PROGRAMME SPECIFICATION
1 / Awarding institution/body / BTEC2 / Taught at / The City of Liverpool College
3 / Department / School(s) responsible for the programme / ICT, Computer Science and Digital
4 / Links with partner institutions
5 / Externally accredited by
6 / Final Award and Intermediate Terminating Qualifications / Final Award
(s) title and qual aim / 501/0268/0 Edexcel BTEC Level 4 HNC Diploma in Creative Media Production (QCF)
500/9744/1 Edexcel BTEC Level 5 HND Diploma in Creative Media Production (QCF)
ITQs
7 / FHEQ level of the qualification / Level 4 + 5
8 / Programme Title
9 / Length of programme
(in each mode) / Full time 2 years
10 / Mode(s) of attendance/
delivery / Full-time
11 / Language of Study / English
12 / Year of commencement and intake(s) / September 2014 at level 4
September 2015 at level 5
13 / Funded by / Student tuition fee
14 / Aims of programme / • The development of skills and knowledge required for employment in the local area.
• To provide an alternative route to university and employment.
• Gain entrepreneurial skills and the ability to work for yourself.
• To provide an environment to learn through experimentation.
• To provide new and emerging technologies to learn from and develop.
15 / Entrance requirements
Is entry through UCAS? Indicate Yes or No. / Entry is through UCAS/ College .
Indicative requirements: 240-280 UCAS points or DMM grade profile (BTEC Level 3 Extended Diploma) in subjects including music.
16 / Responsibility for administration
of the programme / The City of Liverpool College
17 / Programme structure / See diagram below
LEVEL 4 - HNC
SEMESTER 1 / SEMESTER 2
Contextual Studies for Creative Media Production / Practical Skills for Computer Game Design
Research Techniques for Creative Media Production / Computer Game Studies
3D Modelling for Computer Games / Computer Game Platform Fundamentals
Ideas Generation for Computer Games / Computer Game Design Techniques
LEVEL 5 – HND
SEMESTER 1 / SEMESTER 2
Project Design, Implementation and Evaluation / Special Subject Investigation for Creative Media Production
Level Design for Computer Games / Career Development for the Computer Games Industry
3D Computer Game Engines / CGI Rendering and Lighting for Computer Games Animation
3D Environments for Computer Games / Human-Computer Interfaces for Computer Games
18 / Requirements for progression at each level, plus the criteria on which the final award is based / See Edexcel specification
19 / HESA subject JACS code
20 / Relevant Subject Benchmarking statements (and any other reference points) / Undergraduate benchmark – there is no subject-specific Foundation Degree benchmark for …., but there is a general benchmark statement for all Foundation Degrees (2010)…..The programme provides distinctive provision in ….in Merseyside, and in particular, aims to equip students with a broad range of skills that will enable them to enter the ….profession …..or to continue their undergraduate ….study at level 6. The employability skills are an important aspect of the programme (see Foundation Degree benchmark statement 2010, para.14), as is widening participation (para.26).
21 / Programme content / See module specifications
22 / Intended learning outcomes / Knowledge & Understanding
On successful completion the student will be able to:
• The development of skills and knowledge required for employment in the local area.
• To provide an alternative route to university and employment.
• Gain entrepreneurial skills and the ability to work for themselves.
• To provide an environment to learn through experimentation.
• To provide new and emerging technologies to learn from and develop.
Transferable key skills/other attributes
On completion the student will have had the opportunity to develop skills in:
14. Communication (oral, visual, written)
15. Numeracy
16. Problem solving
17. Manage own workload
18. Team work
19. IT
20. Research
21. Self-evaluation and target setting
23 / Teaching, learning and assessment strategies / Knowledge and understanding will be acquired through the following range of approaches to module delivery:
-work related and based learning
-mixed modes of delivery:
- tutor-led learning (lectures, with student interaction/discussion, class exercises and group work as appropriate to the topic)
- seminars (guided by the tutor but with significant student input)
- tutor-led workshops (practical sessions with student interaction)
- student-led rehearsals (facilitated by the tutor)
- self-managed learning/research (outside timetabled sessions)
- VLE delivery and support (learning materials, exercises and reference documents are made available as well as means of communication between students, tutors and support staff)
- IT and software available on campus (such as ear training and music software) as learning tools
- self-directed learning and individual instrumental/vocal practice (outside timetabled sessions, in practice rooms/studios or the LRC)
- mentoring sessions/tutorials (one-to-one with the tutor)
- reflective practice sessions (in group tutorials)
- learning logs (in paper or electronic form, e.g. blogs)
- learning agreements (e.g. work placement proposals)
- supported learning and resources available via the LRC
Assessment will predominantly be conducted through:
-a portfolio of documentary evidence of participation and the achievement of learning outcomes
-assignments based on case-study work (e.g. research essays)
-the production of reports, analyses and reflection
-presentation, both individually and in groups
-evidence of learning in the workplace such as learning logs, reflective commentaries, completion of learning agreements/proposals
-regular assessment of learning – including informal, formative assessment mid-semester and formal, summative assessment at the end of each semester
-music theory and listening skills exams
-performance and composition projects and reflective commentaries
-reflection on work experience
24 / Assessed professional experience
25 / Special features of programme / A key special feature of the programme is work experience and work-related learning. The qualification provides a thorough grounding in the key concepts and practical skills required in the Game development sector and their national recognition by employers will allow direct progression to employment. It will equip individuals with knowledge, understanding and skills for success in a range of 3D modelling and Level design as well as providing opportunities for learners to develop a range of skills, techniques and attributes essential for successful performance in working life.
Other special features of this programme that, together, make it unique in Merseyside at this level is the implementation of Game Art
26 / Arrangements for student support / The College has specialist teams which provide support, including in-class support, for disabled students and/or students with medical conditions, Asperger’s Syndrome and autism, dyslexia and specific learning differences, physical disabilities, hearing impairment, visual impairment, mental health and personal care support needs.
There are specific services available for students on higher education programmes, including:
-Confidential advice, guidance and support to applicants and students with disabilities
-Guidance on applying for the Disabled Student Allowance (DSA)
-Advice on gaining any medical evidence required or an Educational Psychologist Report if you have dyslexia
-Support in arranging a Needs Assessment
-Guidance from our dedicated Financial Advice and Support Team
-Individual academic and learning support tailored to your higher education programme
-Training in assistive software
-Advice and guidance to course tutors regarding your needs, and to promote inclusion and equality
The College welcomes applicants with disabilities: we are proactive in anticipating needs and in making reasonable adjustments to ensure that disabled students are welcomed and treated fairly. The College works in partnership with Action for Blind People and was the first post-16 provider in the UK to gain the Dyslexia Friendly Kitemark from the British Dyslexia Association for its Arts Centre in 2006, with several other centres gaining subsequent accreditation, followed by the whole institution in 2011.
27 / Programme team / Steve Jarvis, John Dwyer, Other staff TBC
28 / Timetable
29 /
Summary of Module Credits Assessments
/ Table attached30 /