The future of Applied General qualifications

The UK government has recently announced that Applied General qualifications in England will remain as a route of study but will be subject to a formal review. Ruben Hale, Deputy Director, explores this decision and the effects it will have on centres, UAL Awarding Body and the wider sector.

What are “Applied General” qualifications?
Applied General is the name given to a wide range of qualifications from many different awarding organisations. The majority of UAL Awarding Body’s qualifications fall into this category, as well as qualifications from several other awarding organisations including BTECs.

  • At Level 3, they are usually designed to support progression to HE
  • They usually have a vocational approach
  • These qualifications are usually broad and provide students with specific interests with deeper opportunities to explore their chosen subjects.

What’s happening?
In the last four years, the government has reviewed 14-18 education in England. It has reformed A levels and GCSEs and proposed a new suite of Technical and Apprenticeship routes through education.

Having announced that Applied General qualifications will remain, the Department for Education (DfE) will team up with qualification regulator Ofqual to recommend an approach to reviewing these qualifications in the summer of 2017.

Why does this matter?
This government has been very keen on a clear, and quite simplistic, divide between academic and vocational subjects. With a review of these qualifications pending, this view could be detrimental to creative subjects, where job roles typically require the critical skills and adaptability afforded by an HE degree, and future employment competencies are less clearly defined.

The future needs of this sector are likely to change unpredictably – our designers, film-makers, media producers, directors, games designers, artists and fashion industry professionals will need the broad adaptive skills afforded by Applied General qualifications in order to maintain and grow the world-leading UK creative economy. It’s no accident that these skills delivered £84.1 billion (or 5.2%) of the UK economy in 2015.

Performance tables and creative subjects
In both Technical and Applied General qualifications, the DfE and government have promoted External Assessment as a way to drive comparability and quality. This exam-based model is very difficult to implement sensibly in creative subjects, meaning that comparability of grades comes at the cost of validity. The danger is that students are judged on outcomes that are easy and cheap to measure rather than relevant to their programme of study or needs.

What is UAL Awarding Body doing about this?
UAL Awarding Body is very fortunate to be part of Europe’s largest creative HE institution and a prominent supporter of the Creative Industries Federation. We understand the needs of the sector and the fact that – in order to thrive – our students need to explore, experiment, develop and then pull together outstanding learning over a meaningful period of study.

UAL Awarding Body qualifications continue to be highly regarded, attract UCAS points and funding, and are delivered across a growing number of centres in the UK. The innovation and confidence our qualifications promote and the support framework of training and events we provide continue to be highly popular with staff and students.

We recognise that the 16–19 Performance Tables are important for some centres, so we are carefully redesigning our Level 3 qualifications to meet the DfE’s requirements. This work is being undertaken in consultation with centres and in-line with our view that piecemeal and inappropriate assessments damage creative education. A small-scale and controlled pilot will launch during 2017/18.

We are also lobbying the DfE, with whom we have already had positive engagement. It’s important for us to work with DfE, Ofqual and any other bodies (including the new Institute for Apprenticeships and Technical Education) to promote a reframed definition of External Assessment and comparability for the creative sector.

UAL Awarding Body’s position
We want a joined-up education system that respects the needs and ambitions of students and different subjects. We believe this is compatible with maintaining standards and comparability, but it is currently unclear how the combined system, including a series of as yet undefined ‘bridging qualifications’ will function in the interests of learners.

How you can contribute
Whether you teach a creative subject, head up a creative department or are a senior manager please come to our events, and share your experiences and knowledge with us. Alternatively, please contribute to our LinkedIn group or drop an email to with ‘Applied General’ in the subject line. We draw fantastic insights and evidence from you and hugely appreciate your support and input.


Preparing for moderation

Matt Moseley recently joined UAL Awarding Body as Chief Examiner for Art & Design at Levels 1 and 2. We asked him to share his tips for centres preparing for moderation…

Matt Moseley, photo by Ivan Jones.


Prior to joining UAL Awarding Body, I spent many years working with their qualifications on the other side of the fence; most recently managing creative courses at Suffolk New College in sunny Ipswich. During my seven-year tenure as Programme Leader there, I worked with staff and students to deliver successful UAL programmes in Art & Design, Media, Games Design and Performing Arts at levels 1-4. During this period, we benefitted from many positive visits from UAL External Moderators and Chief Examiners, so when the opportunity arose to write a blog on ‘how to prepare for moderation’ I felt I should share my experiences.

Below are a selection of hints and tips that I would like to share in order to help you get your institution ready for this summer’s moderations:

The Centre Handbook:
The first port of call for any pre-moderation preparations should be the UAL Awarding Body Centre Handbook. This document is a one-stop-shop, covering the delivery, assessment and moderation of UAL Awarding Body courses. It provides wide-ranging advice that covers all the subject pathways as well as more specific guidance on moderation in sections 3.1 and 3.2. Here you’ll find a breakdown of the moderation process from its overall purpose, through to sampling, feedback and next steps. If you are booked in for a moderation, make sure that you give these sections a thorough read.

The students:
It’s worth keeping moderation in mind when planning the final major project with your students. Encouraging students to ‘flag post’ their projects prior to submission will make it easier to mark, and in turn help your moderator to identify where and why grades have been awarded accurately. Students can quickly and easily use post-it notes or tags to show where they have made key creative decisions, documented pivotal research or solved specific problems. This practice can also really help students to structure their project analysis and evaluation.

Talk to your students about moderation too; let them know the process and how important it is that their work is presented clearly and coherently, showing the narrative of their project in a considered manner. Make them aware that blind-markers will be new to their work and will not have the understanding that you do.

Your colleagues:
Don’t try to tackle moderation preparation single handedly (particularly with large cohorts) as there can be a lot to do. Undergoing moderation is a team activity so make sure you organise a meeting in good time to identify roles and responsibilities for each of your team members. Check that all members of your team have a clear understanding of the moderation process as this will increase buy-in and support. If other areas of your institution are delivering UAL Awarding Body qualifications, discuss your plans with them and share practice where possible. A standardised approach across the department will save time and make preparation more efficient.

The moderator:
The most valuable support mechanism offered by UAL Awarding Body is the ‘human element’. Moderators are often tutors who deliver UAL Awarding Body qualifications at other institutions, so you should view them as approachable. They will be happy to be communicated with and willing to offer support and guidance on preparing for moderation.

Moderators can’t advise on the grading of student work – as they are there to check your course team’s assessment against the national standards – but they are able to answer questions on moderation preparation in the lead up to a visit. You will receive an email from your moderator prior to their visit, so use this opportunity to ask any questions you may have. Issues raised prior to moderation will have no negative bearing on the visit, so do not worry about asking questions (even if you think they are obvious).

The sample:
Ensure that you afford yourself enough time between submission, assessment of work, and the moderation visit. In addition to checking and organising work ready for sampling, you will need time to identify and resolve any missing student authentication forms, bibliographies and other essential paperwork. Any referred work should also be re-marked at the point of moderation.

Lay the work out in the largest space available and, once organised, draw a simple map of where each student’s work is. Some centres have very large cohorts of students and being able to lay your hands on a sample quickly and easily makes for a smoother moderation.

Once you have your sample organised, set up a mock moderation visit with a staff member who hasn’t worked with the group, to see if they can easily find the samples and navigate their way through the projects. Inviting a member of your senior leadership team along can be beneficial too; it can be a good way to showcase your students’ work to management and in turn gain recognition for your team.

If you are including digital or video evidence in the sample, make sure all students are clearly labelled and be prepared to help the moderator to navigate sampled students’ work. Make sure that you test any technology (internet access, blogs, dvd players, network logins etc.) on the morning of the moderation to ensure that all is working. It may also be useful to inform your IT and Facilities teams of your moderation date, so they can be on-hand to assist if required.

This is no means an exhaustive list, and at the exam board we believe in a culture of sharing to support, so if you have any additional suggestions you think may help your fellow practitioners, please post them below…

Tips for producing a successful student performance

With the end of year show season fast approaching, we asked Marc Mollica, our Chief Examiner for Performing & Production Arts, to share his top tips for producing a successful student showcase…

Marc Mollica, photo by Ivan Jones.


As UAL Awarding Body’s Chief Examiner for Performing & Production Arts, I often get asked “what is the best way to approach the extended project?”

I always find this question difficult to answer; our ethos at UAL Awarding Body is to resist prescribing a particular approach to prevent work from becoming too formulaic. We want our moderation teams to report back on a diverse and creative season of student work, not identical looking productions that conform to a set of narrow principles.

“Yes, we understand that, but do you have any helpful tips” I hear you all cry?
Whilst I wouldn’t want to be prescriptive, I do have a number of tips, ideals and provocations from my own teaching experience that can be deliberated by students whilst they are working on their final creative projects:

Is the ambition for the project clear?
To start with, it would be wise to remind students what the ambitions and aims for the extended project actually are – these are not the aims from the specification but more importantly the ambitions of the project itself. In all likelihood, the extended project will serve as the students’ final memory of their time at your college, so the project needs to be an unforgettable experience that will be forever etched into their memories.

Creating such unforgettable experiences and life-long memories is a tall order, but if students are fully immersed within their projects, they will carry that same sense of curiosity and wonderment (as they progress) onto their next project.

Are the students being courageous with their choices?
We continually ask students to take risks, so is their final project pushing boundaries? Are they creating a stirring audience experience? Is the work verging on the dangerous or are they playing it safe? Are the stakes sky-high? Is the work surprising?

Are they being creative?
Sounds obvious, but is the project providing a platform to allow imaginations to take flight? Are they enjoying exploring the wider world of the project or are their minds too fixed on the end-point and are simply chasing a grade? If the focus in the rehearsal room is firmly fixed on creativity the grade will naturally follow but if the focus in the room is fixed on the final grade the creativity will struggle to flourish.

Is research informing practice?
Is the project consuming the student? Are they entering into the rehearsal buzzing from some research they have discovered over the weekend that will help propel the project forward and are now desperate to test it out with their peers? Are they becoming experts in their chosen fields? Are the supporting notes actually supporting the project? I was told recently of students working on a production of Cabaret who took it upon themselves to go to Berlin during their half-term holiday in order to experience first-hand the actual sights and smells of their project. This, I would assert, is already a successful project as the field trip is directly stimulating their creative endeavors whilst creating unique cherished memories.

In short, a reliable barometer of a successful end of year show can be easily detected if the students’ are proud of their final offering. Success is so often pinned to a statistic, but real success can be easily determined (and measured) by the students’ personal investment. The extended project sits proudly at the end of the students’ training and promotes (and celebrates) their inventiveness, curiosity, determination and sense of wonderment. Real success will therefore be found in the students’ journeys into the unknown.

West Suffolk College wins TES FE Award and is praised in PMQs by Theresa May

West Suffolk College’s School of Art and Design has been recognised at the annual Times Educational Supplement’s TES FE Awards for an innovative project that brings together maths, art, religion and science teaching.

Derek Johnson accepting the TES FE Award on behalf of West Suffolk College


The college’s annual MARS Award requires its 400 art students, studying at different levels, to take on a challenging assignment in term two that combines maths, art, religion and science (MARS) subjects. The project aims to encourage students to embrace the wider world and to develop inquisitive minds.

Art and design students work with the School of Science on a series of challenging assignments which are evaluated by an invited panel of judges. Winners from each course are awarded prizes – with one overall winner. The current winner is Lauren Jones, a Graphic Design student who explored religion, maths and the periodic table. Lauren reinvented the periodic table of chemical elements into new design forms, alongside studies into the creation of the universe.
Judges for the TES FE Awards unanimously agreed that the college’s “completely amazing” MARS Award project “leaped out” and presented it with the award for Best Teaching and Learning Initiative.
A delighted Derek Johnson, who accepted the award, said:

It is wonderful to have this high-level recognition for the hard and innovative work of our staff and students. We have embraced the opportunity to stretch and challenge the students, and the MARS Award has raised standards of depth, integrity, technical and creative skills as a result. Above all – and most importantly in education – for all staff and students, it has developed inquisitive minds.

During Prime Minister Questions on Wednesday 1 March, the college’s local MP, Jo Churchill praised West Suffolk College for its MARS Award initiative. Teresa May PM congratulated the college, stating:

We need to ensure that young people do not just have a skills-set, but also the enquiring mind that enables them to look forward to what may be different careers throughout their lives, to be able to embrace new skills and change throughout their careers.

Current winner of the MARS Award, graphics student Lauren Jones


Derek Johnson, Director of the School of Art and Design, presented the college’s MARS Award at the 2016 UAL Awarding Body conference and three subsequent Teaching Maths and Art CPD events. 

#ArtsEdMatters – UAL Awarding Body Conference 2017

Thanks to all who came to the UAL Awarding Body Conference at Mary Ward House on 10 February. The event was our biggest to date – with over 350 people in attendance!

Instead of running separate conferences, this year’s event brought all subjects together under one roof. Delegates from Art & Design, Music, Performing Arts and Fashion came together in the morning, before separating for subject-specific breakout sessions in the afternoon. The Foundation (FAD) conference had a separate agenda, but delegates joined those from the other subjects during the breaks and post-conference networking session.



audience_james-hopkirkGrayson Perry’s lively presentation. Photo James Hopkirk.


UAL’s Vice Chancellor Nigel Carrington opened the main conference and introduced Grayson Perry (UAL Chancellor), who delivered a lively presentation on why arts education is so important. There were also policy updates from Naomi Nicholson (Ofqual) and Helen Thorne (UCAS).

Subject-specific speakers included: Posy Simmonds (newspaper cartoonist, writer and illustrator), Jenny Mollica (Barbican), Jenni Sutton (Fashion Capital), Sam Summerson (Global Academy) and Dave Randall (composer/producer). Delegates then re-grouped for a moving presentation by Helen Marriage, Director of public arts company Artichoke.

Great to hear from a fantastic student @UALawardingbody conference, this is what it’s all about! #ArtsEdMatters – Sam Summerson, Global Academy

helen-marriage_james-hopkirkHelen Marriage from Artichoke. Photo James Hopkirk.


Posy Simmonds starting with “dots for eyes.” Quirky, gentile and beautiful; another great talk at @UALawardingbody annual conference – The Oxfordshire Creative Academy

posy-simmonds_james-hopkirkPosy Simmonds live drawing her presentation on a visualiser. Photo James Hopkirk.


The FAD conference included presentations on: digital portfolios (Neil Manning, Edinburgh College); writing project proposals (Elspeth Mackie, SEM); the student experience (Natasha Parker-Edwards, former Barton Peveril College student); and the growing emphasis of digital portfolios (Georgia Steele, CSM). There was also an insightful keynote speech by sculptor John Humphreys, who brought several works – including an alien in a body bag – along for delegates to see!

natasha-parker-edwards_ludovicaFormer FAD student Natasha Parker-Edwards. Photo Ludovica Galeazzi.


I believe that process is more important than the…outcome – ace talk by Natasha Parker-Edwards, FAD Barton Peveril Col – CityLit FAD



john-humphreys-sculptures_ludovicaFAD delegates admire sculptures by John Humphreys. Photo Ludovica Galeazzi.


Guests were also treated to live performances by talented students from the Academy of Contemporary Music, West Suffolk College and BSix throughout the day.





george-nash_james-hopkirkLive student performances by West Suffolk College, BSix and George Nash from Academy of Contemporary Music.


Thanks again to all of our guest speakers. You can view the full agenda for the conference here and the full list of speakers can be found below. Click on the hyperlinks to view and download speaker presentations where available:

Grayson Perry – Why arts education matters
Naomi Nicholson – Ofqual
Helen Thorne – UCAS
Helen Marriage – Working the streets: life in the fast lane

Art & Design
Martin Vella – Yearly catch-up
John Kelly/Wendy Breakell – Links to industry
Posy Simmonds MBE – Why drawing matters
Ian Badger/Steve Dixon – Digitalised sketchbooks

Creative Media Production & Technology
Tim Hetherington – Yearly catch-up
Bradley Cocksedge – The student experience
Sam Summerson – Roles within the media industry

Performing & Production Arts

Marc Mollica – Yearly catch-up
Beth Atkin – The student experience
Nigel Hooper – CPD digital platforms
Jenny Mollica – Barbican Box

Music Performance & Production
Andy Sankey – Yearly catch-up
Toby Powell – The student experience
Dave Randall – Politics and music, music and society
Nigel Hooper – CPD digital platforms

Fashion Business & Retail
Sarah Atkinson – Yearly catch-up
Karinna Nobbs – Innovation in digital marketing
Jenni Sutton – Compliance and sustainability

Diploma in Art & Design – Foundation Studies (FAD)
Sue Cook – Yearly catch-up
Neil Manning – Digital portfolios
Natasha Parker-Edwards – The student experience
Elspeth Mackie – Writing project proposals
Georgia Steele – The growing emphasis on digital across all pathways
John Humphreys

Everyone who attended the conference has an event evaluation form via email. We will use the feedback from the form to inform future UAL Awarding Body events therefore please do take the time to complete it if you can spare a couple of minutes.

It is the work that is the boss of you


Alex Schady, programme leader for Fine Art at Central Saint Martins, on understanding work in a gallery context.

Learning to think through making is an important part of arts education. When considering a piece of work, it can be tempting to start with the question what is this work about? Students often want to describe their own making in the same way; starting sentences with my work is about

The problem with this approach is that it limits us to only describe what we already know. We describe a set of ideas and try to attach them to a piece of work, rather than allowing the work to tell us what it is and how it operates.

As the Programme Director for Art at Central Saint Martins, I often tell students that they are not masters of their own work, it is in fact the work that is the boss of them. The skill is in learning to listen attentively to what a piece of work is saying and what it thinks it needs.

When working in the gallery we can confidently assert that our reading of a work is as valid as that of an expert or even of the artist. This is not to say, however, that we can apply any interpretation to any piece of work. If we resist the temptation to ask what is this about and instead look closely at what this is and how it is constructed in space, then a personal close reading of the work is possible.

During the UAL Awarding Body CPD event with Tate, we will run a series of practical (hands-on) activities within the gallery to help us interrogate the work and to better understand it. We will make with the work (cutting, sticking, drawing, modelling) to help us to understand what an object is and how it might find a place in the world.

Alex Schady will be facilitating UAL Awarding Body’s upcoming CPD event on developing students’ critical and contextual research skills with Tate on 24 February 2017. For further information/to book visit

Image: © Alex Schady

Register now for the UAL Awarding Body Annual Conference 2017!


Keep 10 February 2017 free for the UAL Awarding Body Conference!

This year – for the first time – we’re holding one big conference for all subjects under one roof. We hope the new format will provide greater opportunity for collaboration and networking between different subject areas.

Due to the large number of centres delivering our Diploma in Art & Design – Foundations Studies (FAD) qualification, a separate programme of talks and breakout sessions have been planned for FAD delegates on the day. However, delegates from all subject areas will come together for the breaks, lunch and networking sessions.

We’re thrilled to announce the following guest speakers who will be presenting throughout the day:

Main conference:

  • Grayson Perry
    Chancellor of University of the Arts London and Turner prize-winning artist
  • Phil Beach
    Executive Director Vocational Qualifications, Ofqual
  • Helen Thorne MBE
    Director of External Relations, UCAS
  • Helen Marriage
    Director of Artichoke, a creative company that works with artists to put on extraordinary and ambitious art events

FAD conference:

  • Phil Beach
    Executive Director Vocational Qualifications, Ofqual
  • John Humphreys
    Acclaimed fine art sculptor, his work has appeared in TV and film projects including Dr Who and Charlie and the Chocolate Factory

The day will also include a number of subject-specific breakout sessions, designed to support delegates with the successful delivery of UAL Awarding Body qualifications.

The conference will take place at Mary Ward House, a beautiful Grade 1 listed building in Bloomsbury, London. Entertainment will come from Performance and Music students and light refreshments will be provided throughout the day.

The conference is open to staff from all centres delivering UAL Awarding Body qualifications and is free to attend. For further information/to book your place visit:

We hope to see you there!

How to write an effective UCAS personal statement

For many students, writing a compelling personal statement for their UCAS application is a daunting prospect. Louise Evans, Head of Adviser Experience at UCAS, shares her top tips for writing an effective personal statement below…


The personal statement is an important part of the UCAS application. It’s a student’s opportunity to describe their ambitions, skills, and experience. However, it’s often the part of the application they also worry about the most.

If they’re in need of some inspiration, then look no further – here are the best places to pick up a pointer or two.

1. The UCAS website
Planning should start at There are tips on how to get started and what to include. It also covers technical aspects to bear in mind, such as the character count.

2. Personal statement timeline
The personal statement timeline is really useful. It’s packed with advice on how to spread out the planning and writing stages so there’s no last minute panicking.

3. Our blog
A few years ago we asked university admissions tutors to tell us what they’re looking for in the personal statement. The advice they shared has been so well received that it’s still our most popular blog post to date – read it here.

4. Teachers and tutors
Teachers and tutors are well placed to know a student’s strengths and can point out areas and skills a student may not have considered, but are really relevant.

5. Open days
Open days are not only a chance to find out what a university has to offer, but also to find out what they expect from their students. If at all possible students should make the time to visit a university and ask as many questions as they can. Course tutors can offer advice on what they like to see in personal statements, and what can help somebody stand out from the crowd. Find out when open days are happening in our open days search.

6. Video guide
This video with Jane Marshall from Imperial College has everything a student needs to know about how to write a personal statement. In less than five minutes you can get some great tips.

7. Personal statement mind map
Although it might look a bit chaotic, this personal statement mind map is a great way for a student to get their thoughts in order.


7. Search for course details 
Every course that can be applied for is listed in our search tool, together with entry requirements and a description of what it covers. Students can find the courses they’re interested in and try to match up their strengths and experiences to the course requirements.

8. Friends and family
Once they’ve drafted their personal statement, get your students to read it aloud to people they trust. They’ll be able to offer fresh insight into how the statement flows and any areas that might have been missed.

City College Brighton and Hove student’s film recognised by leading website

Student Max Chatfield, who is currently studying the UAL Diploma in Creative Media Production & Technology at City College Brighton and Hove, has had a video essay that he made as part of his college course published on

Max Chatfield

Max Chatfield is widely regarded in the film industry as being the leading destination for knowledge-sharing and provides readers with a wide spectrum of filmmaking material.

The subject of Max’s video was Academy award-winning film editor and sound designer Walter Murch, whose credits include Apocalypse Now, The Godfather, American Graffiti and The English Patient. Max’s film, which was produced as part of his coursework research into professional specialisms in the film industry, will now being used as a research tool by film students all over the world.

Max has been thrilled with the response to his film, he explained:

I’d posted the video on my YouTube channel like I do with all my college work and the next thing I knew, had picked up on it and written a whole article explaining my video with a link to it. This led to loads of shares on Facebook and Twitter and the view-count just keeps growing. To be honest, it was quite surreal to see myself being featured on the site because I use it all the time myself. Being on this course has helped me learn so much more about the technical side of filmmaking and also about how the industry works. My ambition is to be a film editor and having coursework that broadens your understanding of the craft really helps with your progression to becoming a professional yourself.

Plymouth College of Art launches new Palace Court campus

Katie Greenyer, Creative Director of Pentland Brands, the London-based fashion group whose labels include Red or Dead and Speedo, formally opened Palace Court, Plymouth College of Art’s brand new Pre-Degree campus for 16 to 19-year-olds studying creative Extended Diplomas.

Palace Court is now home to 500 16 to 19-year-olds studying arts, crafts, design and media. Its opening marks the next stage in Plymouth College of Art’s commitment to offering a progressive continuum of creative learning and practice in the region that extends from the age of three to Masters level study. This growth comes at a time of contraction in art education in schools, in which the consequence, intended or otherwise, of the proposed EBacc control measure risks marginalising the importance of creativity in UK education.

Palace Court courtyard . Photo by Dom Moore.

Palace Court courtyard . Photo by Dom Moore.

Katie Greenyer, Creative Director of Pentland Brands, said:

“The creative industries rely on new blood and the next generation of design talent, and where better to find new talent than in a dedicated campus for young people who get to immerse themselves in their creative studies? We all have a responsibility to nurture the talent of tomorrow and not to limit their opportunities by shunning creativity in education in favour of traditional subjects.”

Plymouth College of Art’s acquisition and redevelopment of the historic Palace Court campus marks a return to the site, which was first occupied by the college in 1949. The refurbished and remodelled campus now boasts over 600m2 of specialist studio spaces and workshops, designed to meet the needs of modern art, design and media students. Palace Court has already been shortlisted for The Building Forum (TBF) of Devon and Cornwall’s Building of the Year award, the winners of which will be announced in November.

Pre-degree fashion students

Pre-degree fashion students

The Level 3, Extended Diplomas delivered by Plymouth College of Art are designed and awarded by UAL Awarding Body, which is part of the University of the Arts London (UAL). Designed in collaboration with industry and education partners, the qualifications are equivalent to three A-levels and are recognised by UCAS, arts universities throughout the UK and by employers in the creative industries.

Ross Anderson, Director of UAL Awarding Body said:

“We are selective about who we work with and actively seek out institutions that are innovative, creative and committed to arts education. We are delighted to work in partnership with Plymouth College of Art, and their investment in Palace Court is truly inspiring. It will provide students with access to an amazing learning environment and exceptional facilities, and will support them to progress to the next stage of their creative journey.”

Matias Shortcook, Associate Dean, Pre Degree at Plymouth College of Art, said:

“Our Extended Diploma qualifications are unique in the way that we place equal value on the technical skills of each student as well as the development of the person behind the creative practice. Our learners develop strong skills in communication, driving their own development and learning to take responsibility for their own workloads and personal growth. Combined with the excellent technical knowledge that they learn in arts, crafts, design and digital media subjects, this means that students graduate with the skills needed to thrive in Higher Education or succeed professionally in the creative industries.”

Palace Court combines a collaborative art school and high energy creative learning environment with a modern curriculum that reflects all the technical and personal skills that young people in the South West will need to progress in the UK’s booming creative industries, which contribute over £80 billion per year to the UK economy and provide employment for over 1.8 million people.