University of Chester

Programme Specification
Games Development BSc (Hons) (Single Honours)
2015 - 2016

Bachelor of Science (Single Honours)

Games Development

Games Development (Raffles College, Singapore)

University of Chester

University of Chester and Raffles College of Higher Education, Singapore

Raffles College, Singapore

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory,

Normally 1 year full-time. (3 year full-time / 5 years part-time in total to include previous learning at Levels 4 and 5)

7 Years

Biannual - January - July




17a. Faculty

17b. Department

Science & Engineering Computer Science



Computer Science Undergraduate Board

Thursday 1st May 2014

  • To promote the academic, vocational and personal development of students;
  • To encourage a critically and theoretically informed and reflective approach to academic study;
  • To foster learning and research related to the academic, personal and vocational concerns of its students and staff;
  • To facilitate access to higher education and lifelong learning by flexibility in admissions procedures, and learning and teaching styles;
  • To develop skills and knowledge appropriate to preparation for postgraduate study or further research, and to a range of vocations and careers, particularly in the area of Games Development;
  • To provide effective, structured learning opportunities for undergraduate study in Games Development which promote the development of knowledge and understanding, research skills, skills of analysis and interpretation, skills of coherent argument, skills of communication and presentation;
  • To increase self-awareness and insight into both professional and ethical issues relevant to the discipline of Games Development.

Key knowledge areas are a firm grasp of Games Development and a systematic knowledge of the core areas as identified in section 27 (subject benchmark for Computing); in addition, students will have an understanding of the ways their skills are applied in today’s games industry.

FHEQ Level 6: At this level, students obtain an in-depth knowledge of Games Development skills, with the ability to specialise in specific areas relevant to the industry according to which modules they study:

  • CO6001 (project and organization management)
  • CO6014 (portfolio development)
  • CO6015 & CO6025 (applied and advanced programming)
  • CO6026 (AI, neural networks)
  • CO6034 (advanced 3D modelling)
  • CO6035 (advanced games theory)

In the dissertation module (CO6009), students will apply the taught knowledge learned in previous years to complete an implementation based project related to gaming showing competency in and understanding of the research, design, development and evaluation of that project.

Thinking and cognitive skills are expected to develop across the three years of study, with progression from an emphasis on clear description and understanding, to demonstration of analytical and critical skills by the end of the studies. The ability to reason scientifically, to synthesise information and data from various sources, to analyse, evaluate and interpret theories.

FHEQ Level 6

  • Solving problems and communicating solutions in a professional and rigorous fashion (CO6009 & CO6034)
  • Advanced problem solving with programming languages (CO6015 & CO6025)
  • Applied reasoning and analysis (CO6015, CO6026 & CO6035)
  • Planning and conducting projects (CO6001 & CO6009)
  • Evaluation of methodologies within the discipline (CO6009)
  • To capture knowledge and expertise and to document it appropriately (CO6009 & CO6014)

Students will demonstrate the ability to manage their time, and to plan, conduct and report research in a variety of formats, and deal with statistical and textual analysis of data. Students will gain experience in project management consistent with practice in professional contexts, as well as knowledge of ethical standards. They will demonstrate numerical skills appropriate to the interpretation of large data sets; the ability to work effectively in a team; the ability to plan and carry out work individually, keeping to deadlines; the ability to reflect upon their own learning and performance and enhance their abilities in the light of that reflection.

FHEQ Level 6

  • The ability to plan, manage, conduct and report a complex individual project (CO6009)
  • Demonstrate an understanding of current theories, models and techniques that provide a basis for problem identification and analysis, software design, development, implementation, verification and documentation (CO6009)
  • Apply software engineering techniques to a range of real-world problems and issues (all modules)
  • Organisation and project management skills (CO6001)
  • Professional specialisation (CO6015, CO6025, CO6026, CO6034 & CO6035)

Throughout the programme, a common theme will assess the students’ competency in delivering presentations to an audience so that they are able to perform this essential communication skill in industrial scenarios.

FHEQ Level 6

  • Fluent and accurate written communication, based on clear and critical argument and evidence-based reasoning (all modules)
  • Fluent oral communication suitable for an academic audience (CO6009)

The Game Development programme offered is a Level 6 top up Single Honours subject programme studied over one year on a full time basis (longer part-time).

Each module is worth 20 credits with 200 hours of associated teaching and learning, except for the double dissertation module which carries a 40 credit value and 400 hours of teaching and learning.

The programme takes into account the benchmarking statements for Computing and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland. The structure has at its core the establishment and development of knowledge, skills and understanding of Games Development at FHEQ Level 6.

Assessment of the modules is through academically, personally and vocationally orientated outcomes designed to prepare the student for graduate level work and/or further study.

At Levels 4 and 5 the student will have gained exposure to a wide range of theories, skills and practices underpinning the development of games, covering essential student skills, programming, 3D asset creation, game theory, design and practical implementation.

Level 6 then provides opportunities for more critical questioning and application in specialist areas. Through the three levels of graduated study students will have developed both subject specific and key/transferable skills applicable in a wide range of contexts.


Mod-Code Level Title Credit Single
CO6001 6 Managing a Computer Based Organisation 20 N/A
CO6009 6 Dissertation 40 Comp
CO6014 6 Online Portfolio Development 20 Comp
CO6015 6 Computer Games Programming 20 Comp
CO6025 6 Advanced Programming 20 N/A
CO6026 6 Intelligent Technologies 20 N/A
CO6034 6 Further 3D Modelling Techniques 20 Comp
CO6035 6 Advanced Games Theory and Implementation 20 Comp

The programme is modular and conforms to the nationally recognised credit structure adopted across the university sector. It is a single level programme (Level 6) in which the student must gain 120 credits.
The programme consists of four 20-credit modules and one 40-credit module (Level 6 dissertation). Each 20-credit module has an allocation of 200 notional learning hours.
The mode of study is full-time, or part-time, with attendance. At level 6 the student undertakes a compulsory individual dissertation.

Not applicable

Not applicable

The admissions data provided below was correct at the time of creating this programme specification (December 2015). Please refer to the prospectus pages for the institution concerned for the most recent data.

Entry to this programme requires the equivalent of 120 credits at Level 4 and 120 credits at Level 5, or APEL as agreed by the Faculty APEL co-ordinator.

This requirement will typical be met through an Advanced Diploma.

[QAA, 2007] clearly distinguishes between graduates in general Computer Science and graduates with a particular specialism. However, it places a responsibility on programme designers to meet the following criteria:

  • the course is designed as a coherent whole with theory, practical skills and applications integrated in a harmonious manner; it should be up to date in terms of developments in computing and current thinking on curriculum development and delivery; it should take appropriate account of issues such as the employability of its graduates and the needs of employers
  • it has clear and achievable aims, objectives and intended learning outcomes which match its title and the programme specification
  • courses are imaginatively designed to meet as effectively as possible the needs of the full range of intended students in terms of course length/duration, modes of attendance including part-time possibilities, location, structure and sequence, and optional elements
  • on each pathway every student will have exposure to those key topics and practices most relevant to its central objectives and title; the design of this should be informed by considerations articulated below
  • the course shows progression with later parts complementing, extending or building upon earlier ones
  • the programme presents coherent underpinning theory appropriate to the aims of the course, and this is further developed and used throughout the course. This should be such as to enable graduating students to adapt to future developments in the field. Overall, the course should reflect the rapid rate of change in the field and ensure that coverage is given to a selection of emerging topics so that students are aware of likely future developments in the subject together with their potential impact
  • courses need to be designed to possess themes that ensure students are equipped to contribute to the development of major components of computer systems in a manner that ensures they are fit for the purpose for which they were intended. The latter implies an understanding of the mechanisms that will ensure quality in both process and product and this will often mean a comprehension of how systems should be designed for use by humans
  • in those parts of the curriculum that relate to an engineering approach to the subject, the concepts of requirement, specification, design, implementation, evolution and maintenance are pervasive and an appropriate engineering ethos is present
  • in those parts of the curriculum that have a mathematical, scientific, psychological, aesthetic, systems, management or organisational orientation, there is appropriate underpinning which ensures that students acquire well-founded insight into the range of possible approaches
  • in practical coursework there is an opportunity for students to gain experience of working both in groups and as an individual
  • in relevant parts of the course students are encouraged to reflect, evaluate, select, justify, communicate and be innovative in their problem solving
  • there is provision for the development of a range of personal and transferable skills generic to all graduates
  • there is a major activity allowing students to demonstrate ability in applying practical and analytical skills (as they are present in the course as a whole). This will often take the form of a project carried out in the final year but individual institutions are free to use alternative arrangements where that would best fit their particular course structure or content
  • where appropriate in terms of meeting the overall objectives of a course, such activity as industrial placements are seen as a valued part of a course and are properly integrated in terms of preparation of students before this activity, debriefing and building on the experience afterwards, and assessment
  • the assessment strategy associated with the course is clearly documented and will allow the institution to show that graduating students meet the criteria set in this subject benchmark statement.

This programme has been designed specifically to meet the above criteria. Also, in line with the current benchmark statement the course matches the typical outcomes for a programme in a computing related discipline, namely that students should be able to:

  • demonstrate a sound understanding of the main areas of the body of knowledge within their programme of study, with an ability to exercise critical judgement across a range of issues
  • critically analyse and apply a range of concepts, principles and practice of the subject in an appropriate manner in the context of loosely defined scenarios, showing effective judgement in the selection and use of tools and techniques
  • produce work involving problem identification, the analysis, the design and the development of a system, with accompanying documentation. The work will show problem solving and evaluation skills, draw upon supporting evidence and demonstrate a good understanding of the need for quality
  • demonstrate transferable skills with an ability to show organised work as an individual and as a team member and with minimum guidance
  • apply appropriate practices within a professional, legal and ethical framework and identify mechanisms for continuing professional development and lifelong learning
  • explain a wide range of applications based upon the body of knowledge.

Reference QAA (2007) “Computing benchmark statement” QAA for Higher Education

Prior to entering this programme, during previous study at Levels 4 and 5, learning is expected to have been predominantly tutor-designed and guided, with students being encouraged to work in collaboration with tutors and fellow students.

At Level 6, students develop a greater responsibility for their own learning, both independent and collaborative. There is a consolidation of appropriate study skills and their application to independent enquiry in the form of a major individual research development project.


Lectures, seminars, supervised practical workshops, IT based learning, guided reading and resource-based learning, dissertation support programme, oral presentations, essays, reports, reflection and group work.

In order to achieve an appropriate mix of assessment of knowledge, understanding and skills, a blend of assessment methods is required:

  1. Knowledge and understanding
    Unseen examination, appraisal of literature and systems, projects, presentations.
  2. Thinking or cognitive skills
    Unseen examination, coursework exercises, projects/dissertation, presentations, group work.
  3. Practical skills
    Coursework exercises, project work.
  4. Transferable/key skills
    Reports, presentations, reflection through work based learning support and group presentation.

Subject to the overall pattern of assessment conforming to this strategy, each module is assessed by the most appropriate types of assessment, suitably weighted. Assessment and reassessment methods are detailed in the module outlines.

There are clear assessment criteria and a marking scheme for every assessment. Marking schemes identify levels of performance against specific learning outcomes. They indicate how the final mark will be derived, and are designed to facilitate second marking and constructive feedback to students from the tutor.

A graduate of this programme will be able to solve problems and communicate solutions across a broad range of areas within games, multimedia, digital media and computing, and will be able to evaluate and analyse alternatives from a number of theoretical models. On completion of their study a graduate will be well placed to enter a range of careers, typically:

  • Games Programmer
  • Technical Artist
  • Games Tester
  • 3D Modeller
  • Level Designer
  • Software Engineer
  • Games Environment Artist
  • Project Manager
  • User Interface Designer

The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression. 

The programme is delivered in English and provided the student has attained the defined standard there are no other cultural issues.

As a technology-oriented degree, there is a high likelihood that the majority of disabilities can be addressed using appropriate specialist hardware and software; individual applicants will be invited to discuss their individual needs with the programme leader and the applicant will be advised as to the provision that can be made for them, prior to accepting a place.


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