ca3: course specification · modules underpinned by theory, taught in state -of-the-art radio and...

CA3 Course Specification Template – October 2019 of 31

CA3: Course Specification Along with the Module Specifications, the Course Specification forms the definitive description of any qualification awarded by the University. The Academic Quality and Standards Office (AQSO) is responsible for maintaining up to date records of all definitive documents (course and module specifications). Any amendments made to the Course Specification must be submitted to the AQSO via the formal Amendments process outlined in Section 4 of the Academic Quality and Standards Handbook 2019 – Amending Courses.

PART A: About the Course (See Part B for other key information) 1. Qualification (award and title):

BA (Hons) Media and Communications BA (Hons) Media and Communications with Foundation

2. Date of Approval (month and year):

02/19

3. Delivery Partners, Sites and Recognition: who delivers this course, where? Is it accredited by any professional bodies?

Campuses/Partners Recognised/accredited by

UWL (Paragon House, St Mary’s Road, Reading)

The University of West London

4. Course Description: a short descriptive statement used for publicity (max. 250

words):

BA (Hons) Media and Communications provides an innovative and customisable learning experience where students develop a diverse grounding of media theory and practice before choosing a bespoke strand - either Media Production or Media Studies.

Benefitting from a course team combining field-leading academics and experienced creative professionals with excellent industry links, students will engage in self-directed learning within a stimulating and flexible environment. Graduates from this course will be equipped with skills relevant to the creative, multi- and trans-media industries.

The Media Studies strand aims to give students a wide knowledge of the social and cultural debates that surround media forms and institutions. Graduates will bring to the world of work a critical understanding of the

processes of media production and consumption, which they will have applied in both media analysis and their production work.

The Media Production strand aims to give graduates a future proof skillset that extends across this ever-evolving industry. Through hands-on technical modules underpinned by theory, taught in state-of-the-art radio and television studios, students will develop a wide range of specialist skills in addition to an awareness of pitching concepts, client relations and creative talent management.

5. Course Structure Diagram: a visual overview of the programme of study

LEVEL 3:

Semester 1 Academic Skills

Semester 2 Practical Skills

AD30002E: Contextual Studies in Media and Design (Core – 20 credits)

AD30003E: Creative Research in Media and Design (Core – 20 credits)

Existing TBC: Academic Performance (Core – 20 credits)

AD30004E: Creative Sectors in Media & Design (Core – 20 credits)

Existing TBC: Personalised Learning (Core – 20 credits)

AD30005E: Major Project (Core – 20 credits)

LEVEL 4:

Semester 1 Media Skills

Semester 2 Factual Media


MA40118E: Media & Communications: Theories & Debates (Core – 20 credits)

MA40071E: Podcasting (Core – 20 credits)

MA40153E: Video Production (Core – 20 credits)

MA40151E: Introduction to Media Ethics (Core – 20 credits)

MA40152E: Video Documentary Production (Core – 20 credits)

MA40151E: Radio Documentary Production (Core – 20 credits)

LEVEL 5:

Semester 1 Advertising

Semester 2 Live & On Air / Media Theory

TBC: Integrated Marketing Campaigns (Core – 20 credits)

MA50106: Industry Experience

(Core – 20 credits)

Media Production Strand (Option package 1)

MA50288E: Live Radio Production & Outside Broadcast (Core – 20 credits)

MA50289E: Live Video Production (Core – 20 credits)

OPTIONS: 20 credits choose 1 from:

MA50290E: Adaptation & Transmedia

MA50108E: Critical Approaches to Digital and Social Media


AD50227E: Research, Data & Insight (Option – 20 credits)

MA50241E: Visual Media Cultures (Option – 20 credits)

Media Studies Strand (Option package 2)

MA50290E: Adaptation & Transmedia (Core – 20 credits)

MA50108E: Critical Approaches to Digital and Social Media (Core – 20 credits)



MA50288E: Live Radio Production & Outside Broadcast

MA50268E: Screenwriting

LEVEL 6:

Semester 1 Creative Innovation

Semester 2 Creative Innovation

Media Production Strand (Option package 1)

MA60152E: Media Project (major) (Core – 40 credits)

MA60155E: Critical Essay (Core – 20 credits)

MA60136E: Creative Entrepreneurship (Core – 20 credits)

MA60134E: Audio Visual Essay (Core – 20 credits)

OPTIONS: 20 Credits choose 1 from:

AD60036E: Experimental Communications

MA60151E: Experimental Sound

Media Studies Strand (Option package 2)

MA60096E: Dissertation (Media) (Core – 40 credits)

MA60153E: Media Project (minor) (Core – 20 credits)

MA60134E: Audio Visual Essay (Core – 20 credits)


MA60154E: Bodies, Identities, Futures (Core – 20 credits) OPTIONS: 20 credits

choose 1 from:

MA60136E: Creative Entrepreneurship

TBC: Media Philosophy

6. Course Aims and Content by Level: what is this course all about and how does the programme of study build and develop over time?

The BA (Hons) Media and Communications course aims to offer students both a firm grounding in the conceptual and theoretical areas of their discipline and the practical skills and confidence that will enable them to apply their understanding creatively in professional contexts. Importantly, the course also aims to ensure that students recognise the interrelationship between theory and practice. The course aims to produce media professionals able to:

1. Identify and explain the main theories, aesthetics and debates in the field of Media and Communications, as well as establishing a timeline of the main events and their implication to culture, identity and society, both locally and globally.

2. Make use of theoretical and practical knowledge to analyse and evaluate media artefacts, theories and aesthetics critically, as well as to research and create innovative projects and ideas in the field of Media and Communications.

3. Produce media content appropriate to a particular audience, medium and mode of reception, while observing industry best practices in production standards, ethics/editorial, health and safety, and inclusivity.

4. Work autonomously and in groups adopting standard codes of professional practice (time-management, interpersonal communication, etc.), develop independent learning skills and plan a professional career in an industry related to the Media and Communications field, including further academic development.

These set of skills are to be developed incrementally along the three years of the bachelor programme. After each year, students should have developed a well-defined set of skills that not only allows them to move confidently to the next level of studies but also to engage in a professional activity in case they decide to leave early.


LEVEL 3

Level 3 Foundation level has a common module structure for the whole school. This level aims to prepare students for employment in situations requiring the exercise of personal responsibility and decision-making in the field of media and design. They can undertake further training, develop existing skills and acquire new competencies. Academic knowledge and understanding integrate with and support the development of, vocational skills and competencies, taking account of the need for appropriate academic rigour. By the end of the year, students should have developed a set of academic and production skills, mainly targeting the area they wish to pursue in level 4 (design, photography, radio, etc.). LEVEL 4

The key level 4 aim is to introduce students to the broad context of the Media and Communications field and the ways in which theory informs practice and vice-versa.

Developing students’ ability to think conceptually is important in this first year, as is giving them the opportunity to develop practical skills and familiarity with the technologies they will use throughout the course. More specifically, due to the thematic structuring of the course, semester two is focused on the production of ‘factual' medial, exploring the theme of documentary across multiple formats. It is expected that by the end of year one, students have developed a greater conceptual and practical understanding of this area of media production and consumption.

Last but not least, Level 4 should provide an engaging experience that promotes retention through the learning and teaching strategy described in section 10.

LEVEL 5

There are four main aims for level 5:

Introduce students to the field of marketing and advertising, developing their understanding of this industry and the development of more creative thinking methods applied to media industry briefs;

Introduce students to professional practice through a placement period in a company or institution related to their area of studies and personal interests; Provide students with the technical and transferable skills necessary to embark on their final year of studies, which is defined by a greater level of independence. Further students’ knowledge either on media theories or live media production, depending on the strand of studies they choose (the choice between the Media Studies strand and the Media Production strand takes place on semester 2 of level 5).


LEVEL 6

The key aims for level 6 are to develop students’ skills of independence and self-guided study, as well as to consolidate conceptual and production skills in media theory and practice. This is achieved mostly through the development of a major piece of work (either a dissertation or a media project) and specialised modules in specific areas of media production and media studies. On the other hand, level 6 is also focused on employment and in empowering students to choose between furthering their studies or starting a career in the Media and Communications area.

7. Course Contact Hours: how much time should I commit to this course?

Learning hours are determined by credits. One credit is worth 10 learning hours, so a 20 credit module is 200 learning hours, a 30 credit module is 300 hours etc. This is the amount of time you should be prepared to commit to each module.

Learning hours are divided into: taught or ‘contact’ hours, i.e., the amount of time students spend in contact with academic staff, whether through face-to-face classes or online learning; and independent study, i.e., the amount of time students are expected to spend on their own study and assessment preparation. Students also have one-to-one time with academic staff in personal tutorials.

8. Academic Staff:

Staff employed on UWL Academic contracts at Lecturer level have a minimum requirement to have a higher degree in an appropriate discipline and a teaching qualification (PG Cert or Academic Professional Apprenticeship) and/or HEA Fellowship. Senior Lecturers have a similar minimum level and in addition should either hold a PhD or be registered on a doctorate programme. Associate Professor and Professor levels are required to have a PhD. All staff on Academic contracts at UWL are required to undertake teaching. Hourly paid teaching staff are also used across UWL and these colleagues bring a wide range of professional, specialist and industry experience to the teaching of our students. The University has made an explicit commitment to supporting the professional development of its staff through the programme of continuing professional development (CPD) managed and delivered by the ExPERT Academy. All staff on Academic contracts have 5 days of CPD per annum as part of their terms and conditions

Continue to the next page for Section 9



9. Course Learning Outcomes: what can I expect to achieve on this course?

Level 3 Level 4 Level 5 Level 6

Knowledge and understanding

N/A

• Identify and explain the underlying theories in the field of Media and Communications;

• Identify and explain basic laws and ethical debates in media practice;

• Describe the process and techniques involved in the production of a media artefact (audio, video, web);

• Enunciate the underlying aspects of documentary production.

• Identify and explain advanced theories in the field of Media and Communications;

• Identify and explain the underlying theories in marketing and audience research;

• Describe best professional practices for the workplace.

• Acquire coherent and detailed knowledge in the forefront of the Media and Communications field;

• Describe and comment on particular aspects of the current research in media theories and practices;

N/A

• Media & Communications: Theories and Debates

• Introduction to Media Ethics;

• Radio/Video Documentary Production

• Adaptation and Transmedia

• Critical Approaches to Digital & Social Media

• Visual Media Cultures

• Research, Data, Insight

• Industry Experience

• Bodies, Identities, Futures

• Audio Visual Essay

N/A • Research factual stories using

• Analyse qualitative and quantitative data on

• Devise and sustain sound arguments on topics

Intellectual/Cognitive skills

journalistic/documentarian best practices;

• Critically analyse factual media content using ethical and documentary frameworks.

audiences and consumers;

• Design media content and marketing strategies informed by audience and market research;

• Analyse and critique media content across different formats and media using transmedia, adaptation and social media theories;

within the Media and Communications field;

• Correctly apply the methods and techniques to judge, and frame appropriate questions to achieve a solution to a problem;

• Critically evaluate arguments, assumptions, abstract concepts and data to make judgments and to frame appropriate questions to achieve a solution to a problem.

N/A



• Radio/Video Documentary Production

• Adaptation and Transmedia

• Critical Approaches to Digital & Social Media

• Research, Data, Insight

• Integrated Marketing Campaigns

• Bodies, Identities, Futures

• Creative Entrepreneurship

• Dissertation

• Critical Essay

• Media Philosophy


Subject practical skills

N/A

• Produce factual audio content using a limited number of sound elements/sources;

• Produce factual video content using a limited amount of post-production;

• Plan and develop live media content across different media and platforms (radio, television and web);

• Conduct market research using field methods (surveys, interviews, etc.);

• Produce media content for a multitude of formats, including those in the forefront of the media industry;

• Produce media content having in consideration


• Design and implement a production plan for a piece of factual media content.

• Develop a creative output to an advertisement briefing;

the quality standards of the media industry;

• Aiming at an industry-standard appropriate to a particular audience, medium and mode of reception, while observing industry best practices in production standards, ethics/editorial, health and safety, and inclusivity.

N/A

• Podcasting

• Video Production

• Radio Documentary Production

• Video Documentary Production

• Live Radio Production & O.B.

• Live Video Production



• Media Project (major)

• Media Project (minor)

• Experimental Sound


• Experimental Communications


Transferable skills

N/A

• Follow a production brief;

• Work independently and in group observing bespoke professional practices;

• Communicate orally and in writing the outcome of their work;

• Recognise the impact of media artefacts in shaping public opinion;

• Operate professionally in the workplace;

• Formulate creative solutions to industry briefs in the field of advertising and media;

• Recognise the effect and reach of the advertising mechanisms in shaping public opinion.

• Recognise the uncertainty, ambiguity and limits of advanced knowledge in the field of Media and Communications;

• Manage their learning, identifying reliable sources of information;

• Communicate information and ideas to both


• Evaluate and reflect on their academic practice.

• Evaluate and reflect on their professional practice.

specialists and non-specialist audiences;

• Adopt an ethical work attitude, recognising how it impacts others.

N/A



• Podcasting

• Video Production

• Radio Documentary Production

• Video Documentary Production



• Visual Media Cultures


• Dissertation

• Media Project


• Media Philosophy



10. Learning, Teaching and Assessment Strategies: how will I learn, how will my learning be assessed, and why are these the most appropriate methods?

Add or delete rows to the table as required. Level 3 Learning, teaching and assessment strategies for level 3 follow the foundation practices adopted for the whole school. The foundation degree programme encourages lifelong learning by providing sufficient opportunity for self-directed learning and reflection. Clear routes that facilitate opportunities for successful progression from the foundation degree are presented and explored throughout the yearlong delivery. These routes are mostly linked to programmes offered by UWL, but also apply to other higher education providers, educational organisations and professional bodies. The foundation degree is, by necessity, broad in range so that it covers all the requirements that the learners are likely to need to enter their programmes of choice successfully. Assessment includes a variety of formative and summative techniques combining work-based learning and other more traditional means of assessment such as essay writing and oral presentations, all these allowing the rigorous test of the learning outcomes.

General principles applied across all levels of the BA programme. Teaching and Learning The overall teaching and learning approach for the course favours user-centred and active learning methodologies, which we believe are the way forward to develop not only technical and scientific skills but also the transferable skills mentioned in the UWL Graduate Outcomes, namely those in areas of creativity, proactivity and resilience. As a general practice, modules with a stronger theoretical flavour tend to adopt a more expositive/seminar delivery approach while production modules tend to favour more practical and authentic (as in “real-world”) approaches such as the Project-Based Learning.

The integration of technology in the learning and teaching process is of vital importance on this the course; the central element of this being the VLE Blackboard. This, however, should not be a surrogate for attendance nor a tentative move to create self-sufficient online courses. The first goal of the VLE in this course is to serve as a communication platform between the lecturer and the student and to provide a placeholder for materials that complement the weekly deliveries. The VLE is also used as the platform where students submit assignments, receive feedback and track and evaluate the progression of their learning. On a second stage, the VLE will be used to enhance the teaching and learning through the creation of online discussion forums where asynchronous communication strategies promote critical reflection and exchange of ideas within the module community. For the use of more advanced features of Blackboard, the course team is looking forward to the announced adoption of the Blackboard Ultra version. On top of this, students are encouraged to keep an online portfolio using UWL’s campus press platform, with the work developed throughout the course, which will enable them to reach the end of the course with a compilation of their best work. Another key element in the teaching and learning strategy for the course it's the connection to the outside world, in particular with the media industry. This happens by inviting media practitioners to deliver modules (as HPLs), to deliver talks and workshops, and by taking students in school trips to museums, media broadcasts, studios and other venues and events. Assessment There are no formal exams in any of the modules. As a general rule, a combination of formative and summative assessment takes across most modules, so that students can have the opportunity to improve their work based on formative feedback received throughout the module. The course assessment favours an “assessment as learning” strategy where assessment opportunities not only assess students’ learning but also teaches students and improves their skills and understanding of course content. Inspired by the synoptic assessment strategy mentioned on the QAA Code of Practice of 2006 and currently rolled out experimentally in one of the UWL courses, the curriculum was designed in thematic blocks encouraging students to combine elements of their learning from different modules of the programme (and particularly of the semester they are


studying) into the assessments. This allows students to explore in greater depth a topic or subject area, enabling them to integrate and make the connection between skills, knowledge and understanding developed across different modules. In order to design an inclusive curriculum, flexibility in assessment types and students' choice is being taken into consideration in the definition of the assessment strategy for the course. This means that, when adequate, students can have a say in the type of assessment used as long as it thoroughly tests the learning outcomes of the module. Therefore, to enable this possibility, the Portfolio assessment type is used repeatedly across different module specs in the course. This option also provides the opportunity to have more flexible module structures that can adapt to the ever-evolving media field and accommodate diverse teaching styles from different lecturers. Feedback In order to guarantee good quality feedback to students, it is not only necessary that it happens in a timely fashion, but that it is accurate, detailed and coherent across modules and markers. In order to contribute to good quality feedback, template sheets based on established pedagogical principles and industry standards are adopted across different modules sharing similar assessment approaches (e.g. production modules). These feedback sheets are linked to the learning outcomes and consequently to the marking criteria. Level 4 As the starting year for most of the students (all those who did not do the Foundation year), the teaching and learning strategies aim to develop student’s social and interpersonal bounds by requesting group activities, such as group work and peer assessment. This is particularly true in the practical modules such as Podcasting and Video Production in semester 1 and the documentary modules in semester 2. These modules also favour a learning-by-doing approach, motivating students throughout the learning process by engaging them in practical activities. Modules with a stronger theoretical weight - such as Media & Communications: Theories and Debates, and Introduction to Media Ethics - explore learning methodologies based on group discussions and analysis of everyday events and real-world scenarios.


There is also an emphasis on merging theory and practice, motivating students to create connections between these two poles. For example, in semester 2, the documentary modules (video and radio) are conceptually linked to the Introduction to Media Ethics module; students are encouraged to reflect on their practical, factual projects through the ethical lens explored in the latter module. In the same vein, their practical documentary work can be used as a case study for the ethics module assessment. On the other hand, it is also encouraged that both documentary modules (video and radio) share the same topic. This way, the research and back-story can inform both outputs (audio and audiovisual), allowing greater in-depth exploration of the topic. The intention is that students see the modules as pieces of a jigsaw that is neatly and logically assembled into a wider picture. By the end of year one, it is expected that the first major piece of the media portfolio had been created and that students keep an online portfolio that they can expand as time goes. Regarding the flexibility of the curriculum, as a general rule, students are free to choose the topics they want to approach in each module, but the assessment types for Level 4 are fixed, to provide students with the same learning opportunity. Level 5 As mentioned before, the LO and overall aims for Level 5 are to prepare students to embark on a yearlong project in Level 6. In order to align the aims with the learning and teaching strategy, further incursions are made towards developing students’ autonomy. This happens, for example, in the Industry Experience module, which is characterised by a work placement learning experience where students develop professional activities outside the university. This approach also introduces students to new practices and careers, allowing them to choose more consciously which strand to choose from (production/studies) as well as the format and topic of their final project/dissertation. The assignments also tend to increasingly resemble the assessment type of final project (in Level 6). For example, the Media Studies strand uses assessment types increasingly based on ‘written assignment’ so that the students are well prepared for the writing of the dissertation in the following semester. Likewise, students that choose the Media Production strand will face more practical assessment types, such as ‘Artefact’ and ‘Portfolio’.


The teaching methods follow the general guidelines applied to the whole course. Formative and summative assessment opportunities follow a mix of developmental exercises. Conceptual and concrete links between modules remain obvious: in semester one the two modules other than Industry Experience are in the field of Marketing and Advertisement, the two practical modules in semester 2 are in the field of Live & On Air. The conceptual and practical crossover offers fertile ground to establish links between modules that students are encouraged to pursue. Level 6 The LOs and key aims of Level 6 point towards the consolidation of theoretical and practical knowledge, as well as the development of greater academic and professional independence. The constructive alignment between aims and learning strategy is evident: half of the credits are spent on modules with a supervision/tutorial delivery. The interconnection between modules continues in Level 6, especially in semester two where all three modules are directly related to the content of the projects that students are developing (or have developed) in the Critical Essay, Media Projects (minor and major) and Dissertation modules. For example, the assessment for Audio Visual Essay takes into consideration the research done in the Critical Essay and Dissertation modules. Again, the idea is to provide students with the opportunity to capitalise on the work done in previous modules and create thoroughly researched practical and theoretical works that will form the basis of their portfolio as a job search asset.

11. Formal and Informal Links with External Organisations/Industrial Partners:

what opportunities are there for me to interact with professional contacts?

Student Radio Association – Blast Radio is part of this association, and therefore our students can easily submit their work to competitions and receive access to workshops and other learning opportunities. This has happened successfully in the past.

Radiocentre - Several lecturers in the course are members of this organisation. Industry briefing and other useful pedagogical material can be accessed from here.

Podium.me – Staff members have professional ties to this organization. Former students are still in collaboration with this Podium.me as a result of this relation.


AVID / Pro-Tools – Staff member is an Authorized Certified Instructor

BBC Radio 1 – 1Xtra – Radio 4 – Staff member Sue Bowerman has a professional relationship with these stations, as a producer of radio documentaries.

Media, Communications and Cultural Studies Association (MECCSA) – several lecturers are members of MECCSA and keep an active research activity within the organisation.

Ealing Studios – Proximity to SMR studios and house of the LSFMD partner Screenspace. Crossover of staff has already happened between venues and institutions.

BBC 6 Radio – Course lecturer works for this station;

Reprezent – Course lecturer is station management of this station;

Various employers in the media and cultural industries who provide work-placements on the ‘Industry Experience’ module.

12. Admissions Criteria: what qualifications and experience do I need to get onto

the course?

• UCAS Tariff (UG only)

• Subject-specific requirements

• Additional information

112 UCAS tariff points from Level 3 qualifications. These can include:

• A Levels at grade B, B and C, or above • BTEC Extended Diploma with Distinction, Merit, Merit • Access to HE Diploma

GCSE English and Maths (grade 9 – 4 / A* - C) or Level 2 equivalents are also needed.

Arrangements for Recognition of Prior Learning

Mature applicants (aged 21+) that do not meet the above qualifications (L3 and L4) but possess relevant work experience are invited to apply. Applications to be considered on an individual basis, based on the submission of portfolio, CV and, if necessary, an interview.

IELTS Score for International Students

Standard UG (L4 entry): 6.0 - minimum 5.5 in each individual element.

13. Student Support Arrangements: what kinds of academic and pastoral support and advice are available?


STUDENT SUPPORT University-wide Support Services for all students:

• Careers and Employment Services • Student Advice • Disability and Mental Health Advice • Information and Funding Team • Accommodation Service • Chaplaincy • Counselling • Students’ Union • Mentoring

Student advice, help and support is further detailed in the Student Handbook concerning University facilities, services and current policies: http://www.uwl.ac.uk/students/current-students/student-handbook Undergraduate and taught postgraduate courses The University-wide support framework encompasses:

• Induction • Course Leaders • Module Leaders • Personal Tutors • VLE (Blackboard) • In-course learning skills development* • Personal Development Planning (PDP)**

*Learning skills include critical appraisal, reflection, literature searching, information technology, peer review, group work, presentation, research, practice/professional skills, note-taking, writing skills, electronic information retrieval, communication skills and independent study at home. **PDP has been formalised on undergraduate degree courses via the Personal Tutorial system delivered through levels 4-6. These tutorials are designed to support the development of academic skills (at level 4) employability (at level 5) and personal reflection and research enquiry linked to career options (at level 6). PDP is developed informally in other areas of learning through students’ development of personal skills such as time management, leadership, and teamwork. Guest speakers and field visits provide students with networking opportunities. Students have access to all the support provided by UWL students services (wellbeing, engagement, etc.) plus the pastoral support of Personal Tutors. Course specific In this course there is a culture of promoting field trips to external events (companies, exhibitions, public broadcasts) as well as to organise in-house events


http://www.uwl.ac.uk/students/current-students/student-handbook

with invited guests from industry and academia to talk about their practice and sometimes provide feedback to students on the work they have produced.

Continue to the next page for Section 14



14. Assessment Matrix: a list of all the assessments on the course, along with how much they count for and where they come in

the year.

Module Title and Code Core /Optional (write C or O)

Credit Assessment Type (choose from the dropdown list)

Weighting (%)

Overall pass mark

Minimum percentage (PSRBs and Apprenticeships only)

Apprenticeships Only: contributes to ‘End-Point Assessment’ (write YES or NO)

Submission: Week Number (indicative)

Level 4:

MA40118E

Media & Communications Theories & Debates

C 20 Portfolio 100% 40 N/A

Podcasting

MA40071E


Video Production

MA40153E


Introduction to Media Ethics

MA40150E

C 20 Written Assignment

Written Assignment

30%

70%

40 N/A

Video Documentary Production




Weighting (%)

Overall pass mark




MA40152E

Radio Documentary Production

MA40151E

C 20 Oral Assignment

Artefact

Written Assignment

15%

70%

15%

40 N/A

Level 5: 40

AD50227E

Research, Data & Insight

O 20 Portfolio

Portfolio

Practical

40%

50%

10%

40 N/A

MA50241E

Visual Media Cultures

O 20 Oral Assignment

Written Assignment

35%

65%

40 N/A

MA50106E

Industry Experience

C 20 Portfolio

Written Assignment

20%

80%

40 N/A




Weighting (%)

Overall pass mark




TBC

Integrated Marketing Campaigns


MA50288E

Live Radio Production and Outside Broadcast

C/O 20 Portfolio 100% 40 N/A

MA50289E

Live Video Production


MA50290E

Adaptation & Transmedia

C/O 20 Portfolio

Written Assignment

40%

60%

40 N/A

MA50108E

Critical Approaches to Digital & Social Media

C/O 20 Oral Assignment

Written Assignment

30%

70%

40 N/A




Weighting (%)

Overall pass mark




MA50268E

Screenwriting

O 20 Portfolio 100% 40

Level 6:

MA60152E

Media Project (major)

C 40 Oral

Written Assignment

Artefact

Written Assignment

10%

15%

60%

15%

40 N/A

MA60155E

Critical Essay


AD60036E

Experimental Communications

O 20 Portfolio 100% 40 N/A

MA60151E

Experimental Sound

O 20 Portfolio

Written Assignment

80%

20%

40 N/A




Weighting (%)

Overall pass mark




MA60096E

Dissertation


Written Assignment

Written Assignment

Written Assignment

10%

10%

10%

70%

40 N/A

MA60153E

Media Project (minor)

C 20 Oral Assignment

Portfolio

20%

80%

40 N/A

MA60154E

Bodies, Identities, Futures


Written Assignment

75%

25%

40 N/A

MA60136E

Creative Entrepreneurship


MA60134E

Audio Visual Essay





Weighting (%)

Overall pass mark




TBC

Media Philosophy

O 20 Oral Assignment

Written Assignment

30%

70%

40 N/A



15. External Examiner Arrangements: who checks the standards and quality of the course?

Gareth Thomas

Senior Lecturer Music Journalism & Music Marketing and Communications

University for the Creative Arts

Ashley Road

Epsom

Surrey KT18 5BE

–

Telephone: 01372 202439

Continue to the next page for PART B.

PART B: Key Information

1. Awarding Institution University of West London

2. UWL School/College

LSFMD

3. Subject Area within School/College

Media

4. Academic Partners and type of arrangement

N/A

5. Course recognised by

N/A

6. Sites of delivery St. Mary’s Road, Ealing and Paragon House, Brentford

7. Modes and duration of delivery

Full time – 3 years + 1 year (Foundation)

8. Sequencing September only start

9. Final enrollable award(s)

BA (Hons) Media and Communications BA (Hons) Media and Communications with Foundation

10. Level of final award 6


11. Credit for final award (CATS and ECTS)

BA (Hons) Media and Communications - 360 CATS/180 ECTS BA (Hons) Media and Communications with Foundation - 480 CATS/240 ECTS

12. Exit awards and credits

L3 - Certificate of Achievement – 120 CATS -- L4 - Certificates of Higher Education (Cert HE) – 120 CATS L5 - Diplomas of Higher - Education (DipHE) – 240 CATS / 120 ECTS L6 – Ordinary degree - BA Media and Communications – 300 CATS / 180 ECTS

13. UCAS code(s) (UG programmes)

P306 - BA (Hons) Media and Communications N111 – BA (Hons) Media and Communications with foundation

14. QAA Subject Benchmarking Statement

Communication, Media, Film and Cultural Studies (October 2016)

15. Apprenticeship Standard title and code

N/A

16. Course-specific Regulations

N/A

17. Language of study English 18. Original approval

Date 1997 Last Revision

Date February 2019 – Joao Cordeiro


PART C: Record of Approved Amendments Use the following table to list all amendments made to the programme between approval/review events. Add rows as necessary.

Approved Amendments to Course Specification since original approval/last review Course Specification Title

Module Level and title

Brief Outline of Amendment

Approval by School/College Quality Committee

Approval effective from

Student cohort affected

BA (Hons) Media and Communications

Radio Documentary Production (MA40151E) Video Production (MA40153E) Adaptation and Transmedia (MA50290E) Bodies, Identities, Futures (MA60154E) Critical Essay (MA60155E) Dissertation (MA60096E) Experimental Sound (MA60151E)

Removal of prerequisites and addition/ reinstation of modules

Date and meeting minute

10.06.20

Immediate effect Students choosing their Level 5 modules which will be run in Dec 2020


Media Project (Major) (MA60152E) Media Project (Minor) (MA60153E)


ca3: course specification · modules underpinned by theory, taught in state -of-the-art radio and...

Documents