BTC FdSc Programme Specification
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  • 1. Part 2 1. Awarding Institution City University London 2. Teaching Institution Ravensbourne College of Design and Commu- nication 3. Programme Accredited By 4. Final Award and Title Broadcast Technology Cluster (BTC): FdSc Broadcast Audio Technology (BAT) FdSc Broadcast Technology (BET) FdSc Broadcast Information Technology (BIT) FdSc Outside Broadcast Technology (BOT) 5. QAA Benchmarking QAA - The framework for higher education Group(s) qualifications in England, Wales and Northern and external references Ireland QAA Foundation Degree Qualification Benchmark QAA Code of Practice QAA Engineering Subject Benchmark QAA Communication, Media, Film and Cultural Studies Subject Benchmark ECUK UK-SPEC (Standard for Professional Engineering Competence) IET Handbook of Learning Outcomes EAB Generic Learning Outcomes EAB Specified Learning Outcomes Skillset National Occupational Standards for Broadcast Media Technology DIUS : Further Education - Leitch Review of Skills The Cox Review of Creativity in Business - HM Treasury 6. Date of introduction / Sept 2009 start of proposed new validation period 7. Overview of Programme Structures The broadcast industry is powered by cutting-edge technology. The programmes in this cluster provide vocational education appropriate to a professional working in this sector. Students graduating from these courses could expect to work in a variety of areas in the broadcast industry from systems design, installation, maintenance and support, to studio and location production, post-production and transmission. 1
  • 2. Part 2 Emphasis is placed upon the acquisition of knowledge, the application of this knowledge to the solution of practical problems and to the completion of projects in a multidisciplinary environment that mirrors industry practice. Courses in this cluster are two-year full time Foundation Degrees with a part-time option. In the first level of the programme students will develop the underpinning knowledge of broadcast technology and the broadcasting industry. Differentiation between the courses in the cluster at this level is by students’ completion of different project briefs within the units. Students are then supported in applying for a work placement that normally takes place between Level 1 and 2 to reinforce and apply the knowledge developed in the first level. At the start of level 2 students will commit to one of the 4 named programmes. They will give a reserve choice in case there are insufficient numbers to make the running of a particular pathway viable. Differentiation at level 2 is through the named option unit and by differences in project briefs in the other technical units. At level 2, particular emphasis is placed on project-based learning by application of advanced technical knowledge and skills to project management and problem solving in a real- world environment. Differentiation between the pathways in the cluster 8. Educational Aims Through the integration of academic and work-based learning, these courses aim to: 1. Provide students with a balance of intellectual and practical skills necessary to enter the field of broadcast technology; 2. Develop a range of creative and technical skills in a variety of specialist disciplines related to broadcast technology; 3. Encourage independent thinking and develop transferable skills and competencies as preparation for work and to enable life-long learning; 4. Develop experience and knowledge of collaborative working methods and processes within an industrially focused multidisciplinary environment. 9. Teaching, Learning and Assessment Strategies The teaching, learning and assessment strategies of the courses are developed through a considered process of learning design supported at the institutional and faculty level. The result is a learner centred and industry informed approach to the choice of modes, activities, sequences and tools used. Learning is facilitated by permanent teaching staff, supported by sessional staff and visiting speakers who are practising professionals and add to the industry perspective of the courses. The courses are designed to inculcate a range of critical and vocationally focused skills that situate individual learning within the context of professional practice. 2
  • 3. Part 2 Progression through the programmes builds the individual capabilities of self- directed learning that underpin continual professional and academic development. This is embedded into the design of the courses as a whole, and is supported by cross college units in Personal and Professional Development, Contextual Studies and Enterprise and Entrepreneurship. These particularly support the broadening, contextualisation and synthesis of learning with practice as well as the development of crucial inter-personal, intra-personal and academic skills such as critical thinking, research, team-working and professional communication. Considerable value is placed on work related learning. This is supported through the simulation of real world scenarios in projects, and through industrial exposure through work placements and case studies. A particular emphasis is placed on the development and application of professional and practical skills through project based learning, involving a considerable amount of self-directed learning. In this approach, students respond to project briefs designed to foster creative, technical and academic skills while progressively introducing professional contexts and constraints. This approach is student-centred, encourages deep approaches to learning, builds problem solving ability and integrates academic with professional learning. Collaborative projects and activities are included to encourage team working skills and peer learning. This includes working with students from other courses where relevant and practical. Project briefs set out the context of the unit and project, the intended learning outcomes and the assessment criteria against which students’ performance will be judged. Lectures, workshops, tutorials, practical sessions and guest lectures by visiting practitioners are used to raise learners’ awareness and support them in developing their understanding of critical knowledge within broadcast engineering and associated contexts. These are also used to model and support the development of critical engagement with texts, concepts, and the professional practice of relevant individuals and organisations. These normally include interaction and questioning from students. These also provide the opportunity to bring together students from different disciplines and courses, highlighting common critical themes and issues and exploring different perspectives. The new learning space in Greenwich will provide opportunities to extend this practice, for example by including high profile and large-scale events. These modes of learning are increasingly supported by the use of Learn@rave, Ravensbourne’s Moodle Virtual Learning Environment (VLE). For example lecture notes, podcasts and additional references and learning materials and forums are used to provide more flexible access to course-related material and to extend the learning opportunities. Tutor and student led seminars encourage students to develop their own position and direction in relation to this knowledge and understanding and also encourage peer learning and support. Small group tutorials are particularly used to support students in reflecting on the development of their work and contextualising this in 3
  • 4. Part 2 relation to the brief, learning outcomes and wider contexts such as professional practice and commercial considerations. Workshops and demonstrations are particularly used to provide expert instruction in the application of professionally relevant skills and technology. The design and sequencing of these modes of learning are used to develop the reflection on practice that is central to the aims and design of the courses and preparing learners to succeed and contribute in their industry. This is further embedded through the design of projects that emphasise the contextualisation of learners’ responses to briefs supported by research. The practical experience gained encourages the testing, development and internalisation of understanding through the creative application of conceptual, technical and professional tools. The courses are designed to scaffold students’ development so that they progressively find their own direction and use their knowledge and understanding to inform the application of their skills. Self-direction and reflection on their work, and the positioning of this within professional, commercial and theoretical contexts is vital in implementing their career plans. Well-established forms of learning and teaching are increasingly supplemented, supported and extended by on line materials and activities through a range of blended e-Learning resources and activities. These often involve the use of the VLE, for example to provide access to course information, briefs, learning materials and activities such as forums which support learners in personalising their learning and sharing this with peers. Applying learning from JISC funded projects undertaken by the college the use of the VLE is increasingly related to external tools and communities. For example, tools such as wikis and blogs are used to encourage reflection, peer learning and collaboration. They support learners’ progression along a continuum from private reflection to public and professional representation and engagement with communities of practice. To ensure that our learners continue to be successful and employable the courses are designed to prepare them for the rapidly changing social and technological context in which they will work. A vital part of this is to equip them with the knowledge and skills to be able to understand the use of digital technology in their professional practice and as lifelong, independent and inter-dependent learners. Assessment is of primary importance to the learning process, and each project and unit makes use of formative and summative assessment. These provide timely and appropriate formal and informal feedback to students. Formative feedback plays a particularly important role in encouraging reflection and increasingly independent learning. Students are encouraged to be active participants in this process, through panel presentations for example, where individual and group work is discussed and reviewed by peers and staff members. Assessment criteria reflect the specific brief and the overall aims of the programme, and refer to relevant professional standards, where appropriate. The following assessment methods will be particularly used: 4
  • 5. Part 2 • Essays, practical tests and examinations are mainly used to assess the level of critical, contextual, analytical and written communication, skills and knowledge. • Technical reports are particularly used to develop and assess the skills of summarising, analysing and communicating the process of researching and contextualising work. • Presentations are used to measure and develop verbal communication and presentation skills. Group presentations are used to measure the ability to coordinate different sources of information into one coherent event. • Professional engineering skills are predominantly assessed through the success and appropriateness to brief of practical lab exercises and activities. Where relevant to the unit, technical skills will be assessed through the project components and usually supported by reflective logs and technical reports. • Project proposals and reflective documents/logs are used to measure the student’s abilities to set and meet goals and are part of a project development process – and key to assessing units that involve self-initiated working. Overall, assessment across the programmes will focus on the following areas: • Breadth and depth of subject knowledge and awareness of the history and context(s) of that knowledge. • Reflection on issues related to professional practice, on new knowledge and understanding, and on students' own and others' performance against agreed criteria, including the capacity to deploy and evaluate evidence and to express the outcomes of such reflection clearly and fluently. • Analysis of fields of knowledge, concepts and engineering practices, including the ability to contextualise the analysis and engage in critical debate through discursive argument. • Specific professional values and attitudes, including professional and industrial contexts, and broader business, enterprise, and innovation contexts. • Specific professional and generic skills, including skills of investigation and enquiry, oral and written communicative skills, the use of a range of technology for accessing data, resources, contacts and literature, and developing creative solutions to relevant problems. The cluster team recognise that it is critical to continually develop and innovate in our approach to learning and teaching. We will respond to the ongoing evaluation of delivery through processes such as Annual Course Monitoring, as well as to input from industry on how well we are meeting their changing needs. This is in line with the college’s mission and is vital to meet the needs of our increasingly diverse learners and prepare them to fulfil their potential in their chosen field/s. The courses will also develop their approach to learning and teaching in order to take advantage 5
  • 6. Part 2 of the new learning space and respond to changes in our learners, the ways in which they need to access learning, and the demands of the industries in which they will work. The overall aims of the courses will be met through inclusive, personalised and flexible approaches to learning and teaching that support: collaborative and cross disciplinary working; engagement with digital and networked technology as part of the learning and creative process; the development of skills and approaches needed for enterprise and innovation; recognition of how learning outcomes relate to the needs of the creative industries; balancing depth and breadth in learning and professional development; and the development of the skills learners need to succeed as reflective professionals. 10. Learning Outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas: Knowledge and Learning and teaching methods Understanding Learning and teaching on the course is primarily A1 Context project based (see Practical and Professional Skills below). This is supported though the How organisations operate, development of the student’s knowledge and are managed and the key understanding by varied learning and teaching professional practices, legal, methods which may include as appropriate: ethical and regulatory project briefings, lectures, (staff and student frameworks relevant to led) group seminars, technical or practical broadcast industries workshops, demonstrations, individual or group tutorials and self directed study by the A2 Technical student. Relevant mathematical Learning is facilitated by well-qualified and methods and science leading experienced permanent teaching staff and by to electronic, information, sessional staff and visiting speakers who are communication and signal practising professionals and bring an important theory as appropriate to industry perspective to the course. Traditional Foundation Degree level modes of delivery may be supported where professional practice in this appropriate by e-learning and/or resource-based sector learning. Assessment A3 Project Knowledge and understanding are assessed through short essays, tests, exams, reports, and Relevant technologies and individual and group presentations, and through the techniques required to their application in practical projects in a manner employ them in practical appropriate to each unit of delivery. solutions 6
  • 7. Part 2 Values and Attitudes Learning and teaching methods B1 Problems Students develop values and attitudes primarily through self-directed project activity that Identify problems and progressively introduces professional contexts. choose appropriate tools/methods for their Most learning takes place during the projects resolution and through students’ critical and reflective response to these. The first level concentrates B2 Professionalism on introducing the professional context and introducing the industry’s tools and methods. Interact effectively within a The second level focuses on applying these to team, giving and receiving problem-solving and multidisciplinary team information and ideas and projects. modifying responses Assessment appropriately Values and attitudes are assessed within appropriate units throughout the course primarily B3 Independence through their application in practical projects in a manner appropriate to each unit of delivery. Take responsibility for own learning with minimal direction 7
  • 8. Part 2 Skills (Cognitive and Learning and teaching methods Intellectual) Intellectual skills are gained primarily through C1 Analysis lectures, seminars, workshops, individual tutorials and self-directed study but the Select and apply appropriate delivery of some elements will be integrated with mathematical methods, practical and professional skills in project-based scientific principles and/or learning. In particular, project based learning software to analyse stimulates analysis, contextual, problem solving, electronics and information creative thinking, and personal reflection. communications engineering problems Students are introduced through the contextual elements of the course to theoretical and critical C2 Application frameworks in which they can locate their practice. Analyse existing systems or Assessment processes and create Students are assessed through a variety of solutions through the means including essays, reports and synthesis of ideas and presentations. Some elements are assessed methods through their application in submitted project materials. This may include rationales, C3 Context background research, development materials and/or evidence of reflection on the process of Consider and analyse their development in addition to practical material. own work with reference to academic and work related frameworks 8
  • 9. Part 2 Skills (Subject Learning and teaching methods Specific/Professional) Professional and practical skills are gained D1 Operations primarily through project-based learning. This often involves the simulation of activities that Show competence in take place in industry. operational aspects of broadcast production and Supported by staff, students work on project post production and apply briefs designed to foster creative, technical and mathematical and academic skills while progressively introducing engineering techniques, professional contexts and real world constraints. taking account of industrial This approach is student centred, encourages and commercial constraints deep learning, builds problem solving ability, and integrates academic with professional learning. D2 Design Students learn to take responsibility for their own learning progressively. Some projects are Design or adapt a system, intentionally collaborative encouraging team component or process that working and peer learning and may involve employs components, students from other courses. construction methods and programming languages as Projects are supported by briefings, lectures, appropriate to implement workshops, group seminars and student self- solutions, and manage time directed study. Learning is facilitated by and resources permanent teaching staff and by sessional staff and visiting speakers who are practising D3 Testing professionals and bring an important industry perspective to the course. These methods may Use relevant test and be supported where appropriate by e-learning measurement equipment and and/or resource based learning. diagnostic software to test Assessment systems, analyse results and Students are assessed primarily through the ensure fitness for purpose submission of practical materials. Students undertake a variety of engineering and technology tests. Students may also be required to submit reflective logs explaining key points in both the technical and creative process and justifying decisions made with respect to the brief. 9
  • 10. Part 2 Skills (Transferable) Learning and teaching methods Students develop transferable skills primarily E1 Reflection through self-directed project activity that progressively introduces professional contexts. Evaluate own strengths and weaknesses, and develop Though most learning takes place during the own criteria and judgement projects and through students’ critical and reflective response to these, this aspect of E2 Informatics learning is supported by a Personal and Professional Development unit at each of the Manage information in a course levels. The first level concentrates on range of media, selecting ensuring that students ‘learn how to learn’. The and using a variety of unit also prepares students for work experience sources and technologies as (or equivalent) and encourages them to start to appropriate explore professional and career development. The second level focuses on the development of E3 Communication professional transferable skills to enable the transition to employment and/or further study. Communicate ideas and Assessment information in visual, oral and Transferable skills are assessed within written forms that is literate, appropriate units throughout the course, and in numerate and coherent for a particular through the submission of Personal variety of audiences and Professional Development Files. These files (containing a learning plan, reflective commentary and evidence-base) are developed within the Personal and Professional Development unit and provide evidence of work and learning carried out across the course. For instance, evidence of personal development achieved through research, design development and realisation; responses to briefs; and evidence of project management. Students are also assessed through peer, group and self- assessment The learning outcomes are mapped to both the QAA Communication Media, Film and Cultural Studies Subject Benchmark and the ECUK (Engineering Council UK) UK-SPEC (Standard for Professional Engineering Competence) who’s specific learning outcomes disseminate into the following reference documents: • QAA Engineering Subject Benchmark • IET (Institution of Engineering and Technology) Handbook of Learning Outcomes • EAB (Engineering Accreditation Board) General Learning Outcomes • EAB Specified Learning Outcomes See Appendices A and B for Engineering Council UK and QAA learning outcome unit mappings. 10
  • 11. Part 2 11. Admissions and APEL Foundation degree applicants will come from a wide range of backgrounds, and applications are positively welcomed from mature students, those with relevant work experience, those who may not necessarily possess the formal entry qualifications, or who have qualifications other than those listed below. Students will be expected to possess at least four GCSEs (grade C or above) or equivalent including Maths, or to have completed the Level 0 Media Technology pathway or equivalent. Students must also hold at least one of the following or equivalent: • 1 A-Level or BTEC National Diploma; • AVCE or GNVQ Advanced (Level 3); • NVQ3 in relevant subject(s). Applicants will normally be expected to attend for interview where they should complete a technical assessment. Students will be selected according to the criteria set out in the College Procedure for the Admission of Students and Guidance Notes for Selecting Candidates for interview. When appropriate the College’s Accreditation of Prior Learning Policy and Procedure will be used to assess applicants at interview. A key criterion for entry is evidence of commitment and motivation to study in the subject area. Applications from candidates without standard qualifications may be considered on the basis of prior experiential learning, provided they demonstrate that they have the necessary experience and the ability to benefit from and succeed on the programme. Where an applicant’s first language is not English, proof of competence in English will be required. This will normally take the form of an IELTS score of a minimum of 6.5 or equivalent, which has been achieved within the last 18 months prior to commencement of the course. Key entry criteria will be: • Motivation and commitment • Awareness of career outcomes and aptitude for these • Knowledge and ability in relevant technical and academic subjects • Communication skills • Team skills • Enthusiasm for technology 11
  • 12. Part 2 12. Assessment Regulations These courses are subject to the Academic Regulations for the Awards of Foundation Degree and Certificate in Higher Education. In summary, in order to complete a unit, a student must successfully complete all the assessment specified for that unit. In order to progress from level one of a course to level two, a student must successfully complete all the units in that level of the course. In order to achieve the award, a student (having completed level one of the course) must successfully complete all the units in level two. In certain circumstances, the Examination Board may at its discretion choose to permit performance in one area to compensate for underachievement in another subject to the provisions of the Academic Regulations for the Awards of Foundation Degree and Certificate in Higher Education. However, there is no automatic right to such compensation. Foundation degrees are not classified. However, students wishing to progress to honours level study must achieve at least a grade C profile across the units of the second level of their course. These Foundation Degrees are articulated with the BSc (Hons) Broadcast Technology top-up. Foundation Degree (FdSc) students in the Broadcast Technology cluster would normally progress onto the connected BSc Honours Degree pathway: FdSc BSc (Hons) Broadcast Audio Technology (BAT) Broadcast Technology (Audio) Broadcast Technology (BET) Broadcast Technology (Systems) Broadcast Information Technology (BIT) Broadcast Technology (Computing) Outside Broadcast Technology (BOT) Broadcast Technology (Outside Broadcast) Students wishing to progress to the BSc (Hons) programme must successfully complete their Foundation Degree, and achieve the prerequisites for the BSc (Hons). Application is through UCAS and acceptance is subject to the chosen course pathway running and places being available. Normally the prerequisite for the BSc (Hons) is a Foundation Degree (Science) Broadcast Technology cluster pass with minimum 2.2 profile (Grade C) at Level 2. Normally, applicants must have applied within 3 years of having completed a Foundation Degrees (Science) Broadcast Technology cluster course. 12
  • 13. Part 2 13. Unit List Code Title Credit Value FDC101 Contextual Studies 20 CCU102 Enterprise and Entrepreneurship 15 CCU103 Personal and Professional Development 10 Level 1 FDB104 Broadcast Technology 15 FDB105 Operational Skills 15 BTC106 Mathematics 15 BTC107 Television Systems and Signals 15 BTC108 Electronics 15 FDC201 Contextual Studies 20 CCU202 Enterprise and Entrepreneurship 15 CCU203 Personal and Professional Development 10 BAT204 Broadcast Audio Systems BET204 Broadcast Systems Level 2 15 BIT204 Software Design BOT204 Outside Broadcast Systems BTC205 Information and Communications Technology 15 BTC206 Applied Mathematics 15 BTC207 Broadcast Hardware Systems 15 BTC208 RoA Technology Project 15 Total 240 Course-specific content is differentiated at the project level. Much of the core technical content is common across the four courses, but students focus their learning through the application of this wider knowledge in specialist projects. 13
  • 14. Term 1 Term 2 Term 3 Term 1 Term 2 Term 3 Part 2 BTC108: Electronics BTC208: RoA Technology Project 15 credits 15 credits BTC107: Television Systems and BTC207: Broadcast Hardware Signals Systems 15 credits 15 credits BTC106: Mathematics BTC206: Applied Mathematics 15 credits INDUSTRY SUMMER WORK PLACEMENT 15 credits BAT204: Broadcast Audio Systems FDB104: Broadcast Technology BET204: Broadcast Systems Communications Technology BOT204: Outside Broadcast FDB105: Operational Skills 14 BTC205: Information and BIT204: Software Design CCU102: Enterprise and CCU202: Enterprise and Entrepreneurship Entrepreneurship 15 credits 15 credits 15 credits 15 credits 15 credits 15 credits Systems 14. Course Diagram CCU103: Personal and Professional CCU203: Personal and Professional Development Development Full Time Mode: 10 credits 10 credits FDC101: Contextual Studies FDC201: Contextual Studies 20 credits 20 credits Level 1 Level 2
  • 15. Part 2 Indicative Delivery Pattern of Vertical Units The delivery pattern shown below allows a single tutor to deliver the content at all 3 levels of the programme (e.g. Mathematics BTC106, BTC206 and BTC306) while achieving the required 15 hours of contact time for each unit per term, giving each level 6 x 2.5 hour sessions (am / pm) in each term. (BTC306 is the 15 credit Engineering Mathematics unit, BTC307 is the 30 credit Engineering Project unit from the BSc top-up course). Level Week 1 = BTC106, 2 = BTC206, 3 = BTC306 am-pm am- pm am-pm am-pm am-pm am-pm am-pm am-pm am-pm 1-9 1-2 2-3 3-1 1-2 2-3 3-1 1-2 2-3 3-1 10 - 18 2-3 3-1 1-2 2-3 3-1 1-2 2-3 3-1 1-2 19 - 27 3-1 1-2 2-3 3-1 1-2 2-3 3-1 1-2 2-3 Level Week 1 = BTC107, 2 = BTC207, 3 = BTC307 am-pm am- pm am-pm am-pm am-pm am-pm am-pm am-pm am-pm 1-9 2-3 3-1 1-2 2-3 3-1 1-2 2-3 3-1 1-2 10 - 18 3-1 1-2 2-3 3-1 1-2 2-3 3-1 1-2 2-3 19 - 27 1-2 2-3 3-1 1-2 2-3 3-1 1-2 2-3 3-1 Level Week 1 = BTC108, 2 = BTC208, 3 = BTC307 am-pm am- pm am-pm am-pm am-pm am-pm am-pm am-pm am-pm 1-9 3-1 1-2 2-3 3-1 1-2 2-3 3-1 1-2 2-3 10 - 18 1-2 2-3 3-1 1-2 2-3 3-1 1-2 2-3 3-1 19 - 27 2-3 3-1 1-2 2-3 3-1 1-2 2-3 3-1 1-2 15
  • 16. Part 2 Part Time Mode: In the part-time mode, students will take 2 years to complete one level of the foundation degree. They will complete the programme in the sequence Level 1a, Level 1b, Level 2a and Level 2b from the diagram below. Students will be required to attend at most 2 days per week, and much of the unit learning material will be made available on the college VLE to incorporate a distance-learning approach. In some cases, part-time students may be issued a slightly different project brief to those students in the full-time mode to improve connections with other units and optimise management of resources. Level 1a Level1b FDB105: Operational Skills 10 credits Development CCU103: Personal and Professional 20 credits FDC101: Contextual Studies 15 credits BTC106: Mathematics 15 credits Signals BTC107: Television Systems and 15 credits BTC108: Electronics 15 credits Term 1 FDB104: Broadcast Technology 15 credits Term 2 CCU102: Enterprise and Entrepreneurship Term 3 15 credits INDUSTRY SUMMER WORK PLACEMENT Level 2a Level2b BAT204: Broadcast Audio Systems 10 credits Development CCU203: Personal and Professional 20 credits FDC201: Contextual Studies 15 credits BTC206: Applied Mathematics 15 credits Systems BTC207: Broadcast Hardware 15 credits BTC208: RoA Technology Project BET204: Broadcast Systems Term 1 BIT204: Software Design BOT204: Outside Broadcast Systems 15 credits BTC205: Information and Communications Technology Term 2 15 credits CCU202: Enterprise and Entrepreneurship Term 3 15 credits 16
  • 17. Part 2 15. Primary Learning Outcome Map A1: Context A2: Technical A3: Project B1: Problems B2: Professionalism B3: Independence C1: Analysis C2: Application C3: Context D1: Operations D2: Design D3: Testing E1: Reflection E2: Informatics E3: Communication Code Title FDC101 Contextual Studies X X X X X CCU102 Enterprise and Entrepreneurship X X X X X CCU103 Personal and Professional Development X X X X X Level 1 FDB104 Broadcast Technology X X X X X X FDB105 Operational Skills X X X X X X BTC106 Mathematics X X X X X BTC107 Television Systems and Signals X X X X X X X X BTC108 Electronics X X X X X X X FDC201 Contextual Studies X X X X X CCU202 Enterprise and Entrepreneurship X X X X X CCU203 Personal and Professional Development X X X X X BAT204 Broadcast Audio Systems BET204 Broadcast Systems Level 2 X X X X X X X BIT204 Software Design BOT204 Outside Broadcast Systems BTC205 Information and Communications Technology X X X X X BTC206 Applied Mathematics X X X X X BTC207 Broadcast Hardware Systems X X X X X X BTC208 RoA Technology Project X X X X X X X X 17
  • 18. Part 2 Appendix A Cluster Learning Outcome to ECUK & QAA Learning Outcome Mapping Engineering Council UK General and Specific Learning Outcomes (EAB Designates) A1: Context A2: Technical A3: Project B1: Problems B2: Professionalism B3: Independence C1: Analysis C2: Application C3: Context D1: Operations D2: Design D3: Testing E1: Reflection E2: Informatics E3: Communication Ref Criteria No Knowledge & Understanding KU1 X X EAB General LOs KU2 X KU3 X Intellectual Abilities IA1 X IA2 X IA3 X Practical Skills PS1 X X X General Transferable Skills GT1 X X X X X X Underpinning Science & Maths US1I X US2I X Engineering Analysis E1I X X E2I X X E3I X X E4I X X Design D1I X D2I X EAB Specific LOs D3 X D4I X D5I X D6I X Economic, Social & S1 X X Environmental Context S4 X S5 X Engineering Practice P1I X P2I X P3I X P4I X P6I X P7I X P8I X Comm Media Benchmark General (p.19) 8.2.1 X X 8.2.2 X X 8.2.3 X X 8.2.4 X 8.2.5 X 8.2.6 X 8.2.7 X X 8.2.8 X X 8.2.11 X 8.2.12 X X 18
  • 19. Part 2 Appendix B Cluster Units to ECUK Learning Outcome Mapping Engineering Council UK General and Specific Learning Outcomes (EAB Designates) LEVEL 1 LEVEL 2 FDB101 CCU102 CCU103 FDB104 FDB105 BTC106 BTC107 BTC108 FDB201 CCU202 CCU203 BIT204 BET204 BAT204 BTC205 BTC206 BTC207 BTC208 Criteria Ref No Knowledge & Understanding KU1 X X X X X X X X X X EAB General LOs KU2 X X X X X X X X KU3 X X X X X X X X Intellectual Abilities IA1 X X X X X X X X IA2 X X X X X IA3 X X X X X X Practical Skills PS1 X X X X X X X X X X X X X X X X General Transferable Skills GT1 X X X X X X X X X X X X X X X X Underpinning Science & Maths US1I X X X X X X X X X X US2I X X X X X X X X X X Engineering Analysis E1I X X X X X X X X E2I X X X X X X X X X X E3I X X X X X X X X X X E4I X X X X X X X Design D1I X X X X D2I X X X X X X X X X EAB Specific LOs D3 X X X X X X X X X D4I X X X D5I X X X X X D6I X X X X X X X X X Economic, Social & S1 X X X X X X X X Environmental Context S4 X X X X X X X X S5 X X X X X X X X Engineering Practice P1I X X X X P2I X X X X X X X X P3I X X X X X X X X P4I X X X X X P6I X X X X P7I X X X X P8I X X X X X X X X 19
  • 20. Part 2 Appendix C 20
  • 21. Part 2 Please note, this specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each unit can be found in the Course Handbook, Unit Descriptors and Project Briefs. The accuracy of the information contained in this document is reviewed by the College and may be checked by the Quality Assurance Agency for Higher Education. 21