemsBET204: Broadcast SystemsBIT204: Software DesignBOT204: Outside Broadcast Systems 15 credits

FD

C20

1: Conte

xtual Stud

ies20 credits

BT

C20

6: Ap

plied Mathem

atics15 credits

BT

C20

7: Broad

cast Hardw

are S

ystems

15 credits

BT

C20

8: RoA

Technology P

roject

15 credits

Term

1

BTC205: Information and Communications Technology15 credits

Term

2


Term

3

15

Part 215. Primary Learning Outcome Map

Code Title

A1

: Co

nte

xt

A2

: Te

chn

ical

A3

: Pro

ject

B1

: Pro

blem

s

B2

: Pro

fessio

na

lism

B3

: Ind

epen

den

ce

C1

: An

alysis

C2

: Ap

plica

tion

C3

: Co

nte

xt

D1

: Op

eration

s

D2

: Des

ign

D3

: Te

sting

E1

: Reflec

tion

E2

: Info

rmatic

s

E3

: Co

mm

un

icatio

nL

evel

1

FDC101 Contextual Studies X X X X XCCU102 Enterprise and Entrepreneurship X X X X XCCU103 Personal and Professional Development X X X X XFDB104 Broadcast Technology X X X X X XFDB105 Operational Skills X X X X X XBTC106 Mathematics X X X X XBTC107 Television Systems and Signals X X X X X X X XBTC108 Electronics X X X X X X X

Lev

el 2

FDC201 Contextual Studies X X X X XCCU202 Enterprise and Entrepreneurship X X X X XCCU203 Personal and Professional Development X X X X XBAT204BET204BIT204BOT204

Broadcast Audio SystemsBroadcast SystemsSoftware DesignOutside Broadcast Systems

X X X X X X X

BTC205 Information and Communications Technology X X X X XBTC206 Applied Mathematics X X X X XBTC207 Broadcast Hardware Systems X X X X X XBTC208 RoA Technology Project X X X X X X X X

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Appendix A

Cluster Learning Outcome to ECUK & QAA Learning Outcome MappingEngineering Council UK General and Specific Learning Outcomes (EAB Designates)

CriteriaRef No

A1: C

on

text

A2: T

ech

nical

A3: P

rojec

t

B1: P

rob

lems

B2: P

rofes

sion

alism

B3: In

dep

en

den

ce

C1: A

naly

sis

C2: A

pp

licatio

n

C3: C

on

text

D1: O

pera

tion

s

D2: D

esig

n

D3: T

estin

g

E1: R

eflectio

n

E2: In

form

atics

E3: C

om

mu

nica

tion

EA

B G

ener

al L

Os Knowledge & Understanding KU1 X X

KU2 XKU3 X

Intellectual Abilities IA1 XIA2 XIA3 X

Practical Skills PS1 X X XGeneral Transferable Skills GT1 X X X X X X

EA

B S

pec

ific

LO

s

Underpinning Science & Maths US1I XUS2I X

Engineering Analysis E1I X XE2I X XE3I X XE4I X X

Design D1I XD2I XD3 XD4I XD5I XD6I X

Economic, Social & S1 X XEnvironmental Context S4 X

S5 XEngineering Practice P1I X

P2I XP3I XP4I XP6I XP7I XP8I X

Co

mm

Me

dia

B

en

chm

ark

General (p.19) 8.2.1 X X8.2.2 X X8.2.3 X X8.2.4 X8.2.5 X8.2.6 X8.2.7 X X8.2.8 X X8.2.11 X8.2.12 X X

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Part 2Appendix B

Cluster Units to ECUK Learning Outcome MappingEngineering Council UK General and Specific Learning Outcomes (EAB Designates)

Criteria Ref No

LEVEL 1 LEVEL 2

FD

B10

1

CC

U102

CC

U103

FD

B10

4

FD

B10

5

BT

C10

6

BT

C10

7

BT

C10

8

FD

B20

1

CC

U202

CC

U203

BA

T20

4B

ET

204B

IT20

4

BT

C20

5

BT

C20

6

BT

C20

7

BT

C20

8

EA

B G

ener

al

LO

s

Knowledge & Understanding KU1 X X X X X X X X X XKU2 X X X X X X X XKU3 X X X X X X X X

Intellectual Abilities IA1 X X X X X X X XIA2 X X X X XIA3 X X X X X X

Practical Skills PS1 X X X X X X X X X X X X X X X XGeneral Transferable Skills GT1 X X X X X X X X X X X X X X X X

EA

B S

pec

ific

LO

s

Underpinning Science & Maths US1I X X X X X X X X X XUS2I X X X X X X X X X X

Engineering Analysis E1I X X X X X X X XE2I X X X X X X X X X XE3I X X X X X X X X X XE4I X X X X X X X

Design D1I X X X XD2I X X X X X X X X XD3 X X X X X X X X XD4I X X XD5I X X X X XD6I X X X X X X X X X

Economic, Social & S1 X X X X X X X XEnvironmental Context S4 X X X X X X X X

S5 X X X X X X X XEngineering Practice P1I X X X X

P2I X X X X X X X XP3I X X X X X X X XP4I X X X X XP6I X X X XP7I X X X XP8I X X X X X X X X

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Part 2Appendix C

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Part 2

Please note, this specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each unit can be found in the Course Handbook, Unit Descriptors and Project Briefs. The accuracy of the information contained in this document is reviewed by the College and may be checked by the Quality Assurance Agency for Higher Education.

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