BTEC Extended Diploma provides much of the underpinning knowledge and understanding for the National Occupational Standards of the UK for the sector, where these are appropriate. They are supported by the relevant Sector Skills Councils (SSCs) and/or Standards Setting Bodies (SSBs) of the UK. Certain BTEC Extended Diploma or Nationals are recognized as Technical Certificates and form part of the Apprenticeship Framework in the UK. They attract UCAS points that equate to similar-sized general qualifications within education institutions within the UK.

The qualification is structured according to the Qualification and Credit Framework (QCF) of the UK. The QCF is a framework of the UK which awards credit for qualifications and units and aims to present qualifications in a way that is easy to understand and measure. It enables learners to gain qualifications at their own pace along flexible routes.

On successful completion of a BTEC Extended Diploma, a learner can progress to or within employment and/or continue their study in a bachelor degree programme inthe same or related vocational area.It is ranked as QCF level 3 qualification in the qualification framework of the UK and is equivalent to 2 to 3 A levels.

Every unit and qualification in the framework will have a credit value.The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.

The credit value of a unit is based on:
one credit for those learning outcomes achievable in 10 hours of learning.

Learning time is defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria the credit value of the unit will remain constant in all contexts, regardless of the assessment method used for the qualification(s) to which it contributes.

Learning time should address all learning (including assessment) relevant to the learning outcomes, regardless of where, when and how the learning has taken place.

Delivered over a two year period, the BTEC Extended Diploma in Graphic Design consists of 17 units, of which 8 units are common core and 9 units are departmental specialist units. The units are mostly practical, which will allow you to have adequate hands-on training for a vocational diploma in art and design.

To see the 4 semester delivery sequence, click any of the following links:
Fashion & Clothing, Graphic Design, 3D Design

Learners are required to be registered with Pearson within 60 days of admission in the programme. Without registration, no student will be allowed in class and can be certificated. Learners must pay the registration fees upon enrolment. The Institute will register them on the Pearson online system and the registration remains active for a period of five years.

Once a learner is registered in his/her programme, he/she may still transfer to a different programme within SMICT should he/she decide to do so. In that event, he/she would be required to formally apply to the Head of Centre for a transfer to a new programme.

Learners must complete the programme within the registration period according to the delivery plan. They must adhere to the standards of the BTEC programme, which are externally verified by a Standards Verifier (SV) from Edexcel. Certification is conditional upon verification. All registered students are eligible for certification after completion of the programme provided that the SV approves the programme for certification. Upon successful completion of a programme, certification is processed and a diploma is awarded by Edexcel.

The SV usually visits SMICT two times in a year and you will be asked to present your portfolio in selected units before the SV for verification. Verification helps to ensure that the standards of the programme are according to BTEC standards and adequate for certification.

It is important that you keep your project portfolio containing the evidence of achievement in each unit intact for submission before the SV even after assessment has been done. Unless you are able to present the evidence in each unit before the SV, your certification may adversely get affected resulting in delay and resubmission.

Students must adhere to the Health and Safety procedures. During lab class hours, a demonstrator remains present and any health and safety issue should immediately be brought to the notice of class teacher. SMICT has building supervisors in building where classes and lab courses are conducted. In case of an incident requiring emergency response, class teachers and coordinators should be informed. The building supervisor will coordinate appropriate response measures. The Head of Centre reports any incident requiring attention from the authority to the appropriate personnel and students are advised to bring to his notice any such incident.

During sewing lab work:

• It is important to ensure that all bags are stored under desks.
• All floors must be clear of rubbish and equipment.
• When using machinery keep all areas clear and concentrate on what you are doing. Take the help of the sewing technician for guidance on appropriate use.

Assessment of each unit will be according to the schedule announced by the class teacher. Assessments methods are assignment and presentation based and grading will be based on each unit’s specific assessment criteria. Categorical grades namely,Pass, Merit or Distinction, will be awarded on each unit depending on the achievement level. Learners are required to be punctual in assignment submission. Late submission can only be allowed with expressed permission of the class teacher in advance and may result in penalty.

It is the responsibility of the students to submit assignments for assessment on or before the deadline. The students must provide any relevant information that may affect their performance which wish to be taken into consideration in advance of the deadline. The assessor’s decision in regards to any such case will have to be followed by the students.

If a student fails to submit assignment for assessment by the deadline, the assessors have the right to deem the student to have failed the assignment concerned.

Students will be expected to fulfill a minimum of 80% class attendance.

If a student is found to have engaged in Assessment malpractice as defined below, the assessors have the authority to deem the student to have failed part or all of the assignment or to consider that the student should be reassessed. You can expect that the malpractice will be investigated and penalties may be imposed according to the disciplinary procedure of the Institute.

The SMICT aims to minimise the risk of malpractice by staff or learners. We want to ensure that all learners submit their own work as evidence of achievement in any unit. Learners need to provide evidence that they have interpreted and synthesised appropriate information and acknowledged any sources used. While using materials for research from any source such as the Internet, books, journals or documentaries or any other source, learners must clearly cite the sources used. They should paraphrase text to demonstrate that they have interpreted and synthesized the material. Using other’s work as one’s own would be considered a learner malpractice.

This list is not exhaustive and other instances of malpractice may be considered by this centre at its discretion:

• Plagiarism of any nature i.e. taking and using another’s thoughts, writings, inventions, etc. as one’s own.

• Collusion by working collaboratively with other learners to produce work that is submitted as individual learner work.

• Copying (including the use of ICT to aid copying).

• Deliberate destruction of another’s work.

• Fabrication of results or evidence.

• False declaration of authenticity in relation to the contents of a portfolio or coursework.

• Impersonation by pretending to be someone else in order to produce the work for another or arranging for another to take one’s place in an assessment/examination/test.

This list is not exhaustive and other instances of malpractice may be considered by this centre at its discretion:

• Improper assistance to candidates.

• Inventing or changing marks for internally assessed work (coursework or portfolio evidence) where there is insufficient evidence of the candidates’ achievement to justify the marks given or assessment decisions made.

• Failure to keep candidate coursework/portfolios of evidence secure.

• Fraudulent claims for certificates.

• Inappropriate retention of certificates.

• Assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner.

• Producing falsified witness statements, for example for evidence the learner has not generated.

• Allowing evidence, which is known by the staff member not to be the learner’s own, to be included in a learner’s assignment/task/portfolio/coursework.

• Facilitating and allowing impersonation.

• Misusing the conditions for special learner requirements, for example where learners are permitted support, such as an amanuensis, this is permissible up to the point where the support has the potential to influence the outcome of the assessment.

• Falsifying records/certificates, for example by alteration, substitution, or by fraud.

• Fraudulent certificate claims, that is claiming for a certificate prior to the learner completing all the requirements of assessment.

In the event of any malpractice allegation, an investigation will be conducted in a form commensurate with the nature of the malpractice allegation. Such an investigation will be supported by the Head of Center and all personnel linked to the allegation. It will proceed through the following stages:

1. Inform and discuss with the Quality Nominee (QN) or Head of Centre.

2. The Head of Centre will assign a senior faculty or QN to take statements from all parties and collate work sample from suspected parties.

3. Head of Centre informs Pearson if formal action is deemed necessary.

What is expected of you during the time you are at the Institute:

•You will only hand in your own original work for assessment.

•You will show in your work (assignment/portfolio/sketchbook) when you have used information provided by someone else by giving the person’s name and where you found the information. For example, if you use someone else’s words, you will enclose the quote with inverted commas and cite the name of the author whose text you have used. You will also include the name of the source at the end of the piece in a “bibliography”/”reference” section.

•You will never use another’s file as if it were your own work, nor copy work from a file belonging to someone else and use it as if it were your own.

•You will never use someone else’s artwork, pictures or graphics as if they were made by you.

•You will never let other students use or copy from your work and pass it off as it they had done it themselves.

An Appeal would mean a request from a learner to revisit an assessment decision which s/he considers to disadvantage him/her.

Appeals Procedure: Appeals couldbe made within two weeks of publication of result. The following stages should be followed when an appeal is made:

Stage 1 – INFORMAL: learner consults with assessor within two week period of time following the assessment decision, to discuss an assessment decision. If unresolved, then the issues are documented before moving to stage 2.

Stage 2 – REVIEW: review of assessment decisions by manager and/or Internal Verifier. Learner notified of findings and agrees or disagrees, in writing, with outcome. If unresolved, move to stage 3.

Stage 3 – APPEAL HEARING: Head of Centre hears the appeal: last stage by the centre. If unresolved, move to stage 4.

Stage 4 – EXTERNAL APPEAL: the grounds for appeal and any supporting documentation must be submitted by the centre to Edexcel within 14 days of the completion of Stage 3: a fee is levied.

1.What is the Essay for?
An essay is a way of exploring and thinking about ideas and expressing your thoughts and understanding of the topics you are looking at in a structured and coherent way.

Essays give you the opportunity to consider and analyze the ways in which ideas and concepts inform, contradict and run alongside practical examples of art/photography etc.

Writing an essay helps to order your knowledge, to connect new ideas with things you already know, this means that you will be reflecting on what you already know and even rethinking it. To make new knowledge on our own we are required to convert it from being ‘other people’s ideas’ therefore simply paraphrasing and copying others is not acceptable.

This requires a creative approach and you can expect to engage with material in an open minded and questioning way.

2.Ways of Writing
Your subject matter for the majority of the essays will be delivered in class sessions and tasks; however you will also be required to thoroughly research the subject with relevant additional reading and exploration. Simply rehearsing theories/debates from what you have read does not constitute a good essay-make the material your own.

3.Developing an Argument
The essay should not be descriptive or offer merely a ‘historical account’. The essay should consider the subject which you work through using your own ideas and thoughts. It is important that these thoughts are informed and backed up by the reading you have done.

The last point is important , the reader is not interested in your opinions without adequate ‘proof’, for example images, quotes, concepts, different writer`s views on the subject. In fact your ideas are likely to be developed in response to your readings of texts by others.

One way to help this is to try ‘brainstorming’ round the topic for a short, writing down everything that comes into your head. This is a way of generating ideas and relaxes mental barriers. At this stage do not be too critical of your own ideas. You can always eliminate irrelevant points later.

4.How to Approach Written Work
This is no single ‘right way’ to approach essay writing. However, your work should be considered, thoughtful and critical, presenting a viewpoint that you can prove with examples.

Points to remember:

•Identify and discuss the strengths and weaknesses of various arguments that exist, stressing where you stand.

•Focus attention on the most controversial aspects of a subject.

•You may not be able to solve controversies you discuss but it is useful to make a good judgment.

•Make sure your topic is fully researched and that your position Is clearly stated and argued through.

5.Constructing a Plan
Make an essay plan before starting to write. This can help focus your thoughts and create a structure in which to present them. Look back at your brainstorming list and decide which points are relevant. Your plan is likely to include headings or main points (a single word or a sentence). Group similar ideas together, what is the most effective sequence in building up your discussion? Number these points in sequence; you may need to change the order a few times until it feels right.

6.Organizing your Material
Having identified your main points, you need to ‘express’ them to the reader. The easiest way to develop key points is through different paragraphs. Paragraphs function as basic organizing devices; they signal to the reader how you are arranging your ideas. Imaging the paragraph as units of thought, each paragraph introduces a new point and tells the reader that you are moving from one related topic to another. The first sentence of a paragraph is a clue to the next paragraph. Paragraphs should not be so long thsat reader get lost, nor so short they only contain the odd sentence. Keep introduction short and effective, the introduction is a useful place to outline your approach: explain how you have interpreted the essay topic in brief, indicate the order of the material you will be discussing. At this point, you may not necessarily want to give away the main core of your ideas.

Get into yur main ideas early on; do not leave everything important to the end or to a ‘conclusion’. On the other hand, hold back information until the place in which it can most effectively be used.

7.Acknowledge your Sources
Do not take sentences from your research sources without acknowledging them. A common mistake is to give the impression that your views arrived at idependently. As presivously, mentioned, they are likely to develop as a result of considering other writers opinions. Where an author has been a significant source of developing your approach, refer to him/her explicitly by name. Make it clear when you are using other people’s material, and when you are using your own. Always acknowledge your sources.

8. Some General Tips
Write or type drafts in double spacing, this enables you to make comments in between while you make changes using alternative blank lines in the draft. You need to keep your essay plan under review as you write, if you decide to rearrange the order of your paragraphs you can do this by cutting and pasting them elsewhere in MS Word. One side of A4 double spaced types is approximately 250 words. Use clear concise language using simple sentence structures, short sentences are easier to control than longer ones. Always be critical, detailed and specific. If you are unsure of spelling, consult a dictionary or use you spell check. Always check through the essay thoroughly for grammatical and spelling mistakes.

References
There are various standard systems for referencing in academic essays. It is important however that whatever you use that it is standard throughout the paper. Micorsoft word has automatic footnote facilities and various tools that will help you format your written work, which you are advised to learn and use. The following is a short hand guide to referencing for essays:

Quotations
Whenever you quote, use quotation marks (“ “). For example:

Hugh Blair while writing on Claude’s composition said in his book Lectures on Rhetoric and Belle Lettres, “A great mass of rock, thrown together by the hand of nature, with wildness and confusion, strikes the mind with more grandeur than if they had been adjusted to each other with the most accurate symmetry”.4

If there is a quote within a quote, then use single first then double quotation marks. For example:

‘Sayem said, “This is romanticism” and he meant it’.

For long quotes (more than 30 words) indent the quoted text in a separate paragraph. Always give the source of the quotation in a footnote.

Footnotes
Even if you haven’t quoted directly, you need to acknowledge other writers’ ideas which you have used. This can be done by giving the authors name, the publication and date as footnote. For example:

Aside from promoting intangible ideas, Romanticism may also be loosely defined by what it stood against. The movement championed spiritualism over science, instinct over deliberation, nature over industry, democracy over subjugation, and the rusticity over the aristocracy.

Footnotes can either be placed at the bottom of the page or listed at the end (endnotes). They can also be used to give additional information which might disrupt the main body of the text.

Book References
When listing references in the footnotes you must give the authors name, comma, the title of the book (in italics or underlined), place and date of publication (in brackets), comma, page references. For example:

J. Berger, Ways of Seeing, (London 1990), Page 4 or J Berger, Ways of Seeing, (London 1990), Page 4.

Article References
When listing references from newspaper or magazine/journal articles you must give the name of the author, comma, the title of the article (in quotation marks) comma, the name of the periodical (in italics or underlined), the volume number if any, the dates (in brackets), comma, then page reference(s). For example:

J Fisher, “Dancing with Words”, Third Text, no 14 (1990), pp 37 – 46. If the article is in a book, give the author, title, date of publication and page reference. Only underline or italicise books or journal, not an article tile. Do not put your book or journal titles in quotation marks.

References to Authors
After the first full reference to an author and his/her work, a shortened title may be given in later references. For example:

Raymond Williams, Keywords, A Vocabulary of culture and society, page 40.

This can be later shortened in later references as:

Raymond Williams, Keywords, page 40.