PROGRAMME SPECIFICATION TEMPLATE
Please see Guidance Notes in the Programme Approval Guidance for Programme Teams to
assist in the completion of this template.
1.
Awarding Institution/Body
Teesside University [TU]
2.
Teaching Institution
Leeds City College
3.
Collaborating Organisations
(include type)
Leeds City College
3b
4.
Delivery Location(s)
[if different from TU]
5.
Programme Externally
Accredited by (e.g. PSRB)
Leeds City College – Park Lane Campus
Leeds City College – Technology Campus
Leeds City College – Thomas Danby Campus
Northern Ballet – Dance studios
n/a
6.
Award Title(s)
FdA Creative Industries (Performance)
7.
Lead School
School of Arts and Media
8.
Additional Contributing
Schools
n/a
9.
FHEQ Level
[see guidance]
FHEQ Level 5
10.
Bologna Cycle
[see guidance]
Short cycle (within or linked to the first cycle)
11.
JACS Code and JACS
Description
W400 Drama
12.
Mode of Attendance
[full-time or part-time]
Full time and Part time
13.
Relevant QAA Subject
Benchmarking Group(s)
Dance, drama and performance
2007
The study of and/or training in acting and stagecraft. May include
the study of theatre management and the
supervision and production of scenery, costume, lighting, etc.
Programme Specification – FdA Creative Industries (Performance) – Version 1 –
May 2011
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14.
15.
16.
17.
Relevant Additional External
Reference Points
(e.g. National Occupational
Standards, PSB Standards)
Date of Production/Revision
National Occupational Standards
QAA Subject benchmarks
Criteria for Admission to the
Programme
(if different from standard
University criteria)
A typical offer is likely to be 120 tariff points
where this is made up of appropriate level 3
qualifications, such as full A levels or BTEC L3
Diploma. This could be translated as 2 x D at A
level, or a Merit profile in a relevant BTEC
National Diploma/Certificate, together with a
number of GCSE grades at C or above including
English.
April/May 2011
However, factors such as previous experience
and performance at interview can affect the tariff
points required for entry.
Educational Aims of the Programme
The overall aims of the programme are to:
 Provide a challenging high quality vocational programme in Performance,
18.
including core and specialist modules, which facilitate access and progression
for a wide range of students from diverse backgrounds.
 Offer a robust foundation degree that is relevant to current (performance)
practice in the creative industries, that will allow students to develop their
interests personally and professionally
 Develop graduates who have the ability to reflect and learn from their
workplace experience in a performance context and relate this experience to
relevant theory and practical projects
 Develop graduates who have a balance between strong creative, expressive,
and technical skills and transferable skills such as communication, teamwork
and project management which are key to being successful in the Creative
Industries
 Develop graduates who have an analytical and reflective understanding of
performance in the context of the workplace today and in relation to the wider
social and cultural environment.
Learning Outcomes
The programme will enable students to develop the knowledge and skills listed
below. On successful completion of the programme, the student will be able to:
Knowledge and Understanding (insert additional rows as necessary)
K1 Apply the skills of a range of research/enquiry-based approaches in the
generation of complex knowledge, showing critical awareness of reference
source
K2 Be able to critically discuss ingredients of the chosen discipline and / or job
role within the creative industries, demonstrating knowledge of their link to
historical, cultural and socio-political developments
Programme Specification – FdA Creative Industries (Performance) – Version 1 –
May 2011
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K3
Appraise the implications of legal and ethical issues relevant to the
exploration of knowledge in a task linked with the chosen sector of the
creative industries
K4 Demonstrate a detailed knowledge of components of performance and the
processes by which it is created and realised.
Cognitive/Intellectual Skills (insert additional rows as necessary)
C1 Show an ability to analyse, apply and interpret evidence from a variety of
sources
C2 Be able to employ balanced, logical and supported argument in a range of
contexts
C3 Demonstrate intellectual flexibility and openness to new ideas
C4
19.
Identify key areas of both creative and practical problems and choose
appropriate tools/methods for their resolution in a considered manner
Practical/Professional Skills (insert additional rows as necessary)
P1 Be able to operate in situations of varying complexity and predictability
requiring the application of a growing range of techniques that are
appropriate and ethically sound
P2 Be able to operate with increasing autonomy, with reduced need for
supervision and direction, within defined guidelines
P3 Be able to use the voice in response to a growing complexity of genre
demands both in terms of range of techniques and dynamics of performance
P4 Demonstrate a development of physical awareness as an actor or as a
director/facilitator in the expressive potential of the body with a growing
range of technique and personal application.
Key Transferable Skills (insert additional rows as necessary)
T1 Reflect systematically on aspects of the learning programme and show a
strategy for ownership of personal development.
T2 Demonstrate a realistic match between career aspirations and personal
aptitudes, interests and motivations
T3 Select and utilise a range of appropriate communication skills not only as a
performer but also as a facilitator, in discussion, or in the conveying of
information in varying contexts. Be able evaluate personal competency with
insight
T4 Demonstrate an ability to apply numerical and statistical skills in an
appropriate and effective way within a context of some complexity within the
industry
T5 Demonstrate both competency and appropriateness in the use and
selection of IT software or technology in the delivery of a project
T6 Negotiate a role or roles within a group enterprise and fulfil successfully your
responsibility. Be able to show effective exchange and contribution within the
group dynamic
Key Learning & Teaching Methods

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There is an emphasis towards practical workshop learning, which underpin
both context and industry relevant topics
The lecture programme will impart the necessary principles and concepts.
Group work will allow students to develop projects that include research,
problem solving, peer reflection and other teamwork skills.
The seminars will be a mixture of student and tutor led sessions considering
practical examples of the principles and concepts. This will support both wider
Programme Specification – FdA Creative Industries (Performance) – Version 1 –
May 2011
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20.
knowledge base but also increase understanding through discussion and
illustration.
Tutor and peer led reflective feedback form the basis of student development
strategies, through action planning of skill development, career aspirations and
personal learning autonomy.
Tutorials will take the form of regular individual support and student guidance
Opportunities will be available to work within the creative industries using our
strong links with working professionals.
Key Assessment Methods
Practical performance work (process and performance)
Reflective portfolio/logbooks
Research folders
Presentations
Report / Essay
Seminar delivery; student feedback from research projects for group discussion.
Group (project) preparation / planning/delivery
Vivas
Programme Specification – FdA Creative Industries (Performance) – Version 1 –
May 2011
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21.
Programme Modules
(additional copies to be completed for each named pathway)
Level 4
Code
PER1040-N
PER1039-N
PER1038-N
Level 4
Code
PER1040-N
PER1037-N
PER1036-N
Level 5
Code
PER2031-N
PER2030-N
PER2029-N
Level
Code
PER2031-N
PER2028-N
PER2027-N
Title
Actor tools
Working in the Creative Industries
Industry Application 1: The Rehearsal Room
Title
Actor tools (continued)
Performance in Context
Industry Application 2: Facilitation
Title
Production Tools
Interdisciplinary Project
Industry Application 3: Directing project
Title
Production Tools (continue)
Independent Research Project
Industry Application 4: Public performance
Credits
40
20
20
Status
Programme Core
Pathway Core
Programme Core
Credits
Status
(continued)
20
20
Programme Core
Programme Core
Pathway Core
Credits
Status
NonCompensatable



NonCompensatable
Compensatable



NonCompensatable
Compensatable


Programme Core
Pathway Core
Programme Core

Credits
Status
NonCompensatable
(continued)
20
30
Programme Core
Pathway Core
Programme Core
20
20
30
Compensatable
Compensatable



Programme Specification – FdA Creative Industries (Performance) – Version 1 – May 2011
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22.
Programme Structure
Overview of structure of the modules across the Academic Year.
See ‘Structure Diagrams’ in separate file
Full-time route:
Level 4:
The programme has three simple building blocks: equipping the student with core
performance tools, understanding contexts of performance genre and their
contexts, and experiencing the application of these skills and knowledge. Specific
projects will link the learning to the employment opportunities of the industry. The
first semester therefore aims to put down strong foundations in performance,
rooting it into an awareness of theatre history (with applied extracts) starting at the
very beginning, and a unit that explores exactly what the contemporary creative
industries are (with guest speakers from the industry). Actor Tools bridges
semester 1 and semester 2, continuing on a developmental process throughout
level 4, aiding retention. The second semester moves towards a more
contemporary perspective of performance both in terms of contextual
understanding and performance tools needed. The industry application, however,
is focussed around the need for a modern artist to be able to facilitate groups in a
workshop setting; a skill so often missed in modern training but actually where so
many find themselves working very often. The cohesion and commitment of the
modules ensure the student is fully engaged on a practical level which supports
good retention.
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


Actor tools, 40 credits
Working in the Creative Industries, 20 credits
Industry Application 1: The rehearsal room,
Performance in Context, 20 credits
Industry application 2: Facilitation, 20 credits
Level 5:
This next level challenges the student towards being an independent learner.
Again with careful equipping of practical tools (including technical), the student is
given a group of actors and challenged with directing them towards a
performance. Obviously this requires a whole range of skills and draws on
concepts that have been embraced or rejected as an individual choice. Equally it
requires personal organisation, the ability to lead and communicate and develop a
creative voice. Alongside this, the student will be working towards an
interdisciplinary product which is particularly challenging for the ability to think in a
creative and lateral way. The complexity of these projects and the sense of
personal achievement come at a key moment in the delivery of the course and
ensure that students find a mature level of commitment. This is then brought to a
strong completion with their final project which is to perform once more as actors
under the direction of a professional in a public space.



Production Tools, 20 credits
Interdisciplinary Project, 20 credits
Industry Application 3: Directing project, 30 credits
Programme Specification – FdA Creative Industries (Performance) – Version 1 –
May 2011


Independent Research Project, 20 credits
Industry Application 4: Public performance, 30 credits
A part-time route can be negotiated up to a maximum of six years of study, as in
the example below:
Year 1:
 Actor tools, 40 credits
 Industry application 2: Facilitation, 20 credits
Year 2:
 Working in the Creative Industries, 20 credits
 Industry Application 1: The rehearsal room, 20 credits
 Performance in Context, 20 credits
Year 3:
 Interdisciplinary Project, 20 credits
 Production Tools, 20 credits
 Independent Research Project, 20 credits
Year 4:
 Industry Application 3: Directing project, 30 credits
 Industry Application 4: Public performance, 30 credits
Other part-time models are possible (working to a maximum of 100 credits in any
one year), which can allow students to study over a shorter period of time. The
current recommendation is a norm of 80 credits per year.
23.
Support for Students and Their Learning
 Tailored induction support begins before students arrive with the
admissions team, and is reinforced in detailed induction programme

A robust communications system functions to give students access to
lecturers and management; this includes e-mail, the VLE and notice
boards in studios.

All necessary information about the programme is provided by means of
the student handbook, module handbooks and the VLE.

Each student is allocated a tutor for regular tutorials and personal
development planning. This is implemented in the first semester and
continued throughout the two years of study

There is an extensive range of learning resources in the Library, supported
by specialist staff who provide bespoke study skills sessions for students.

The University provides an extensive range of services for students,
Programme Specification – FdA Creative Industries (Performance) – Version 1 –
May 2011
including support for those with special needs

There is a range of student services such as welfare, counselling, financial
and careers advice

24.
There is a student union that provides recreational and support facilities
Distinctive Features

An emphasis on the balance between core actor skills and a range of
industry focused projects, building students that have the tools to succeed
within employment with appropriate transferable skills

Students have access to an excellent range of facilities including: a
purpose built theatre with rehearsal space, props and costume facilities,
TV/photographic studio, a fully equipped dance studio and rehearsal /
seminar rooms

The double pathways of Dance and Performance offer the opportunity to
work across disciplines. This provides an innovative and contemporary
exploration of creative approaches and is particularly evidenced within the
‘Interdisciplinary Project’ module

Strong teaching team in terms of industry experience and academic
qualifications

We have a strong network of professionals from the creative industries
who connect with the course and provide opportunity for enhancement of
student experience

The urban district of Leeds and Bradford offers a wonderful range of
cultural and theatre venues and companies that the students can access
Programme Specification – FdA Creative Industries (Performance) – Version 1 –
May 2011
Programme Specification – FdA Creative Industries (Performance) – Version 1 –
May 2011
MAP OF OUTCOMES TO MODULES
Please provide a map for each named pathway or separate award. Insert outcomes key across the top of each column, adding in additional
columns where necessary, insert module names in the left of the grid and place an “A” in the box where the programme outcome is assessed.
For Undergraduate programmes please provide a map for each Stage, e.g. Stages 1 and 2 and programme outcomes for Honours
degrees, and Stage 1 and programme outcomes for Foundation Degrees.
Module Name – LEVEL 4
Actor Tools
K1
C1
C2
C3
A
Working in the Creative
Industries
Industry Application 1: The
rehearsal Room
Performance in Context
K2 K3 K4
P2
P3
A
P4
A
T1
T2
A
A
T3
T4
T5
A
A
T6
A
A
A
A
A
A
A
A
Production Tools
A
Interdisciplinary Project
A
Industry Application 3: Directing
Project
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
Industry Application 4: Public
Performance
P1
A
Industry Application 2: Facilitation
Independent Research Project
C4
A
A
A
A
A
A
A
A
A
Programme Specification – FdA Creative Industries (Performance) – Version 1 – May 2011
A
A
A
A
A
Programme Specification – FdA Creative Industries (Performance) – Version 1 –
May 2011