Part I - Design Futures Project / 50%
Professional Presentation of:
Research File. A substantial gathering of information, this will indicate conclusions from visits to design studios or other establishments linked to particular identified career pathways
[Learning Outcomes 1 & 2]
Personal promotional material Including a direct mail (or mailer) [Learning Outcomes 2 & 3]
Action Plan of personal career intentions [Learning Outcomes 1, 2 & 3]

Part II - External Brief project/ 50%
Research and design development through visual research and other supporting materials [Learning Outcomes 1, 4 & 5]
Professional presentation of completed work [Learning Outcomes 3 & 5]

Please Note: Both elements of assessment must be passed. To achieve a pass (grade 40% or above) you must complete all the assessment tasks, demonstrate an appreciation of demands and skills expected of you as a professional designer and have compiled a list of relevant professional contacts.
(For an explanation of how your work will be judged please refer to the general learning outcomes statements for this level in the Programme handbook).

Key Information Set Data:
100% coursework

This module seeks to prepare you for entry into the design profession or postgraduate study, and aims to develop your awareness of the range of career and postgraduate opportunities available in addition to working on an industry led brief/project.

You will be able to make realistic, well informed decisions in relation to your future career intentions, and will develop your ability to cope with the transition from undergraduate study to the next stage in your career. Topics will include the jobs market and employment opportunities, interview techniques, responding to job advertisements, CV preparation, personal promotion, professional presentation of work and the development of contacts.

You will also be given the opportunity and experience of working on a series of design proposals for an external brief, which may be in the form of a competition and/or live brief with industry (Set by an industry professional/practitioner). The way in which a creative idea is influenced by the external partner's requirements will be considered, as will industrial and/or user constraints together with the meeting of deadlines.

Supported by market and visual research, you will be required to generate a range of ideas and use creative design methods developed over the previous levels of the course, finally presenting your work in a professional manner as determined by the client or the competition.

Specialist digital facilities, tutorial room , library and internet access.
3D Worskshops including letterpress, screenprint, laser cutter, wood, metal, plastic.
Specific Skills (Modulettes will be assigned to this module if and when required).
The Blackboard virtual learning environment will be available (where relevant) to support this module. Details will be supplied in the module handbook.

Cyr L. (2002): Brochure Design That Works. London. Rockport
Johnson M. (2000): Problem Solved. London. Phaidon.
Jury D (2002): About Face. London. Rotavision
Klanten R. (2012): Introducing: Visual Identities for Small Businesses
Taylor F. (2012) How to Create a Portfolio & Get Hired: A Guide for Graphic Designers & Illustrators
Williams G. (2001): Branded

Visiting lecturers from industry, lecture and seminar group work, individual and group tutorials. Developing self promotion strategies. Practicing professional presentations of work. Interview practice and personal presentation skills. Working to strict deadlines.

Negotiation with staff over the initiation and development of an appropriate programme of work, which demonstrates and exploits your knowledge and experience gained from previous levels. Negotiations should ensure that the programme can be resourced and will meet the learning outcomes of the module.

Carrying out research, ideas generation and problem solving including the exploration of personal ideas via visual exploration relevant to the field of study, resulting in the defining of intended outcomes. Technical skills modulettes as appropriate. Reflection, refinement and evaluation

Key Information Set Data:
24% scheduled learning and teaching activities
76% guided independent learning