University of Chester

Programme Specification
Illustration with Animation BA (Hons) (Single Honours)
2017 - 2018

Bachelor of Arts (Single Honours)

Illustration with Animation

Illustration with Animation

University of Chester

Wirral Metropolitan College


Twelve Quays Campus

Shore Road Birkenhead

CH41 1AG

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory,

3 years (full-time); 6 years (part-time)

7 Years

Annual - September




17a. Faculty

17b. Department

Arts and Humanities Art and Design


Art and Design (QAA Revised 2008)

Art & Design

Wednesday 11th March 2015

The programme aims to enable students to:   

  • access higher education from a diverse range of experiences, qualifications, origins and abilities
  • explore personal creativity, innovation and imagination through the study of illustration and animation
  • understand the function of illustration and the role of the illustrator/animator in contemporary and historical art and design practice
  • locate individual practice through the exploration and application of ideas across a range of relevant contexts and disciplines
  • develop the ability to sustain personal design practice that uses effectively, problem solving, research, and the development, realisation and dissemination of ideas
  • explore the relationship between narrative, illustration and movement in the realisation of sequential imagery
  • develop the intellectual, critical, technical and key transferable skills necessary to work in either a professional environment, undertake further study, or gain employment in a variety of other careers that value the transferable skills acquired from a design education.

Key knowledge areas for this programme are a critical understanding of illustration and animation practice and the application of appropriate criteria for evaluating artwork. Students will develop a personal visual language and intent as a means of increasing self-knowledge and self-development through study and practice. Students will demonstrate knowledge of a wide range of historical and contemporary Illustration and Animation practices and understand how to utilise knowledge and understanding in the development of individual methodologies of practice.

Students graduating from the programme should have the following attributes skills and abilities and consequently be able to:

FHEQ Level 4

  • Develop an understanding of fundamental concepts underpinning the subject area, through studio practice and historical and contextual studies (All modules)
  • Demonstrate basic practical knowledge and application of drawing (AR4261, AR4263)
  • Develop research and information-gathering skills (All modules)

FHEQ Level 5

  • Demonstrate an increasing knowledge of professional contexts of contemporary design practice (AR5252, AR5255, AR5271, AR5272, AR5273) 
  • Develop increasing independence and clarity in individual intentions and methods (All modules)
  • Demonstrate an increasing ability to develop and refine ideas through a coherent body of practical and theoretical work (All modules)   

FHEQ Level 6

  • Demonstrate thorough supporting research and development work which evidences sustained progression of a coherent and systematic process of inquiry (AR6251, AR6252, AR6255, AR6271, AR6272)
  • Articulate and synthesise their knowledge, understanding, attributes and skills in effective ways in the context of illustration and animation towards employment, further study, research and self-fulfilment (AR6251, AR6252, AR6255, AR6271)   
  • Evidence an insightful and critical understanding of personal strengths and needs, and reflect on professional personal development (AR6251, AR6252, AR6255, AR6271)   

Thinking and cognitive skills will be expected to develop across the three years of study. Students will be expected to demonstrate progressive understanding of the issues and debates relating to illustration and animation practice. Students will demonstrate sound application of descriptive, analytical and critical language and enter into reasoned and substantiated review and reflection. Students will be expected to engage in critical debate in group situations including prepared contributions to seminars and practical crit sessions. Students will be able to articulate individual concerns and interests within the context of contemporary debates and historical precedents.

Students graduating from the programme should have the following attributes skills and abilities and consequently be able to:

FHEQ Level 4

  • Demonstrate an understanding and use of basic vocabulary and evaluative criteria underpinning art and design practice (AR4251, AR4264)
  • Acquire a basic critical understanding of historical and contemporary examples of design (All modules)   
  • Develop confidence and ability in articulating individual ideas and responses to relevant source material and stimuli (AR4251, AR4262)

FHEQ Level 5

  • Develop an increasing working knowledge of research and information-gathering skills to identify, define and conceptualise problems and potential solutions through studio practice (AR5252, AR5255, AR5271, AR5272, AR5273) 
  • Formulate individual judgements about quality and conceptual issues (All modules)     
  • Demonstrate an ability to initiate increasingly critical evaluation of work using appropriately identified criteria (AR5274)   
  • Employ both convergent and divergent thinking in the processes of observation, investigation, speculative enquiry and visualisation (AR5252, AR5255, AR5271, AR5272, AR5273) 

FHEQ Level 6

  • Demonstrate confidence in individual creative thinking and conceptual reasoning, informed by individual interpretations and analyses of complex models and theories (AR6272)  
  • Demonstrate refined critical ability to articulate knowledge and ideas at a sophisticated level (AR6251, AR6252, AR6255, AR6271)
  • Formulate ideas, concepts, proposals, solutions or arguments independently and/or collaboratively in response to individually-sourced design briefs and/or as self-initiated activity (AR6251, AR6252, AR6255, AR6271)

Practical and professional skills are embedded throughout the programme. Students will acquire a practical knowledge of drawing as illustration and animation practice; as a method of observational and experiential visual analysis; as a process of visualisation; as a method of problem solving; and as a form of visual communication. Students will demonstrate proficiency and confidence in selecting and experimenting with materials, processes and techniques appropriate to illustration and animation practice, with the purpose of communicating ideas.

Students will develop appropriate levels of practical skill and dexterity in manipulating media, techniques and processes, informed by practical knowledge of the properties and behaviours of a range of materials. Increasingly and especially at level five and six students will initiate, plan and undertake the practical presentation of work in formats appropriate to professional illustration and animation contexts and standards.

Students graduating from the programme should have the following attributes skills and abilities and consequently be able to:

FHEQ Level 4

  • Develop confidence and skill in experimenting with materials and processes to explore individual ideas (AR4251, AR4261, AR4262)
  • Develop appropriate individual responses to specific and specialist briefs (AR4251, AR4262, AR4263)
  • Demonstrate the emergence of individual ideas and critical approaches to practice (All modules)

FHEQ Level 5

  • Sustain complex responses over extended periods of study (All modules)    
  • Demonstrate the ability to apply increasingly refined aesthetic judgements informed by increased technical skill and ability  (AR5252, AR5255, AR5271, AR5272, AR5273)
  • Demonstrate increasing confidence and ability in approaches to problem-solving and the practical application of complex methods and theories  (All modules)    

FHEQ Level 6

  • Demonstrate advanced technical and practical skill in visualising and articulating ideas through a coherent body of work  (AR6251, AR6252, AR6255, AR6271)
  • Develop individual working processes and evaluative criteria demonstrating a level of critical rigour appropriate to professional practice (AR6251, AR6252, AR6255, AR6271)
  • Develop a complete and resolved body of work which illustrates sophisticated intellectual thought processes and individual intent and judgement (AR6251, AR6252, AR6255, AR6271)
  • Effectively source and research relevant materials, assimilating and articulating relevant findings whether visual or literary within the context of design practice (AR6272)

The ability to communicate understanding and the deployment of basic vocabulary and evaluative criteria underpinning Illustration and Animation practice are essential skills at every level. Students are required to articulate acquired knowledge and basic critical understanding of historical and contemporary examples of Illustration and Animation practice.

Students will demonstrate the ability to identify and gather appropriate source material for practical and theoretical research. They will use increasing sophisticated critical analysis of primary and secondary source materials. Progressive written assignments will demonstrate increasing independence, clarity and confidence in constructing and articulating sound and informed opinion and argument. Written work will evidence the ability to apply aesthetic judgements informed by sound research and ability to analyse complex models and theories within an academic framework supported by accurate citation.

Students graduating from the programme should have the following attributes skills and abilities and consequently be able to:

FHEQ Level 4

  • Develop a growing confidence in constructing and articulating coherent and informed individual ideas and opinions in written, verbal and visual language (All modules)
  • Demonstrate an emerging critical appreciation of the nature of design practice (All modules)

FHEQ Level 5

  • Demonstrate increasing confidence and ability in articulating individual ideas, concerns and issues (AR5274)
  • Demonstrate increasing confidence in constructing and articulating sound and informed opinion and argument (AR5274)   
  • Develop individually determined and self-initiated research processes that evidence developmental, reflective and critical thought processes and aesthetic judgement (All modules)

FHEQ Level 6

  • Contextualise work in relation to professional design practice which is evidenced through the presentation and critical evaluation of work, supporting materials and written work (AR6251, AR6252, AR6255, AR6271, AR6272)
  • Present professionally refined ideas and work to audiences in a range of situations (AR6251, AR6252, AR6255, AR6271)
  • Select effectively and employ communication and information technologies in the professional presentation of work (AR6251, AR6252, AR6255, AR6271)

Programme Structure

The Illustration with Animation programme aims to provide a supportive and stimulating environment for emerging designers to receive their education and develop a professional approach to contemporary art and design practice. The course complies with the regulations of the University of Chester and WMC and is delivered over three years (full time).

As students progress through the course they increasingly develop their knowledge, skills, critical understanding and experience of design through individual studio practice, learning specialist illustration and animation techniques and processes and participating in individual and group critiques.

The course is designed to support personal, creative, and intellectual growth. As practising designers, the course tutors will support, guide and assist students to develop design practice within a well-structured and individual-focused learning environment. Opportunities for individual academic guidance and counselling are provided throughout the course.

The course is structured to allow students to accumulate skills, techniques and problem solving strategies at Level 4. This will then provide a firm basis for academic development at level 5 where students will have the option to pursue self directed modules in either Illustration or Animation. At Level 6 students pick one of two pathways to follow for the whole of Level 6 and it will not be possible to change specialist choice of direction once the modules have been started. However, selecting the Animation option at Level 5 does not prevent a student from opting for Illustration at Level 6 or vice versa. The only pre requisite to such choices is that students should select the appropriate preparation modules at the start of level 6 - Portfolio Development for Illustration and Animation Pre-Production and Showreel Development (AR6251 & AR6271).

Theoretical study is included at each level within the course.  Visual Studies: An Introduction (AR4264) at Level 4 is followed by Visual Studies: Theory & Practice at Level 5 (AR5274) and then Visual Studies: Individual Study (AR6272) at Level 6. Theoretical practice and understanding of both historical and contemporary contexts for art and design will be an integral part of all modules and, as such, an intrinsic part of curriculum delivery.

Experiential learning and work based activity is integrated within the optional modules for Level 5 and 6. At Level 5 this takes the form of an external exhibition and screening which requires students to market, publicise and cost their venture. At Level 6 this is the final exhibition of their work. Students being responsible for all vocational elements. Learning will be facilitated through seminars and workshops presented by lecturers and industry professionals.

Level 4

Level 4 engages students in the basic vocabulary of the design process.  Modules place emphasis on observation and information gathering through drawing (in its broadest forms) as a process of exploring individual ideas and as an aid to problem solving. Students will be introduced to a variety of visual research methods and encouraged to investigate different methods of exploring ideas and responding to design briefs through a variety of media.  

Students are required to participate in critical evaluations of studio work and critical and theoretical discussions about historical and contemporary issues and concerns relating to art and design practice through seminars and tutorials.

Contextual studies are delivered as a distinct lecture / seminar programme, which is directly related to studio practice.

Level 5

Building upon an emerging aesthetic and technical vocabulary together with specialist interests identified throughout Level 4, Level 5 modules place increased emphasis on the development of critical awareness, individual judgement and professional approaches to contemporary illustration and animation practice. All students will take the module Animation Practice (AR5272) but will have the option to study either Illustration or Animation for  the 40 credit modules - Exhibition Practice and Illustration Development (AR5255) / Screening Practice and Animation Development (AR5252).

At Level 5 students are expected  to assume a greater degree of responsibility for their own learning therefore developing the confidence and transferable skills required for independent and self-directed learning is particularly pertinent.   

Level 6

At Level 6, teaching aims to support students in the development of a more independent and professional approach to all aspects of design practice. The modules at the start of the level are intended to prepare students for the challenge of the self directed modules in Illustration or Animation that conclude the level. Students will be encouraged to clarify individual interests and chosen specialist directions and to engage in sophisticated levels of critical and contextual study. Students will be  challenged to develop and articulate a more rigorous and profound understanding of intentions for a contemporary design practice. They will be expected to produce a coherent, contextualised and resolved body of work for the final module which is weighted accordingly. Working practices at Level 6 are expected to demonstrate the high level of individual motivation required to sustain professional practice, employment, or progress to post-graduate study.  

To attain the full award of BA (Hons) Illustration with Animation, students will also demonstrate discernment and professionalism in:      

  • the standard of their work      
  • the ambition of their intent      
  • the quality of the rationale      
  • the rigour of the methodology      
  • the potential for future professional development, post-graduate qualification or future employment  


Mod-Code Level Title Credit Single
AR4251 4 Introduction to Illustration 40 Comp
AR4261 4 Figurative Drawing & Stylisation 20 Comp
AR4262 4 Narrative Visualisation 20 Comp
AR4263 4 Reportage Drawing and Development 20 Comp
AR4264 4 Visual Studies : an Introduction 20 Comp
AR5252 5 Screening Practice and Animation Development 40 Optional
AR5255 5 Exhibition Practice and Illustration Development 40 Optional
AR5271 5 Book Illustration 20 Comp
AR5272 5 Animation Practice 20 Comp
AR5273 5 Print and Artists Books 20 Comp
AR5274 5 Visual Studies : Theory & Practice 20 Comp
AR6251 6 Portfolio Development for Illustration 40 Optional
AR6252 6 Self-directed Study in Illustration 60 Optional
AR6255 6 Self-directed Study in Animation 60 Optional
AR6271 6 Animation Pre-Production and Showreel Development 40 Optional
AR6272 6 Visual Studies : Individual Study 20 Comp

Level 4: modules are either 20 or 40 credits  

A candidate who successfully completes Level 4 will have accumulated 120 academic credit points and will be eligible for the award of Certificate of Higher Education*. These 120 academic credit points can be carried forward cumulatively towards the award of an honours level undergraduate degree award.

Level 5: modules are either 20 or 40 credits

A candidate successfully completing Level 5 will have accumulated 240 academic credit points and will be eligible for the award of Diploma of Higher Education*. These 240 academic credit points can be carried forward cumulatively towards the award of an honours level undergraduate degree award.

Level 6: modules are either 20, 40, 60 credits

A candidate successfully completing level 6 will have accumulated 360 academic credit points and will be eligible for the award of an honours degree*.(*see the Quality Assurance Agency for Higher Education: The framework for higher education qualifications in England, Wales and Northern Ireland—August 2008).

The meeting of prospective candidates on open days demonstrates the college's desire to meet student's aspirations individually and recognises that individuality in the nature of their artistic ambitions. Applications to undergraduate programmes are made through UCAS and will normally be required to attend for portfolio interview.

For full details connected to college admissions requirements and procedures, reference should be made to the current Wirral Metropolitan Prospectus, their website and UCAS website. 

Single Honours (3 year programme)          

The profile of a typical entrant to this course will have studied one of the following programmes:            

BTEC National Diploma / Certificate (Art and Design): merit / distinction profile            

Irish Highers / Scottish Highers: B in 4 subjects, including Art or an Art-based subject            

International Baccalaureate: 24 points including 4 in Visual Arts 

Appropriate Art Foundation Course, QAA recognised Access course, Open College Units or Open University Credits

Please note: A BTEC National Award or the Welsh Baccalaureate (core) will be recognised in our offer.

Applications from mature students and from students from under-represented groups in higher education are also encouraged. Students from this group may have no formal qualifications or be returning to education. 

The structure of the Illustration with Animation programme reflects the Subject Benchmark for Art & Design 2008, available on the QAA website, and the Higher Education Qualifications Framework 2008 – also available on Careful consideration has been made in mapping the module learning outcomes against the benchmark requirements and level indicators within the design of the programme.

These benchmarks cite a number of common characteristics that should be achieved as a threshold by graduating students. These common characteristics are evident in the learning outcomes and module aims of studio practice and contextual modules where they are embedded and which cumulatively, through level progression lead to successful completion of the programme.

The outcomes discussed in section 23 are aligned with the Subject Benchmark Statements for Art and Design (2008). The use of drawing for example is a particular feature of the course and reflects paragraph 3.4 of the benchmark statement,

Drawing ability is regarded as a prerequisite skill for observation, recording, analysis, speculation, development, visualisation, evaluation and communication. Considerable importance is attached to the acquisition of technical skills in the use of discipline-specific materials and processes’.

Specific module outcomes combine through level progression to enable students to achieve the common characteristics stated as the threshold achievement for students completing the programme.

Characteristics are as follows:

  • present evidence that demonstrates some ability to generate ideas independently and/or collaboratively in response to set briefs and/or as self-initiated activity
  • demonstrate proficiency in observation, investigation, enquiry, visualisation and/or making
  • develop ideas through to outcomes that confirm the student's ability to select and use materials, processes and environments
  • make connections between intention, process, outcome, context, and methods of dissemination.

The learning outcomes and module aims are also designed to reflect the benchmark statements that graduating students work will be informed by aspects of professional practice in their discipline. This will be evidenced at the threshold level by the knowledge and understanding of:

  • major developments in current and emerging media and technologies in their discipline(s)
  • the issues which arise from the artist's or designer's relationship with audiences, clients, markets, users, consumers, and/or participants

At each stage of the programme subject specific skills are generalised or combined with transferable skills to become part of the student’s broader professional development. These skills are to be found across the range of the Illustration with Animation modules. At the threshold standard, an honours degree in art and design confirms that the holder has acquired technical knowledge and practical skills including the use of materials, media and techniques, combined with more general personal skills. At the threshold level students will have demonstrated they have some ability to:

  • communicate ideas and information in visual, oral and written forms.
  • exercise self-management skills in managing their workloads and meeting deadlines.
  • select and employ communication and information technologies.
  • identify their personal strengths and needs, whilst reflecting on their personal development.

Relation of modules and levels of study to the Framework for Higher Education Qualifications (FHEQ):

Level 4 is consistent with the FHEQ certificate level, where the holder “will have a sound knowledge of the basic concepts of the subject, and will have learned how to take different approaches to solving problems”. Students who successfully complete this level but do not progress beyond Level 5 will be awarded a Certificate of Higher Education.

Level 5 is consistent with FHEQ intermediate level, where the holder “will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely.” Students who successfully complete this level but do not attain a degree will be awarded a Diploma of Higher Education.

Level 6 is consistent with FHEQ honours level, where graduates “will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively. An Honours graduate should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.” Students who successfully complete this stage will be awarded a BA Honours degree in Illustration with Animation.

Teaching and Learning Methods 

Students will experience a wide range of teaching and learning methods designed both to establish their understanding of the subject discipline of illustration and animation and the range of contexts in which they and their work might operate. 

The programme is taught by lecturers who are designers and artists within their chosen field, and students will also come into direct contact with the profession through live projects, field work and visiting practitioners to the course. 

Teaching and learning within illustration and animation is committed to the ‘studio’ as a forum for critique, debate and the exchange of ideas. Peer group learning is established early on as the means by which individual student learning is monitored, challenged and progressed. The ability of students to reflect on their progress and to act according to advice is monitored through the progress of their work as presented to the peer group on a regular basis. Peer group mentoring is supported by individual tutorial support appropriate to the needs of individual students. 

As students progress through the course, they will be expected to demonstrate increasing independence and responsibility for planning and critically evaluating their own learning and individual working methods.

To support this progression, course delivery shifts from structured and formal teaching methods (including practical workshops and demonstrations) at Level 4, to the facilitation of individual-centred, self-directed and self-evaluative methods of learning at Levels 5 and 6. 

Methods of teaching and learning are tailored to suit the specific aims and learning outcomes of particular modules. Each module has a designated module leader, responsible for the delivery and co-ordination of teaching, learning, and assessment strategies. Both full-time and part-time staff form module teams and contribute to the teaching of modules across all levels of the course. At the beginning of each module the module leader will provide students with a detailed introduction to the module content and requirements. Students will have access to a module handbook, which clearly details module aims, learning outcomes, teaching methods and assessment schedules. It will also contain guidance on appropriate theoretical references and indicate contact teaching hours and independent study.

Teaching is facilitated through the following mechanisms:

Tutorials: individual and/or group tutorials allow students to negotiate and review their progress with tutor advice, guidance and feedback. Tutorial pro-formas recording staff and student feedback are completed and filed by tutors in individual student record files.       

Seminars: Seminars involve organised and pre-planned critical responses to practical work and relevant theoretical issues.  Where appropriate, some seminars are held at professional arts institutions in the local area (e.g. Tate Liverpool), and visiting lecturers may be invited to contribute to specialist seminar topics.       

Lectures: take place at Art History room at Twelve Quays campus, visiting lecturers are invited to contribute to the programme whenever relevant.         

Studio Time: Staff maintain a high level of visibility within the studio areas in order to observe individual student progress and to provide general support and advice on a day-to-day basis. 

Workshops and Demonstrations: Group demonstrations are undertaken in the main studio and workshop areas to illustrate specialist processes.   

Key features of the programme are the emphasis upon the development of drawing, the autonomous learner, and the ability to execute work in a self-directed manner. This is achieved by ‘front-loading teaching’ both within the programme as a whole and within individual modules. This is done with the aim of establishing knowledge, understanding and practical skill at key stages of the course.  Students' understanding of their own learning is demonstrated primarily through sketchbooks and notebooks and visual solutions to briefs and, in the later stages of the programme, through their self assessment statements.

Methods used include:· 

  • an emphasis on drawing in its broadest sense as a means of expressing ideas and building a visual language       
  • a range of project briefs/assignments that set questions requiring a diverse range of activities to establish solutions        
  • an emphasis upon inter-active group activities in seminars, tutorials and assessments        
  • the assessment of engagement with reflexive learning through self assessment and evaluative statements, critique and debate        
  • collaborative learning exercises and team projects that build the team-working skills necessary in professional illustration, animation and design practice        

At Level 6 Individual Learning Plans are used to focus, clarify and articulate individual learning aims. Learning Plans will evidence students intentions and expectations of self directed design modules and provide criteria for measuring and evaluating individual progress and module learning outcomes.

Learning Plans are negotiated with personal tutors at the beginning of the self directed modules for Level 6. Individual Learning Plans consist of the following: 

  • a proposed programme of individual study, which will be reviewed and may evolve throughout the duration of the module 
  • a considered and planned approach to research and practical work 
  • clearly articulated learning aims, outcomes and criteria for self-evaluation

Students will also have access to WMCs Virtual Learning Environment where they can gain access to all course documentation both within and outside the College.

Overall, teaching and learning methods are intended to be adaptable and flexible to meet the needs of individual learners as well as responding to developments both within the discipline and educational practice within the sector.


Assessment strategies within the programme reflect guidelines in the QAA Codes of Practice for Assessment. The Arts School considers both formative and summative assessment as key components of the learning process for students on the programme. The proposed formative and summative assessments are designed to facilitate both students and tutors monitoring of progress. In addition, they will provide opportunities for students to understand and reflect upon their achievements. 

Assessment will be in accordance with the University's policies and procedures. This includes attendance procedures, extensions, applications for mitigating circumstances, deferrals and academic malpractice. Students on the programme will be assessed according to their ability to demonstrate that they have met the learning outcomes of the modules and thus the generic outcomes of the overall programme.   

Assessment will comprise coursework produced for each module and this could be in the form of notebooks, sketchbooks, written assignments, contextual journals, drawings and paintings, digital imagery, films, photographs,  three dimensional items, research portfolios, and dissertations.

The following methods of assessment are employed throughout the course:

Summative Assessment: This is assessment for progression, which involves a formal presentation of completed module coursework at key assessment points throughout the academic year. Presented coursework is assessed by members of the course team. Final awarded marks are calculated and ratified at assessment board meetings.

This is the principal assessment method for all modules, which normally occurs at the end of each module. Students are notified of  marks and grade results for each module by letter and a copy will be kept in an individual student file to contribute to the students profile of performance and record of student achievement.

Self-assessment: Throughout the course students will be encouraged to critically review and evaluate their own progress and to identify areas for further individual development. They will be expected to be able to demonstrate an increasing level of responsibility for initiating and planning their own individual learning, in negotiation with tutors, throughout the course. The quality and rigour of individual review and self-assessment of progress are evidenced through assignments, completed mid-term Tutorial Reports and Statements for Assessment.

Completed statements for assessment will be submitted alongside coursework presented for end of module summative assessments.

Peer Review: In addition to the formal aspects of assessment Peer Review will be used to enable students to learn from each other and to help them make informed assessments relating to their own progress and that of their peers. Throughout the course students will be encouraged to critically review and evaluate the work of their peers. They will also be expected to be able to demonstrate increasing confidence in articulating critically informed judgements about examples of other artists and designers work and processes. This will be achieved through seminar groups and studio debate and evidenced in student journals.

Graduates from the programme will have the ability to: critically analyse and evaluate, apply knowledge in a wider context, explore, define and resolve issues/problems, initiate as well as complete projects, and present coherent research/positions/exploration/experimentation/ideas/concepts in a range of appropriate media that relate to a given audience.  These are both subject specific skills and also transferable skills that make design students attractive to a wide range of mainstream employers as well as employers in the creative industries.

Potential areas for employment for successful, motivated graduates progressing from the programme are considerable given the wide range of creative industries or businesses locally and internationally. The programme is intended to develop employable illustrators and animators who can work within the many areas of the profession, either as self employed practitioners or within companies in the print, web, film, game and television sectors.  

It is also intended to develop graduates who could alternatively and realistically seek employment in other design-related aspects of the creative, cultural or entertainment sectors, or who can undertake postgraduate study or research in a related subject.

Illustration and Animation is a broad discipline that encompasses many subjects and possible alternative careers for those who are determined and flexible after gaining their first degree. The list includes: typography, illustration, web design, animation for the web, game, television or film, digital imaging, digital printing, editorial design, aspects of publishing, corporate design, information design, advertising and education.

Both Wirral Metropolitan College and the University of Chester have Equal Opportunities policies. These are in the public domain and staff development is undertaken to support their implementation. The College offers specific support to those who may have a disability or learning difficulties. The College is also structurally designed to be accessible and considers the health and safety implications for those using wheelchairs. The programme welcomes all applicants regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation, and is designed to promote widening participation. Equality and diversity requirements are embedded in to the College's admissions policy and programme delivery includes support for those students who are eligible. Due consideration is given to the University's policy implementation, which is outlined below. 

The University is committed to the promotion of equality of opportunity, both as an educational institution and an employer. It has an Equal Opportunities' Policy and a Code of Practice. The Policy aims to ensure that all students and members of staff have equality of opportunity and are treated solely on the basis of their aptitude, ability and potential. The policy also aims to eliminate discrimination that is unlawful or unfair. It also aims to ensure that disabled people or those with special needs do not suffer unfair discrimination and are able to achieve their full potential. The Department will engage with these issues at all levels and in all aspects of its provision.   

Widening Access & Participation [WAP] Strategy The University seeks to facilitate a widening of access to higher education through the development of its programmes and flexibility in admissions' policies, recruitment strategies, learning and teaching styles, modes of delivery and the range of locations at which its courses are offered. Consistent with this commitment, the department has a flexible admissions policy, and encourages applications from mature students (21 years plus) and from groups normally under-represented in higher education.

The programme will be enhanced further through visits to local and regional art galleries and museums which could include FACT Liverpool, The Walker Art Gallery, The Bluecoat, The Tate Liverpool, The Whitworth Gallery and the Lady Lever Gallery. Staff in the department are actively involved with local artist co-operatives, organisations and initiatives, especially in the book arts field. The department has also developed a cultural exchange with Brigham Young University in the USA.

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