Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 4 Modules

Level 5 Modules

Level 6 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Visiting Speakers
We will continue to have bespoke animation industry speakers such as Graham Wynne-Jones for storyboarding. Through links with Screen Alliance Wales and the Film and TV School Wales at USW, as part of FBCI we enjoy access to a wide variety of visiting speakers in associated disciplines (e.g. Puppet Dept. Bad Wolf (His Dark Materials), Brian Froud (The Dark Crystal) and many others, organised by Tom Ware.)

Fieldtrips
Aside from ‘field trips’ where we hone our craft, such as drawing visits, or behind-the-scenes experiences such as Warner Bros Studio Tour of Harry Potter, we also structure visits to both 2D and Stop-Motion studios in Cardiff, Bristol and London. This suffered a hiatus due to the pandemic, but we intend to resume industry visits as soon as they, and we, are able to travel freely and take groups into studios. Some studios have in fact moved online to remote production and are happy to talk to us via webinars and Teams calls, which we have done throughout the lockdowns. We hope to revisit: (in London) The Line studio, Golden Wolf; (in Bristol) Aardman, Joseph Wallace Productions, Mangostone, A Animations, WildSeed; (in Cardiff) Cloth Cat (although most of their production pipeline is now online) Beryl Productions, Bad Wolf (renowned for their combination of real-world sets, puppetry and CG combined, VFX and compositing) and others that emerge now or in the future.

Work Placements
We will continue to work with local industry partners (animation companies such as: Cloth Cat, Beryl Productions, Jammy Custard, Picl Animations; as well as client organisations such as: Welsh National Opera, National Orchestra of Wales, Bad Wolf.)

Work-based Learning
We will continue to welcome live briefs, both in-house and remotely, as we have already (BBC Wales; Forty Voices Welsh Women’s Aid; Welsh Air Ambulance; Welsh National Opera; Welsh Women’s Aid, Patagonia Instruments Project, BBC Wales, etc.) Where these are not forthcoming, simulated live-project learning.

Sandwich Years
N/A
In some individual student cases, deferments have been facilitated to allow students employment in an animation studio. This may be something we could incorporate formally in the future.

Employer Forums
Screen Skills accreditation automatically brings our course in contact with animation industry professionals via the animation council, and their involvement in the accreditation process. As part of the Film and TV School, we receive industry insights into animation-adjacent film and T.V contacts and masterclasses (for example the relationship with Bad Wolf in Cardiff where students have attended puppet masterclasses and on-site set visits, and where alumni have worked on prop and set making).

Other
HPLs direct from industry with up-to-date production, direction, line-management and industry animation experience. For example: we already use Jonathan Edwards (ex production manager at Cloth Cat among others); Henry Nicholson, stop-motion animator/director with Calon TV. We will continue to seek out relevant HPLs with up-to-date industry experience going forward.

Means of Assessment

• Project Output

• Written Assessment

• Presentation

• Dissertation

Learning Support

Induction
Course Handbooks are given to each new student and gone through with them in person and via a spoken recording. As soon as possible during or immediately after induction week, Library inductions are scheduled, and the Uni Learn/ FindIt and other online VLE platforms are explained to students at the first opportunity. Immersive Learning events take place during induction also.

Personal Academic Coach
PAC tutorials are given at least twice a year (three times in the first year) and are allocated to specific members of staff – mostly via the year tutor system, each year tutor being responsible for their cohort. This enable students to see someone different as they progress through the course.

Learner Analytics
Regular registers and/or downloaded attendance lists are kept; engagement is monitored through Blackboard.

Office hours
With blended learning ‘office hours’ have become more flexible. All staff hours and working days are incorporated into their signatures, and within those times any student can request a face-to-face session via Teams at the first mutually convenient time.

Tutorials
These are incorporated into the modules, either via group tutorials or seminars, or scheduled one-to-ones on Teams.

Seminars
In some modules, seminars are structured into the teaching, either on-campus or through breakout rooms on Teams.

Formative Assessment
This is given at every stage on every module to any student who engages and attends sessions, through tutor conversations with peer groups and individuals. On modules with ‘dailies’ sessions, ongoing live critiques are held.

Progress meetings
These are incorporated into module tutorials and PAC tutorials.

Research Supervision
During the third year research modules for dissertations or scripts, requiring a high level of autonomous study, scheduled tutorials take place at regular intervals. If students fail to attend these, they are invited to attend alternative times and dates to suit.

Online Resources
There is an excellent VLE at USW, with many explanatory videos and articles for the Library, for Study skills, Blackboard is used as a repository for all module briefs and learning resources, accessible to all students at any time. There are also online recordings of Technical Demonstrator talks, and all online lectures are recorded, available thereafter on Teams for every student.

Advice Zone
This is situated on campus at the library reception desk, and online via dedicated webpages. Although there is a waiting list for many issues, the Advice zone team endeavour to answer all student queries, students can also access them via e-mail.

Disability
Once an ISP is raised, all disabilities are taken into account and catered for, within reason. Reasonable adjustments are made in teaching styles, note-taking, availability of notes and recorded lectures, closed captioning or transcript of Teams lectures.

IT/Library
Students on campus have a direct telephone line to IT in case of hardware issues. IT are also within email reach of all students and staff. Response time is usually good, within 48hrs.

Course Exit Points

Progression Route

Students on successful completion of this course may progress to an MA, or MFA course.

Entry Requirements

Admission to the course is typically through the following qualifications:

Five GCSEs at grade C or above, including Mathematics and English language (or equivalent qualifications)
A level: BCC (Clearing: CDD)/ BTEC:Distinction/Merit/ Merit (Clearing:Merit/ Merit, Pass,)
A level+WB: BC+C@WB (Clearing: CD+C@WB); Access to HE; Pass with 15 Distinctions from, a further 21 Merits and 9 Passes. Other combinations equating to same level of UCAS tariff points are also acceptable.

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A