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Session: 2022/23

Last modified: 17/03/2022 09:50:17

Title of Module: Developing Factual Formats

Code: BROA10001 SCQF Level: 10
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Business & Creative Industries
Module Co-ordinator:Paul  Tucker

Summary of Module

Developing Factual Formats aims to extend and further consolidate students’ abilities in contemporary television formats and factual production. The module will address current issues relating to the development, production, financing, commissioning and global franchising of a returnable, factual television and multiplatform formats including factual entertainment formats. Students will develop and produce a taster for a factual programme or series, targeted for broadcast or multiplatform commission.

Students will develop a number of factual television formats concept underpinned by appropriate research and critical engagement. They will fully develop one of these formats and present this proposal to a project-commissioning panel including, where possible, relevant industry professionals.

  • One important aspect of this module is the importance placed on feedback. The student will be encouraged to develop their idea based on feedback from industry experts, lecturers and peers.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:


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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate advanced creative and critical engagement with key concepts and issues informing contemporary factual television and multiplatform formats

L2. Research, develop and produce a proposal and taster tape for a factual television or multiplatform repeatable, returnable format

L3. Demonstrate effective concept development and complex project management and appropriate creative development in the context of contemporary factual television and multiplatform formats

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 10.

Use a range of the principal skills, techniques, practices and/or materials which are associated with the development of a factual television project.

Use a few skills, techniques, practices and/or materials which are specialized, advanced or at the forefront of factual television development, production and practice.

Execute a defined project of research, investigation or development and identify and implement relevant outcomes.

Practise in a range of professional level contexts which include a degree of unpredictability and/or specialism

Practice: Applied Knowledge and Understanding SCQF Level 10.

Use a range of the principal skills, techniques, practices and/or materials which are associated with the development of a factual television project.

Use a few skills, techniques, practices and/or materials which are specialized, advanced or at the forefront of the development of a factual television production and practice
Execute a defined project of research, investigation or development and identify and implement relevant outcomes.

Generic Cognitive skills SCQF Level 10.

Critically identify, define, conceptualise, and analyse complex/ professional level problems and issues. Offer professional level insights, interpretations and solutions to problems and issues.

Critically review and consolidate knowledge, skills and practices and thinking in a contemporary factual programming.

Consider and evaluate their own work in a reflexive manner, with reference to academic and/or professional issues, debates and conventions.

Demonstrate some originality and creativity in dealing with professional level issues.

Initiate, develop and realise distinctive and creative .be adaptable, creative and self-reflexive in producing output for a variety of audiences and in a variety of media forms.

Work in flexible, creative and independent ways, showing self-discipline, self-direction and reflexivity;

Communication, ICT and Numeracy Skills SCQF Level 10.

Use a range of routine and some advanced skills relevant to contemporary factual format production – for example:

communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise; communicate with peers, senior colleagues and specialists; use a wide range of software to support and enhance work at this level.

Autonomy, Accountability and Working with others SCQF Level 10.

Exercise autonomy and initiative in professional and equivalent activities
Take significant responsibility for the work of others and a significant range of resources Practice in ways which shows an awareness of own and others’ roles and responsibilities.

Deal with complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.

Organise and manage supervised, self-made factual television projects;
Deliver work to a given length, format, brief and deadline, properly referencing sources and ideas and making use, as appropriate, of a problem-solving approach;

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:Level 9 Production modules or equivalent
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Most timetabled sessions are lecturer led discussions. However there is much group work within that and two or three sessions where invited industry guests give masterclasses and feedback on students ideas. There maybe some sessions that run on Zoom online.
We discuss a TV or online formats at the start of every class.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Laboratory/Practical Demonstration/Workshop36
Independent Study164
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Lees, Nicola. Greenlit (2010) developing factual/reality TV ideas from concept to pitch. London : Methuen Drama.

Thirkell, Robert (2010) – C.O.N.F.L.I.C.T. – An Insider’s guide to Storytelling In Factual/Reality TV and Film Methuen Drama.

Chalaby, Jean (2016) The Format Age : Television's Entertainmnet Revolution. Cambridge: Polity

Lotz, Amanda (2014) The television will be Revolutionized. New York . New York University Press

Bazalgette, Peter (2005) Billion Dollar Game: how three men risked it all and changed the Face of TV, London: Little Brown.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at the timetabled sessions is key.

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Supplemental Information

Programme BoardArts & Media
Assessment Results (Pass/Fail) No
Subject PanelArts & Media
ModeratorDaniel Twist
External ExaminerWill Darlington
Accreditation DetailsScreenSkills (UK Delivery Only)
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Final Project Pitch – A factual television or multiplatform format including taster tape and one page treatment will be presented to a panel of producers and commissioners. After feedback during and after the pitch, the student can further develop the treatment and taster tape before final submission 40%
An essay that sets their developed factual format in a historical and contemporary TV and digital landscape. 30%
An extended treatment. 30%
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Demonstrations/ Poster presentations/ Exhibitions check mark 400

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck mark  300

Component 3
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of practical work check mark 300
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link:

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.