FOUNDATION ART & DESIGN COURSE HANDBOOK 2016_17
Play becomes celebration; celebration becomes work; work becomes play. Our play should become work; our work, a celebration; and our celebration, play. (Johannes Itten, 1919)
ACTIVATE LEARNING
At Activate Learning, we aim to transform lives through learning - ignite confidence, expand opportunities, energise the community and generate prosperity Activate Learning is a pioneering education group that brings together secondary, further and higher education and schools, along with workforce training and management consultancy. Our shared ambition is to transform lives through learning. It’s what sits at the core of who we are and guides our decisions. And because connectedness is at the heart of our learning experience, we work with learners, experts in learning and business to co-create study programmes and build industry-relevant career pathways. The focus is on collaboration and, as a learner with Activate Learning, you will need to take responsibility for your own learning. So get involved with us and help us to understand how you learn best, so you can achieve your potential.
ACTIVATE LEARNING PHILOSOPHY Our learning philosophy is rooted in the dynamics between the brain, motivation and our emotions. It recognises that: •
Everyone has the capacity to learn effectively and to high levels. Understanding the brain and its capacity to expand and learn allows us to open up new opportunities.
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Motivation is essential to success. By giving students a clear purpose for their learning, autonomy and involvement through the co-creation of their learning programme, and by providing opportunities to practise, practise, and practise again, they become highly motivated.
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The biggest block to learning is our own emotions and feelings. We create learning environments where students feel emotionally safe and secure, able to experiment and learn, and able to manage their feelings so they gain confidence and self-worth and become independent, emotionally secure, mature individuals. We help students to become positive people who can give and receive feedback. Above all we have high expectations of students and encourage them to believe in themselves.
BANBURY AND BICESTER COLLEGE Banbury and Bicester College serves the north of Oxfordshire and beyond, providing leading-edge vocational programmes for all ages and levels. It has built an enviable reputation in hospitality and catering and the creative industries, offering careerfocused courses in creative art and design, graphic design, fashion and photography from the recently-refurbished workshops and studios of the creative arts centre. This autumn it will launch a new digital media production suite and motor vehicle centre in Banbury, following a £6m development. The Bicester campus is a specialist centre for motorsports engineering, preparing students for careers in this fast-paced and competitive industry and benefiting from close links with leading formula one teams based across the Cherwell Valley. Our college offers excellent progression routes, with higher education courses offered in partnership with leading universities. Bernard Grenville-Jones is the Head of Campus for Banbury and Bicester College
LANYARDS AND GUESTS ON SITE Please help keep everyone safe on campus – wear your lanyard at all times. We will provide one free reprint of your lanyard. After that you will need to a buy one at a cost of £5. If you forget your lanyard, you will be issued with a temporary one to use that day. If you forget your lanyard three times in a term you will be subject to a Stage 1 Disciplinary. Failure to return a temporary lanyard three times in a term will also lead to a £5 charge.
BANBURY CAMPUS, TERM DATES & OPEN TIMES
Autumn term Monday 5 September to Friday 16 December 2016 Catch-up week - Monday 24 - Friday 28 October 2016 Spring term Teaching commences - Monday 2 January to Thursday 7 April March 2017 Catch-up week - Monday 13 - Friday 17 February 2017 Summer term Teaching commences - Monday 24 April to Friday 30 June 2017 Catch-up week - Monday 29 May- Friday 2 June 2017 Opening Hours Term Time 8.30 am – 5.00 pm Monday & Wednesday 8.30 am – 8.00 pm Tuesday & Thursday 8.30 am – 4.30 pm Friday Opening Hours Holiday Period 8.30 am – 5.00 pm Monday – Thursday 8.30 am – 4.30 pm Friday
THE COLLEGE DAY Our college day is over six hours long. You are expected to arrive in the studio or workshop at least five minutes before 9am so that our lessons can begin promptly. The beginning of each lesson is particularly important as it will be an introduction to new work, a recap of previous study or sharing new work/research together. If you arrive late you will be registered late, miss valuable information, disturb the class, waste staff and your peers’ time as information and material will need to be unnecessarily repeated. The table below outlines session and break times. Activity
Times
Hours
Session One
9.00 to 10.30am
1.5
Morning Break
10.30 to 11.00am
0.5
Session Two
11.00 to 12.30pm
1.5
Lunch
12.30 to 1.30pm
1
CREATIVE ARTS FACULTY More than 1.7 million people in the UK are currently working in the creative industries. Nearly a quarter of them (24%) are freelancers. In the last two years alone, the industry has grown by 10%, meaning there are 170,000 more jobs than there were two years ago. This trend looks set to continue in the future. The Faculty of Creative Arts provides students on Campuses at Reading, Oxford and Banbury with inspiring learning environments and opportunities to prepare for a career in digital and creative media. At Banbury and Bicester College you will be studying within the Faculty of Creative Arts alongside students studying on a wide range of courses across the visual arts, design, music, performing arts, media, gaming, creative writing and craft alongside the sciences. The Executive Director of Faculty is Paul Newman. Paul is responsible for all the courses within the Faculty of Creative Arts and is supported by three Directors and Faculty Managers. The flowchart below shows the line of communication and responsibility from Executive Director of Faculty to Faculty Manager at Banbury and Bicester College
Staff
Role
Contact
PAUL NEWMAN
Executive Director of Faculty
Paul.Newman@ActivateLearning.
CHRIS HYDE
Director of Curriculum
Chris.Hyde@ActivateLearning.ac.uk
PHIL LUCAS
Director of Delivery
Philip.Lucas@ActivateLearning.ac.uk
IAIN LANDLES
Director of Career Pathways
Iain.Landles@ActivateLearning.ac.uk
TBC
Faculty Manager, Banbury
TBC
FOUNDATION ART AND DESIGN In Britain, the history of foundation courses goes back to the early 1960s when a national reform of art higher education established that the new Diploma in Art and Design, the precursor of today’s degrees in art and design, was to be preceded by a pre-Diploma or foundation course. In developing their own foundation courses, many art schools took as a model the ‘Basic Design’ courses established in the 1950s by William Coldstream at King’s College, Newcastle, and Harry Thubron at Leeds College of Art. Together they established a new form of art preparation course they called the Basic Design Course. The aim of the course was to teach what were considered to be the basic skills that underpin all art and design activities, including architecture. This approach to preparing art and design students for degree level study had its origins in the writings of Herbert Read who in turn was inspired by the Vorkurs Course taught at the Bauhaus (1919-1933) by Johannes Itten in the 1920s. The underlying idea of the Bauhaus, which was formulated by Walter Gropius, was to create a new unity of crafts, art and technology. The intention was to offer the right environment for the realisation of the Gesamtkunstwerk (total work of art). To this end, promising artists were to be taught in a school with an interdisciplinary and international orientation. The Bauhaus curriculum therefore offered a unique combination of research, teaching and practice that was unequalled by rival academies and schools of applied art. Some of the most important artists of the day taught at the Bauhaus including Paul Klee, Wassily Kandinsky, Johannes Itten and Josef Albers. In addition to the artistic disciplines, subjects such as geometry, mathematics and business management were also taught.
Photo by Otto Umbehr (Umbo), Josef Albers and students in a group critique at the Bauhaus Dessau, 1928-29
UNIVERSITY OF THE ARTS LONDON AWARDING BODY Activate Learning is approved by the prestigious University of the Arts London (UAL) Awarding Body to deliver the University of the Arts London Awarding Body Foundation Diploma in Art and Design. UAL Awarding Body is the only specialist art, design and creative industries awarding organisation in England, they design, develop and award qualifications within the national qualifications framework. They are owned by, and based within, University of the Arts London. UAL Awarding Body is regulated by Ofqual (Office of Qualifications and Examinations Regulation) - the exam ‘watchdog’. It works with more than 120 institutions across the U.K. and is the leading provider of the Diploma in Art & Design - Foundation Studies. University of the Arts London (UAL) is a world Top 5 university for art and design according to the QS World University Rankings® and is Europe’s largest specialist art and design university. UAL Awarding Body believes in transformative education. They design and award creative qualifications that empower and inspire educators to help students reach their potential. Students studying at Banbury and Bicester College who successfully complete the Foundation Diploma in Art and Design will be awarded their Diploma by University of the Arts London (UAL) Awarding Body.
FOUNDATION ART AND DESIGN COURSE OVERVIEW & AIMS The Level 3 Diploma in Foundation Studies – Art & Design is recognized across the UK as the primary entry route to the best courses at the most prestigious universities, with more than 15,000 students completing the qualification each year... The University of the Arts London Awarding Body Level 3 Diploma in Art & Design - Foundation Studies is a pivotal qualification which supports students in the transition from general education to specialist art and design education, enabling them to make an informed decision when applying to art and design higher education, or seeking employment within a related industry. The qualification has been designed to encourage exploration, experimentation and risk taking. Learning through projects, assignments, presentations and group critiques will enable students to develop strong communication skills and support the transition from general to specialist art and design education. The qualification builds on learners’ prior experience, linking skills already acquired with ideas and challenges which will extend the learners’ critical independence and enable them to demonstrate a full understanding of the relevant standards required to achieve progression to higher education. It is delivered over one year, and is a progression route for learners who have completed A-levels or a Level 3 Diploma or Extended Diploma in Art & Design or related subjects. The majority of learners completing the Level 3 Diploma in Foundation Studies –Art & Design progress into higher education, with some progressing into employment or apprenticeships. The purpose of the qualification is further defined by its aims, which are to enable the student to: 1. Have a critical and contextual awareness of different perspectives and approaches within art, design or related subjects of study or work. 2. Research, analyse and evaluate relevant information and ideas in order to develop creative solutions. 3. Understand, adapt and safely use appropriate and practical methods and skills for creative production. 4. Solve complex problems through the application of art, design or related practical, theoretical and technical understanding. 5. Critically review the effectiveness and appropriateness of methods, actions and results. 6. Use evaluative and reflective skills in order to take responsibility for own learning, development and decision making. 7. Take responsibility for the research, planning, time management and actions to access progression opportunities. 8. Effectively present themselves and their work to appropriate audiences.
SKILLS, KNOWLEDGE AND UNDERSTANDING The Level 3 Diploma in Foundation Studies – Art & Design has been designed to provide students with opportunities to develop the skills, knowledge and understanding required to progress successfully into higher education. In addition to developing specialist, technical, practical skills which relate to their identified area of interest, students will learn how to: 1. Research effectively using a range of methods and approaches 2. Generate ideas, and to develop and improve them 3. Work across a range of art and design disciplines, improving their visual communication skills and developing a range of complementary practical skills 4. Reflect on and evaluate their work, identifying and analyzing their own strengths and weakness and improving their own work 5. Communicate effectively with their peers, both giving and receiving criticism in a constructive and professional manner 6. Integrate all of the above to deliver a final major project that confirms their achievement 7. Present themselves and their work for an audience, including developing portfolios to support university applications and preparing for interviews.
WHAT COULD THIS QUALIFICATION LEAD TO..? The majority of learners completing the Level 3 Diploma in Foundation Studies – Art & Design will progress into higher education, with some progressing into employment or apprenticeships. The qualification has been UCAS tariff rated and attracts the following UCAS points: • Distinction 285 • Merit 225 • Pass 165 The qualification will prepare students for a wide range of undergraduate courses in art, design and related subjects depending on the chosen specialism, but could include BA (Hons) Ceramic Design, BA (Hons) Fashion, BA (Hons) Fashion Design with Knitwear, BA (Hons) Fashion Design Menswear, BA (Hons) Fashion Design Womenswear, BA (Hons) Fine Art, BA (Hons) Graphic Design, BA (Hons) Product Design, BA (Hons) Textile Design, BA (Hons) Advertising, BA (Hons) Animation, BA (Hons) Graphic Branding and Identity, BA (Hons) Illustration and Visual Media, BA (Hons) Photography, BA (Hons) Sound Arts and Design, BA (hons) Spatial Design and others.
INDUCTION At the beginning of your course, you will receive an induction. This is designed to give you the opportunity to begin to establish working relationships with your group. Induction should help you settle into College and includes finding out about all the services and facilities that are available to you, learning more about your course and what is expected of you, as well as developing study skills to help you make the most of your time here. However Induction lasts more than your first week at college and will include inductions to the library, workshops, the e learning centre, introductions to support staff and Initial Assessment
THE FOUNDATION ART AND DESIGN TEAM The Foundation Art and Design Team comprises a group of experienced and qualified staff in various fields of art and design; they hold degrees and post graduate qualifications such as Master’s Degrees. Many maintain their own practice and show/sell their work regionally, nationally and internationally. The staff are always willing to help you to ensure your time at college is successful and expect you to work hard and approach every aspect of the course with verve and enthusiasm. Your Course Handbook provides you with course specific information that staff will refer to throughout the year and you are encouraged to read the handbook carefully and keep it in a safe place for future reference. By embracing the opportunity the course represents to identify your abilities, skills and potential to progress to a suitable HE Course in art and design you can be assured of an exciting, productive and enjoyable year. We wish you well and look forward to working with you Martin Carrolchick, Tutor, Diploma in Foundation Studies (Art & Design), Banbury & Bicester College
Staff
Discipline
Contact
Sarah Britten-Jones
Fine Art, Ceramics and 3D
Sarah.Britten-Jones@ActivateLearning.ac.uk
Martin Carrolchick
Fine Art, Drawing and Printmaking Martin.Carrolchick@ActivateLearning.ac.uk
Neil Mabbs
Graphic Design and Photography
Neil.Mabbs@ActivateLearning.ac.uk
Amy Pearce
Textiles and Fashion
Amy.Pearce@ActivateLearning.ac.uk
EQUIPMENT LIST The equipment list below is the basic ‘kit’ each Foundation student is expected to have and bring to each lesson. It is a matter of professionalism and organisation that you are prepared and have the tools of your trade. Specialist materials and tools, such as etching ink or solder are provided for you; however, the ‘basic’ elements of a student’s tool-box listed here are common to most art and design disciplines. As you progress through the course you are likely to invest in more specialist equipment and tools, and staff may be able offer you advice and guidance in making affordable and practical purchases. A digital camera is a wonderful tool that can be used creatively with other media and as a means to record work-in-progress. However, it should still be considered a ‘luxury’ and you are not expected to have one specifically for this course. • • • • • • • • • • • • • • • • • • •
Hard and soft pencils Hard rubber Putty rubber Quink ink Willow Charcoal Masking tape Pritt-Stick Scissors Metal rule (calibrated) Scalpel Strong PVA Glue Marker pens Coloured pencils Food dye/coloured ink Acrylic Paint A range of brushes A Portfolio A range of sketchbooks Digital camera
COURSE STRUCTURE
The course is divided into three Parts. Each Part is made up of 40 credits: Part 1 consists of 40 Level 3 credits, Part 2 consists of either 40 Level 3 or 40 Level 4 credits, and Part 3 consists of 40 Level 4 credits. In order to be awarded a Diploma a total of 120 credits must be accumulated: therefore all seven units of the course must be completed in order for the Diploma to be awarded.
Learning Skills and Context
Part 2
Development and Progression
Part 3
(40 level 3 Credits)
(40 Level 3 credits)
(40 Level 4 credits)
Unit 1 Art & design research methods (10 x Level 3 credits)
Unit 5 Integrated art & design research ideas and methods (30 x Level 3 credits)
Unit 7 Project proposal and realisation in art & design (40 x Level 4 credits)
Part 1
Unit 2 Art & design ideas development (10 x Level 3 credits) Unit 3 Art & design materials and methods (10 x Level 3 credits) Unit 4 Art & design evaluation and reflection (10 x Level 3 credits)
Unit 6 Preparation for progression in art & design (10 x Level 3 credits)
Proposal and Realisation
UNIT AIMS & ASSESSMENT CRITERIA Part 1 Learning Skills and Context (40 level 3 Credits)
Unit 1
Art & design research methods (10 x Level 3 credits)
Unit Aim To enable the candidate to develop a research method which demonstrates contextual awareness, ability to interpret and evaluate information and can be applied effectively. Assessment Criteria Contextual awareness 1.1 Explain different contextual perspectives within a range of art and design subjects 1.2 Demonstrate approaches within a range of art and design subjects Research 2.1 Locate research 2.2 Interpret and evaluate information and ideas Problem Solving 3.1 Demonstrate an understanding of art and design theories 3.2 Use theoretical understanding to support creative problem solving Self Reliance 4.1 Identify research sources 4.2 Apply research skills to develop own learning
Unit 2
Art & design ideas development (10 x Level 3 credits)
Unit Aim To enable the candidate to develop ideas within the context of art and design using a broad range of approaches, appropriately and effectively. Assessment Criteria Observation & Recording 1.1 use drawing and recording of observations to develop ideas and solutions 1.2 Use approaches to drawing to interrogate different ideas 1.3 Develop creative ideas and solutions to a given objective, proposal or subject Media, Materials & Technologies 2.1 identify and select appropriate media, materials and technologies to explore ideas 2.2 Apply media, materilas and technologies to creative solutions Practical Understanding 3.1 Explore and apply art and design practical skills 3.2 Use tpractical understanding to solve creative problems
Unit 3
Art & design materials and methods (10 x Level 3 credits)
Unit Aim To enable the candidate to develop the application of materials and methods to explore and solve creative solutions, safely and effectivelyy. Assessment Criteria Exploration 1.1 Demonstrate the possibilities of materials tools and technologies 1.2 Select appropriate methods and materials to develop ideas and solutions Safety 2.1 Demonstrate the purpose of a risk assessment 2.2 Use materials, tools and technology in accordance with health and safety regulations Technical Understanding 3.1 Apply art and design technical skills 3.2 Use technical skills to resolve problems
Unit 4
Art & design evaluation and reflection (10 x Level 3 credits)
Unit Aim: To enable the candidate to develop planning, recording, analytical, reflective and evaluative skills which support their own learning. Assessment Criteria Personal Reflection 1.1 Analyse own progress and performance 1.2 Identify relevant progression opportunities for future study or work Presentation 2.1 Effectively prepare and present themselves and their own work 2.2 Reflect on own communication skills Advice & Guidance 3.1 Maintain records of advice and feedback from a range of sources 3.2 Evaluate advice and guidance to improve own learning Reflective Skills 4.1 Maintain reflective records e.g. reflective journal or log 4.2 Review how effective own learning, plans, methods and actions have been
Part 2 Development and Progression (40 level 3 Credits)
Unit 5
Integrated art & design research, ideas and methods (30 Level 3 credits)
Unit Aim To enable the candidate to fully integrate research, ideas and methods within the context of a chosen art or design subject effectively. Assessment Criteria Creative Production 1.1 Identify appropriate methods and materials to develop ideas 1.2 Demonstrate practical skills and processes for creative production Interpretation 2.1 Interpret different contextual perspectives within a chosen art or design subject 2.2 Demonstrate approaches within a chosen art or design subject Research & Evaluation 3.1 Integrate research, interpretation and evaluation of information and ideas 3.2 Use relevant skills to develop creative solutions Problem Solving 4.1 Integrate and apply practical and theoretical understanding 4.2 Solve problems within a chosen art or design subject Evaluative Skills 5.1 Maintain detailed evaluative records 5.2 Evaluate how effective own learning, methods and actions have been
Unit 6
Preparation for progression in art & design (10 Level 3 credits)
Unit Aim: To enable the candidate to develop skills with which they can make best use of appropriate progression opportunities. Assessment Criteria Ambitions & Opportunites 1.1 Identify progression opportunities within a chosen field and at an appropriate level Access Progression Opportunites 2.1 Initiate actions to access progression opportunities 2.2 Complete tasks to meet deadlines and targets Presentation Skills 3.1 Organise and effectively present themselves and their work to an appropriate audience 3.2 Use relevant communication skills
Part 3 Proposal and Realisation (40 level 3 Credits)
Unit 7
Project proposal and realisation in art & design (40 Level 4 credits)
Unit Aim To enable the candidate to take responsibility for their own learning by demonstrating their achievement in proposing and realising a project which integrates contextual perspective, research, problem solving, planning and organization, evaluation and reflection, and practical, technical and presentational skills. Assessment Criteria Context 1.1 Use a range of critical and contextual perspectives to initiate a personal self directed art and design project proposal 1.2 Use detailed analysis and evaluation to clrify and develop a personal self directed art and design project proposal Research 2.1 Use wide ranging and in-depth research to support the development of a personal self directed art and design project 2.2 Use analytical and evaluative skills to develop a range of creative solutions to realise a personal self directed art and design project Problem solving 3.1 Solve complex practical and technical problems within a personla self-directed art and design project 3.2 Solve complex theoretical problems within a personal self-directed art and design project Planning and production 4.1 Demonstrate the ability to efficiently plan, organise and produce a personal self-directed art and design project within an agreed time frame Practical skills 5.1 Demonstrate the exploration, adaptation and application of a range of practical methods and skills in the realisation of a personal self-directed art and design project Evaluation and reflection 6.1 Maintain detailed critically evaluative and reflective records of the development of a personal self-directed art and design project 6.2 Use evaluative and reflective skills to make perceptive decisions in support of a personal self-directed art and design project Presentation 7.1 Explore a range of considered strategies to present a personal self directed art and design project 7.2 present a personal self-directed art and design project skillfully and proficiently to a specified audience
ASSESSMENT SCHEDULE The table below outlines the weeks when students will be assessed for the three Parts of the course. Times for individual students will be piblished separately.
Part 1: Learning Skills and Context; Units 1 to 4
From week beginning 31 October 2016
(40 level 3 Credits) Part 2: Development and Progression; Units 5 & 6
From week beginning 6 March 2017
(40 Level 3 credits) Part 3: Proposal and Realisation; Unit 7
From week beginning 12 June 2017
(40 Level 4 credits)
ASSESSMENT Units 1 - 6 will be internally assessed and moderated by academic staff against criteria for those units. •
To achieve a pass in units 1 - 6 all assessment criteria must be met (see individual Unit details above)
Unit 7 will be internally assessed by academic staff and externally moderated by an examiner from University of the Arts London Awarding Body against the assessment and grading criteria for the unit (see Final Grade Crirtieria below). This unit is graded Pass, Merit and Distinction, and determines the final overall grade awarded for the Diploma in Art & Design - Foundation Studies. • • •
To achieve a pass in unit 7 all assessment criteria must be met Additionally unit 7 is graded Pass, Merit or Distinction To achieve a merit or Distinction grade all criteria in the respective categories must be met in full
Failure to meet assessment criteria of any unit will lead to a referral Candidates are allowed one opportunity to redeem a referral at Pass grade only. Your work will be graded and you will be given formal feedback at the end of each of the three parts of the course. You will join staff with ‘all’ of your work for that part of the course to discuss and explain your progress as part of the assessment itself in order for the staff to… • • • • •
Give you constructive and supportive feedback Ensure you have achieved the assessment criteria for the relevant units Offer you developmental guidance and set you targets Give you a written summary of the assessment feedback and targets Record successful achievement – a Pass grade only for part 1 and part 2 of the course
All teaching staff will provide you with supportive feedback throughout the course so you will be able to improve the quality of your work. This happens in many informal ways such as through guidance on techniques and handling media during a day of project work based in a studio or workshop as well as the more formal assessment at the end of each stage
FINAL GRADE CRITERIA 1. Context
Pass Use a range of critical and contextual perspectives to initiate a personal self-directed art and design project proposal. Use detailed analysis and evaluation to clarify and develop a personal self-directed art and design project proposal.
Merit Use a range of critical and contextual perspectives to initiate a personal self-directed art and design project proposal to a high standard. Use detailed analysis and evaluation to clarify and develop a personal self-directed art and design project proposal to a high standard.
Distinction Use a range of critical and contextual perspectives to initiate a personal self-directed art and design project proposal to a very high standard. Use detailed analysis and evaluation to clarify and develop a personal selfdirected art and design project proposal to a very high standard.
2. Research
Pass Use wide-ranging and in-depth research to support the development of a personal selfdirected art and design project. Use analytical and evaluative skills to develop a range of creative solutions to realise a personal self-directed art and design project.
Merit Use wide-ranging and in-depth research to support the development of a personal selfdirected art and design project to a high standard. Use analytical and evaluative skills to develop a range of creative solutions to realise a personal self-directed art and design project to a high standard.
Distinction Use wide-ranging and in-depth research to support the development of a personal selfdirected art and design project to a very high standard. Use analytical and evaluative skills to develop a range of creative solutions to realise a personal self-directed art and design project to a very high standard.
3. Problem Solving
Pass Solve complex practical and technical problems within a personal selfdirected art and design project. Solve complex theoretical problems within a personal self-directed art and design project.
Merit Solve complex practical and technical problems within a personal selfdirected art and design project to a high standard. Solve complex theoretical problems within a personal self-directed art and design project to a high standard.
Distinction Solve complex practical and technical problems within a personal selfdirected art and design project to a very high standard. Solve complex theoretical problems within a personal self-directed art and design project to a very high standard.
4. Planning and production
Pass Demonstrate the ability to efficiently plan, organise and produce a personal self-directed art and design project within an agreed time frame.
Merit Demonstrate the ability to efficiently plan, organise and produce a personal self-directed art and design project within an agreed time frame to a high standard.
Distinction Demonstrate the ability to efficiently plan, organise and produce a personal selfdirected art and design project within an agreed time frame to a very high standard.
5. Practical skills
Pass Demonstrate the exploration, adaptation and application of a range of practical methods and skills in the realisation of a personal self-directed art and design project.
Merit Demonstrate the exploration, adaptation and application of a range of practical methods and skills in the realisation of a personal self-directed art and design project to a high standard.
Distinction Demonstrate the exploration, adaptation and application of a range of practical methods and skills in the realisation of a personal self-directed art and design project to a very high standard.
6. Evaluation and reflection
Pass Maintain detailed critically evaluative and reflective records of the development of a personal self-directed art and design project. Use evaluative and reflective skills to make perceptive decisions in support of a personal self-directed art and design project.
Merit Maintain detailed critically evaluative and reflective records of the development of a personal self-directed art and design project to a high standard. Use evaluative and reflective skills to make perceptive decisions in support of a personal self-directed art and design project to a high standard.
Distinction Maintain detailed critically evaluative and reflective records of the development of a personal self-directed art and design project to a very high standard. Use evaluative and reflective skills to make perceptive decisions in support of a personal self-directed art and design project to a very high standard.
7. Presentation
Pass Explore a range of considered strategies to present a personal selfdirected art and design project. Present a personal self-directed art and design project skillfully and proficiently to a specified audience.
Merit Explore a range of considered strategies to present a personal selfdirected art and design project to a high standard. Present a personal self-directed art and design project skillfully and proficiently to a specified audience to a high standard.
Distinction Explore a range of considered strategies to present a personal selfdirected art and design project to a very high standard. Present a personal self-directed art and design project skillfully and proficiently to a specified audience to a very high standard.
ASSIGNMENT BRIEFS At the start of each project you will receive an Assignment Brief that outlines your Aims & Objectives for a specific period of study e.g. a three day project Your assignment will invariably be written by the teacher of the project and s/he will have written a rationale that puts the project in context with historical and cultural references for you. It will also list what ‘materials you will need’ and the ‘work you are expected to submit for assessment’ If you are uncertain of any aspect of an assignment or what you are expected to do ask the teacher to clarify. The criteria for passing a unit are included within each brief for your reference. Please note that completion of a single assignment will not necessarily meet all the grading criteria for Part 1 or 2 of the course. Electronic versions of your Assignments are available to you on ‘Activate Learning Online’ the colleges Virtual Learning Environment (VLE) for you to reference (see below). Opening assignments on your PC or Mac allows you to link to all the online material your teacher has referenced for you. It is a very useful tool and resource
‘ACTIVATE LEARNING ONLINE’ Activate Learning Online VLE is for course teaching and learning resources, including course handbooks, schemes of learning, communication, discussions, presentations, videos, assignments, feedback, links to google classroom, communities, online apps, websites and activities and much more... You can access Activate Learning Online from The Hub using your Student ID to login Activate learning Online can also be accessed via the Canvas App available from the Apple app store or Google Play store Where it reads ‘Find your school’ ... Type in Activate Learning Online. in the next dialogue box that appears, log-in using your student email/ID number as this example: 11048791@activatelearning.ac.uk
MY TARGETS AND PRO-MONITOR You will have your own electronic individual learning plan called MY TARGETS on our Pro-Monitor system and accessible from The Hub which enables you to monitor your personal targets and your overall attendance. Pro monitor will be used in one to one tutorials in which you will discuss what actions need to take place for you to succeed in achieving or exceeding your targets.
YOUR IT USER ACCOUNT All students are given an IT User account. This enables you to use the college’s open access PCs and Wi-Fi. Username and Password Your username is your Student ID number shown on your ID Card. For example: 24064207 Your initial password will be emailed to the personal email address you supplied on your enrolment form. When you login for the first time you will be required to change your password. The new password must be complex (As detailed further down this page). If you are unable to access this email or did not supply a personal email address please visit the Library or IT Services at your College. Password resetting The College has introduced a self service desk for resetting your password. To use it you need to register at https://pwreg.activatelearning.ac.uk where you will be requested to answer 5 questions. Once registered you will be able to reset your password at https://pwreset.activatelearning.ac.uk Passwords must be 8 characters or more and meet at least 3 of the following 4 criteria: • • • •
Uppercase letters Lowercase letters Number (0 through 9) Non-alphanumeric (special characters) (for example, !, $, #, %)
Passwords will expire after 45 days
COLLEGE WiFi The College has free WiFi that you can access with your mobile device throughout the campus. • • •
Firstly, click on the network on your mobile device and choose “ActivateLearning”, which is the WiFi network for use by College students. Your browser should display the screen below. if the screen does not load type in http://ban-guest-wlc. ocvc.ac.uk and it should bring up the log on screen. Enter your usual student number and password, as below
After a period of inactivity, you will be required to re-log in to the WiFi again
COLLEGE LIBRARY & LEARNING RESOURCES Learning Resources provide a variety of physical and electronic resources for you to use to succeed in your chosen course. The Library website is the place to go for accessing the resources provided by ACTIVATE LEARNING’s Libraries. All the resources held by the Library are listed in the library catalogue. E-Resources such as ebooks, newspapers, dictionaries, encyclopaedias, journals and magazines are accessible 24 hours a day, seven days a week via the Website, anywhere you have internet access. You can also renew and reserve books by logging in using your ID number which is on your student card. In the College Library we provide access to computers, books, DVDs and journals. Wi-Fi is also available enabling you to use your own device. Contact www.library.activatelearning.ac.uk email: library-banbury@activatelearning.ac.uk telephone 01865 551701 @ACTIVATE LEARNINGLibrary on Twitter Opening times Term time Monday Tuesday Wednesday Thursday Friday
8.30am to 5.30pm 8.30am to 6.30pm 8.30am to 5.00pm 8.30am to 6.30pm 8.30am to 4.30pm
Holidays Monday Tuesday Wednesday Thursday Friday
9am to 1pm 9am to 1pm 9am to 1pm 9am to 1pm 9am to 1pm
PROFESSIONAL JOURNALS & MAGAZINES The College Library holds the following journals and magazines so you can keep up to date with current events, articles and reviews. ADBUSTERS NONCANCELLABLE TO EUROPE ART MONTHLY ART NEWSPAPER ART REVIEW BRITISH JOURNAL OF PHOTOGRAPHY CERAMIC REVIEW COLLEZIONI TRENDS COLORS - BENETTON CRAFTS MAGAZINE CREATIVE REVIEW DAZED FORMERLY DAZED AND CONFUSED ELLE BRITISH EDITION EYE MAGAZINE INTERNATIONAL REVIEW OF GRAPHIC DESIGN FILM QUARTERLY FLASH ART INTERNATIONAL FRIEZE JOURNAL OF GRAPHIC NOVELS & COMICS JOURNAL OF ILLUSTRATION MEDIA MAGAZINE PRINT - AMERICAS GRAPHIC DESIGN MAGAZINE INCLUDES PRINT PRINTMAKING TODAY PROFESSIONAL PHOTOGRAPHER RAW VISION SELVEDGE SIGHT AND SOUND TEXTILE VIEW TOTAL FILM MAGAZINE VISUAL STUDIES VOGUE BRITISH EDITION
CAREER PATHWAYS The ‘Creative Industries’ comprise advertising, architecture, arts and culture, craft, design, fashion, games, music, publishing, technology, tv and film. The UK’s creative industries continue to outgrow the rest of the economy, generating £84.1bn of value for the country during 2014 (DCMS Creative Industries Economic Estimates January 2016). The creative industries produced almost £10m of Gross Value Added (GVA) in every hour of 2014. This led to an 8.9 per cent rise in the creative industries’ GVA for the year, compared to the average rise of 4.6 per cent across the economy. The new figures, are the fourth consecutive year in which the GVA of the creative industries has outpaced the national average. Between 1997 and 2014, the GVA of the creative industries has increased by an average of almost 6 per cent a year, compared to the average growth of 4.3 per cent a year for the UK economy during the same period. Creative industry jobs increased by 5.5 per cent in 2014, more than double the 2.1 per cent national average rise in UK employment. When the 1.8m jobs specifically in the creative industries are added to the number of creative jobs in noncreative organisations, the total UK creative economy accounted for 2.8m jobs.
The latest edition of the Creative Media Workforce Survey has recorded the highest level of education, with 78 per cent of respondents possessing degrees and 27 per cent educated to post-graduate level. Among BAME (British. Black, Asian and minority ethnic) and women respondents the figures were even higher at 83 per cent and 81 per cent. In the general UK workforce, an average of 32 per cent of people have undergraduate degrees. Hence, successfully completing a Foundation Diploma Art & Design and progressing to Higher Education represents the start of your career in the Creative Industries.
PREPARING FOR HIGHER EDUCATION & UNIVERSITY The Universities & Colleges Admissions Service (UCAS) processes over 500,000 applications per annum to UK universities. The process itself is quite simple and you will be supported by teaching staff and college careers advisors through every step. Teaching staff will support you with identifying courses and preparing a portfolio of work. They will assist you in writing your personal statement in support of your application, write your reference and work with the Careers Advisors to ensure your application is forwarded to UCAS. Careers Advisors will guide staff and students through registration with UCAS and the online application system, including help with personal statements, and offer advice and information on the cost of studying. UCAS Study Days are planned for the Autumn Term when you will • • • •
Register on-line with UCAS using your specific college username and password Complete four sections of your Application Explore online resources for researching university courses Investigate and reflect on guidance for your Personal Statement
UNIVERSITY & COLLEGE OPEN DAYS Universities and Colleges organise their own Open Days when you will be shown round and have a chance to ask questions. Most students agree that open days helped them to make an instinctive decision and confirm what felt right for them. By making an effort to do this sort of research, you can avoid the disappointment of starting a course and finding that it is not what you expected. You can find out dates of open days via the UCAS web site, visiting www.opendays.com or by contacting the university or college direct. Once you have shortlisted some courses at university/college that you are interested in you will be actively encouraged by staff to visit them: to see facilities at first-hand and speak to students studying on the courses you are considering making an application to. However much secondary research you do there is no comparison to visiting a university and seeing the reality for yourself.
ACTIVATE CAREERS Activate Careers is an impartial careers service which works across all Activate Learning colleges. Appointments with our careers advisers can be made by visiting the Employment Shop at each college, or by emailing ActivateCareersTeam@Activatelearning.ac.uk The Employment Shop website can also help you to find full or part-time work and volunteering opportunities. Visit it at https://sites.google.com/a/activatelearning.ac.uk/the-employment-shop-at-activate-learning/ We also offer guidance to customers aged 19 and over through the National Careers Service. Before your appointment, get a head start on www.nationalcareersservice.direct.gov.uk
STANDARDS OF BEHAVIOUR AND THE LEARNER CONTRACT At enrolment we will also ask you to sign our Learner Contract. This sets out the standards of behaviour that wil give you the best possible chances of success. These standards have been set to: • • •
distinguish us as a community of successful learners characterise how we conduct ourselves set out the attributes we want learners and staff to develop and demonstrate
Learning how to demonstrate these behaviours will form part of your learning programme. You can also expect staff members to demonstrate these standards in how they perform their roles. They are: 1. TAKE RESPONSIBILITY, doing what we say we are going to do by: • • •
planning ahead staying focused meeting deadlines
2. EARN RESPECT, being positive with each other by: • •
listening attentively being honest
3. AIM HIGH, going further by: • • •
setting challenging goals learning from mistakes improving continually
4. MAKE IT HAPPEN, by: • •
taking initiative inspiring each other to meet all these standards
CODE OF CONDUCT While our Learner Contract sets out the behaviours we want everyone to aspire to, our Code of Conduct helps to make our campuses safe and supportive places in which to learn. At enrolment you will be asked to sign to say that, throughout your time at college, you will act in line with the code. We expect all learners to keep to the rules. If they do not, they will face disciplinary action and may be excluded. When learning, you are expected to: • • • • • • •
attend all lessons and exams, unless the absence is authorised arrive on time and with the right equipment complete assignments on time, without cheating, copying or plagiarising remove hats in class or study centres not eat or drink in class or study areas, apart from water, and keep mobile devices on silent mode in those areas. not use headphones or audio devices during a taught learning session without permission adhere to the health and safety regulations
About campus, you are expected to: • • • • • • • • •
carry out all reasonable instructions from any member of staff wear your ID card at all times not carry or use illegal drugs, equipment for drug use, weapons or alcohol, or ask anyone else to pay attention to your own and other’s health and safety use the designated smoking areas if you are a smoker, including for e-cigarettes not drop litter or spit treat the campus with care and respect keep hoods down not film or make an image of another person without their explicit consent
In your general behaviour, you are expected to • • • • • •
behave in a thoughtful, considerate and responsible manner not use bad language not bully, harass or offend anyone in person or online not damage the good reputation of Activate Learning through any bad behaviour on or off campus, including online behaviour. follow the learner IT Regulations not give false information or forge documents
POLICIES You can find out more about college policies here or click on one of the links below to read the relvant Policy Equality and Diversity Data protection policy Safeguarding Policy
EDUCATIONAL VISITS Observing artefacts and exhibits first-hand is often cited as a seminal experience for many artists and designers so visiting museums and galleries and seeing current exhibitions is regarded by the course team to be key to your contextual understanding of your developing practice and others work Some of the galleries and museums visited include... Victoria & Albert Museum, South Kensington, London Science Museum, South Kensington, London Barbican Art Gallery, London The Courthauld Institute of Art, London The British Museum, London Compton Verney, Warwickshire Pitt Rivers Museum, Oxford Modern Art Oxford The Ashmolean Museum of Art & Archaeology, Oxford
RESIDENTIAL TRIP TO BERLIN An Educational Visit to a destination abroad extends the first-hand experience of artefacts to within the culture they were made or to see those that are bound geographically e.g. The Duomo, Florence or Velasquez’ ‘Las Meninas’ in the Museo del Prado, Madrid. Foundation (Art & Design) students visited Barcelona in 2009, Berlin in 2010, 2011, 2012 and 2016 Amsterdam in 2013 and 2014.This year we are returning again to Berlin. Berlin is home to 153 museums including the world famous Museum Island - a UNESCO World Heritage Site – that is home to the Neues Museum, Altes Museum, Alte Nationalgalerie and Pergamon Museums. In addition, there is a wide variety of galleries in Berlin, including the Hamburger Bahnhof which holds a major collection of modern and contemporary art; the Bauhaus-Archive; the Jewish Museum designed by Daniel Libeskind has a standing exhibition on two millennia of German-Jewish history; the Berlinische Galerie Museum of Modern Art; the BOROS collection housed in the Bunker, the Museum for Film and TV at the Sony Centre. The proposed visit to Berlin is planned for Monday 23 to Friday 27 January 2017 and is open to all Foundation (Art & Design) students The details and cost of this visit per person are to be confirmed but it are likely to include: • • • • • • • •
Return flights to Berlin. Including 1 piece of checked-in luggage and 1 piece of hold luggage Continental & UK Coach Transfers B&B stay of 5 days/ 4nights in multi-bedded rooms at 3 Star Meininger City Hostel & Hotel Berlin, Three-day Museum Pass Entrance to Boros Collection Entrance to Museum for Film & TV First evening meal at 12 Apostle Group visit to Reichstag
STUDENTS’ UNION The Students’ Union is an integral part of college life. Every student attending an Activate Learning college is a member of the Students’ Union. Each campus has an executive committee comprising the following members: • • • • •
President Vice President Learner Voice Officer Events Officer Clubs and Societies Officer
Each year the Students’ Union Executive Committee hosts a series of events to help you get more out of your learning experience. This can include support for local or national charities. Membership of our Students’ Union also enables you to register for your very own National Union of Students discount card. This can be obtained online and will entitle you to 12 months’ discounted purchases at a range of high street stores. For further information on the Students’ Union check out our section of the Student Hub: https://sites.google.com/a/activatelearning.ac.uk/activatestudentunion/
COURSE REPRESENTATIVES Each year, the Student Support Team will ask for a minimum of two representatives from each programme at your Activate Learning college. Elections for these posts happen during the first half term. All Course Representatives will be given extensive training so that they have the skills, qualities and attributes to represent the rest of their peers. There will be multiple opportunities each year to take part in the Learner Voice activities. Becoming a Course Representative will allow you to develop a range of skills that are attractive to employers and higher education establishments when it comes to completing your UCAS application form. Most importantly it will provide opportunities for you to help improve Activate Learning and help other students. More details about how to be elected as a Course Representative will be shared in between September and October. To add prestige to the position, you will also be granted a magenta lanyard; allowing other students to identify you more easily as a student with enhanced responsibilities.
SAFEGUARDING - BEING SAFE At Activate Learning, we encourage you to look after your own and others’ personal safety and to be responsible and vigilant at all times. Our aim is to provide everyone with a safe learning environment. A large part of this is providing information so that you have a understanding about our safeguarding services and procedures. If you are concerned about anything, affecting you or a classmate, please contact a member of the safeguarding team. Safeguarding posters are displayed throughout your college with contact details for local safeguarding officers. Alternatively you can find more information on the Safe and Well section of The Edge website or speak to a trusted member of staff. https://sites.google.com/a/activatelearning.ac.uk/activate-the-edge/forums
SOCIAL NETWORKING SAFELY The internet is filled with websites allowing you to connect with friends, share information and upload your personal photographs. You can also find out about what is happening at ACTIVATE LEARNING by ‘liking’ the Facebook pages that interest you. As useful and attractive as joining Facebook, Twitter, Flickr and other similar websites are, there are also potential downsides. One key thing you must always remember is that social networking sites ensure that information about you is permanently and freely available. By actively using these websites you create a record that will follow you throughout your life. When you’re uploading that shot of yourself or your friend in that humorous or compromising situation, stop and think. What would a future employer or family member think? Be careful before you accept someone as a friend. Think! Do I really know them? Are they really who they say they are? Another of the major risks of sharing information on social networking sites is the potential for cyber bullying. Research with 11 to 19 year olds found that one in five young people (20%) had experienced bullying or threats via email, internet chat rooms or text message. Bullying using text messaging was the most common of these three, experienced by 14% of young people. Almost three quarters (73%) of young people who had been bullied by email, internet chat room or text message said they knew the person who bullied or threatened them, while a quarter (26%) said it was done by a stranger. If you are being bullied or feel threatened or harassed, speak to your personal tutor, someone in the College who you trust, a parent or Student services. You can also use the STAY SAFE button on the student intranet for more places to get help.
CHNAGE OF PERSONAL CIRCUMSTANCES You must keep the college informed of any changes in your personal circumstances during your period of study. It is very important that you ensure the college always has your current address, telephone number and email address. This will be needed to forward on certificates and to contact you in the annual destinations survey. To change the information that we currently have on record, please visit Advice and Admissions to complete a Student Change of Personal Circumstance Form. The team are located near reception in each campus. If changing a name evidence will need to be provided, i.e. Marriage Certificate, Name Change Deed Poll Certificate
COUNSELLING Each Activate Learning college has its own trained counsellor, offering emotional support to all learners that study with us. Dependant upon the time of year that you access the service, there may be a short waiting list. However, the Student Support Team is proud to say that in the last three years the waiting list has always been shorter than the local NHS provision. If you feel you could benefit from using the counselling service, please speak to a member of the Student Support Team in confidence. Alternatively one of your teaching team can refer you into the service.
FAITH ROOM AND COMMON/RECREATION AREAS Each Activate Learning collefe campus has a multi-faith room. This area can be used for prayer, quiet contemplation or mindfulness. We also have a team of on-site chaplains wjho are based in the college at lunch times. The chaplains are there to discuss all things related to faith and belief. For more information, check out the faith and belief section of The Edge website. https://sites.google.com/a/activatelearning.ac.uk/activate-the-edge/Respect/faithbeliefsculture
SPORT ENRICHMENT Our sport enrichment and wellbeing programme offers all learners opportunities to develop their sport and fitness skills, whether it’s for fun or to compete. The programme is tailored to meet the needs of students and so the programme changes each year. There are currently more than 20 sports and exercise sessions running each week ( see link below for time table). Sport, exercise and fitness for fun? Drop in to one of our ‘turn up and play’ sessions, which include swimming and Zumba. These sessions are open to all levels of experience and ability; you don’t have to be a sports student to get involved. Check out The Student Hub for further details . Want to play for college teams? We enter various sports leagues and have lots of fixtures lined up against other local colleges. If you want to play sport outside of college we can also link you into one of our local partner clubs.
FIRE EVACUATION PROCEDURE These are the actions learners must take during a fire or other emergency. When you hear the emergency fire alarm (an alarm that does not stop) you must: • • • • • • • • • • • •
go where your tutor tells you. Help your tutor make items as safe as possible before leaving, for example by switching off electrical items, closing windows and doors as you leave not stop to get your bags and/or coats leave your area straight away by the nearest safe emergency exit route. DO NOT use the lifts leave the building by the nearest safe emergency exit door leading straight to the outdoors. not go back into the building whilst the emergency fire alarm is sounding, for any reason meet with your tutor at the appropriate assembly point remain with your class tutor at the assembly point and await further advice if you have a vehicle in the car park, do not remove it until you are given advice to do so not go back into the building following the emergency until advised to do so by your tutor, or the member of staff taking charge at the Assembly Point not smoke not leave the campus