Foundation Degree(FdSc)

3D Animation and Games Development

Validation and Programme Specification Documentation

Validated 2013

Re-validation 2016

V 16/17 – no changes

Contents

Rationale

Links with other Organisations and Partnerships

Student Market and Sources of Recruitment

Recruitment Target

The Programme: FdSc 3D Animation and Games Development

Programme Specification: Bangor University/ Grŵp Llandrillo-Menai

Main Educational Aims of the Programme

Intended Programme Learning Outcomes

Programme Structure

Criteria for Admission

Selection Procedures

Teaching and Learning Methods

Regulations of Assessment

Student Employability and Career Opportunities

HE Staff Development

Academic and/or Professional Expertise

Engagement with aims

Assessment Profile

Methods of Assessment

Mapping of Employability Skills

Level 4 Module Descriptors

3D Environments (Core)

Audio Production

Interactive Media Design

Introduction to 3D Modelling and Animation

Introduction to Character Modelling

Programming Principles and Practice (Core)

Research and Study Skills

Level 5 Module Descriptors

Character Modelling and Animation

Professional Reflection and Personal Development

Entrepreneurship & Self-promotion

Games Design Major Project (Core)

Programming for 3D Games (Core)

Games Industry Research Project

Assessment

FdSc 3D Animation and Games Development

Programme Structure (2 years FT)

FdSc 3D Animation and Games Development

Programme Structure (4 years PT)

Programme Structure (4 years PT)

Statements of Support

Appendices (provided separately)

  • FdSc 3D Animation and Games Development Employer Guide
  • Staff Curriculum Vitae
  • Programme/Course handbooks & general book (VLE link)
  • Minutes of Programme meetings/Employer Focus Groups / Student Engagement discussions
  • The GLLM Institutional Document

Rationale

The Grŵp, as part of its higher education strategic plan, aims to promote, introduce and develop its range of foundation degrees and honours degrees for the community in which it serves. As such, the Computing & Media TechnologiesDepartment are keen to continue with the FdSc 3D Animation & Games Development but to update after consultation with relevant groups and LMI reports. This qualification will continue to develop both knowledge and skills in general and vocational practice, as well as specialist expertise and applied competence within the field of 3D animation and games development.

This qualification will enable continuous personal development for individuals looking to enter into relevant employment in the sector or progress to level 6, and add professionalism to the industry through the acquisition of appropriate skills and knowledge at levels four and five. Learners at level three and above will also have available locally a vocational pathway into higher education within a field of study they wish to focus upon. This course will allow for progression from the successful BTEC Extended Diploma in 3D Animation & Games Development which we have delivered successfully at the College since 2009, and also from other related BTEC courses within the Department (These courses include BTEC Extended Diplomas in Software Development, IT Practitioners, and Creative Media.)

Researchby government- funded NextGen Skills Academy in early 2015 indicated that over 45% of animation, video games & visual effects companies were experiencing a skills shortage – compared with just 5% of employers in other areas of the UK business world. This provides further evidence of the need to provide the FdSc 3D Animation and Games Development to those learners in Wales in order to meet the current increasing demand and expected continued demand for such skills. Further research has also shown that “95% of UK video games companies are micro or small businesses.”[1]

Links with other Organisations and Partnerships

The Grŵp has established contacts and links with relevant organisations within the media sector and beyond. These include:

  • Tape
  • Rondo
  • The Games Homepage
  • Qwizdom UK Ltd

Support for this continued programme can be seen under the statements of support at the end of this document.

Student Market and Sources of Recruitment

The FdSc in 3D Animation and Games Development has run for the first two years attracting learners fromthe BTEC Level 3 Software Development, Level 3 ICT, Level 3 Media and Level 3 Computer Games Design courses.

Recruitment Target

Recruitment is in-line with recruitment targets originally set in the 2013 validation of 12 students each year, and it is hoped that if we are successful in validating a Level 6 in 3D Animation & Games Development this will strengthen recruitment and see an increase in applications with a clear route through to BSc.

The Programme: FdSc 3D Animation and Games Development

Programme Specification: Bangor University/ Grŵp Llandrillo-Menai

Awarding body/institution / Bangor University
Teaching institution / Grŵp Llandrillo-Menai
Campus / Rhos
Details of accreditation by a professional, statutory or regulatory body / N/A
Type of professional, statutory or regulatory accreditation / N/A
Is accreditation in some way dependent on choices made by students? / N/A
Final award/s available / Foundation Degree (FdSc)
Certificate of Higher Education
Award title / 3D Animation and Games Development
JACS 3 code / I600
UCAS code (from admissions) / 6T49
Relevant QAA subject benchmark statement/s / Computing (2016) and Communication, Media, Film and Cultural Studies (2008)
Other external and internal reference points used to inform the programme outcomes / Foundation Degree qualification benchmark (2010)
Foundation Degree Characteristics (2015)NUS - CBI: Working towards your Future - Making the most of your time in higher education (2011)
Mode/s of study / Full time, part time and by individual module/s
Language of study / English and bilingually where expertise and resources permit
Date at which the programme specification was written or revised / Validated 2013
Re-validation 2016

Main Educational Aims of the Programme

The Programme aims to:

  • teach current game development processes using industry standard software;
  • consider applications of new technologies;
  • reinforce the principles of 3D animation and games development;
  • provide individuals with the ability to develop computer games as part of a team, or on their own and engage with professional methodologies;
  • provide a pathway to honours degree and/or employment.

The distinctive features of the Programme aim to:

  • increase competencies and develop transferable skills such as self-awareness, self-directed learning through research and reflection;
  • satisfy demand for students to gain a recognised academic higher education qualification;
  • provide ongoingpersonaldevelopment which equips learners with valuable skills and competencies for their futures; and
  • provide learning opportunities for those wanting to move into the computer games industry and/or animation companies.

Intended Programme Learning Outcomes

To gain an FdSc3D Animation and Games Development, the student will have demonstrated A) subject knowledge and understanding, B) cognitive skills, C) subject-specific skills and D) employability skills evidenced through achievement of the learning outcomes articulated within each of the programme modules.
A) Knowledge and understanding in the context of the subject
A1:Define essential facts, concepts, principles and theories relating to computing and computer applications as appropriate to 3D animation and games development
A2: Compare new and emergent media forms and their relation both to their social context and to earlier forms.
A3: Interpret Interrelationships of technological and social change.
A4: Describe technologies and processes linking production, distribution, circulation and consumption.
A5: Discuss legal, ethical and regulatory frameworks that affect media and cultural production, manipulation, distribution, circulation, and consumption.
A6: Explain how in creative industries individuals, or collaborative project-oriented teams, are formed, operate and complete their work. / B) Cognitive skills
B1: Analyse the extent to which a computer-based system meets the criteria defined for 3D animation and games development now and in the future.
B2: Computational thinking including its relevance to everyday life.
B3: Present succinctly to a range of audiences (orally, electronically or in writing) rational and reasoned arguments that address a given information handling problem or opportunity.
B4: Analyse 3D computer games in terms of general quality attributes and possible trade-offs presented within the given problem.
B5: Undertake various forms of research for reports, projects or creative productions involving independent enquiry / C) Subject-specific skills
C1: Deploy appropriate theory, methodologies, practices and tools for the specification, design, implementation and analysis of computer-based systems for 3D animation and games development.
C2: Specify, design and construct a 2D/3D computer game using appropriate games design principles.
C3: Operate computing equipment effectively in terms of games development, taking into account its logical and physical properties. / D) Employability Skills
D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning.
D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others.
D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty.
D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions.
D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning.
D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts.
D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines.

1

Table 2: Programme Learning Outcomes by Module and Level of Study

Title of Level 4 Module / Programme Learning Outcomes
Subject Knowledge and Understanding / Cognitive Skills / Subject Specific Skills
A1 / A2 / A3 / A4 / A5 / A6 / B1 / B2 / B3 / B4 / B5 / C1 / C2 / C3
3D Environments (20) Core /  /  /  /  /  /  /  /  /  /  /  /  / 
Audio Production (10) /  /  /  /  /  /  /  /  /  / 
Employability-based Learning (20) /  /  /  /  /  /  / 
Interactive Media Design (10) /  /  /  /  /  /  /  /  /  /  /  /  / 
Introduction to 3D Modelling and Animation (20) /  /  /  /  /  /  /  / 
Introduction to Character Modelling (10) /  /  /  /  /  /  /  /  /  /  /  / 
Programming Principles and Practice (20) Core /  /  /  /  /  /  /  / 
Research and Study Skills (10) /  /  /  /  /  /  /  / 
Title of Level 5 Module / Programme Learning Outcomes
Subject Knowledge and Understanding / Cognitive Skills / Subject Specific Skills
A1 / A2 / A3 / A4 / A5 / A6 / B1 / B2 / B3 / B4 / B5 / C1 / C2 / C3
Character Modelling and Animation (20) /  /  /  /  /  /  / 
Professional Reflection and Personal Development (20) /  /  /  /  /  /  /  / 
Entrepreneurship and Self-Promotion (20) /  /  /  /  /  /  /  / 
Games Design Major Project (20) Core /  /  /  /  /  /  /  /  /  /  /  / 
Programming for 3D Games (20) Core /  /  /  /  /  /  /  /  /  /  /  /  /  / 
Games Industry Research Project (20) /  /  /  /  /  /  /  / 

1

Programme Structure

Table 3: FdSc3D Animation and Games Development: Module Content

FdSc240 credits

Certificate of Higher Education 120 credits

Level 4 Modules: 120 Credits

Core and Compulsory Modules
3D Environments (20) Core / Introduction to 3D Modelling and Animation (20)
Audio Production (10) / Introduction to Character Modelling (10)
Employability-based Learning (20) / Programming Principles and Practice (20) Core
Interactive Media Design (10) / Research and Study Skills (10)

Level 5 Modules: 120 Credits

Core and Compulsory Modules
Character Modelling and Animation (20) / Programming for 3D Games (20) Core
Professional Reflection and Personal Development (20) / Games Industry Research Project (20)
Entrepreneurship and Self-Promotion (20) / Games Design Major Project (20) Core

Criteria for Admission

Academic requirements:

  • Applicants will normally be expected to have gained 180 UCAS points where 140 points are from a computing or media related level 3 course, or similar A2 subjects.
  • GCSE passes at Grade C or above (or Key Skill equivalent) in Mathematics, Welsh (first language)/English and Science;

Those without such qualifications are considered on an individual basis and a wide range of prior experience may be taken into account.

The candidate will be asked to attend the interview to ensure both parties understand the commitment required.

Welsh/English language requirements:

  • GCSE grade C, or above, or equivalent
  • Any degrees, diplomas or certificates eligible above should have been taught and assessed in Welsh/English, or
  • For overseas applicants, for entry onto Level 4, English fluency to TOEFL 525 or higher (with no element less than 500), or IELTS 5.5 or higher (with no element less than 5.0)
  • For overseas applicants, for entry onto Levels 5, English fluency to TOEFL 550 or higher (with no element less than 525), or IELTS 6.0 or higher (with no element less than 5.5)
  • All candidates will be required to attend an interview.

Selection Procedures

All applicants are interviewed. International applicants are screened prior to arrival to ensure they have the relevant qualifications and appropriate English language skills.

Those without such qualifications are considered on an individual basis and a wide range of prior experience may be taken into account. However in all circumstances applicants will need to demonstrate commitment to learning associated with games development and a realistic view of the field.

Teaching and Learning Methods

Delivery is through a blend of the following:

Lecturesare a very effective way of delivering core material and establishing a framework for a module against which other material can be set. Students will be made aware of the content of each module and issued with a list of the topics to be covered as well as sources of additional material (required and recommended reading) via the Moodle page.

Lectures will normally be used to provide an introduction to the main themes, debates and interpretations of the subject, conveying basic information, and signposting issues to be considered and providing a common foundation of learning for all students.

Lectures will also be used to promote students’ skills in listening, note-taking, reflection, discussion and their appreciation of how information is presented. Lectures will generally be supported through the use of audiovisual aids - primarily PowerPoint - and materials from face to face lectures will be made available electronically via MOODLE, the Grŵp’s VLE facility.

Lectures will also be supported by additional regular contact time in small group and individual tutorials to develop the students understanding of the key elements of the material delivered during the taught inputs.

Workshops and practical work are utilised to complement lectures enabling learners to participate in activities that reinforce theory and develop understanding and skillsfor gaining employment in the games development field including methodologies and entrepreneurship. Workshops are delivered using up-to-date and relevant software and hardware such as:

  • Unity
  • Autodesk Maya
  • Adobe Photoshop
  • Oculus Rift
  • 3D printers
  • Graphics tablets

Learners are encouraged to experiment with their workflow and will be offered guidance where necessary.

Tutorials are meetings with a student or group of students facilitated by a lecturer or lecturers and are used in three ways within the award:

  • To expand upon and consolidate material covered in lectures through an enquiry-driven problem solving approach.
  • As an opportunity to discuss and develop subject material.
  • To undertake remedial work to overcome any deficiencies in a student’s background knowledge.

Work practice is a recognised element of the vocational degree; the programme aims to offer appropriate education and training for those aiming for a career in the computer games industry and build skills such as team work and problem solving which are valued highly by employers. The linking of theory to practice is integral throughout the whole degree programme. The institution recognises the importance of this and provides opportunities for assessed practice throughout the programme.

Employment based modules: Within the foundation degree programme two modules comprise the vocational practice element centred upon linking employability to learning, a feature required of all foundation degrees. Learners carry out a number of employment-related tasks, monitored and assessed by assigned tutors with support from employers. The employment-based modules are entitled ‘Employability-based Learning’ and require students to reflect upon employment practices and make links between theoretical based modules and their present and potential future employment.

At Level 4, the module Employability-based Learning requires students to produce an individual portfolio which includes a range of media industry-specific evidence relating to the student’s professional, personal and academic development. It provides an opportunity to apply developed knowledge and skills and to reflect upon how they have contributed to enhanced performance at work or in work-specific and employability contexts.

At Level 5, the module Professional Reflection and Personal Development requires students to produce an individual reflective account and a professional development plan. It provides an opportunity for students to reflect upon the value of their entire learning experience in terms of their increased effectiveness in a range of creative and employability contexts. In addition, it requires students to reflect forward through realistic thought processes that identify attainable goals and plans how they can be reached.

The employment-based elements of the course are an integral part of the whole programme of study and they will naturally incorporate the values and principles, from other modules. The management of the employability-based element of the programme is provided in Appendix 1: FdSc 3D Animation and Games Development Employer Handbook.

Guest speakers will be used throughout the programme. They enhance delivery by introducing an additional sense of the outside or real world, over and above the practice/work-based elements into the learning and teaching process. Their input provides valuable insights into current working policies and practices in different areas of expertise and experience and gives the students insight into various perspectives in addition to further career opportunities within local companies.

Student-centred learning is the generic term used to differentiate between student contact with tutors using the methods listed above and the student’s own effort outside the normal structured teaching environment. It includes student’s own primary research and information gathering. The time expected to complete this work and complete assignments, projects or presentations is shown in each module descriptor under the heading ‘Teaching and Learning Strategy’. It is expected that this time allocation to a module indicates to the student the effort required on their behalf. This time given is not restrictive and more able students will often expend more time than this in the completion of their own learning.

Resources

MOODLE is an important medium for adding value to learning and teaching. Essentially, using this facility enables students to complement their lecturer/tutorial learning with on-line information and participative learning tools. MOODLE is used extensively on all HE courses as both a learning resource and means of communication with students and its continued use will underpin this development. The computing and media team has linked MOODLE to social media pages related to the course which will provide students with important updates.