FdA Professional Floristry

Writtle University College
United Kingdom
Study mode
2 years
Tuition fee (local)
Information not available
Tuition fee (foreign)
USD 28,248

Entry Requirements

  • UCAS Tariff Points: 120 - 200
  • GCE A Levels: 120 UCAS Tariff points, to include one GCE A level grade C or above
  • Irish Certificate: 120 UCAS tariff points, to include 2 x ILC higher at B3
  • Scottish Highers: 120 UCAS tariff points, to include 2 x higher at B
  • International Baccalaureate (IB) Diploma: Minimum of 24 points (pass) (260)
  • BTEC Level 3 Extended Diploma: PPP (120)
  • BTEC Level 3 Diploma: MP (120)
  • C & G Level 3 Extended Diploma: Pass (120)
  • C & G Level 3 Diploma: Merit (160) or a Pass (80) in combination with other qualifications

English language requirements
If you do not have English as a first language, you will normally be required to demonstrate an IELTS overall score (or equivalent) of:

  • 5.5 with a minimum of 5.0 in all elements for a Further Education course
  • 5.5 with a minimum of 5.0 in all elements for a Foundation degree, Higher Certificate or Higher Diploma
  • 6.0 with a minimum of 5.5 in all elements for a degree
  • 6.5 with a minimum of 5.5 in all elements for a postgraduate degree

If you have lower scores, you may be accepted onto a Pre-sessional English Language course, which can lead to entry to the appropriate programme of study.



  • ​Developing Graduateness - This module introduces the School of Sustainable Environment students to the academic and personal skills they will need to make the most their time in HE study. It also begins their orientation to the world of work in their respective target sectors (conservation, horticulture, agriculture and floristry). The module is team taught with some subject specific and some interdisciplinary delivery allowing the students to appreciate the wider context of their subject and to collaborate across a wider range of students than their other modules allow. The module is designed to induct students into the expectations of HE study, e.g., academic literacy and numeracy, ICT skills, constructive team-working, and self-reflection on their progress across all their modules. These aspects of study are contextualised to the students’ interests and aspirations by working with sector relevant material to assist the students in their professional development planning and encourage independence and ownership of their studies and career aims.
  • Transferable Floristry Techniques - This module introduces and equips students with a range of traditional floristry skills and essential product knowledge, complementing their industrial experience. The module introduces plant classification, identification of flower and foliages and plant responses to environmental influences. To develop the manual dexterity required to produce work of a high technical standard as set by the Society of Floristry. Students will research traditional design styles through studying and investigating the work of UK floral artists. They will be expected to formulate their own views, interpretations and ideas on the basis of research and analysis.
  • Contemporary Floristry 1 - This module is intended to equip students with the skills and understanding of design principles expected of a professional florist. It will build on the student's experience to develop the manual dexterity and recognition skills needed to produce quality floristry products. The module is primarily concerned with the use of contemporary design theories, techniques, materials and mechanics used to enhance floristry items produced in a UK context.
  • Learning Through Work (PF) - This is the first part of a 60 credit Work-based Learning Strand that is designed to be contextualized to meet the needs of individual academic disciplines and/or learners. The module can be delivered in one or more work related contexts and a detailed interpretation of this specification will form part of the process. The module embraces three work-based themes; employability, skills development and knowledge recognition, creation and development in the workplace and explores the relationships between the world of work and the academic discipline. The student will be expected to acquire new skills and consolidate previous experience in line with the expectations of the qualification benchmark and external stakeholders.


  • Foundation Degree Academic and Professional Development (PF) - This module is intended to develop scholarly and professional skills in an integrated way in the context of the career aspirations, industry sector and academic discipline of the individual student. It is intended that the flexibility of this module will allow subject specific benchmark standards as defined by the Quality Assurance Agency for Higher Education (QAA) to be incorporated depending on the particular HE programme that the module is serving. In continuing with their personal development planning students will gain a deeper understanding of the need for the development of professional and managerial skills within their industry sector and the development of research skills appropriate to their academic discipline. The module begins by enabling students to develop a critical understanding of career development, and the process of personal development planning for their careers. The module supports the career development learning outcomes described in particular Course Programme Specifications (and related Subject Benchmark Statements). Students develop their understanding of personal development planning leading to the identification of realistic and satisfactory career goals and the skills development and knowledge acquisition that will be necessary to achieve these. In the context of their specific sector the module provides a basis for the student to understand their eventual role in dealing with complex situations as professional practitioners and managers. It provides an understanding of the key aspects of the operation of organisations which the student may encounter in their career; financial, human and market focused. Exercises and case studies will provide material for students to discuss management issues, typical of those encountered in the “world of work”. This module will also enable students to develop skills of independent enquiry, undertaking a sustained investigation into a topic of relevance to their academic and professional development. The module provides the opportunity to develop planning and analytical skills, safe and accurate collection of data, precise and appropriate processing of data and information, report writing, presentation and communication skills. Students wishing to progress to an Honours degree will undertake Bridging Studies which build upon this module and prepare them more fully for the Level 6 Dissertation module or equivalent. This module is intended to be carefully contextualized to ensure its relevance to each academic discipline and industry sector. The indicative content, skills development and learning materials are consequently not intended to be prescriptive or exhaustive.
  • Current Trends in Floral Design - This module is intended to equip students with the skills and knowledge of floral design from several countries, investigating and researching floral designers who influence and are instrumental in the global development of trends, (including environmental issues) in the floristry industry. The module is concerned with exploring the new European design schema and concepts, enabling students to explore their own creative, ambitious ideas within floral designs. A strong emphasis will be placed upon student orientated research into current trends and the development of future trends connected to design movements within the industry. Students will gain an understanding and awareness of different cultures and gain knowledge of the importance of flowers within these cultures. Advanced floristry technical skills will be explored and developed within a commercial context including costing and budgeting resources, global availability of products and international trade.
  • Contemporary Floristry 2 - This module is intended to provide students with the opportunity to build on skills and knowledge gained during Transferable Floristry Skills and Contemporary Floristry 1 module. Students will further their floral design ideas and technical knowledge from influences and trends outside the UK. The module introduces students to venue decoration and the use of interior planting schemes at a standard required of a leading professional florist. The module allows students to investigate a range of interior plants in terms of their, care and maintenance with consideration of their social and health/well-being effects in a variety of commercial venues. It will build on the students’ industrial experience to further develop the manual dexterity and evaluative skills needed to produce the highest quality of floristry and interior planting products in a contemporary style.
  • Learning From Work (PF) - This module complements and develops the Level 4 Learning Through Work module. It may be studied as a discrete entity or the activities integrated with those undertaken in the Level 4 module, depending on the work-related context. It is normally expected that the learning will relate to a period spent in an external work environment and, where possible, in a work placement constituting a minimum of ten working weeks or equivalent. This is notionally 400 hours, although achievement of Learning outcomes is more important than actual time served). The module is designed to be contextualized by the course team, student and/or employer/client and the student is required to manage his/her learning in the context of the work function. The students will develop a wider range of higher level technical skills, but also the cognitive abilities and personal attributes that are conducive to successful performance at work. Critical reflection is required, focusing on personal and professional qualities and the role within the workplace. The module enables students to gain a critical understanding of career development and personal development planning, focusing on understanding the links between personal action, work and society.

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