UDJOURFY - BA (Hons) Journalism (including foundation year)

The BA Journalism course focuses on developing critical inquiry and professional skills, both of which are essential to success in the field of journalism. Writing is paramount in journalism, even in today’s convergent media world, so you will learn a range of writing techniques, from academic essay to snappy tweet.

Curiosity about and knowledge of a wide knowledge of social and historical contexts is also crucial in developing professional journalistic practice within today’s fast-changing industry, as is an understanding of ethics and law in the post-Leveson media geography, as well as post-Trump fake news challenges.

The Foundation Year delivers a broad introduction to the world of media, and enables students to get a solid grounding, both academically and technologically, before they embark on the main course. Using a mixture of workshops, simulations, seminar discussions and exposition, the course is taught by respected, experienced practitioners. Every session makes use of blended learning, particularly via class blogs and the course website, and many modules are taught within the multimedia newsroom, TV studio or radio studio.

Team-working and collaboration, among other key social skills like the ability to gain interviews, present oneself successfully and sell ideas, are developed through class exercises and newsdays. Event-led news weeks are a unique feature of the course.
Guest speakers and field trips stimulate engagement with the world of work, as does a compulsory work placement module. Connections with student media develop professional skills in and outside formal teaching. The first year (Foundation) gives students a broad understanding of the skills, both academic and industry-related, required to move on to year one.

Learning strategies on the course are designed to promote transferable skills of communication, independent thinking, the ability to work effectively with others, work planning and independent responsibility. Student feedback and engagement with teaching and learning strategies are promoted via student representatives and course committees, as well as online resources. Learning journals create a positive ongoing engagement between tutor and student.

The course aims to teach students to:

1. deploy accurately established techniques of analysis and enquiry within Journalism;
2. devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Journalism;
3. describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Journalism, recognising the uncertainty, ambiguity and limits of knowledge;
4. manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to [the subject]);
5. apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;
6. critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;
7. communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;
8. exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts,
9. undertake appropriate further training of a professional or equivalent nature

On successful completion of this course students will be able to:

ULO: Demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible practitioners/professionals in their discipline.
1. Develop their writing skills so that they can write accurately and fluently in a variety of formats, including academic essays, news items, headlines, features, reviews, reports, commentaries, blogs, tweets, interviews, profiles, investigations, critiques, comments, columns, nibs, campaigns and any other formats chosen – to deadline and to length;
2. Be equipped with the newsgathering tools to research the background data and risk implications of any journalistic task they may have to do;
3. Fully understand the history and ideas important to understanding the practice of journalism in the UK today, as well as globally, so that they have an analytical framework with which to grasp their role within the industry. This will include a full understanding of the legal and political systems in the UK today, as well as globally, so that they have an analytical framework and practical knowledge with which to grasp and practice effectively their role within society;
4. Interview primary sources face to face, over the phone, via email and social media and so that they can pitch ideas and presentations to possible employers;
5. Have developed their powers of argument, analysis, narrative and sequencing so that they can construct effective, substantiated content for different audiences;
6. Introduce and promote the technical skills essential for any career in convergent media – text, audio, video;
7. Foster their independence as learners and practitioners, especially through individual projects, and to foster collaboration as learners and practitioners, especially through group work and simulations;
8. Have taken the opportunity for monitored work placements, extension of knowledge skills and publication within and outside the course website so that they can operate well within industry environments;
9. Enhance their employability through perfecting the production of CVs, interview skills, portfolio website development and more;
10. Develop their own understanding of their work so that they can produce it and target it to a range of media audiences, specialist and non-specialist and to be able to progress towards more specialised accredited learning.

Communication, Media, Film and Cultural Studies [Dec-2019]
Guidance at:

https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/subject-benchmark-statement-communication-media-film-and-cultural-studies

The above latest subject benchmark statement and general guidance available are used in the design, delivery and review of the course and in facilitating the knowledge and skills normally expected of a typical course graduate.

The course uses a wide range of assessments, from online journals and group presentations to contributions to the course website and academic essays, from video footage and sound recordings to magazine and website layouts and pop quizzes, in-class examination and long-form writing.

Assessment develops with a coaching model, with formative assessment being offered at drafting and intermediate submission, both faceto-face and electronically. Students are encouraged to help their fellow students learn by providing constructive criticism and encouragement, to help them grow further and also to help course members grow as a cohesive group. News and enhancement weeks offer the chance to receive formative assessment whilst engaged on simulations, newsdays and practical activities.

Since much teaching is run on an interactive coaching model, tutorials are built into class sessions as well as offered privately. Feedback on summative assessment is given within one week of submission for the first instance and thereafter two weeks. Often, tutors talk in class about the assessments after submission, helping students to celebrate what they have done well and work better on what needs to be improved.

Students are encouraged to do work on topics considered with the Education for Social Justice Framework and are often given free rein to decide the topics they want to cover. News weeks are aligned with the ESJF, and the topics we have covered in the past included immigration, the rise of food banks, vegan fashion, sustainability in fashion, cultural appropriation and more.

Most modules include a reflective assessment, where students evaluate their own contribution to class via an online journal moderated by tutors. Much of the work that the students carry out builds over time, not just from level to level but from assessment to assessment. Students have a say in what the assessments are and tutors listen to feedback to make students feel they are doing work that is worthwhile and reflects their personal and professional growth.

A compulsory work experience placement in the second year is credited within the course. The London Met Journalism Diversity Network is instrumental in helping students find suitable placements and help from Career Services and/or tutors is also readily available. Often, students find their own work placements.
Newsdays and news weeks are simulations which offer work-based learning.
The course includes information, training and advice on employability, job applications, CVs and finances. Simulation of the work environment also includes job applications and interviews. Students will learn how to write their own CVs and also learn how to devise a portfolio website, to showcase not only articles, podcasts and TV shows in which they have participated but also their work experience in other areas, in which transferrable skills are displayed.

They would normally proceed through the program, taking only half the number of modules per year.

Cert Ed: All modules specified at L4.
Dip Higher Ed: Credits specified at L4 and L5
BA without hons: Credits specified at L4, L5 and 60 credit core modules at L6
BA hons: all credits specified in Course Spec.

All Journalism-only modules, apart from the final project, include an online journal, to be completed at the end of each class. Tutors give formative comments before the next class. This ensures a virtual circle of feedback, allows students to let tutors know what parts of their learning they feel competent about and which areas may need more attention. It helps include students as partners, as it can contribute to the next week’s learning session. It also forms part of assessment, so contributes to students’ ownership of their progress.

Students’ personal blogs and the course website are repositories for successful work, creating portfolios. Students are also asked to design portfolio websites in their second year, where they can showcase published work as well as their CVs. This provides a helpful tool that is useful in gaining work placements as well as jobs after graduation. In addition, many modules require students to do group presentations, which, when submitted, include a personal reflection of their work up until this point

The course is entirely work-focused. Graduates have moved into a variety of communications fields: advertising, public relations, social media, business communications, media production and journalism. A sizable number have gone on to further higher education degrees. Notable alumni destinations include those working for the Economist, Newsweek, BBC radio, BBC News, Hearst Magazines, and IBtimes.

We're currently in the process of applying for accreditation by the Broadcast Journalism Training Council.

The range of skills and knowledge you’ll gain by the time you graduate will allow you to pursue a career in the following fields:

• journalism
• TV
• radio
• print
• online media
• PR
• media consultancy
• marketing
• social media

This degree will also open doors for postgraduate study in media, journalism or film studies.

In addition to the University's standard entry requirements, you should have:

• at least one A level (or a minimum of 32 UCAS points from an equivalent Level 3 qualification, eg BTEC Subsidiary/National/BTEC Extended Diploma)
• English Language and Mathematics GCSE at grade C/4 or above (or equivalent, eg Functional Skills at Level 2), if you meet UCAS points criteria but obtained a grade D/3 in English and/or Maths at GCSE you may be offered a University test in these areas