Programme Specification

Transcription

1 Programme Specification HND Games Design 1. Introduction This specification has been compiled to provide a concise overview of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if they takes full advantage of the learning opportunities that are provided. This document is reviewed by the Higher Education Quality Improvement Group, which includes Lead Student Representatives, and the College Executive Team. Key sources of information about this course are available to students in the: Programme Handbook College Website: 2. Key Programme Information a. Programme Title HND Games Design b. Awarding Institution/Body Pearson c. Place of delivery Southport College d. Final Award HND Diploma in Creative Media Production (Computer Games Design) e. Exit Award(s) HNC Diploma in Creative Media Production (Computer Games Design) f. Department Business, Digital and the Creative Industries g. Modes of Attendance Full time h. Delivery Site Southport College i. Course Length Full time: 2 years j. External Accreditation Not applicable k. UCAS Code G4D6 l. Relevant Subject Benchmarking Groups This course follows the UK national Quality and Credit Framework (QCF). QAA subject and qualification benchmark statements have been used to provide points of reference for each level. BTEC Higher Nationals in Creative Media Production are designed to relate to the National Occupational Standards in the creative media sector. m. Language of Study English n. Date of Internal Review 18/04/16 1 P a g e

2 o. Date of next review 18/04/17 3. Main Purposes and Distinctive Features of the Programme The Pearson BTEC Higher National in Creative Media Production (QCF) provides a specialist workrelated programme of study that covers the key knowledge, understanding and practical skills required in the creative media sector and also offers particular specialist emphasis through the choice of specialist units. They allow progression into or within employment in the creative media sector, either directly on achievement of the award or following further study to degree level. The Pearson BTEC Higher Nationals in Creative Media Production (QCF) have been developed to: provide high level training within the general vocational areas of creative media production provide opportunities for specialism within the specific vocational area of computer games development and design provide learners with the skills, knowledge and understanding needed to gain employment in the media sector or to progress to an appropriate undergraduate degree provide learners with a qualification that will enable them to gain employment in the media sector or to progress to an appropriate undergraduate degree equip learners with the transferable skills that will enable them to progress and to move within the media sector give centres flexibility within which to devise and provide programmes of study which capitalise on the strengths of the centre and which meet local needs. The course has established strong employer links, with active employer involvement throughout the course, and currency of scholarly activity of staff members, relevant to the fields of study. Students will experience a diverse range of opportunities within the field, including visits and guest speakers. This allows learners to inform their practices, in the context of the creative industries. The curriculum is made up of staff members with significant industry experience, ensuring currency and contextualisation of industry needs, while informing the curriculum. 4. Admissions Criteria Academic requirements*: o A minimum of 2 A Levels o BTEC National Extended Diploma/Diploma o Access to Higher Education Diploma o Level 3 NVQ *Other qualifications or relevant life/work experience may also be considered. Successful interview, supported by personal statement and a suitable reference. All applicants will additionally require GCSE English at Grade C or equivalent. Mathematics at GCSE Grade C will also be desirable. Non-native English speakers or those who have not studied the final two years of school in English must be able to demonstrate a capability in English at a standard commensurate with IELTS 5.5, with a minimum of 5.0 being awarded on individual sections. 2 P a g e

3 5. Progression opportunities The qualification prepares learners for employment in the creative media sector and will be suitable for learners who have already decided that they wish to enter this area of work. Some adult learners may wish to make the commitment required by this qualification in order to enter a specialist area of employment in media production or progress into higher education. Other learners may want to extend the specialism that they followed on the BTEC Level 4 HNC programme. Learners who have achieved the Pearson BTEC Level 5 HND in Creative Media Production (Computer Games Design) QCF) should be able to progress to the year 2 or year 3 of a degree programme in Games Design, or into employment in the media sector. 6. Programme aims To increase the proportion of students accessing Higher Education from the lowest participation areas in line with Southport College s Higher Education Strategy for widening participation. providing an educational foundation for a variety of technical, creative and managerial careers in the media sector providing an educational foundation for progression to a higher level course providing flexibility in the content and structure of the qualification developing in learners the skills, knowledge and understanding that will enable them to make an immediate contribution in employment developing in learners the skills, knowledge and understanding in specialist pathways directly relevant to careers in computer games development and design developing in learners skills, knowledge and understanding in a wide range of creative and technical areas to encourage multiskilling and to motivate future studies and career development developing in learners the skills and personal qualities necessary for success in professional life. 7. Programme outcomes A. Knowledge and understanding B. Cognitive skills in the context of the subject(s) A1 A2 A3 A4 A5 Understand the institutional context of creative media production and its influence on production. Understand creative media products in the context of their reception. Understand the historical development of Understand the cultural context and impact of Understand job roles and the relationships between them in the computer games industry. B1 B2 B3 B4 B5 3 P a g e Be able to conceptualise and design Be able to analyse the ludic and narrative aspects of Be able to prepare for seeking employment in the computer games industry. Be able to generate ideas for computer game graphics. Be able to apply idea-generating techniques to originate ideas for

4 A6 A7 A8 A9 Understand terms and conditions of employment in the computer games industry. Understand employment opportunities and recruitment in the computer games industry. Understand the theory of digital graphics for Understand the relationships between 3D computer game elements. A10 Understand the production and management roles in computer game development teams and the ways in which they integrate. A11 Understand how to design game levels in narrative and aesthetic contexts. A12 Understand concepts, conventions and organisational methods used in prototyping and level design. A13 Understand the role of quality assurance within the computer game production cycle. A14 Understand test approaches used for computer game quality assurance. B6 B7 B8 B9 Be able to develop ideas for computer games within a cultural, legal and ethical context. Be able to communicate ideas for Be able to develop production strategies for computer games, considering their platforms, budgets, technology, publishing and target audiences. Be able to plan and document collaborative game production projects. B10 Be able to gather and apply research material to computer game design proposals. B11 Be able to apply computer game design techniques appropriately. B12 Be able to communicate computer game designs as project plans. C. Subject-specific practical/professional skills D. Other skills (e.g. key/transferable) C1 Be able to build functional prototypes of C2 Be able to produce functional computer games. C3 Be able to use testing and quality assurance methods to evaluate C4 Be able to create digital graphics for computer games following industry practice. C5 Be able to implement points of view in computer games using cameras from 3D game engines. C6 Be able to implement control systems in computer games using input devices via 3D game engines. C7 Be able to produce playable mods based on gameplay genres using 3D game engines. C8 Be able to apply 3D modelling techniques for C9 Be able to produce and render 3D models for C10 Be able to apply 2D texture maps to 3D models for C11 Be able to export 3D models for use in computer game engines. D1 D2 D3 D4 D5 D6 D7 Be able to present research on the production and reception of creative media products Be able to apply research methods and procedures in creative media production contexts. Be able to ensure the accuracy and validity of research material. Be able to present research outcomes with due compliance. Be able to evaluate research processes and outcomes. Be able to formulate a project. Be able to implement the project within agreed procedures and to specification. Be able to evaluate the project outcomes. D8 D9 Be able to present the project outcomes. D10 Be able to present and justify planned proposals for investigations into creative media production. D11 Be able to research and select appropriate materials for investigations into creative media production. D12 Be able to present results of investigations into creative media 4 P a g e

5 C12 Be able to manage team-based computer game production development cycles. C13 Be able to apply computer game design project plans to working productions. C14 Be able to plan level design projects around the technical constraints of target platforms. C15 Be able to produce gameplay functionality within the space of 3D computer game level environments. C16 Be able to assemble 3D computer game levels using lighting, materials and imported assets. C17 Be able to use software scripting languages in computer games design. C18 Be able to collaboratively prototype computer games in a scripting language. C19 Be able to design test suites for use with computer game builds. C20 Be able to produce bug reports using a test suite. production. D13 Be able to reflect on own performance and learning. 8. Programme Structure a. HNC Games Design (Year 1) Unit Credits Year Level Unit Title Contextual Studies for Creative Media Production Research Techniques for Creative Media Production Practical Skills for Computer Game Design Computer Games Studies D Digital Graphics for Computer Games D Computer Game Engines Ideas Generation for Computer Games D Modelling for Computer Games b. HND Games Design (Year 2) (includes units above) Unit Credits Year Level Unit Title Project Design, Implementation and Evaluation Special Subject Investigation for Creative Media Production Career Development for the Computer Games Industry Production Techniques for Computer Games Computer Games Design Techniques Level Design for Computer Games 5 P a g e

6 Scripting for Computing Game Design Quality Assurance Total Diploma credits = Teaching, learning and Assessment Strategies Teaching and learning methods are aligned to programme outcomes and support learners in becoming problem solvers, critical thinkers, independent enquirers and effective communicators. HE lecturers engage in a range of scholarly activities and ensure that appropriate links are made between theory and practice. Lecturers develop relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activities within the sector. The development of learners independent learning skills is promoted through self-directed study, which may include reflective journals, blogs, and personal development records, facilitated by full access to the Virtual Learning Environment (Moodle) and the University Centre. Prior to formal assessment methods, learners will take part in a range of activities and tasks, in order to support their preparation for final assessments. Verbal and written feedback will be provided by tutors to support learners development in order to reach their true potential. Informal assessments methods are varied and relevant to vocational practice. Knowledge and understanding are tested though portfolio, critiques and peer reviews essays, research reports, group and individual presentations. Participation in debates, simulations, group work, individual and group presentations will encourage learners to critically consider the application of theory to practice. The assessment of BTEC Higher National qualifications is criterion-based and learners evidence is assessed against published learning outcomes and assessment criteria. The purpose of the assessment is to ensure that effective learning of the content of each unit has taken place. Evidence of this learning, or the application of the learning, is required for each unit. The assessment of the evidence relates directly to the assessment criteria for each unit, supported by the generic grade descriptors. All units will be individually graded as pass, merit or distinction. To achieve a pass grade for the unit learners must meet the assessment criteria set out in the specifications. Further information is available in the Higher Education Assessment Policy. 10. About the Awarding Body and the External Examiner The Higher National Diploma in Games Design is awarded by Pearson. Pearson publish a Higher National Specification which provides the nationally devised and accredited programme structure, curriculum content and related guidance necessary for educational institutions to deliver a programme which is appropriate to local market conditions and local student needs. As the awarding body, Pearson appoints a suitably qualified academic to act as the standards verifier for this programme. The standards verifier is equivalent to the external examiner role identified within the QAA Quality Code for UK Higher Education, Chapter B7: External Examining. Annual reports from the standards verifier are published within the course area on the College Moodle site and are made available to all current students. You can read more about the process here: 6 P a g e

7 assurance-process.html 11. Study Support Learners primary source of advice and support is through their curriculum leader and their personal tutor (PT). All students are allocated a Personal Tutor on enrolment. Tutorials are held at regular intervals. The role of the PT is as follows: To give pastoral support and to monitor academic, professional and personal progress. To provide the main identifiable base for students throughout their period of study To provide for the dissemination of information and advice which ensures students gain maximum benefit from the resources of the College available to them. To secure and maintain close links between students, course leaders and the centralised student services provision To provide academic counselling specific to the needs of individual students in identifying and advising on appropriate pathways The College has a commitment to, and history of, supporting learners with specific needs. Learners with specific needs are fully included in the learning process mechanisms and through support from the College Learning Support team A range of facilities is available to support students with educational needs and/or disabilities. Learners are supported on an individual basis. In order to ensure that all learners have reasonable access to all the learning opportunities on offer and ensure fair assessment, adjustments may be made to the curriculum, teaching styles and assessment practices. Learners on this course have access to studios with Macintosh computers, industry-standard software, qualified vocational tutors and technicians and specialist resources and are enabled to study independently via the VLE (Moodle). The dedicated University Centre provides open access to PCs, study skills support and a well-stocked library with frequent review and update of Games Design books, magazines and journals, DVDs and E-library resources. 12. Methods for Evaluating and Improving the Quality and Standards of Learning & Teaching a. Mechanisms for review and evaluation of learning, the curriculum and outcome standards External: QAA HE Review, NSS Survey, External Examiners Reports Reports to the College committees detailed below Annual Self-Assessment reports Termly Course reviews End of Unit Evaluations Student representation in Course and College committees Regular course team and monthly Board of Studies meetings Peer and Curriculum Review Teaching Observation Procedures (including student feedback) b. Groups with responsibility for monitoring and evaluating quality and standards Standards Committee (including Student Governors) College Executive Team Quality Improvement Group Committee HE Quality Improvement Group Committee (including Student Reps) Curriculum Development Group Performance Management Group Board of Studies 7 P a g e

8 c. Mechanisms for gaining student feedback on the quality of teaching and their learning experience Informal module/session feedback opportunities Student/staff consultative committees / Student Council HE Curriculum Leaders Committee Standards Committee (including Student Governors) Higher Education Quality Group Attendance at HE Student Representative Meetings (termly) Publication of HE Student Rep Action Plans on VLE Attendance at course team meetings Meetings with external examiners Informal module/session feedback opportunities End of unit evaluation forms Student/staff consultative committees Student membership of College council d. Staff Development priorities for staff teaching on this course All HE teaching staff have substantial vocational expertise and are enabled to undertake a programme of Scholarly Activity which is intended to enhance learning and teaching at the College. The College hosts internal staff development and HE training days for HE teaching staff and facilitates a range of external training activities including, but not limited to: external study, e.g. completion of PhDs/MA/vocational accreditation; attendance at appropriate conferences; and specialist industrial and commercial updating. All lecturing staff are required to possess or be working towards a recognised teaching qualification. 13. Personal Development During the course learners will extend their knowledge of professional practice within their specialist area and relate these to personal goals and career opportunities. Through developing this practice and engaging in their personal development learners will be expected to develop higher level skills : Be able to place themselves and their work in the context of their selected discipline; Understand their specialist area and the career opportunities available; Understand how to promote themselves and their work professionally; Study independently, set goals, manage their own workloads and meet deadlines without sacrificing quality Identify personal strengths and needs, and reflect on personal development. Articulate ideas and information comprehensibly in visual, oral and written forms Source, navigate, select, evaluate, manipulate and manage information from a variety of sources the desire to set high standards of achievement for self and others the ability to apply subject knowledge and skills to unfamiliar objectives and problems the ability to think independently and apply theoretical understanding to objectives and problems the ability to analyse, summarise and synthesise information critically and to engage in constructive debate with specialists and non-specialists alike the ability to recognise and to make effective use of the interdisciplinary nature of media activity and production the ability to understand professional codes of conduct and to work to them the ability to recognise and act upon moral, ethical and social issues when working. 8 P a g e

9 Reviewed by: HE QIG Date of Review: 27 th April 2016 Approved by: College Executive Team Date Approved: 29 th April 2016 Date of Next Review: 31 st August P a g e