Course Handbook · 2016-08-30 · Course Handbook . BA (Hons) Acting . Course Leader Terence...

Course Handbook BA (Hons) Acting

Course Leader Terence Chapman (Mann) School of Journalism, Media & Performance

Please read this Handbook in conjunction with the University’s Student Handbook. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.

Contents

1 Welcome to the Course 2 Structure of the Course 3 Approaches to teaching and learning 4 Student Support 5 Assessment 6 Classification of Awards 7 Student Feedback 8 Appendices

8.1 Programme Specification(s)

1. Welcome to the course Welcome to the B.A Hons Acting at the University of Central Lancashire. We hope that you enjoy your study with us and that you get the most out of your time here with us. This document is designed to give you all the information you need about the degree structure and the institution, so please keep a copy of this handbook and refer to it if you have any questions about your studies. The staff are also here to help you, so if you don’t understand anything then please ask. 1.1 Rationale, aims and learning outcomes of the course

The B.A Hons Acting course is a practical degree aimed at training actors to go on to work within the Acting Industry and within the wider field of Performing Arts. In 2014, the course was granted a ‘Recognition’ level of accreditation with Drama UK which acknowledges that the course delivers a quality learning experience in line with the standards of the governing body of Drama Schools and other centres of Actor Training. The general aims of the programme as stated in the Course Specification

are “to develop Creative skills (including Devising and Performing skills) and to develop technical and academic skills”. The course also has a strong focus on the “development of knowledge of the industry and professional standards” as well as helping the students “to develop an understanding of their personal capability and competence.” On successful completion of the course, students will receive a B.A hons Acting award. (please see Appendix 8.1 for Course Specification)

1.2 Course Team Terence Chapman (Mann) – Course Leader and Third Year Academic Advisor Email [email protected] Tel: 01772 893902 Terence teaches the Biomechanics/ Movement work in First and Second year, Radio technique in Second year, and oversees most of the third year work including Third Year productions and Acting for Camera work, the Graduate Showcase and Devising. Helen Tolson – Senior Lecturer and Admissions Tutor and First Year Academic Advisor Email: [email protected] Tel: 01772 895347 Helen teaches Stanislavski technique, Animal Studies, Theatre History, the Graduate Showcase, Third Year Devised work and research and directs a third year production. Helen also oversees all audition/admissions to the course. Amy Rome – Lecturer, Second Year Academic Advisor Email: [email protected] Tel: 01772 893891 Amy teaches Second year voice work and Second year Theatre Studies. Sarah Stone – Associate Lecturer (part time) Email: [email protected] Tel: 01772 895347 Sarah teaches First Year Voice Work Other regular staff include Mark Whitelaw (Visiting freelance director on second year productions).Janet Hampson (Freelance Casting Director ) Graham Hawley (Actor/Freelance Acting for Camera Tutor) N.B. These freelance lecturers along with many other lecturers teaching on the course are practicing industry professionals and there availability varies if the afore mentioned are unavailable at any time, they will be replaced by an equally experienced lecturer.

mailto:[email protected]




1.3 Expertise of staff Terence Chapman.

Terence graduated from Manchester Metropolitan University in 1995, and since then has worked as an actor/director (Terence Mann) in the UK and across Europe. He has a wealth of experience working in Theatre and TV and has recorded over 50 plays for BBC Radio. Terence has worked with some of the most innovative theatre companies and directors in Europe including in Poland Piezn Kozla and Gennady Bogdanov (Russia) Terence is regarded as one of the countries’ leading practitioners in Meyerhold's Theatrical Biomechanics. Since the year 2000 Terence has trained and worked extensively with the world’s leading exponent of Meyerhold's Biomechanics, Russian director Gennady Bogdanov, who is the last link living link to this theatrical tradition. Terence's work in Biomechanics is used as a case study in a chapter written by Amy Skinner in ' Russians in Britain'.

'The Russians in Britain' Ed. Jonathan Pitches, Routledge (2011)

'Encountering Ensemble', ' Ensemble & Meyerhold's Biomechanics' Ed. John Britton, Methuen (2012)

Helen Tolson.

As well as her post at UCLan Helen works as a freelance Acting Coach and Director. Her work as a director has included The Princess and The Pea (Brewery Arts Centre Kendal) Journeys End (Greensides, Edinburgh Playhouse) The Ten Show (Blackpool Grand Theatre) and several showcases for Red Door Management (Greenroom Manchester & Blackpool Grand Theatre Studio). She is currently an Associate Artist at The Lowry Theatre, Salford where she has recently directed Northern Voices in the studio; the Russian Directors workshop series and the American Realism series.

Amy Rome.

Dr. Amy Rome is a lecturer in contemporary voice studies. Her postdoctoral teaching continues to be linked to international European theatre practices namely Pantheatre in Paris. This international collaboration provides important opportunities for UCLan's actors. Dr. Rome continues to teach across disciplines within Performing Arts at UCLan both at undergraduate and postgraduate levels. Recent publications and international conferences include 'The Voice Embodied'(2007); 'Postmodern approaches to Image: Intersections between Fine Art and Theatre funded by CADG, January 2012; Pantheatre NYC international conference May, 2013.

Sarah Stone.

Sarah trained as an actor at the Royal Academy of Dramatic Art and is currently an associate lecturer on the Acting course, specialising in teaching voice studies and text work. Sarah is also a fully qualified Lamda teacher with an Associate (Hons) and Licentiate from the London Academy of Music and Dramatic Art. She continues to work as an actor and director, and has worked at the Royal Court theatre and Hampstead Theatre and with prestigious practitioners such as Dee Cannon, John Beschizza, David Tucker, Ed Wilson, Tamara Harvey, David Salter, Heather Davis Paul David Gough, and Stephen Beresford.

Film and television credits include; Doctors, Showreel, Perfect and the short film Feet which was nominated for 17 international short film awards.

1.4 Academic Advisor You will be assigned an Academic Advisor who will provide additional academic support during the year. They will be the first point of call for many of the questions that you might have during the year. Your Academic Advisor will be able to help you with personal development, including developing skills in self-awareness, reflection and action planning.

1.5 Administration details Campus Admin Services provides academic administration support for students and staff and are located in the following hubs which open from 8.45am until 5.15pm

Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals.

Allen Building Medicine Dentistry telephone: 01772 895566 email: [email protected] Harris Building Lancashire Law School Humanities and the Social Sciences Centre for Excellence in Learning and Teaching telephone: 01772 891996/891997 email: [email protected] Foster Building Forensic and Applied Sciences Pharmacy and Biomedical Sciences Psychology Physical Sciences telephone: 01772 891990/891991 email: [email protected]




Computing and Technology Building Art, Design and Fashion Computing Journalism, Media and Performance Engineering telephone: 01772 891994/891995 email: [email protected] Greenbank Building Sport and Wellbeing Management Business telephone: 01772 891992/891993 email: [email protected] Brook Building Community, Health and Midwifery Nursing Health Sciences Social Work, Care and Community telephone: 01772 891992/891993 email: [email protected] 1.6 Communication

The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread.

When we contact you……. As a course team, we will usually contact you via your University email or via text message sent to the number that you provide the school office/ University with, so it is important that you learn to check your email regularly as sometimes important notices such as changes of venue or call times for rehearsals might be at quite short notice. Text message - If a member of staff is off sick, a class is moved or altered at short notice, then a text message will be sent to your mobile phone. It’s also very important that you notify the school office of any changes to your phone number, so that you receive group text messages when we send them. Please make sure that you always let the department office know if you change your mobile number for this reason. Notice Boards – We will always endeavour to post new timetable information and other important news on the noticeboards located outside the Acting Staffroom on the first floor of the Media Factory (Room ME127). We may also sometimes display the same information on the main theatre door (ME007).




Post – If any information needs to be sent out to you in the post the hub depending on the time of year they will use the either your term-time or home address. For this reason it is important for you to let the university have your current and up to date term time address and home address. If your circumstances change in this respect, please call into the administrative hub and let a member of the admin team know. When you email us, please remember that we are probably not sat at a desk answering emails but are probably teaching or in tutorials/ meetings. We will aim to respond to you as quickly as possible and within 3 working days. The Acting staff do not have regular office hourse, but if you need a tutorial, please request one via email and we will identify a time that is mutuably suitable. As we have high contact hours with our students in classes, its often easy to speak to a member of staff just after a class if you need to inform them of something urgently. 1.7 External Examiner

The External Examiner 2015-16 is Graine Byrne – Guilford School of Acting (GSA).

Details of the External Examiners Annual Report will be disseminated to students at Induction meetings at the beginning of Semester One each year and the report is also available electronically to students via email on request to the Course Leader.

2. Structure of the course 2.1 Overall structure Due to the intensive nature of the Acting Degree (and the performing arts programme), there is no option for students to study elective modules, as they do on other courses, or option for part time study. All modules are compulsory. The following table demonstrates the awards that can be

achieved on completion of each level of learning throughout the degree. 13. Programme Structures*

14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 6 AT3012

AT3011

AT3010

The Professional Actor

The Actor As Creator

Acting For Theatre 2

40

20

60

Bachelor Honours Degree

Requires 360 credits including a minimum of 220 at Level 5 or above and 100 at Level 6

Bachelor Degree


Level 5 AT2012

AT2011

AT2010

The Contemporary Actor

The Expressive Actor


40

40

40

Diploma of Higher Education

Requires 240 credits including a minimum of 120 at Level 5 or above

Level 4 AT1008 Acting Fundamentals 120 Certificate of Higher Education

Requires 120 credits at Level 4 or above

Teaching is mainly practical (you will spend most of your time in workshops with a member of staff working in a physical and vocal capacity) and is delivered in Main Theatre (The Media Factory, St Peters Arts Centre (Semester One Teaching and Semester Two, Third year productions) and Foster Activities Room. We also occasionally use other spaces in the Media Factory such as the Dance Studios, the Recording studios and the Interdisciplinary rooms and Classrooms.

2.2 Modules available Each module is a self-contained block of learning with defined aims, learning outcomes and assessment. A standard module is worth 20 credits. It equates to the learning activity expected from one sixth of a full-time undergraduate year. Modules may be developed as half or double modules with credit allocated up to a maximum of 120 credits per module. Level One (4)

Semester One and Two

AT1008 Acting Fundamentals.

This module covers all aspects of Actor training for First Years.

Level Three (6)


AT2012


AT2011


AT2010 Acting For Theatre 1

These modules are designed to further the fundamental techniques explored at level four, including extended vocal and physical work and the first Public Performance work (AT2011)

Level Six


AT3012


AT3011


Tutor (s)

AT3010 Acting For Theatre 2

Level 6 modules are designed to prepare students for the Industry and include Television training/ Portfolio preparation Public performances and Devising work. Note: Third years are also selected for the Graduate Showcases in Manchester and London. The Showcases are not assessed parts of the modules, but are an added

aspect of course for selected students.

Further information about the specifics of each module are available on Blackboard and

include full outlines of content, assessment methods and reading lists.

2.3 Course requirements As there are no ‘elective’ modules (modules that you can choose to take) on the BA (Hons) Acting course, you must pass all assignments and all

modules at each level in order to proceed to the next year of study. All modules must be passed in order for a student to receive their final award. There is also no option for part time study on the BA (Hons) Acting course. It is helpful for Staff to know of any physical problems that a student might have, prior to studying. The course is a highly physical course, and in order to ensure the safety and well-being of students, we ask that students disclose and discuss any ongoing medical/ health problems they may have such as Diabetes, Heart problems and Asthma. The staff team will be made aware of these issues, but this information will not be disclosed to other students University staff. See section 4.2 for further information. The Acting Course is a recognised course with the Drama UK body of accreditation. 2.4 Progression Information Discussions about your progression through the course normally take place from February through to May each year. It is an opportunity for you to make plans for your study over the next academic year. It is an opportunity for you to reflect on your learning so far and to make plans for your study over the next academic year. The main part of this, usually takes the form of an end of year one to one tutorial between you and all members of the acting team. It is an opportunity for you to get intensive verbal feedback and also for the course team to identify any areas of concern over your progress and advise you of extra support available. At this point, it may be possible that the team advise alternative courses/ routes of study if they feel that for some reason you will not be able to succeed or complete your studies at the next level. 2.5 Study Time 2.5.1 Weekly timetable https://intranet.uclan.ac.uk/ou/lis/Pages/DailyWeekly-Timetables.aspx

2.5.2 Expected hours of study 20 credits is a standard module size and equals 200 notional learning hours. The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes both attendance at UCLan in classes and time spent in private study. Eg. 20 credits = 200 hours of study.

https://intranet.uclan.ac.uk/ou/lis/Pages/DailyWeekly-Timetables.aspx

Typically on the acting degree you can expect to be in classes and tutor led sessions for around 15-18 hours of study per week as standard. However, this number often increases particularly at level five and six when you are in rehearsals for productions. At these times you can expect to be on a full time basis. The weekly timetable is often subject to change particularly during semester two when productions take place and also at the end of each semester when assessments take place. The acting team will endeavour to make sure that you are kept informed and updated on timetable changes and classroom/ space changes, but it is very important that you check your emails, text messages and the notice boards on a regular basis to make sure that you are up to date. It is also useful to have the numbers of some of your classmates, in case you have missed information.

Outside of class time, you will also need to make sure that you are spending time in rehearsal and in private study (reading, learning lines etc). The normal amount of work involved in achieving a successful outcome to your studies is to add at least 10 hours per week outside of the class time.

2.4.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to the course leader [email protected] or may be reported to the School Hub [email protected] on 01772 893372

In cases of exceptional requests for leave, these may be referred by the course leader to the Dean of School [email protected] for permission. In particular, please refer to the University Calendar for the dates of the start and end of terms. Often we hold important start of year or end of year meetings and tutorials. While classes may not be running, these are still important sessions at which we expect full attendance. You will also be required to go and watch other years performances. These maybe public performances or private viewings/assessments. It is very important to attend and support the work of other years, so that you can see the sort of work being done by those further on the course than you and in order to advance your own knowledge. Again, requests to be absent from these performances/ assessments must be via the course leader on [email protected]. Tel 01772 893902 All Students are monitored by the CandTHub on attendance via the swipe card system. The hub then flag up students who are failing with the acting team. The course operates a 3 absences Fail policy. ie. More than 3 absences on any one module is an automatic fail in terms of the Classwork component of a module. The course team also keep records of attendance themselves and take punctuality and attendance very seriously in order to prepare students for the Industry. Any student who is therefore persistently late to classes or is absent from classes on more than one occassion will be followed up by the member of staff to ascertain the reason for the lateness or absence. If the course team believes there is a problem with your attendance then you will be asked to attend an attendance meeting with the Course Leader. Any student more than 5 minutes late to any session may be refused entry or participation in the class at the discretion of the module tutor. This is because the lateness will affect the learning of the other students. If you are refused entry, this session may be counted as an unauthorised absence and will show on your attendance record. Repeated lateness will be





addressed with students via Academic Advisors/ Course Leader and will again result in penalties against the classwork components of a module. We are often asked to provide references for students, and poor attendance and commitment to study will reflect in the statements provided. 3. Approaches to teaching and learning 3.1 Learning and teaching methods There are a range of teaching methods employed on the acting degree. One of the most prominent of these is your participation in practical workshops and rehearsals, being directed and taught by the member of staff. However, at university, the emphasis is not entirely on what you are taught, but on what you bring to the class yourself, through engagement with study material and through your own research and rehearsal work. You will be given a reading list to accompany every module, and it is important that you familiarise yourself with this material and engage in the theoretical ideas behind the practical work you undertake. With all classes you will often be set self-study tasks to complete or be directed to certain reading materials or on line information. It is important that you make sure you spend a significant portion of your own spare time in carrying out these tasks and in independent study, research and rehearsal. 3.2 Study skills There are a variety of services available at UCLan outside of your regular classes. These include WISER which offer various study sessions throughout the year to enable students to improve on research, writing and study skills. We will endeavour to support your study skills as much as we can within the Acting team, through one to one tutorials. Where students might need extra support, they may be asked to sign up for a one to one session with a WISER support lecturer, or to attend extra seminars run by the WISER team. WISER https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_33_1 If you are ever worried about a piece of work, or struggling to manage your workload, we advise that you don’t leave it until it becomes an emergency. Contact your Academic Advisor as soon as you realise you are struggling and arrange to see them with the piece of work (written or practical). Your Academic Advisor can then support you through the process of improving your work, or point you in the right direction of more support. LIS https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_25_1 The Library and Information services also have training sessions that can improve your study skills.

3.3 Learning resources 3.3.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by LIS – library and IT staff. Please take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.

Course relevant materials such as subject guides and access to on-line databases are available to Acting Students and the library catalogue and other services can be accessed directly on line through the student portal. All first years participate in a library induction session during the first few weeks of Semester One in order to familiarise them with the library systems and support services. The Library is open 24/7 during term time and opening times are posted on the Library home page during holidays.

https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_33_1



3.3.2 Electronic Resources All modules have a reading list which has been chosen to enhance the study on each particular subject and students should endeavour to use this list as a starting point for their private study. Many of these books are e-books and so can be accessed on line, without need to borrow books. Please see the Blackboard modules for details of reading lists and other module specific resources. 3.4 Personal development planning Every semester Students will meet with their Academic Advisor to discuss the progress that they are making in their studies. During this meeting, staff will enable students to set targets for themselves through use of a Personal Development Plan which students draft themselves in consultation with staff. At the end of each academic year, each student attends an individual End of Year Tutorial with all the members of the academic team present, to reflect on the year, discuss their progress, and identify areas which need to be improved upon, or areas in which a student has significantly developed. Students are asked to make a Progression Plan, (a list of actions they will undertake over the summer break) and to send this through to the course leader.

3.5 Preparing for your career The Acting degree is designed to enable students to go on and seek work in a number of performance related careers including direct access to the Industry as an actor. In particular, the third year has a great emphasis on Professional Planning and Development and the Professional Preparation

aspect of the Third year is designed to enhance student’s employability throughout the third year. There is a Graduate Showcase of selected students work presented to casting directors and agents in Manchester and London, and the opportunity for all students to engage with many industry professionals including visiting Casting Directors, Spotlight, Agents and visiting Directors. The Acting industry is highly competitive and although we often have a high proportion of students gaining representation with Agents, there are no guarantees. However, all students regardless of selection for the showcase have the opportunity to learn how to make and find work as actors, how to represent themselves through Spotlight, Showreel s and Websites and are given career advice and support. Currently approximately 70% of students graduating go on to gain representation by an agent and begin their career. 4. Student Support

4.1 Academic Advisors Each year you will be assigned an Academic Advisor (see previous section). This is a tutor who you can go to for advice about your studies, or if you are having any issues which are affecting your ability to study. The Academic Advisor might not always have the answers, but will be able to put you in touch with other services within the University who will be able to support you.

Your Academic Advisor will also oversee your development on the course, and will monitor

your attendance, your progress and will meet with you each semester to discuss your progress and help you set targets for yourself. You can also request a tutorial with your Academic Advisor and you should contact them via email, and ask for a meeting if you are worried or concerned about any aspect of your study. You might outline the reasons for the meeting in the email and it’s always helpful if you can suggest a couple of days/ times when you are free for a meeting. Your tutor will then email you back with a time to meet. You help by preparing for your tutorial by making a note of the things you would like to discuss. Please bear in mind that members of staff are also busy teaching, directing and preparing for classes. Whilst we always welcome seeing our students, please remember that these are not just informal chats, but should be because there is something you are concerned about that we can help you with! 4.2 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - [email protected] - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments. 4.3 Students’ Union One Stop Shop The Opportunities Centre is the Unions’ One Stop Shop to find employment or volunteering whilst you study. With thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union. 5. Assessment

5.1 Assessment Strategy Essentially, we pack what we believe it is essential for you to know and do, into modules or ‘packages’. There is one module in Level Four and three modules at Levels Five and Six. The learning process enables you to unpack these and ‘use’ the contents. We gauge how well you do this by assessment.

It is important for you to understand that we don’t assess modules, we actually assess assignments and that these are created out of the information contained within the modules. Most modules have two or more assignments at level four (first year), but you might find that at level 6 (third year) a module may only be composed of one assignment, enabling you to work in greater depth. In the Blackboard Module Boxes (accessed via the online Student Portal) all the assignments for that module are included. Read them as soon as you can because this will help you understand what we expect of you and how the module will develop; it will also help you to time-mange your workload for the semester.

By assessing individual assignments, we obtain a mark that indicates how well you did overall on a particular module. At the end of your course, by putting the module marks together we calculate your degree classification (see ‘How we assess your work’ for more information about how your final degree classification is obtained). Therefore, the assessment of each assignment contributes to passing your degree.

However there are two other equally important reasons why we assess your work. Firstly, assessment should form part of your learning process; it provides feedback information so


that you can refine your judgement of your own abilities and progress, and respond accordingly – this is significant in your planning and the self-evaluation that occurs within your Progress Files. Secondly, it provides information that helps us manage the various modules and, ultimately, the course you are studying.

In line with most other higher education institutions delivering courses in aspects of the performing arts, there are no written examinations within any of the performing arts courses at UCLAN. So that the assessment process is useful to you as a learning aid, we tell you how well you are achieving in some, sometimes all, of the following areas:

Skills/knowledge in the course, including; psychomotor skills, aesthetic judgement

analytical ability

technical knowledge and application

Intelligent use of the learning environment, including; active involvement in the learning culture

effective and efficient use of resources

relationships with working teams/groups

management of study programme, especially self-study activities

Skills of synthesis and communication, to develop;

critical evaluation skills

abilities to perceive and describe wider implications and new relationships

presentation skills

fluency in communicating complex issues

For assessment to be truly meaningful, you have to perceive its relevancy to your learning. Consequently, we make assessment relevant to your interests, relevant to the industry’s standards and relevant to potential future careers.

You should always remember that we assess you, we don’t judge you – we understand that some people find study easier than others and that you are not a ‘failure’ just because you don’t get top marks for everything. What kinds of work are assessed? The nature of this course requires that a number of different learning methods be used and assessed. These can be summarised as follows:

Practical Work

Because study within this course uses practical experience to broaden understanding, assessment of practical work will not be concerned solely with the superficial aesthetic qualities of performance. We regard the ‘process’ as equally important as ‘product’. As stated

elsewhere, emphasis will be placed on the creation of documentation that traces the progress of, and your awareness of, the process in which you are engaged. To assess practical work we apply criteria based upon the following: attainment of appropriate aesthetic standards development and application of technical and other practical skills analysis, problem solving and proposal of solutions sensitivity to, and appreciation of, aesthetic, cultural and social aspects

Lecture/Seminar Work

The majority of the modules that you study are practical. However, within practical modules it is still often appropriate to deliver some lectures and seminars. It is normal to assess the knowledge that you have gained from these lectures at various points throughout the year. However, rather than expecting you to present theoretical learning for assessment in the form of essays, we normally prefer you to introduce this knowledge in your practical work or to create seminar presentations, which you may think of as performed solo or group essays.

To assess the results of lectures and seminars we apply criteria based upon the following:

consideration of information and personal views, interpretation and analysis involvement of the use of resources to extend understanding through self-study development of abilities to originate, research, prepare and present ideas that relate to the

topic in question, thus promoting active participation in discussions

Group Work Because group work occurs over the whole range of performing arts study, we sub-divide its assessment into 2 different approaches:

Firstly, when we assess your understanding of the some aspect of theory within group work, we need to isolate your contribution and measure this contribution to the group’s presentation separately from other students. We use your supporting documentation, discussions, viva voces and workshop sessions to help us to monitor your contribution.

Secondly, in practical work we assess your groups’ response to a particular task holistically. In these instances, it is not always possible or relevant to isolate each individual’s contribution (however we may adjust this grade for one or more individuals if we feel there has been an unequal contribution to the group from certain members).

To assess group work we apply criteria based upon the following:

understanding of personal responsibility

ability to integrate and play an active part

participation in complex organisational and creative decision making

management and monitoring of the group’s progress

participation in joint presentations of proposals/solutions

Assessment Management

Each assignment that you undertake commits you to a certain amount of study. To ensure fairness, the evidence of this study must be completed by all students to the same deadline.

Part of the learning process is the recognition that meeting deadlines involves realistic planning and setting achievable targets. Thus we will apply deadlines rigorously, as does the University system generally. We recognise that some students achieve better grades for practical work, whilst other are better at theoretical study. Consequently, we will use a very wide range of assessment methods to ensure that all skills and knowledge are fairly assessed.

To ensure standards are maintained our assessment procedures are rigorous and regularly reviewed. For example:

1. All work that accounts for 25% or more of a module will be assessed by at least 2 staff members; all work that receives a fail grade (below 40%) will also be assessed by at least 2 staff members;

2. If, because of the particular nature of your work or because of prior commitment, 2 staff members cannot present at ‘ephemeral’ assessment (presentations, performances or vivas), then we will record your work so that this becomes available to another staff member.

3. Our assessment processes are monitored by academics from other Universities, just as

we are asked to ‘externally examine’ similar courses to yours in other institutions. Our External Examiner may view the work you submit for assignments at any time but normally at the end of modules in semester 1 and again in semester 2; they will certainly discuss your modules with staff and look at samples of the work of students on modules within your course.

In an arts-based subject, it is crucial that you learn to assess the value of a range of opinions and to refine your own. It is important that you are given frequent opportunities to practise the skills of evaluation. The process of assessment is intended to allow you to gauge your progress against the judgement of staff and your peers. Thus, assessment is not a closed event but something to which you should fully contribute.

To ensure that you have a full and accurate understanding of the purpose and processes of assessment, there will be frequent opportunities to discuss the assessment of each assignment. These discussions will include ‘house-keeping’ and simple practicalities, as well as making sure you fully understand what you will be expected to do to fulfil the brief. There will also be discussion of more abstract areas, such as 'creativity', 'originality' and 'imagination'. You will have the opportunity to discuss what seemingly subjective assessment criteria such as 'experimentation' actually mean, rather than simply being assessed on them. There are several desirable attributes within assessment of any creative arts course. These are that you:

understand the meaning of terms used in assessment;

have a clear understanding of exactly how the assessment mechanism works, and the reasons for the arrangements adopted;

appreciate that assessment is a means of developing your own critical facilities and self-awareness;

know what steps to take to meet assessment criteria, and gain maximum benefit from the process;

are assessed frequently and that this regular process encourages you to make comparisons between your own judgement and values and those of others;

are aware of the criteria that staff apply to the growing evidence of your learning and that this is clear and open and is discussed freely;

partake in the activities of discussion, evaluation and assessment and that you receive feedback that is immediate and frequent, detailed, accurate and fair

It goes without saying that we assess your work in a professional manner – one aspect of this is the assessment and grading criteria that have been devised to enable you and auditors from outside the University to be certain about the terms of reference we use within assessment.

We use a number of modes of assessment, these include:

Practical and performance work Essays and presentations Viva voces Documentation

Practical and performance work can take a number of forms. It may be a large scale production or a small ensemble piece. It may be a workshop that you lead and evaluate; it may be a devised piece or a solo performance. What is always important is that you know when you are being assessed, and that you understand what is being assessed, what is not being assessed and what are the assessment criteria.

Essays and Presentations are designed to test a number of skills:

1. the collection of appropriate knowledge (research) from primary and secondary sources

2. the organisation of this knowledge in a coherent and logical way (structure) 3. the ability of you as the writer/presenter to make the material ‘alive’ and engaging to

the reader or audience 4. the correct use of academic conventions, such as referencing 5. in essays, the correct use of language and grammar 6. in presentations, appropriate use of technological support, such as PowerPoint or

video material

Viva Voces are oral ‘examinations’ used to allow you to fully demonstrate your range and the depth of your performance work. These are used particularly in the final year, but also at levels one and two. In the Viva, we ask you to speak about your practical work with a panel of your tutors. You are encouraged to prepare for these vivas and you may choose to bring rehearsal material, recordings, images and production notes to the event to focus the discussion. A good viva will be like a relaxed discussion amongst knowledgeable friends and in which theory and practice are easily evaluated and reflected upon.

Documentation, as discussed in more depth in section 1, can also take a number of forms. You will always receive guidance and support in the writing of documentation and staff will help you to understand the criteria by which documentation is assessed.

5.2 Notification of assignments and examination arrangements All information regarding assessments including deadlines and submission details are included under the Assignment Brief Heading in each specific module box on Blackboard. In addition to this, members of staff will talk in detail about the assessments as they approach and will check on your progress towards meeting the deadline. All written work should be placed in the individual Module Tutor’s Pigeon Hole/ Box in ME119 before the deadline (usually 12 noon on the date of deadline, but check for each individual assignment).

We have compiled a series of ‘over arching’ criteria (printed overleaf) to establish what we expect you to achieve across various types of study (practical work, documentation, essays and presentation, viva voces). The assessment and grading criteria that we use are designed to give you a clear and consistent indication of how marks for all types of assignment are arrived at. Your post-assessment feedback will indicate how well you achieved in the various criteria.

We use these criteria to standardise what ‘average’ is, what is ‘above average’ to ‘outstanding’, and what is ‘poor’ through to a ‘fail’. It is acknowledged that all students enter study with a differing range of abilities and that an essential aspect of teaching is to reinforce the strengths of the individual. In your learning and throughout your self-evaluation (perhaps recorded within your Progress File) should be your own commentary on your achievement of the assessment criteria, and your strategy for improving in areas that you feel are a consistent weakness.

So the following criteria should be seen as guides to assessment across a number of forms of study (which include workshop involvement, performances, seminars, lecture demonstrations, reports, essays and journals) that assist the learning process, rather than ‘goals’ or ‘absolutes’.

5.3 Referencing We use the Harvard Style of Referencing on the Acting course (also known as the Date/Author system). You will look at examples of referencing and participate in referencing exercises. You can also access a Referencing Guideline document in the module box for AT1008, AT2009 and AT3007 which will aid you as you complete written documents.

5.4 Confidential material As a Student, you have an ethical and legal responsibility to respect confidentiality and maintain the anonymity of individuals and organisations within their assignments where applicable. Staff will advise you of this if it is applicable to your work.

5.5 Cheating, plagiarism, collusion or re-presentation Please refer to the information included in section 6.6 of the University Student Handbook for full definitions. The University uses an online Assessment Tool called Turnitin. A pseudo-Turnitin assignment will be set up using the School space on Blackboard to allow students to check as many drafts as the system allows before their final submission to the ‘official’ Turnitin assignment. Students are required to self-submit their own assignment on Turnitin and will be given access to the Originality Reports arising from each submission. In operating Turnitin, Schools must take steps to ensure that the University’s requirement for all summative assessment to be marked anonymously is not undermined and therefore Turnitin reports should either be anonymised or considered separately from marking. Turnitin may also be used to assist with plagiarism detection and collusion, where there is suspicion about individual piece(s) of work. If Turnitin is not used on a particular assessment,(portfolio work for example) you are required to sign a declaration indicating that the individual work submitted for an assessment is your own. 6. Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards

http://www.uclan.ac.uk/study_here/student-contract.php

are made by Assessment Boards through the application of the academic and relevant course regulations.

7. Student Feedback You can play an important part in the process of improving the quality of this course through the feedback you give. In the past working with the Student Reps, (see section 7.1) we have made improvements and changes to several modules to reflect student feedback,

including adding more Acting for the Camera work at Level Five, and the way in which the Media Factory can be accessed and booked for out of hours rehearsals by students. 7.1 Student Staff Liaison Committee meetings (SSLCs) Details of the Protocol for the operation of SSLCs is included in section 8.2 of the University Student Handbook. .

8. Appendices

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme 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.

Sources of information on the programme can be found in Section 17

1. Awarding Institution / Body

University of Central Lancashire

2. Teaching Institution and Location of Delivery

UCLan Preston Main Campus

3. University School/Centre

School of Journalism, Media & Performance

4. External Accreditation

Drama UK Recognition Status

5. Title of Final Award

BA (Hons) Acting

6. Modes of Attendance offered

Full-Time only

7. UCAS Code

W410

8. Relevant Subject Benchmarking Group(s)

Dance, Drama and Performance

9. Other external influences

10. Date of production/revision of this form

April 2016

11. Aims of the Programme

The aims of the Acting programme are two-fold:

Creative skills

1.1 to develop technical and academic skills in the field of acting.

1.2 to develop making (devising) and performing skills.

Professional attributes

2.1 to develop an understanding of personal capability and competence.

2.2 to develop knowledge of the industry and professional standards.

Throughout the three levels of the programme, five creative skill-specific aims exist.

to improve practical technique and increase knowledge of performance theory; to formulate strategies to enable the creating of new work and the reworking of existing

texts; to apply experimental processes which result in innovative practice; to create inter-disciplinary work.

To ensure accurate self-evaluation of personal abilities and group and audience requirements.

The professional attributes are addressed by strategies designed to:

encourage the analysis and assessment of problems and the testing of creative solutions;

promote personal development, self-reliance and effective communication; measure and develop the effectiveness of the individual within a team; implement and appraise planning and development schemes; develop performance skills.

At all levels you will be given the opportunity to develop:

an awareness of your present level of key skill acquisition; an understanding of the importance of effective development planning within personal

progression

All the above aims are based upon:

your previous study and experience; the vocational needs and the requirements of the workplace.

12. Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and Understanding

A1. Independently select and rehearse appropriate audition material to a professional standard for use in live and recorded contexts

A2. Demonstrate and articulate the values and principles that underpin your work as a creative actor, within the devising process.

A3. Use self-evaluative strategies within the making and presentation of an original piece of devised work

A4. Demonstrate through practice and critical reflection, the ability to be a creative contributor in an ensemble.

Teaching and Learning Methods

Across all modules and at all levels teaching and learning are synthesised from a variety of learning activities and opportunities. Knowledge and Understanding at level 1 is characterised by a knowledge of the history and background of practice and practitioners and an on-going embodied knowledge related to voice and movement. Learning situations include:

Lectures Case studies Seminars and discussion groups Practical tutor – led workshops Technical guidance Group tutorials and verbal feedback One – to – one tutorials, viva voce’s and written feedback Self study will be supported by resources provided on the University Virtual Learning

Environment (Blackboard)

Assessment methods

Assessment occurs through the application of knowledge and theory within practical activities, workshops, rehearsals and performances; assessment also occurs through written submissions, presentations and viva voce.

B. Subject-specific skills

B1. Synthesise and evaluate a number of strategies to enhance work opportunities to a level expected by the profession.

B2. Exhibit and articulate the values, principles and skills that underpin your work as an actor, demonstrated within the practice of your actor training so far.

B3. Select physical, vocal and analytical skills and apply them creatively at levels recognised by the profession to the realisation of public performances.

B4. Apply skills acquired to the solution of acting problems.

B5. Demonstrate the ability to apply greater control over physical, vocal and mental resources.

B6. Develop understanding of actor/director, and actor/ audience relationships.


Practical study occurs within technique classes, workshops, rehearsals, master classes, lecture/demonstrations and performances. It is supported through attendance at professional performances, through critiques sessions and etudes and through self-reflection and group evaluation. Self study will be supported by resources provided on the University Virtual Learning Environment (Blackboard)

Assessment methods

Practical subject-specific skill development occurs throughout the 3 levels of this degree. As each student manifests different abilities and strengths within differing contexts, this course is not designed to enable students to achieve an identical and identifiable suite of skills at a particular level. However we do expect to you to recognise that the following features increase in the work produced by all students at each level:

complexity sophistication engagement emotive qualities expression sustainability of performance reproducibility of performance

the range of human/artistic experience

Across all modules and at all levels, the assessment of these aspects of creative study occur through practical assessment of work-in-progress and of performance. Assessment methods also include evaluative statements, tutorials and viva voce’s.

C. Thinking Skills

C1. Evaluate, practically and critically, different performance techniques associated with identifiable cultural forms or practitioners

C2. Analyse the ways in which acting techniques have impacted upon character development and the integration of your work in relation to the whole play/production.

C3. Discuss the production process and the ways in which your work has developed through research and practice.


Thinking skills within this course are the intellectual qualities related to cognitive ability through the acquisition of critical and contextual knowledge. The application of these qualities occur in all teaching and learning situations and at this level these are focussed upon the stating of ideas from one or more contexts using specialist vocabulary and critical language. Self study will be supported by resources provided on the University Virtual Learning Environment (Blackboard)

Assessment methods

Assessment occurs through the application of theory within practical activities, workshops, rehearsals and performances; assessment also occurs through written submissions and presentations and Viva Voce’s.

D. Other skills relevant to employability and personal development

D1. Prepare and present your own website to a level expected by the profession

D2. Work effectively as a creative and efficient member of an ensemble

D3. Apply professional standards of conduct and discipline to the realisation of a devised piece of work.

D4. Bring professional standards of conduct and discipline to the realisation of a public performance.


This is a vocational course and outcomes within this category relate to making practical and theoretical learning as effective and relevant as possible. We expect you to analyse what is required to fully participate in all learning events and to be an effective group member Learning at this level will be tutor-dependant but with guided self-defined learning opportunities. Emphasis will be placed on the relevance of skills to employment within the industry and to transferable skills. Self study will be supported by resources provided on the University Virtual Learning Environment (Blackboard)

Assessment methods

Assessment occurs through the effectiveness of practical and performance work and is evaluated through reference to personal development plans, peer responses, viva voces and tutor comments.

13. Programme Structures*

14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 6 AT3012

AT3011

AT3010




40

20

60

Bachelor Honours Degree Acting


Bachelor Degree Acting


Level 5 AT2012

AT2011

AT2010




40

40

40

Diploma of Higher Education Acting

Requires 240 credits including a minimum of 120 at Level 5 or above

Level 4 AT1008 Acting Fundamentals 120 Certificate of Higher Education

Requires 120 credits at Level 4 or above

15. Personal Development Planning

Personal Development Planning (PDP) is a key aspect of all the performing arts courses at UCLan PDP is integrated within all modules and across the totality of study. PDP, through the creation of a personal file made up of feedback from regular meetings with your Academic Advisor, helps you to define and focus your educational and professional aims and goals; it

will assist you to consider how you can engage with the learning opportunities your course offers to achieve your personal career and professional objectives.

This course consists of modules with fixed syllabi that together enable you and your colleagues to gain the knowledge and develop the skills essential for a successful practitioner. However, the course is designed to allow you to choose or negotiate many aspects of your learning in ways which are appropriate to your abilities, learning preferences and vocational intentions. This is referred to as a student-centred learning approach. When coupled with the self-monitoring and evaluation of PDP, you find that study shifts from a tutor-led/teaching activity to a personally-defined learning experience. This is close to the way many professional artists operate and the terms ‘reflective practitioners’ or ‘thinking artist’ describe the kind of graduate we aim to produce

16. Admissions criteria *

(including agreed tariffs for entry with advanced standing)

*Correct as at date of approval. For latest information, please consult the University’s website.

This course has been designed to enable students to create effective portfolios of work which, when supported by positive references, will provide evidence of their abilities to future employers within the performing arts or in other areas.

The programme addresses the strengths and needs of students whose backgrounds will include the following:

• the ability to perform within a public arena; • the capability to develop a character; • the ability to devise original material.

We will normally expect applicants to evidence a number of the following:

• experience of public performance of devised and text-based material; • two ‘A’ levels, at least one of which is in theatre or a performing arts area; • BTEC National Diploma in Performing Arts, or similar; • GNVQ Advanced in a performing arts area; • experience of the professional or amateur creation of performance work; • extra-curricular activity, such as film or video making, youth orchestra, community

theatre participation or band membership, etc.

The minimum general entry requirements for the BA (Hons) Acting are the same as for all the University’s degree programmes (as outlined in the Undergraduate Prospectus). As a broad guide, we normally expect students to have achieved a tariff of at least 260 points at 'A2' and 'AS' level, BTEC ND, or GNVQ (level 3) or an equivalent qualification in relevant areas. Equally we welcome students with qualifications in other subjects, but who have shown a significant commitment to theatre performance. Equivalent qualifications will be considered towards meeting the general entry requirements.

Mature applicants without the normal entry qualifications will be considered if they can show that they will benefit from degree level study. Normally we look for alternative/professional qualifications, life experience, motivation and commitment to support such applications. Mature applicants who have not studied recently will initially be directed to our BA Performance and Media Year 0 course.

All suitable candidates will be invited to attend an audition and interview. On the audition day we will discuss all aspects of the performing arts at UCLan, as well as taking applicants through an audition class. Applicants will be introduced to staff, the facilities, their chosen programme and the philosophy that underpins study.

European Applicants:

European applicants may not be able to attend an interview in the UK. Once your application has been processed, you should submit an e-portfolio, CD or DVD of your recent work; this may be followed by a telephone interview.

International Applicants :

International applicants may not be able to attend an interview in the UK. Once your application has been processed, you should submit an e-portfolio, CD or DVD of your recent work; this may be followed by a telephone interview.

Additionally International students for whom English is not your first language, will be required to evidence an IELTS score of 6.0 or equivalent.

17. Key sources of information about the programme

• www.uclan.ac.uk - BA (Hons) Acting • WWW.DramaUK.co.uk • UCAS/Trottman guides • BA (Hons) Acting factsheets • UCLan prospectus

http://www.uclan.ac.uk/

www.performingartscourses.uk.uk

http://www.performing/

18. Curriculum Skills Map

Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Level Module Code Module Title

Compulsory (COMP)

Programme Learning Outcomes

Knowledge and understanding Subject-specific Skills

Thinking Skills

Other skills relevant to

employability and personal

development

A1 A2 A3 A4 B1 B2 B3 B4 B5 B6 C1 C2 C3 D1 D2 D3 D4

e.g.

LEV

EL 6

AT3012 The Professional Actor COMP x x x x

AT3011 The Actor as Creator COMP x x x x

AT3010 Acting for Theatre 2 COMP x x x x x x x

e.g.

LE

VEL

5

AT2012 The Contemporary Actor COMP x

x x

x x x

AT2011 The Expressive Actor COMP x x x x x

AT2010 Acting for Theatre 1 COMP x x x x x

e.g.

LEV

EL

4

AT1008 Acting Fundamentals COMP x x x x x x x x

Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks

19. LEARNING OUTCOMES FOR EXIT AWARDS:

For each exit award available, list learning outcomes relating to the knowledge and understanding, subject specific skills, thinking, other skills relevant to employability and personal development that a typical student might be expected to gain as a result of successfully completing each level of a course of study.

For example, for a standard BA/BSc (Hons) award the exit award learning outcomes for CertHE (Level 4) and DipHE (Level 5), BA/BSc (Level 6) should be included; for a postgraduate Masters, this would normally be PGDip and PGCert.

Learning outcomes for the award of: Certificate of Higher Education

Knowledge and Understanding

A1. Relate and apply improved vocal and psycho-physical technique to a variety of texts.

A2. Engage creatively and critically with textual analysis in the creation of a performance.

A3. Demonstrate an improved ability to apply appropriate acting techniques and working methods.

Subject Specific Skills

B1. Demonstrate an increased ability to interact with the relationship between the body, mind, movement and imagination.

B2. Recognize and apply a range of techniques for enhanced vocal production.

Thinking Skills

C1. Monitor and record personal development in physical, vocal & textual training practice.

C2. Demonstrate through critical reflection and practice, an increased awareness of historical, cultural and contemporary issues in acting, performance and theatre.

Other Skills relevant to employability and personal development:

D1. Identify and rectify personal levels of tension, postural habits and levels of fitness.

Learning outcomes for the award of: Diploma of Higher Education

Knowledge and Understanding

A1. Express an embodied knowledge and critical understanding of the principles of Meyerhold’s Biomechanics through the study and execution of two Biomechanical etudes.

A2. Demonstrate through critical reflection and practice a deep understanding of the relationship between the breath, voice, body and emotion.

A3. Apply appropriate psycho-physical acting strategies to the construction of a performance score based on techniques studied in this module.

A4. Demonstrate the capacity to integrate these practices with the foundational principles of the course as a whole.


B1. Demonstrate via practice and self appraisal, the ability to use radio acting techniques

B2. Demonstrate via practice and self appraisal, the ability to use technique appropriate for acting for the camera.

B3. Engage creatively and critically with appropriate acting techniques and working methods.

B4. Apply acquired skills to the creation of a character in a theatre production.

B5. Demonstrate the ability to apply an increased level of control over physical, vocal and mental resources during the rehearsal and performance of a theatre production.

B6. Through critical reflection and practice, show an understanding of actor/director and actor/ audience relationship.

Thinking Skills

C1. Evaluate, analyse and critically examine the discourses surrounding, and inherent within the above practices.

C2. Demonstrate a systematic approach to the analysis and performance of dramatic texts.

C3. Critically evaluate character in relation to given text.

Other Skills relating to employability and personal development:

D1. Work creatively and imaginatively in an ensemble and engage in the realisation of group composition work.

D2 Bring professional standards of conduct and discipline to the realisation of a public performance whilst working effectively as an efficient member of an ensemble.

D3. Use self-appraisal strategies within rehearsal and presentation of a public performance.

Learning outcomes for the award of Bachelor Degree:

Knowledge and Understanding:

A1. Independently select and rehearse appropriate audition material to a professional standard for use in live and recorded contexts.

A2. Demonstrate and articulate the values and principles that underpin your work as a creative actor, within the devising process.

A3. Use self evaluative strategies within the making and presentation of an original piece of devised work.

A4. Demonstrate through practice and critical reflection, the ability to be a creative

contributor in an ensemble.


B1. Synthesise and evaluate a number of strategies to enhance work opportunities to a level expected by the profession.

B2. Exhibit and articulate the values, principles and skills that underpin your work as actor, demonstrated within the practice of your actor training so far.

B3. Select physical, vocal and analytical skills and apply them creatively at levels recognised by the profession to the realisation of public performances.

Thinking Skills:

C1. Evaluate, practically and critically, different performance techniques associated with identifiable cultural forms or practitioners.

C2. Analyse the ways in which acting techniques have impacted upon character development and the integration of your work in relation to the whole play/production.

C3. Discuss the production process and the ways in which your work has developed through research and practice.

Other Skills relating to employability and personal development:

D1. Prepare and present your own website to a level expected by the profession

D2. Work effectively as a creative and efficient member of an ensemble

D3. Apply professional standards of conduct and discipline to the realisation of a devised piece of work.

.

University Student Handbook

2016/17 Please read this Handbook in conjunction with your Course Handbook. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean/Head of School. This applies to the materials in their entirety and to any part of the materials. This Handbook is produced centrally and locked for editing. Partner institutions only are given permission to contextualise the Handbook.

UCLan Mission statement We create positive change in our students, staff, business partners and wider communities, enabling them to develop their full potential by providing excellent higher education, innovation and research. UCLan Values

• The pursuit of excellence in all that we do. • Equality of opportunity for all, supporting the rights and freedoms of our diverse

community. • The advancement and protection of knowledge, freedom of speech and enquiry. • Supporting the health, safety and wellbeing of all.

Student Charter The Student Charter has been developed by the University and the Students’ Union so that students gain the maximum from their UCLan experience. It is a two-way commitment or ‘contract’ between the University and each individual student. It acts as a means of establishing in black and white what students can expect from the University and the Union in terms of support, and in return what we expect from our students. Read the full Student Charter Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination on various grounds including race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to

• experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported."

• contribute to creating a positive environment where discriminatory practices and discrimination no longer happen. Please review the UCLan Equality and Diversity Policy for further information.

http://www.uclan.ac.uk/study_here/student_charter.php

http://www.uclan.ac.uk/study_here/student_charter.php

http://www.uclan.ac.uk/information/uclan/equality_diversity/index.php

Contents page 1. Welcome and Introduction to the University 2. Learning Resources 3. Preparing for your career 4. Student support 5. Students’ Union 6. Rationale, aims and learning outcomes of the course 7. Assessment 8. Student Voice

1. Welcome and Introduction to the University The University of Central Lancashire (UCLan) welcomes you and hopes that you will enjoy studying at UCLan and that you will find your course both interesting and rewarding. Part one of this Handbook provides you with generic University level information and the Course Handbook provides specific information about your programme of study. 1.1 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded as unread. 1.2 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range. Details of the External Examiner associated with your course can be found in your Course Handbook. 1.3 Expected hours of study The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. Please note however that this may vary depending on your particular course and programme of study. You should therefore check your Course Handbook or contact a member of staff within the relevant School. 1.4 Attendance Requirements Student attendance at timetabled learning activities of courses and modules is required. Notification of illness or exceptional requests for leave of absence must be made as detailed in the Course Handbook. Individual modules and/or courses may incorporate a specific attendance requirement as part of the assessment criteria for successful completion of a module. Students with continuous unauthorised absence may be deemed to have withdrawn from the course. The date of withdrawal will be recorded as the last day of attendance. You may appeal this decision by following the Complaints Procedure You must swipe in using your student card. Each time you are asked to enter your details on the Student Attendance Monitoring system (SAM) you must remember that the University has a responsibility to keep information up to date. You must only enter your own details on the system as to enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries, such as scanning but not attending, can be disciplined under the Regulations for the Conduct of Students 1.5 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These purposes are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of

http://www.uclan.ac.uk/study_here/assets/images/student-complaints-current.pdf

http://www.uclan.ac.uk/study_here/assets/images/regulations-for-the-conduct-of-students-current.pdf

personal information, please see the University’s Data Protection Policy and Privacy Notice or contact the Information Governance Officer, Clerk to the Board Service, University of Central Lancashire, Preston, PR1 2HE or email [email protected].

2. Learning resources 2.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.

You can find the link to the Library Opening Hours here: http://www.uclan.ac.uk/students/study/library/opening_hours.php 2.2 Electronic Resources LIS provide access to a range of electronic resources – e-journals and databases, e-books, images and texts.

3. Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has employability learning integrated into it. This is not extra to your degree, but an important part of it.

Your course will take you on a journey of development that will help you to map your personal story of your time at university.

You will be encouraged to record your learning journey so that you can demonstrate all the work-related skills you have developed, both before and during your time at UCLan. This will help you to show future employers just how valuable your degree is and the employability skills you have acquired.

• You will be given the opportunity to explore your identity, your strengths and areas for development, your values and what you want to get out of life.

• You will be able to investigate a range of options, including jobs and work experience, postgraduate study and self-employment.

• We will support you to enable you to successfully tackle the recruitment process and to develop your enterprise skills.

UCLan Careers offers a range of support for you including:-

• One to one career and employability advice and guidance appointments. • Advice on finding graduate jobs, including how to improve your CV with work placements,

internships, voluntary opportunities and part-time employment. • Workshops, seminars, and events to enhance your learning and develop your skills. • Employer presentations and events, to give you the chance to network with potential

employers and find out from them what they are looking for.

Our drop-in service is available from 09:00-17:00, Monday to Thursday, 9:00-16:00 on Fridays. We offer CV and cover letter checks, careers information and can tell you about our full range of services. For more information come along and visit the team (in Foster building

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http://www.uclan.ac.uk/data_protection_act/privacy_notices.php


http://www.uclan.ac.uk/students/study/library/opening_hours.php

http://www.uclan.ac.uk/students/careers/index.php

near the main entrance) or access our careers and employability resources via the Student Portal

It’s your future: take charge of it!

UCLan Careers | Foster Building | University of Central Lancashire, Preston PR1 2HE 01772 895858 [email protected] www.uclan.ac.uk/careers

4. Student support, guidance and conduct 4.1 Student Support “Got a Problem to Sort? Come to us for Support”.

The <i> is your first point of call for all enquiries, help and advice. We provide guidance to all UCLan students whatever the query may be. We are based on the ground floor of the UCLan Library and open 7 days a week most of the year. Our friendly and approachable team will do their best to ensure your query is answered. Come and have a chat with us if you have a query on any aspect of student life and study. http://www.uclan.ac.uk/students/study/library/the_i.php

4.2 Students with disabilities You are strongly encouraged to declare your disability on your application form when you apply to study at UCLan. If you have declared this Disability Services will be in contact with you to advise you about reasonable adjustments which may be appropriate in the circumstances. You can also tell any member of staff at the University, who will ask you to sign a disability disclosure form, to let the Disability Service know that you have a disability and agree to share this information with them. Disability Services will then get in touch with you to discuss your available options. Following this you will be assigned a Disability Adviser whom you can contact should you need any further help or assistance. https://www.uclan.ac.uk/students/health/disability_services.php 4.3 Assessment arrangements for students with a disability Arrangements are made for students who have a disability/specific learning difficulty for which valid supporting evidence can be made available. Contact your Disability Adviser for advice and information, [email protected]

4.4 Health and Safety As a student of the University you share responsibility for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially

unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others. 4.5 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner towards all members of

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the University at all times demonstrated by using appropriate language in class, switching mobile phones / other devices off prior to attending classes, and also in your use of any social networking sites. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students.

5. Students’ Union You can play an important part in the process of improving the quality of your course through the feedback you give. In addition to the ongoing discussion with the course team throughout the year, there are a range of mechanisms for you to feed back about your experience of teaching and learning. Where

appropriate, we aim to respond to your feedback and let you know of our plans for improvement. The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what the Students’ Union does and is encompassed by its tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Students’ Union is where your voice can be heard, actions taken, or campaigns launched. Your Students’ Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go? Pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then the Student Union’s dedicated staff team in the Advice and Representation Centre are on hand to help and offer impartial advice. More information on all these things, as well as details about all the Student Union’s (not-for-profit) commercial services, including its student supermarket (Essentials) and student-bar (Source) can be found at www.uclansu.co.uk 6. Rationale, aims and learning outcomes of the course 6.1 You will find information specific to your chosen course of study in your Course Handbook, in the form of a ‘programme specification’. As defined by the QAA (Quality Assurance Agency) - the regulatory body responsible for overseeing quality compliance in the Higher Education Sector - a programme specification is a concise description of the intended learning outcomes of an HE programme. It is the means by which the outcomes are achieved and demonstrated. In general, modules or other units of study have stated outcomes, often set out in handbooks provided by institutions to inform student choice. These intended learning outcomes relate directly to the curriculum, study and assessment methods and criteria used to assess performance. Programme specifications can show how modules can be combined into whole qualifications. However, a programme specification is

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not simply an aggregation of module outcomes; it relates to the learning and attributes developed by the programme as a whole and which, in general, are typically in HE more than the sum of the parts. 6.2 Sometimes certain aspects of courses may be subject to change. Applicants are encouraged to check information on our relevant course pages from time to time, particularly before submitting any application for their academic year of study. Material changes about a course will be notified to you in material produced after the change is made and at the time you are made any offer of a place of study for that course. For details about changes to course information after you have accepted any offer, please see our Additional Information and Conditions of Offer

7. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances have been expressly agreed by the

University to allow you to defer your assessment. 7.1 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the time and date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity. An academic staff member, such as your Academic Advisor or Module or Course Leader, will be able to provide advice to you on how to do this. Extenuating Circumstances are defined as unforeseen, unpreventable circumstances that significantly disrupt student performance in assessment. Where students have a temporary unexpected circumstance that means that they are unable to complete a particular assignment on time the student may apply for an extension of up to ten working days. 7.2 Extensions Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances. Requests for extensions should be made prior to the submission date as extensions cannot be given Retrospectively (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to your CAS Hub. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extensions.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook).

7.3 Extenuating circumstances Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready




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to support you, with both your course and your personal wellbeing, through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook) You can apply for Extenuating Circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester in which they apply. All evidence provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept for longer than is necessary and will be destroyed shortly after the end of the current academic year. Further information about the submission process In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook).

7.4 Late submissions If you submit work late without authorisation, a universal penalty will be applied in relation to your work: • If you submit work within 5 working days following the published submission

date you will obtain the minimum pass mark for that element of assessment. • Work submitted later than 5 working days after the published submission date will be

awarded a mark of 0% for that element of assessment. • Unauthorised late submission at resubmission will automatically be awarded a mark of 0%

for that element of assessment. You may apply to appeal this decision in accordance with the University’s Academic Regulations. 7.5 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. For courses (except distance learning): You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Generic feedback may be oral, written, posted on a website or other. For distance learning courses: You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 20 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 20 days of publication of results. Generic feedback may be oral, written, posted on a website or other.


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7.6 Unfair Means to Enhance Performance The University regards any use of unfair means in an attempt to enhance performance or to influence the standard of award obtained as a serious academic and/or disciplinary offence. Such offences can include, without limitation, cheating, plagiarism, collusion and re-presentation (‘unfair means’).

You are required to sign a declaration indicating that individual work submitted for assessment is your own and will be able to view your Originality Report following e-submission of assessed work. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook .

• Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.

• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.

• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.

• Re-presentation is an attempt to gain credit twice for the same piece of work. The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented as set out below: In the case of a single offence of unfair means in an undergraduate or postgraduate assessment:

• the appropriate penalty will be 0% for the element of assessment, and an overall fail for the module (whether or not the resulting numeric average mark is above or below the minimum pass mark). The affected element of the assessment must be resubmitted to the required standard. The mark for the module following resubmission will be restricted to the minimum pass mark. Where unfair means is detected for the first time on a reassessment for an already failed module, no further reassessment for the module will be permitted, and the appropriate fail grade will be awarded. In the event of a repeat offence of unfair means (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:

• the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year. The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: [email protected] for support and guidance.







7.7 Appeals against assessment board decisions If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are: 1. that an Assessment Board has given insufficient weight to extenuating circumstances; 2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board; 3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred; 4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations (this fourth ground will not be relevant to an appeal against a decision relating to an interruption or discontinuance of study. Such an appeal should be based on one or more of the three grounds above. If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: [email protected] for support and guidance.

8. Student voice You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement.

The Students Union can support you in voicing your opinion, provide on-going advice and support and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means. The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities and are involved with decision making committees at levels as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them. 8.1 Course Representatives and School Presidents A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students.




The role of a course representative is extremely beneficial to both students on your course and the University. It enables students to have ownership of their student experience, to voice their opinions and to share positive practice with the course team, primarily at the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect, being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: [email protected]. School Presidents are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who your School President is or more about the role visit the Students’ Union website or email: [email protected]

8.2 Student Staff Liaison Committee Meetings (SSLC) The purpose of a SSLC meeting is to improve courses, to have an open discussion and respect each other’s views, to share good practice where identified, to provide opportunity for students to feedback to staff about their course and student experience, to regularly review the course to improve its development, and to jointly work together to action plan

against issues raised. There will normally be one meeting per semester which will last no more than 2 hours. Your School President will Chair the meetings with an academic co-Chair, using guidelines and will provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. A standard agenda and action grid template will be used. Course representatives will gather feedback from students and communicate this to the School President in advance of the meetings. 8.3 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received. When this happens, the University’s Complaints Procedure is intended to provide an accessible, fair and straightforward system which ensures an effective, prompt and appropriate response. Click on this link for more information University’s Complaints Procedure If you are a student registered for a University award at a partner college, who is dissatisfied with the provision at the college, you should pursue your complaint in accordance with the college’s complaints procedure in the first instance. In the event of continuing dissatisfaction when you have completed the college’s procedure, you will be entitled to submit your complaint to UCLan.

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Course Handbook · 2016-08-30 · Course Handbook . BA (Hons) Acting . Course Leader Terence...

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