Moving Image - Solihull College
Programme Specification
HND Diploma in Creative Media Production
(Moving Image)
Awarded by
Programme Specification
Title of Programme: HND Diploma in Creative Media
Production (Moving Image)
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 s/he takes
full advantage of the learning opportunities that are provided.
1. Awarding Body
Edexcel
2. Teaching location
Blossomfield Campus Solihull College
3. Accreditation details
N/A
4. Final award
Higher National Diploma
5. Name of award
Higher National Diploma in Creative Media Production (Moving
Image)
6. Codes
a. UCAS code
P893
b. Solihull Qualification
Code
MENAA093BCF1
CCH91 (01.09.11 – 31.08.15)
c. Edexcel Programme
Code (& approval dates)
7. QAA Subject Benchmark
or other external reference
such as published by
Edexcel if the course is a
Higher National
8. Date this specification
applies from
Approved
Communication, media, film and cultural studies
2008
19-03-2014
Arlene Burnett
Head of School Visual & Performing Arts
9.
Educational Aims of the Programme
This programme aims to:
1. To provide an educational foundation for a range of creative, technical and management careers
in film making and related creative industries .
2. To provide specialised studies directly relevant to specialist areas of moving image in which
students intend to seek employment.
3. To enable students to make an immediate contribution in employment.
4. To provide flexibility, knowledge, skills and motivation as a basis for future studies and career
development.
5. To develop students’ ability in moving image through effective use and combination of the
knowledge and skills gained in different parts of the programme.
6. To develop a range of skills and techniques, personal qualities and attitudes essential for
successful performance in professional working life.
7. Intended Learning Outcomes
The programme provides opportunities for students to develop and demonstrate knowledge and
understanding, skills, qualities and other attributes in the following areas:
Subject knowledge and critical understanding includes:

Develop creative and technical skills associated with film and moving image technologies

Develop a historical, contemporary and intellectual understanding of the relationship between
film, moving image, society and culture.

Develop an understanding of visual communication and the generation of ideas.

Development and understanding of a range of cinematic genres and key practitioners and their
implementation in a number of diverse contexts.

Use of new media, including social media networking, in locating professional film making
practice in a working environment.

Understanding of legal, ethical and professional issues underpinning photographic practice.

Understanding production and promotion of film/moving image in developing good business
practice.
Higher level academic/intellectual skills include the ability to:

Apply technology and imaginative skills in producing images in context and with a specified
purpose.

Synthesise information drawn from appropriate theoretical, experimental, and professional
contexts to solve problems.

Analyse current issues and problems and identify solutions.

Select and apply suitable methodologies in tackling a research project.

Analyse and reflect on personal progress in course-related activities.
Higher practical and professional skills include the ability to:

Fluently use a wide variety of camera/digital technologies to produce moving image artefacts
that convey meaning

Undertake and complete a range of film making assignments successfully in terms of client
briefs, competitions, exhibitions and work place environments.

Produce appropriate written and presentational material to both peer, tutor and client groups.

Use photographic, graphic design, moving image, audio and post production software in an
appropriate and professional manner.

Plan and execute work in an organised and professional manner
Higher Level transferable skills development includes:

The ability to use information technology effectively including using computers to solve problems
and communicate effectively; using the internet and other electronic sources critically as a
means of sourcing information

The ability to use numeracy effective in the workplace and when presenting research data.

To have effective written and oral communication skills including: the ability to communicate
about their subject to a variety of audiences using a range of formats and approaches; citing and
referencing work in an appropriate manner.

The ability to work as a member of a team including identifying personal and collective goals and
responsibilities and performing in a manner appropriate to these roles; recognising and
respecting the views and opinions of other team members.

Independently managing tasks including identifying and solving problems.

Monitoring, developing and reflecting on their own performance along with identifying targets for
personal, academic and career development.

Developing an adaptable, flexible and effective approach to study and work

Applying creative and design skills to find original solutions
Teaching and Learning Methods

Theoretical work is taught through small-group classes, tutorials and regular (non-assessed)
coursework, with emphasis on group discussions/conversations.

Throughout, the student is encouraged to undertake independent reading both to supplement
and consolidate what is being taught/learnt and to broaden their individual knowledge and
understanding of the subject

Programme units are delivered using a combination of formal classroom sessions, group work,
student informal and formal presentations

Individual and group tutorials bring together research skills, study and time management skills,
and analytical thinking

One-to-one tutorials assist the students in setting and reviewing targets.

Practical moving image assignments are an essential component of the programme and include,
work experience, live projects, working with clients, production of show reels and coordination
and implementation of promotional materials.
Assessment methods

Assessment methods vary for different modules but over the two years of the course will include
practical film and video making, animation production, formal reports, essays, log books, formal
presentations, literature reviews, blogs etc…

Each module will include a variety of methods from the list above. Assessments in the form of
assignments and in-class assessments are posted on the Moodle site and students’ work
collected via electronic submission and checked by plagiarism detection software prior to
marking.

Portfoilio assessment is used in units some practical modules so that learner can demonstrate
the development and refinement of their skills

Usually, the tasks in each assessment cover a number of learning outcomes because this
provides a more holistic view of the way that skills are applied and the interactions between skills

The number of assessments varies from unit to unit and can take the form of practical film
making, live client projects, research projects, formal reports and presentations.

Assessment is enhanced by encouraging the students to engage in independent specialist
practice.

Some practical units enable learners to experience a professional group dynamic by working as
part of a crew to produce work with a large scope
8. Programme Structure
Level 4 (Year One)
Core units ............................................................................................................................ Credits
1 Contextual Studies for Creative Media Production ............................................................ 15
2 Research techniques for Creative Media Production ........................................................ 15
Specialist unit
6 Practical Skills for Moving Image Production ..................................................................... 15
Specialist unit
11 Film Studies ...................................................................................................................... 15
Specialist Units
30 Camera and Lighting Techniques for Moving Image Production ..................................... 15
31 Development and Techniques of Film and Video Editing ............................................... 15
35 Animation Techniques ...................................................................................................... 15
36 Music Video Production ................................................................................................... 15
37 Advertisement Production for Television .......................................................................... 15
(Potential for exit on successful completion of Level 4 with HNC qualification)
Level 5 (Year Two)
Core units
3 Project design, implementation and evaluation .................................................................. 20
4 Special subject investigation for creative media ................................................................ 15
Specialist unit
16 Career development for the moving image industries ..................................................... 15
Specialist units
33 Fiction production for the moving image .......................................................................... 15
58 Sound design for moving image production ..................................................................... 15
59 Producer for moving image production ............................................................................ 15
60 Director for moving image production .............................................................................. 15
61 Moving image Documentary production ........................................................................... 15
63 Script writing for moving image Fiction ............................................................................ 15
Total 275 Credits
Unit information
Year One (Level 4)
1 Contextual Studies for Creative Media Production
Aim
This unit aims to develop learners’ understanding of theoretical approaches to media production in order
to inform their own practice and set it within a wider context.
Unit abstract
This unit provides an opportunity for learners to undertake a study of the creative media in a chosen
context. The unit will develop an appreciation of industry, products and audiences and the theoretical
approaches used to analyse them. The unit requires the application of academic research and
referencing methods, which are appropriate for learners at this level of study.
On completing this unit learners will have gained an understanding of general media theory, which can
then be applied and expanded upon in the specialist area of study or transferred to the wider context of
the work environment to inform their own production work.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the institutional context of creative media production and its influence on production
2 Understand creative media products in the context of their reception
3 Be able to present research on the production and reception of creative media products following
relevant conventions.
2 Research techniques for Creative Media Production
Aim
This unit aims to develop learners’ skills in using the research techniques employed by professionals
working in creative media production.
Unit abstract
This unit will develop learners’ ability to use the research techniques required in the media industries and
will provide them with the opportunity to develop production research skills to a professional level.
Production research is crucial to all media products and is, in career terms, a key role in film, television
and radio production teams, computer game design teams, and journalism. Learners will develop an
understanding of the various types of research and sources of information. They will develop the ability
to check the validity and accuracy of information and will also develop an understanding of legal issues
such as copyright.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to apply research methods and procedures in creative media production contexts
2 Be able to ensure the accuracy and validity of research material
3 Be able to present research outcomes with due compliance
4 Be able to evaluate research processes and outcomes.
6 Practical Skills for Moving Image
Aim
This unit aims to develop learners’ skills in moving image production using the moving image and sound
technologies currently employed in the industry.
Unit abstract
This unit will develop learners’ understanding of how video and audio sequences communicate ideas
and information, and their technical skills in moving image production. Learners will be introduced to a
wide range of techniques and technologies to enable them to record image and sound. Learners will plan
and produce an appropriate production, demonstrating that they can liaise with a client. They will
consider the client’s requirements for the production and the needs of the target audience. This unit
provides the fundamental understanding and skills required for completing other moving image units.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to use video and audio equipment for moving image recording
2 Understand how to realise client requirements in relation to specified audiences
3 Be able to follow appropriate procedures to complete productions for clients.
11 Film Studies
Aim
This unit aims to develop a sophisticated understanding of the theoretical frameworks of film and skills in
critical analysis within a chosen field of film studies.
Unit abstract
This unit is designed to develop learners’ abilities in critical analysis techniques and methods. It
addresses how meaning is created in film and how interpretations of meaning can be articulated through
the application of those techniques and methods. Learners must investigate how films are perceived by
audiences as well as how they themselves respond to films.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand how meaning is constructed in film through visual and technical signification
2 Understand theoretical models of film analysis
3 Be able to apply critical analysis to a chosen field of film studies.
30 Camera and Lighting Techniques for Moving Image Production
Aim
This unit aims to develop learners’ understanding of camera and lighting equipment and provide them
with skills needed to use this equipment in moving image production.
Unit abstract
The operation of camera is lighting are fundamental to all moving image production. Whilst people
working in these production areas will specialise in one or the other, a sound knowledge of both is
required as the two have to work in perfect harmony if acceptable results are to be achieved. This unit
aims to develop the skills of camera operators in camera acquisition whether for TV (studio, multicamera and outside broadcast), video or film production. Learners will be introduced to the operating
functions of a camera and they will explore the technical requirements for shooting material for editing
into a finished production. Learners will be introduced to the conventions surrounding shots, sequences
and framing. They will be able to explore and use lighting techniques using studio or location lighting
equipment.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand theory of light as it applies to camera lenses and lighting
2 Be able to use camera equipment for moving image production
3 Be able to use lighting equipment for moving image production.
31 Development and Techniques of Film and Video Editing
Aim
This unit aims to develop learners’ understanding of the history of moving image editing, and provide
them with the skills needed to edit film and video to professional standards.
Unit abstract
In this unit learners will study the development of editing technology and practices for film and television,
and their application in specific film and television contexts. They will learn the importance of an orderly
approach to organising the edit environment. They will develop their understanding of the styles and
techniques available and will explore the creative options open to an editor when working in a production
team. In a vocational context video editing requires attention to detail, digital literacy and working closely
with directors in order to define the intention of the original idea. Learners will be expected to work
professionally and collaborate effectively in order to achieve this.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the development of film and video editing technology and practice
2 Be able to organise the edit environment
3 Be able to edit film and video
4 Be able to reflect on own editing work.
35 Animation Techniques
Aim
This unit aims to develop learners’ understanding of the development of animation and provide them with
skills needed to create animation productions to a professional standard.
Unit abstract
This unit will develop learners’ understanding of the history of and key developments in animation.
Learners will develop skills in techniques such as key frame, tweening, and motion capture. Learners will
plan and produce 2D and 3D animation suitable for a specified audience. On completion of this unit they
will be able to undertake animation projects working to near professional standards.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the techniques and styles used in animation
2 Be able to plan animated productions for specified audiences
3 Be able to create animated productions for specified audiences
4 Be able to evaluate own animation production work.
36 Music Video Production
Aim
This unit aims to develop learners’ understanding of the music video and provide them with the
skills needed to create music video productions to a professional standard.
Unit abstract
There are many opportunities for the application of music video production techniques in the media
industries including the established outlets of TV music channels, marketing and promotion within the
popular music industry, direct DVD sales, websites of new and emerging artists, phone downloads, and
VJing in music venues, at concerts and at festivals. Music videos provide the ideal opportunity for
experimentation with visual moving imagery, allowing learners to use their creative imagination to the full
and to apply technical skills which may have been developed in other units. Learners will plan the
production of a music video for a specific music track and then use their planning to produce a music
video.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand styles, techniques, codes and conventions of music videos
2 Be able to plan music video productions
3 Be able to produce music videos
4 Be able to reflect on own music video production work.
Year Two (Level 5)
3 Project Design, Implementation and Evaluation
Aim
To develop learners’ skills of independent enquiry by undertaking a sustained investigation of direct
relevance to their vocational, academic and professional development.
Unit abstract
This unit provides opportunities for learners to develop skills in decision making, problem solving and
communication, integrated with the skills and knowledge developed in many of the other units within the
programme to complete a realistic project.
It requires learners to select, plan, implement and evaluate a project and finally present the outcomes, in
terms of the process and the product of the project. It also allows learners to develop the ability to work
individually and/or with others, within a defined timescale and given constraints, to produce an
acceptable and viable solution to an agreed brief. If this is a group project, each member of the team
must be clear about their responsibilities at the start of the project and supervisors must ensure that
everyone is accountable for each aspect of the work and makes a contribution to the end result.
Learners must work under the supervision of programme tutors or work-based managers.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to formulate a project
2 Be able to implement the project within agreed procedures and to specification
3 Be able to evaluate the project outcomes
4 Be able to present the project outcomes.
4 Special Subject Investigation for Creative Media Production
Aim
This unit aims to enable learners to develop their knowledge and understanding of a chosen aspect of
creative media production and their skills in researching and presenting an individual investigation.
Unit abstract
The creative media sector provides a wide range of technical, professional and academic areas of
interest for development. This unit provides the opportunity for learners to identify a particular area of
study or practice and develop a proposal and set specific objectives for investigation. Learners will apply
research skills to the identification and selection of materials and resources and present the results of
this investigation in a way that suits the chosen subject and their own learning style. They will review and
evaluate their work considering improvements in learning and performance, the professional context of
the work and the process by which the presentation is produced.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to present and justify planned proposals for investigations into creative media production
2 Be able to research and select appropriate materials for investigations into creative media production
3 Be able to present results of investigations into creative media production
4 Be able to reflect on own performance and learning.
16 Career Development for Moving Image Industries
Aim
This unit aims to develop understanding of the film, television and video industries and the jobs available
within them, and enable learners to prepare for obtaining employment in these industries.
Unit abstract
This unit is designed to develop learners’ understanding of the structure and regulation of the film,
television and video recording industries. Learners will also look at the different jobs available in those
industries, the conditions of employment attached to those jobs and how people are recruited. Through
studying the unit learners will gain a greater understanding of how they might plan and prepare for
employment.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the structure and regulation of the moving image industries
2 Understand terms and conditions of employment in the moving image industries
3 Understand employment opportunities and recruitment in the moving image industries
4 Be able to prepare for seeking employment in the moving image industries.
58 Sound Design for Moving Image Production
Aim
The aim of this unit is to develop to a professional standard learners’ understanding of and skills in
sound design for film, television, and interactive moving image production.
Unit abstract
In this unit learners will study the development of sound design practice and its application within a
variety of moving image contexts. Sound design can cover non-compositional elements of a television
show, film, computer game or any other multimedia project.
Learners will develop their understanding of the styles and techniques available and will explore the
creative options open to a sound designer working in a production and post-production environment.
Learners will gain experience in the collation and capture of sound in preparation for the post-production
environment.
In a vocational context sound design requires attention to detail, digital literacy and working closely with
editors and directors in order to construct a carefully realised post-production process. Learners will
need to work professionally and collaborate effectively in order to achieve this.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the development of sound design practice for moving image productions
2 Be able to capture sound design materials for moving image productions
3 Be able to apply sound design techniques to moving image productions
4 Be able to reflect on own sound design work.
59 Producer for Moving Image Production
Aim
This unit aims to develop learners’ understanding of the role of a producer in the moving image
industries, and provide them with the skills needed to act as a producer.
Unit abstract
The role of the producer is important in the production process of film, television and video production. It
is often said that the producer is the first person on the set and the last to leave. The role of the producer
may vary according to the medium; therefore, the learner must understand how to adapt this role to film,
broadcast and promotional video production.
Learners will undertake the origination of a range of viable ideas and then choose one idea to develop
further. They will have to consider the commercial viability and the constraints on production of their
idea. The learner will produce a proposal and pitch this to a potential funder or backer using an
appropriate presentation technique.
The learner will take the role of a producer in arranging and managing logistics, personnel and resources
to produce a final product. This product can be in any medium that allows the learner to manage the
production and distribution process.
The learner will undertake a review of their work as a producer and evaluate the product they create.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the role of producers in film, television and video production
2 Be able to and pitch ideas for moving image productions
3 Be able to manage moving image productions
4 Be able to reflect on own moving image production work.
60 Director for Moving Image Production
Aim
This unit aims to develop learners’ understanding of the role of director in the moving image production
industries, and provide them with the skills needed to act as a director.
Unit abstract
The role of a director can be seen as the creative role in the moving image production process. The
director works with the talent to achieve a creative output whilst working closely with a producer. A
director will take overall responsibility for the look, sound and style of a production. It is the director's
artistic vision that will guide the work of the producer as they search for suitable locations, hire the cast,
manage the design of the sets and lighting, and manage the postproduction process.
The role of the director will be investigated by analysing a range of film, television and video productions.
Invariably the role of director will change across different types of production and learners will develop an
understanding of the ways in which this role may be adapted.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the technical and creative roles of a director in moving image production
2 Be able to direct moving image productions
3 Be able to evaluate own moving image directing work.
61 Moving Image Documentary Production
Aim
The aim of this unit is to develop learners’ understanding of the moving image documentary format and
provide them with the skills needed to produce documentaries to broadcast standard.
Unit abstract
Documentary production represents one of the largest sectors of both television and film production,
providing an extensive range of opportunities and professional roles within the industry. Documentary
can canvas opinion and attitudes from a wide variety of communities and can dissect diverse subjects
from serious global issues to pure entertainment.
This unit provides learners with the contextual backdrop to the documentary format, looking at a variety
of practitioners and styles. Learners will then put this understanding into practice by developing their own
documentary production and will develop the full range of skills needed from researching and planning
through to the production process. The unit builds on preproduction and proposal writing, production and
production management skills and provides opportunities to develop advanced specialist skills such as
interview and presentation techniques and the professionalism required when working with the public.
Though ‘factual’ is the basic definition of the genre there is a wide range of opportunities for the
development of creativity both within the production process and in the topic or subject content, providing
opportunities for learners to develop proposals for productions that they find personally interesting and
challenging.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the development of the moving image documentary format
2 Be able to complete pre-production for moving image documentary proposals
3 Be able to produce moving image documentaries
4 Be able to review own moving image documentary production work.
63 Script Writing for Moving Image Fiction
Aim
This unit aims to develop learners’ understanding of the script commissioning process and the skills
needed to produce scripts to the standard required for moving image fiction production.
Unit abstract
A script is often the start of the practical production process for a film or television product and as such is
fundamental to a successful result. This unit will allow learners to develop an understanding of the script
development process and how this can be applied to their own productions.
While studying this unit learners will explore the different methods of producing scripts, techniques for
script writing and the fundamentals of good writing such as creating rounded characters and developing
coherent plots.
The unit will also place script writing in the wider vocational context and explore the commissioning
process a writer may encounter in the professional environment and the process of writing.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the markets and commissioning process for moving image fiction scripts
2 Be able to create script ideas and proposals for moving image fiction
3 Be able to research, develop and present scripts for moving image fiction.
9. Support for Students and Their Learning
Students are supported both by subject tutors and central College services:

A two-week induction programme introducing new students to the subject of study, higher level
skills that need to be developed, and the college facilities ( including the library, IT facilities, staff
and other students).

One one-week induction programme for second year students to help the transition to more
critical ways of thinking and learning

College and course/ module handbooks available in electronic format on Moodle.

Personal and academic support is integrated in teaching provided by supportive and accessible
tutors and identified 1:1 support sessions are also available.

Extensive library and other learning resources and facilities

Dedicated specialist software assessable in up-to-date iMac suite

Specialist High end hardware and video equipment, including Black Magic Cinema Cameras
available for loan

Access to Teaching and Learning Support Services, which provides assistance and guidance eg
dyslexia.

All students are allocated personal tutors whose role is to assist them with personal problems
and to advise on pastoral issues.

Study skills sessions integrated in programme.

Personal development planning sessions integrated into programme

Up-to-date Computer laboratories with specialist facilities for computer networking and
multimedia computing.

Access to counsellors and support for students with special needs.

Written assignment / assessment feedback (normally provided with 2 weeks of assessment
submission).

Regular 1:1 and group tutorial support

Access to regularly updated course section and college wide sections on the college’s intranet
moodle

Student e-mail and open personal access to tutorial staff including the Course Leader
10.
Criteria for Admission
Applicants will normally have one of the following:

4 GCSEs grade C or above to include English, and at least one of the following;

BTEC National Diploma in Photography/Graphics/Fine Art/ Media min grade MMM

Or equivalent to 240 credits UCAS credits with an appropriate subject

Foundation Diploma in Art and Design with a moving image pathway min grade Merit

An appropriate Access to Art and Design with a moving image pathway min grade Merit

Mature students, over the age of 21, with a suitable background or experience may be accepted
without formal qualifications.
All such students are invited to interview before an offer is made. A portfolio including examples of
creative work is also required. Examples of previous moving image work are particularly useful to
support an application.
Applications from International students are welcome.
11.
Progression
This two year programme has the option, with successful completion of units at level 4, to exit after year
one with an HNC qualification. Successful completion of year two gains an HND qualification.
After the course:
Upon successful completion of the HND in Creative Media (Moving Image), students have the option of
completing a “top up” degree or joining an Honours Degree programme in year 2 or 3 ( a short bridging
course may be required ). A “top up” degree BA (Hons) Creative Arts and Design Practice is available at
the college which allows HND students from a variety of creative disciplines to further develop their
specialisms whilst collaborating with other practitioners. This course is accredited by Oxford Brookes
University.
Otherwise students should be equipped to apply for entry level positions in industry or begin working
independently.
Careers related to the creative moving image industry are many and varied. In the UK, the BBC, ITV,
Channel 4 and Channel 5 employ numerous staff on moving image based projects as well as
commissioning various independent production companies who in turn employ numerous staff. The UK
has a vibrant creative industry which increasingly employs moving image specialists and creative to
deliver moving image content for TV, film and in particular the ever growing online world. Students are
not, of course, limited to careers within the UK and can use their skills and recognised qualification to
apply for relevant work internationally.
.
12.
Evaluating the Quality of Teaching and Learning
The Quality of the Programme is monitored and assured on a regular basis to maintain standards of
rigorous standards of teaching and learning. Evaluation of the Standards of Teaching and Learning is
undertaken using the results of the following documents;

Student feedback questionnaires, both initial impressions and the spring survey

Module review forms completed by students at the end of every module and summarised by the
course leader.

Student input to the Programme Quality Board held twice a year.

Student representations made through the HE Student Council.

Action areas fed by the above to the course based Annual Monitoring report.

Findings of the teaching observation scheme and recommendations for improvement that are
made

Quality Audit of the programme undertaken by Director of Curriculum and an external observer.

External Verifiers report and audit of assessed work
The combination of these documents allows teaching staff and subject leaders to maintain and develop
the quality of the programme with respect to the expectations of students, industry and academic bodies.
Students’ feedback is an important metric for us to gauge the effectiveness and relevance of current
teaching and learning, and to direct future developments in the program. Students have the opportunity
to comment on the quality of the programme, for example

Student evaluation questionnaires for each module of the programme – This gives tutors direct
feedback on how students have found a individual aspects of the programme therefore enabling
them to continually refine and develop the teaching and learning experience.

Acting as a student representative on the School staff-student liaison committee OR providing
feedback to student reps to be reported. This provides students a voice in wider aspects of the
HE experience at Solihull College and University Centre and has resulted in direct changes at
the college such as the updated HE study area.
The ways in which the quality of this programme is checked, both inside and outside the college, are:

External Examiners, who produce an annual report

Professional body accreditation/inspection visits

Higher Education Reviews as part of the Quality Assurance Agency’s inspection framework

Annual module review

Periodic programme review

Invitation to attend Programme Quality Boards
These external verifications of the programme give students confidence that the program at Solihull
College and University Centre is consistent and relevant with wider industry trends and the expectations
of businesses and employers.
13.
Regulation of Assessment
The programme is the subject of an Annual Monitoring Report (AMR) the last section of which is a
Quality Improvement Plan (QIP), written by the course leader with help and input from the teaching and
tutoring team this is passed to the Head of School of Head of School Visual and Performing Arts for audit
and from them to the quality unit for further audit and acceptance as part of the College plan.
Assessment rules and regulations and quality standards are those that are laid down in the Quality
standards requirements of the College Academic Board.
Assessment and assessment vehicles are regulated by the internal verification system for each
programme which is itself Audited by the quality unit within the College and also by the External Verifier
appointed by Edexcel.
External verification of assessment and of the provision and standards of teaching are regulated by
BTEC Edexcel and their quality unit, the programme has to seek approval for continuance every 5 years.
Their requirements are monitored annually by the visit and report of their appointed external verifier.
Also the programme is the subject of periodic review by QAA, ensuring that national benchmarks are
met throughout the programme.
External Examiners are appointed by the Awarding Body Edexcel. The role of visiting examiner is that of
moderator. In order to do this they:

approve examination programmes;

review course work;

see all examination scripts;

attend the Board of Examiners.
14.
Enhancement
Actions identified in the evaluation process are developed into the enhancement plan for the
improvement of teaching and learning across the whole programme. A Quality Improvement Plan (QIP)
is produced which feeds into the Faculty Higher Education (HE) SAR, which is then reported at the HE
Quality and Standards Board.
Good practice in Teaching and Learning is developed through regular staff development and staff
meetings at programme and school level. Lecturers take part in Internal Verification of fellow lecturer’s
assignments and assignment briefs.
Development and enhancement of individual lecturers knowledge of up to date business practices and of
modern teaching practices is ensured through the annual appraisal scheme. Lecturers are encouraged
to identify their own needs and to make their own arrangements with suitable companies to update their
skills and knowledge. Lecturers can undertake further qualifications, attend external conferences and
briefing sessions, and undertake online training as appropriate.
Enhancement of the student learning experience takes place via the arrangements of visits both
academic and social, the introduction of speakers from outside the College, usually from a related
background. Use is also made of the skills and knowledge of the specialist administrators within the
College. All this increases the experience of the student and also adds to their knowledge and
understanding on a more practical level.
15.
























Programme Resources
3 x Apple iMac Editing Suites 2 x 24 seats 1 x 11 seats
Final cut studio site license
Adobe creative Suite (Version CS4, 5 and 6 mix depending on room)
Adobe After Effects
Dragon Pro stopmotion animation software
DaVinci Resolve
Portable Audio recorders
Range of Condenser and dynamic microphones
Radio Microphone systems
Sony and Panasonic Consumer HD Camcorders SD card workflow
Blackmagic design Cinema cameras including follow focus rig
Range of SLR magic micro 4/3 lenses for Black magic Cinema Cameras
TV Studio with Chromakey and live HD Video mixing capabilities
TV Gallery a mixing desk with live feeds to TV studio
Panasonic AG HMC 151 Pro camcorders
JVC GY-HM150 Pro Res Camcorders
Portable and studio LED lighting
Canon 550D DSLR Cameras
Range of Canon DSLR lenses
Sachtler, Libec and Vinten Video tripods
Manfrotto Still/Animation tripods
Glidecam camera support
Well stocked library of specialist moving image and design resources
Library of Relevant Film and Television resources for loan
Student Employability
This programme is part of Solihull College’s commitment to meeting the needs of local, national and
international employers by delivering a diverse range of educational models including part-time and
work-based study for learners drawn from non-traditional backgrounds in addition to internal
progressions from FE vocational programmes.
As part of this commitment, the HND Diploma in Creative Media Production (Moving Image) will:
1. Support students by providing professional, impartial advice and guidance to enable students to
make considered career decisions before and during their studies to enable them to be prepared
for their future employment and development by:
1.1. identifying the skills needed for progression into employment,
1.2. enhancing their existing employment prospects.
2. Provide subject-related resources and information on local, national and international labour
markets;
3. Be responsive to the needs of employers in order to maximise students’ employability and
career progression prospects;
4. Include study skills which will improve students’ academic writing and research capabilities to
enable further study and facilitate career progression;
5. Support equality and diversity, and minimise barriers to learning, as described in the college’s
Equality Policy which can be found on the website under Mission and Policies.
6. Ensure that employers play a key part in module content, course design and assessment criteria
by formally seeking their views through employer forums, staff liaison visits, meetings with
industry groups/attending industry conferences, and the use of a specialist employer service
researcher to help to ensure that the course content meets industry expectations and
requirements;
7. Provide students with assistance in finding live project briefs which provide appropriate
developmental opportunities and relate to current or intended career interests;
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
s/he takes full advantage of the learning opportunities that are provided. More detailed information can
be found in the programme handbook or online at http://www.solihull.ac.uk/courses/3826/.
Document History
1.
2.
3.
4.
19/3/14
Edited 8/6/14
Updated 21.10.14
Updated 18.08.15
Programme Leader
Web address
Matt Prentice (Acting)
http://www.solihull.ac.uk/courses/3826/
Date checked against public
information
18.08.15
Specification Author
Matt Prentice
HND Moving Image
Intended learning outcomes
Curriculum Map
Module
code
Unit
no.
Title
KC
U
A1
R/601/8242
1
K/601/8327
2
L/601/0995
3
M/601/8572
4
D/601/8826
6
D/601/8874
11
Contextual Studies for Creative
Media Production
Research Techniques for Creative
Media Production
Project Design, Implementation
and Evaluation
Special Subject Investigation for
Creative Media Production
Practical Skills for Moving Image
Production
Film Studies
K/601/8893
16
M/601/8782
30
T/601/8783
KC
U
A2
KC
U
A3
KC
U
A4
KC
U
A5
X
X
X
AIS
B1
AIS
B2
AIS
B3
AIS
B4
AIS
B5
X
PPS
C1
PPS
C2
X
X
PPS
C3
TS
D
D1
TS
D
D3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
TS
D
D2
TS
D
D4
TS
D
D5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Career Development for the
Moving Image Industries
Camera and Lighting Techniques
for Moving Image Production
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
31
Development and Techniques of
Film and Video Editing
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
L/601/8787
35
Animation Techniques
36
Music Video Production
58
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
K/601/8392
59
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
A/601/8395
60
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
F/601/8396
61
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Y/601/8405
63
Sound Design for Moving Image
Production
Producer for Moving Image
Production
Director for Moving Image
Production
Moving Image Documentary
Production
Script Writing for Moving Image
Fiction
X
X
X
X
R/601/8788
D/601/8387
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CORE
The categories are:
KCU:
AIS:
PPS:
TSD:
Knowledge and Critical UnderstandingAcademic/Intellectual SkillsPractical and Professional SkillsTransferable Skills Development-
SPECIALIST
Specifically
Course related
Generally related to professional skills
Related to interpersonal development
HND Moving Image
Intended learning outcomes
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following
areas:
Subject Knowledge and critical understanding includes:
A sound basic knowledge and understanding that includes:
A1: Processes and techniques associated with moving image technologies
A2: Tools and practices required to produce moving image content
A3: Relevance of theory to the practice of moving image productions
A4: Understanding of a range of moving image genres and the application of these in the context of production
A5: Awareness of new media and technologies in developing professional practice
Higher level academic/intellectual skills includes:
The practical and professional skills to:
B1: Apply technology and imaginative skills in producing moving images in context.
B2: Integrate information drawn from theoretical, experimental, and professional contexts to solve problems.
B3: Analyse and reflect on personal progress using appropriate technical language
B4: Ability to work independently and as a team
B5: Use moving image equipment and software competently and professional
Higher practical and professional skills includes:
The ability to:
C1: Understand and apply principles and concepts
C2: present reasoned arguments and apply judgement
C3: analyse and evaluate practical problems and provide valid solutions
Higher Level transferable skills development includes:
The ability to:
D1: Communicate ideas effectively both orally and/or in writing.
D2: Apply numeracy.
D3: Apply technology.
D4: Manage tasks and solve problems.
D5: Apply design and creativity.
Was this manual useful for you? yes no
Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Download PDF

advertisement