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1. Admissions/ Management Information
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Title of the new programme – including any year abroad/ in industry variants

See guidance on programme titles in Appendix V:
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https://www.york.ac.uk/media/staffhome/learningandteaching/documents/policies/Framework%20for%20Programme%20Design%20-%20UG.pdf
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Foundation Certificate - Humanities, Creative Arts and Media
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Level of qualification
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Please select:Level 3
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Please indicate if the programme is offered with any year abroad / in industry variants Year in Industry
Please select Y/N		No
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Year Abroad
Please select Y/N		No
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This document applies to students who commenced the programme(s) in:2020/21
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department International Pathway CollegeInternational Pathway College
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Other contributing Departments:
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Interim awards available Interim awards available on undergraduate programmes (subject to programme regulations) will normally be: Certificate of Higher Education (Level 4/Certificate), Diploma of Higher Education (Level 5/Intermediate), Ordinary Degree and in the case of Integrated Masters the Bachelors with honours. Please specify any proposed exceptions to this norm.
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n/a
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UCAS codeRoute code
(existing programmes only)
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n/a
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Admissions criteria
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Applicants must have completed the equivalent of 12 years of school education. The minimum English language entry requirement will be IELTS 5.0 (with no individual skill less than 4.0) for the three term (Academic Skills) programme and 5.5 (with no individual skill less than 4.5) for the two term programme.
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years) Status (full-time/part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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Foundation Certificate - Humanities, Creative Arts and MediaFull-timeSeptember to April (September intake); January to July (January intake)Please select Y/NYesPlease select Y/NYes
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Foundation Certificate - Humanities, Creative Arts and Media (Academic Skills)Full-timeSeptember to JulyPlease select Y/NYesPlease select Y/NYes
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
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2.b. Name of PSRB
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2.c. Please provide details of any approval / accreditation event needed, including: timescales, the nature of the event, central support / information required:
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(max 200 words)
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2.d. Does/ will approval or recognition require exceptions to University rules/practices?
Please select Y/N		if Yes, provide details
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(max 200 words)
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2.e. Any additional information (e.g. student attainment required to achieve accreditation) that are required by the PSRB should be recorded here
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(max 200 words)
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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(max 200 words)
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Julia Lancaster (PL) and Matthew Perry (IPC Director)
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4.b. How are wider stakeholders such as students/ alumni, professional bodies and employers involved in the design of the programme and in ongoing reflection on its effectiveness?
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There was extensive consultation with relevant university departments in relation to the proposed modifications of this programme in 2018-19.
Module and programme feedback is collected at the end of Terms 1 and 3 from students and analysed to inform the module review completed by Module Leaders, which in turn feeds into the Annual Programme Review.
Formal channels of communication, such as termly Board of Studies and Staff-Student Liaison Committee meetings, ensure University departments and students are regularly involved in discussions surrounding the effectveness of the programme.
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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The programme will equip you with a range of subject-related understanding, knowledge and skills and an appropriate level of English language competency and higher level study skills, so as to achieve the necessary academic standards to progress to undergraduate study in Humanities, Creative Arts and Media at the University of York. The programme will also help you become a more independent, self-directed learner.
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5.b.Programme Learning Outcomes
Please provide six to eight statements of what a graduate of the programme can be expected to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Apply key concepts, methods and theories used to analyse the media, creative arts and contemporary culture and society.
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2Demonstrate a sound understanding of the key issues in the media, creative arts and contemporary culture and society, as a basis for further studies.
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3Select, analyse and interpret data and academic literature with some guidance, having developed the ability to read complex texts in the English language and essential study skills.
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4Construct a coherent argument in written form, utilising basic skills in the synthesis of academic literature and critical evaluation.
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5Communicate clearly and effectively in the English language in both written and oral forms while demonstrating an understanding of academic conventions and academic integrity.
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6Demonstrate the ability to work constructively and effectively as self-directed learners and as members of a group, utilising information technology where appropriate.
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8
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5.c. Programme Learning Outcome for year in industry (where applicable)
For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs. (See also section 10)
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n/a
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5.d. Programme Learning Outcome for year abroad programmes (where applicable)
For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs. (See also section 11)
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n/a
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5.e. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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The PLOs are quite typical of programmes of this type. They aim to develop subject knowledge and understanding, subject-related skills and also more general transferable skills.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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The PLOs are particularly advantageous to the student as they enable the development of not only subject knowledge and understanding in different academic disciplines but also the development of a range of skills, including English language skills.
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iii) How the programme learning outcomes develop students’ digital literacy and use technology-enhanced learning to achieve the discipline and pedagogic goals which support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
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Almost all the modules on the programme will make use of various aspects of technology-enhanced learning via the VLE, collaboration using Google documents, Qualtrics, etc.
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iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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This is not really applicable to this programme. However, the PLOs enable the development of not only subject knowledge and understanding in different academic disciplines but also the development of a range of skills, including English language skills.
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v) Consultation with Careers
The programme proposal should be discussed with Careers. Please contact your Faculty Employability Manager.
Please provide details of Careers' comments and your response.
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n/a
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vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
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Students will be streamed based on ability in English and Maths. In terms of English language ability, this will be based on entry IELTS scores and for Maths it will be informed by a baseline test.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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The IPC is a teaching-only department of the university. However, teaching is informed by recent advances in research in subject modules (e.g. by using journal articles) and also by advances in pedagogy.
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5.f. Stage-level progression
Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules.

Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
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Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
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Stage 1
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On progression from the first year (Stage 1), students will be able to:
This is not applicable to this programme (which runs over only one year).
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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Stage 2
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On progression from the second year (Stage 2), students will be able to:This is not applicable to this programme (which runs over only one year).
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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Stage 3
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(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:This is not applicable to this programme (which runs over only one year).
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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5.g. Other features of the programme
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i) Distance Learning
Does the programme involve distance learning:
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Please Select Y/N: Noif Yes, you are required to submit to Teaching Committee: