Attachments

 

Quality Handbook

 

 

 

Programme Specification Template - Postgraduate

 

SECTION A: CORE INFORMATION

 

  1.  

Name  of programme:

MA Advanced Dance Performance

 

  1.  

Award title:

Masters

 

  1.  

Programme linkage:

 

Is this part of group of linked programmes between which students can transfer at agreed points? (e.g. a group of programmes with a common set of taught modules)

No

 

  1.  

Is the programme a top-up only?

No

  1.  

Level of award:

Level 7

 

  1.  

Awarding body:

University of Sunderland

 

  1.  

Department:

Arts and Creative Industries

 

  1.  

Programme Studies Board:

Dance City

 

  1.  

Programme Leader:

David Lloyd

 

  1. How and where can I study the programme?
  2.  

At a partner college:

 

 

Other (please specify)

All teaching and learning is delivered at Dance City sites in Newcastle and Sunderland

 

      

 

  1. How long does the programme take?

 

 

Min number of years / months

Max number of years / months

Full-time

1/12

2/24

Part-time

 

 

Distance learning

 

 

Work-based learning

 

 

 

For start-dates please see the current edition of the Prospectus or contact the relevant department at the University. For start-dates for programmes delivered in a partner college, please contact the college.

 

SECTION B:  FURTHER CORE INFORMATION

 

  1. Learning and teaching strategy

This postgraduate programme is designed for dance artists, usually recent dance and performance degree graduates wishing to further develop their skills and knowledge in dance performance. It answers the need for versatile practitioners, who are able to find their place in this exciting and constantly evolving industry. The programme is technique, creativity and performance-based, with a strong industry focus, and all modules are delivered by high-calibre artists and educators in the field.

 

As a practically based course, the MA Advanced Dance Performance offers students the opportunity to challenge themselves within a rigorous programme of technical and choreographic exploration, supporting them to realise their full potential as individual artists and preparing them to embark on a sustainable career within the dance profession. As a kinaesthetic art form, dance requires a deep and committed developmental strategy to ensure that students have the physical knowledge and skills required to work within the dance industry and so the course takes students through a structured and focused programme of dance practice.

 

Taking a modular approach, the programme emulates the daily demands of a performing dancer and so gives them a parallel experience of working within the industry at a high level, whilst being supported by a highly experienced teaching team who nurture them as individuals and artists. In this way students can use their practical and realistic knowledge of working as a dancer when embarking on employment and they are prepared for the pressures and challenges of the dance profession.

 

The Advanced Dance Technique module underpins all aspects of dance performance and is heavily emphasised within the MA course, through the delivery of contemporary and classical dance techniques. Technique class is a daily requirement of dancers in the profession and so a minimum of one technique class per day takes place throughout the programme of study, allowing students to adapt to the daily rigour of practical work and to build their attention to technical detail to a Level 7 standard. The ability to select and refine techniques is emphasised and assessed, as is the ability to use a range of technical concepts. Developing a strong sense of self-awareness is key for success within the dance profession and so students are given tutorials with their technique tutors every 6 weeks to discuss progress, continuous assessment grades and are given individual feedback. By nurturing students’ technical development and allowing them to explore their own physicality to a high level, graduates from the programme are well placed to sustain a long term career in dance.

 

The Advanced Dance in Performance module takes students’ knowledge of contemporary dance technique into both choreographic and performance settings. Guest and tutor led choreographic sessions, workshops and residencies are all designed to provide a range of challenges in which students have the opportunity to explore a diverse range of choreographic practises and demonstrate that they can contribute to the creative process of each choreographer, adapting to a variety of styles, subject matters and stimuli. The breadth and depth of choreographic exploration is intended to expose students to a number of choreographic practices and offers them the opportunity to fully embrace current contemporary dance practices.  Understanding how a dancer needs to adapt their practices to meet the demands of a choreographer throughout the rehearsal process and into performance is a key requirement of dancers working in the industry and this is prioritised within the MA Advanced Dance Performance. An important aspect of the curriculum is the observation of live contemporary dance performances that are discussed within the group and with tutors. Analysing, reflecting and articulating ideas develops students awareness of contemporary dance and offers them the chance to challenge their pre-existing notions of the arts.

 

As an intended progression route for students wishing to embark on a performing career, the ability to work under pressure during live performance is vital and so all performances are tutor assessed, and feedback is given to assist students in their development. The choreographic work devised during residency periods is toured to national venues and so contributes to the students’ experiential learning and development.

 

Whilst the expected outcome for students graduating from the programme is a performing career, it is also understood that the current nature of arts funding does not always allow fulltime employment within a performance role throughout the year, so the final module of the course encourages students to develop an individual project in another dance related field. The Professional Contexts module requires that each student engages in an independent research project which supplements their learning and explores the dance industry within a wider context. Projects are proposed to the course leader for approval and are considered in relation to the module learning outcomes and the depth of research to be undertaken. Projects may include areas such as choreographic exploration, development of teaching skills culminating in a lecture demonstration, an installation artwork, a dance film etc. These projects are student-driven and tutors supported, and offer students the opportunity to acknowledge and develop associated skills that are relevant to their future career aspirations and interests. Throughout the course, reflection and self-analysis are strongly encouraged and students are expected to develop a clear awareness of their strengths and weakness through honest, critical reflection.

 

With a strong view on employability, students are also encouraged to audition for companies and develop their links within the dance industry. Networking, seeking out future opportunities and individual career development are emphasised within the course and underpin the ethos behind the MA Advanced Dance Performance.

 

  1. Retention strategy

Injury and health are areas which can affect retention on a practical dance course and it is important that students learn and apply safe practice when working in a physical role. To this end, students are given an individual physical screening by a physiotherapist upon starting the course so that they understand the strengths and weaknesses within their body and are able to use this knowledge to work on areas which might make them more prone to injury. This is further supported by lectures in applied anatomy which students are expected to apply to their own physicality whilst developing their technical skills.

 

Tutorials are also offered to students every 6 weeks throughout the programme and tutors are available to support students throughout the year. This helps students to discuss issues that might be affecting their commitment and to keep them focused on their studies.

 

  1. Any other information

This MA programme is unique to the North East region and offers a viable, focused and challenging postgraduate pathway for aspiring contemporary dance performers.

 

SECTION C:  TEACHING AND LEARNING

 

  1. What is the programme about?

The programme aims to offer students the opportunity to explore the realities of a performing career within a supportive and challenging environment. Students graduate with strong and well-defined technical knowledge, awareness of how to adapt to a range of choreographic processes and creative approaches, experience of performing under pressure and the ability to adapt to a range of professional contexts.  In this way the programme prepares students for a career in dance.

 

  1. What will I know or be able to do at the end of the programme?

 

Skills

Learning outcomes at Stage One (Postgraduate Certificate)

On successful completion, students at the threshold will have:

 

  • Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

 

  • Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline

 

Learning outcomes at Stage Two (Postgraduate Diploma)

On successful completion, students at the threshold will have:

 

  • A comprehensive understanding of techniques applicable to their own research or advanced scholarship

 

  • Continue to advance their knowledge and understanding, and to develop new skills to a high level.

 

 

Learning outcomes at Stage Three (Master of Arts)

On successful completion, students at the threshold will have:

 

  • To evaluate critically current research and advanced scholarship in the discipline

 

  • To evaluate methodologies and develop critiques of then and, where appropriate, to propose new hypotheses.

 

  • Decision-making in complex and unpredictable situations

 

 

Knowledge

Learning outcomes at Stage One (Postgraduate Certificate)

On successful completion, students at the threshold will have:

 

  • The independent learning ability required for continuing professional development

 

  • The exercise of initiative and personal responsibility

 

 

Learning outcomes at Stage Two (Postgraduate Diploma)

On successful completion, students at the threshold will have:

 

  • A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice

 

  • To evaluate critically current research and advanced scholarship in the discipline

 

Learning outcomes at Stage Three (Master of Arts)

On successful completion, students at the threshold will have:

 

  • Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences

 

 

  1. What will the programme consist of?

 

All modules are at postgraduate level (level 7 in the UK’s national scheme). The summary below describes briefly what is contained in the programme. The programme structure, including a detailed list of modules, can be found in the programme regulations.

 

All three modules on the MA Advanced Dance Performance take a longitudinal approach and continue throughout the programme, with assessment points happening throughout the year of study. Individual progress, personal development and future employability underpin the delivery and are at the heart of all teaching and learning.  As the course prioritises physical and technical development therefore both these areas require a longitudinal approach, hence 70 credit modules for both Advanced Dance Technique and Advanced Dance Performance.  To enable critical analysis and problem solving skills to develop emphasis needs to be placed on practical and physical exploration in order to meet the learning outcomes.

 

All of the modules complement each other and it is expected that students use a cross-curricula approach to all aspects of their learning. For example, classical ballet is taught as a core technique in the Advanced Dance Technique module, however students will not be performing classical ballet pieces when touring, rather students are expected to use the knowledge gained in classical sessions to enhance their contemporary work and to draw on within the choreographic explorations required in the Advanced Dance Performance module. By using this approach students are developing an embodied and deep understanding of their technical options and gaining an advanced awareness of their own physicality. Classical ballet is also an important requirement for dancers when auditioning for work with professional companies and so is considered a relevant and realistic employability skill.

 

The Advanced Dance Technique module and the Advanced Dance in Performance module significantly inform each other and the interplay between technique and choreography are acknowledged and developed through a holistic approach to each student`s individual development. The ability to select contemporary and classical techniques appropriate to each choreographic work is a key feature of this programme and is a realistic and important aspect of employability.

 

The final project within the Professional Contexts module is not realised until the end of the course so that the prior learning from the other modules can be applied to students’ independent projects. Lectures, seminars and workshops in relevant areas are offered throughout the course, helping students to expand their knowledge of dance related practices and to inform the possibilities of the final project. Knowledge and skills gained from all modules play a significant role in informing the individual project`s aims and outcomes and assists students in developing as critical artists.

 

Reflection, self-awareness and critical analysis are all essential areas that are developed across the programme. Practical exploration is complimented by the observation of live contemporary dance performances and critical discussion about the work of contemporary dance choreographers. In this way, students develop an articulate and informed response to contemporary dance practices.

 

Links with the industry are inherent in the programme, firstly through the location of delivery being placed within a national dance agency in which choreographers, directors and artists work. By working in a professional dance environment students are exposed to a range of guest artists, lecturers and company managers, all of whom contribute to a professional learning environment. Secondly, students are encouraged and supported to audition for future work and the requirement of submitting a show reel for tutor assessment in the Dance in Performance module underpins the ethos of employability, ensuring that students are ready to apply for dance performance jobs.

 

  1. How will I be taught?

 

Scheduled teaching activities

1300 hours

Independent study

500 hours

Placement

0

 

Practical sessions are led by highly experienced tutors who are experts in their fields. Detailed and in depth physical exploration into practical concepts is explored and the application of feedback is a necessary part of the learning throughout the programme. Tasks are specifically designed to enable students to discover and understand links between techniques, choreographic ideas and abstract concepts. Consideration and emphasis are given to artistry, movement dynamics and musicality as highly important areas of learning, and the embodiment of choreographic style hinges on these areas of focus. All students are given individual and group feedback which they need to critically evaluate in relation to their own physicality and apply it appropriately to their practical work.

 

The contemporary techniques explored are relevant to the current dance industry and students are exposed to practices that they may not have experienced before. This ensures that they are ready for working with choreographers and artistic directors upon graduation and that they are capable of drawing on a range of new and traditional approaches when seeking work.

 

As the programme progresses students are expected to problem solve and adapt their practices more confidently. Tutors become increasingly removed from technical problem solving and students are expected to apply their knowledge with more awareness of their body and to make positive decisions about artistic style. Students are always supported throughout the programme but it is vital that they begin to trust their own judgement and this is encouraged as the programme evolves. All students are considered as “professionals” in relation to their practices and ethos, and professional respect is an important aspect of the teaching and learning throughout the course.

 

A list of the modules in the programme can be found in the Programme Regulations.

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

 

 

 

  1. How will I be assessed and given feedback?

 

Written examinations

No

Coursework

Yes

Practical assessments

Yes

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

 

The generic assessment criteria which we use can be found here. Some programmes use subject-specific assessment criteria which are based on the generic ones.

 

This programme uses the Generic University Assessment Criteria

 

NO

This programme uses the Subject Specific Assessment Criteria

YES

 

 

The MA Advanced Dance Performance focuses heavily on continuous assessment. This type of assessment allows for progress and personal development to be acknowledged whilst ensuring that students are applying themselves and improving on a class by class basis. Continuous assessment grades are given every 6 weeks throughout the year and these grades are the subject of a tutorial feedback session with relevant tutors to ensure that students understand how to further improve. Students are also expected to develop reflective skills using a journal or video diary to assist them in evaluating and analysing their own development. Continuous assessment grades do not reflect a single assessment point but reflect the students learning in relation to the module learning outcomes over a period of time. Grades are always agreed by a range of tutors and do not rely on one teacher`s opinion. This is an aspect of good practice and ensures that each student`s grades encompass the range of styles, techniques and choreographic requirements that are given, and acknowledges students` development as individual dancers. At the beginning of the course all students are assessed in the first week and this level is considered to be their individual starting point from which progress is expected, regardless of any student`s pre-existing knowledge of any specific technique or choreographic methodology. This helps to ensure parity across the group and places the emphasis heavily on individual development. As the course progresses students are expected to progressively critically analyse their own work and apply feedback with increasingly less tutor feedback. In this way students become more confident at problem solving within a dance context and learn how to individually embody specific styles and artistry.

 

Choreographic work is also continuously assessed during the rehearsal and development phase through tutor observation. Following this period of development, all performances are live graded. This type of assessment ensures that students are assessed in a real life context and are judged within the same contexts as they will be expected to work when in dance employment. At the end of the Advanced Dance in Performance module students submit a show reel for assessment. The selection of material and the overall impression of the show reel shows how well students have understood their strengths. The show reel also becomes a professional artefact that students can use to apply for dance performance work upon graduation, and so is an important aspect of gaining work in the current dance industry.

 

The Professional Contexts module assesses students against the learning outcomes in a mode which students select. For example, if a choreographic work is devised as the final project this will be assessed, if a lecture demonstration is delivered, this will be assessed. This flexibility in approach ensures that the student’s individual learning and goals are recognised and allows students to take control of their own development.

 

 

The University aims to return marked assessments and feedback within 4 working weeks of the assignment submission date after internal moderation process have been completed. If this is not possible, students will be notified by the Module Leaders when the feedback is available and how it can be obtained.

 

The Academic Misconduct Regulations and associated guidance can be found here. It is the responsibility of students to ensure they are familiar with their responsibilities in regards to assessment and the implications of an allegation of academic misconduct.

 

Students should refer to the University Regulations for information on degree classifications.

 

 


  1. Teaching, learning and assessment matrix

 

Matrix of modes of teaching, learning and assessment

 

 

Module

KU

KU

KU

KU

PS

PS

PS

PS

TS

TS

TS

TS

LEVEL 7

 

1

2

3

4

1

2

3

4

1

2

3

4

* Advanced Dance Technique

Continuous assessment

x

 

x

 

x

 

x

x

 

x

x

x

* Advanced Dance in Performance

Continuous assessment

x

 

x

 

x

x

x

 

 

x

 

x

Performances

x

x

x

 

 

 

 

 

x

 

 

 

*Professional Contexts

Professional project

 

x

x

x

 

 

 

 

 

x

x

x

*Indicates a compulsory module which must be successfully passed for progression to further modules or to the next academic year of study


 

  1. How does research influence the programme?

By nature of working with students at Masters level tutors inevitably embark on Research and Development of their choreographic and technical work.  This leads to current, original and often experimental work being devised, placing it at the cutting edge of choreographic practice. All original choreography can be seen as a form of enquiry and so students will be part of “action as research” projects throughout their study. Using current research to inform practices underpins the course delivery and regular CPD for staff ensures an updated approach to their work.

 

Formal research takes place through the Professional Contexts module in which students select an avenue for investigation. Methodologies for these projects vary from student to student and are dependent on the individual requirements of the project.

 

SECTION D EMPLOYABILITY

 

  1. How will the programme prepare me for employment?

 

The programme gives you the opportunity to develop advanced skills and knowledge which you can use in the future. Some postgraduate programmes are associated with a particular career path but most skills can be applied to a range of employment situations. The skills which this programme is designed to develop are listed below.

 

This programme seeks to support students wishing to embark on a primarily performance based career. Employability is emphasised in curriculum design, professional expectations, learning outcomes and student support.

Curriculum design – The course is designed to give students an experience of the realities of working as a professional dancer and the daily timetable follows a “usual” day for a dancer working in the industry. Technique classes, choreographic exploration and performances are the three key areas that are emphasised to ensure that students have practical experience and are prepared for the rigours of the industry.

Professional expectations – Students are required to work in a professional manner from the start of the course and professional ethics are reinforced and promoted at all times.

Learning outcomes – It is hoped that students are well placed to be employable professional dancers by the end of the course and the learning outcomes for this programme reflect the requirements of the dance profession at its highest level. Students are further supported in exploring other contexts through taking on teaching work, choreographic projects and voluntary commissions so that they expand their understanding of their role within the industry and are equipped to explore a range of roles if they so choose. Transferable skills such as problem solving, team working and critical analysis are highly desirable within the employment market and they are given priority within the practical settings in which dancers work, throughout the course.

Student support - Students are encouraged to audition for professional work during the course so that they have employment opportunities upon graduation. Guest teachers are invited to make choreographic work, take workshops, provide interview/audition advice and to offer guidance for career transitions. This is underpinned by support from course tutors who offer advice and support through the tutorial system. In this way, students begin to develop a supportive network of industry professionals that will help them to enter the employment market.

 

 

 

Additional opportunities to develop your experiences more widely will vary if you study at one of our partner colleges. For information about the extra-curricular activities available in any of our colleges please contact the college direct. 

 

  1. Particular features of the qualification. (optional)

 

  1. Professional statutory or regulatory body (PSRB) accreditation. Choose one of the following.

 

PSRB accreditation is not relevant to this programme 

x

SECTION E:  PROGRAMME STRUCTURE AND REGULATIONS

 

PART B   -  Programme  Regulation/s

 

Name of programme: Advanced Dance Performance

Title of final award: Masters

Interim awards[1]: MA Advanced Dance Performance

Accreditation: None

University Regulation (please state the relevant University Regulation): 4.2.1

 

Regulations apply to students commencing their studies from (please state the date / intake that these regulations will apply to students for each Stage):

 

Regulations apply to students

Date the regulations apply

Intakes affected

Stage 1

September 2018

September 2018

 

Stage 1

 

Core modules:

 

Code

Title

Credits

DACM01

Advanced Dance Technique

70

DACM02

Advanced Dance in Performance

70

DACM03

Professional Contexts

40

 

Optional Modules

None

 

Elective Modules

There is no provision for an elective module on this programme.

 

Progression Regulations

 

There are no programme-specific progression regulations[2]

 

 

SECTION F:  ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

 

  1. What are the admissions requirements?

 

Applications are made through UCAS and prospective students are invited to audition, providing that they have completed an undergraduate degree in dance at either conservatoire or degree level within the past 4 years. The audition consists of a full ballet class, a full contemporary technique class, a creative/improvisation session and a compulsory solo. Applicants who are successful at this stage will be invited to stay for an interview. This is applicable for students entering for the whole course and applications are not accepted for entry mid-way through the programme. Direct entry is also acceptable and students can apply direct to Dance City.

 

Can students enter with advanced standing?

Yes*

 

 

The University has a process by which applicants whose experience to date already covers one or more modules of the programme they are applying for may seek Accreditation of Prior Learning (APL).

*Due to the specific demands of the course APL is not normally considered, but applications would be considered on a case-by-case basis.

 

  1. What kind of support and help will there be?
  1. in the department:

The Programme Leader oversees all aspects of the course and is available to students on a daily basis. Serious personal issues are referred to professional personnel at the university where support that is more comprehensive can be offered. Support is also offered for audition preparation by course tutors and careers guidance is discussed at tutorials on a regular basis.

 

  1. in the university as a whole:

The University provides a range of professional support services including health and well-being, counselling, disability support, and a Chaplaincy. Click on the links for further information.

 

  1. in a partner college:

Please see the relevant college prospectus or website for details of student support if you are planning to study in one of our partner colleges.

 

  1. What resources will I have access to?

 

On campus

x

In a partner college

x

By distance learning

N/a

 

On campus

Tick all that apply

General Teaching and Learning Space

Dance City

IT

University of Sunderland

Library

University of Sunderland

VLE

University of Sunderland

Laboratory

n/a

Studio

Dance City

Performance space

Dance City

Other specialist

Dance City

Technical resources 

Dance City

 

All teaching and learning takes place at Dance City facilities in Newcastle and Sunderland. Dance City is the National Dance Agency for the North East region with purpose built dance studios, performance space, changing rooms and classrooms are used for all timetabled sessions. Independent learning space for practical work is allocated at Dance City Sunderland for Masters level students to develop their projects and undertake practical self-study. IT, Library and VLE resources are accessible through the University of Sunderland.

 

Information about the University’s facilities can be found here.

 

Please see the relevant college prospectus or website for details of college learning resources if you are planning to study in one of our partner colleges.

 

  1. Are there any additional costs on top of the fees?

 

No, but all students buy some study materials such as books and provide their own basic study materials.

 

 

  1. How are student views represented?

 

All taught programmes in the University have student representatives for each programme who meet in a Student-Staff Liaison Committee (SSLC) where they can raise students’ views and concerns. The Students’ Union and the faculties together provide training for student representatives. SSLCs and focus groups are also used to obtain student feedback on plans for developing existing programmes and designing new ones. Feedback on your programme is obtained every year through module questionnaires and informs the annual review of your programme. Student representatives are also invited to attend Programme and Module Studies Boards which manage the delivery and development of programmes and modules.  Faculty Academic Committee, also has student representation. This allows students to be involved in higher-level plans for teaching and learning. At university level on Students are represented on University level Committed by sabbatical officers who are the elected leaders of the Students’ Union.

 

The University’s student representation and feedback policy can be found here.

 

Every two years we participate in the national Postgraduate Taught Experience Survey (PTES) which is run by the Higher Education Academy.

 

Programmes offered in partner colleges: If you are studying in one of our partner colleges the college will have its own mechanisms for obtaining student feedback. Some of these may be the same as those on-campus at the University but others may be different. You should ask your college for further information.

 

For distance learning operated from Sunderland: if you are studying by distance learning you will have slightly different arrangements from those used on campus. In particular you are likely to have virtual rather than physical meetings and discussions. However these arrangements should provide comparable opportunities for you to give feedback. Details are given below.  

 

Students are asked to contribute to course monitoring by completing module surveys at the end of the year. The information gathered is used to inform future delivery.

All teaching staff have an open-door policy and students are able to access a staff member whenever they feel they need to.

 

SECTION G: QUALITY MANAGEMENT 

 

  1. National subject benchmarks

 

The Quality Assurance Agency for Higher Education publishes benchmark statements which give guidance as to the skills and knowledge which graduates in various subjects and in certain types of degree are expected to have. They do not cover all subjects at postgraduate level but those which exist can be found at here.

 

Are there any benchmark statements for this programme?

YES

 

 

The benchmark(s) for this programme is/are:

 

The benchmark(s) for this programme are: Master’s Degree Characteristics

 

The QAA also publishes a Framework for Higher Education Qualifications (FHEQ) which defines the generic skills and abilities expected of students who have achieved awards at a given level and with which our programmes align. The FHEQ can be found here.

 

  1. How are the quality and standards of the programme assured?

 

The programme is managed and quality assured through the University’s standard processes. Programmes are overseen by Module and Programme Studies Boards which include student representatives. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole. The purpose of this is to ensure that the programme is coherent and up-to-date, with suitable progression through the programme, and a good fit (alignment)  between what is taught and how students learn and are assessed - the learning outcomes, content and types of teaching, learning and assessment. Student achievement, including progress through the programme and the way in which the final award is made, is kept under review. The programme review report is sent to the Programme Studies Board and the Faculty in turn reports issues to the University’s Quality Management Sub-Committee (QMSC).

 

External examiners are appointed to oversee and advise on the assessment of the programme. They ensure that the standards of the programme are comparable with those of similar programmes elsewhere in the UK and are also involved in the assessment process to make sure that it is fair. They are invited to comment on proposed developments to the programme. Their reports are sent to the Deputy Vice-Chancellor (Academic) as well as to the Faculty so that issues of concern can be addressed.

 

All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK university. Quality Assurance Agency (QAA) review reports for Sunderland can be found here.

 

Further information about our quality processes can be found here.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Quality Handbook

 

 

 

SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS

(Form to be completed electronically by the Faculty and forwarded to the Quality Support Officer supporting the Approval event, or sent to Planning & MI for faculty devolved processes before sending to Quality Support (with the exception of Short Courses and GRS))

This form is to be completed when a new programme has been validated and approved so that the programme codes and progression and awards rules can be set up in SITS.  This also needs to be completed at periodic course review when there have been significant modifications to the course.

 

Please note that all details entered onto this form will go onto every student’s record that is attached to this programme and it is therefore imperative that the information is correct. 

 

1 Programme Details

New/ Modification/Review:

Please ensure the minor modification document is included

NEW

Full Programme Title:

ADVANCED DANCE PERFORMANCE

If replacement for existing course, specify title and course code:

N/A

Qualification Aim:

e.g. Foundation degree of Science, Bachelor of Arts (Honours)

MASTERS

Qualification Level (NQF level):

7

JACS 3.0 code

JACS code = e.g. (V100) History, (I100) Computing Science, etc. See HESA Website https://www.hesa.ac.uk/jacs3

W543

Is the programme Open or Closed:

A course is defined as closed when specifically designed for a certain group of people and not also available to other suitably qualified candidates. It may be designed for a particular company however if the same course is also run for other suitably qualified candidates, not employed by the company, then the course is not closed.

OPEN

Faculty and School:

FACULTY OF ARTS AND CREATIVE INSUSTRIES

SCHOOL OF MEDIA AND COMMUNICATIONS

Location of study:

e.g. SAGE, Sunderland in London, Sunderland

DANCE CITY, NEWCASTLE

Last Date Registration (PBI) Number of days:

The number of days after the start date of the course that it is possible for students to register onto it. It is also referred to as the migration date.

21

Programme Leader:

DAVID LLOYD

Academic Team for the programme:

MEDIA PRODUCTION AND PERFORMANCE

Date of Approval/Modification/Review:

TBC

Date of next review (QS to complete):

TBC

Accrediting Body or PSRB
If yes please attach a completed PSRB form

NO

 

Programme Specific Regulations

If yes, please attach a completed Programme Specific Regulations form

NO

 

Does this programme come under the Key Information Set return?

If yes, please attach a completed KIS form

YES

Is this an undergraduate programme whose primary (but not necessarily only) purpose is to improve the effectiveness of practitioners registered with a professional body? If yes, please specify which body:

http://www.hefce.ac.uk/media/HEFCE,2014/Content/Pubs/2016/201622/HEFCE2016_22.pdf  (Page 88, paragraph f)

e.g. a short course aimed at registered nurses

NO

 

 

Interim  Awards

If a student does not achieve their qualification aim, what lower awards might they be entitled to, assuming they have the credits?  The subject title for any lower level award should be given where this is different from the subject of the qualification aim.

 

Interim Award Title

Credits Required

Interim Structure

Please show mandatory requirements if applicable e.g. core module codes

1

N/a

 

 

 

Combined Subjects Programmes only

Will the subject run as Major/Minor/Dual:

N/A

Any subject(s) not permitted to be combined with this subject:

 

 

N/A

 

 

 

 

 

 

2 Mode Of Attendance

01                          Full-time

Full-time students are those expected to study for more than 24 weeks per year, for a minimum of 21 hours per week and are paying the full-time fee.

02                          Other Full-time

Students who attend full-time for a period less than 24 weeks per year

N/A

31Part-time

Students who are expected to study for less than 21 hours per week.

N/A

31Part-time at Full-time Rate

Students who are studying full-time credits over part-time attendance

N/A

 

 

3 Admissions

An admissions or MCR code will be created to allow student applications.

Tick appropriate

UUCAS

Universities and Colleges Admission Services

Required for full-time undergraduate programmes only.

DDirect Entry

Required for FT, PT, PG and PGR, only where students will be admitted though the admissions teams or where the programme needs to be advertised on the web

GGTTR

Graduate Teacher Training Registry

Education only, where applicable

N/A

 

 

4Collaborative Provision

UK

Overseas

N/A

Institution

Collaborative Model

Funding Arrangements

DANCE CITY, NEWCASTLE

VALIDATED

HEFCE

5aCourse Block

Full-time - Overall length of the programme in months:

12

Part-time - Overall length of the programme in months:

N/A

Does this course offer a sandwich placement?

If yes, please indicate which programme year this placement is to take place.

No

 

Is this compulsory or optional?

N/A

Does this course offer a study abroad year out? If yes, please indicate which programme year this placement is to take place.

No

 

Is this compulsory or optional?

N/A

 

 

6   Major Source of Funding

Please note this relates to funding for the programme and not individual students

HEFCE

Higher Education Funding Council for England

Skills Funding Agency/EFA/Degree Apprenticeship

N/A

NCTL

National College for Teaching and Leadership

N/A

Wholly NHS Funded

Partially NHS Funded

Departments of Health/NHS/Social Care. For all Health funded programmes please indicate whether the programme is eligible for an NHS Bursary

-  Eligible for NHS BursaryY/N

 

N/A

N/A

Standard Fee

If no then the Learning Resources Form should be attached

Yes

Other Funding:

 

– Please Specify:

 

 

7   Education Programmes Only

This section must be completed for any programmes marked above as ‘NCTL’ funded

Teacher Training Identifier:

N/A

Teacher Training Scope:

N/A

Qualification Aim:

QTS and academic award, QTS only, QTS by assessment only

N/A

 

 

   DETAILS SUPPLIED BY:………………………………………        DATE:………………………..

 

 


Module List

 

 

Award, Route (if applicable) and Level

New/Existing/ Modified  Module (N/E/MM)

Module Title

Module Code

Module Credit Value

Whether core or option

Must choose (i.e. designated option):

Assessment weighting – give % weight for each assessment item

Pre-/co-requisites

Module leader

 

Other comment (if required)

Date of Entry on SITS.

N/MM only

( After event)

JACS Code

Academic Team

 

N

Advanced Dance Technique

MAC01

70

C

 

Continuous Assessment – 100%

 

Anthony Baker

 

 

W543

Dance City

 

N

Advanced Dance Performance

MAC02

70

C

 

Continuous assessment – 40%

Performances – 40%

Show reel – 20%

 

Anthony Baker

 

 

W543

Dance City

 

N

Professional Contexts

MAC03

40

C

 

Final project – 100%

 

Anthony Baker

 

 

W543

Dance City

 

 


[1] Same as main award unless agreed otherwise at validation – eg to meet PSRB requirements

[2] This will be the norm – university regulations apply