UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme 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.
Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
University of Central Lancashire
2. Teaching Institution and
Location of Delivery
3. University School/Centre
Nanyang Academy of Fine Arts, Singapore
School of Art, Design and Fashion
4. External Accreditation
n/a
5. Title of Final Award
BA(Hons) Spatial Design (top-up)
6. Modes of Attendance offered
Full-time
7. UCAS Code
n/a
8. Relevant Subject
Benchmarking Group(s)
Art and Design
9. Other external influences
n/a
10. Date of production/revision
of this form
June 2011
11. Aims of the Programme

To develop higher level of professionalism, qualitative understanding and
sensitivity towards the relationship between the topics and issues relevant to
spatial design.

To enable students to identify and respond flexibly to the changing expectations
and demands in spatial design.
 To critically engage students in developing their creative potential and design
ingenuity by addressing rigorous and intellectually demanding concerns that are
relevant to Interior, Exhibition and Environmental Design industries.
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
A1.
A2.
A3.
A4.
Demonstrate an awareness and appreciation of the theoretical, technical,
cultural and contextual basis for the practice of Interior, Exhibition and
Environmental Design.
Demonstrate a critical appreciation of the principal precepts associated with
specific social and cultural issues within Special Design practice.
Apply knowledge and understanding to design concepts through the
integration of contextual, business and contractual understanding.
Apply knowledge and understanding of design methodologies related to
Spatial Design practice.
Teaching and Learning Methods
Knowledge and understanding is acquired through lectures, seminars, tutorials, field trips,
directed and self directed research. Course work is critiqued through interim written and
verbal feedback that allows students to address the issues raised in the process. Students
will:
 undertake projects and to bring these to completion for summative assessment.
 be tutored on a personal basis, mentored and provided with feedback through a
series of group tutorials.
Assessment methods
Students’ attainment of knowledge and understanding is assessed through coursework,
including reports, projects and presentations. Assessment methods includes both Formative
and Summative methods.
Formative assessment includes critiques and formal written tutorial records that are kept
both by the student and staff. Advice is centred on mutually agreed areas of strengths and
weaknesses and also agrees a future goals strategy.
Summative assessment includes:
1. Working notebook/file
2. Written test papers
3. Contextual Research portfolio containing written and illustrated research
All students receive written feedback after every summative assessment.
B. Subject-specific skills
B1.
Communicate designs effectively using a wide range of traditional and contemporary
media.
B2.
Research, analyse and synthesise information into a well-argued study, report or
brief.
B3.
Communicate responses to briefs, through visual, oral and written forms of
expression, to a range of audiences, including design professionals, clients, markets
and/or participants.
B4.
Manage (plan, organise, monitor, progress and complete) a complex Spatial Design
project from visualisation to completion.
Teaching and Learning Methods
Subject-specific skills are acquired through lectures, seminars, tutorials and self-directed
study. Students will undertake projects and assignments that will provide them opportunities
in exploring various communicating tools such as design drawings, technical drawings,
specifications, visual story boards, sample boards, 3D modelling and written reports.
Students will also be introduced to practical situations through role-playing exercises and
discussion and, where possible, engaged in dialogues and discourse with visiting guests.
Assessment methods
Students’ attainment of subject-specific skills is assessed through coursework, including
reports, projects and presentations. Assessment methods includes both Formative and
Summative methods.
Formative assessment includes critiques and formal written tutorial records that are kept
both by the student and staff. Advice is centred on mutually agreed areas of strengths and
weaknesses and also agrees a future goals strategy. Progressive feedback will be given to
students through formal and informal review of their projects and assignments where
students are expected to articulate these skills. Formative assessment will be conducted at
different identified stages and a summative review and assessment at the end of the
module.
Summative assessment includes:
1. Design Development portfolio and negotiated learning contract, to include:
 Design development work (2D/3D)
 concept ideas
 contractual drawings and associated information for a selected area(s)/ aspect/s
of the proposed design scheme
 Final Design Presentation package (including written commentary)
2. Contractual Drawings as negotiated with tutor in learning contract, and to include
supporting information
All students receive written feedback after every summative assessment.
C. Thinking Skills
C1.
Organise and manage tasks and responsibilities in a constructive manner.
C2.
Critically evaluate both personal works and that of others.
C3.
Demonstrate a capacity for critical reflection, review and evaluation.
C4.
Utilise a range of communication techniques, including integration of technology.
Teaching and Learning Methods
Thinking skills are acquired through case studies, PDP-related activities and self-directed
study. Following the identification and selection of issues related to individual interest or
contextual expression of global relevance within the genre of spatial design, students will
undertake case studies to consider, evaluate and debate which highlight various
issues/aspects raised in lectures through group sessions and role-playing exercises and
discussions. Students will carry out investigative studies related to contextual background
information, precedent studies and evaluation and field study enquiry designed to enable
them to acquire thinking skills.
Assessment methods
Students’ attainment of thinking skills are assessed through coursework, including
proposals, reports, presentations and portfolio. Assessment methods includes both
Formative and Summative methods.
Formative assessment includes critiques and formal written tutorial records that are kept by
the student and staff. This serves as guidance, to encourage and challenge the student.
Advice is centred on mutually agreed areas of strengths and weaknesses and also agrees a
future goals and strategies. Formative assessment will be conducted at different identified
stages throughout the course. Progressive feedback will be given to students through formal
and informal review of their coursework where students are expected to demonstrate their
critical, analytical and evaluative skills.
Summative assessment includes:
1. Negotiated learning contract, to include:
 design development work (2D/3D)
 concept ideas and final design presentation packages
2. Contextual Research portfolio supplemented by a working brief, schedule of
accommodation and justification of space/building selection.
All students receive written feedback after every summative assessment.
D. Other skills relevant to employability and personal development
D1.
Demonstrate an understanding of the roles taken by a professional designer, either
as an independent practitioner or as a member of a team;
D2.
Apply personnel and project management skills, as well as strategies for marketing
and business development in the design practice environment.
D3.
Review aspects of entrepreneurship and career opportunities within the context of
Spatial Design;
D4.
Identify and respond sensitively to the changing demands and expectations in the
design profession.
Teaching and Learning Methods
Employability and personal development skills are acquired through lectures, seminars,
tutorials and self-directed study. Various strategies will be adopted, including participation in
meetings, arranging and holding consultation with other people, evaluation studies ‘debriefings’, peer-group tasks, tutorials, ‘office’ studio, organization and engagement,
negotiation, collective endeavour and collaboration with various people, agencies and
outside organizations.
Assessment methods
Students’ attainment of employability and personal development skills are assessed through
coursework, including proposals, reports, presentations and portfolio. Assessment methods
includes both Formative and Summative methods.
Formative assessment includes critiques and formal written tutorial records that are kept by
the student and staff. This serves as guidance, to encourage and challenge the student.
Advice is centred on mutually agreed areas of strengths and weaknesses and also agrees a
future goals and strategies. Formative assessment will be conducted at different identified
stages throughout the course. Progressive feedback will be given to students through formal
and informal review of their coursework where students are expected to demonstrate their
critical, analytical and evaluative skills.
Summative assessment occurs through the Job File, proposals, reports, presentations,
portfolio and written tests.
13. Programme Structures*
Level
Module Module Title
Code
Level 6 IN3201
IN3202
IN3203
IN3204
CONTEXTUAL
RESEARCH
DESIGN STUDIO
PROJECT
MANAGEMENT AND
ENTREPRENEURSHIP
MAJOR DESIGN STUDIO
14. Awards and Credits*
Credit
rating
20
40
20
40
BA (Hons) Spatial Design
(top up) requires 120
credits at level 6
15. Personal Development Planning
Students will continually be encouraged to think about their academic and
professional development in the course of their study. They are advised to discuss
their progress and performance at any time with their personal tutor or other
members of the staff. We will also expect students to keep records of their PDP in
the form of learning journals, in which they will document the knowledge and skills
they acquire as they advance through the course. These documentations will not
only support the students’ learning journey, but provide reflective records for them in
planning their career and future development.
16. Admissions criteria
Candidates must comply with the following criteria and are normally expected to
make application direct to NAFA through the Marketing and Admission Department.
 Applicants must possess the following :
o Diploma in 3D Design (Environmental / Exhibition / Interior Design Major)
o or equivalent
 Potential candidates will go through an interview represented by Nanyang
Academy of Fine Arts (NAFA) interview panel that consist of 3 or more staff. A
portfolio of appropriately creative and original work must be presented during the
interview as an evidence of the applicants capability.
 Non NAFA International applicants require a TOEFL score of 550 or IELTS Band 6
17. Key sources of information about the programme

http://www.nafa.edu.sg

http://www.uclan.ac.uk
18. Curriculum Skills Map
LEVEL 6
Module
Level
Module Title
Code
IN3201 Contextual Research
IN3202 Design Studio
Project Management
IN3203 and
Entrepreneurship
IN3204 Major Design Studio
Core (C),
Compulso
ry (COMP)
or Option
(O)
Comp
C
Comp
C
Programme Learning Outcomes
Knowledge and
understanding
Subject-specific
Skills
A1
B1
A2
A3
A4
B2
B3
B4
Thinking Skills
C1
C2
C3
C4
Other skills
relevant to
employability and
personal
development
D1
D2
D3
D4