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Section 2

Programme Specification: BA (Hons) Content Creation and


Broadcast
1. Awarding Institution University of Sussex
2. Teaching Institution Ravensbourne College of Design and
Communication
3. Programme Accredited by N/A
4. Name of Final Award BA (Hons) Content Creation and Broadcast
5. UCAS Code H685 (WP23 from Sept 07)
6. Total Number of Credits 360 (120 at Level 1, 120 at Level 2 and 120 at
Level 3) over 2 years of study
7. Subject Benchmark Communication, media, film and cultural studies
Statement
8. Points of Reference External
QAA - The framework for higher education
qualifications in England, Wales and Northern
Ireland
QAA Subject Benchmarks (as above)
QAA Code of Practice
University of Sussex Code of Practice for
Validation

Internal
College Learning and Teaching Strategy
College Academic Plan
College Procedure for Course Development
Approval and Validation
Academic Regulations for the Awards of BA and
BSc
9. Date of Production November 2005
10. Overview

This course is concerned with the development of the intellectual and professional
skills necessary to enter a range of careers in content creation and broadcast at
graduate level.

The programme is ‘fast track’ and unlike a conventional honours degree, its three
levels are delivered over a period of two calendar years. The intensive creative and
dynamic ethos of the course mirrors the contemporary broadcast industry and the
working environments which these students will enter.

Students acquire a comprehensive understanding of the techniques and skills


involved in broadcast programming. Students develop skills in the generation and
development of ideas and the construction of narrative. The curriculum covers
researching and writing for television and other media. Students learn how to
communicate and present concepts and proposals in a clear and professional
manner. They also develop an understanding of the nature and diversity of the
communications media industry and its organisation, regulation and operational
practices. Students acquire the business, management and entrepreneurial skills

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which will underpin their professional practice. Students also learn to work in a
collaborative and independent manner and acquire the broad range of professional
transferable skills which are valued in all industries but are essential in broadcasting.
These professional skills are underpinned by the development of the student’s
intellectual abilities and their broader contextual understanding of their practice and
communication media generally. Students develop skills in analysis and problem
solving and critical reflection.

Level 1 gives students an introduction to narrative forms across factual and dramatic
genre and across different media. These essential skills are backed up with
programme research and writing. Students are familiarised with a range of craft skills
used on studio and location productions. This prepares them for engaging with the
challenges of directing others in these specialisms in an interdisciplinary working
environment. All work is underpinned with core and subject specific contextual studies
linking theory and practice as well as the development of independent learning
strategies and skills.

In Level 2, students develop their skills and they are presented with increasingly
challenging professional contexts. The emphasis of the course moves to
ideas/content development for different broadcasting forms and commercial
applications. In this level, learning is focused on production and project management
skills and the essential skills of pitching, budgeting and scheduling. Students are
encouraged and supported in achieving a work placement which normally takes place
in the Summer between the third and fourth term of the course. Students are also
encouraged to contribute to collaborative projects for the annual Rave-on Air
showcase.

In Level 3, students’ knowledge is extended to take on board the business contexts of


the profession. Units engaging with television formats and channel development
challenge students to apply their skills in a broader, more holistic way, and to marry
creative ideas with market contexts. Key to the final level are the self-initiated projects
within the Portfolio unit. Students have the opportunity to focus this work to support
their own career aims and ambitions. The final level results in a showreel of
professional work alongside a folio of pitches and ideas for broadcast applications.

BA (Hons) Content Creation and Broadcast prepares students for potential


employment in production team roles such as assistant producers or researchers, but
the skills learnt can be applied to a wide range of media-related jobs. Graduates leave
Ravensbourne with the knowledge and aspirations to not just produce broadcast
content but potentially to develop and run broadcast channels in the future.

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11. Educational Aims of the Programme

The course aims to provide graduates with the knowledge and skills that prepare
them for a range of careers in the broadcast and production industries. Students are
encouraged to develop their individual creative ability and support this with the
development of a high level of technical skills. In particular, the programme aims to
enable students to develop:

• a range of creative, technical and professional skills relevant to employment in


broadcast, content production and related media areas;

• an understanding of the key critical, social, cultural, historical and business


concepts, issues and debates relevant to the area of broadcasting;

• an informed knowledge of the media industry and the development and


innovation going on within it – alongside an understanding of key critical,
technical and intellectual debates in their chosen discipline;

• a knowledge of the technology used in production and broadcast industries,


how to use it creatively and innovatively, and how to adapt as technology
changes;

• a clear vision of where their creative strengths lie and how this can be utilised
in idea and programme development and potential career opportunities;

• skills in research, analysis, problem solving and critical thinking and reflection
combined with the visual, written and verbal communication skills required of a
graduate entering the broadcast industry;

• initiative and personal responsibility, experience of working in groups and the


ability to be responsive and adaptable to changing needs, and the transferable
skills and competencies which enable life-long learning.

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12. Intended Learning Outcomes

This programme aims to enable students to develop:

KNOWLEDGE AND UNDERSTANDING


CM identifies outcomes which reference Teaching and Learning Methods
paragraphs in the QAA Communication,
Media, Film and Cultural Studies Learning and teaching in relation to these
Benchmark Statement learning outcomes tends to be primarily
project based (see Practical and
A - Knowledge and Understanding of: Professional Skills below). This is
supported by varied learning and teaching
1. the business and economics behind the methods which may include as appropriate:
broadcasting industry (CM 3.1.2) (A1) project briefings, studio based lectures,
2. an editorial view of the correct use of (staff and student led) group seminars,
technology (CM 3.1.6) (A2) technical or practical workshops,
3. the relationship between the production demonstrations, critiques, individual or
process and broadcast and content group tutorials and self directed study by
distribution processes (CM 3.3.1) (A3) the student.
4. broadcast and production models across
a range of different media and platforms Learning is facilitated by well qualified
(CM 3.3.4) (A4) permanent teaching staff and by sessional
5. management techniques and processes staff and visiting speakers who are
used within the broadcast and production practising professionals and bring an
industries (CM 3.3.7) (A5) important industry perspective to the
6. the regulatory frameworks governing the course. Traditional modes of delivery may
broadcasting industry (CM 3.3.6) (A6) be supported where appropriate by e-
7. techniques for analysing broadcast learning and/or resource based learning.
programmes and film (A7)
8. the use of narrative (CM 3.4.6) (A8) Contextual and theoretical learning are
9. the evolution and use of genre in the delivered both as an integral part of the
digital TV marketplace and broadcast practice based units and separately in a
content/programming (CM 3.2.5) (A9) progressive series of mandatory cross-
College units. This prevents a
theory/practice dichotomy while ensuring
that this aspect of learning is sufficiently
weighted in the curriculum.

Assessment Methods

Knowledge and understanding is primarily


assessed through essays, reports and
individual and group presentations, and
through its application in practical projects
in a manner appropriate to each unit of
delivery. Some units additionally require the
submission of rationales, background
research, development materials and/or
evidence of reflection on the project
process.

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SKILLS AND OTHER ATTRIBUTES


B - Practical/Professional Skills – Able Teaching and Learning Methods
To:
Professional and practical skills are gained
1. produce work that demonstrates an primarily through self-directed project
understanding of media forms and based learning.
conventions in their development (CM 4.3.5)
(B1) Supported by staff, students work on
2. produce work that shows a project briefs designed to foster creative,
comprehensive understanding of the tools technical and academic skills while
and technical/operational requirements of progressively introducing professional
the broadcasting industry (CM 4.3.2 and CM contexts and constraints. This approach is
4.3.3) (B2) student-centred, encourages deep
3. pitch and present ideas confidently to a learning, builds problem solving ability and
high professional standard (B3) integrates academic with professional
4. be resourceful in adapting production learning. Students learn to take
techniques in response to the specific responsibility for their own learning
constraints of a brief (B4) progressively. Some projects are
5. respond to a brief using vocabulary intentionally collaborative encouraging
appropriate to different audiences and team working and peer learning. This may
utilising a range of research skills as a involve students from other courses.
production tool (CM 4.3.3) (B5)
6. produce work in time and in budget, Projects are supported by briefings,
balancing creative, technical, schedule and studio lectures, workshops and
budgetary demands (CM 4.3.4) (B6) demonstrations, critiques, group
7. experiment with media conventions, seminars, tutorials and student self
techniques and practices across a range of directed study. Learning is facilitated by
media forms and for a range of different permanent teaching staff and by sessional
audiences (CM 4.4.2 and CM 4.4.4) (B7) staff and visiting speakers who are
8. analyse and deliver solutions to a given practising professionals and bring an
brief. Write and deliver clear briefs for those important industry perspective to the
contributing to projects (B8) course. These methods may be supported
where appropriate by e-learning and/or
resource based learning. The project
based approach culminates in
independently negotiated project work in
the final level of the course.

Assessment Methods

Practical and professional skills are


assessed primarily through their
application in project work submitted for
summative assessment. Some units
additionally require the submission of
rationales, background research,
development materials and/or evidence of
reflection on the process of development.
An individual or group presentation may
form part of the assessment requirements
of some projects.

Students take responsibility for their own


learning delivered through individual
learning contracts and though project
proposals/plans.

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SKILLS AND OTHER ATTRIBUTES (Continued)


C - Intellectual Skills – Able To: Teaching and Learning Methods

1. be independent and think critically (C1) Intellectual skills are gained primarily
2. make reasoned and structured argument through lectures, seminars, workshops,
through reflection, review and evaluation individual tutorials and self-directed study
(C2) but also through project based
3. critically assess broadcast issues and learning.
content with reference to current debates
and fashion (CM 4.1.5) (C3) Students are introduced to a variety of
4. research information using a variety of research and analytical methods through
forms and methods (CM4.2.1) (C4) the contextual elements of the course and
5. critically evaluate research sources and apply them in an independent major study
show judgement in their use (CM 4.2.4 and and the preparation of a dissertation in
CM 5.3) (C5) the third level of the course. Project
6. carry out sustained independent enquiry based learning stimulates analysis,
(CM 4.2.1) (C6) contextual and visual research, problem
7. generate ideas, concepts, proposals, and solving, creative thinking and personal
solutions independently and/or reflection.
collaboratively in response to set briefs
and/or as self-initiated activity (CM 4.4.1, Assessment Methods
4.4.2) (C7)
8. be entrepreneurial, imaginative and think Students are primarily assessed through
creatively whilst still satisfying the needs of a variety of means including essays,
the project/client (CM 4.4.4) (C8) presentations and a dissertation. Some
elements are assessed through their
application in submitted project materials.
This may include rationales, background
research, development materials and/or
evidence of reflection on the process of
development in addition to practical
material.

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SKILLS AND OTHER ATTRIBUTES (Continued)


D - Transferable Skills – Able To: Teaching and Learning Methods

1. work independently, setting own aims, Students develop transferable skills


objectives and deadlines to manage primarily through self-directed project
learning, workload and projects, including activity, which progressively introduces
time, personnel and resources (D1) professional contexts.
2. work effectively and collaboratively with
others in a team from a variety of Though most learning takes place during
backgrounds and disciplines (D2) the projects and through students’ critical
3. manage information in a range of media, and reflective responses to these, this
selecting and using a variety of sources and aspect of learning is supported by a
technologies to evaluate and record/present Personal and Professional Development
information (D3) unit in each of the course levels. The first
4. articulate ideas and information in visual, level concentrates on ensuring that
oral and written forms, and communicate students ‘learn how to learn’. The second
ideas and work clearly and appropriately to and third levels focus on career planning
a variety of audiences, including technical and the development of professional
and non-technical audiences (D4) transferable skills to enable the student to
5. produce work that is literate, numerate make the transition to employment and/or
and coherent, deploying established further study.
techniques of analysis and enquiry (D5)
6. identify, define and creatively solve Assessment Methods
problems, using appropriate knowledge,
tools and methods, often in complex and Transferable skills are assessed within
unpredictable situations (D6) appropriate units throughout the course,
7. demonstrate critical awareness and and in particular through the submission
reflection through evaluating own strengths of Personal and Professional
and weaknesses, and adapting proposals Development Files. These files
and plans accordingly (D7) (containing a learning plan, reflective
commentary and evidence-base) are
developed within the Personal and
Professional Development unit and
provide evidence of work and learning
carried out across the course. For
instance, evidence of personal
development achieved through research,
design development and realisation;
responses to briefs; and evidence of
project management. Students are also
assessed through peer, group and self-
assessment.

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13. Admission Criteria

Students will normally be expected to possess five GCSEs (grade C or above) or


equivalent and also to hold at least one of the following or equivalent:

• Diploma in Foundation Studies in Art and Design;


• National Diploma (in an appropriate subject area);
• Access to Higher Education (in an appropriate subject area);
• 2 A Levels;
• Double AVCE;
• 4 AS Levels;
• GNVQ Advanced.

Applications are positively welcomed from those who may not possess formal entry
qualifications, mature students, those with work experience or with qualifications other
than those listed above.

Students will be expected to attend for interview and submit a portfolio of examples of
work.

Students will be selected according to the criteria set out in the College Procedure
for the Admission of Students and Guidance Notes for Selecting Candidates for
interview.

When appropriate the College’s Accreditation of Prior Learning Policy and Procedure
will be used to assess applicants at interview. The key criterion for entry is evidence of
commitment and motivation to study in the subject area.

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14. Assessment Regulations and Principles

In common with all Ravensbourne honours degree courses, this course is subject to the
Academic Regulations for the Awards of BA and BSc.

In summary, in order to complete a unit, a student must successfully complete all the
assessment specified for that unit. In order to progress from level one of the course to level
two or from level two to level three, a student must successfully complete all the units in that
level of the course. In order to achieve the award, a student (having completed level one and
two of the course) must successfully complete all the units in level three. In certain
circumstances, the Examination Board may at its discretion choose to permit performance in
one area to compensate for underachievement in another subject to the provisions of the
Academic Regulations for the Awards of BA and BSc. However, there is no automatic right to
such compensation.

The final degree is classified on the basis of the level three units only. Classification is
determined by the average of the final results achieved in each of the final year units weighted
by their credit size, according to the banding below:

Classification Grade Percentage Banding

First Class Honours A 100 – 70


Upper Second Honours B 60 – 69
Lower Second Class Honours C 50 – 59
Third Class Honours D 40 – 49
Pass E 35 – 39

15. Support for Student Learning

Specialist permanent and sessional teaching staff supports a range of learning and
teaching on the course. Full time and sessional lecturers are practitioners and bring
with them the freshest perspectives from industry.

Students on the course have an access to an impressive range of facilities. These are
set out in the Ravensbourne College Resources statement amongst those of
particular interest to this course are:

Shared production resource:


• Studio A (full production TV studio);
• Studio B (smaller TV Production studio and 24 Track Pro Tools Suite with 96
Channel Digital desk);
• Digital TV Studio;
• Post Production Suite (12 x Video Editing Workstations);
• Sound Room (8 x Audio Workstations);
• Radio Studio (broadcast desk, Myriad automated playout, turntable and DJ mixer,
CD and MD decks and large diaphragm presenters’ mic);
• Quantel Resource Area (2 Workstations, Paintbox pro, Edit pro);
• Dubbing Suite (Pro Tools HD, Pro Control);
• Teaching/authoring rooms:
• Production office;
• Green Cave (15 workstation for 2D & 3D design and animation);

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• Blue (15 workstation for 2D & 3D design and animation);


• Purple (15 workstation for 2D & 3D design and animation);
• Ping-Pong Room (11 x Audio/Video Editing Workstations);
• Interactive Resource/PC (iTV resources);
• Convergence (19 x Video/Editing Workstations).

General Resources
• Learning Resource Centre (32,000 books, 10,000 hours off-air video recordings,
over 100 separate periodicals, plus an impressive range of electronic resources);
• General Computer Resource (Word Processing, Spreadsheets, Graphics etc).

Support for Students with Learning Difficulties


• Support for students with learning difficulties and study support needs are in
place through the College Student Support Services;
• Learning Resource Centre Open Access (Word Processing, Spreadsheets,
Graphics etc);
• Learning Resource Centre (collection of books, journals, electronic and audio
visual materials).

16. E Learning

In addition to the aspects of the curriculum delivered in the traditional manner through
lectures, workshops and other face to face delivery methods, learning will also be
supported by the developing ‘Moodle’ Virtual Learning Environment (VLE). Course
Handbooks, project briefs and other course materials will be stored for retrieval and
access on or off campus. Similarly students are able to apply themselves to on-line
group forums and critiques and tasks at the time and place most suitable to their
personal schedules and commitments.

17. Indicators of Quality and Standards

The course operates within a College quality assurance framework which ensures
that the standards set at validation are maintained and enhanced and the quality of
the student learning experience is good. As part of this framework the course is
subject to the following processes:

• Course Review;
• Mapping against FHEQ and Subject Benchmark Statement during development;
• College Internal Validation;
• External Validation by the University of Sussex;
• External Examiner Reports;
• Annual Course Monitoring;
• Student Feedback;
• Student Representation;
• Peer Observation of Staff;
• Staff Training Programme;
• Industry collaboration (for specific projects);
• An advisory committee which ensures that the programme is up to date and in line
with the thinking and direction of the industry and professional world.

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18. Multidisciplinary Environment

Working on projects with students from other disciplines is central to the aims of this
programme. Students will work extensively with students on BA (Hons) Broadcasting.
In addition, the course may work with other courses including the BA (Hons) Design
for Moving Image, BA (Hons) Animation and BA (Hons) Design for Interaction on
specific projects and with the FdA/FdSc courses in a client/crew relationship. Some of
this collaborative work maybe be geared towards the annual Rave on Air showcase
event and in all cases will be subject to the development of negotiated learning
contracts.

19. External Contexts

In line with the College’s aim of ensuring the continued commercial relevance of our
academic provision, industry partners will benchmark projects within the following
units, through both an ‘appropriate simulation of current practice’ and ‘addressing a
specific skills deficit’.

Partners will include:


• Broadcast Advisory Board and individual members of the Broadcasting
Advisory Board;
• Broadcasters – build on the relationships between BBC, BBC Interactive, ITV,
ITVi and in the past Trouble (and other Flextech channels);
• Facilities Houses – Pathe;
• Members of the Advisory Committee for the Communication Media Faculty;
• Skillset (Sector Skills Council);
• PACT (Producers Alliance).

Details of industry partners can be found in individual project briefs.

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20. Unit List

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Level 1
Unit Code Unit Title Credit
Value
CCB101 Broadcast and TV Studies 10
CCB102 Production Skills 20
CCB103 Narrative, Research and Scripting 20
CCB104 Introduction to Factual Programmes 10
CCB105 Drama Production 10
CCB106 Broadcast Interaction 10
C101/CCB107 Design and Communication Media, Theory and 20
Context
C102/CCB108 Contextual Studies Elective 1 10
PPD1/CCB109 Personal and Professional Development 1 10
TOTAL 120
Level 2
CCB201 Budgeting, Scheduling and Regulation 10
CCB202 Script and Direction 20
CCB203 Advertising, Marketing and Promotion 20
CCB204 Project Management 20
CCB205 Ideas Development and Visualisation 10
PPD2/CCB206 Personal and Professional Development 2 10
C201/CCB207 Know Your Audience: Society, Culture and Politics 10
C203/CCB208 Contextual Studies Elective 2 10
C202/CCB209 Dissertation Preparation 10
TOTAL 120

Level 3
CCB301 Format Development 20
CCB302 Enterprise and Entrepreneurship 20
CCB303 Broadcast Channel Development 20
CCB304 Portfolio 30
PPD3/CCB305 Personal and Professional Development 3 10
C301/CCB306 Dissertation 20
TOTAL 120

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21. BA (Hons) Content Creation and Broadcast - Unit Map

Pre-Term Term one Term two

C101/CCB107 Design and Communication Media, Theory and Context


Film and television studies,
20 Credits

C102/CCB108 Contextual Studies Elective 1


10 Credits

CCB101 Broadcast and TV Studies


Broadcast 10 Credits
Induction,
Software and
CCB102 Production Skills
Networks
20 Credits
Mandatory
No credits
CCB103 Narrative, Research and Scripting
20 Credits

CCB104 Introduction to Factual CCB105 Drama Production CCB106 Broadcast Interaction


Programmes 10 Credits 10 Credits 10 Credits

PPD1/CCB109 Personal and Professional Development 1


10 Credits

BA (Hons) Content Creation and Broadcast Level 1


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Term three – Rave on Air Term one

C201/CCB207 Know Your Audience: Society, Culture and C202/CCB209 Dissertation Preparation
Politics 10 Credits 10 Credits

C203/CCB208 Contextual Studies Elective 2


10 Credits

CCB201 Budgeting, Scheduling and Regulation


10 Credits

CCB202 Script and Direction


20 Credits

CCB203 Advertising, Marketing and Promotion


20 Credits

CCB204 Project Management


20 Credits

CCB205 Ideas Development and Visualisation


10 Credits

PPD2/CCB206 Personal and Professional Development 2 (Work Placement takes place in summer with preparation in Term
3/Year 1 and reflection in Term 1/Year 2) 10 Credits

BA (Hons) Content Creation and Broadcast Level 2


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Term two Term three – Rave on Air

C301/CCB306 Dissertation
20 Credits

CCB302 Enterprise and Entrepreneurship


20 Credits

CCB301 Format Development CCB303 Broadcast Channel Development


20 Credits 20 Credits

CCB304 Portfolio
30 Credits

PPD3/CCB305 Personal and Professional Development 3


10 Credits

BA (Hons) Content Creation and Broadcast Level 3

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22. Outcome Map

Knowledge and Practical/Professional


Intellectual Skills Transferable Skills
Understanding Skills

Unit

A1
A2
A3
A4
A5
A6
A7
A8
A9
B1
B2
B3
B4
B5
B6
B7
B8
C1
C2
C3
C4
C5
C6
C7
C8
D1
D2
D3
D4
D5
D6
D7
Unit
Code

LEVEL1
CCB101 Broadcast and TV
X X X X X X
Studies
CCB102 Production Skills X X X
CCB103 Narrative, Research
X X X X X
and Scripting
CCB104 Introduction to
X X X X X X
Factual Programmes
CCB105 Drama Production X X X X X X
CCB106 Broadcast Interaction X X X X
C101/ Design and
CCB107 Communication
X X X X X
Media, Theory and
Context
C102/ Contextual Studies
X X
CCB108 Elective 1
PPD1/ Personal and
CCB109 Professional X X X X X X
Development 1

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Knowledge and Practical/Professional


Intellectual Skills Transferable Skills
Understanding Skills

Unit

A1
A2
A3
A4
A5
A6
A7
A8
A9
B1
B2
B3
B4
B5
B6
B7
B8
C1
C2
C3
C4
C5
C6
C7
C8
D1
D2
D3
D4
D5
D6
D7
Unit
Code

LEVEL 2
CCB201 Budgeting,
Scheduling and X X X X X X X X X
Regulation
CCB202 Script and Direction X X X X X X X X X X
CCB203 Advertising,
Marketing and X X X X X X X X X
Promotion
CCB204 Project Management X X X X X X X X
CCB205 Ideas Development
X X X X X X X X X X X X X X
and Visualisation
PPD2/ Personal and
CCB206 Professional X
Development 2
C201/ Know Your Audience:
CCB207 Society, Culture and X X X X
Politics
C203/ Contextual Studies
X X X X X X
CCB208 Elective 2
C202/ Dissertation
X X X X X X
CCB209 Preparation

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Knowledge and Practical/Professional


Intellectual Skills Transferable Skills
Understanding Skills

Unit

A1
A2
A3
A4
A5
A6
A7
A8
A9
B1
B2
B3
B4
B5
B6
B7
B8
C1
C2
C3
C4
C5
C6
C7
C8
D1
D2
D3
D4
D5
D6
D7
Unit
Code

LEVEL 3
CCB301 Format Development X X X X X X X X X X X X
CCB302 Enterprise and
X X X X X X X X X X X X X
Entrepreneurship
CCB303 Broadcast Channel
X X X X X X X X X X X X
Development
CCB304 Portfolio X X X X X X X X X X X
PPD3/ Personal and
CCB305 Professional X X X X
Development 3
C301/ Dissertation
X X X X
CCB306
A = Knowledge and Understanding
B = Practical/Professional Skills
C = Intellectual Skills
D = Transferable Skills
X = Assessed and Delivered

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A – Knowledge and Understanding of: B – Practical/Professional Skills – Able To:

1. the business and economics behind the broadcasting industry (CM 1. produce work that demonstrates an understanding of media forms and
3.1.2) (A1) conventions in their development (CM 4.3.5) (B1)
2. an editorial view of the correct use of technology (CM 3.1.6) (A2) 2. produce work that shows a comprehensive understanding of the tools
3. the relationship between the production process and broadcast and and technical/operational requirements of the broadcasting industry
content distribution processes (CM 3.3.1) (A3) (CM 4.3.2 and CM 4.3.3) (B2)
4. broadcast and production models across a range of different media 3. pitch and present ideas confidently to a high professional standard (B3)
and platforms (CM 3.3.4) (A4) 4. be resourceful in adapting production techniques in response to the
5. management techniques and processes used within the broadcast specific constraints of a brief (B4)
and production industries (CM 3.3.7) (A5) 5. respond to a brief using vocabulary appropriate to different audiences
6. the regulatory frameworks governing the broadcasting industry (CM and utilising a range of research skills as a production tool (CM 4.3.3)
3.3.6) (A6) (B5)
7. techniques for analysing broadcast programmes and film (A7)
6. produce work in time and in budget, balancing creative, technical,
8. the use of narrative (CM 3.4.6) (A8)
schedule and budgetary demands (CM 4.3.4) (B6)
9. the evolution and use of genre in the digital TV marketplace and
broadcast content/programming (CM 3.2.5) (A9) 7. experiment with media conventions, techniques and practices across a
range of media forms and for a range of different audiences (CM 4.4.2
and CM 4.4.4) (B7)
8. analyse and deliver solutions to a given brief. Write and deliver clear
briefs for those contributing to projects (B8)

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Section 2

C – Intellectual Skills – Able To: D – Transferable Skills – Able To:

1. be independent and think critically (C1) 1. work independently, setting own aims, objectives and deadlines to
2. make reasoned and structured argument through reflection, review manage learning, workload and projects, including time, personnel
and evaluation (C2) and resources (D1)
3. critically assess broadcast issues and content with reference to 2. work effectively and collaboratively with others in a team from a variety
current debates and fashion (CM 4.1.5) (C3) of backgrounds and disciplines (D2)
4. research information using a variety of forms and methods (CM4.2.1) 3. manage information in a range of media, selecting and using a variety
(C4) of sources and technologies to evaluate and record/present
5. critically evaluate research sources and show judgement in their use information (D3)
(CM 4.2.4 and CM 5.3) (C5) 4. articulate ideas and information in visual, oral and written forms, and
6. carry out sustained independent enquiry (CM 4.2.1) (C6) communicate ideas and work clearly and appropriately to a variety of
7. generate ideas, concepts, proposals, and solutions independently audiences, including technical and non-technical audiences (D4)
and/or collaboratively in response to set briefs and/or as self-initiated 5. produce work that is literate, numerate and coherent, deploying
activity (CM 4.4.1, 4.4.2) (C7) established techniques of analysis and enquiry (D5)
8. be entrepreneurial, imaginative and think creatively whilst still 6. identify, define and creatively solve problems, using appropriate
satisfying the needs of the project/client (CM 4.4.4) (C8) knowledge, tools and methods, often in complex and unpredictable
situations (D6)
7. demonstrate critical awareness and reflection through evaluating own
strengths and weaknesses, and adapting proposals and plans
accordingly (D7)

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Section 2

Please note, this 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. More detailed information
on the learning outcomes, content and teaching, learning and assessment methods of each unit can be
found in the Course Handbook, Unit Descriptors and Project Briefs. The accuracy of the information
contained in this document is reviewed by the College and may be checked by the Quality Assurance
Agency for Higher Education.

Faculty of Communication Media 22 Definitive Document: 21 July 2006