LEEDS BECKETT UNIVERSITY

Course Specification BA (Hons) Fashion

2018-19 (BAFAS)

www.leedsbeckett.ac.uk

School of Art, Architecture & Design

Award and programme title: BA (Hons) Fashion

Level of qualification: Level 6

Interim awards available:

Award Title Level

BA Fashion 6

DIPHE Diploma of Higher Education Fashion 5

CRTHE Certificate of Higher Education Fashion 4

Length and status of programme and mode of study

Programme Length (years) Status (FT/PT/SW)

Mode (campus-based / DL or other)

BA (Hons) Fashion 3 years FT Campus-based

BA (Hons) Fashion 4 years SW Campus-based BA (Hons) Fashion 6 years PT Campus-based

Course Specification

Overview and Aims

This professional course prepares students to enter design practice as specialists in fashion design. Fashion is one of the world’s biggest industries and a reflection of society, identity and culture. This course challenges the limitations of fashion as the manifestation of temporary consumer trends. We teach our graduates to create fashion designs in response to market forces but also to conceptual and thematic approaches.

Through arts and industry informed briefs and live projects we equip our graduates with a portfolio of professional skills suitable to enter a broad range of careers in fashion with a strong understanding of the cultural, ethical and environmental concerns of the contemporary fashion industry.

The course reflects the multidisciplinary nature demanded by an ever-shifting global fashion industry. The course will concentrate on 2D and 3D skills along with the need to be able to articulate ideas to global clients. The fashion industry is global with many companies having international offices and manufacturers. Students will be taught to consider the social and cultural implications of their work when considering such a global audience, and how to make their work appropriate for overseas production.

Students have the opportunity to complete a year in industry as part of the course. If they choose this route, they will gain invaluable experience of the fashion industry.

Emphasis will be on the research of ideas, and their synthesis through professional design and making, along with CAD and 2D visual and promotional work

The course can adopt interdisciplinary approaches using resources from other areas of the school e.g. photography. There are opportunities for field visits and live projects with industry speakers.

The course aims:

to produce confident, enterprising, adaptable, co-operative designers

to enable students to achieve their full creative potential with the requisite skills to enter the global fashion industry

to develop students’ technical skills in making and communication

to develop each student as an enquiring creative, capacity for innovatory thought, and informed responses to design constraints

To develop enterprising, effective, self-reliant and self-directed designers capable of life-long learning.

To create graduates who will be able to challenge popular notions about fashion design and propose ethically and culturally responsive designs

All students engage weekly in shared workshops on pattern cutting and constructionas well as fabric manipulation and fashion drawing.

All students engage in projects involving collaboration with external partners.

All students engage in these projects, individually or collaboratively with their peersfor larger outcomes.

Each project results in a particular set of material outcomes in the form of garments,portfolio and presentation etc.

The course is distinctive from its direct competitors (University of Leeds, Manchester Met, John Moores, Huddersfield, Sheffield Hallam) as it focuses upon practice and develops student’s commercial and conceptual skills as fashion designers. The competitors do not have as significant an aspect of practice and making, tending to focus upon commercially driven

research e.g. trends and forecasting. This course will produce commercially driven students, capable of working across the broad scope of fashion, encompassing art and design.

Course Learning Outcomes

1 Research

Ability to assimilate theories, methodologies and concepts to inform

fashion design practice and promotion for a global audience, using both

staff led and self-initiated approaches.

2 Creative Process

Ability to use a range of art and design processes, with specific regard to

garment design and making, and where appropriate to consider

sustainable approaches, and to include conventional and digital visual

methods for design and promotion.

3 Self-Initiated design briefs

Ability to produce detailed and informed fashion design briefs based upon

self-initiated research, demonstrating a sympathetic and critical

understanding of the design problems posed, and taking into

consideration appropriate solutions in terms of materials, form and

construction.

4 Communication

Ability to use appropriate conventional and digital visual media to convey

the intentions of the design brief and final design outcomes of a fashion

design project to a global audience, to include oral, visual and social media

solutions.

5 Professionalism

Ability to take self-directed approach to work, and to work well in a team,

to manage and prioritise workload in a time efficient manner, and to act

professionally when working with a diverse range of global clients, fellow

students and other professionals.

Course Structure

Level 4

The modules in Level 4 are focused on delivering technical making and visual studies skills in F4.1 Pattern and Construction, F4.2 Visual Studies, and F4.6 Design Realisation. Each of these modules will be taught in the studio, require a considerable amount of demonstration and skills acquisition and relate to level 4 learning outcomes 2: Creative Processes, 3: Communication, 5: Design Proposal, and 5: Management, Professionalism and Responsibility . F4.2 will include a significant proportion of digital skills, particularly how conventional drawing and visual processes can be translated through digital processes. F4.4

Contextual studies is a lecture based programme exploring the historic, social and cultural impact of fashion, and provides the initial stages of the theoretical understanding of the fashion industry. F4.3 Colour and Fabric Interpretation, and F4.5 Observation and Interpretation, through a combination of lecture based and studio teaching, explore design based methods of exploring commercial approaches to fashion design, for example, the use of trends, colour prediction and appropriate fabric use. Each of these modules, in particular F4.3 Colour and Fabric Interpretation, adopts a digital approach where appropriate. Both of these modules relate to level 4 learning outcome 1: Research, Critical Analysis and Context, 4: Communication and 6: Management, Professionalism and Responsibility.

Semester 1 Core (Y)

Semester 2 Core (Y)

F4.1 Pattern and Construction (20 Credits)

Y F4.4 Contextual Studies 1 (20 Credits)

Y

F4.2 Visual Studies (20 Credits)

Y F4.5 Observation and Interpretation 1 (20 Credits)

Y

F4.3 Colour and Fabric Interpretation (20 Credits)

Y F4.6 Design Realisation 1 (20 Credits)

Y

All modules synoptically assessed

Level 5

Level five introduces tailoring in F5.1 Tailoring Principles, and a more industry focused in-depth approach to fashion industry analysis, such as trend and brand identity, in F5.2 Fashion Industry and F5.3 Trend Analysis. The level 5 learning outcomes 1: Research, Critical Analysis and Context focuses heavily upon research and developing context and relevant parameters, which will predominantly relate to F5.2 and F5.3, but also to F5.4 Contextual Studies 2, which will introduce more complex fashion theory relating to concepts and philosophies rather than an historic framework. The intention with this module is to encourage students to consider concepts and ideas outside of the conventional approaches to fashion. Learning outcome 2: Creative Processes is present in F5.5 Observation and Interpretation 2, F5.1 Tailoring Principles and F5.6 Design Realisation 2, all of which are predominantly studio based and involve a range or visual and making processes, both self-directed and tutor-led. Learning Outcome 3: Design Proposal becomes an integral part of the second year as this is the mid-way point whereby students will start to establish a more personal approach to fashion design. This may consider commercial or conceptual approaches, but modules such as F5.4 and F5.2 will enable them to consider a range of approaches. Learning Outcomes 4: Communication, 5: Communication, and 6: Management Responsibility and Professionalism are evident across all modules in Level 5.

Semester 1 Core (Y)

Semester 2 Core (Y)

F5.1 Tailoring Principles (20 Credits)

Y F5.4 Contextual Studies 2 (20 Credits)

Y

F5.2 Fashion Industry (20 Credits)

Y F5.5 Observation and Interpretation 2 (20 Credits)

Y

F5.3 Trend Analysis (20 Credits) Y

F5.6 Design Realisation 2 (20 Credits)

Y

All synoptically assessed modules

Level 6

Level six is predominantly concerned with students developing their own methods of study based upon their intended career path. Level 6 learning outcome 1: Research, Critical Analysis and Context, along with 3: Design Proposal, demonstrated in F6.1 Visual Research and Communication, and F6.2 Final Major Project part 1, forms a core element of this decision making, both in terms of the practical and theoretical considerations involved. This also applies to F6.3 Dissertation, where students will demonstrate the capacity to develop a critical understanding of their own practice in relation to that of other fashion designers and artists. Learning Outcome 2: Creative Processes, with regards to adopting a multi-faceted approach to making, visual studies and design is key to the modules F6.1 Visual Research and Communication, F6.2 Final Major Project part 1 and F6.4 Final Major Project part 2, where students are expected to use a variety of conventional and digital approaches appropriate to their design brief, and demonstrating a significant levels of self-directed study and reflection on their practice. Learning Outcomes 4: Communication, 5: Communication, and 6: Management Responsibility and Professionalism are evident across all modules in Level 6, the latter particularly in F6.4. F6.5 Portfolio Marketing and Business, related to learning outcomes 5: Communication and 6: Management Responsibility and Professionalism delivers simple business and marketing strategies that students might use to promote themselves as designers and / or businesses.

Semester 1 Core (Y)

Semester 2 Core (Y)

F6.1 Visual Research and Communication (20 Credits)

Y F6.4 Final Major Project part 2 (40 Credits)

Y

F6.2 Final Major Project part 1 (20 Credits) Y

F6.5 Portfolio Marketing and Business (20 Credits)

Y

F6.3 Dissertation/Extended Study (20 credits)

Y

All synoptically assessed modules

Learning and Teaching

Details relating to contact hours and other key information sets (KIS) are available on the course page of our Online Prospectus on our website.

Learning and Teaching Approaches

The Course’s Learning and Teaching approaches are consistent with the University’s learning and teaching strategy 2011 - 2015.

The course adheres to the stated principles of the University of

‘’Putting our students at the centre of our activities and providing a flexible and relevant curriculum with excellent teaching and learning’’.

The University through its Vision and Values expresses commitment “To be acknowledged for our commitment to student success, our innovation and enterprise, our global reach and strong local impact”. The course is committed to providing a stimulating learning experience which embraces the following values;

Inspiring: We share our values and ideas with passion, energy and commitment, supporting all to achieve their potential. The studio based learning is one that promotes supportive, collaborative learning and sharing of knowledge and ideas and inspiration between students of all levels across the course and tutors.

Creative: We stimulate innovation, imagination and discovery, generating challenging and original ideas which is the centre of studio based learning in this discipline.

Enterprising: We identify and maximise opportunities using our resources widely and building on our strengths. Through live projects and work related learning this is a highly developed aspect the curriculum Increases opportunities for student involvement in the planning and management of their own learning.

Purposeful: We are clear as to our shared plan and committed to delivering this efficiently and effectively. We work collaboratively with our students acting upon feedback their advice and input to ensure and maintain an effective curriculum.

Respectful: We are inclusive, supportive and ethical in our behaviours and actions, actively valuing diversity. Responding to and being inspired by diversity is central to creative and professional practice of the discipline and is regular feature of group tutorial debate and discussion.

Professional We expect and uphold high standards, leading by example with integrity. Teaching on this course is informed by research and experience of design practice with contributions from expert professionals.

Students are encouraged to develop into independent, cooperative, enterprising, reflective and capable learners through the teaching they receive, the learning opportunities offered and the regular use of self-assessment and peer review. The course is student-centred and aims to promote a positive attitude to learning not only whilst studying with the University but also subsequently for life-long learning.

Learning and Teaching Activities

Design Studio Learning Environment In common with all courses in the School of Art, Architecture & Design, BA (Hons) Fashion is a studio based course. Students from all levels of the course work and learn in the Fashion Studio. Studio learning emphasises the integration of theory and practice and the acquisition of design skills through project based study. This approach is

enabled by ‘open- access’ studios facilitate tutor guided and independent learning. The studio creates an environment which stimulates collective, co-operative and active learning and fosters in the students strong a sense of belonging, course ownership and course identity.

Design Projects & Studio Practice The principal vehicle for teaching learning is the design project and modules are structured around projects which are modelled on professional design practice and are intrinsically responsive to personalised learning. The acquisition of skills and understanding is embedded in the design projects which are underpinned with lectures, visits, seminars, workshops and studio-tutorials. The principal learning method is centred on design practice where design is learnt by doing and its importance to the overall teaching and learning strategy can be summarised as:

The developmental nature of the teaching, learning and assessment process isaddressed through modules which rely on a constant cross referral of ideas with tutorialsupport and peer criticism.

The atmosphere and interaction within the peer group creates a theatre for exploration,experiment and discussion, particularly appropriate for interdisciplinary and groupbased learning.

The critical element of self-direction inherent in this approach develops independence ofthought and fosters an enterprising attitude and maturity of critical judgement andenables personalised learning and individual challenges to be shaped to meet students’needs, interests and aspirations

Design activities present effective intellectual challenge through purposeful exploration,design invention, synthesis, and reflective, self-critical practice.

Reflective and critical practice engendered by self-criticism, self-assessment and peerreview.

Connections Between Modules and Levels The course has been holistically designed so that the process which underpins design projects is clearly articulated in module outcomes across all levels of the course.

The design projects increase in complexity as the course develops and incrementally the responsibility for shaping the design project brief is devolved to students. This process culminates in the personally determined Final Major Project of Level Six.

In each level of the course design reports, which develop understanding of the cultural, historical, technical, and ethical context in which architecture and design exist, provides essential support for the major design project of the level These reports increase in breadth and detail and intellectual challenge as the course progresses.

In each level of the course understanding of the cultural, historical, technical, and ethical context in which architecture and design exist is engendered through the study and critical analysis of architecture and design in the global context

Visiting Lecturer Programme A visiting lecturer programme provides inputs by theorists, design practitioners and practitioners from related professions; student nominations are encouraged.

Visiting Critics: This includes practising designers, architects, alumni who contribute to learning through review and critique of student work.

School Workshops and CAD labs Student design activities are supported by a multi-media workshop and specialist Digital (CAD) labs which are staffed by specialist learning officers. Booking system operates in workshops to manage the resource effectively and priority is given to Level Six students during in April and May each year.

Celebrating and Learning from Success Each year Level Six students create an exhibition of their work as part of the university Degree Shows. Level Four and Five students are allocated roles to support Level Six students during the preparation of the exhibition. The exhibition is collaborative event which showcases and promotes the course identity and the quality of student achievement. Selected Level Six students give presentations about their work and learning to Level 4 and 5 students creating clear aspirations.

Graduate Attributes (UG only)

Graduate attributes Enterprise, digital literacy and global outlook are intrinsic to the creative process of identifying design opportunities, enquiry, critical analysis and speculation, developing design ideas and communicating them. In developmental terms all graduate attributes mirror the developmental nature of the modules i.e. as the complexity of the design projects’ research and enquiry, interpretation and resolution, presentation and communication gradually increase so do the intrinsic elements of the graduate attributes. They are taught, learned and developed naturally in the course modules as students assimilate the skills, tools and processes of designing.

Digital Literacy This is a professional course where industry specific digital literacy is at the centre of the curriculum and subsequent professional design practice. The curriculum is structured around design projects and associated research and critical analysis which increase in complexity as the course progresses. Through the design projects and design research all aspects of digital literacy are introduced to and develop: Computer literacy

Manipulation of digital Information: Use of digital visual media Digital communication and collaboration skills Learning through digital academic practice and scholarship Physical content of professional design portfolio in virtual and digital form.

Enterprise The course trains fashion designers, and enterprise is a fundamental aspect design practice. The course is structured around a range of inventive and live projects which engender curiosity, individual initiative and response. Live projects which increase in complexity in each level are made available through academic professional contacts.

Global Attributes The course trains responsible fashion designers who respond to inclusive consumer needs, sustainability and ethics. To meet the needs of the global industry of fashion students develop ability to communicate with different clients/audiences and use visual language to communicate across language barriers. Designers source and take inspiration from information which lies outside their personal experience and identity. Fundamental enquiry and creative response to design projects dictates sourcing, critically evaluating and manipulating material from the international as well as the local context. Global inspirations and perspectives vitalise the creative process of generating ideas and solving problems

Assessment A Graduate Attributes are assessed twice in each Level through integration with level and module learning outcomes.

B In the synoptic assessment which occurs at the end of each level. The attribute is therefore incrementally developed in these synoptically assessed modules

and is formatively assessed at the end of each module before summative synoptic assessment against Level outcomes in Level 4 and 5 and course outcomes at Level 6.

Use of the Virtual Learning Environment

Along with all courses in AAD, this course uses Cagd as its VLE. The primary feature for fashion students will be to use it as an additional means of communication with tutors, a repository for their work, and a means for tutors to provide formative and summative feedback throughout all levels of the course.

It has a number of valuable features appropriate to and exploited by the course including: a graphical user interface relevant to art/ design (fit for purpose) as demonstrated by student feedback, ALT awards and HEIF 5 funding

the ability to handle multimedia information and large file sizes

openness and equality (with built in and optional privacy functions) across the school including equity between students and staff

ready access to the sites designers, managers and developers such that it can continue to grow and improve in response to need and actual usage

VLE CAGD facilities used by the course include;

repositories and showcases of student work

repositories of inspirational and informative work of others with relevance to modules and design briefs

communication of course related materials e.g. module hand-outs, lecture notes and presentations, reading lists, links to sites of interest

Tutor support via the virtual learning environment as appropriate.

communications/ networking announcements

calendar of events and structured timetabling

The VLE is in continual use across all modules and extends across and beyond the formal curriculum delivery.

Use of Blended-Learning

N/A

Assessment Strategy

Synoptic Assessment The School of Art, Architecture and Design adopts synoptic assessment as an essential tool to support project based, practice-led and authentic learning. It enables students to retain focus on the Learning Outcomes for each module whilst at the same time enabling integration and application of learning across modules in a manner that reflects the reality of professional design practice. The synoptic assessment process enables students to revisit and enhance work carried out in earlier modules in light of later learning. Synoptic Assessment allows modules sharing a design project to be assessed together. The modules listed below have a common assessed outcome:

F4.5 and F4.6

F5.2 and F5.3

F6.2 and F6.4

All modules are assessed formatively on completion. Additionally, portfolio reviews (see CAT 43) allow tutors and students to reflect on progress across modules, which is highlysignificant as synoptic assessment occurs in each Level of the course. All module grades remain formative until students have been allowed a prolonged period of creative exploration. The flux of creative development invariably leads to peaks and troughs that rarely conform to the shorter blocks of assessment normally associated with modules. Synoptic assessment enables failure to be celebrated rather than penalised, and allows assessors to award credit for success, whenever it occurs over the course of the academic year. The use of indicative grades and formative feedback at the end of each module ensures that the overall structure of the course remains coherent and understandable to the students, and provides them with a clear indication of their progress in relation to module specific learning outcomes. In addition, these recorded indicative grades can be retrieved as evidence of achievement and, in the event of a student of a student withdrawing before a summative assessment point, to award credit. The synoptic based system has been in place on a range of courses across the school for many years, and has proved very successful, particularly in relation to retention, student satisfaction and overall achievement, as evidenced the NSS, module evaluation and external examiners reports.

Course Assignments These modules featuring historical and cultural context are assessed by illustrated written assignments; F4.4 F5.4

Dissertation FD6.3 is based upon extensive primary and secondary research and analysis which directly informs and supports the major design project FD6.2 and FD6.4

Feedback on Assessed Coursework

Ongoing Formative assessment Formative feedback is given regularly as part of weekly studio tutorials.

Formal Formative Assessment Formative assessment reviews occur at the end of each module. Students are given individual tutor feedback and peer feedback at these events. All feedback and marks at this stage are formative until the final synoptic assessment that happen in the portfolio reviews at the end of each year.

Portfolio Reviews These provide the opportunity for students to reflect on feedback and learning across modules with a tutor. These occur at end of Semesters 2, 4, and 6, and represent the process by which the final synoptic assessment takes place.

End of module Assessment Written formative feedback is given on completion of all modules and this recorded on bespoke forms for each module. Students complete their own feedback as part of self- assessment. This allows tutors staff to provide targeted feedback on students’ perceptions of performance and developmental needs.

Module Assessment Methods

Module Titles Co

re

(I)

Syn

op

tic

(C)

Co

urs

e as

sign

men

t

(D)

Pro

ject

(E)

Dis

sert

atio

n

(B)

Ph

ase

Exam

inat

ion

F4.1 Pattern and Construction Y • 100%

F4.2 Visual Studies Y • 100%

F4.3 Colour and Fabric Interpretation

Y • 100%

F4.4 Contextual Studies 1 Y • 100%

F4.5 Observation and Interpretation 1

Y • 100%

F4.6 Design Realisation 1 Y • 100%

F5.1 Tailoring Principles Y • 100%

F5.2 Fashion and Industry Y • 100%

F5.3 Trend Analysis Y • 100%

F5.4 Contextual Studies 2 Y • 100%

F5.5 Observation and Interpretation 2

Y • 100%

F5.6 Design Realisation 2 Y • 100%

F6.1 Visual Research and Communication

Y • 100%

F6.2 Final Major Project 1 Y • 100%

F6.3 Dissertation Y • 100%

F6.4 Final Major Project 2 Y • 100%

F6.5 Portfolio Marketing and Business

Y • 100%

Employability and Professional Context

At graduation students will have a wide range of skills that will make them highly employable. They will be prepared for direct employment or internships in varied facets of the fashion industry, and will be equipped to set up their own business. These skills will be developed with industrial partners e.g. live projects, student internships, and through industry standard teaching with regards to pattern cutting and garment construction. Students will also be taught how to promote themselves and their work, including the use of social media, and given some business and marketing skills. This will occur throughout the course, but also directly in the level 6 module F6.5 Portfolio – Marketing and Business. Career paths will include fashion designer in children’s wear, lingerie, swimwear, men’s wear, pattern cutter, textile development, trends sourcing, trend analysis, styling, visual merchandising, retail, design assistant, illustration, fashion journalism, buyer along with most facets of the fashion industry.

Further Study There a range of Master courses available to graduates within the School of Art Architecture and Design including;

MA Design MA Art and Design

International Context Fashion is a global industry and British designers are highly respected therefore it would be expected that graduates will seek employment internationally. At all levels of the programme students will be exposed to international approaches to research, design, making and

promotion. This global approach to fashion design and manufacture will ensure that students are both aware of the opportunities for international employment and have the requisite skills.

Work-Related Activities

All design briefs issued by tutors or developed by students through negotiation are modelled on authentic professional practice of fashion design. The evidence of the work related activity is the design project assessment task which features in most modules. In addition the design projects are manipulated and visually summarised to form part of the student’s design portfolio which used in job interviews. Portfolio Reviews occur at end of Semesters 1, 3 and 5 to develop and refine the portfolio. The portfolio provides substantial evidence of work related learning and is used in interviews to secure work experience, which students often undertake in university holidays, and after graduation to secure employment.

Placement or Work-Related Activity Level:

Simulated work based design projects in F4.5 and F4.6 Simulated work based design project in F5.5 and F5.6 Live Design Project in F6.2 and F6.4

Placement year students are expected to find employment in the fashion industry for a minimum of 40 weeks. This may consist of up to three separate placements, although it is recommended that students complete the placement year with one company for the entire duration of the placement year, or two placements of approximately equal length. The formal relationship is directly between the student and the company. While they are on their placement students have to remain registered with Leeds Beckett University.

The placement year is an excellent opportunity for students to gain extensive first-hand knowledge of the fashion industry. It also enables students to try aspects of a diverse industry and ascertain if they wish to continue with a particular career path upon graduation.

During the placement year students will be visited by staff at least once, with those students on multiple placements being a priority for more than one visit. During the visit the tutor will examine the nature and extent of the professional experience, discuss placement learning, monitor and guide progress with regard to the selection of a dissertation topic and discuss with the work based mentor the student's overall performance and progress.

Students may choose to complete a placement in the UK or abroad, although those working abroad may not be visited in person.

While on placement, the students and their prospective employers are required to complete a Health and Safety assessment form, satisfactory completion of which is required for the placement to be approved.

Staff will help students with the process of finding and applying for a placement, but it is ultimately the student’s responsibility to secure the placement.

Students are required to record their experiences during the placement year in the form of a reflective report.

Placement or Work-Related Activity Length in Weeks:

40 weels

Type of Placement or Work-Related Activity:

Sandwich year

Reference Points used in course design and delivery

All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses).

We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA website at http://www.qaa.ac.uk/reviews-and-reports

We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the FHEQ (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.

Student Support Network

If you have a question or a problem relating to your course, your Course Administrator is there to help you. Course Administrators works closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a confirmation of attendance letter, and a transcript. You may also like to contact your Course Rep or the Students’ Union Advice team for additional support with course-related questions.

If you have any questions about life at our University in general, call into or contact the Student Hub on either campus to speak to our Student Experience Team. This team, consisting of recent graduates and permanent staff, are available to support you throughout your time here. They will make sure you have access to and are aware of the support, specialist services, and opportunities our University provides. There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one in Campus Central at Headingley. You can also find the team in the Gateway in the Leslie Silver Building at City Campus. The telephone number is 0113 812 3000, and the e-mail address is StudentHub@leedsbeckett.ac.uk.

Within MyBeckett you will see two tabs (Support and Opportunities) where you can find online information and resources for yourselves. The Support tab gives you access to details of services available to give you academic and personal support. These include Library Services, the Students’ Union, Money advice, Disability advice and support, Wellbeing, International Student Services and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration.

The Opportunities tab is the place to explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or voluntary role, take part in an international project, or join societies closer to home.

Record of Enhancement

No. Detail of modification (Provide a brief description of the modification and where the Course Specification has been updated)

Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply)

Example Assessment changed from examination to presentation in Module X, see section entitled Module Assessment Methods.

Level 5 from September 2018-19 entry