Games Development BSc (Hons) (Single Honours)
2015 - 2016
Bachelor of Science (Single Honours)
University of Chester
University of Chester
Thornton Science Park
Undergraduate Modular Programme
Full-time and Part-time
Classroom / Laboratory,
3 years full-time / 5 years part-time
Annual - September
Science & Engineering
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 4: This level will examine the foundations that underpin this subject, including introductions to programming; design theory; asset creation and user interfaces. Students get the opportunity to apply this understanding through group project work.
CO4005 (communication, presentation, data analysis and research skills)
CO4010 (user interfaces and user experience)
CO4034 (asset creation, use of 3D packages, creative skills)
CO4035 (games and design theory)
CO4036 (collaborative project work)
FHEQ Level 5: Continues the themes from level 4 and extends the theoretical knowledge of students. New skillsets are introduced (e.g. audio, AI, multi-player), and the extension of collaborative work to not only increase the understanding of the application of this knowledge to projects, but go on to include a larger emphasis on the skills necessary to be effective in the workplace.
CO5011 (digital audio)
CO5016 & CO5019/WB5101 (collaborative project work, team skills, project management)
CO5034 (character modelling and animation, game AI)
CO5035 (multi-player, Unity)
CO5125 (further programming)
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.
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 4
Find, read and understand software-specific texts, including primary sources, and reference them using an appropriate referencing format (all modules)
Making connections between subjects taught in separate modules (all modules)
Interpret basic and big data sets (CO4005)
Be able to write reports in a standard format (CO4005)
Analyse data using appropriate level tests of relationship, association, and difference (CO4005)
Problem-solving (CO4036 & CO4625)
FHEQ Level 5
Research and analysis of new areas of knowledge (CO5011, CO5034 & CO5035)
Further problem solving (all modules)
Planning a software project (CO5016)
The ability to synthesise knowledge across a range of modules and applying these in a work-based context (CO5019/WB5101)
Inter-personal problem solving (CO5016 & CO5019)
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 (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 4
Time management (CO4036)
Reflection skills (CO4036)
An awareness of ethical issues raised when working with technology (all modules)
Ability to use library resources in order to identify and retrieve source material, compile bibliographies, inform research and enhance presentations (all modules)
Familiarity with commercially used software (CO4034, CO4035 & CO4036)
FHEQ Level 5
The ability to work as a key member of a team (CO5016 & CO5019/WB5101)
Enhanced reflection skills (CO5019/WB5101)
Project management (CO5016 & CO5019)
Reconcile conflicting project objectives, finding acceptable compromises recognising the limitations of capability, capacity, cost and time (CO5016 & CO5019)
Appreciate the need for continuing professional development in this discipline (all modules)
Build and test software solutions for a range of application contexts (CO5016)
Familiarity with commercially used software (CO5016, CO5019 & CO5035)
FHEQ Level 6
The ability to plan, manage, conduct and report a complex individual project (CO6009)
Demonstrate an understand 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 (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 4
Describe and discuss technological issues clearly and accurately both orally (CO4005 & CO4036) and in written work (all modules)
Be able to write for an academic audience (all modules)
Ability to work as an individual and as part of a team to develop and deliver quality software deliverables (CO4036)
FHEQ Level 5
Communicate fluently with members of a team (CO5016 & CO5019)
Ability to communicate with multiple stakeholders in an appropriate way, in a variety of forms (CO5016 & CO5019)
Ability to negotiate and compromise on possible solutions to software project problems (CO5016 & CO5019)
Written and oral evaluation and reflection of technological subjects (all modules)
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 structure and content of the programme has been determined from a variety of sources.
University of Chester Undergraduate Ordinances
Academic Quality Support Services policies and documentation
Subject Benchmarking statements for Computing and to a lesser extent General Business and Management
Availability of staff and resources
In the context of this programme specification, a theme is taken to mean an individual subject area, potentially taught at all three levels depending on the programme. This aligns with the concept elaborated in the Computing Subject Benchmark statement.
This programme requires students to study six themes at Level 4. The number of themes reduces throughout the course as the student follows a more specialised path.
Games Theory and Implementation
This theme is core and must be studied at levels 4 and 5. Principles of effective game engineering are considered in relation to current and developing technologies. The design of a range of game genres is introduced, together with a detailed examination of ethical and legal issues. At Levels 5 and 6 the focus is placed on more formal methods of design and design documentation. This theme is further supported at Levels 5 and 6 with modules related to project management and software engineering.
This theme is core and must be studied at levels 4 and 5. This theme is a straightforward one, and links closely to the Games Theory and Implementation thread above. Students will use new technologies to build and animate games for a range of platforms and devices. At Level 4, emphasis is placed on the creation of 3D assets. At Levels 5 and 6, these skills are enhanced further to allow students to use industry-standard 3D development tools in the creation of levels, characters and artefacts. The use of principles from physics and mathematics principles is also required to control movement within games.
Programming games is a core component of this thread and ensures generic programming skills acquired in other modules can be adapted and utilised.
Programming reflects on various approaches to software development. Traditional programmers develop applications, but games programming professionals in general will require understanding of the software design process and may need to use scripting to implement sections of a project. This theme is core to the programme at all levels, and at Level 6, additional modules can be studied as options that allow students to further develop their programming skill.
Interactive Digital Media Techniques
This theme ensures that students have a comprehensive knowledge of the development of games assets and the industry-standard tools for their creation.
At Level 5 students must choose ONE from CO5019 or WB5101
At Level 6 students must choose 3 modules from CO6001, CO6014, CO6025, CO6026, CO6034 and CO6035, which MUST include at least ONE from CO6034 or CO6035.
Students graduate with BSc Honours on completion of Level 6 having obtained 360 credits (120 at Level 4, 120 at Level 5 and 120 at Level 6). Students may obtain an exit award of Diploma of Higher Education completion of Level 5 having obtained 240 credits (120 at Level 4 and 120 at Level 5). Student may obtain an exit award of Certificate of Higher Education on completion of Level 4 having obtained 120 credits.
The admissions data provided below was correct at the time of creating this programme specification (July 2015). Please refer to the prospectus pages on the corporate website www.chester.ac.uk for the most recent data.
A minimum of 280 UCAS points from GCE A Levels or equivalent. A typical offer would be BCC/BBC
BTEC Extended Diploma: DMM BTEC Diploma:D*D*
Irish Highers/Scottish Highers: B in 4 subjects
International Baccalaureate: 26 points
Access to HE Diploma to include 15 Level 3 credits at Distinction and 15 Level 3 credits at Merit
Please note that we accept a maximum of 20 points from GCE AS Levels and that Welsh Baccalaureate (core) and A Level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.
Applicants with a combination of lower qualifications and professional experience are considered individually on their own merits for Accreditation of Prior Experiential Learning.
[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
Level 4: Learning is predominantly tutor-designed and guided, and students are offered opportunities for individual initiative within this framework, which provides groundwork in subject-specific and transferable study skills and encouragement to communicate accurately.
Level 5: Learning remains largely tutor-guided and students are encouraged to work in collaboration with tutors and fellow students. There is opportunity for consolidation and development of appropriate study skills and for experiencing a range of appropriate methods for tasks in hand.
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, work-based/experiential learning, oral presentations, essays, 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:
Knowledge and understanding Unseen examination, appraisal of literature and systems, projects, presentations.
Thinking or cognitive skills Unseen examination, coursework exercises, projects/dissertation, presentations, group work.
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 Environment Artist
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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