SH Ma Antiques 2020

Course Handbook
MA Antiques
(By Distance Learning)
2020/21
Course Leader: Karl K. Jeffries
School of Art, Design & Fashion
Please read this Handbook in conjunction with the University’s Student Handbook.
All course materials, including lecture notes and other additional materials related to
your course and provided to you, whether electronically or in hard copy, as part of
your study, are the property of (or licensed to) UCLan and MUST not be
distributed, sold, published, made available to others or copied other than
for your personal study use unless you have gained written permission to do
so from the Dean of School.
This applies to the materials in their entirety and to any part of the materials.
U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

BACKUP\sh_ma_antiques_2017.docx
Contents
1 Welcome to the Course 2 Structure of the

Course
3 Approaches to teaching and learning
4 Student Support
5 Assessment
6 Classification of Awards
7 Student Feedback
8 Appendices
8.1 Programme Specification(s)

1. Welcome to the course
The MA in Antiques is intended for students who want to develop a specialised interest in an
area of antiques, pictures, and collectables, without the necessity of on-campus attendance.
The course is located in the School of Art, Design and Fashion and takes a design and
design analysis approach to the study of Antiques.
All antiques, pictures, and collectables were originally designed by designers and
manufactured by crafts people. An understanding of how antiques were designed,
manufactured, and used, and the development of your visual analysis skills, will help you
engage with the world of Antiques and develop your specialised interest in an area Antiques.
Eric Knowles, of the BBC Antiques Road Show, is an Honorary Fellow of the University, and
advisor on Antiques to the School of Art, Design and Fashion.
The course covers the investigation and analytical study of the design aspects of Antiques
and Collectables in an industrial, commercial, and cultural, context.
Because the course is specialised, students will be able to investigate, analyse and
understand the issues of the design aspects of a specialised area of Antiques and
Collectables. The course has been designed to raise visual awareness skills in the design
aspects of Antiques and Collectables through visual analysis approaches.
Kind regards.
Karl.
1.1 Rationale, aims and learning outcomes of the course The

overarching aims of your course are to:
To provide the opportunity for students to demonstrate a systematic and creative
understanding of antiques research, informed by the forefront of advanced
scholarship and professional practice relevant to antiques.
To provide an education in Antiques that will enable the student to direct their
programme according to their own specific specialist interest.
To provide a coherent learning process that offers the opportunity for continuous
professional development relevant to antiques practice and advanced scholarship
To equip students with an intellectual capacity to investigate and critically evaluate a
specialist area of Antiques.
To develop specialist visual analysis skills.
These aims have been used to define the content of the modules that you are studying, and
also to develop a set of learning outcomes, that are the educational attainments that you
will have achieved on successful completion of each module and your course. The
overarching learning outcomes of your course are listed within the programme specification
included as an appendix to this handbook.
1.2 Course Team

The course team consists of academic staff who will take responsibility for the delivery of the
content of your modules. Tuition for all modules on the MA Antiques is provided by the staff

below, but other academic staff may provide tuition depending on specific research methods
(see below Staff Contact Details).
Karl K. Jeffries: Karl is the course director for the MA Antiques; he also is coordinator for
the school’s postgraduate distance learning course. Karl can be contacted on
kjeffries@uclan.ac.uk
Clive Taylor: Clive is an associate lecturer for the MA Antiques and part of the academic
team for our postgraduate distance learning courses, and can be contacted via email on
ctaylor10@uclan.ac.uk
Jill Newsham: Jill is an associate lecturer for the MA Antiques and part of the academic
team for our postgraduate distance learning courses, and can be contacted via email on
jknewsham@uclan.ac.uk
1.3 Expertise of staff

All teaching staff on the MA courses have worked in industry and/or academia; they each
have a high level of practical and academic experience that they are able to share with their
students. All staff hold at least an MA or MSc qualification, often they will hold postgraduate
qualifications such as MPhil and PhD. Staff are also engaged in, and have experience with,
national and international research. During the course, staff will discuss their own research,
projects, expertise and working methods but students should feel free to approach any
UCLan teaching staff to further develop their research.
Karl K. Jeffries. MA Antiques (Course Director)
Through my research, I am particularly interested in the relationship between skills and creativity.
This is a core issue for both Higher Education and employers. It is also controversial from an
academic and theoretical perspective, as the links, or not, between domain skills and creativity has
been greatly debated with creativity research, and remains so today.
Both in the courses I run, and the research I do, I am trying to find a balance between helping
students to acquire the skills they need to be employable (hence our strong links with trade and
industry within our School of Art, Design and Fashion) alongside the conceptual abilities and
knowledge they need to be creative, both now and in the future. What I learn via research impacts
on my practice as an academic, as well as a designer, and creativity coach.
Sometimes the aims of employability and academia seem at odds with each other; at others times
synonymous. It is a fascinating, complex, controversial, and dynamic area of research. Equally, it is
an area where strong opinions are held on curriculum, yet on closer inspection, this can appear
based on personal opinion or research findings with methodological bias, neither of which is ideal
for such an important topic.
Over the years, I have been a reviewer for several international design journals, conferences, and
research bids. I have been a research active member of staff for most of my career academic
career: being submitted into the Research Assessment Exercise, 2008, and Research Excellence
Framework, 2014.
Jill K Newsham Associate Lecturer

Research Jill Newsham, who has a First Class Honors Degree in Antiques and Design
and a Masters Degree in Food Styling, is a part time Associate Lecturer at
UCLan supporting the MA Antiques (Distance Learning) course. Her areas of
specialism are 20th century glass and ceramics with particular reference to the
female designers of the 1930s. Jill has curated and contributed to several
notable exhibitions including Art Pottery of the Northwest of England for the
Atkinson Art Gallery Southport, The Age of Jazz for the Walker Art Gallery
Liverpool and A Taste of Luxury for Harrods of Knightsbridge. Her work on
the Harrods Exhibition of 1934 is used as a reference work by both
Wedgwood and Harrods and she has given talks on the subject to the Friends
of Wedgwood and the Clarice Cliff Collectors Club. Jill has also worked as a
researcher for the TV program Collector’s Lot
Practice (Personal Jill is both a dealer and collector of ceramics and glass, with several years’
Projects and experience trading under the name of Barbola Art Deco. She attends Antique
specific areas of Fairs all over the country which allows her to maintain a close connection with
Interest) the ups and downs of the antiques trade. Another of her areas of interest is
domestic history and especially antiques which demonstrate the different
styles of dining through the ages. Her research in to the antiques of the
Victorian Dining Table has allowed her to develop knowledge of the antiques
based around a specific time and style. Recently Jill has developed an
interest in English 20th century glass designers including the works of
Geoffrey Baxter of Whitefriars and Ronald Stennet-Wilson of Wedgwood. Her
activities as a collector and dealer have given her the chance to experience
all areas of the antiques trade from eBay to auctions and Flog it to flea
markets; she hopes that all this experience can be used to support the
students on the course
Innovation Jill was one of the first students to complete the MA in Food Styling at UCLan.
She constantly monitors the antiques trade from a commercial aspect and
talks to as many people as possible about the future and the opportunities it
holds for students who want to develop their experience and/or potential
employability. She believes that the way the media and new technology have
influenced the antiques trade over the past few years has been enormous
and it will be those who can anticipate and harness these innovations that will
succeed. Recently she has been developing new ways of promoting the MA
in Antiques course within the industry to attract different types of potential
student. As an example of this she promoted the course by taking a stand at
the prestigious Cambridge Glass Fair
Teaching Practices She is currently employed as Learning and Development Manager for a major
international retail company. She first gained experience in university
teaching when she was asked to support undergraduate students on the BA
in Antiques and Design course at UCLan. Her teaching experience includes
the full spectrum of behavioural, technical and skills development. She is a
qualified Training Manager and On-line tutor with the Chartered Institute of
Personal Development.
Employability Her background in adult learning and development and her wide practical
experience in the antiques trade enable Jill to support students on the MA in
Antiques no matter what their chosen area of specialism. She enjoys learning
about and sharing their passion for their subject whilst still guiding them to a
successful academic outcome.

Any other relevant Jill successfully ran her own highly respected Antiques Fairs in Chester,
information / stories Harrogate and Haydock for over 5 years.
of interest
Clive Taylor Associate Lecturer
Research Clive Taylor, who has an honours Degree in Engineering and a Masters
Degree in Antiques, is a part-time Associate Lecturer at UCLan supporting
the MA Antiques (Distance Learning) course. He is a specialist in Georgian
period furniture and is often quoted in the antiques trade and academic
journals. The Private Libraries Association has recently reproduced an extract
of Clive’s research on the Regency Period Metamorphic Library Chair and
there are several references and links to his work available on the internet.
As a qualified and respected dealer and auctioneer Clive is regularly called
upon to identify and value antiques and he is proud of his reputation for his
thorough research and understanding of national and international art
markets.
Practice (Personal His retail business, Parbold Antiques, focuses on Georgian period
Projects and mechanical furniture, 20th century iconic designs and rare collectables. He is
specific areas of an avid fan of Christopher Dresser and has purchased and traded many
Interest) examples of his work. Clive travels extensively to identify and authenticate
items and he works closely with restorers and conservationists to restore and
preserve the history and character of the antiques he discovers. He has a
particular interest in Library furniture and has recently been asked to write a
book on the subject. Outside of the antiques industry he is a Non-Executive
Director of the National Health Service and a Board Member of the Glenburn
Education Trust.
Innovation Before Clive entered the antiques industry full-time, he was an executive
board member and Senior Vice President of a large information technology
research organisation. In his role as head of their international business he
travelled the world and developed a broad knowledge of the way in which
functional and decorative objects reflect the history and culture of the people
that use them. By combining this knowledge with his understanding of global
trends, Clive is able to approach the subject of antiques from an interesting
and, often unique, perspective. Clive also uses his commercial experience to
help students and clients to navigate and negotiate their way through the
complex, multi-layered structure of the antiques industry and he has
developed a number of interesting web-based marketing, buying and selling
tools.
Teaching Practices Clive’s role as an Associate Lecturer for UCLan’s MA Antiques course
requires him to guide and support students through their self-study programs
and dissertation projects. Dissertation projects have ranged from the
Scientific Authentication of Antiques to a Study of the Kitchen Sink Artists and
this requires an eclectic mix of fact-based research and artistic sensitivity.
Most of the students on the course have a strong foundation in the topic and
several years experience in the industry and teaching practices require a
subtle blend of knowledge-sharing, research guidance and mentoring
underpinned by a series of carefully chosen practical examples.

Employability Clive’s research and teaching style is compatible with UCLan’s objective to
improve the employability of its graduates and post-graduates. While the
coursework closely follows the curriculum, his tutorials are supplemented by
industry anecdotes and practical examples of where the new-found
knowledge is appropriate. Clive also works tirelessly outside of the university
to help establish relationships with museums, trade associations, high-end
retailers and auction houses to improve the course materials and to provide
channels of potential employment and business development opportunities
for UCLan’s graduates. During the past few months he has helped to create
a university alumni group and an Antiques research portal to encourage
topicrelated communication and potential sponsorship.
Any other relevant Clive takes a keen interest in how antiques are portrayed in the media. He
information / stories has provided several items to the BBC to test the knowledge of antiques
of interest ‘experts’ and he enjoys most of the television programs on offer. His only
reservation is that many of his clients (and some students) start their
conversations with “I saw one of these on The Antiques Roadshow last week
....” – a sure recipe for inflated expectations and inevitable disappointment!
1.4 Academic Advisor

You will be assigned an Academic Advisor who will provide additional academic advice and
support during the year. They will be the first point of call for many of the questions that you
might have during the year. Your Academic Advisor will be able to help you with personal
development, providing insight and direction to enable you to realise your potential.
1.5 Administration details

Campus Admin Services provides academic administration support for students
and staff and are located in the following hubs which open from 8.45am until 5.15pm
Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and
advice regarding specific processes such as extenuating circumstances, extensions and appeals.
Allen Building Computing and Technology Building

Medicine Dentistry Art, Design and Fashion
telephone: 01772 895566 Computing
email: AllenHub@uclan.ac.uk Journalism, Media and Performance
Engineering telephone: 01772 891994/891995
Harris Building email: CandTHub@uclan.ac.uk
Lancashire Law School
Humanities and the Social Sciences Greenbank Building
Centre for Excellence in Learning and Sport and Wellbeing
Teaching Management Business telephone: 01772
telephone: 01772 891996/891997 email: 891992/891993 email:
HarrisHub@uclan.ac.uk GreenbankHub@uclan.ac.uk
Foster Building Brook Building

Forensic and Applied Sciences Community, Health and Midwifery
Pharmacy and Biomedical Sciences Nursing
Psychology Physical Sciences telephone: Health Sciences
01772 891990/891991 Social Work, Care and Community telephone:
email: FosterHub@uclan.ac.uk 01772 891992/891993
email: BrookHub@uclan.ac.uk

1.6 Communication
The University expects you to use your UCLan email address and
check regularly for messages from staff. If you send us email
messages from other addresses they risk being filtered out as potential
spam and discarded unread.
Most distance learning students initially access their UCLan e-mail

address via remote access, but later in the course, for convenience, set up a forwarding
feature to send to a personal email account.
As a distance learning student, the majority of our communication will be face-to-face using
web based video conferencing (such as Skype or Adobe Connect). Our intention is that you
should have virtually as much opportunity for communication with lecturers and other
students as campus-based students do. You will communicate primarily by electronic mail
and electronic conferencing although we expect that occasionally you may need to use
telephone, fax, land or airmail.
All our distance learning students and alumni have a dedicated discussion groups for the
course that are based within Linkedin (and we will introduce you to this early during the
course). Furthermore, the information needed for the course and individual modules will be
available through Blackboard. We expect you to communicate frequently with lecturers
(often on a weekly basis), and students who do not regularly communicate will be contacted
to ascertain their progress and to discover any difficulties they are experiencing.
Coursework is normally submitted by Blackboard, Turnitin, or email Where there is

temporary difficulty with either your or the university’s e-mail system, other forms of
communication will be allowed (such as fax, file transfer or even post).
You will need to have signed up with an internet service provider so as to be able to use the
internet or have internet services already available to you. In general, if you have worked
you way through the course website then you should have the technology to engage with the
course.
Unfortunately, we cannot help you with problems with your own computer system or your
own internet service. You should ensure that you have arranged sufficient help with those
systems if they prove problematic. However, we can help with the various aspects of the
systems provided by the University in relation to its student online support. During the
beginning of the course you will have contact with teaching staff as we prepare for you to
enrol.
1.7 External Examiner

The University has appointed an External Examiner to your course who helps to ensure that
the standards of your course are comparable to those provided at other higher education
institutions in the UK.
The External Examiner for the MA Antiques course is: Dr. Anne Anderson
If you wish to make contact with your External Examiner, you should do this through your
Course Leader and not directly. External Examiner reports will be made available to you
electronically. The School will also send a sample of student coursework to the external
examiner(s) for external moderation purposes, once it has been marked and internally
moderated by the course tutors. The sample will include work awarded the highest and
lowest marks and awarded marks in the middle range.

2. Structure of the course
2.1 Overall structure
The MA Antiques is only delivered part time, and by distance learning.
Parttime students will complete their studies in just over 2 years in real time,
but this will span three academic years in practice. You will study each of
the modules shown in the diagram below.
Level Module Module Title Credit Awards and Credits*

Code rating
Level 7 AQ4021 Investigating Antiques 30 Exit Award

Postgraduate Certificate of
AQ4022 Collection Practice 30 Higher Education Antiques
requires 60 credits.
Level 7 DD4921 Dissertation Project 1 and 2 30 Exit Award
Postgraduate Diploma of
DD4922 Dissertation Project 3 and 30 Higher Education Antiques
Evaluation requires 120 credits.
Level 7 DD4991 Dissertation Project 60 MA Degree Antiques requires

180 credits
2.2 Modules available

The course has a modular structure that allows for a variety of potential exit points should a
student not complete the full course of study. Each module is a self-contained block of
learning with defined aims, learning outcomes and assessment: module titles and module
codes are given above. It is important to note that students will not be awarded all of these
qualifications; simply the relevant qualification at their point of exit from the course. This
course offers three named exit awards:
Masters Degree: To obtain an MA degree with the award title "Antiques”, you must have
successfully completed 180 credits of the course programme as AQ4021, AQ4022, DD4921,
DD4922, and DD4991.
Postgraduate Diploma of Higher Education: The named University award of Postgraduate

Diploma of Higher Education Antiques will be available as an exit award if you have
successfully completed 120 credits of the course programme as: - AQ4021, AQ4022, and
DD4921, DD4922.
Postgraduate Certificate of Higher Education: The named University award of

Postgraduate Certificate of Higher Education Antiques will be available as an exit award if
you have successfully completed 60 credits of the course programme as: - AQ4021, and
AQ4022
2.3 Progression Information

Discussions about your progression through the course normally take place after each
semester’s grades have been released to the students.

2.4 Study Time
2.4.1 Weekly timetable
Your personal timetable for the year is available on-line.
2.4.2 Expected hours of study
The normal amount of work involved in achieving a successful outcome to your studies is to
study for 10 hours per each credit you need to achieve – this includes online tutorials and
time spent in private study. Your modules have been designed for teaching and independent
learning to be completed in a set amount of time, so a 30 credit module will require you to
commit to 300 learning hours and a 60 credit module, 600 learning hours. Part-time students
study modules for the same amount of time on a module as full-time students, they just
study less modules within an academic year. If you need advice or guidance about the
amount of time you should spend in study, then please discuss this with your tutors.
2.4.3 Attendance Requirements

You are required to attend all tutorials for each module. No modules or
tutorial sessions are optional. Be aware that your attendance is
monitored and may affect decisions taken about you in assessment
boards, or other formal settings. However, we appreciate that
occasionally you cannot attend tutorials. When this situation occurs,
please contact your course leader or module tutor immediately. Do this
well before the start of your tutorial if possible.
Illness, accident or serious family problems are things beyond your control, but you may
wish to have time off for other, less serious, reasons. You must discuss this potential
absence with your tutors as soon as you can – often a short, ‘authorised’ absence will be
granted if you are able to agree a way of making up the time lost and so long as no other
student is penalised.
If the proposed period of absence occurs at a time when there is an assessment, it is
unlikely that an authorised absence will be granted. However, in exceptional circumstances,
you may be given an extension to an assignment deadline. Extensions cannot be granted in
retrospect, so you must agree the extension prior to missing the assessment deadline.
When allowing extensions, there are a limited range of reasons that can be accepted –
these are the same as for Extenuating Circumstances.
If your absence is likely to be for more than a week, do the following without fail:
▪ Inform your Academic Advisor, Course and Module Tutor. If this is not possible you
should contact Student Services.
▪ Throughout your absence, keep in regular contact with all your tutors.
▪ Collect documentary evidence to prove your case, such as a Doctor's Certificate. (Note:
This must be obtained at the time of your illness - it cannot be obtained in retrospect.)
▪
If you are absent (or expect to be absent) for an extended period, it may not be possible for
you to successfully complete the learning outcomes for the modules you were studying, or
indeed even to begin study in a particular semester. If this is the case, you are advised to
take a formal leave of absence, normally of a maximum of a year; this is referred to as
‘Intercalating’. Speak to your Academic Advisor or Course Tutor if you think you may have
reasons to intercalate.
3. Approaches to teaching and learning

3.1 Learning and teaching methods
Your MA is delivered online, via distance learning, using Blackboard (an electronic resource
used to deliver courses for distance learning at UCLan). Students are able to access all
course documentation, as well as teaching materials from Blackboard. As detail above, we
also use Skype for our one-to-one tutorials, and a closed discussion group on Linkedin.
Further information can be obtained from the University web site:

http://www.uclan.ac.uk/online/index.htm
The teaching learning and assessment strategies in the MA Antiques are an integral part of
your learning process in Antiques. As the assessments are part of the learning process they
will reflect and reinforce your learning process. There are no formal examinations and all
modules are assessed on course work
The teaching across the MA enables you to move from tutor directed learning to self-directed
or self-managed learning. Eventually this enables you to apply the specialist, key and
personal transferable skills related to Antiques with a high degree of independence.
The modules are in two groups. The first group of modules introduces you to aspects and
issues in Antiques. The second group of modules deals with you developing your own
specialist interest. You do this by either undertaking a Dissertation or a Project.
3.2 Study skills

Your study skills will be developed through your tutorial contact with staff, as each student is
often unique in their needs staff are able to offer advice and signpost to various information
available both within and outside of UCLan.
Study Skills - ‘Ask Your Librarian’
https://www.uclan.ac.uk/students/support/study/it_library_trainer.php
You can book a one to one session with a subject Librarian via Starfish. These sessions will
help with questions such as “My lecturer says I need a wider variety of sources in my
references, what do I do?"
"I need to find research articles, where do I start?"
"How do I find the Journal of ...?"
"How do I use RefWorks?”
3.3 Learning resources

3.3.1 Learning Information Services (LIS)
The best place to start when exploring the Library resources available to
you is;
• Your ‘Subject Guide’ can be found in the Library Resources
• Your ‘My Library’ tab in the Student Portal
• Library search
Extensive Resources are available to support your studies provided by UCLan’s LIS – library
and IT staff. If you wish to, you may take advantage of the free training sessions designed to
enable you to gain all the skills you need for your research and study. As a distance learner
most of the relevant
resources for you will be online. For example, from the library home page there are links to
external internet sites and free access to our journal subscriptions. LIS provide access to a
huge range of electronic resources – e-journals and databases, e-books, images and texts.
More specific resources will be available through blackboard.
3.4 Personal development planning

We aim to train you to take responsibility for your own learning and career development, to
be able to evaluate your strengths and weaknesses. Many of the conversations that you will
have with your tutors are intended to cause you to reflect on the work that you have
completed, but they also intend you to look forward and build upon this success or perhaps
to challenge a working practice that is limiting your development.

3.5 Preparing for your career
To make sure that you achieve your full potential whilst at university and
beyond, your course has been designed with employability learning
integrated into it. This is not extra to your degree, but an important part
which will help you to show future employers how valuable your degree is.
4. Student Support
Information on the support available is at: https://www.uclan.ac.uk/students/
This section of the handbook lists some of the support mechanisms that are available to you
and your colleagues. Never be afraid of asking for help!
• If you have a problem that is module-related, speak with the tutor(s) that deliver that
module;
• If you have a problem that crosses two or more modules but is an academic rather
than personal problem, speak to you course leader.
• If you have a problem that is personal but that currently or may in the future affect
your learning, speak to your personal tutor.
• If, for whatever reason, you cannot speak to the course team please make an
appointment to speak to principal lecturer Bev Lamey, blamey@uclan.ac.uk .
• If your problem is not specifically related to the content of your course, or your ability
to attend or time-manage, the University has a range of support systems to help you.
Either visit the ‘I’ in Foster Foyer, or log on to the student section of the UCLan
website – the URL for this:
http://www.uclan.ac.uk/information/current_students/index.php
Here you’ll find many sources of information, such as the ‘Bottled Up’ scheme that has been
designed especially for male students; financial support; child care support; and support for
depression and mental illness.
4.1 Academic Advisors

You will have been allocated an Academic Advisor at the point of
enrolment. See section 1.4 of this document for more information about
Academic Advisors.
4.2 Students with disabilities

If you have a disability that may affect your studies, please either contact the Disability
Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as
possible. With your agreement information will be passed on to the Disability Advisory
Service. The University will make reasonable adjustments to accommodate your needs and
to provide appropriate support for you to complete your study successfully. Where
necessary, you will be asked for evidence to help identify appropriate adjustments.
4.3 Students’ Union One Stop Shop

The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering
whilst you study. With thousands of jobs and voluntary positions advertised, agency work
through the Bridge and information on over 2000 volunteer positions within the Union. See
university website for more details.

5. Assessment
5.1 Assessment Strategy
You are expected to attempt all assessments for every module for which
you are registered, and to do so at the times scheduled unless authorised
extensions, special arrangements for disability, or extenuating
circumstances allow you to defer your assessment.
The pass mark for each postgraduate assignment in the UCLan is 50%; therefore the
minimum pass mark for each module is also 50%. To ensure standards are maintained our
assessment procedures are rigorous and regularly reviewed. For example:
1. all work that accounts for 25% or more of a module will be assessed by at least 2 staff
members; all work that receives a fail grade (below 50%) will also be assessed by at
least 2 staff members;
2. our assessment processes are monitored by academics from other Universities, just
as we are asked to ‘externally examine’ similar courses to yours in other institutions.
Your course’s External Examiner may view the work you submit for assignments at
any time but normally at the end of the academic year; they will certainly discuss your
modules with staff and look at a range of samples of the work of students on all
modules within your course.
5.2 Notification of assignments and examination arrangements

The requirements for assessment are listed in your module’s assignment briefs –
occasionally further information is provided by your tutors in other documents. If you are in
any doubt about deadlines, the application of assessment criteria, practical assessment or
written or media submission arrangements, speak to your module tutors.
5.3 Referencing
Your written work should be referenced using the most current version of APA style. The LIS
provides assistance on referencing and also speak to your tutors if you are unsure how to
apply APA when citing references. .
5.4 Confidential material

Although your tutors and other staff at UCLan do not seek to limit your right to express yourself
in any way, we are charged with upholding common levels of decency and to protect
unsuspecting members of the University and wider communities. Consequently it is your
responsibility to discuss fully the content and context of your work with your tutors. You and
your supervising tutor should ‘risk assess’ any potentially offensive work that enters the public
domain in exactly the same way that you would consider the Health and Safety aspects of
your work. If, after consultation, your tutor feels that your work contains elements that are not
suitable for the public domain, we may ask you to: i) Present the work to tutors only
ii) Present the work to an invited audience only
iii) Alter or withhold these elements
iv) Place, in waiting and entrance areas, clear warning signs that explain the nature of the
work you are presenting.

5.5 Cheating, plagiarism, collusion or re-presentation
Please refer to the information included in section 6.6 of the University Student Handbook
for full definitions. The University uses an online Assessment Tool called Turnitin. A
pseudoTurnitin assignment will be set up using the School space on Blackboard to allow
students to check as many drafts as the system allows before their final submission to the
‘official’ Turnitin assignment. Students are required to self-submit their own assignment on
Turnitin and will be given access to the Originality Reports arising from each submission. In
operating Turnitin, Schools must take steps to ensure that the University’s requirement for all
summative assessment to be marked anonymously is not undermined and therefore Turnitin
reports should either be anonymised or considered separately from marking. Turnitin may
also be used to assist with plagiarism detection and collusion, where there is suspicion
about individual piece(s) of work.
5.6 How do I know that my assessed work had been marked fairly?
Assessment is an integral part of the course. Module staff work closely together to design
assessments, agree the marking criteria and approve final versions of assessments to ensure
that these are appropriate. The criteria for assessment will be communicated to you clearly
during the module teaching.
All module staff engage in development and training in assessment, marking and feedback.
Once the assessments have been completed the module team will discuss the assessment
methods and marking criteria, prior to starting to mark, so that there is a common
understanding of what is expected of students. All assessed modules have moderation built
into the marking process. Moderation involves sampling students’ assessed work to make
sure that the learning outcomes and agreed marking criteria have been interpreted and
applied in the same way. This ensures that you and your fellow students are treated equitably
and that the academic standards are applied consistently. During the marking process the
module leader will co-ordinate moderation to ensure that at least 10% of assessed work (or a
minimum of three pieces) has been reviewed by other markers and any concerns about
consistency or accuracy addressed with the whole module team. Your work may or may not
be part of this sample, but the processes for developing assessments and marking criteria as
well as moderation mean that you can be confident that teaching staff are marking
assessments to the same criteria. Module teams may then use feedback from moderation to
improve clarity about the nature and purpose of future assessment, or to make changes if
required.
Modules are also moderated externally. The module leader will arrange for the external
examiner to receive a sample of work for review and comment. External examiners cannot
change individual grades but can act as ‘critical friends’ and confirm that marking standards
are in line with other, similar courses in the sector. If, on reviewing the sample, external
examiners feel that the marking criteria have not been applied consistently the work of the
whole cohort will be reviewed.
6. Classification of Awards
The University publishes the principles underpinning the way in which awards and results
are decided in Academic Regulations. Decisions about the overall classification of awards
are made by Assessment Boards through the application of the academic and relevant
course regulations.
For most students who successfully complete 180 credits of study at level 7 (as listed in the
previous section), the APM -the average mark calculated from their ‘counting’ modules- will
identify the classification of their award.

true APM APM used to calculate award Award
70%+ 69.50+ distinction
60-69.99% 69.50-69.49% merit
50-59.99% 49.50-59.49% pass
0-49.99% 0.00-49.49% fail
7. Student Feedback
You can play an important part in the process of improving the quality of
this course through the feedback you give. In addition to the on-going
discussion with the course team throughout the year, there are a range of
mechanisms for you to feedback about your experience of teaching and
learning. We aim to respond to your feedback and let you know of our
plans for improvement.
7.1 Student Staff Liaison Committee meetings (SSLCs)

Details of the Protocol for the operation of SSLCs is included in section 8.2 of the University
Student Handbook.

8. Appendices
8.1 Programme Specification(s)
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 University of Central Lancashire, Preston Campus

Location of Delivery
3. University School/Centre School of Art, Design and Fashion
4. External Accreditation Not applicable
5. Title of Final Award MA Antiques
6. Modes of Attendance offered Distance Learning
7. UCAS Code Not applicable
8. Relevant Subject Not applicable

Benchmarking Group(s)
9. Other external influences Framework for Higher Education Qualifications:
Masters Level 7
10. Date of production/revision of Apr 2016
this form
11. Aims of the Programme
To provide the opportunity for students to demonstrate a systematic and creative

understanding of antiques research, informed by the forefront of advanced
scholarship and professional practice relevant to antiques.
To provide an education in Antiques that will enable the student to direct their
programme according to their own specific specialist interest.
To provide a coherent learning process that offers the opportunity for continuous
professional development relevant to antiques practice and advanced scholarship

To equip students with an intellectual capacity to investigate and critically evaluate a
specialist area of Antiques.
To develop specialist visual analysis skills.
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding

A1. Display a mastery of a specialised area of Antiques
A2. Display a critical awareness of the design concepts and issues found in the study of
Antiques
A3. Employ advanced specific and cognitive skills to investigate and critically evaluate
Antiques
A4. Generate logical and structured investigations into Antiques
Teaching and Learning Methods
Lectures, tutorials, self-study, structured tasks and assignments, research, project work.
Assessment methods
Assessment is by coursework and measures the demonstration of the learning outcomes.

There is formative and summative feedback for all modules, with the exception of
DD4991. Formative feedback is given on a mid-module assignment; the final module mark
and summative feedback is based 100% on an end of module assignment.
B. Subject-specific skills
B1. Identify the design aspects of antiques, pictures, and collectables
B2. Investigate and critically evaluate antiques, pictures, and collectables by visual
analysis
B3. Place antiques, pictures, and collectables in a design context
B4. Debate issues relating to the subject and use subject specific terminology
Assessment methods

C. Thinking Skills
C1. Employ advanced specific and cognitive skills to investigate and critically evaluate
Antiques
C2. Employ advanced specific and cognitive skills to investigate and critically evaluate a
specialised area of Antiques
C3. Display a critical awareness of the design concepts and issues found in the study of
Antiques
C4. Develop e-Learning skills
Assessment methods

D. Other skills relevant to employability and personal development

D1. Work diligently and independently to complete their investigations to time
D2. Utilise a range of resources in order to obtain the information needed to undertake complex
tasks
D3. Utilise digital resources for investigating, communicating, and learning
D4. Time management and organisational ability
Assessment methods

13. Programme Structures* 14. Awards and Credits*
Level Module Module Title Credit

Code rating
Level 7 AQ4021 Investigating Antiques 30 Exit Award
AQ4022 Collection Practice 30 Postgraduate Certificate of
Higher Education Antiques
DD4921 Dissertation Project 1 and 2 30 requires 60 credits.
DD4922 Dissertation Project 3 and 30
Exit Award
Evaluation
Postgraduate Diploma of
Higher Education Antiques
DD4991 Dissertation Project 60 requires 120 credits.
MA Degree Antiques requires

180 credits.
15. Personal Development Planning
Students of the course will be required to reflect and evaluate their development as a
researcher as they develop throughout the course. The course team aims to support this
process of self-reflection on learning and career development predominantly through tutorial
discussion and feedback. For example, the framework of the Dissertation Project Research
modules enables a negotiation to take place on individual strengths and aspirations in
relation to career and personal development.
16. Admissions criteria*

(including agreed tariffs for entry with advanced standing)
*Correct as a date of approval. For latest information, please consult the University’s
website.
In order to be considered for admission to the course, the applicant must demonstrate achievement
of any one (1) of the following:

(1) Receipt of a 2.2 degree, or higher from a British university
(2) A high level of achievement in undergraduate studies at a university elsewhere (e.g. for North
American students a minimum overall GPA of 3.3 on a 4.0 scale)
(3) Professional experience in the field or a related field in their home country
Applicants from individuals with non-standard qualifications, relevant work or life

experience, and who can demonstrate the ability to cope and benefit from postgraduate
level studies are welcome. Informal inquiries are welcomed.
International Students are required to show competence in written and spoken English in
addition to meeting the course entry requirements. The following English Language Tests
or qualifications are acceptable, as evidence of this competence: International English
Language Testing Service (IELTS) - minimum 7.5
In order for applications to be considered fully, and places to be allocated fairly on merit, the
Course Leader will set a deadline for applications. The programme will only take a small cohort
(610 students per year) and offers of a place are expected to be on a competitive basis as the
course becomes established.
Applicants who meet the application deadline will be notified if they have been offered a place on
the course 6 weeks after the application deadline (applicants will also be notified if they have been
placed on a wait-list or if their application for admission has been rejected). If places remain
available after this time, those on the wait-list may be contacted with an offer of a place and/or
applications received after the deadline may be considered for admission at this time. In order to
apply applicants will be required to submit the following:
(1) A completed online application form, which shall include:

(2) A personal statement (500 words in length) indicating (a) how the student’s academic
preparation and/or experience makes them suitable for admission to the course; (b) what the
student hopes to gain from undertaking this course of study; (c) the student’s goals following
completion of the course.
(3) At least two academic or professional references from individuals who are familiar with the
student’s previous academic work or professional experience. These references should testify to
the student’s background, potential to successfully complete this course, and potential to make a
contribution to the field. These referees should complete the reference forms provided within the
application form, but an additional typed reference is required and should be on letterhead paper,
signed and dated.
(4) Official transcripts of all previous university coursework undertaken (if available) or, for UK
students in the third year, a list of the modules undertaken pursuant to their degree.
(5) A Curriculum Vita is optional but may also be submitted. This may be particularly relevant for
those applicants seeking admission on the basis of professional experience rather than university
qualifications.
17. Key sources of information about the programme
University website http://www.uclan.ac.uk/

Course webpage http://www.uclan.ac.uk/courses/ma_antiques.php
School website http://www.uclan.ac.uk/schools/art-design-fashion/
Student course handbook (available via Blackboard)

18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
Other skills
relevant to
Core (C), employability and
Compulsory personal
Module (COMP) or Knowledge and Thinking development
Level Code Module Title Option (O) understanding Subject-specific Skills Skills
A1 A2 A3 A4 B1 B2 B3 B4 C1 C2 C3 C4 D1 D2 D3 D4
AQ402 X
Investigating Antiques (COMP)
1 X X X X X X
AQ402 X
Collection Practice (COMP)
2 X X X X X X
DD490 Dissertation Project 1 and X

(COMP)
1 2 X X X X X X X X
DD492
2 Dissertation Project 3 and X X X X X X X X X
Evaluation (COMP)
DD4991 X
Dissertation Project (COMP)
X X X X X X X X X
LEARNING OUTCOMES FOR EXIT AWARDS:
Learning outcomes for the award of PGCert Antiques:

A2. Display a critical awareness of the design concepts and issues found in the study of Antiques
A3. Employ advanced specific and cognitive skills to investigate and critically evaluate Antiques
B2. Investigate and critically evaluate antiques, pictures, and collectables by visual analysis
Antiques
D3. Utilise digital resources for investigating, communicating, and learning
Learning outcomes for the award of PGDip Antiques:

A2. Display a critical awareness of the design concepts and issues found in the study of Antiques
A3. Employ advanced specific and cognitive skills to investigate and critically evaluate Antiques
A4. Generate logical and structured investigations into Antiques
B2. Investigate and critically evaluate antiques, pictures, and collectables by visual analysis
B3. Place antiques, pictures, and collectables in a design context
B4. Debate issues relating to the subject and use subject specific terminology
C1. Employ advanced specific and cognitive skills to investigate and critically evaluate Antiques
C2. Employ advanced specific and cognitive skills to investigate and critically evaluate a
specialised area of Antiques
Antiques
24
D1. Work diligently and independently to complete their investigations to time
D2. Utilise a range of resources in order to obtain the information needed to undertake complex tasks
D3. Utilise digital resources for investigating, communicating, and learning D4.
Time management and organisational ability

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Course Handbook

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

1 Welcome to the Course 2 Structure of the

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

1.1 Rationale, aims and learning outcomes of the course The

1.2 Course Team

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

1.3 Expertise of staff

Jill K Newsham Associate Lecturer

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

Clive Taylor Associate Lecturer

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

1.4 Academic Advisor

1.5 Administration details

Allen Building Computing and Technology Building

Foster Building Brook Building

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

Most distance learning students initially access their UCLan e-mail

Coursework is normally submitted by Blackboard, Turnitin, or email Where there is

1.7 External Examiner

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

Level Module Module Title Credit Awards and Credits*

Level 7 AQ4021 Investigating Antiques 30 Exit Award

Level 7 DD4991 Dissertation Project 60 MA Degree Antiques requires

2.2 Modules available

Postgraduate Diploma of Higher Education: The named University award of Postgraduate

Postgraduate Certificate of Higher Education: The named University award of

2.3 Progression Information

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

2.4.3 Attendance Requirements

3. Approaches to teaching and learning

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

3.2 Study skills

Study Skills - ‘Ask Your Librarian’

3.3 Learning resources

3.4 Personal development planning

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

4.1 Academic Advisors

4.2 Students with disabilities

4.3 Students’ Union One Stop Shop

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

5.2 Notification of assignments and examination arrangements

5.4 Confidential material

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

7.1 Student Staff Liaison Committee meetings (SSLCs)

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

8.1 Programme Specification(s)

UNIVERSITY OF CENTRAL LANCASHIRE

1. Awarding Institution / Body University of Central Lancashire

2. Teaching Institution and University of Central Lancashire, Preston Campus

3. University School/Centre School of Art, Design and Fashion

4. External Accreditation Not applicable

5. Title of Final Award MA Antiques

6. Modes of Attendance offered Distance Learning

7. UCAS Code Not applicable

8. Relevant Subject Not applicable

To provide the opportunity for students to demonstrate a systematic and creative

U:\SQ_ANNUALMONITOR\Student Handbooks 2017\2 Completed and PDFd SORTED WORD

A. Knowledge and Understanding

Assessment is by coursework and measures the demonstration of the learning outcomes.