University of Chester

Programme Specification
Fine Art BA (Hons) (Single Honours)
2017 - 2018

Bachelor of Arts (Single Honours)

Fine Art

Fine Art (University College Isle of Man)

University of Chester

University College Isle of Man 

University College Isle of Man

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory,

3 years

7 Years

Annual - September

W100

No

17a. Faculty

17b. Department

Arts and Humanities Art and Design

Art & Design

N/A

Art & Design

Tuesday 24th June 2014

The programmes aims to provide students with:

  • A stimulating studio based, Fine Art curriculum that develops individual, creative and confident art practitioners able to take their place in the developing creative industries on the Isle of Man as well as in wider professional and academic contexts. 
  • A progressive programme of Fine Art study that encourages learners to develop an individual methodology through exploration, production, analysis and synthesis and to resolve a body of work to a professional level. 
  • A curriculum that encourages each student to develop a nexus of research, creative, problem solving, entrepreneurial and team working skills towards their own personal aspirations and perceived cultural and economic opportunities. 
  • The ability to see their Fine Art experiences as personal, analytical and character forming as the basis of a lifelong, rewarding involvement in creative practice. 
  • Research and study skills and understanding of the work’s context as the foundation of creative practice or post-graduate study. 
  • Opportunities to take increasingly autonomous control of their own learning and for critical self-awareness and personally-focused reflective practice and to become confident when working independently and collaboratively as team members. 
  • Studio environments, workshops and other dedicated facilities that enable learners to explore and experiment with diverse materials, processes and technologies in order to locate their own specialist, creative practice.

Students will also be able to interpret, analyse and reflect on contextual and theoretical information as a means of providing a research base to inform and develop theory and practice responses and arguments.

Working from studio briefs and through a programme of progressive practical experimentation and theoretical investigation, students will develop, record and adopt personal strategies for creative working. Through producing and reflecting upon their own creative outcomes they will establish the basis of a personal creative identity. They will further go out from the studio to begin to connect with and come to an understanding of the wider creative industries and artistic communities. Students will research, record and evaluate theory and the work of relevant establish artists and practitioners as a support to their own thinking and production. Students will be supported as they develop confidence and the capacity to innovate and communicate their personal artistic practice and relevant problem solving methodologies.

FHEQ Level 4:

  • Demonstrate an ability to investigate and generate personal creative strategies in response to studio briefs, (AR4701)
  • Experiment with materials, processes and technologies in the development and accumulation of initial visual communication and digital technology skills, (AR4701, AR4702, AR4705 & AR4706)
  • Begin the development of an individual visual language, (AR4702 & AR4706)
  • Make initial connections with creative community outside the studio, (AR4703)

FHEQ Level 5:

  • Generate sophisticated strategies, (AR5705) 
  • Critical evaluation of personal Fine Art practice, (AR5706)
  • Investigate a commercial context for their creative practice, (AR5702 & AR5703) 
  • Develop appropriate strategies to achieve their academic personal and professional aspirations, (AR5705, AR5711, AR5706)
  • Generate sophisticated and personal fine art work, (AR5705 & AR5706) 

FHEQ Level 6:

  • Investigate, define and refine a personal line of enquiry and develop a series of self initiated projects, (AR6701) 
  • Generate sophisticated, appropriate and focused art work, (AR6702) 
  • Develop professional skills and knowledge to present authentic artwork, (AR6702)

Students will also be able to interpret, analyse and reflect on contextual and theoretical information as a means of providing a research base to inform and develop theory and practice responses and arguments.

FHEQ Level 4:

  • Support studio work with contextual and cultural research, (AR4704) 

FHEQ Level 5:

  • Research, broaden and demonstrate understanding of the context and theories related to contemporary art practice, (AR5704) 

FHEQ Level 6:

  • Consolidate theoretical and contextual understanding of practice to present a clearly structured, critical project with sound argument, (AR6703) 

Cognitive skills are exercised and developed throughout the programme primarily through the students intellectual investigation and communication of their own concerns and interests that relate to, and are explored and expressed in their own work. Student’s articulation of their thinking and the critical judgments inherent in their artistic processes will be expected at every stage and in a range of situations including written work and prepared contributions tutorials, seminars and practical crit sessions. Students will demonstrate abilities to engage with new and challenging concepts, points of view and artistic outcomes. Students will experiment with and develop relevant creative, convergent and divergent thinking skills. They will recognise the importance of making lateral non-logical connections across disparate concepts and material to suggest unexpected solutions to artistic problems. Increasingly students will show that they can assimilate and synthesise new intellectual influences within their ongoing artistic processes. Theory modules establish a thread of historical and contemporary criticism and debate across the three years of the award.

 

FHEQ Level 4:

  • Experiment with a broad range of thinking and practical processes for problem solving, (AR4701 & AR4705) 
  • Critically reflect upon own process, work and potential for ongoing creative development, (AR4701 & AR4704) 
  • Demonstrate confidence in using experimental approaches and intellectual enquiry, (AR4702)
  • Demonstrate critical analysis and organization of contextual understanding, (AR4704) 
  • Form relationships between media, materials, and processes and ideas, philosophies, theories and concepts, (AR4705) 
  • Devise a meaningful project. Develop the ability to conduct intellectual and practical research in a variety of modes. Reflect critically upon own learning, (AR4706)

FHEQ Level 5:

  • Construct and undertake a meaningful collaborative brief. Articulate and evidence increased understanding of the prerequisites of collaborative practice, (AR5702)
  • Confidently undertake research to articulate contemporary theoretical understanding in relation to their own work. Produce a critical output that adheres to academic conventions, (AR5704)
  • Undertake practical and intellectual enquiry in a range of craft making skills. Reflectively review their experience as autonomous learners, (AR5711)

FHEQ Level 6:

  • Synthesise their intellectual understanding into a statement of intent. Evidence confident methodological investigation. Articulate their underlying practice philosophy, (AR6701)
  • Devise and undertake a challenging programme of creative work. Confidently defend their practice, (AR6702) 
  • Undertake in-depth research into a chosen subject, consolidate theoretical and contextual understanding of practice to present a clearly structured, critical project with a progressive, articulate, sound argument, (AR6703) 

The development and employment of Practical and Professional Skills are intrinsic to all levels of the award. From the basics of good time management and respect for deadlines to virtually independent working at level 6, students will be expected to work within an increasingly demanding framework of professional demands. Students will maintain a professional profile and establish their connectedness within the creative community. They will develop their work, either individually or collaboratively within the demands of an entrepreneurial module and at level 6 will undertake all of the professional requirements of publication and application to post graduate progression.

Students will acquire and expand a repertoire of personally relevant practical skills with which to explore and enlarge the scope of their artistic work. With growing independence and confidence students will achieve appropriate levels of skill in the handling of materials, techniques, processes and media in the expression of their ideas within a fine art context. They will research, organise and make use of textual and contextual information within both theoretical and practical situations. Students will employ, develop and refine verbal communication, written communication and presentation skills to communicate their ideas and the content of their work successfully.

FHEQ Level 4:

  • Develop resourcefulness, problem solving and lateral thinking skills, (AR4701)  
  • Practical and material processing skills (AD4701, AD4702 & AD4703)
  • Research presentation and reflection skills (AR4701, AR4702, AR4703, AR4704, AR4706) 
  • Identify and develop relationships and audiences by establishing contacts, networks and markets for own creative skills and products, (AR4703) 

FHEQ Level 5:

  • Construct and undertake a meaningful collaborative brief that demonstrates the ability to communicate within professional contexts (AR5702)                     
  • Demonstrate an entrepreneurial and creative approach to the visual production of innovative artwork appropriate for the identified cultural economic contexts. Evidence awareness of the professional and ethical dimensions of creative practice. Function effectively within a professional context. Project a cultural product in real or simulated formats, (AR5703) 
  • Provide a competent work plan and effective self management, (AR5706) 
  • Devise a programme of personal studio practice. Develop ideas through to outcomes making confident use of materials and processes. Provide evidence of self management and organization to achieve identified aims, (AR5705)

FHEQ Level 6:

  • Evidence a confident methodological investigation whilst developing a mature creative practice, (AR6701) 
  • Confidently self direct learning, organize time and resources to devise and undertake a challenging programme of creative work that shows a high level of understanding of their creative practice. Design an appropriate short term career plan and present creative outputs in an appropriate public form, (AR6702)

This programme recognises the importance of well-developed communication skills and at every stage students will be required to use and progressively develop and refine their verbal, written and visual communication skills. The continuous demands of regular tutorial discussion, group seminars, making formal presentations, the production of journal and blogs, evaluation, reflection and academic writing will establish a progressive developmental experience towards sophisticated levels of communication. At levels 5 and 6 students will demonstrate that with tutorial support they have the ability to produce a significant piece of academic writing from independently produced rigorous research and critically analysis. The clear expression of knowledge, argument, ideas and opinion at a sophisticated level is indicative of these higher levels.

FHEQ Level 4:

  • Establish contacts and networks that facilitate involvement in external creative work. Develop professional creative relationships. Select and employ appropriate verbal, visual and contextual means of presentation, (AR4703) 
  • Present reasoned argument, (AR4704) 

FHEQ Level 5:

  • Construct and undertake a meaningful collaborative brief. Demonstrate the ability to communicate within professional contexts. Articulate and evidence increased understanding of the prerequisites of collaborative practice, (AR5702) 
  • Function effectively within a professional context, (AR5703) 
  • Articulate contemporary theoretical understanding in relation to their own work. Structure a reasoned argument. Produce a critical output that adheres to academic conventions, (AR5704) 
  • Reflect confidently on their practice and clearly articulate their understanding, (AR5705) 

FHEQ Level 6:

  • Synthesise their intellectual understanding into a statement, (AR6701) 
  • Confidently defend their practice, (AR6702) 
  • Present a clearly structured, critical project with a progressive, articulate, sound argument, (AR6703) 

The Fine Art programme runs over three academic years. Criteria for progression through Levels 4, 5 and 6 relate to programme aims, stated Intended Learning Outcomes and module outcomes, and the accumulation of appropriate credits. A full time student would normally be registered for modules amounting to 120 credits in total for each of the three years of study. Individuals can negotiate part-time attendance appropriate to individual circumstances.

Mandatory core modules and elective modules enable the development of generic and subject-specific knowledge, skills and understanding. Module outcomes support staged internal progression.

The programme is designed to enable students to acquire skills and confidence in artistic practice, supported by appropriate contextual knowledge and critical capability. It deepens the student’s understanding and knowledge in Fine Art, through which students should develop a challenging, creative attitude towards the articulation of ideas visually and achievement of the students' individual creative and intellectual potential. Students will be encouraged to develop a level of focus across the three years of study that will allow them overall to develop, define and defend their individual artistic position through visual, written and spoken means.

The programme will engage students variously in ‘real world,’ imaginative, immersive, group and dynamic project work aimed at developing the practical and intelligent creation of cultural products, a broad skills set and an entrepreneurial spirit to operate as independent practitioners, set up creative enterprises and forge routes into industry, research or post-graduate education.

The structure of the programme allows students to investigate and to develop their individual ideas, interests, strengths and personal artistic aspirations though the acquisition of traditional, technical, innovative and intellectual skills through merging and adapting artistic processes and technologies.

The main features of the programme at Levels 4 and 5 is the provision of modules concerned with the acquisition and development of skills in a range of media, the development of creative strategies for the purpose of realising ideas and concepts in visual form, collaborative working and development of individual methodologies. The programme is devised to foster autonomy of practice and independent reflective learning. Studio modules are delivered simultaneously with a continuous investigation of relevant theory and related professional practice to ensure acquisition of appropriate skills to facilitate possible vocational or educational opportunities on graduation.

The curriculum is designed to support students in developing and progressively applying practical expertise in the realisation of creative ideas, to place their work in meaningful and relevant contexts and make objective appraisals of the value of their learning.

At Level 6, students will work with greater autonomy to negotiate their own projects and a personal career plan ultimately realising work for public exhibition. Students will apply the capacities of self-motivation, intellectual curiosity, speculative enquiry, imagination, and divergent thinking skills. Understanding the interactive relationship between media and processes these students will, through the creative and imaginative exploitation of these insights, invest their ideas and originality in the conception, production, promotion and dissemination of new and refined products.

Supporting modules continue to promote visual and contextual research, consolidating student understanding of the critical, cultural and /or artistic context surrounding studio practice.

Throughout all levels the holistic, integrated delivery of this programme, developing a personal creative identity, team-working, entrepreneurship and networking will allow the development of professional insights that will greatly enhance students’ employability or focus their abilities to start up their own creative enterprises and apply themselves within the culture and economy of the Isle of Man and beyond.

The programme is flexible, with an underlying philosophy of self-directed learning that will be managed and supervised through a negotiated student learning agreement and tutorial guidance.

More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.

Mod-Code Level Title Credit Single
AR4701 4 Strategies for Creativity 20 Comp
AR4702 4 Creative Identity 20 Comp
AR4703 4 Getting Connected 20 Comp
AR4704 4 Context and Culture 20 Comp
AR4705 4 Experimentation and Investigation 20 Comp
AR4706 4 Concepts and Skills 20 Comp
AR5702 5 Collaborative Practice 20 Comp
AR5703 5 Entrepreneurship 20 Comp
AR5704 5 Theory and Practice 20 Comp
AR5705 5 Directed practice in Fine Art 20 Optional
AR5706 5 Negotiated Practice in Fine Art 40 Comp
AR5711 5 Directed Practice in Contemporary Craft 20 Optional
AR6701 6 Defining Enquiry and Testing Practice 40 Comp
AR6702 6 Realisation and Publication in Fine Art 60 Comp
AR6703 6 Theoretical Practice 20 Comp

Level 4 - 120 credits - Certificate of Higher Education

Level 5 - 240 credits (including 120 credits at level 4) - Diploma of Higher Education

Level 6 - 360 credits (including 240 credits from levels 4 & 5) - BA Honours Degree

Diploma in Foundation Studies (Art & Design, and Art, Design & Media), a BTEC (QCF) Extended Diploma/Diploma/Subsidiary Diploma in a related art, design and media subject, Access to HE Diploma in Art and Design. Mature students with previous art-related experience will be considered.

Admission is by interview, and portfolio evidence which demonstrates student potential and capability to undertake assignments and develop individual professional practice. A subsequent Diploma in Foundation Studies (Art & Design, and Art, Design & Media) may be recommended as a condition.

Applications to Level 6 of the programme are assessed on an individual basis, although it is expected that applicants will normally have successfully completed 240 credits in an appropriate Foundation Degree with an average of 50% or above in Level 5 modules or HND with unit grades of Merit and Distinction levels. Admission is by interview, negotiation of a preliminary learning agreement and portfolio evidence which demonstrates student potential and capability to undertake assignments and develop individual professional practice.

Mature students applying for the part time route will be considered. A pre- requisite will be that they have studied part time or full time on the Diploma in Foundation Studies (Art & Design, and Art, Design & Media) or equivalent for a minimum of one year and are currently following an artistic practice.

UCAS tariff points: 112 for 2017 entry (new UCAS Tariff) or equivalent. GCSE: a good profile, including English Language, minimum grade C.

All applicants must submit a comprehensive portfolio at interview of art, design/media work. Students are selected by assessing the contents of a portfolio of work that should convey a measure of creative and practical skill, and intellectual/enthusiastic engagement in the practice of art, design and/or media.

This BA Hons programme of study has been written in close reference to the principles, standards and philosophies of the QAA Art and Design in Higher Education benchmarking document of 2008 and the Framework for Higher Education Qualifications Level Descriptors.

Graduates will accumulate a body of work that will demonstrate excellence in these areas and meet the threshold standards required to demonstrate eligibility for this award of an honours degree in Fine Art.

The National Benchmark Statement for Art & Design provides the reference point against which the programme team has developed a diverse and innovative programme.

  • 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 creative output.
  • 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.

Also referenced is the development of graduating students’ relationship to professional practice within the discipline:

  • The broad critical and contextual dimensions of the student's discipline(s).
  • The issues which arise from the artists’ or designers’ relationship with audiences, clients, markets, users, consumers, and/or participants.
  • Major developments in current and emerging media and technologies in their discipline(s).
  • The significance of the work of other practitioners in their discipline(s).

Subject specific skills and generic, transferable skills are also referenced:

  • At the threshold standard, an honours degree in art and design confirms that the holder has acquired technical knowledge and practical skills. The student will be able to use materials, media, techniques, methods, technologies and tools associated with the discipline(s) studied, and will be familiar with good working practices.

On graduating with an honours degree in art and design at the threshold level, students will have demonstrated that they have the ability to:

  • Exercise self-management skills in managing their workloads and meeting deadlines.
  • Accommodate change and uncertainty.
  • Analyse information and experiences, and formulate reasoned arguments.
  • Benefit from the critical judgements of others and recognise their personal strengths and needs.
  • Apply interpersonal and social skills to interact with others.
  • Communicate ideas and information in visual, oral and written forms.
  • Present ideas and work to their audiences.
  • Apply information skills to navigate, retrieve, and manage information from a variety of sources.
  • Select and employ communication and information technologies.

 

Learning and Teaching Methods

The programme team recognises the variety of learning styles within groups of learners and within the subject of Fine Art in particular. The need to provide a clear, transparent and equitable student-centred course of study that allows for the development of individual approaches to creativity and the individual acquisition of professionally relevant skills is a key concern for the team.

The needs of part-time students (as far as is practicable) will be taken into account with reference to the University of Chester’s Widening Access and Participation Strategy. In order to accommodate part-time students, personal schedules can be negotiated on an individual basis as appropriate.

Mandatory core modules and elective modules enable the development of generic and subject-specific knowledge, skills and understanding. Module outcomes support staged internal progression.

Designated module leaders set assignments and co-ordinate the range of teaching and learning activities. Practical modules will variously consist of timetabled individual and group tutorials, workshop sessions, critiques, demonstrations, individual/group presentations, peer review, research projects and fieldtrips to museums and galleries, as well as self-directed learning and studio production time.

Module descriptors detail the allocation of hours to modules across the programme and make explicit the expected commitment through self-directed learning.

Delivery progresses from tightly structured formal teaching methods in Level 4, to facilitating independent and self-directed productive learning in Levels 5 and 6. Individual learning plans, tutorial forms, self-assessment and assessment feedback and feed-forward will enable students to become increasingly autonomous. Peer-to-peer learning will be cultivated and students will be expected to contribute fully to the community of learners and the development of a studio culture.

The majority of the modules have an emphasis on both individual and collaborative practice. Students will learn new skills and strategies leading to a body of mature, creative work, by trying, testing and critical reflection.

Module aims, assessable learning outcomes, teaching methods, independent study guidelines, and assessment deadlines are discussed to ensure understanding. Further support and guidance will be provided through individual tutorials, group critiques and seminars. The personal tutor role is vital in maintaining supportive student-tutor relationships. Tutors encourage and challenge students to critically reflect upon their learning and progress.

Lectures and seminars relating to theoretical, contextual and professional aspects of the subject will run simultaneously to practical work. Students will be required to undertake primary and secondary research, make industry connections and independently visit galleries, workshops and exhibitions. They will be supported in developing appropriate means to articulate critical understanding of the contexts within which their own creative work will be situated and become visually literate through actively engaging with contemporary culture. This process will be evidenced within logbooks and through the production of written folios and presentations.

There is a range of facilities in Learning Resources including books, journals and DVDs and learning support.

The programme team have designed this programme to include modules that focus on entrepreneurship and professional practice through posing creative problems and fostering enterprise leading to development of work, attributes and knowledge pre-requisite to employability. The programme’s insistence from the outset is that students establish connections with potential partners and employers and make themselves aware of business and creative openings on the Isle of Man and beyond.

The effectiveness of teaching and learning is monitored through discussion, team meetings student feedback and module review.

This programme will be based in open-plan and adaptable studio space comprising The Market Hall, a signature building in the centre of Douglas, located in what is becoming the ‘culture quarter’ of the capital in close proximity to existing media businesses. This will encourage students’ awareness of audiences and public interaction. There are also plans to establish an exhibition space and incubator units as part of this. The Market Hall will provide not only a learning environment, but also function as a forum where ideas can be shared with the Isle of Man’s wider artistic community and its general public.

This insistence on looking outwards as well as of inwards sets the context of modules dedicated to immersive specialist specific, technical content and practice that will provide the student with the opportunity to gain the particular skills and knowledge of their intended career, or for access to study at Masters level.

Assessment Strategy and Methods

Assessment strategies within the programme reflect guidelines in the QAA Codes of Practice for Assessment. Both formative and summative assessment is 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 of Chester’s policies and procedures. This includes attendance procedures, extensions, and 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. A holistic approach to assessing knowledge and understanding acquired through theory and practice is applied.

Summative and formative assessment occurs throughout Levels 4 to 6, through documented tutorials, presentations and clearly stated assessment points. All staff participate in assessment to ensure parity and equity through cross marking. Students receive written and verbal feedback. In some modules peer- to-peer assessment will also occur.

Assessment will comprise coursework produced for each module and this could be in the form of logbooks, sketchbooks, written assignments, contextual journals, artwork in many formats, portfolios, and dissertations.  

Formative academic assessment will be made during each module and will provide feedback to individual students about their progress towards achieving the intended learning outcomes for the module.

Summative academic assessment will be by folio and studio presentation/review, at the end of each module and against the specified assessment criteria and learning outcomes.

A clear statement of achievement or failure in respect of an individual student’s performance will be provided.

Throughout the course students will be required 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 Reflective Statements, Tutorial Reports and Statements for Assessment.

Knowledge and Understanding and Cognitive skills are assessed through individual tutorials, log books, reflective journals, extended critical study, written and student presentations and evidence of individual intellectual rigour in practical work.

Practical and professional skills are assessed through evidence of a body of practical work presented at key specified points, individual tutorials, the learning agreement, the statement of intent, log books, reflective statements, blogs, digital outcomes and the extended critical study.

Transferable skills are assessed through tutorials and seminars, evidence of student performance through practical work and self-evaluation and achievement of the learning outcomes specified in each module.

The outcome of the summative assessment will lead to the calculation of final marks that are ratified at assessment board meetings and used to determine progression through levels of the programme.

 

At the end of the three year, full time, Fine Art Honours programme students will be able to articulate and synthesise their knowledge and understanding, attributes and skills in effective ways in the contexts of creative practice, employment, further study, research and self-fulfilment. They will further be able to apply, consolidate and extend their learning in different contextual frameworks and situations, both within and beyond the field of art and design.

Graduates in Fine Art will have developed skills in communication and expression through visual and plastic forms and, typically, will be able to use visual languages to investigate, analyse, interpret, develop, synthesise and articulate ideas and information. Alongside their visual practice Fine Art graduates will be able to write competently and be able to confidently articulate the rationale for their work and explain the contexts in which it is placed.

An honours degree in Fine Art discipline also confirms that the holder has acquired relevant technical knowledge and practical skills, and will be able to employ materials, media, techniques, methods, technologies and tools associated with the discipline studied with skill and imagination while observing good working practices, and professional and legal responsibilities relating to the subject.

Typical graduates of the programme will be cognisant with the history of art and design and the key theories and debates that inform contemporary practice within the subject. They will also be able to recognise the wider scope of their learning in a wider art and design context. They will be able to construct and carry out research which utilises a diverse range of resources in order to make decisions based on critical and interpretative analysis.

An honours graduate will have the necessary qualities for employment in situations requiring the exercise of personal responsibility, enterprise and decision-making in complex and unpredictable circumstances. They will be equipped for team-work and collaborative as well and independent practice. The transferable skills acquired by graduates of this programme will equip them typically for employment in the creative and cultural industries, to contemplate freelance work, to become independent or self-employed practitioners, or pursue post-graduate study.

The IOMCF&HE has a flexible admissions policy, and encourages applications from mature students and from groups historically under-represented in higher education. The general policy is to look for a good level of literacy, together with proven interest and/or experience in an appropriate subject.

The IOMCF&HE is committed to the promotion of diversity, equality and inclusion in all its forms: through different ideas and perspectives, age, disability, race, ethnicity, national origin, religious and spiritual beliefs, gender identity and sexual orientation. The College is committed to widening access to higher education and to meeting the needs of all learners, recognising and encouraging their individuality and diversity.

The IOMCF&HE has considerable experience in successfully addressing the practical and learning needs of a wide range of students. These include mature students, those entering education with a non-standard academic background and those with a wide range of disabilities.

Within an ethically aware and professional environment, the programme team acknowledge our responsibilities to promote freedom of inquiry and scholarly expression and recognise the different needs within a diverse group and take necessary steps to ensure that services are provided in a way that meets these needs as far as possible.

Equality and diversity issues are embedded and addressed in all departmental modules.

Induction for new students:

A one week induction period will be provided. Sessions typically encompass familiarisation with the structure of the programme and introductory lectures and/or practical workshops. Students will be made familiar with life as an undergraduate and offered guidance on, study skills, managing finances and time. Students will have library induction sessions, and will be able to meet and discuss any concerns with programme area tutors and other key College staff.

Personal academic tutors:

All students on degree programmes will be allocated a personal academic tutor and students will be required to see their personal tutor regularly and particularly during the first year. This personal tutor will usually remain with the student throughout their studies, providing advice on academic development and progress. He or she will be there to assist with both academic and non-academic matters.

Academic/learning support:

In addition to the personal tutorial system, where necessary, students will be directed to the Academic Support Centre for advice and guidance.

Although students will receive written feedback on their work, they may also make an appointment to see the relevant lecturer regarding any work submitted.

 “The Department of Education and Children (DEC) is committed to inclusive education. Whatever the pattern or severity of difficulties, a dyslexic student will be supported in mainstream classes, alongside his/her non-dyslexic peers, so that s/he has access to a broad and balanced curriculum”. DEC Dyslexia Policy. Sept 2012

The Isle of Man College offers a screening service for those students thought to be at risk of dyslexia and on-going support for those students who have dyslexia.

Programme information and college/university regulations:

Students will have access to a student handbook detailing the structure of the programme and relevant information concerning the College/University's regulations. All such information is widely available through Moodle and Google Docs.

Careers advice:

A generic careers advice service is accessed through College Student Services including links to the University of Chester employability resources. Students studying on the programme will benefit from both the operational and academic experience of staff and guest lecturers with regard to employability.

Links:

The department has very strong links with numerous employer organisations, Isle of Man National Government bodies, the Arts Council, Manx National Heritage, Manx Heritage Foundation, Manx Arts Development, Department of Education and Children and Department for Economic Development. These organisations are utilised in a number of ways ranging from advisory, networks, working groups, guest speakers, placement and research opportunities for students and site visits.

    

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