Foundation Degree
PHOTOGRAPHIC MEDIA
Abbreviated Programme Specification Containing Both Core + Supplementary Information
1
Awarding Institution / body:
Lancaster University
2a
Teaching institution:
University Centre at Blackburn College
2b
Work based learning:
Applicable
3a
Programme approved by:
Lancaster University
4
Final awards:
Foundation Degree (Arts)
5
Programme titles:
Foundation Photographic Media
6
UCAS code:
To be determined
7
Subject benchmark statement:
The following frameworks have been consulted:
Arts and Design (2008)
General Business & Management (2007)
8
Date of PS preparation/revision:
February 2011
9
Educational aims of the programme:
General Aims 
To provide a programme of study that allows self-diagnostic specialisms and
responsibility for the personal management of learning.

To create and maintain an educational infrastructure that promotes a broad spectrum
of specialist direction and transferable skills.

To enable the student to access a coherent academic framework that supports the
relationship between theory and practice.
Educational Aims of the Programme:

To establish the role of the photographer within the plethora of associated media and
enable linking with related individuals, organisations and sector specialists.

To introduce the fundamentals and principles of photographic, lens-based image
making.
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To provide a stimulating and challenging learning experience designed to prepare
students for opportunities in the photo-imaging sector.

To assist and encourage the student in the development of a mature and self-motivated
attitude in producing creative and original photographic work which is applicable in a
professional context.

To introduce and refine practical, business and leadership skills to the students’ skill set.
10
Intended Learning Outcomes:
Fully detailed learning outcomes by module are listed in the relevant programme
handbook. The programme provides opportunities for students to develop and
demonstrate knowledge and understanding, skills, qualities and other attributes in
the following areas:
5.1.
The principle outcomes of the programme are:
Knowledge and Understanding.
Students must demonstrate critical understanding, at the appropriate level, of:
Level
A1
Systems, processes and techniques in photography and lens-based image
imaging.
4
A2
The qualities of photographic materials/media and uses in both commercial and
art sectors.
4
A3
Historical and contemporary influences in photography and wider art.
4
A4
Photography as a record, for expression and for commercial/industrial
purposes.
4
A5
Personal management and organisation skills.
4
A6
Light theory, lighting technology and lighting set-ups (both studio and location).
4
A7
Research methodology and methods, research proposals, presenting research
to an audience and referencing systems.
5
A8
Current health and safety regulation.
4
A9
Contemporary industrial and commercial requirements (photo-imaging, design,
gallery and editorial).
5
A10
Business theories, strategies and practices as a basis to explore opportunities
and employment in the photo-imaging sector.
5
Critical-thinking/intellectual skills.
Students must demonstrate skills, at the appropriate level, of:
B1
Evaluating and presenting own work.
Level
4
B2
Evaluating leadership and management of business tasks and projects.
5
B3
Identifying own strengths and the ability to reflect on their own development.
4
B4
Indentifying current trends and movements within the photo-imaging sector.
4
B5
Copyright, image rights and ethics in relation to commercial and industrial
photography practice.
5
B6
Critically observing, recording & interpreting.
5
B7
Analysing information and experiences, formulate independent judgments, and
articulate reasoned arguments through reflection, review and evaluation.
4
B8
Selecting appropriate primary & secondary research sources.
4
B9
Designing specific vocational pathways appropriate to skills and interests.
5
Subject Specific Skills.
Students must demonstrate skills, at the appropriate level, of:
Level
C1
Applying knowledge of colour and light theory in the creation of photography.
4
C2
Enhancing and manipulating digital images with software packages.
4
C3
Using Digital Asset Management software and Imaging Software through
exploration, appropriate to their specialism.
5
C4
Using photographic media in a manner appropriate to commercial, artistic,
industrial and other specialist pathways.
5
C5
Presenting portfolio of work to wider audiences (including peers and externals),
recognizing strengths, abilities and career pathways.
4
C6
Selecting, testing & making appropriate use of photographic materials and
processes.
4
C7
Refining & mastering skills relevant to own practice.
5
C8
Selecting the appropriate tools and methods for the job and using studios and
equipment safely.
4
C9
Using creative skills to generate ideas, concepts, proposals, solutions or
arguments independently and collaboratively in response to set briefs or as
self-initiated or work-directed activities.
4
C10
Creating and organising a portfolio of specialist photographic work.
5
C11
Creating a specialist exhibition of work that utilises transferrable and
appropriate skills, highlighting the vocational pathway developed throughout
the programme.
5
Key Transferable Skills.
Students must demonstrate skills , at the appropriate level, of:
D1
Communicating and presenting work visually, orally and in written form, to
articulate ideas to clients/audiences.
Leve
l
4
D2
Managing time effectively through independently setting own targets.
4
D3
Determining the specialist skills necessary to succeed in chosen photography
pathway.
5
D4
Solving problems & suggesting solutions by applying knowledge and
experience.
5
D5
Leadership and business management in practice.
5
D6
Undertaking marketing and sales of both personal skills and portfolio of work
5
D7
Selecting appropriate IT for research & communication
4
D8
Making constructive use of feedback to develop or enhance their work
4
D9
Identify personal strengths and needs, and to reflect on personal development.
4
D10
Using interpersonal skills to forge and maintain relationships with employers,
audiences, clients, markets, users, consumers, participants, co-workers and cocreators
5
Learning and Teaching
The Learning and Teaching strategies for this programme will reflect the core features of
Foundation Degrees, address other relevant academic infrastructures and focus on the
centrality of Work Based Learning. Learning and Teaching opportunities will be designed to
allow for the transfer of learning between the different modules and the integration of
theory and work based or work-related activities. It will consistently address the learning
outcomes, the subject content and the requirement to develop demand-led, work related
skills. Key themes of the strategy are:
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The explicit emphasis placed on the significance of relevant work based or work
related learning
The planned and effective development of the ability to apply academic,
transferable, professional and practical skills at, through, and for the work place;
Ongoing commitment to enhancing the learner experience and employer training
needs through continuous systems of formative and summative assessment and
feedback;
Use of flexible and appropriate learning methods, through face to face, on-line and
blending learning strategies;
Effective and ongoing support through the use of structured, targeted and open
door tutorials and on-line tutorials;
Demonstrable and effective employer engagement;
Planned and sustained development of application of theory into practice

Use of inclusive learning methods which will accommodate the diversity of all
learners whilst not affecting the academic rigour of the programme.
Student learning will be facilitated through lectures, seminars, workshops, presentations,
tutorials, work-based support and on-line support. Lectures will allow for the introduce of
new concepts and ideas and will enable students to gain information and underpinning
knowledge, whilst formative and summative assessment tasks and projects will allow for the
measuring of student progress and the development of knowledge and skills. Employer
linked projects and tasks allow for the application of knowledge and theory to work based
tasks and work based learning allows students to use and evaluate particular skills (such as
transferable, communication and problem solving skills), apply knowledge and reflect on
performance.
The assessment strategy for foundation degrees incorporates the key characteristics of the
award and the centrality of work based learning by embedding ongoing and sustained
application of knowledge outcomes to the workplace both at module and programme level.
Students at individual module level and programme level will be expected to evaluate the
relevance of outcomes covered within the module and at programme level industry. This
additional requirement will be taken in to consideration when designing specific assessment
design.
The work-based learning elements of a foundation degree are central to the distinctive
nature of the award. For this reason, work-based learning modules must be passed and are
specifically excluded from any condonation regulations.
The assessment strategy for the programme is reflected in the module descriptors and will
comprise predominantly of coursework with a limited number of time-constrained tasks.
The assessment instruments will be contextualised to enable students to engage in both
formative and summative work in relation to Engineering. The assessment of vocational
knowledge and skills is central to the strategy. The students will be tested at Certificate and
Intermediate Levels as outlined in the UK Framework for Higher Education Qualifications.
Level Four (Certificate Level)
The modules at level 4 aim to test knowledge and practical, transferable and work based
skills. Students will be measured on their ability to identify, synthesise, evaluate and apply
key concepts, solve work-based problems and reason and substantiate arguments within
structured and defined guidance and criteria.
The assessment strategy for the programme at Level 4 will address the needs of the
Academic Infrastructure, particularly the Framework for Higher Education
Qualifications. The strategy will include diagnostic, formative and summative aspects and
incorporate the main requirements to identify, explain, discuss and in certain instances
evaluate literature and practice with maximum support from tutors. It will ensure the
testing of basic knowledge indicators and practice based skills. The assessment at Level 4
provides students with the tools that can be transferred directly to the workplace – for
example, portfolios and handbooks they can take into the practical learning
environments. Being able to reflect on their personal practice and academic development,
students will undertake assessments requiring them to write reflective accounts and
essays. Another core skill alongside reflection is researching as an independent learner –
this is encouraged across all modules and the key skills for this are provided in Research
Methods (Modules 07 and 08) where students can critique and then plan their own
research. The assessments at Level 4 ensure a variety of learning and application styles are
considered so that the students can confidently progress into the workplace and onto more
complex issues and analysis at Level 5. The students are supported in assessment
techniques in individual modules and this is revised within the Personal Development
Planning module and in tutorials.
Level Five (Intermediate Level)
Modules at level 5 aim to test deeper knowledge and understanding and the ability to apply
and evaluate key concepts, subject specific knowledge and develop skills of reflective
practice. Students will be tested on their ability to select relevant issues of knowledge and
apply and evaluate them in the context of the work place. The assessment instrument will
measure students’ ability to reflect on performance and to integrate theory into practice.
The Work Based Learning portfolios test their ability to plan for future academic,
professional and personal development. By the end of the Level Five modules students will
be able to apply the higher order academic skills required for Honours level study.
As part of the team’s research into the appropriate assessment strategies that would best fit
the programme, an equality impact assessment of assessment strategies has taken place in
conjunction with the disability officer.
The module descriptor for each module of the scheme will indicate which strategy is to be
used for that module. The following is an overview of the assessment strategy for the
programme:
The programme philosophy for the teaching and learning process will follow a hierarchical
pattern of acquisition, development and synthesis. The emphasis in delivery evolves from a
lecture/seminar/workshop problem solving and project based scheme in Level 4 to the
development of a student-centred tutorial mode in Level 5.
It is recognised that the student will be more actively involved in the learning experience if
they have an awareness of the following aspects of the programme, which may be gained
on induction and reinforced throughout the programme:
-
Aims
Learning Outcomes
Assessment Criteria
Personal development skills
Learning and teaching strategies are based on the process of introducing student to
concepts, materials and methods through a series of lectures and demonstrations. Having
acquired the basic knowledge, students then carry out assignments, or projects with staff
consultancy and tutoring.
The planned sequence of assignment and projects is designed specifically to cover
programme aims and learning outcomes, contemporary and future contexts, industrial
practices, and opportunities for experimentation and risk at the appropriate levels.
Additional stimulation and motivation to be achieved throughout:
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Student recognition of vocational/professional relevance
Application of programme studies in the workplace
Following up parallels in contextual studies
Arranged visits and visiting speakers
Three student handbooks outline all aspects of HE study and the course itself. These are:
1. HE Handbook
2. Critical Studies handbook
3. Foundation Degree Photographic Media handbook
These are updated yearly.
Learning Strategy:
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The depth of each student’s knowledge and experience will be assessed at the
interview stage and during induction week. This will enable staff to identify any
student who needs help in the form of bridging studies, or learning support.
The course programme will be planned by the team in order to ensure that:
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All units are covered
No unit elements are duplicated
Deadlines are staggered
The work load is achievable
Links and integration occur where practicable and educationally desirable
Assignments are varied in length and are well structured
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Students will have use of their base room throughout the week, and study
time in which to complete assignments. Base rooms open 8am-9pm Mon –
Thurs and 8am-5pm Friday
Students will keep a work plan for each assignment and be given regular
ongoing target dates throughout a long assignment to help organisation
Learning support needs will be assessed at interview stage and induction, and
appropriate support arranged
Group assignments will encourage co-operation and flexibility
Group critiques will enable students to make evaluative judgements of their
own and others work
Feedback results in action plans and the student being aware of his/her
progress at all times
All visits to trade fairs etc., and talks by visiting speakers will be recorded by
the student writing a short report and the findings discussed at the following
tutorial
Staff and technicians will be available for students to consult outside of
timetabled slots.
Tutorial Approach/Methods:
Tutorials are regarded as an essential part of the teaching and learning strategy. Five types
of tutorials:
1. Post-induction Tutorial
- In responses to the College’s initiatives on ‘widening participation’ the
programme will operate an ‘at risk’ policy where a post-induction tutorial for all
students provides an early review of potential problems. Those students
identified as ‘at risk’ of failing, leaving the programme for whatever reason, are
then supported by additional, frequent and regular tutorial sessions.
2. Group Tutorials (Pastoral)
- These will be held weekly and will deal with dissemination of information,
briefings and general courses matters. They will also act as an open forum for
student issues. Each year group will elect a student representative who will feed
back student views to the course meetings and the end of year course review.
3. Requested by Students Tutorials (Pastoral and Academic)
- These are available when the students need guidance regarding the course, or
general counselling. These would usually be on an individual basis by
appointment with appropriate subject tutor/s.
4. ‘Fixed Point’ Tutorials (Academic)
- These will be carried out by the assessment/tutorial panel and take place at the
end of each term. The assessment/tutorial panel will consist of at least two
tutors: the year tutor and one other. They are used to:
a.
review student progress
b.
identify necessary remedial actions
c.
plan future progression via individual action plan
d.
assist and provide general counselling
e.
prepare and debrief for industrial experience and workplace learning.
5. Academic Tutorials
- These are provided to essentially support students with their academic and
theoretical work whilst studying on practical Art & Design Higher Education
programmes. These are a relatively new initiative to promote widening
participation where hours have been allocated (in addition to established
Tutorial hours) on all HE programmes to further support student learning.
Individuals or groups may book in to see the tutor for a number of reasons e.g.
further clarification of briefs, in the case of students with English as a second
language, or disability such as hearing impairment.
Teaching Methods/Strategies:
A range of teaching and learning strategies will be employed and reviewed by the course
team including:
 Formal lectures
 Subject specific assignments
 All assignments are internally verified and samples (including the Final Integrated
Project) are externally verified by an appointed External Examiner
 Directed workshops & demonstrations
 Study visits trade fairs, craft fairs and exhibitions
 Residential visits
 Directed study
 Project with industry/competitions
 Industrial visits
 Work Based Learning
 Visiting speakers – photographers, image managers and representatives from
various organisations
 Using ‘pooled’ group research material when appropriate together with
seminars.
 Assignments of varying duration
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Staged delivery moving from a tightly structured Year One that will impact a wide
range of skill, techniques and approaches on which to build in Year Two, when
the student will be expected to become more self-motivated and less reliant on
direct tutor instruction. This will encourage independent learning. It is expected
that 1:1 tutorial guidance will be more prevalent in Year Two.
The Final Major Project will see a culmination of the skills, knowledge and
understanding acquired throughout the course.
The planning and staging of an exhibition of the Final Major Project.
Projects and Assignments:
The phasing and timing of assignments is considered important by the course team.
Students will be issued with the entire years assignments during induction and will be
encouraged to familiarise themselves with the structure and content in advance, by using
the programme planner wall chart. This will help them manage their time effectively and
understand their workload throughout the year.
Projects and assignments are the fundamental support mechanism of the learning and
teaching strategy. They are the vehicle by which the student can demonstrate their aptitude
and show their ability to put creative thinking and skills into practice.
FdA in Photographic Media is devoted to a structured programme of assignments and
projects, which is designed specifically to cover programme aims and learning outcomes. It
is based on the process of introducing students to concepts, material and methods through
a series of lectures and demonstrations, promoting opportunities for experimentation and
risk taking at appropriate levels. Having acquired the basic knowledge, students can then
carry out practical assignments with staff consultancy and tutoring.
Assignments will also encourage students to recognise vocational/professional relevance,
promote application of the programme studies in the workplace, follow up parallels in
critical studies and be supported by arranged visits and visiting speakers. This is recognised
by industry as providing the flexibility to adapt to contemporary industrial needs.
Assessment Strategy:
Assessment strategies on the Foundation Degree in Photographic Media are designed to
give ample opportunity for students to demonstrate achievement as their studies progress.
Formative assessments will take place during the modules timescale and summative
feedback at the end of each unit. This will usually take place in the form of a group critique
with verbal and written feedback regarding student performance. All students will be
encouraged to respond to feedback and enhance work, until the summative assessment at
the end of the module timescale. This will be an assessment panel including team members
and where appropriate, individuals from photographic, or related work establishments.
Assessment method will:
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Reflect and support the programme aims and learning outcomes
Support the learning and teaching strategy
Provide feedback for the student and programme (on assessed briefs, 1:1 termly
reviews)
Contribute to the grading of coursework, unit and final award
Assist in formulating a personal profile for Personal Management (Module 02).
As part of the Validation process, an equality impact assessment of assessment strategies
should be carried out in order to not disadvantage any learner with a disability. Leave in the
paragraph below if you have done this.
As part of the team’s research into the appropriate assessment strategies that would best fit
the programme, an equality impact assessment of assessment strategies has taken place in
conjunction with the disability officer
A breakdown of module outcomes and assessments is given below:
Code
Name
Level Four
Systems and Processes
Assessment
100% Coursework:
Set assignments (portfolio) - 60%
(eqv. to 1,500 words)
Personal Development Planning
Online journal/VLE/blog – 40%
(eqv. to 1,000 words)
100% Coursework:
The compilation of a personal
development portfolio to include
five one page critical incidents
evaluating their own learning and
development
from
key
experiences,
and
course
management
records,
contact/networking database, time
management/targets, illustrated
online profile (60%)
Business Planning
A 1000 word self reflective essay
evaluating progress over the
academic year linking theory to
practice (40%)
100% Coursework:
Assignment Supporting Evidence –
60% (eqv. to 1,500 words)
Objects
Oral Presentation 40% (eqv. to
1,000 words)
100% Coursework:
Portfolio – 60% (eqv. to 1,500
words)
People
Online journal/VLE/blog – 40%
(eqv. to 1,000 words)
100% Coursework:
Portfolio – 60% (eqv. to 1,500
words)
Places
Online journal/VLE/blog – 40%
(eqv. to 1,000 words)
100% Coursework:
Portfolio – 60% (eqv. to 1,500
words)
Contextual Studies
Research Methods
Online journal/VLE/blog – 40%
(eqv. to 1,000 words)
A research file with class notes and
annotated independent research.
20%
2000 word essay. 80%
1 x 1,500 word proposal for a
subsequent
research
project
focusing on an aspect of
photography history, genre or
movements (such as social
documentary
or
‘new
topography’). 60%) Proposal to
include
project
title,
aims,
objectives, rationale and review of
literature,
methodology,
consideration of access issues and
ethics, predicted time allocations
for stages of the project and
references
(references
not
included in word count)
OR
Undertake an equivalent body of
experimental
practical
work,
equivalent to 1,500 words,
demonstrating understanding and
analysis
of
processes
and
techniques relevant to the
proposal. (60%)
1 x 15 minute presentation where
findings are discussed in a seminar
with other peers. The presentation
should conclude with questions
and answers (40%).
Level 5 Modules: Core
Work Based Learning
100% Coursework:
1 x 1500 report on the project or
task (60%)
Critical Studies
1 x 1000 word critical reflection on
the project or task (40%)
100% Coursework:
2,000 word essay – 80%
Presentation – 20% (eqv. to 500
words) Indicative length: 15
Commercial Photography
minutes
100% Coursework:
Portfolio – 80% (eqv. to 2,000
words)
500 word report/evaluation – 20%
100% Coursework:
Editorial Photography
Portfolio – 80% (eqv. to 2,000
words)
Individual
Project)
Study
500 word report/evaluation – 20%
(Research 100% Coursework:
Individual Practice
2,500 word research project 100%
100% Coursework:
Final Major Project
Portfolio – 100% (eqv. to 2,500
words)
100% Coursework:
Portfolio - 60% (eqv. to 3,000
words)
Exhibition – 40% (eqv. to 2,000
words)
11
Programme structures and requirements, levels, modules, credits and awards
Combinations:
Title
Level 5
Credits
Level 5
Credits
Foundation Degree Photographic Media
120
120
Code
Combination Modules:
Code
Name
Credits
Level
12
Systems and Processes
15
4
Mandatory
Personal Development Planning
15
4
Mandatory
Business Planning
15
4
Mandatory
Objects
15
4
Mandatory
People
15
4
Mandatory
Places
15
4
Mandatory
Contextual Studies
15
4
Mandatory
Research Methods
15
4
Mandatory
Work Based Learning
15
5
Mandatory
Critical Studies
15
5
Mandatory
Commercial Photography
15
5
Mandatory
Editorial
15
5
Mandatory
Individual Study (Research Project)
15
5
Mandatory
Individual Practice
15
5
Mandatory
Final Major Project
30
5
Mandatory
Support for students and their learning:

Two week intensive induction introducing students to Foundation Degree study;

Higher Education Handbook covering general information of the CHE and
academic guidelines;

Course specific Student Handbook including a comprehensive description of the
modules, information on course administration and other key information;

Library, Higher Education Study Centre and resource packages and drop-in
centres;

Teaching/learning materials;

Tutor lead workshops, lectures and interactive learning methods and learning
resources;
13
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Academic tutorials;

Pastoral tutorials;

Special needs support;

Employers forum;

Student services and career guidance.
Criteria for admission:
In general terms, applicants are normally expected to have completed a Level 3
qualification, (i.e. A-levels or equivalent). However applicants without the standard entry
requirements who can demonstrate relevant work/ life experience will be considered on an
individual basis, and may be asked to attend an interview.
Our minimum general entry requirement for Foundation Degree is 120 UCAS tariff points
which can be made up from one of the following:

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One GCE A2 level pass
BTEC National Diploma/Certificate
The new Diploma
Other qualifications such as Scottish Highers, Welsh Baccalaureate, Irish Leaving
Certificates, International Baccalaureate, with the required UCAS points
Alternative entry routes
We may require successful completion of an alternative entry route to a threshold level
recognised as being appropriate for entry to Higher Education. For example many mature
students study qualifications such as the Access course, which we recognise as an
alternative entry route for many of our courses.
Additional selection criteria
Meeting the minimum entry requirement for a course does not guarantee a place. Academic
achievement is only one of many factors taken into account when assessing an application
including motivation and commitment to succeed. UCBC are committed to having a fair and
transparent admissions process, and applicants are considered on an individual basis. When
considering an application we take into account actual grades, predicted grades, reference
and personal statement.
When considering whether to offer a place to a student when a disability is disclosed, the
disclosure will not be taken into consideration. Applicants will be offered a place according
to their academic ability, aptitude or prior experience as detailed above. An Information
Sharing Interview will be arranged by Disability Services within UCBC to discuss with the
learner and the Programme Leader the implications of undertaking the programme in
relation to the disability. Where it is deemed that reasonable adjustment is not feasible
and/or the prospective learner will be unable to meet the requirements of the Core
Academic Criteria, the learner may choose to withdraw their application or it may be
necessary for UCBC to withdraw the offer of a place on the programme and to consider with
the student the possibility of alternative provision.
English Language
All students applying to UCBC must show that they have a good level of spoken and written
English. The following qualifications are accepted:
UK Qualifications
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GCSE or IGCSE English
GCE O level English
AS Level English
A Level English Language
Scottish Certificate of Education - Standard Grade English
Scottish Certificate of Education - Higher Grade English
Irish Leaving Certificate - Ordinary Level English
All of these qualifications should be passed at Grade C or above, except for: AS Level English
(Grade E or above), A Level English Language (Grade E or above) and the Scottish Certificate
of Education (Grade D or above).
For this FD the following criteria must also be adhered to:
placement of 120 hours within a relevant setting per academic year must be sought if
students are not already in existing relevant employment. Placements must be sought by
the student in preparation for the commencement of the academic year and details of the
placement provided to the Programme Leader before commencing the placement.
Students who experience difficulties in obtaining a relevant placement are supported to
gain effective placement opportunities by the programme team and the Centre’s Research
and Employability Unit. Placements will be inspected by the relevant department within the
College to ensure suitability and health and safety criteria are met. Each student requires a
mentor (from the work setting or placement) to support them regularly face to face, on the
phone or by email and to provide feedback to the Programme Leader about the progress
the student is making.
14
Methods for evaluating and improving the quality and standards of teaching and
learning:
Mechanism for review and evaluation of learning, teaching and assessment,
curriculum and standards
 unit reviews
 annual course review
 external examination
 external consultant
 employer forum review
 staff appraisal and action plans
 peer review by staff
 review by learning, teaching and research committee
 higher education Quality Team Review
Committees with responsibility for monitoring and evaluating quality and standards
 HE Centre Student Committee
 Staff/ Student Committee (Programme Specific)
 Scheme Committee
 Employer Forum
 HE Centre Quality Group
 HE Academic Council
 Learning Teaching and Research Committee
 Marketing Team
Mechanisms for gaining student feedback on quality issues
 HE Centre Student Committee
 Programme Specific Staff/Student Committees
 Evaluation of units and course administration by the use of questionnaires on
individual and group basics
 Academic and Pastoral Tutorials
 Assessment feedback from students
Staff Development
 Staff involved in research
 In house staff development
 Work based learning training
 Web based learning training
 Pedagogic Training
 Appraisals and peer assessment
15
Regulation of Assessment:
Standard Lancaster University Foundation Degree regulations apply and QAA Codes
of Practice on Assessment Conditions.
16
Role of Course Consultant:
Course Consultants will advise the programme team on the design, delivery and
assessment of the programme.
17
Role of External Examiners:
External Examiners will advise the programme assessment board on matters of
standards and fairness of the assessment process and if necessary offer advice on
individual student results. External Examiners will report on:

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Whether the standards are set are appropriate with reference to external
reference points, including benchmarks, framework for Higher Education
Qualifications and other reference points.
Re-validation: due in 2016