UNIVERSITY of Bradfordfaculty of Engineering and Informatics School of Media, Design And

UNIVERSITY OF BRADFORD Faculty of Engineering and Informatics School of Media, Design and Technology Programme title: BSc (Hons) Interactive Systems and Video Games Design

Awarding and teaching University of Bradford institution: Final and interim awards: BSc (Honours) [Framework for Higher Education Qualifications level 6] Diploma of Higher Education [Framework for Higher Education Qualifications level 5]

Certificate of Higher Education [Framework for Higher Education Qualifications level 4]

Programme title: Interactive Systems and Video Games Design Programme approved by: n/a Duration: 3 years full time; 4 years full time with placement;

UCAS code: G473 BSc/ISVGD; I620 for 4 year course Subject benchmark Computing; Art and Design; Communication, statement: Media, Film & Cultural Studies Date produced: May 2002 Last updated : June 2014

Introduction

Even in difficult economic times, creative industries are growing in the UK and internationally. As computer game development technology is capable of producing ever more varied output, the operators of the technology must be equipped with the skills and ideas to get the most from it. Graduates who can demonstrate strong creative and technical aptitude and a critical understanding of the workings of the industry are very much in demand. Studying hard on a degree here will equip students for a rewarding career. The School of Media, Design and Technology is part of Bradford University’s Faculty of Engineering and Informatics, and it offers cutting edge undergraduate and postgraduate degree programmes in the fields of computer games development and computer animation. These are delivered against a background of internationally recognised research in computer animation, virtual reality, distributed virtual environments, visualization, imaging, multimedia, digital video, human computer interaction, artificial intelligence and more. Our programmes are unique in that they are offered in collaboration with the National Media Museum (NMeM), giving students access to an additional wealth of resources and expertise.

1 © University of Bradford 2

The School is a partner of Creative Skillset, the sector skills council for the creative industries, which is an acknowledgement of its clear links to industry and indicates the relevance of its programmes for employment in the media sector. Our other partners include the BBC, the NMeM, and Bradford UNESCO City of Film. Employability is one of our key values, and many of our graduates go on to exciting jobs in the computer game, animation, visual effects, interactive and wider new media industries, regularly winning national and international awards for their work. While our programmes provide students with specific sets of practical production skills, they also enhance their overall employability through their extensive use of team-working and problem-solving approaches to learning.

Programme Aims

The programme is intended to: Equip students who wish to develop expertise in the creative, aesthetic and technical aspects of computer game development, with the skills to succeed, supported by a range of relevant audio-visual media disciplines. On this programme you will develop your creative skills through study of the basics of user interface design, game genres, styles of game play, strategy, the history of games, 3D computer animation, artificial intelligence, image production and manipulation and key programming concepts, putting all these elements into practice through project modules. While the main emphasis is on content creation (helping students to produce a strong portfolio of work on graduation), the programme also provides students with an appreciation of the social, aesthetic, and business contexts within which media artefacts are produced and circulated. The School aims to provide Honours degree programmes which enable students to develop an integrated range of knowledge, understanding and skills in the field of computer games development through critical engagement with principles, applications, content design and production practice. In addition, the programmes aim actively to encourage students to develop a portfolio of appropriate transferable skills and attributes. For the Interactive Systems and Video Games Design programme, these aims are achieved by:

Delivering a programme of study with some opportunities for shared learning with other programmes offered by the School, with increasing specialization as students move towards graduation. The final year of the programme focuses mainly on project production, allowing them to integrate the skills and knowledge developed in the first two years of the programme; providing a supportive, structured environment in which students are encouraged to develop independent learning skills; Developing subject knowledge and understanding, developing discipline skills and personal transferable skills, enabling graduates to pursue programmes of further study, or to move directly into responsible employment.

Programme Learning Outcomes

When you have completed the programme you will be able to:

2 LO1. Demonstrate knowledge of the development and scope of forms of production and distribution, a flexible familiarity with the generic attributes of applications software, awareness of the conventions within which media artefacts are produced and read, and a well-developed set of creative, problem solving, and team working skills. LO2. Comprehend and critique the social, political, cultural, technical, and business conditions of computer game production and reception in national and international contexts. LO3. Demonstrate knowledge of and competence in major software applications packages, with particular reference to Interactive Systems and Video Games Design. LO4. Develop knowledge and practical understanding of the use of interactive media products. LO5. Apply the awareness of the concepts surrounding sustainability to the varied disciplines of games development. LO6. Demonstrate competence in content specification, design, production, marketing and evaluation in the context of 2D, 3D, linear and non-linear media, with particular emphasis on interactive systems and video games design.

LO7. Critically compare and contrast production packages and processes across a range of media forms.

LO8. Demonstrate the ability to coherently combine and integrate a number of different data and media types, and to make informed judgements in the context of rapidly developing and converging media industries.

LO9. Analyse and interpret aural, visual, and audio-visual material.

LO10. Exercises significant judgement of the design and development processes in interactive multimedia, have a thorough appreciation of the software and hardware technologies of interactive multimedia systems.

LO11. Evaluate, analyse and apply issues of game theory, the history of computer games, and the contemporary games industry to your own work.

LO12. Command practical skills in data management & presentation, interpretation of information, IT and communication skills, and demonstrate experience of creative and systematic problem solving through reflective and enquiring learning. This includes teamwork and leadership, effective project management and personal management.

LO13. Evaluate the social and environmental impact of your actions, and use of technology, both as an individual and as part of a media or computing related organisation.

Although the University does not recruit directly to Ordinary degrees this route is available to students for whom a less intense programme of study is appropriate.

A Bachelor’s degree (Ordinary) is awarded to students who have demonstrated:

 a systematic understanding key aspects of their field of study, including acquisition of coherent and detailed knowledge informed by aspects of video game design and development.

 an ability to deploy accurately established techniques of analysis and enquiry within interactive systems and the design and implementation of video games.

 conceptual understanding that enables the student:

o to devise and sustain arguments, and/or to solve problems, using ideas and techniques.

o to describe and comment upon particular aspects of current research, or equivalent scholarship, or practice in the discipline of real time interactive systems and the design of video games.

 an appreciation of the uncertainty, ambiguity and limits of knowledge.

 the ability to manage their own learning, and to make use of primary sources. Typically, holders of the qualification will be able to:  apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding.

 communicate information, ideas, problems and solutions to both specialist and non specialist audiences. And holders will have:  the qualities and transferable skills necessary for employment requiring:

o the exercise of initiative and personal responsibility

o the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Curriculum

The map of your studies is detailed further below showing core (C) and optional (O) modules. Each year, or stage, of an Honours programme comprises 2 semesters with 60 credits being studied in each semester.

It is also possible to study on this programme on a part time basis over 4 years, with 80 credits per year being taken. Ordinary degrees comprise 100 credits at stage 1 and 100credits at stages 2 and 3.

Stage 1 [Level 4] By the end of this stage, students will have acquired a broad knowledge base of fundamental technical, practical and theoretical concepts surrounding game design and development and will be able to apply them to their work. Major subjects include the foundation skills associated with programming and games, as well as the

4 development of professional skills in game design and game engine use and 3D modelling and animation. Modules are equally divided into technical focus and theoretical focus, with an additional emphasis on core elements such as visual literacy skills and knowledge of the background and history of games and game development. When you have completed Level 4 you will be able to: 1. Demonstrate a core underpinning present and historical knowledge related to game design and development. 2. Describe and apply the fundamental principles and techniques of game design, and animation to an individual element of a computer game. 3. Describe a range of widely used computing applications in the field including features of and limitations on their use. 4. Demonstrate an understanding of, and ability to apply, fundamental concepts, principles and theories underpinning game design and development to straightforward situations with defined requirements. 5. Collect, organise and present different data types using appropriate techniques in specific areas. 6. Demonstrate and apply basic knowledge of the principles of research design, and data collection and skills, to support the design of games. 7. Work effectively as individuals and in groups. Use personal skills to communicate effectively in a range of situations. 8. Communicate accurately and reliably with a range of audiences using basic theories and concepts of the subjects of study.

Module Module Title Type Credits Level Semester Code Introduction to 3D Computer EM0139D C 20 4 1 Animation Introduction to Computer EM0150L C 10+10 4 1 &2 Programming for Games EM0106D Visual Literacy and Imaging C 20 4 1 EM0151L Creative Industries - Foundations C 10+10 4 1+2 History and Conventions of EM0129D C 20 4 2 Computer Games 3D Character Modelling and EM0140D C 20 4 2 Animation Students who have achieved at least 120 credit points at Level 4 may exit the programme and are eligible for the award of Certificate of Higher Education.

Stage 2 [Level 5] By the end of this stage, you will be able to analyse and evaluate information on game development and the global games industry market and will be able to relate this information to your own work. Major subjects include the continuation if skill-

building in core practical and technical areas, taking skills further into Script programming and group development projects, as well as in 3D modelling for real- time and multimedia projects. Modules continue to build on the core skills of 3D graphics and programming, as well as underpinning this development practice with an industry focus. When you have completed Level 5 you will be able to: 1. Apply knowledge and skills in interactive systems and games design to the analysis of complex applications and production issues in games. 2. Apply knowledge of investigative and research principles to demonstrate an understanding of how to evaluate designs, processes and products. 3. Apply knowledge of relevant software to problems and systems. 4. Apply knowledge of techniques and theory of scripting gameplay events and processing to the assessment and management of specific creative challenges. 5. Demonstrate the use of practical skills in the production of computer graphics, animation, models, and interactive applications drawing on a range of professional skills in the development of these objects. 6. Use personal and technical skills to communicate effectively within computing environments with other professionals. 7. Identify, select and apply Production techniques and approaches for web and 3D animation.

Module Module Title Hons Ord Credits Level Sem Code Game Appreciation and Industry EM0277D C C 20 5 1 Analysis Script Programming and Technical EM0216D C C 20 5 1 Animation Game Design Programming and EM0234D C C 20 5 1 Development Issues in Web Development and EM0103D C C 20 4 2 Technology Indie Games: Concept, Design and EM0282D C C 20 5 2 Development Option: Environment, Set and Prop EM0272D O 20 5 2 Creation Option: Multimedia Application EM0240D O* 20 2 2 Development Students who have achieved at least 120 credit points at Level 5 may exit the programme and are eligible for the award of Diploma of Higher Education.

Stage 3 [Level 6] By the end of this stage, you will be able to critically review, consolidate and extend a considerable specialist knowledge in games and game development, and

6 demonstrate the successful application of this to your own research-based and self- directed projects. Major emphasis is placed on industry facing projects and project management where students are able to create a portfolio of individual and group work with a personal specialisation. When you have completed Level 6 you will be able to: 1. Demonstrate comprehensive and coherent knowledge, understanding and application of games and game development. 2. Evaluate appropriate aspects of theory and practice in computer animation and gameplay design and implementation. 3. Synthesise, evaluate, choose and apply solutions to open-ended game development challenges and situations in a critical manner. 4. Research a range of contemporary, relatively complex interactive and game problems independently and in groups. 5. Contribute to research into gaming and interactive systems using appropriate data, sources and methodologies. 6. Act independently in planning and managing self defined tasks with limited guidance. 7. Autonomously analyse, critique and challenge contemporary issues in games design. 8. Create output that demonstrates elements of novel design to a professional specification.

Module Module Title Hons Ord Credits Level Sem Code EM0375Q Individual Project C C 40 6 1

Option: Final Year Project O 20+20 6 1+2 CM0341Q (Undergraduate Ambassadors Scheme) EM0337D Option: Specialisation *O 20 6 1 Option: Design for Mobile EM0359D O 3 6 1 Content EM0376Q Design For Industry C C 40 6 2 EM0366D Option: Motion Capture O O 20 6 2 O EM0355D Option: Effects Animation and O 20 5 2 Dynamics for VFX CM0328D Option: AI for Games O* O* 20 6 2

The curriculum may change, subject to the University's programme approval, monitoring and review procedures. *Denotes the default option on this programme, which students will take if no other option has been chosen in time for the options deadline.

*Denotes the default option on this programme, which students will take if no other option has been chosen in time for the options deadline. You have the option to undertake an industrial placement, or of studying or working abroad for a year between stages 2 and 3; this option is strongly encouraged. The School has an industrial training co-ordinator who has contacts with a large number of outside organizations and who assists in helping you find a placement.

Teaching and Assessment Strategies

Students will experience a wide range of teaching and learning environments. Concepts, principles and theories are generally explored in formal lectures, discussed and debated in associated tutorials and seminars, and demonstrated in laboratory classes. Practical skills are developed in studio, laboratory, and workshop sessions, taking advantage of the University’s, and its partners’, extensive software and hardware provision. Professional, personal, and presentational skills are developed through discussion and small-scale project work which involves problem solving and design exercises. These are often tackled through collaborative learning in small groups supported by members of academic staff. Larger–scale project work is used to bring various aspects of your programme together. A particular strength of this programme is the contribution made to the teaching programme by successful practising animation professionals. Each 20-credit module on the programme requires students to commit 200 hours of study. Some of these hours will be formally timetabled - lectures, laboratories, seminars, tutorials and workshops – and others will involve students in carrying out private study. The balance between these forms of study changes as students pass through the three years of the programme. There are a lot of “contact hours” (time spent with tutors) in the earlier stages of the programme; the final year is mostly project based, and at this stage students will be expected to manage your own learning, under the general guidance of their tutors. Basic principles and concepts are addressed in the first year (Stage One) of the studies. In the second year (Stage Two) a more analytical approach is taken, and in the final year (Stage Three) students will have the opportunity to synthesise and critically review the knowledge, understanding, and skills they have gained throughout the programme. They will also have the opportunity to shape elements of their own learning experience, by selecting optional and elective modules, and defining their own project briefs. Methods of assessment are similarly varied and their progress will be assessed using a mix of formal examinations, presentations and seminar papers, reports, laboratory tests, essays, coursework assignments, and projects. The appropriate method is chosen so that students may demonstrate the particular learning outcomes of each module. The course has a commitment to industry practice within the curriculum. This is reinforced by the industry speakers and guest lecturers which are built into the delivery of our industry facing modules. All modules contain elements of practical assessment and these form a working portfolio which is assessed in the final project module at Stage 3. Employability is built into all our courses in both core and optional modules. Some examples of these are contained in the table below. Employability and destination planning are very

8 much entrenched within the reflective and practical modules throughout the curriculum

Education for Sustainable Development (ESD) Sustainable media and computing are highly relevant areas to the programme, so we include taught content around sustainable themes and the opportunity to explore and express these in project-based and written work. Students have considerable flexibility in individual and group project directions, which would allow them to explore ESD themes further if they show interest. They are encouraged to become involved in the production of media for the University’s ‘Ecoversity’ initiative, either as part of project work or as extra-curricular projects. There are numerous opportunities for group work throughout the years (especially level 5 and 6) in which students learn to resolve conflict and work collaboratively to achieve shared goals.

Assessment Regulations This Programme conforms to the standard University Assessment Regulations which are available at the following link: http://www.bradford.ac.uk/aqpo/ordinances-and-regulations/

Admission Requirements

The University welcomes applications from all potential students regardless of their previous academic experience; offers are made following detailed consideration of each individual application. Most important in the decision to offer a place is our assessment of a candidate’s potential to benefit from their studies and of their ability to succeed on this particular programme. Entrance requirements for each programme will vary but consideration of your application will be based on a combination of your formal academic qualifications and other relevant experience. If you have prior certificated learning or professional experience which may be equivalent to parts of this programme, the University has procedures to evaluate this learning in order to provide you with exemptions from specified modules contained within the curriculum. Please talk to us if you do not fit the standard pattern of entry qualifications. The University of Bradford has always welcomed applications from disabled students, and these will be considered on the same academic grounds as are applied to all applicants. If you have some form of disability you may wish to contact the programme leader before you apply. Entry requirements for 2014 Typical offer (UCAS tariff points): 280 To include 160 points from 2 GCE A levels or equivalent. No specific subject requirements, although subjects related to course content will be an advantage. Or DMM in a relevant BTEC Diploma. International Baccalaureate (see UCAS tariff point requirements). Students will be required to show a portfolio as part of the admissions process.

GCSE English and Maths minimum grade C. Minimum IELTS at 6.0 or the equivalent. A typical offer to someone seeking entry through the UCAS scheme would be 280 point with C grades in Mathematics and English GCSE (or equivalent). However, applications are welcome from mature students (those over 21 years of age on entry) and candidates with non-standard qualifications or who, lacking academic qualifications, have significant relevant experience. On completion of a UCAS form you will be invited to the School for an Open Day when you will have the opportunity to meet staff, view the facilities and discuss “the Bradford experience” with current students.

Learning Resources The programme is supported by laboratories with up to date hardware and software with regular update and replacement cycles (the programme’s major software package, Autodesk’s Maya, is updated frequently). Additionally, students have access to motion capture facilities, broadcast TV, chromakey and photographic studios, digital video editing and production suites, an observational drawing studio, sound studio facilities and a loans counter where audio visual equipment (e.g. still and video cameras, lights, microphones etc.) can be reserved and loaned free of charge. The JB Priestley Library on the city campus and our specialist libraries in the School of Health Studies and the School of Management provide a wide range of printed and electronic resources to support your studies. We offer quiet study space if you want to work on your own, and group study areas for the times when you need to discuss work with fellow students. Subject librarians for each School provide training sessions and individual guidance in finding the information you need for your assignment, and will help you organise your references properly. Student PC clusters can be found in all our libraries and elsewhere on the campus. Many of these are open 24/7. You can also use the University's wireless network to access the internet from your own laptop. Most of our online journals are available on the internet (both on and off campus), and you can also access your University email account, personal information and programme-related materials this way. Staff are on hand during the daytime to help you if you get stuck, and there is a 24/7 IT helpline available.

Student Support and Guidance All students admitted to the Faculty of Engineering and Informatics go through a process of induction that includes detailed talks by the Dean and Head of School. Afterwards, ongoing support for students is provided in the form of one-stop facilities located at the Faculty of Engineering and Informatics Student Support Services in Horton Building open throughout the day during term, and in the mornings and afternoons outside term. Support for registered students also is provided 24/7 via the School of intranet. This includes the website with information on:  School Student Handbook

10  Programme Timetable  Examination timetable  Answers to Frequently Asked Questions (FAQs)  Coursework submission record  E-mail Archives

The School’s intranet and website also offers information to support students, including:  Student Staff Liaison Minutes  Programmes and modules  Programme Tutors contact information

Finally, the School’s intranet includes the Technical Support website which supports students by offering detailed information on all the technical and services offered by the School, including:  Digital Arts Centre  Equipment Loans Service  IT suites  Video Editing  Hosting

All students on this programme will be allocated a personal tutor who provides support and guidance on matters relating to learning, teaching, and student’s academic progress, pastoral support and personal development planning (PDP). There are tutors in the School who deal with issues where other social factors (relating to gender or disability for example) may have an impact on a student’s academic performance. The Student Staff Liaison Committee gives the opportunity for students to give formal feedback to the Programme Tutor and/or department about curricular issues and the general running of the programme. The School also uses the University’s Virtual Learning Environment (VLE) Blackboard to support students via their individual modules. The University provides important facilities such as extended access to the J.B. Priestley Library and Computing facilities, a Learner Development Unit, counselling and welfare services and careers advice. The University’s Disabilities Office encourages prospective students to visit before applying to the University so that you can see for yourself what facilities and support are available. You can also discuss any concerns you may have about your individual needs, whether these relate to study, personal care or other issues. The Hub, Student Support Centre The Hub, Student Support Centre provides a central reception where students can receive information, advice and guidance on a whole range of topics about their life at University. The Hub is located in the Richmond Building adjacent to the Atrium. The teams located within The Hub:  Accommodation

 Admissions o Education Liaison o Enquiries  Student Administration and Support o Bursaries and Financial Support o Finance and Credit Control Group o Payzone o Records and Tuition Fees  International Office  Customer Service Team www.brad.ac.uk/hub +44 1274 232233 Students’ Union We value the feedback provided by students and collaborate with the Students’ Union, through a system of programme representatives and formal staff student liaison committees, so that any issues you wish to raise are addressed rapidly. The Students’ Union and the University of Bradford work in partnership to provide confidential counselling and welfare services where you can get help with any aspect of your personal or academic life. Student Financial and Information Services (based in the Hub) will provide you with information about a diverse range of issues such as council tax, personal safety and tourist information. International Students can access a range of additional advice and support services through the Student’s Union. Employability and Career Development The University is committed to helping students develop and enhance their employability profile and capabilities through learning opportunities embedded within the curriculum. Bradford Employability In our teaching: Strategy Academic achievement  Modules have academic as well as practical and accreditation assessments: o Essays in Creative Industry Foundations, Game Appreciation & Industry Analysis o Reports and Journals in introduction to 3D Computer Animation, 3D Script Programming & Technical Animation, Game Design programming & Development, Set & Prop Creation, Individual Project, Design for Industry o Research document in Specialisation o Presentations in Creative Industry Foundations, Game Appreciation & Industry Analysis, Individual Project, Design for Industry

12 Work experience  Live Clients in Design for Industry group module (Stage 3)  Design for Industry module in the final year (Stage 3). This allows students to experience working with a live client in an indie development capacity. At Stage 2, the assessment briefs and learning activities are designed to be authentic and mirror current industry practice and pipelines where possible. What is difficult here is the nature of modular work: unlike industry, where creatives work on a single project at a time, we force our students to work on three modules simultaneously. This is where a more studio-based approach with synoptic assessment would come in, allowing us to mirror industry practice earlier in the semester. This in turn could help us address issues students face with autonomy and time management, as block teaching and studio based learning would simplify the personal management students needed to undertake Employability, Skills and  Interview Master class and Portfolio Clinic Sessions professionalism, at Stage 1 in Creative Industry Foundations, at Stage 3 in Design for Industry  Industry facing assessment criteria at Stage 2 in Game Appreciation and Industry Analysis, Game Design Programming and Development, Issues in Web Development and Technology Career management  CPD activities are formally part of the curriculum and Skills assessment in Creative Industry Foundations, Game Appreciation & Industry Analysis, and Individual Project.

Furthermore, the University is committed to supporting students to develop their commitment towards a career pathway(s) and to implementing a career plan. Professional career guidance and development support is available throughout your time as a student and as a graduate from Career Development Services. The support available from Career Development Services includes a wide range of information resources, one to one appointments, a weekly workshop programme, a mentoring programme, graduate recruitment and careers fairs, plus information and help to you find part time work, summer work placements, graduate internship programmes and graduate entry vacancies. In addition, some students as part of their programme of study may have the opportunity to complete a Career & Personal Development accredited module delivered by the Career Development Service. All students are encouraged to access Career Development Services at an early stage during their studies and to use the extensive resources available on their web site www.careers.brad.ac.uk. Career Development Services annually undertakes a survey of all graduates to find out their destination six months after graduation. The survey gathers data on the

employment and further study routes graduates have entered and a range of other information including job roles, name and location of employers, salary details etc. The survey findings for each programme of study are presented on the programme information pages on the University website and via Career Development Services’ website www.careers.brad.ac.uk The specific provision on this programme is informed partly by our Industry Advisory Board which meets annually to review industry practice and strategy. Our programmes employ staff with extensive industry experience both as practitioners and in recruiting development teams. Students are given the opportunity to form networks with industry personnel and to gain feedback on portfolios and skills via our attendance and participation in BAF Game, our attendance of national game network events such as the Eurogamer Expo and Games Grads, and through the inclusion of the Game Appreciation and Industry Analysis module which is taught by visiting industry practitioners from a wide variety of industry roles. We also have given students the opportunity to take part in industry focus testing and one-off QA events, enabling them to add valuable industry experience to their profiles.

Learner Development Unit for Academic Skills Advice For undergraduate students who are looking to improve their marks during their time at university, study skills and maths advice is available to all regardless of degree discipline or level of study. Students can access a programme of interactive workshops and clinics which is delivered throughout the year. This is in addition to our extremely popular face-to-face guidance from our advisers, who also offer a wide range of online and paper based materials for self-study. http://www.bradford.ac.uk/academic-skills/

Disability Disabled students will find a supportive environment at Bradford where we are committed to ensuring that all aspects of student life are accessible to everyone. The Disability Service can help by providing equipment and advice to help you get the most out of your time at Bradford and is a place where you can discuss any concerns you may have about adjustments that you may need, whether these relate to study, personal care or other issues. For more information contact the Disability Service by phoning: 01274 233739 or via email: [email protected]

University policies and initiatives Learning and Teaching Our University approach to learning, teaching and assessment is encapsulated by an integrated set of themes and principles within our Curriculum Framework. All of our degree programmes have been designed to provide you with an inclusive and engaging learning environment which gives you the opportunity to thrive and develop in your area of study. Our research-informed programmes have a particular focus on developing your employability. We also place a strong emphasis on collaborative, real-world and enquiry-based learning, supported by appropriate learning technologies. Our assessment is designed not just to measure your achievement,

14 but also to shape and guide your learning through preparing you for the increasing level of challenge as you progress through your degree. Together, these lead to you developing a distinctive set of graduate attributes which will prepare you for life beyond university. Ecoversity: Ecoversity is a strategic project of the University which aims to embed the principles of sustainable development into our decision-making, learning and teaching, research activities campus operations and lives of our staff and students. We do not claim to be a beacon for sustainable development but we aspire to become a leading University in this area. The facilities we create for teaching and learning, including teaching spaces, laboratories, IT labs and social spaces, will increasingly reflect our commitments to sustainable development. Staff and student participation in this initiative is crucial to its success and its inclusion in the programme specification is a clear signal that it is at the forefront of our thinking in programme development, delivery, monitoring and review. For more details see www.bradford.ac.uk/ecoversity

Further Information: For further information, please check the University prospectus or contact Admissions. The Admissions Office The Recruitment and Marketing Office The University of Bradford Faculty of Engineering and Informatics Richmond Road The University of Bradford Bradford, BD7 1DP Horton Building UK Richmond Road Bradford, BD7 1DP UK +44 (0)1274 233054 +44 (0)1274 235963 http://www.brad.ac.uk/courses/ [email protected] http://www.bradford.ac.uk/ei/media-design- technology/

The contents of this programme specification may change, subject to the University's regulations and programme approval, monitoring and review procedures. APPENDICES

1. Curriculum map This table shows in which modules the main learning outcomes are developed and/or assessed:

Programme Learning Outcomes Stage Module LO LO LO LO LO LO LO LO LO LO LO LO LO 1 2 3 4 5 6 7 8 9 10 11 12 13

1 EM0139D S A S S A A S 1 EM0106D S S A S A A S A S 1 EM0151L S A S S S A A 1 EM0129D A S A A S S A S S 1 EM0140D A A A S A A A S 1 EM0150L A A A A S S

2 EM0277D A A S S S A A A A S S 2 EM0214M A S A A S S A A 2 EM0216D S S A A A A S A 2 EM0272D A S A A S A S A A A S 2 EM0234D A S A A A S A A S A S 2 EM0103D A A A S S S A S A A 2 EM0201D S A S S A S A A A S 2 EM0240D A A A S A S S A S S

3 EM0366D S A A S A A A A S A A 3 EM0376Q A A A A S A S A A A A A A 3 CM0341Q A A A A S A S A A A A A A 3 EM0359D A S A A S A S S S A S A S 3 EM0337D S A S S A A S A A S A S

3 EM0355D A A A A S A 3 CM0328D A S A A A S A S A S 3 EM0375Q A S A A S A S S S A S A S A = this outcome is formally assessed in the module S = this outcome is explicitly supported in the learning and teaching but is not formally assessed LO1. Demonstrate knowledge of the development and scope of forms of production and distribution, a flexible familiarity with the generic attributes of applications software, awareness of the conventions within which media artefacts are produced and read, and a well-developed set of creative, problem solving, and team working skills.

LO2. Comprehend and critique the social, political, cultural, technical, and business conditions of computer game production and reception in national and international contexts.

LO3. Demonstrate competence in major software applications packages, with particular reference to Interactive Systems and Video Games Design;

LO4. Develop knowledge and practical understanding of the use of interactive media products.

LO5. Apply the awareness of the concepts surrounding sustainability to the varied disciplines of games development.

16 LO6. Demonstrate competence in content specification, design, production, marketing and evaluation in the context of 2D, 3D, linear and non-linear media, with particular emphasis on interactive systems and video games design.

LO7. Critically compare and contrast production packages and processes across a range of media forms.

LO8. Demonstrate the ability to coherently combine and integrate a number of different data and media type, and to make informed judgements in the context of rapidly developing and converging media industries.

LO9. Analyse and interpret aural, visual, and audio-visual material.

LO10. Exercises significant judgement of the design and development processes in interactive multimedia, have a thorough appreciation of the software and hardware technologies of interactive multimedia systems,

LO11. Evaluate, analyse and apply issues of game theory, the history of computer games, and the contemporary games industry to your own work.

LO12. Command practical skills in data management & presentation, interpretation of information, IT and communication skills, and demonstrate experience of creative and systematic problem solving through reflective and enquiring learning. This includes teamwork and leadership, effective project management and personal management.

LO13. Evaluate the social and environmental impact of your actions, and use of technology, both as an individual and as part of a media or computing related organisation.

2. Assessment map

This table shows the methods of assessments used across different stages and modules: Methods of assessment Stage Module Demo / Report / Presen Essay Exam Portfolio / Prototype logbook tation Reel 1 EM0139D X X 1 EM0150L X X 1 EM0106D X X 1 EM0151L X X X 1 EM0129D X X 1 EM0140D X 2 EM0277D X X 2 EM0103D X X 2 EM0216D X X 2 EM0272D X X 2 EM0234D X X X

2 EM0201D X X 2 EM0240D X X 3 EM0366D X X 3 EM0376Q X X X X 3 CM0341Q X X X X 3 EM0324D X X X X 3 EM0359D X X X X 3 EM0337D X X X 3 EM0375Q X X X 3 CM0328D X X 3 EM0355D X X

3. Teaching map

This table shows the main delivery methods which are used across modules and stages: Teaching methods Stage Module Lecture Seminar / Lab / Other Tutorial Workshop 1 EM0139D X X X 1 EM0150L X X X 1 EM0106D X X X 1 EM0151L X X X 1 EM0129D X X X 1 EM0140D X X X 2 EM0277D X X 2 EM0216D X X X 2 EM0272D X X X 2 EM0234D X X X 2 EM0201D X X X Demonstrations 2 EM0240D X X X 2 EM0250D X X X 1 EM0103D X X 3 EM0366D X X 3 EM0376Q X X Research 3 CM0341Q X X Research

18 3 EM0324D X X Research 3 EM0359D X X X 3 EM0337D X X Research 3 EM0375Q X X Research 3 CM0328D X X 3 EM0355D X X X Demonstrations