1. Part 2
1. Awarding Institution City University London
2. Teaching Institution Ravensbourne College of Design and Commu-
nication
3. Programme Accredited
By
4. Final Award and Title Broadcast Technology Cluster (BTC):
FdSc Broadcast Audio Technology (BAT)
FdSc Broadcast Technology (BET)
FdSc Broadcast Information Technology (BIT)
FdSc Outside Broadcast Technology (BOT)
5. QAA Benchmarking QAA - The framework for higher education
Group(s) qualifications in England, Wales and Northern
and external references Ireland
QAA Foundation Degree Qualification Benchmark
QAA Code of Practice
QAA Engineering Subject Benchmark
QAA Communication, Media, Film and Cultural
Studies Subject Benchmark
ECUK UK-SPEC (Standard for Professional
Engineering Competence)
IET Handbook of Learning Outcomes
EAB Generic Learning Outcomes
EAB Specified Learning Outcomes
Skillset National Occupational Standards for
Broadcast Media Technology
DIUS : Further Education - Leitch Review of Skills
The Cox Review of Creativity in Business - HM
Treasury
6. Date of introduction / Sept 2009
start of proposed new
validation period
7. Overview of Programme Structures
The broadcast industry is powered by cutting-edge technology. The programmes in
this cluster provide vocational education appropriate to a professional working in this
sector.
Students graduating from these courses could expect to work in a variety of areas in
the broadcast industry from systems design, installation, maintenance and support,
to studio and location production, post-production and transmission.
1

2. Part 2
Emphasis is placed upon the acquisition of knowledge, the application of this
knowledge to the solution of practical problems and to the completion of projects in a
multidisciplinary environment that mirrors industry practice.
Courses in this cluster are two-year full time Foundation Degrees with a part-time
option. In the first level of the programme students will develop the underpinning
knowledge of broadcast technology and the broadcasting industry. Differentiation
between the courses in the cluster at this level is by students’ completion of different
project briefs within the units. Students are then supported in applying for a work
placement that normally takes place between Level 1 and 2 to reinforce and apply
the knowledge developed in the first level.
At the start of level 2 students will commit to one of the 4 named programmes. They
will give a reserve choice in case there are insufficient numbers to make the running
of a particular pathway viable. Differentiation at level 2 is through the named option
unit and by differences in project briefs in the other technical units. At level 2,
particular emphasis is placed on project-based learning by application of advanced
technical knowledge and skills to project management and problem solving in a real-
world environment. Differentiation between the pathways in the cluster
8. Educational Aims
Through the integration of academic and work-based learning, these courses aim to:
1. Provide students with a balance of intellectual and practical skills necessary to
enter the field of broadcast technology;
2. Develop a range of creative and technical skills in a variety of specialist
disciplines related to broadcast technology;
3. Encourage independent thinking and develop transferable skills and
competencies as preparation for work and to enable life-long learning;
4. Develop experience and knowledge of collaborative working methods and
processes within an industrially focused multidisciplinary environment.
9. Teaching, Learning and Assessment Strategies
The teaching, learning and assessment strategies of the courses are developed
through a considered process of learning design supported at the institutional and
faculty level. The result is a learner centred and industry informed approach to the
choice of modes, activities, sequences and tools used. Learning is facilitated by
permanent teaching staff, supported by sessional staff and visiting speakers who are
practising professionals and add to the industry perspective of the courses.
The courses are designed to inculcate a range of critical and vocationally focused
skills that situate individual learning within the context of professional practice.
2

3. Part 2
Progression through the programmes builds the individual capabilities of self-
directed learning that underpin continual professional and academic development.
This is embedded into the design of the courses as a whole, and is supported by
cross college units in Personal and Professional Development, Contextual Studies
and Enterprise and Entrepreneurship. These particularly support the broadening,
contextualisation and synthesis of learning with practice as well as the development
of crucial inter-personal, intra-personal and academic skills such as critical thinking,
research, team-working and professional communication.
Considerable value is placed on work related learning. This is supported through
the simulation of real world scenarios in projects, and through industrial exposure
through work placements and case studies.
A particular emphasis is placed on the development and application of professional
and practical skills through project based learning, involving a considerable amount
of self-directed learning. In this approach, students respond to project briefs
designed to foster creative, technical and academic skills while progressively
introducing professional contexts and constraints. This approach is student-centred,
encourages deep approaches to learning, builds problem solving ability and
integrates academic with professional learning. Collaborative projects and activities
are included to encourage team working skills and peer learning. This includes
working with students from other courses where relevant and practical.
Project briefs set out the context of the unit and project, the intended learning
outcomes and the assessment criteria against which students’ performance will be
judged.
Lectures, workshops, tutorials, practical sessions and guest lectures by visiting
practitioners are used to raise learners’ awareness and support them in developing
their understanding of critical knowledge within broadcast engineering and
associated contexts. These are also used to model and support the development of
critical engagement with texts, concepts, and the professional practice of relevant
individuals and organisations. These normally include interaction and questioning
from students. These also provide the opportunity to bring together students from
different disciplines and courses, highlighting common critical themes and issues
and exploring different perspectives. The new learning space in Greenwich will
provide opportunities to extend this practice, for example by including high profile
and large-scale events.
These modes of learning are increasingly supported by the use of Learn@rave,
Ravensbourne’s Moodle Virtual Learning Environment (VLE). For example lecture
notes, podcasts and additional references and learning materials and forums are
used to provide more flexible access to course-related material and to extend the
learning opportunities.
Tutor and student led seminars encourage students to develop their own position
and direction in relation to this knowledge and understanding and also encourage
peer learning and support. Small group tutorials are particularly used to support
students in reflecting on the development of their work and contextualising this in
3

4. Part 2
relation to the brief, learning outcomes and wider contexts such as professional
practice and commercial considerations.
Workshops and demonstrations are particularly used to provide expert instruction
in the application of professionally relevant skills and technology.
The design and sequencing of these modes of learning are used to develop the
reflection on practice that is central to the aims and design of the courses and
preparing learners to succeed and contribute in their industry. This is further
embedded through the design of projects that emphasise the contextualisation of
learners’ responses to briefs supported by research. The practical experience gained
encourages the testing, development and internalisation of understanding through
the creative application of conceptual, technical and professional tools.
The courses are designed to scaffold students’ development so that they
progressively find their own direction and use their knowledge and understanding to
inform the application of their skills. Self-direction and reflection on their work, and
the positioning of this within professional, commercial and theoretical contexts is vital
in implementing their career plans.
Well-established forms of learning and teaching are increasingly supplemented,
supported and extended by on line materials and activities through a range of
blended e-Learning resources and activities. These often involve the use of the VLE,
for example to provide access to course information, briefs, learning materials and
activities such as forums which support learners in personalising their learning and
sharing this with peers. Applying learning from JISC funded projects undertaken by
the college the use of the VLE is increasingly related to external tools and
communities. For example, tools such as wikis and blogs are used to encourage
reflection, peer learning and collaboration. They support learners’ progression along
a continuum from private reflection to public and professional representation and
engagement with communities of practice.
To ensure that our learners continue to be successful and employable the courses
are designed to prepare them for the rapidly changing social and technological
context in which they will work. A vital part of this is to equip them with the
knowledge and skills to be able to understand the use of digital technology in their
professional practice and as lifelong, independent and inter-dependent learners.
Assessment is of primary importance to the learning process, and each project and
unit makes use of formative and summative assessment. These provide timely
and appropriate formal and informal feedback to students. Formative feedback plays
a particularly important role in encouraging reflection and increasingly independent
learning. Students are encouraged to be active participants in this process, through
panel presentations for example, where individual and group work is discussed and
reviewed by peers and staff members.
Assessment criteria reflect the specific brief and the overall aims of the programme,
and refer to relevant professional standards, where appropriate.
The following assessment methods will be particularly used:
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5. Part 2
• Essays, practical tests and examinations are mainly used to assess the level
of critical, contextual, analytical and written communication, skills and knowledge.
• Technical reports are particularly used to develop and assess the skills of
summarising, analysing and communicating the process of researching and
contextualising work.
• Presentations are used to measure and develop verbal communication and
presentation skills. Group presentations are used to measure the ability to
coordinate different sources of information into one coherent event.
• Professional engineering skills are predominantly assessed through the success
and appropriateness to brief of practical lab exercises and activities. Where
relevant to the unit, technical skills will be assessed through the project
components and usually supported by reflective logs and technical reports.
• Project proposals and reflective documents/logs are used to measure the
student’s abilities to set and meet goals and are part of a project development
process – and key to assessing units that involve self-initiated working.
Overall, assessment across the programmes will focus on the following areas:
• Breadth and depth of subject knowledge and awareness of the history and
context(s) of that knowledge.
• Reflection on issues related to professional practice, on new knowledge and
understanding, and on students' own and others' performance against agreed
criteria, including the capacity to deploy and evaluate evidence and to express
the outcomes of such reflection clearly and fluently.
• Analysis of fields of knowledge, concepts and engineering practices, including the
ability to contextualise the analysis and engage in critical debate through
discursive argument.
• Specific professional values and attitudes, including professional and industrial
contexts, and broader business, enterprise, and innovation contexts.
• Specific professional and generic skills, including skills of investigation and
enquiry, oral and written communicative skills, the use of a range of technology
for accessing data, resources, contacts and literature, and developing creative
solutions to relevant problems.
The cluster team recognise that it is critical to continually develop and innovate in our
approach to learning and teaching. We will respond to the ongoing evaluation of
delivery through processes such as Annual Course Monitoring, as well as to input
from industry on how well we are meeting their changing needs. This is in line with
the college’s mission and is vital to meet the needs of our increasingly diverse
learners and prepare them to fulfil their potential in their chosen field/s. The courses
will also develop their approach to learning and teaching in order to take advantage
5

6. Part 2
of the new learning space and respond to changes in our learners, the ways in which
they need to access learning, and the demands of the industries in which they will
work.
The overall aims of the courses will be met through inclusive, personalised and
flexible approaches to learning and teaching that support: collaborative and cross
disciplinary working; engagement with digital and networked technology as part of
the learning and creative process; the development of skills and approaches needed
for enterprise and innovation; recognition of how learning outcomes relate to the
needs of the creative industries; balancing depth and breadth in learning and
professional development; and the development of the skills learners need to
succeed as reflective professionals.
10. Learning Outcomes
The programme provides opportunities for students to develop and demonstrate
knowledge and understanding, qualities, skills and other attributes in the following
areas:
Knowledge and Learning and teaching methods
Understanding Learning and teaching on the course is primarily
A1 Context project based (see Practical and Professional
Skills below). This is supported though the
How organisations operate, development of the student’s knowledge and
are managed and the key understanding by varied learning and teaching
professional practices, legal, methods which may include as appropriate:
ethical and regulatory project briefings, lectures, (staff and student
frameworks relevant to led) group seminars, technical or practical
broadcast industries workshops, demonstrations, individual or
group tutorials and self directed study by the
A2 Technical student.
Relevant mathematical Learning is facilitated by well-qualified and
methods and science leading experienced permanent teaching staff and by
to electronic, information, sessional staff and visiting speakers who are
communication and signal practising professionals and bring an important
theory as appropriate to industry perspective to the course. Traditional
Foundation Degree level modes of delivery may be supported where
professional practice in this appropriate by e-learning and/or resource-based
sector learning.
Assessment
A3 Project Knowledge and understanding are assessed
through short essays, tests, exams, reports, and
Relevant technologies and individual and group presentations, and through
the techniques required to their application in practical projects in a manner
employ them in practical appropriate to each unit of delivery.
solutions
6

7. Part 2
Values and Attitudes Learning and teaching methods
B1 Problems Students develop values and attitudes primarily
through self-directed project activity that
Identify problems and progressively introduces professional contexts.
choose appropriate
tools/methods for their Most learning takes place during the projects
resolution and through students’ critical and reflective
response to these. The first level concentrates
B2 Professionalism on introducing the professional context and
introducing the industry’s tools and methods.
Interact effectively within a The second level focuses on applying these to
team, giving and receiving problem-solving and multidisciplinary team
information and ideas and projects.
modifying responses Assessment
appropriately Values and attitudes are assessed within
appropriate units throughout the course primarily
B3 Independence through their application in practical projects in a
manner appropriate to each unit of delivery.
Take responsibility for own
learning with minimal
direction
7

8. Part 2
Skills (Cognitive and Learning and teaching methods
Intellectual) Intellectual skills are gained primarily through
C1 Analysis lectures, seminars, workshops, individual
tutorials and self-directed study but the
Select and apply appropriate delivery of some elements will be integrated with
mathematical methods, practical and professional skills in project-based
scientific principles and/or learning. In particular, project based learning
software to analyse stimulates analysis, contextual, problem solving,
electronics and information creative thinking, and personal reflection.
communications engineering
problems Students are introduced through the contextual
elements of the course to theoretical and critical
C2 Application frameworks in which they can locate their
practice.
Analyse existing systems or Assessment
processes and create Students are assessed through a variety of
solutions through the means including essays, reports and
synthesis of ideas and presentations. Some elements are assessed
methods through their application in submitted project
materials. This may include rationales,
C3 Context background research, development materials
and/or evidence of reflection on the process of
Consider and analyse their development in addition to practical material.
own work with reference to
academic and work related
frameworks
8

9. Part 2
Skills (Subject Learning and teaching methods
Specific/Professional) Professional and practical skills are gained
D1 Operations primarily through project-based learning. This
often involves the simulation of activities that
Show competence in take place in industry.
operational aspects of
broadcast production and Supported by staff, students work on project
post production and apply briefs designed to foster creative, technical and
mathematical and academic skills while progressively introducing
engineering techniques, professional contexts and real world constraints.
taking account of industrial This approach is student centred, encourages
and commercial constraints deep learning, builds problem solving ability, and
integrates academic with professional learning.
D2 Design Students learn to take responsibility for their own
learning progressively. Some projects are
Design or adapt a system, intentionally collaborative encouraging team
component or process that working and peer learning and may involve
employs components, students from other courses.
construction methods and
programming languages as Projects are supported by briefings, lectures,
appropriate to implement workshops, group seminars and student self-
solutions, and manage time directed study. Learning is facilitated by
and resources permanent teaching staff and by sessional staff
and visiting speakers who are practising
D3 Testing professionals and bring an important industry
perspective to the course. These methods may
Use relevant test and be supported where appropriate by e-learning
measurement equipment and and/or resource based learning.
diagnostic software to test Assessment
systems, analyse results and Students are assessed primarily through the
ensure fitness for purpose submission of practical materials. Students
undertake a variety of engineering and
technology tests. Students may also be required
to submit reflective logs explaining key points in
both the technical and creative process and
justifying decisions made with respect to the
brief.
9

10. Part 2
Skills (Transferable) Learning and teaching methods
Students develop transferable skills primarily
E1 Reflection through self-directed project activity that
progressively introduces professional contexts.
Evaluate own strengths and
weaknesses, and develop Though most learning takes place during the
own criteria and judgement projects and through students’ critical and
reflective response to these, this aspect of
E2 Informatics learning is supported by a Personal and
Professional Development unit at each of the
Manage information in a course levels. The first level concentrates on
range of media, selecting ensuring that students ‘learn how to learn’. The
and using a variety of unit also prepares students for work experience
sources and technologies as (or equivalent) and encourages them to start to
appropriate explore professional and career development.
The second level focuses on the development of
E3 Communication professional transferable skills to enable the
transition to employment and/or further study.
Communicate ideas and Assessment
information in visual, oral and Transferable skills are assessed within
written forms that is literate, appropriate units throughout the course, and in
numerate and coherent for a particular through the submission of Personal
variety of audiences 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
The learning outcomes are mapped to both the QAA Communication Media, Film
and Cultural Studies Subject Benchmark and the ECUK (Engineering Council UK)
UK-SPEC (Standard for Professional Engineering Competence) who’s specific
learning outcomes disseminate into the following reference documents:
• QAA Engineering Subject Benchmark
• IET (Institution of Engineering and Technology) Handbook of Learning
Outcomes
• EAB (Engineering Accreditation Board) General Learning Outcomes
• EAB Specified Learning Outcomes
See Appendices A and B for Engineering Council UK and QAA learning outcome
unit mappings.
10

11. Part 2
11. Admissions and APEL
Foundation degree applicants will come from a wide range of backgrounds, and
applications are positively welcomed from mature students, those with relevant work
experience, those who may not necessarily possess the formal entry qualifications,
or who have qualifications other than those listed below.
Students will be expected to possess at least four GCSEs (grade C or above) or
equivalent including Maths, or to have completed the Level 0 Media Technology
pathway or equivalent. Students must also hold at least one of the following or
equivalent:
• 1 A-Level or BTEC National Diploma;
• AVCE or GNVQ Advanced (Level 3);
• NVQ3 in relevant subject(s).
Applicants will normally be expected to attend for interview where they should
complete a technical assessment.
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. A key criterion for entry is evidence of
commitment and motivation to study in the subject area.
Applications from candidates without standard qualifications may be considered on
the basis of prior experiential learning, provided they demonstrate that they have the
necessary experience and the ability to benefit from and succeed on the programme.
Where an applicant’s first language is not English, proof of competence in English
will be required. This will normally take the form of an IELTS score of a minimum of
6.5 or equivalent, which has been achieved within the last 18 months prior to
commencement of the course.
Key entry criteria will be:
• Motivation and commitment
• Awareness of career outcomes and aptitude for these
• Knowledge and ability in relevant technical and academic subjects
• Communication skills
• Team skills
• Enthusiasm for technology
11

12. Part 2
12. Assessment Regulations
These courses are subject to the Academic Regulations for the Awards of
Foundation Degree and Certificate in Higher Education.
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 a course to
level two, 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 of the
course) must successfully complete all the units in level two. 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 Foundation Degree
and Certificate in Higher Education. However, there is no automatic right to such
compensation.
Foundation degrees are not classified. However, students wishing to progress to
honours level study must achieve at least a grade C profile across the units of the
second level of their course.
These Foundation Degrees are articulated with the BSc (Hons) Broadcast
Technology top-up. Foundation Degree (FdSc) students in the Broadcast
Technology cluster would normally progress onto the connected BSc Honours
Degree pathway:
FdSc BSc (Hons)
Broadcast Audio Technology (BAT) Broadcast Technology (Audio)
Broadcast Technology (BET) Broadcast Technology (Systems)
Broadcast Information Technology (BIT) Broadcast Technology (Computing)
Outside Broadcast Technology (BOT) Broadcast Technology (Outside Broadcast)
Students wishing to progress to the BSc (Hons) programme must successfully
complete their Foundation Degree, and achieve the prerequisites for the BSc (Hons).
Application is through UCAS and acceptance is subject to the chosen course
pathway running and places being available.
Normally the prerequisite for the BSc (Hons) is a Foundation Degree (Science)
Broadcast Technology cluster pass with minimum 2.2 profile (Grade C) at Level 2.
Normally, applicants must have applied within 3 years of having completed a
Foundation Degrees (Science) Broadcast Technology cluster course.
12

13. Part 2
13. Unit List
Code Title Credit Value
FDC101 Contextual Studies 20
CCU102 Enterprise and Entrepreneurship 15
CCU103 Personal and Professional Development 10
Level 1
FDB104 Broadcast Technology 15
FDB105 Operational Skills 15
BTC106 Mathematics 15
BTC107 Television Systems and Signals 15
BTC108 Electronics 15
FDC201 Contextual Studies 20
CCU202 Enterprise and Entrepreneurship 15
CCU203 Personal and Professional Development 10
BAT204 Broadcast Audio Systems
BET204 Broadcast Systems
Level 2
15
BIT204 Software Design
BOT204 Outside Broadcast Systems
BTC205 Information and Communications Technology 15
BTC206 Applied Mathematics 15
BTC207 Broadcast Hardware Systems 15
BTC208 RoA Technology Project 15
Total 240
Course-specific content is differentiated at the project level. Much of the core
technical content is common across the four courses, but students focus their
learning through the application of this wider knowledge in specialist projects.
13

14. Term 1 Term 2 Term 3 Term 1 Term 2 Term 3
Part 2
BTC108: Electronics BTC208: RoA Technology Project
15 credits 15 credits
BTC107: Television Systems and BTC207: Broadcast Hardware
Signals Systems
15 credits 15 credits
BTC106: Mathematics BTC206: Applied Mathematics
15 credits INDUSTRY SUMMER WORK PLACEMENT 15 credits
BAT204: Broadcast Audio Systems
FDB104: Broadcast Technology
BET204: Broadcast Systems
Communications Technology
BOT204: Outside Broadcast
FDB105: Operational Skills
14
BTC205: Information and
BIT204: Software Design
CCU102: Enterprise and
CCU202: Enterprise and
Entrepreneurship
Entrepreneurship
15 credits
15 credits
15 credits
15 credits
15 credits
15 credits
Systems
14. Course Diagram
CCU103: Personal and Professional CCU203: Personal and Professional
Development Development
Full Time Mode:
10 credits 10 credits
FDC101: Contextual Studies FDC201: Contextual Studies
20 credits 20 credits
Level 1
Level 2

15. Part 2
Indicative Delivery Pattern of Vertical Units
The delivery pattern shown below allows a single tutor to deliver the content at all 3
levels of the programme (e.g. Mathematics BTC106, BTC206 and BTC306) while
achieving the required 15 hours of contact time for each unit per term, giving each
level 6 x 2.5 hour sessions (am / pm) in each term. (BTC306 is the 15 credit
Engineering Mathematics unit, BTC307 is the 30 credit Engineering Project unit from
the BSc top-up course).
Level
Week 1 = BTC106, 2 = BTC206, 3 = BTC306
am-pm am- pm am-pm am-pm am-pm am-pm am-pm am-pm am-pm
1-9 1-2 2-3 3-1 1-2 2-3 3-1 1-2 2-3 3-1
10 - 18 2-3 3-1 1-2 2-3 3-1 1-2 2-3 3-1 1-2
19 - 27 3-1 1-2 2-3 3-1 1-2 2-3 3-1 1-2 2-3
Level
Week 1 = BTC107, 2 = BTC207, 3 = BTC307
am-pm am- pm am-pm am-pm am-pm am-pm am-pm am-pm am-pm
1-9 2-3 3-1 1-2 2-3 3-1 1-2 2-3 3-1 1-2
10 - 18 3-1 1-2 2-3 3-1 1-2 2-3 3-1 1-2 2-3
19 - 27 1-2 2-3 3-1 1-2 2-3 3-1 1-2 2-3 3-1
Level
Week 1 = BTC108, 2 = BTC208, 3 = BTC307
am-pm am- pm am-pm am-pm am-pm am-pm am-pm am-pm am-pm
1-9 3-1 1-2 2-3 3-1 1-2 2-3 3-1 1-2 2-3
10 - 18 1-2 2-3 3-1 1-2 2-3 3-1 1-2 2-3 3-1
19 - 27 2-3 3-1 1-2 2-3 3-1 1-2 2-3 3-1 1-2
15

16. Part 2
Part Time Mode:
In the part-time mode, students will take 2 years to complete one level of the
foundation degree. They will complete the programme in the sequence Level 1a,
Level 1b, Level 2a and Level 2b from the diagram below. Students will be required to
attend at most 2 days per week, and much of the unit learning material will be made
available on the college VLE to incorporate a distance-learning approach. In some
cases, part-time students may be issued a slightly different project brief to those
students in the full-time mode to improve connections with other units and optimise
management of resources.
Level 1a Level1b
FDB105: Operational Skills
10 credits
Development
CCU103: Personal and Professional
20 credits
FDC101: Contextual Studies
15 credits
BTC106: Mathematics
15 credits
Signals
BTC107: Television Systems and
15 credits
BTC108: Electronics
15 credits
Term 1
FDB104: Broadcast Technology
15 credits
Term 2
CCU102: Enterprise and
Entrepreneurship
Term 3
15 credits
INDUSTRY SUMMER WORK PLACEMENT
Level 2a Level2b
BAT204: Broadcast Audio Systems
10 credits
Development
CCU203: Personal and Professional
20 credits
FDC201: Contextual Studies
15 credits
BTC206: Applied Mathematics
15 credits
Systems
BTC207: Broadcast Hardware
15 credits
BTC208: RoA Technology Project
BET204: Broadcast Systems
Term 1
BIT204: Software Design
BOT204: Outside Broadcast
Systems
15 credits
BTC205: Information and
Communications Technology
Term 2
15 credits
CCU202: Enterprise and
Entrepreneurship
Term 3
15 credits
16

17. Part 2
15. Primary Learning Outcome Map
A1: Context
A2: Technical
A3: Project
B1: Problems
B2: Professionalism
B3: Independence
C1: Analysis
C2: Application
C3: Context
D1: Operations
D2: Design
D3: Testing
E1: Reflection
E2: Informatics
E3: Communication
Code Title
FDC101 Contextual Studies X X X X X
CCU102 Enterprise and Entrepreneurship X X X X X
CCU103 Personal and Professional Development X X X X X
Level 1
FDB104 Broadcast Technology X X X X X X
FDB105 Operational Skills X X X X X X
BTC106 Mathematics X X X X X
BTC107 Television Systems and Signals X X X X X X X X
BTC108 Electronics X X X X X X X
FDC201 Contextual Studies X X X X X
CCU202 Enterprise and Entrepreneurship X X X X X
CCU203 Personal and Professional Development X X X X X
BAT204 Broadcast Audio Systems
BET204 Broadcast Systems
Level 2
X X X X X X X
BIT204 Software Design
BOT204 Outside Broadcast Systems
BTC205 Information and Communications Technology X X X X X
BTC206 Applied Mathematics X X X X X
BTC207 Broadcast Hardware Systems X X X X X X
BTC208 RoA Technology Project X X X X X X X X
17

18. Part 2
Appendix A
Cluster Learning Outcome to ECUK & QAA Learning Outcome Mapping
Engineering Council UK General and Specific Learning Outcomes (EAB Designates)
A1: Context
A2: Technical
A3: Project
B1: Problems
B2: Professionalism
B3: Independence
C1: Analysis
C2: Application
C3: Context
D1: Operations
D2: Design
D3: Testing
E1: Reflection
E2: Informatics
E3: Communication
Ref
Criteria
No
Knowledge & Understanding KU1 X X
EAB General LOs
KU2 X
KU3 X
Intellectual Abilities IA1 X
IA2 X
IA3 X
Practical Skills PS1 X X X
General Transferable Skills GT1 X X X X X X
Underpinning Science & Maths US1I X
US2I X
Engineering Analysis E1I X X
E2I X X
E3I X X
E4I X X
Design D1I X
D2I X
EAB Specific LOs
D3 X
D4I X
D5I X
D6I X
Economic, Social & S1 X X
Environmental Context S4 X
S5 X
Engineering Practice P1I X
P2I X
P3I X
P4I X
P6I X
P7I X
P8I X
Comm Media Benchmark
General (p.19) 8.2.1 X X
8.2.2 X X
8.2.3 X X
8.2.4 X
8.2.5 X
8.2.6 X
8.2.7 X X
8.2.8 X X
8.2.11 X
8.2.12 X X
18

19. Part 2
Appendix B
Cluster Units to ECUK Learning Outcome Mapping
Engineering Council UK General and Specific Learning Outcomes (EAB Designates)
LEVEL 1 LEVEL 2
FDB101
CCU102
CCU103
FDB104
FDB105
BTC106
BTC107
BTC108
FDB201
CCU202
CCU203
BIT204
BET204
BAT204
BTC205
BTC206
BTC207
BTC208
Criteria Ref No
Knowledge & Understanding KU1 X X X X X X X X X X
EAB General LOs
KU2 X X X X X X X X
KU3 X X X X X X X X
Intellectual Abilities IA1 X X X X X X X X
IA2 X X X X X
IA3 X X X X X X
Practical Skills PS1 X X X X X X X X X X X X X X X X
General Transferable Skills GT1 X X X X X X X X X X X X X X X X
Underpinning Science & Maths US1I X X X X X X X X X X
US2I X X X X X X X X X X
Engineering Analysis E1I X X X X X X X X
E2I X X X X X X X X X X
E3I X X X X X X X X X X
E4I X X X X X X X
Design D1I X X X X
D2I X X X X X X X X X
EAB Specific LOs
D3 X X X X X X X X X
D4I X X X
D5I X X X X X
D6I X X X X X X X X X
Economic, Social & S1 X X X X X X X X
Environmental Context S4 X X X X X X X X
S5 X X X X X X X X
Engineering Practice P1I X X X X
P2I X X X X X X X X
P3I X X X X X X X X
P4I X X X X X
P6I X X X X
P7I X X X X
P8I X X X X X X X X
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20. Part 2
Appendix C
20

21. Part 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.
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