Section 2

Programme Specification: BA (Hons) Product Design

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) Product Design
W240/E240
360 (120 at Level 1, 120 at Level 2 and 120 at
Level 3)
Art and Design
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 June 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 product design. Strong emphasis is placed upon the acquisition
and development of skills relating to the creative and intelligent application of current
and emerging technologies.

The programme is distinct because it aims to develop within students the

appreciation that the nature of individual artefacts or products can only be understood
within the context of a series of systems that influence the state of the artefact, not
only at the time of origination but throughout the life of the object and beyond. For the
programme these systems are seen as having substantial influence on the
conception, design, production and use of artefacts. The critical understanding and
application of the knowledge of systems and their interaction form the focus of
learning and the basis for the development of student’s individual creativity and
design process.

The area of study is inherently multidisciplinary, requiring students to operate

effectively in two and three dimensions and by its very nature it spans both the
physical and virtual worlds. Students will have opportunities to develop creative skills

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 Section 2

in product design, furniture design, design for batch production, design for
manufacture, brand development and sustainable design. A comprehensive technical
and theoretical understanding of the forces driving the conception, design and
development of products will reinforce these skills.

The first level of the course deals with the design process and the underpinning skills
and theory. Curriculum areas will include: design skills; product origination; human
factors; key material and manufacturing technologies; semantics and semiotics; 2D
and 3D communication and representation; and CAD/software skills.

Particular importance is placed on the development of a contextual framework to

underpin the design process.

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

encouraged to develop a broader understanding of how their new skills can be
applied, through the creative processes, to a variety of increasingly challenging
projects. Much of the work covered in this year is collaborative, either within the
College or with design and marketing consultancies, user groups, manufacturers and
retailers.

Level 3 is where students will explore and expand the envelope of their knowledge
through the medium of self-initiated projects that, through the creative process, may
be of an investigative and exploratory nature. The focus is on the student’s own aims
and ambitions, which reflect their knowledge and understanding of their graduate
potential within the area of study. Students will also have the opportunity to take part
in national and international design competitions. This final year leads to the
construction of a professional portfolio in a relevant and appropriate form.

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 Section 2

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 product design. 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:

• a range of creative, technical and professional skills relevant to employment in

product design and related areas;

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

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

• 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;

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

• a clear vision of where their creative strengths lie and how this can be utilised
in product development and potential career opportunities;

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

• 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 product design
2. the nature of three dimensional form and
the processes that determine and govern
the development and creation of form
3. the nature of space and form and the
representation of these in two and three
dimensions
4. technology, materials and manufacturing
processes and the relationship of these to
the design process and resulting artefacts
5. the nature of human form, thought
processes, needs and responses in given
situations relating to the usability of
designed artefacts
6. a critical understanding of design practice
and theory in a contemporary context
7. the factors that govern product
origination and markets
8. how creative professional practice is
located within historical, social and cultural
contexts
9. the nature of change in the technological,
business and social realms
10. key business processes necessary to
underpin graduate employment in the
creative industries
11. the creative potential of digital
technologies
Faculty of Design
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.
4 Definitive Document: 21 July 2006

SKILLS AND OTHER ATTRIBUTES
B - Practical/Professional Skills – Able
To:
1. demonstrate an understanding of the
skills used by the various branches of
product design
2. identify and research the key
opportunities and issues raised by a brief
3. select, test and make appropriate use of
processes and materials in the
development of prototypes from design
ideas
4. analyse and deconstruct three
dimensional form and materials and to
simulate and interpret these through the
use of two and three dimensional media
5. generate design solutions in response to
a defined need within a time framework
6. articulate design thoughts and concepts
clearly, concisely and with accuracy by a
variety of media
7. understand the external constraints
acting on the design process and refine
their own process to accommodate these
8. work effectively within and contribute to
the design process
9. conduct user testing and synthesise the
results in a design solution
10. complete a significant design project
proposal and carry it through to a
successful professional conclusion
Faculty of Design
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 and
demonstrations, critiques, group
seminars, tutorials 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.
5 Definitive Document: 21 July 2006

SKILLS AND OTHER ATTRIBUTES (Continued)
C - Intellectual Skills – Able To:
1. be intellectually curious, analytical and
reflective, capable of carrying out sustained
independent enquiry and developing the
skills that underpin professional
development and life-long learning
2. analyse, interpret and synthesise the
project constraints and present this in a
coherent and informative manner
3. understand that the acquisition of
knowledge is continuous and ongoing
professional and personal development is
essential
4. be entrepreneurial, imaginative, have
divergent thinking skills and think creatively
whilst still satisfying the needs of the
project/client
5. delineate the similarities and differences
between the interrelated disciplines of
design, and form an understanding of their
interaction
6. creatively solve problems and issues that
are revealed during the generation of their
work
7. place their own work critically in relation
to existing and emerging professional
and/or academic debates and form a
personal creative critique
8. recognise the cultural, conceptual and
professional contexts relevant to the
evaluation and understanding of their work
9. analyse and interpret the nature of forms
and space and their depiction and
construction in two and three dimensional
media and digital form
Faculty of Design
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 Design
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 a specialist permanent teaching

staff and the inputs of sessional lecturers who are primarily practitioners and bring
with them the freshest perspectives from industry.

The course differs from most others 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,
techniques and technologies.

Students on the course will have access to an extensive range of College resources.
These are set out in the current Ravensbourne College Resources statement.
Facilities pertinent to this course currently include:

• Digital Workshop including CAD/CAM technologies such as rapid prototyping

equipment, CNC milling machines and 3D laser scanner;
• Green Cave (15 workstation for 2D & 3D design, modelling and animation);
• Blue Cave (15 workstation for 2D & 3D design, modelling and animation);
• Purple Cave (15 workstation for 2D & 3D design and animation);
• College Wide General Computer Resource (word processing, spreadsheets,
graphics etc.);

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 Section 2

• 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;
• National and Internal Student Competition/Show Entry.

18. Multidisciplinary Environment

Like many 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) Product Design
programme offer the opportunity for working in teams with students on other courses
at Ravensbourne College of Design and Communication. These would include BA
(Hons) Fashion, BA (Hons) Design for Interaction, BA (Hons) Interior Design
Environment Architectures and BA (Hons) Graphic Design.

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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 live projects have involved:

• Saab;
• Samsung;
• Audi Foundation;
• Habitat;
• Isokon.

Recent talks by visiting industry specialists have included:

• Sam Hecht;
• Matthew Hilton;
• Michael Marriott;
• Tomoko Azumi;
• El Ultimo Grito;
• Laura Potter;
• Gita Gschwendter.

Recent visits have included:

• Design Museum;
• V&A;
• Manufacturing facilities.

Placement is not a compulsory part of the course and is not assessed. However,
students are strongly encouraged to undertake placement and are supported in this
by the College Employability Unit. Recent voluntary placements achieved by students
have involved:
• Epson;
• Philips;
• Landor & Associates;
• Mathmos;
• ERA Design Studio.

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

• Philips;
• Tangerine;
• Nokia;
• Design Council;
• Independent designers such as Andrew Stafford and Jonathan Coles.

In roles such as junior designers, visualising, model making, website designers and
product researchers as well as establishing their own studios and offices.

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 Section 2

20. Unit List

Level 1 – Product Design

Unit Code Unit Title Credit
Value
PD101 Introduction to Product Design 10
PD102 Communication and Representation 10
C101/PD103 Design and Communication Media, Theory and 20
Context
PD104 Design for Manufacture 10
D101/PD105 The Design Elective 10
C102/PD106 Contextual Studies Elective 1 10
PD107 Human Factors 10
PD108 Precedent Study 20
PD109 Materials and Technology 10
PPD1/PD110 Personal and Professional Development 1 10
TOTAL 120

Level 2 – Product Design

PD201 Sustainable Design 20
PD202 Digital Technologies 10
C201/PD203 Know Your Audience: Society, Culture and Politics 10
PD204 Market Factors 20
PD205 Working with Brands 10
C203/PD206 Contextual Studies Elective 2 10
PD207 Design for Communities 20
C202/PD208 Dissertation Preparation 10
PPD2/PD209 Personal and Professional Development 2 10
TOTAL 120

Level 3 – Product Design

C301/PD301 Dissertation 20
CAVE301/PD302 Negotiated Brief 20
PD303 Major Project 40
PD304 Portfolio Development 20
PD305 Major Project Report 10
PPD3/PD306 Personal and Professional Development 3 10
TOTAL 120

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21. BA (Hons) Product Design - Unit Map

Term one Term two Term three

PD101 Introduction to Product

PD107 Human Factors
Design
10 Credits
10 Credits
PD108 Precedent Study
20 Credits
PD109 Materials and Technology PD104 Design for Manufacture
10 Credits 10 Credits

PD102 Communication and C102/PD106 Contextual Studies

Representation Elective 1
10 Credits 10 Credits

C101/PD103 Design and Communication Media, Theory and Context D101/PD105 The Design Elective
20 Credits 10 Credits

PPD1/PD110 Personal and Professional Development 1

10 Credits

BA (Hons) Product Design Level 1

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 Section 2

Term one Term two Term three

PD201 Sustainable Design

20 Credits
PD204 Market Factors
20 Credits
PD202 Digital Technologies
10 Credits
PD207 Design for Communities
20 Credits
PD205 Working with Brands
10 Credits

C201/PD203 Know Your Audience: C203/PD206 Contextual Studies

C202/PD208 Dissertation Preparation
Society, Culture and Politics Elective 2
10 Credits
10 Credits 10 Credits

PPD2/PD209 Personal and Professional Development 2

10 Credits

BA (Hons) Product Design Level 2

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 Section 2

.
Term one Term two Term three

C301/PD301 Dissertation PD303 Major Project

20 Credits 40 Credits

PD304 Portfolio Development

20 Credits
CAVE301/PD302 Negotiated Brief
20 Credits
PD305 Major Project Report
10 Credits

PPD3/PD306 Personal and Professional Development 3

10 Credits

BA (Hons) Product Design Level 3

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 Section 2

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

B = Practical/Professional Skills a = Assessed
C = Intellectual Skills X = Assessed and Delivered

Unit A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10

PPD3/PD306 Personal and Professional Development 3 X

PD305 Major Project Report X X X X X X
PD304 Portfolio Development X X X
PD303 Major Project X X X X X X X
CAVE301/PD302 Negotiated Brief X X X X X X X
C301/PD301 Dissertation
PPD2/PD209 Personal and Professional Development 2 X
C202/PD208 Dissertation Preparation
PD207 Design for Communities X X X X X X
C203/PD206 Contextual Studies Elective 2
PD205 Working with Brands X X X X X
PD204 Market Factors X X X X X
Know Your Audience: Society, Culture and X
C201/PD203
Politics
PD202 Digital Technologies X X X
PD201 Sustainable Design X X X X X
PPD1/PD110 Personal and Professional Development 1
PD109 Materials and Technology X X X
PD108 Precedent Study X X X X X X
PD107 Human Factors X X X X X
C102/PD106 Contextual Studies Elective 1
D101/PD105 The Design Elective X X
PD104 Design for Manufacture X X X X X
Design and Communication Media, Theory
C101/PD103
and Context
PD102 Communication and Representation X X X
PD101 Introduction to Product Design X X X

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 Section 2

Unit C1 C2 C3 C4 C5 C6 C7 C8 C9 D1 D2 D3 D4 D5 D6 D7

PPD3/PD306 Personal and Professional Development 3 X X a

PD305 Major Project Report X X X X a a
PD304 Portfolio Development X X X a
PD303 Major Project X X X X X a a
CAVE301/PD302 Negotiated Brief X X X X X X a
C301/PD301 Dissertation X X X a X X
PPD2/PD209 Personal and Professional Development 2 X X
C202/PD208 Dissertation Preparation X
PD207 Design for Communities X X X X X
C203/PD206 Contextual Studies Elective 2
PD205 Working with Brands X X X X
PD204 Market Factors X
C201/PD203 Know Your Audience: Society, Culture and Politics X X X
PD202 Digital Technologies X
PD201 Sustainable Design X X X X
PPD1/PD110 Personal and Professional Development 1
PD109 Materials and Technology X X X
PD108 Precedent Study X X X X
PD107 Human Factors X X
C102/PD106 Contextual Studies Elective 1 X
D101/PD105 The Design Elective
PD104 Design for Manufacture X X X X
C101/PD103 Design and Communication Media, Theory and Context X
PD102 Communication and Representation X X
PD101 Introduction to Product Design X X

Faculty of Design 17 Definitive Document: 21 July 2006


A - Knowledge and Understanding of:
1. the design process in general and specifically in product design
2. the nature of three dimensional form and the processes that determine
and govern the development and creation of form
3. the nature of space and form and the representation of these in two and
three dimensions
4. technology, materials and manufacturing processes and the relationship
of these to the design process and resulting artefacts
5. the nature of human form, thought processes, needs and responses in
given situations relating to the usability of designed artefacts
6. a critical understanding of design practice and theory in a contemporary
context
7. the factors that govern product origination and markets
8. how creative professional practice is located within historical, social and
cultural contexts
9. the nature of change in the technological, business and social realms
10. key business processes necessary to underpin graduate employment in
the creative industries
11. the creative potential of digital technologies
Faculty of Design
Section 2
B - Practical/Professional Skills – Able To:
1. demonstrate an understanding of the skills used by the various branches
of product design
2. identify and research the key opportunities and issues raised by a brief
3. select, test and make appropriate use of processes and materials in the
development of prototypes from design ideas
4. analyse and deconstruct three dimensional form and materials and to
simulate and interpret these through the use of two and three dimensional
media
5. generate design solutions in response to a defined need within a time
framework
6. articulate design thoughts and concepts clearly, concisely and with
accuracy by a variety of media
7. understand the external constraints acting on the design process and
refine their own process to accommodate these
8. work effectively within and contribute to the design process
9. conduct user testing and synthesise the results in a design solution
10. complete a significant design project proposal and carry it through to a
successful professional conclusion
18 Definitive Document: 21 July 2006

C - Intellectual Skills – Able To:
1. be intellectually curious, analytical and reflective, capable of carrying out
sustained independent enquiry and developing the skills that underpin
professional development and life-long learning
2. analyse, interpret and synthesise the project constraints and present this
in a coherent and informative manner
3. understand that the acquisition of knowledge is continuous and ongoing
professional and personal development is essential
4. be entrepreneurial, imaginative, have divergent thinking skills and think
creatively whilst still satisfying the needs of the project/client
5. delineate the similarities and differences between the interrelated
disciplines of design, and form an understanding of their interaction
6. creatively solve problems and issues that are revealed during the
generation of their work
7. place their own work critically in relation to existing and emerging
professional and/or academic debates and form a personal creative
critique
8. recognise the cultural, conceptual and professional contexts relevant to
the evaluation and understanding of their work
9. analyse and interpret the nature of forms and space and their depiction
and construction in two and three dimensional media and digital form
Faculty of Design
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
19 Definitive Document: 21 July 2006
 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 Design 20 Definitive Document: 21 July 2006