Module Description

‘During the level 5 module students will engage with broader culture, specifically ethical and social issues. There will be an emphasis on exploring different positions and viewpoints through seminar discussion and by researching the opinions of theorists, critics and practitioners. These discourses can be related to creative practice and professional contexts in the other level 5 modules. Within this module students are provided with opportunities to develop their critical reading skills, which will prompt and stimulate further independent study‘ – New Media Site, C.A.T.S, Module Description.

The Text above is from the Hull New Media Site ( I have highlighted certain words that stand out to me so that I have a clear understanding of the module description. Below is each of the highlighted sections described so that I understand what I need to achieve.

  • ‘Engage with broader culture, specifically ethical and social issues.’ – To understand and learn about a variety of cultures, look into their religion, how they live around society, how they deal with social situations and their everyday life.
  • ‘Exploring’ ‘Viewpoints’ – Look at life from their point of view or perspective and don’t be bias, look at the good and the bad from both angles.
  • ‘Seminar Discussion’ – Group Discussions, work together to debate and discuss.
  • ‘Researching the opinions of theorists, critics and practitioners’ – Research other peoples opinions and beliefs. Look at general research online but also genuine opinions from theorists, critics and practitioners.
  • ‘Develop their critical reading skills’ – Thorough reading is involved, research from a variety of sources is needed (not just the internet, use the library, history  centre, museums etc.
  • ‘Independent Study’ – Study as a group but remember to be independent when it comes to your own essay and most of the research.


To enable students to explore a range of ethical, social and theoretical issues in relation to the production and consumption of cultural products.

To focus on a range of texts in order to encourage analytical, critical and reflective responses to sources.

To embed informed debate and critical analysis within essay writing and other agreed forms.

To prepare learners for the academic and theoretical demands of Level 6 study.

The Brief

Learning Outcome 1 – Critically analyse, evaluate and draw upon a range of texts to inform debate leading to the construction of a viable and coherent self -initiated programme of study (for Level 6)

Evidence 1 – Seminar Activity: To focus on the analysis, interpretation and critique of key texts. Study Skill Workshops: To examine the presentation and structuring of essays and other agreed forms through group activities. Individual Tutorials Lecture: To introduce the level 6 programme of work (including presentations/discussions with year 3 students). Individual Tutorials/small group activity: To support students through their choice of topic/question. Including summative feedback on level 6 statement of intent.
Learning Outcome 2 – Formulate and structure an argument. Draw on and synthesize a range of evidence and engage in critical debate in essay writing and other agreed forms.

Evidence 2 – Lectures and screenings: To introduce key concepts and theories, perspectives and processes. Peer learning: Group activities, discussion and feedback.

Learning Outcome 3  – Examine ethical, social and theoretical issues relating to the production and consumption of cultural products. Demonstrate the ability to address issues from different viewpoints.

Evidence 3 – Seminar activity: To discuss issues, explain and listen to viewpoints and engage in debate. To develop criticality in response to a range of texts.

Learning Outcome 4 – Independently locate and evaluate a range of research sources and use academic conventions regarding presentation, written expression and referencing.

Evidence 4 – Library sessions and study skill workshops: To examine the research, presentation and referencing of essays through group activity.

My Overview

Now that I have a clear understanding of the brief I know that as well as having group/class discussions that I need to also be independent with my learning. As well I just using my opinion I have to take into consideration what other people believe and also have an understanding of their culture. I must use many sources; not just the internet and google, go to the museums, visit the library, view archives etc.