Curriculum Information

Credit and Qualifications Framework for Wales The course responds to key drivers from the Welsh Government. For instance, the Credit and Qualifications Framework for Wales (CQFW) provides guidance on the expectations of knowledge, understanding and skills at each level which has helped the team to situate potential student achievement within a nationwide educational framework. The Education for sustainable Development and Global Citizenship strategy emphasises a need for graduates to be fit, not only for employment, but to be responsible members of a global society – themes which are embedded within the course. Quality Assurance Agency The UK Quality Assurance Agency (QAA) Quality Code gives higher education providers a shared starting point for setting and maintaining academic standards and assuring the quality of the learning opportunities they provide. The code informs the quality assurance practices of the University and College in general, but it has enabled the teaching team to ensure that the course has been developed in line with UK wide academic standards. The QAA also provides comprehensive subject guides which have contributed to the design of the course aims, learning outcomes and key skills. Professional, Statutory and Regulatory Bodies BA (Hons) Film has arisen out of three separate courses that were on offer, two of which had been Creative Skillset accredited. Creative Skillset is the Sector Skills Council and offers training for the UK creative industries. We are already in talks with them to accredit this course as well.

To instill historical, theoretical and practical knowledge that provides context for, and understanding of, current and future filmmaking content, production techniques and practices, audiences, and the various screen presentation and broadcast platforms.

(Knowledge - context - history, theory and analysis)To equip students with the necessary craft skills and the understanding to express themselves through creative exploration and development, practical implementation, experimenting with expressive techniques, to form personal identities and career goals.

(Understanding - craft - technical development and training)To develop in our students a comprehension and recognition of the importance and value of respect, professionalism and cooperative working in regard to filmmaking practice, working in a creative manner within production teams, and responding to the legal, ethical, and risk requirements of film production.

(Professionalism/vocational - team working)To provide a variety of exciting challenges and problem-solving opportunities for students to discover, explore and apply themselves in the generation of creative, inspiring work that drives the artistic boundaries of filmmaking.

(Intellectual - content - creativity)To enable students to develop transferable, graduate attributes, suitably equipping those with leadership or entrepreneurial aspirations, or those who wish to engage in other related media professions such as research, marketing, publicity, communication, journalism or education, etc. providing them with the self-confidence and belief to pursue these avenues. (Graduate Attributes)

Active/simulation based
Work activity simulation requires the performance of tasks or industry-based activities that mirror the tasks employees perform in employment.
Depending on the nature of the activity it may take place in the classroom or at an industry partner’s facility.

Lectures
An Illustrated presentation on a particular topic.
The term 'lecture' covers everything from the traditional model, where a single member of the institution's staff or an affiliate introduces ideas or delivers facts to a group of students, to approaches that might be much more interactive, involve a variety of contributors, make use of a range of media and technologies, and take place virtually as well as in person.

Seminars
A discussion or classroom session focusing on a particular topic or project.
Seminars are defined as sessions that provide the opportunity for students to engage in discussion of a particular topic and/or to explore it in more detail than might be covered in a lecture - the extent of interaction will depend on the delivery method. A typical model would involve a guided, tutor-led discussion in a small group. However, the term also encompasses student or peer-led classes with a staff member or affiliate present. As with lectures, use\\u2028of technology means seminars may take place virtually.

Tutorials
A meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project.
Tutorials may be distinguished from seminars in light of the stronger emphasis they place on the role of the tutor in giving direction or feedback. Tutorials can happen virtually as well as face-to-face.

Work-based
Structured learning that takes place within the workplace.
Learning, which will be agreed with the Module Leader, will be specific to the needs and requirements of the particular workplace.

Project Supervision
A series of meetings or exchanges with a supervisor to discuss a particular piece of work.
The term 'project supervision' is used to refer to the meetings that a student or group of students would have with a supervisor, to plan, discuss, and monitor progress on a particular piece of work, such as a dissertation or extended project.

Demonstration
A session involving the demonstration of a practical technique or skill.
Examples might include the demonstration of recording or editing skills. Demonstrations may often occur in specialist spaces and in person, but they may also take place virtually.
Demonstrations undertaken by Technical Instructors are not included in the course hours, and thus are not included in this table, although they do occur, at specific timetabled time, for this course.

Practical Classes and Workshops
A session involving the development and practical application of a particular skill or technique.
Examples are wide ranging and could include a laboratory class, recital, artefact handling/ identification, language conversation, sports match and so on. Practical classes and workshops might incorporate elements of teaching or guided learning, and they are at least likely to be supervised or observed by lecturing staff.
These sessions may include group work that involves students working collaboratively on set tasks, in or out of the classroom.

Directed Study (including Online Learning)
Directed study relates to the study hours which are academically directed but do not take place in direct contact hours.
Such direction would normally be undertaken by the use of online resources, for example on a virtual learning environment, or through workbooks and other materials, and may involve students carrying out a piece of research or reading relevant course material as directed by staff.

Independent Study
Study instigated through student’s own initiative.
Higher education is distinguished from general and secondary education by its focus on independent learning. Scheduled learning and teaching activities typically feature alongside time in which students are expected to study independently, which may itself be 'guided'. Independent study might include preparation for scheduled sessions, follow-up work,
Wider reading or practice, completion of assessment tasks, revision, and so on. The relative amounts of time that students are expected to spend engaged in scheduled activities and independent study varies between courses.
In all cases, students are expected to be responsible for their own learning, with appropriate support being provided by the institution. Such support can be via study skills training, feedback on assessed work, access to libraries and learning spaces.

Formative assessment-scheduled
The assessment at regular intervals of a student's progress with accompanying feedback in order to help to improve the student's performance
Formative assessment can include diagnostic assessment. It is guided by the need to provide students with developmental feedback and may be provided by means of the following:
1. Oral, written and aural commentary
2. Regular feedback through seminar and tutorial activities
3. Feedback on self-study tasks
4. Peer evaluation (which may form part of the summative assessment strategies at later levels)
If formative assessment is designed as part of in-class delivery, the time allocated for such assessment will be indicated as ‘scheduled’. These assessments might include in-class tests and non-assessed presentations.

Formative assessment-independent
If formative assessment is designed by the academic but undertaken in the student’s own time, for example online quizzes and non-assessed written activities, it should be recorded as ‘Independent’ formative assessment.