On this course you will develop thorough grounding in the key knowledge, understanding and practical skills required for a career in graphic design.
The strong emphasis throughout the course is on creativity and practical work. You will be challenged to experiment with advanced projects in art and design in an imaginative and considered way. You will work with both given and self-defined briefs to create a portfolio of art and design work.
You will be given an opportunity to explore different areas of graphic design, such as, digital imaging, corporate design, contextual referencing, typography and idea generation techniques. You will also develop a critical awareness of the historical and professional issues relevant to graphic design practice.
You will be taught through a combination of lectures, seminars and practical laboratory sessions. You will be working in teams to simulate industry practice and further enhance your transferable skills. Your studies will be supported by trips to galleries, museums and exhibitions.
You will be assessed through individual and group projects, visual and oral presentations and written assignments.
you are under 21 years of age at the start of the course, you must have at least one
of the following:
- At least one GCE A-level
pass. In addition, you should have appropriate supporting passes at GCSE
(including English and Maths at grade C or above) or Key Skills Level 2
qualifications in communication, IT and Application of Number or
- A Level 3 qualification
such as: BTEC level 3 Diploma, National
Diploma, Advanced GNVQ/NVQ, AVCE/VCE, Foundation Certificate in a relevant subject
- Access to Higher Education in a relevant subject
- Advanced Modern
Apprenticeship with Level 3 qualifications in a relevant subject
- An equivalent foreign
- Any other level 3
qualification in a relevant subject
If you are over 21 years of age, you may demonstrate a more
varied profile of achievement that is likely to include relevant work
experience and/or achievement of a range of professional qualifications in their
Pearson BTEC Higher National Diplomas are well-established and internationally recognised qualifications to offering graduates progression directly to employment. Successful completion of the course can lead to employment in careers in museums, galleries, film and TV graphics, corporate design, marketing and other new media routes.
They are also a recognised and popular route to a university degree. On successful completion of your Higher National Diploma you can progress directly to a 1-year BA (Hons) degree top up.
BTEC Higher Nationals in Graphic Design have been developed with career progression and recognition by professional bodies in mind. It is essential that students gain the maximum benefit from their programme of study.
You will able to apply for a student membership of the Chartered Society of Designers.
To qualify for the Pearson BTEC Higher National Diploma in Graphic Design you must achieve at least 240 credits.
- A minimum of 65 credits must be at level 4
- A minimum of 125 credits must be at level 5
You will study these modules:
|UNIT CODE||UNIT NAME||UNIT LEVEL||UNIT CREDIT|
|HNGD 101||Visual Communication - 4||4||15|
|HNGD 102||Ideas Generation and Development - 4||4||15|
|HNGD 103||Contextual and Cultural Referencing - 4||4||15|
|HNGD 104||Professional Practice - 5||5||15|
|HNGD 108||Ideas in Context - 5 ||5||15|
|HNGD 110||Photographic Techniques - 4||4||15|
|HNGD 111||Design Principles - 4||4||15|
|HNGD 129||Corporate Identity in Graphic Design - 5||4||15|
|UNIT CODE||UNIT NAME||UNIT LEVEL||UNIT CREDIT|
|HNGD 105||Project Design, Implementation and Evaluation - 5||5||20|
|HNGD 121||Personal Style in Graphic Design - 4||4||15|
|HNGD 122||Referencing and Sources - 5||5||15|
|HNGD 125|| Advanced Typographic Design - 5||5||15|
|HNGD 131||Cultural Interpretation in Graphic Design - 5||5||15|
|HNGD 132||Packaging in Graphic Design - 5||5||15|
|HNGD 165||Animation Techniques for Interactivity - 4||4||15|
Tuition fees for Part-Time Programmes - 2013/2014
|Higher National Certificate
|Higher National Diploma
|Higher National Certificate
|Higher National Diploma
|Postgraduate Standard Diploma
|Top up degree programmes
|Top up degree programmes
- The above tuition fees do not include textbooks, study
materials or accommodation fees.
- 5% discount is offered to self-paying students who
settle the annual tuition fees in full before the start of
the course. This discount applies only when the annual fee
- Administrative charges of £100.00 or £150.00 apply to
payments by installments (please refer to payment policy
- Additional fees per module apply to re-assessments and
- A graduation fee of £200.00 will be charged to all
students attending the Graduation Ceremony.Students who do
not wish to attend their Graduation Ceremony will be
£200 graduation certification fee, depending
on the award and additional services requested (eg
apostille, international postage, notary public
certification, etc). These charges are due on the final
year of study.
To be classified as a home
student for the purpose of tuition fee payment:
The three year residence rule also applies to you if you have:
- you must be a British or EU national
- you must have resided in the European Union for three
years prior to the start of your course
- an indefinite leave to remain in the UK visa
- a spouse/partner/dependent visa
- any other visa which permits you to remain and work in
the UK without any restrictions
Note: Before you apply, please make sure you have access to your email, prepared document scans (picture, passport, other supporting documents)
Please click here to proceed with Online Application (opens in new window)
Visual Communication - 4 [HNGD 101]
Learners will be expected to develop an understanding of the role and responsibilities of the artist, designer and craftworker in a commercial context and to acquire the ability to communicate ideas through drawing and other visual techniques and skills. Learners need to engage in integrated research to include analysis of the brief, preparation of initial ideas, market research, investigation and practical exploration into materials, processes and techniques. Learners will need to explore the visual and tactile properties and characteristics of materials. They will also need to investigate contexts and demonstrate the ability to select and interpret research information through design development. This will necessitate practical first-hand experience in manipulating materials to meet requirements of briefs. It is important that a level of practical competence is shown in studio and workshop practice combined with evidence of an awareness of relevant safe working practice. Learners will need to gain a thorough understanding of design practice, relevant legislation, including health and safety, public liability and copyright law. Learners should keep records of all professional practice (meetings, attendance, punctuality, contracts etc) and provide evidence of the correct use of terminology and vocabulary in written and oral presentation. It is important that learners gain a thorough understanding of contemporary professional practice and guest speakers, workshops, visits to design studios and appropriate exhibitions will contextualise practical studies.
Ideas Generation and Development - 4 [HNGD 102]
This unit introduces a number of idea-generating techniques to demonstrate that creative thinking is a skill that can be continually developed. Evidence of ‘thinking on paper’ may take the form of ‘open-ended’ idea sheets and visual/verbal ‘mind maps’. Learners will be encouraged to originate ideas which fulfil visual communication objectives. Learners will also be required to use mark-making techniques to express their ideas on paper and they should be able to identify the cultural contexts in which their ideas work. Selection, review and development of ideas should be evidenced in sketchbooks, design sheets, thumbnails or concept sheets. Learners should be encouraged to research the creation of graphic imagery and digital portfolio and be exposed to a broad cross section of good quality examples. In particular, the study of graphic and visual imagery in relation to different cultural contexts should be wide ranging and eclectic. Their study could include examples from contemporary youth and music culture to which material from other cultures can then be related. A series of progressively developed idea sheets and concept boards could culminate in clearly expressed ideas produced by learners to meet specific communication tasks. Visual communication assignments should be inventive and stimulating, and, where possible, should have topical and/or contemporary cultural relevance. In addition, experimentation and risk taking should be encouraged. Discussion and criticism should concentrate on the potential and interest of ideas and this can be presented separately or in the form of annotations to visual ideas sheets, concept boards and collections of exemplar material.
Contextual and Cultural Referencing - 4 [HNGD 103]
This unit develops learners’ knowledge of the cultural history and social theory which informs current thought and debate across the visual arts. Emphasis is on research and study skills and on learners acquiring source material and knowledge. For this unit learners will need to be familiar with a broad sweep of the historical and cultural developments which inform current thought and debate about art and design in general and their chosen specialism in particular. Also presentation skills will be applied in a practical context. Notebooks and visual diaries should indicate that learners understand and develop information received from lectures and seminars. Oral presentations and illustrated assignments should form part of learners’ practical work and can be linked to practical units.
Professional Practice - 5 [HNGD 104]
This unit serves to evaluate and assimilate learners’ skills to provide a coherent, creative and professional portfolio of work which can be used for subsequent interviews and presentations. Portfolios will be focused on individual career paths and should be in the most appropriate format, eg paper based, CD, website, blog, vlog, integrated media. Learners will also prepare for their future, through participation in self-analysis and reflection, recognition of strengths and weaknesses, goal setting, practising interview techniques and making applications for jobs. Learners will be expected to research their intended career path and specific job role in order to be well informed of the strategies and knowledge needed to conduct successful interviews. Opportunities will be given to the development of a business database and the opportunity to formulate a long-term career plan or further study proposal. This will be supported by the creation and production of a self-promotional package, including an updated CV, business cards, web page and other appropriate promotional tools. This unit will allow learners the time to reflect on the previous years of study and to assess their strengths and weaknesses. It will allow evaluation of their own progression, the contribution they have made to their subject and the broader critical debate surrounding their subject. Learners will work in groups to help each other understand their strengths and weaknesses. Tutorials will be conducted throughout the unit with a formal in-house job interview and presentation critique at the end of the unit. The unit should be further enhanced by input from visiting practitioners from a selection of areas within the specialist subject. Learners should be encouraged to contact potential employers for interviews, work shadowing or work placement.
Ideas in Context - 5 [HNGD 108]
This unit extends and develops the generation of ideas. Learners are required to generate ideas
to fulfil complex visual arts objectives involving social, cultural and commercial considerations.
Learners will evolve and adapt ideas to suit a range of different applications in their specialist
areas. They will work independently and with others in generating and developing ideas.
Learners must also prepare ideas for professional presentation.
Photographic Techniques - 4 [HNGD 110]
This unit enables learners to develop skills across photographic techniques on location, in the studio and from initial capture, through processing to output.
Artists, designers and craftspeople use photography as a means of recording visual information, developing ideas for their working practice, recording the development of their work and publicising their portfolio and output.
In this unit learners are encouraged to develop practical experience and skills in using photographic equipment and techniques. Learners will use a range of camera types and learn about their potential application and they will use studio set-ups and basic lighting configurations.
They will explore the potential of photographic techniques, in order to inform their subsequent approaches to using photographic imagery. Learners will need to select and use techniques and equipment appropriate to their creative intentions and evaluate their success in achieving their aims.
Design Principles - 4 [HNGD 111]
The aim of this unit is to enable learners to develop knowledge and understanding of the issues that have informed debate on the purposes and processes of design.
In this unit learners will develop an understanding of how the attitudes of designers, makers and end-users influence the appearance and function of design solutions. These attitudes are informed by the changing values of society and the cultural context within which designers work.
The unit encourages learners to question the roles of form, function, culture, context and concept in relation to materials, techniques and processes and to reflect on their own distinctive approach to design. Work produced for this unit should be in the learner’s own design specialism and may take the form of case studies, critical essays and practical projects that demonstrate an understanding of these issues and develop personal interpretations of them. Learners will find that in practice, these areas are not always distinct from each other and that one can interweave another eg an investigation of the relationship between form and function might raise issues around truth to materials. This is a realistic reflection of the ever-shifting emphasis that design has in a socio-cultural context that is constantly being reinvented by technological advances, globalisation, mass media and the emergence of internet-based communities that straddle the traditional place, language and ethnicity.
Corporate Identity in Graphic Design - 5 [HNGD 129]
In this unit learners will gain an understanding of the social, cultural, commercial and historical contexts in which corporate identity has evolved and is currently defined. Learners will also gain practical experience in developing and applying creative and effective solutions through the use of visual methodologies to present a corporate message. Through these activities, learners will develop their understanding of the ways a symbol or logotype can transcend or be limited by cultural, ethical and commercial factors.
Project Design, Implementation and Evaluation - 5 [HNGD 105]
This unit gives learners opportunities to develop skills in decision making, problem solving and
communication, integrated with the skills and knowledge developed in many of the other units
within the programme to complete a realistic project.
The unit requires learners to select, plan, implement and evaluate a project and present the
outcomes, in terms of the process and the product of the project. It also allows learners to
develop the ability to work individually and/or with others, within a defined timescale and given
constraints to produce an acceptable and viable solution to an agreed brief.
If this is a group project, each member of the team must be clear about their responsibilities at
the start of the project and supervisors must ensure that everyone is accountable for each aspect
of the work and makes a contribution to the end result.
Learners must work under the supervision of programme tutors or work-based managers.
Personal Style in Graphic Design - 4 [HNGD 121]
This unit aims to develop learners’ understanding of personal style in graphic design, through research. The unit also aims to develop skills in communicating a personal style.
Learners should already have investigated a particular specialisation with an individual style of expression and visual imagery. Learners will explore a broad range of media to communicate a wide range of messages using historical and contemporary examples. Learners will be encouraged to experiment and explore the limits of their preconceived ideas and abilities. Contemporary styles in visual communication will be seen in context and learners will be encouraged to look towards their continuous progression in design.
Learners need a supportive and enthusiastic environment in which their preconceived ideas about their personal style might be challenged. In a world where new means of communicating are constantly developing and an increasingly sophisticated audience demands new approaches, the development of style should be seen as a continuous activity.
It is important that learners experiment with different media to test their enthusiasm for a particular style. At the conclusion of the unit a learner should have a sequential portfolio of work that demonstrates a willingness to experiment with different media. Learners should also test their own convictions of the style they favour and an ability to use it to communicate a wide range of
messages to different audiences.
Referencing and Sources - 5 [HNGD 122]
This unit is designed to encourage expertise and professionalism in the critical and practical activities involved in image research, selection, evaluation and production. Learners will be expected to source information from relevant primary and secondary sources, applying both traditional and digital techniques to convey ideas and messages. The resulting visual communication will be expected to convey a range of outcomes from literal and descriptive image making, through to metaphor, allegory and abstraction. This unit will be delivered most effectively through practical project work in different disciplines. A combination of set and self-directed briefs should be used. Project briefs should require learners to explore a wide range of sources and produce substantial amounts of experimental imagery before progressing to their final work. The unit should focus on developing critical selection, original ideas generation and the evaluation of imagery as a persuasive and valid method of communication. More importantly learners will be encouraged to expand their approach to the selection, production and use of visual imagery to a more challenging and thoughtful level, both in terms of the images themselves and the skills and technologies used to generate them. Evidence for this unit should take the form of a portfolio of examples generated through practical activity. These will include image making produced by the learner, together with imagery collated from a wide range of secondary sources. This imagery should range from the abstract to the literally descriptive. Evidence for the unit should confirm that the learner has researched, selected, edited and manipulated visual imagery to convey a range of ideas and messages, and the final presentation of two- and three-dimensional work should support this. Learners should demonstrate critical and evaluative skills through a personal presentation which should confirm clear understanding of the sourcing, selection and production of appropriate referencing in art and design.
Advanced Typographic Design - 5 [HNGD 125]
This unit focuses on the application of typographic knowledge. Through theoretical research and
practical briefs, learners will enhance understanding and apply typographic structures in the
completion of a series of projects. These should allow the learner to explore how the intended
applications and audiences have a direct bearing on choices made.
Working on the projects will stress the importance of typography and the wider applications of
using type and imagery within a range of outcomes.
Working with typographic elements within given parameters gives learners the opportunity to
manipulate space, shape and form using defined grid structures.
Cultural Interpretation in Graphic Design - 5 [HNGD 131]
This unit aims to develop skills and understanding of the way in which aesthetic, social and cultural values underpin visual communication and their use by commercial visual communication.
In this unit learners are encouraged to explore the idea that visual communication is often about reconciling personal aesthetic ambitions with wider social, cultural and commercial considerations.
Learners are encouraged to produce independent visual material that is free of restraints of a defined communications task, and then adapt the work to perform a communication task.
Packaging in Graphic Design - 5 [HNGD 132]
In this unit learners should examine packaging as a starting point for gaining knowledge and
confidence in producing new and innovative packaging solutions. Consideration of practical,
aesthetic and environmental issues should be combined with awareness of the needs of current
technology in packaging manufacturing. Understanding of the developments of packaging design
and technology should be combined with a creative and practical exploration of materials and
processes. The delivery of this unit should concentrate on the fundamental principles of
packaging before turning to specific issues related to current practice. The learner needs to
realise that packaging is a valid and powerful tool of communication.
Learners should explore and experiment with the origins of packaging (eg leaves to wrap food,
grass to bind bundles of wood). Tutor-led examination of natural packaging (eg eggshells, fruit
skins, chrysalis) can be used to look at the diversity in the natural and human environment. In
researching packaging, consideration will need to be given to its transition from the utilitarian to
To keep the learning current, an understanding of contemporary manufacturing technology is
essential to ensure learners apply their knowledge to their design work. Where possible, learners
should visit suitable companies to gain first-hand experience, backed up with access to trade
press, exhibitions and company promotional material.
The final presentation of finished packaging should be assessed in the light of the original
intention of the learner.
Animation Techniques for Interactivity - 4 [HNGD 165]
Animated interactive applications are designed to bring to life choices for users and to give them a degree of control over how they work with environments, items, people and situations. As webbased commerce and virtual businesses continue to expand so the demand for visual material to support these virtual enterprises increases. Customers and consumers are demanding more sophistication from the virtual world, and businesses require interactive interfaces to meet this increased traffic and awareness. The world of e-learning also requires interactivity in the creation of virtual learning environments. Artists and designers also continue to develop new approaches to using interactivity and combinations of media-based imagery. In this unit learners should explore the concepts of animation and how it can be applied in different contexts. The role and potential of animation to develop art and design products should also be explored. Learners should work with 2D and 3D software to produce digital animation work. Imagination and creativity should be balanced alongside the technical requirements of being able to work effectively in these areas. Work produced will be used to develop a virtual environment, offering interactivity for the user, and locating learners’ exploratory work within contemporary practice.