University of Bradford:
Undergraduate Programme Specification
UNIVERSITY OF BRADFORD
School of Lifelong Learning and Development
Programme/course title: FdA Performance – Physical Theatre
Awarding Institution:
University of Bradford
Teaching Institution:
Craven College
Final award:
FdA Performance – Physical Theatre
[Framework for Higher Education Qualifications
level 5]
Programme title:
FdA Performance – Physical Theatre
Programme approved /
accredited by:
University of Bradford
Duration:
3 years, part-time
UCAS code:
N/A
Subject benchmark
statement:
http://www.qaa.ac.uk/reviews/foundationdegree/
benchmark/fdqb.asp
Date produced:
February 2011
Last updated :
Introduction
The Foundation Degree Performance – Physical Theatre is designed for people
aspiring to careers in the physical theatre of the Performing Arts sector, providing the
knowledge, understanding and skills required for success in acting and staging of
performances.
The programme has strong industry links with a variety of organisations from West
Yorkshire Playhouse, The Alhambra Theatre, The Mart Theatre, York Dungeons,
several regional theatre companies as well as professional artists and West End
performers.
A survey was completed for Level 3 students wanted a Foundation Degree in
Performance at Craven College to enable them to obtain a higher education
qualification.
“I enjoyed my studies at Craven College and gained many skills in performing arts. I
would like to be able to continue my studies here.”
“My performing arts course gave me a good experience where I learned many
performance skills. I would like to be able to continue to study Performance here.”
© University of Bradford
1
The foundation degree will explore significant developments, theories, practitioners,
genres and playwrights who have shaped drama, theatre and performance. Through
training you will develop your own unique personal programme through movement,
voice, character, imagination and play. You will develop knowledge, skills and
understanding of modern drama to post-modernist performance. Other areas studied
include performance skills, theatre practices, acting, making theatre, writing for
performance and drama and theatre in the community. You will also undertake study
and practice within the performing arts industry through the work based employability
modules. Through the programme you will be required to attend regular productions,
specialist visits and guest talks.
Work based learning 1 will be covered during an external work placement where
you are required to embed health and safety during backstage duties. The
placement will be at least 30 hours which is to be arranged by the student. Where
possible the placement preferably will be a professional and not amateur production.
Work based learning 2 will be where you produce, analyse, evaluate a survey,
manipulate data and write a report on your findings about generating audiences for
the Foundation Degree Production projects or an external community theatre or arts
group.
Work based learning 3 will concentrate on obtaining knowledge of the performing
arts rights and responsibilities. This will analyse legal case studies as well as to
ensure you understand Equity, royalties etc.
Programme Aims
The programme is intended to:

Provide a high quality programme of study in the processes and development
of performing arts, with a professional and vocational focus which will develop
your skills, knowledge and understanding and confidence for employment and
wider life.

Widen participation in the Performing Arts sector and widen access to higher
education from under-represented groups

Contribute to the skill base of the region and other local economies in the
context of the rapid developments taking place in the Performing Arts sector

Produce capable and well-rounded graduates who will make a contribution to
the labour force needs of the regional and national economies and have
appropriate knowledge and skills

Develop a range of skills and techniques, personal qualities and attitudes
essential for successful performance in working life
Programme Learning Outcomes
Knowledge and Understanding
On successful completion of this programme you will be able to:
© University of Bradford
2
 View your own and others’ roles and work within the changing contexts of design &
implementation for the Performing Arts sector
 Describe the nature and functions of employment and organisations’ within the
Performing Arts sector in terms of customer needs and employment objectives
 Describe and comment on tasks, functions, processes products and sustainability,
which are appropriate within the Performing Arts sector.
 Collect, interpret and use written and visual information relevant to the Performing
Arts sector
 Outline the legal, social and economic responsibilities which affect the Performing
Arts sector
 Demonstrate specialist subject knowledge and knowledge of operational practices
relevant to the Performing Arts sector in the UK.
 Analyse and evaluate systems to improve effectiveness and efficiency within the
Performing Arts sector
 Identify and evaluate processes used and products created within the Performing
Arts sector and their impact on change within the sector’s employment and
organisations’
 Demonstrate the specialist knowledge and understanding required to practice
within the Performing Arts sector
Subject Specialist
On successful completion of this programme you will be able to:
 Apply different approaches to the resolution of specific concerns and problems in
the Performing Arts sector
 Select and apply techniques and methods of practice associated with the
Performing Arts sector
 Demonstrate a range of key skills including communication, application of number,
ICT and team working in the context of the Performing Arts sector.
 Demonstrate a range of skills appropriate to the Performing Arts sector to a level
required for practice
Personal Transferable Skills
On successful completion of this programme you will be able to:
 Communicate in a clear and effective manner on limited and well-defined topics
 Demonstrate study skills, self criticism and reflection in relation to your learning
 Present, interpret and evaluate simple quantitative and qualitative data
 Demonstrate evaluation and judgment in relation to your own and others’ decisions
and work
 Take responsibility for your own learning and professional development
© University of Bradford
3
Curriculum
Level 4
Module
Code
Module Title
Type
Credits Level Semester
Personal and Professional
Development
Scheme
Core
20
4
1 or 2
Performance in Context Physical Theatre.
Core
20
4
1 or 2
Introduction to Physical Theatre
- Actor Training and
Techniques
Core
20
4
1 or 2
Scheme
Core
20
4
1 or 2
Production 1
Core
20
4
1 or 2
Set Design and Construction
Core
20
4
1 or 2
Work Based Learning 1
Level 5
Module
Code
Module Title
Work Based Learning 2
Type
Credits Level Semester
Scheme
Core
20
5
1 or 2
Drama and Theatre in the
Community
Core
20
5
1 or 2
Performance Making
Core
20
5
1 or 2
Final Performance Project
Core
20
5
1 or 2
Independent Study Project
Core
20
5
1 or 2
Scheme
20
5
1 or 2
Work Based Learning 3
Core
See Appendix 1: Curriculum Map
The curriculum may change, subject to the University's course approval, monitoring
and review procedures.
Title of named top-up award (progression route)
BA/BSc (Hons) Professional Studies, University of Bradford
Teaching and Assessment Strategies
Teaching and learning strategies are taken from a wide range and are appropriate to
the nature of the student profile. Strategies may include: the rehearsal process
lectures, seminars, tutorials, work based learning; practical sessions; workshops; site
visits; directed self study professional speakers and use of the VLE.
© University of Bradford
4
The mode of assessment is designed to match the individual module learning
outcomes. A variety of assessment methods may be used including: presentation;
production notes; report; essay; reflective journal; tutor observation; project and
portfolio.
See Appendix 2: Assessment Map
See Appendix 3: Teaching Map
Assessment Regulations
Craven College’s HE Scheme assures consistency and rigour in marking through
internal and external moderation or verification as appropriate. Consistency and
parity is achieved through the definition of the forms of assessment and a
requirement for each programme to adopt a range of assessment methods.
Assessment is governed by a structure which is rigorous and transparent. Module
assessments are reported through the Route Examination Committee attended by
University of Bradford representative/s. Student progression recommendations are
made at the Scheme Board of Examiners and ratified by the University of Bradford.
© University of Bradford
5
Extract from the Craven College HE Scheme, p13: Figure 4. HE Scheme Board
of Examiners Flowchart
Internally
moderated or
verified marks
from Route
Programmes
Internally
moderated or
verified marks
from Route
Programmes
Work examined by External Examiner
Route Examination Committees
Professional and Management Studies
Arts and Community Services
Business Management and IT
Art, Design and Media
Catering and Hospitality
Hair and Beauty
Education and Training
Community Studies
Travel and Tourism
Sport, Outdoor and Public Services
Centre for Construction and Heritage Skills
Rural and Equine Studies
Scheme Board of Examiners
Mitigation
Decides or Recommends student Progression,
Awards and Reassessment
© University of Bradford
6
Admission Requirements
The admission of any applicant to a programme of study (course) is based on the
academic judgement that the applicant has a reasonable expectation of being able
to:
 fulfil the aims and outcomes of the course and
 achieve the standard of the course
Merit and Ability: To ensure that students are recruited on the basis of their relevant
merits and abilities, admission and selection criteria and procedures will be
monitored and reviewed by the Scheme Committee.
Equal Opportunities: The Scheme will offer equal opportunities for access to its
programmes and in line with college policy, the admissions procedures will operate
so as to ensure that no applicant is disadvantaged on the basis of race, gender,
sexual orientation, ethnic or national origin, colour, age, marital status, disability,
social class, political or religious belief and activities, unless those activities are
contrary to the policies of the College.
Widening Participation: The College actively seeks to widen access by attracting
students who may lack formal qualifications because of lack of opportunities in
earlier life, or because they have been disadvantaged due to gender, race or
disability. The Scheme supports this objective.
Information for applicants: The admissions policy and criteria for admission to a
programme will be detailed in all published and promotional literature: HE
Prospectus, college website, course leaflets.

Level 3 qualification/s (BTEC National Diploma, Certificate or Award; A level/s
or equivalent) to 120 UCAS points

GCSE English Language (Grade C or above) or equivalent

Students with a relevant HNC may be able to transfer credit in certain
modules onto the Foundation Degree

Students without the necessary qualifications but with relevant work
experience are encouraged to apply.
Entry onto a programme is normally at the beginning of (NQF) level 4 except where
applicants may be eligible for admission on the basis of prior certificated and/or
experiential learning i.e. APL and/or APEL. Normally applicants will not be admitted
to a point more than half way through a level of the proposed programme of study.
The importation of credit is up to 50% of the balance of the award. The College’s
Accreditation of Prior Learning Policy and Procedures will be applied in all cases,
and in discussion with the partner University Liaison Representative where
appropriate. For example, undertaking a piece of work relevant to the subject area
(s)
© University of Bradford
7
Learning Resources
Curriculum Resources
The two principal campuses of Craven College are in Skipton town centre and at
Aireville on the outskirts of the town. The Aireville Campus is the principal campus
for teaching the curriculum for students aged 16 to 18. As a response to changes in
land-use and farming practices Craven College, supported by Yorkshire Forward and
the LSC, has joined forces with Skipton Auction Mart to provide a rural studies
learning facility, including an engineering workshop (rural mechanics), a commercial
horticultural unit and an equestrian centre. At Leeds Bradford International Airport
the College, in partnership with Yorkshire Forward, LBIA and the private sector, has
created The Aviation Academy. This purpose-built education and training centre has
CoVE (Centre of Vocational Excellence) status, in partnership with North
Nottinghamshire and Doncaster Colleges, and is producing future employees with
the skills and knowledge required for one of the fastest growing industries in the
world. A second major development recently has been a new Centre for
Construction and Heritage Studies, built to serve the increasing demand for a skilled
workforce.
Tyro Training is the commercial training division of Craven College, based in
Skipton, serving a range of employment sectors, both locally and further afield with
around 5500 clients a year.
Performances spaces will include access to on site use of the new studio theatre,
Craven Pool Dance Studio and The Mart Theatre. Other rehearsal/ studio spaces
may be used in addition to the main spaces.
Learning Resources
There are two main Learning Resource Centres and smaller focussed facilities, on
each of the teaching sites, which hold the relevant resources and materials for
further and higher education courses located on that site. Higher level students are
supported by the provision of recommended texts, and further subject book stock
plus access to study skills materials, research texts and packages, electronic
information sources, including CD Roms, Athens, the College intranet, Internet and
databases specific to course requirements. Quiet study areas are available.
Students receive a specific higher education induction to the Learning Resource
Centre and subsequent use is supported through self-help guides, Learning
Resource Centre/HE VLE/Course intranet sites and staff.
The College has a Moodle VLE (Virtual Learning Environment), extensively
customized to Craven College. Staff are trained to use this facility to:






Enhance their teaching
Facilitate independent learning
Track student progress
Provide assessments
Provide resources to support learning and assessment
Facilitate peer and tutor discussion forums
Computer/IT Equipment, Systems and Software
© University of Bradford
8
The College has IT facilities based on IBM compatible computers. All computing
workstations are Pentium based PC’s operating Windows XP. All machines are
fitted with CD Rom’s which allow access to specialist information and all are
connected to professional laser printing facilities. Both students and staff have free
access to Internet and e-mail. All staff have access to office based networked PC’s
and special IT facilities are available for students with disability. The College has
provision for access to Athens. The College’s Technology policy is to integrate online learning into all programmes which will be particularly effective with HE students.
IT Technicians are available to those students experiencing technical difficulties.
Student Support and Guidance
In order to provide a supportive learning environment, a wide range of academic and
pastoral support will be made available to you. Information on support is available
direct from Craven College via your Course Team Leader.
The precise form of support available to students registered on the Scheme's
courses will be set out in the individual route and course documents, but will include
the following:





Information on admission and induction arrangements;
Information regarding Disabled Students’ Allowance (DSA);
academic guidance and tutorial support;
pastoral and welfare support;
careers information and guidance.
The University of Bradford also has a disability service which you may access at
http://www.brad.ac.uk/admin/disab/
All students will attend college at the beginning of their programme of study for
Induction and to be familiarised with the course and its requirements. You will also
experience a range of icebreaker and introduction techniques to forge group
cohesion. Following this, you will normally attend the college according to the course
timetable. The exact structure of each programme will be developed by course
teams to remove barriers for entry and facilitate maximum participation.
Staff associated with the programmes will negotiate and provide individual support
through individual tutorials, meetings or other contact, which could also be carried
out electronically.
Personal progress files will form an integrated part of the curriculum.
You will set up e-mail accounts and access will be provided to enable you to draw
upon all the on-line resources. It is also anticipated that the use of on-line learning
will be developed along with the course to provide a range of on-line facilities
including a web chat room for students, primarily through their course VLEs.
You will receive guidance with regard to progression to Level 6 study.
Further information from the Craven College HE Scheme, p 18
© University of Bradford
9
Information to Students
You will be provided with (electronically via the VLE or in hard copy) a Course
Handbook by your Course Team Leader, describing the educational experience
specific to the programme for which you are registered. Each Course Handbook will
include information on the following:










Overview of the programme, including module specifications
Staff and student roles and responsibilities
Assessment and re-assessment arrangements
Assignment submission procedures
Assignment and examination schedule
The processes for feedback on student performance
The return of assessed work to students
Process for the submission of extenuating circumstances
Appeal processes
Rules regarding plagiarism and other forms of unfair practice
University policies and initiatives
Ecoversity:
Ecoversity is a strategic project of the University which aims to embed the principles
of sustainable development into decision-making, learning and teaching, research
activities campus operations and lives of staff and students. The University does not
claim to be a beacon for sustainable development but aspires to become a leading
University in this area. The facilities created for teaching and learning, including
teaching spaces, laboratories, IT labs and social spaces, will increasingly reflect
commitments to sustainable development. Staff and student participation in this
initiative is crucial to its success and its inclusion in programme specifications is a
clear signal that it is at the forefront of our thinking in programme development,
delivery, monitoring and review. For more details see www.bradford.ac.uk/ecoversity
Craven College completely agrees with and fully supports the University of Bradford
initiative as identified in the college’s Environmental Sustainability Policy. Craven
College is located in an area of outstanding natural beauty and the college is very
aware of its responsibility in protecting the environment. This policy details the
commitment of Craven College to environmental sustainability and should be read
alongside the Green Travel Policy 2010. Existing set and props material will be used
and recycled to meet production needs of the Foundation degree in Performance
production project requirements. During the Foundation Degree in Performance
when students are working on projects as a theatre company they will look at
sustainability in the performing arts industry. Equality and Diversity will be explored
during subject matters covered on the programme, Work Based Learning survey
through generating audiences and personal and professional development.
Whilst striving for excellence in teaching and learning, Craven College aims to
manage its activities, buildings and estates to promote environmental sustainability,
to conserve and enhance natural resources and to prevent environmental pollution
and to bring about a continual improvement in its environmental performance. All
members of the college have a responsibility to monitor and attempt to reduce any
© University of Bradford
10
adverse environmental impact caused by their activities. The college also embeds
the Single Equality Scheme and Action Plan: Strategy for Equality and Diversity. The
scheme confirms the commitment of Craven College to the principle of equality of
opportunity for all and provides an over-arching statement, which forms the basis of
our Age, Disability, Gender Reassignment, Marriage and Civil Partnership,
Pregnancy and Maternity, Race, Religion or Belief, Sex, Sexual Orientation
statements and action plans.
Further Information:
For further information, please check Craven College’s HE Directory or Central
Admissions.
Central Admissions (HE)
Craven College
High Street
Skipton
BD23 1JY
+44 (0)1756 791411
http://www.craven-college
The contents of this programme specification may change, subject to the
University's regulations and course approval, monitoring and review
procedures.
© University of Bradford
11