Students will have access to a range of studios and studio resources, including digital technology, photographic studios, cameras and software packages. The colleges are committed to a continuous renewal and updating programme that reflects contemporary practice.

Carter D.E. The big book of corporate identity design (2001) Harper Collins Publishers
Hellen S. & Fernandes T. Becoming a Graphic Designer (2006) John, Wiley & Sons
MONO. Branding from brief to finished solution (2004) Rotovision
Newark Q. What is Graphic Design (2002) Rotovision
Poyner R. & Booth Clibborn E. Typography Now: the next wave (!994) Booth Clibborn
Weidemann J. Advertising Now. Print (2006) Taschen

Creative Review, Centaur Communications
Design Week, Centaur Publications
Computer Arts, Future Publishing

Introductory briefing at onset of module: 1 hour
Interim briefings x 4 hrs
Seminars, lectures and group tutorials considering design and target audiences: 10 hrs
Workshops and studio tutorials: 40 hours
Group tutorials with formative feedback: 5 hrs
Work related tutorials 5hrs
Group critiques: 5 hrs

Total contact time 70 hrs pr student

Work practice activities should comprise a minimum 90 hours, and include:

Establishing a client
Agreeing a brief
Agreeing roles and responsibilities
Consultations progressing brief
Adaptations in response to feedback
Presentation of results

Students will be introduced to professional practice in the Graphics and Digital Design industry. Students will be expected to gain much of the evidence for assessment through work-related experience.

At this introductory level students will be expected to raise their awareness of the industry by working with others. This 30 credit module will be divided into two parts: first students will look at products already in use, such as promotional material and websites, in order to understand production processes.

Students will be expected to seek out influences to drive their creative decisions into areas they may not immediately or necessarily associate with Graphics and Digital Design. For example, some classical music or a passage in a book might give new insights into how to respond to a brief. Technical skills should be understood but must always be considered in the context of enabling creativity.

The second part of the module will comprise working with others on the development of a new product, such as marketing materials or design for screen, e.g. a simple business website. The kind of product developed may be informed by actual work placements. If students are not working in industry they must seek a client, and liaise with them, in order to create an end product that has a real purpose. It is important that a realistic project is undertaken, both in terms of industry experience and scale. Students should not at this stage be too ambitious, and will be guided by their mentor and tutor regarding the suitability of the work.

Students will gain an insight into audiences and markets, and how this relates to creative design. They will apply skills gained in other modules in a professional context. They will be encouraged to work innovatively and creatively to meet agreed work outcomes, such as designing and promoting products for specific clients or target audiences, and including undertaking client liaison and negotiation.

Skills relating to entrepreneurship in the working environment will be identified and considered - such as promoting creative work and ideas to attract new markets, communicating with clients, and presenting graphics and digital design products safely and successfully.

Students will be expected to carry out independent research to inform their work, such as demographics, competition and similar products and services. The Learning Journal will continue to be used to record and reflect the student's progress through the pathway, and may include evaluation of short-term briefs that are carried out as part of the learning strategy.

Students must submit work for all assessments.

Assessment One: A portfolio of information relating to the use of a graphic design and/or digital media product or resource: to include such areas as market research, target markets, relevant strategic planning documents, and competition. An associated commentary explaining the purpose of market research (20%) [Learning Outcome 1]

Assessment Two: A portfolio of work in response to one creative graphic/digital media design brief: to include research, indication of a range of possible responses and leading to a selected approach with justification for choices made (60%) [Learning Outcomes 2,3]

Assessment Three: The Reflective Learning Journal showing the student's assimilation of information
and exploration of creative responses to problems and ideas encountered (20%) [Learning Outcome 4]