Section 2

Programme Specification: BA (Hons) Design for Moving

Image
1. Awarding Institution
2. Teaching Institution
3. Programme Accredited by
4. Name of Final Award
5. UCAS Code
6. Total Number of Credits
7. Subject Benchmark
Statement
8. Points of Reference
University of Sussex
Ravensbourne College of Design and
Communication
N/A
BA (Hons) Design for Moving Image
W280/E280
360 (120 at Level 1, 120 at Level 2 and 120 at
Level 3)
Art and Design
Communication, media, film and cultural studies
External
QAA - The framework for higher education
qualifications in England, Wales and Northern
Ireland
QAA Subject Benchmarks (as above)
QAA Code of Practice
University of Sussex Code of Practice for
Validation

Internal
College Learning and Teaching Strategy
College Academic Plan
College Procedure for Course Development
Approval and Validation
Academic Regulations for the Awards of BA and
BSc
9. Date of Production October 2005
10. Overview

This programme is concerned with the development of the creative professional

practice, technological knowledge and theoretical understanding necessary to enter
a variety of careers in the area of design for moving image.

The BA (Hons) Design for Moving Image course aims to provide an intellectually and
academically challenging education in the specialist field of design for moving
images. The programme is distinctive in that it places specific emphasis on the
balance of design creativity and technology.

The course provides a stimulating education in design for the broadcast industry,
including areas such as storytelling and narrative, typography, screen graphic
design, animation, live action, promotions and branding. The course thus reflects a
variety of areas within the broadcast industry itself.

The strength of the course lies in its encouragement of experimentation. Students

are allowed to develop their creativity through experimenting in fresh, different, and
often challenging ways of creating moving images. Students are constantly asked to

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consider and debate the purpose of their work and its solutions.

The course not only places an emphasis on vocational working, but also embraces
theory, research and analysis of project work, personal and professional
development, planning and work based learning. Throughout the three years
students will gain and develop many transferable skills and experience group
working activities.

In accordance with the subject specialism of the degree, the course is underpinned
by the creative use of digital technology. This is both to enhance the student’s
creativity and to enable them to maximise the use of specialist digital technology
available within the broadcasting industry.

The course aims to build upon its strengths, reputation and uniqueness, which has
been developed over a period of time. The course curriculum continues to
emphasise the depth of engagement with contemporary industry practices and
focuses on project based learning, simulating activities in the growing and
developing areas of broadcast design. Advantages associated with our London
location are optimised by site visits to leading industry specialist design agencies,
network television stations and facilities houses and by the employment of
professional industry practitioners as sessional tutorial staff. Our reputation and
strong relationship with industry continues to increase through graduate
employment, placements and industry involvement in collaborative briefs, as well as
through the achievements of our students in competitions and awards.

The course aims to mirror the variety and diversity of a growing and developing
industry in designing moving images within the broadcast arena by providing an
opportunity for interdisciplinary study across broadcasting and design. This is
reflected by a strong understanding of the broadcasting industry through the
programme's association with the broadcasting programmes available at
Ravensbourne and our unique contacts with industry practitioners.

In Level 1 the course deals with the design process and the underpinning skills and
theory. Fundamental design skills are acquired through project work. Students
explore the nature of storytelling concepts and narrative and the formulation of
information structures. Traditional graphic design skills of layout, typography and
image creation form a significant part of their study. A variety of animation and
moving image capture and manipulation techniques are introduced to the student,
and students acquire software and technical skills. Importance is placed on the
development of a contextual framework to underpin the design process and the
development of independent learning strategies and skills.

In Level 2 the course focuses on interpretation and experimentation. Students are

encouraged to develop a broader understanding of how their skills can be applied,
through the creative processes, to a variety of increasingly challenging projects that
cover the breadth of opportunities available to a designer of moving images.
Collaborative work, within the course, across other courses in the College and
externally, plays an important part in the learning achieved this year. Students will
experience aspects of studio production, shooting methods, digital painting,
compositing and editing systems and how they are essential tools in realising design

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 Section 2

solutions. Throughout the year students will be developing their research, analytical
and communication skills, and exploring how society, culture and economics impact
upon their work. They will continue to reflect upon their own learning, performance
and achievement, through personal and professional development.

In Level 3 of the course students will explore and expand their knowledge through
self-initiated projects that, through the creative process, may be of an experimental
research nature. The focus is on the student’s own aims and ambitions, which reflect
their knowledge and understanding of their graduate potential within their area of
study as well as their personal and professional career planning. Students will
independently research and prepare a dissertation. This final year leads to the
production of a professional portfolio and showreel.

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11. Educational Aims of the Programme

The course aims to provide graduates with the knowledge and skills appropriate to a
range of career outcomes in design for moving image. Students are encouraged to
develop their individual creative ability and support this with the development of a
high level of technical skills. In particular, the programme aims to enable students to
develop:

1. a range of creative, technical and professional skills relevant to employment

in moving image design and related areas;

2. an understanding of the key critical, social, cultural, historical and business

concepts, issues and debates relevant to the area of moving image design;

3. a comprehensive knowledge of contemporary professional practice and the

creative process in the professional field in which they will specialise and an
awareness of current areas of development and innovation;

4. the ability to make creative use of and experiment with new and existing
technologies;

5. a clear vision of where their creative strengths lie and how this can be utilised
in design for moving image and potential career opportunities;

6. skills in research, analysis, problem solving and critical reflection and the
visual, written and verbal communication skills required of a graduate entrant
to the moving image design industry;

7. initiative and personal responsibility, experience of collaborative working

methods and the ability to be responsive and adaptable to changing needs,
and the transferable skills and competencies which enable life-long learning.

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12. Intended Learning Outcomes - This programme provides opportunities for
students to develop and demonstrate knowledge and understanding, skills, qualities
and other attributes in the following areas:
KNOWLEDGE AND UNDERSTANDING
A - Knowledge and Understanding of:
1. the design process in general and
specifically in Design for Moving Image
2. narrative processes, generic forms and
modes of representation
3. visual languages used to articulate
concepts and ideas in narrative, audio,
visual and time dimensions
4. the depth, breadth and creative potential
of digital technologies upon which the
discipline of design for moving image is
based
5. the nature of technological change and
the continuous development of knowledge
6. the production process(es) and the roles
involved moving image, broadcasting and
communication and their interrelationships
7. key professional practices and business
processes necessary to underpin graduate
employment in the creative industries
8. a critical understanding of design,
communication and media practice and
theory in the context of history, society,
contemporary global culture, business and
an appreciation of the significance of the
work of other practitioners
Faculty of Communication Media
Section 2
Teaching and Learning Methods
Learning and teaching in relation to these
learning outcomes tends to be primarily
project based (see Practical and
Professional Skills below). This is
supported by varied learning and teaching
methods which may include as
appropriate: project briefings, studio
based lectures, (staff and student led)
group seminars, technical or practical
workshops, demonstrations, critiques,
individual or group tutorials and self
directed study by the student.
Learning is facilitated by well qualified
permanent teaching staff and by sessional
staff and visiting speakers who are
practising professionals and bring an
important industry perspective to the
course. Traditional modes of delivery may
be supported where appropriate by e-
learning and/or resource based learning.
Contextual and theoretical learning are
delivered both as an integral part of the
practice based units and separately in a
progressive series of mandatory cross-
College units. This prevents a
theory/practice dichotomy while ensuring
that this aspect of learning is sufficiently
weighted in the curriculum.
Assessment Methods
Knowledge and understanding is primarily
assessed through essays, reports and
individual and group presentations, and
through its application in practical projects
in a manner appropriate to each unit of
delivery. Some units additionally require
the submission of rationales, background
research, development materials and/or
evidence of reflection on the project
process.
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SKILLS AND OTHER ATTRIBUTES
B - Practical/Professional Skills – Able
To:
1. demonstrate a critical understanding of
the skills used by the various branches of
design for moving image and how they are
articulated
2. use digital technology creatively as part
of the design process and as a tool for
presentation and communication
3. use visual languages to investigate,
analyse, interpret, develop and articulate
ideas and information
4. create compelling storylines to form the
narrative bases to moving image
sequences
5. produce distinctive and creative work
which demonstrates the effective use of
sound, image and/or the written word
6. define design proposals and generate
unique solutions in response to a brief or an
identified need which meets the
requirements of professional practice
7. plan and manage projects to ensure
deadlines are met and that solutions reach
the standard required
8. work confidently and collaboratively
within a multidisciplinary industry
environment, knowing what is achievable
both personally and within a group situation
9. experiment, select, test and make
appropriate use of materials, processes,
languages, techniques and practices
Faculty of Communication Media
Section 2
Teaching and Learning Methods
Professional and practical skills are gained
primarily through self-directed project
based learning.
Supported by staff, students work on
project briefs designed to foster creative,
technical and academic skills while
progressively introducing professional
contexts and constraints. This approach is
student-centred, encourages deep
learning, builds problem solving ability and
integrates academic with professional
learning. Students learn to take
responsibility for their own learning
progressively. Some projects are
intentionally collaborative encouraging
team working and peer learning. This may
involve students from other courses.
Projects are supported by briefings,
studio lectures, workshops, critiques,
group seminars and student self
directed study. Learning is facilitated by
permanent teaching staff and by sessional
staff and visiting speakers who are
practising professionals and bring an
important industry perspective to the
course. These methods may be supported
where appropriate by e-learning and/or
resource based learning. The project
based approach culminates in
independently negotiated project work in
the final level of the course.
Assessment Methods
Practical and professional skills are
assessed primarily through their
application in project work submitted for
summative assessment. Some units
additionally require the submission of
rationales, background research,
development materials and/or evidence of
reflection on the process of development.
An individual or group presentation may
form part of the assessment requirements
of some projects.
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SKILLS AND OTHER ATTRIBUTES (Continued)
C - Intellectual Skills – Able To:
1. generate ideas, concepts, proposals,
solutions or arguments independently
and/or collaboratively in response to set
briefs and/or as self-initiated activity
2. be intellectually curious, analytical and
reflective, capable of carrying out sustained
independent enquiry and develop the skills
that underpin professional development and
life-long learning
3. understand the similarities and
differences between the interrelated
disciplines of design and their interaction
4. be entrepreneurial, imaginative, have
divergent thinking skills and think creatively
whilst still satisfying the needs of the
project/client
5. place their own work critically in the
context of business, culture, society, the
environment, ethics, history, and be aware
of the impact politics and economics can
have on the relevance of design
6. understand that the acquisition of
knowledge is continuous and ongoing
professional and personal development is
essential
7. critically assess work with reference to
existing and emerging professional and/or
academic debates
Faculty of Communication Media
Section 2
Teaching and Learning Methods
Intellectual skills are gained primarily
through lectures, seminars, workshops,
individual tutorials and self-directed
study but also through project based
learning.
Students are introduced to a variety of
research and analytical methods through
the contextual elements of the course and
apply them in an independent major study
and the preparation of a dissertation in
the third level of the course. Project
based learning stimulates analysis,
contextual and visual research, problem
solving, creative thinking and personal
reflection.
Assessment Methods
Students are primarily assessed through
a variety of means including essays,
presentations and a dissertation. Some
elements are assessed through their
application in submitted project materials.
This may include rationales, background
research, development materials and/or
evidence of reflection on the process of
development in addition to practical
material.
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SKILLS AND OTHER ATTRIBUTES (Continued)
D - Transferable Skills – Able To:
1. work independently, setting own aims,
objectives and deadlines to manage
learning, workload and projects, including
time, personnel and resources
2. work effectively and collaboratively with
others in a team from a variety of
backgrounds and disciplines
3. manage information in a range of media,
selecting and using a variety of sources and
technologies to evaluate and record/present
information
4. articulate ideas and information in visual,
oral and written forms, and communicate
ideas and work clearly and appropriately to
a variety of audiences, including technical
and non-technical audiences
5. produce work that is literate, numerate
and coherent, deploying established
techniques of analysis and enquiry
6. identify, define and creatively solve
problems, using appropriate knowledge,
tools and methods, often in complex and
unpredictable situations
7. demonstrate critical awareness and
reflection through evaluating own strengths
and weaknesses, and adapting proposals
and plans accordingly
Faculty of Communication Media
Section 2
Teaching and Learning Methods
Students develop transferable skills
primarily through self-directed project
activity, which progressively introduces
professional contexts.
Though most learning takes place during
the projects and through students’ critical
and reflective responses to these, this
aspect of learning is supported by a
Personal and Professional Development
unit in each of the course levels. The first
level concentrates on ensuring that
students ‘learn how to learn’. The second
and third levels focus on career planning
and the development of professional
transferable skills to enable the student to
make the transition to employment and/or
further study.
Assessment Methods
Transferable skills are assessed within
appropriate units throughout the course,
and in particular through the submission
of Personal and Professional
Development Files. These files
(containing a learning plan, reflective
commentary and evidence-base) are
developed within the Personal and
Professional Development unit and
provide evidence of work and learning
carried out across the course. For
instance, evidence of personal
development achieved through research,
design development and realisation;
responses to briefs; and evidence of
project management. Students are also
assessed through peer, group and self-
assessment.
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13. Admission Criteria

Students will normally be expected to possess five GCSEs (grade C or above) or

equivalent and also to hold at least one of the following or equivalent:

• Diploma in Foundation Studies in Art and Design;

• National Diploma (in an appropriate subject area);
• Access to Higher Education (in an appropriate subject area);
• 2 A Levels;
• Double AVCE;
• 4 AS Levels;
• GNVQ Advanced.

Applications are positively welcomed from those who may not possess formal entry
qualifications, mature students, those with work experience or with qualifications other
than those listed above.

Students will be expected to attend for interview and submit a portfolio of examples of
work.

Students will be selected according to the criteria set out in the College Procedure
for the Admission of Students and Guidance Notes for Selecting Candidates for
interview.

When appropriate the College’s Accreditation of Prior Learning Policy and Procedure
will be used to assess applicants at interview. The key criterion for entry is evidence of
commitment and motivation to study in the subject area.

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14. Assessment Regulations and Principles

In common with all Ravensbourne honours degree courses, this course is subject to
the Academic Regulations for the Awards of BA and BSc.

In summary, in order to complete a unit, a student must successfully complete all the
assessment specified for that unit. In order to progress from level one of the course to
level two or from level two to level three, a student must successfully complete all the
units in that level of the course. In order to achieve the award, a student (having
completed level one and two of the course) must successfully complete all the units in
level three. In certain circumstances, the Examination Board may at its discretion
choose to permit performance in one area to compensate for underachievement in
another subject to the provisions of the Academic Regulations for the Awards of BA
and BSc. However, there is no automatic right to such compensation.

The final degree is classified on the basis of the level three units only. Classification is
determined by the average of the final results achieved in each of the final year units
weighted by their credit size, according to the banding below:

Classification Grade Percentage Banding

First Class Honours A 100 – 70
Upper Second Honours B 60 – 69
Lower Second Class Honours C 50 – 59
Third Class Honours D 40 – 49
Pass E 35 – 39

15. Support for Student Learning

Learning and teaching on the course is supported by permanent teaching staff and
sessional lecturers, all of whom are experts in their fields. Most are professionally
active as practitioners who bring with them contemporary thinking and up to date
perspectives and practices from the industry.

The course differs from most other courses in that it has a blend of related study
topics that combine creativity with new and emerging technologies and techniques.
Students will be exposed to a wide range of different project environments,
technologies and techniques.

Students on the course will have access to an extensive range of cross College
specialist resources. Amongst those of particular interest to students on this course
are:

• 3 workshops (45 workstations) for 2D, 3D design and animation;

• 1 workshop (11 workstations) for audio/video editing;
• 1 workshop (19 workstations) for video/editing;
• 3 design studio environments (26 workstations) for graphic design and moving
image;
• College Wide General Computer Resource (word Processing, spreadsheets,

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graphics etc);
• Digital TV studio and full production facilities;
• Interactive Resource/PC (iTV resources);
• Studio A (full production TV studio);
• Studio B (24 Track Pro Tools Suite with 96 Channel Digital desk);
• Quantel Resource Area (2 Workstations, QPaintbox, Q Edit);
• Sound Design Suite (Pro Tools HD, Pro Control);
• Photography Studio;
• Rostrum/Motion Control Camera;
• Animation Suite (line testers);
• Learning Resource Centre (32,000 books, 10,000 hours off-air video recordings,
over 100 separate periodicals, plus an impressive range of electronic resources).

Support for students with learning difficulties and study support needs are in place
through the College Student Support Services.

16. E Learning

In addition to the aspects of the curriculum delivered in the traditional manner through
lectures, workshops and other face to face delivery methods, learning will also be
supported by the developing ‘Moodle’ Virtual Learning Environment (VLE). Course
Handbooks, project briefs and other course materials will be stored for retrieval and
access on or off campus. Similarly students are able to apply themselves to on-line
group forums and critiques and tasks at the time and place most suitable to their
personal schedules and commitments.

17. Indicators of Quality and Standards

The course operates within a College quality assurance framework which ensures that
the standards set at validation are maintained and enhanced and the quality of the
student learning experience is good. As part of this framework the course is subject to
the following processes:

• Course Review;
• Mapping against FHEQ and Subject Benchmark Statement during development;
• College Internal Validation;
• External Validation by the University of Sussex;
• External Examiner Reports;
• Annual Course Monitoring;
• Student Feedback;
• Student Representation;
• Peer Observation of Staff;
• Staff Training Programme;
• Industry collaboration (for specific projects);
• An advisory committee which ensures that the programme is up to date and in line
with the thinking and direction of the industry and professional world.

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18. Multidisciplinary Environment

Like all courses, working on projects with students from other disciplines is central to
the aims of this programme. Many of the projects in the BA (Hons) Design for Moving
Image programme will involve students working as team members with students on
other courses at Ravensbourne College of Design and Communication. These would
include the BA (Hons) Graphic Design, BA (Hons) Broadcasting, BA (Hons) Content
Creation and Broadcast, BA (Hons) Design for Interaction and FdA Broadcast Post
Production courses. In particular, collaborative work will include the annual Rave on
Air showcase event.

19. External Contexts

In line with the College’s aim of ensuring the continued commercial relevance of our
academic provision, the course actively collaborates with industry. Recent evidence of
this has been:

Live projects with:

• BBC Television;
• Bloomberg Television;
• The Community Channel;
• Flextech TV;
• Glebe School;
• Iris Agency;
• PROMAX.

Recent talks by visiting industry specialists have included:

• Pat Gavin – TV Designer and Commercials Director;
• Michael Graham Smith – TV Designer, Professor of Design;
• Ian Lynn – Composer;
• Iain Macdonald – Commercials Director;
• Charlie Mawer – Executive Creative Director, BBC;
• Terry Yetton – Promotions/Creative Director;
• English & Pockett – TV Design Consultancy.

Work placements with:

• Addiction;
• BBC Resources;
• Bruce Dunlop Associates;
• CNBC Europe;
• Crush (Canada);
• Foreign Office;
• Framestore/CFC;
• Hallmark;
• Iris;
• Jump;
• M&C Saatchi;

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• Racecar (Norway);
• RDF Media;
• SF (Schweizer Fernsehen) (Swiss TV);
• Sky;
• United Visual Artists.

Recent graduates of this course have entered a variety of careers with:

• Addiction;
• Apple/EMI;
• BBC Resources;
• Bloomberg;
• Bruce Dunlop Associates;
• Bloomberg;
• Cartoon Network;
• Channel 4;
• Crow TV;
• Crush [Canada];
• Framestore/CFC;
• Godman;
• Hotdog and Mustard;
• ITN;
• Jump;
• Kemistry;
• Lightmill;
• Nickelodeon;
• Quantel;
• SixFootSix;
• Skaramoosh;
• Sky;
• United Visual Artists;
• Video Networks.

Our Industry Advisory Board consists of professionals from the Industry, including:
• Bruce Dunlop Associates;
• Framestore/CFC;
• Sky.

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20. Unit List

Level 1
Unit Code Unit Title Credit
Value
DMI101 Software 20
DMI102 Concepts 10
DMI103 Typography 10
DMI104 Animation 10
DMI105 Narrative 10
DMI106 Screen Typography 10
DMI107 Branding 10
C102/DMI108 Contextual Studies Elective 1 10
PPD1/DMI109 Personal and Professional Development 1 10
C101/DMI110 Design and Communication Media, Theory and 20
Context
TOTAL 120

Level 2
DMI201 Production 30
DMI202 Creative Sound and Image 10
DMI203 Broadcast Design 20
DMI204 Advertising and Promotions 20
PPD2/DMI205 Personal and Professional Development 2 10
C201/DMI206 Know Your Audience: Society, Culture and Politics 10
C203/DMI207 Contextual Studies Elective 2 10
C202/DMI208 Dissertation Preparation 10
TOTAL 120

Level 3
DMI301 Typographic Design 20
DMI302 Live Project 20
DMI303 Self Initiated Project 20
DMI304 Major Design Project 30
C301/DMI305 Dissertation 20
PPD3/DMI306 Personal and Professional Development 3 10
TOTAL 120

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21. BA (Hons) Design for Moving Image - Unit Map

Term one Term two Term three

DMI101 Software
20 Credits

DMI102 Concepts DMI104 Animation DMI105 Narrative

10 Credits 10 Credits 10 Credits

C102/DMI108 Contextual Studies

DMI103 Typography DMI106 Screen Typography
Elective 1
10 Credits 10 Credits
10 Credits

C101/DMI110 Design and Communication Media, Theory and Context DMI107 Branding
20 Credits 10 Credits

PPD1/DMI109 Personal and Professional Development 1

10 Credits

BA (Hons) Design for Moving Image Level 1

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Term one Term two Term three

DMI201 Production
30 Credits

DMI203 Broadcast Design

20 Credits

DMI202 Creative Sound and Image DMI204 Advertising and Promotions

10 Credits 20 Credits

C201/DMI206 Know Your Audience: C203/DMI207 Contextual Studies

C202/DMI208 Dissertation Preparation
Society, Culture and Politics Elective 2
10 Credits
10 Credits 10 Credits

PPD2/DMI205 Personal and Professional Development 2

10 Credits

BA (Hons) Design for Moving Image Level 2

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Term one Term two Term three

C301/DMI305 Dissertation DMI302 Live Project

20 Credits 20 Credits

DMI303 Self Initiated Project

20 Credits
DMI301 Typographic Design
20 Credits

DMI304 Major Design Project

30 Credits

PPD3/DMI306 Personal and Professional Development 3

10 Credits

BA (Hons) Design for Moving Image Level 3

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22. Outcome Map A = Knowledge and Understanding D = Transferable Skills

B = Practical/Professional Skills d = Delivered
C = Intellectual Skills X = Assessed and Delivered
A A A A A A A A B B B B B B B B B
Unit Code Unit 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 9
Level 1
DMI101 Software d X X d d d X X X X X X
DMI102 Concepts d X X d d d d d X X X d X X
DMI103 Typography X X X d X X X X X
DMI104 Animation X X d d X X X X X X X X X
DMI105 Narrative d X d
DMI106 Screen Typography X
DMI107 Branding d X d d
C102/DMI108 Contextual Studies Elective 1 X X X X X X X d X
PPD1/DMI109 Personal and Professional Development 1 X d X d X X X
C101/DMI110 Design and Communication Media, Theory and Context X X d X X X X
Level 2
DMI201 Production X X X X X X X X X X X X X X d X
DMI202 Creative Sound and Image X X X X X X X X X X X
DMI203 Broadcast Design d d d
DMI204 Advertising and Promotions d d d X d
PPD2/DMI205 Personal and Professional Development 2 X X X X X X X X X X
C201/DMI206 Know Your Audience: Society, Culture and Politics X X X d d d d X X X X X X X X
C203/DMI207 Contextual Studies Elective 2 X
C202/DMI208 Dissertation Preparation X
Level 3
DMI301 Typographic Design X X X X X X X X X X X X X X
DMI302 Live Project X X X X X X X X X X X X X X X X
DMI303 Self Initiated Project X
DMI304 Major Design Project X X X X X X
C301/DMI305 Dissertation X X X X X X X X X X X X X
PPD3/DMI306 Personal and Professional Development 3 X X X X X X X X X X X X X X X X X

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C C C C C C C D D D D D D D
Unit Code Unit 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Level 1
DMI101 Software X d X X X X X
DMI102 Concepts X X X X X X
DMI103 Typography X d X X X
DMI104 Animation X X X X X X X X X
DMI105 Narrative X X X X X X X X X X
DMI106 Screen Typography X X X
DMI107 Branding d d d d X X X d
C102/DMI108 Contextual Studies Elective 1 X X X X X d X X X X X X
PPD1/DMI109 Personal and Professional Development 1 X X
C101/DMI110 Design and Communication Media, Theory and Context X d d d X X
Level 2
DMI201 Production X X X X X X X d X X X X X
DMI202 Creative Sound and Image X X X X X X X X X X X X
DMI203 Broadcast Design X X d X X
DMI204 Advertising and Promotions d X X d d X X X d d
PPD2/DMI205 Personal and Professional Development 2 X X X X X X X X
C201/DMI206 Know Your Audience: Society, Culture and Politics X X X X X X X X
C203/DMI207 Contextual Studies Elective 2 X X d X d X X X X d X
C202/DMI208 Dissertation Preparation X X X X X
Level 3
DMI301 Typographic Design X X X X X X X X X X X X X
DMI302 Live Project X X X X X X X X X X X X X
DMI303 Self Initiated Project X X X X X X X X X
DMI304 Major Design Project X X X X X
C301/DMI305 Dissertation X X X X X X X X X X
PPD3/DMI306 Personal and Professional Development 3 X X X X X X X X X X X X X X

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A - Knowledge and Understanding of:
1. the design process in general and specifically in Design for Moving
Image
2. narrative processes, generic forms and modes of representation
3. visual languages used to articulate concepts and ideas in narrative,
audio, visual and time dimensions
4. the depth, breadth and creative potential of digital technologies upon
which the discipline of design for moving image is based
5. the nature of technological change and the continuous development of
knowledge
6. the production process(es) and the roles involved moving image,
broadcasting and communication and their interrelationships
7. key professional practices and business processes necessary to
underpin graduate employment in the creative industries
8. a critical understanding of design, communication and media practice
and theory in the context of history, society, contemporary global
culture, business and an appreciation of the significance of the work of
other practitioners
Faculty of Communication Media
Section 2
B - Practical/Professional Skills – Able To:
1. demonstrate a critical understanding of the skills used by the various branches
of design for moving image and how they are articulated
2. use digital technology creatively as part of the design process and as a tool for
presentation and communication
3. use visual languages to investigate, analyse, interpret, develop and articulate
ideas and information
4. create compelling storylines to form the narrative bases to moving image
sequences
5. produce distinctive and creative work which demonstrates the effective use of
sound, image and/or the written word
6. define design proposals and generate unique solutions in response to a brief or
an identified need which meets the requirements of professional practice
7. plan and manage projects to ensure deadlines are met and that solutions reach
the standard required
8. work confidently and collaboratively within a multidisciplinary industry
environment, knowing what is achievable both personally and within a group
situation
9. experiment, select, test and make appropriate use of materials, processes,
languages, techniques and practices
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C - Intellectual Skills – Able To:
1. generate ideas, concepts, proposals, solutions or arguments
independently and/or collaboratively in response to set briefs and/or as
self-initiated activity
2. be intellectually curious, analytical and reflective, capable of carrying
out sustained independent enquiry and develop the skills that underpin
professional development and life-long learning
3. understand the similarities and differences between the interrelated
disciplines of design and their interaction
4. be entrepreneurial, imaginative, have divergent thinking skills and
think creatively whilst still satisfying the needs of the project/client
5. place their own work critically in the context of business, culture,
society, the environment, ethics, history, and be aware of the impact
politics and economics can have on the relevance of design
6. understand that the acquisition of knowledge is continuous and
ongoing professional and personal development is essential
7. critically assess work with reference to existing and emerging
professional and/or academic debates
Faculty of Communication Media
Section 2
D - Transferable Skills – Able To:
1. work independently, setting own aims, objectives and deadlines to manage
learning, workload and projects, including time, personnel and resources
2. work effectively and collaboratively with others in a team from a variety of
backgrounds and disciplines
3. manage information in a range of media, selecting and using a variety of
sources and technologies to evaluate and record/present information
4. articulate ideas and information in visual, oral and written forms, and
communicate ideas and work clearly and appropriately to a variety of audiences,
including technical and non-technical audiences
5. produce work that is literate, numerate and coherent, deploying established
techniques of analysis and enquiry
6. identify, define and creatively solve problems, using appropriate knowledge,
tools and methods, often in complex and unpredictable situations
7. demonstrate critical awareness and reflection through evaluating own strengths
and weaknesses, and adapting proposals and plans accordingly
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 Section 2

Please note, this specification provides a concise summary of the main features of the programme and
the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate
if he/she takes full advantage of the learning opportunities that are provided. More detailed information
on the learning outcomes, content and teaching, learning and assessment methods of each unit can be
found in the Course Handbook, Unit Descriptors and Project Briefs. The accuracy of the information
contained in this document is reviewed by the College and may be checked by the Quality Assurance
Agency for Higher Education.

Faculty of Communication Media 22 Definitive Document: 21 July 2006