Curriculum Information

The course responds to key drivers from the Welsh Government. For instance, the Credit and Qualifications Framework for Wales (CQFW) provides guidance on the expectations of knowledge, understanding and skills at each level which has helped the team to situate potential student achievement within a nationwide educational framework.  

The UK Quality Assurance Agency (QAA) Quality Code gives higher education providers a shared starting point for setting and maintaining academic standards and assuring the quality of the learning opportunities they provide. The code informs the quality assurance practices of the University and College in general, but it has enabled the teaching team to ensure that the course has been developed in line with UK wide academic standards. The QAA also provides comprehensive subject guides and benchmark statements, specifically the QAA benchmark statement - Communication, Media, Film and Cultural Studies (2016), which has informed the design of the course aims, learning outcomes and key skills, as evident (and referenced) in section C (above). As such, students will develop and acquire knowledge, understanding, intellectual, and professional skills throughout the masters course. These have been selected in reference to the 2016 QAA benchmark statement: Communication, Media, Film and Cultural Studies (references stated), 2015 QAA Characteristics Statement – Master’s Degree, and the 2008 Framework for Higher Education Qualifications in England, Wales and Northern Ireland – Level 7: Master’s degree. 

The course also considers published guidance from Film industry related Agencies, such as the Creative Skillset Visual Effects education guidelines as presented in their The Core Skills of VFX (2011) and The Core Skills of VFX: Repository (2016) documents. These provide extremely detailed skill requirements for roles within the Visual Effects industry and as such provide a solid foundation for further investigation to guide and enhance the course’s curriculum at project and module level. As well as Creative Skillset for all aspect of Film production, other agencies considered include CILECT: The International Association of Film and Television, and NAHEMI: National Association for Higher Education in the Moving Image, both of which the University is a member of

• To produce highly informed, flexible, skilled, and reflective practitioners who can, with confidence and autonomy within the field of film, make a significant contribution to their chosen specialism, their local economies, and the body of knowledge within their discipline.  

• To develop informed graduates with an advanced understanding and experience of industry practices, team and pipeline working, and professionalism, as related to their specialism. 

• To advance existing practice and facilitate the development of high-level skills and technical ability to produce works appropriate to the chosen specialism and associated industry expectations. 

• To build knowledge and understanding of the profession through critical awareness of current issues and debates, including the development of a range of techniques and research methods applicable to professional activities. 

• To facilitate creative enquiry, innovative practice, and production of high quality work through the acquisition of the critical skills with which to reflect, interrogate and evaluate it. 

Active/simulation based  

Work?activity simulation requires the performance of tasks or?industry-based activities?that mirror the tasks employees perform in employment. 

Depending on the nature of the activity it may take place in the classroom or at an industry partner’s facility. 

Lectures 

An Illustrated presentation on a particular topic.  

The term 'lecture' covers everything from the traditional model, where a single member of the institution's staff or an affiliate introduces ideas or delivers facts to a group of students, to approaches that might be much more interactive, involve a variety of contributors, make use of a range of media and technologies, and take place virtually as well as in person.  

Seminars 

A discussion or classroom session focusing on a particular topic or project.  

Seminars are defined as sessions that provide the opportunity for students to engage in discussion of a particular topic and/or to explore it in more detail than might be covered in a lecture - the extent of interaction will depend on the delivery method. A typical model would involve a guided, tutor-led discussion in a small group. However, the term also encompasses student or peer-led classes with a staff member or affiliate present. As with lectures, use\\u2028of technology means seminars may take place virtually.  

Tutorials 

A meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project.  

Tutorials may be distinguished from seminars in light of the stronger emphasis they place on the role of the tutor in giving direction or feedback. Tutorials can happen virtually as well as face-to-face. 

Groupwork 

A range of activities involving collaborative working and usually culminating in a presentation of work. 

Group work involves students working collaboratively on set tasks, in or out of the classroom. 

Practical Classes and Workshops 

A session involving the development and practical application of a particular skill or technique.  

Examples are wide ranging and could include a laboratory class, recital, artefact handling/ identification, language conversation, sports match and so on. Practical classes and workshops might incorporate elements of teaching or guided learning, and they are at least likely to be supervised or observed by lecturing staff.  

These sessions may include group work that involves students working collaboratively on set tasks, in or out of the classroom. 

Directed Study (including Online Learning) 

Directed study relates to the study hours which are academically directed but do not take place in direct contact hours.  

Such direction would normally be undertaken by the use of online resources, for example on a virtual learning environment, or through workbooks and other materials, and may involve students carrying out a piece of research or reading relevant course material as directed by staff. 

Independent Study 

Study instigated through student’s own initiative.  

Higher education is distinguished from general and secondary education by its focus on independent learning. Scheduled learning and teaching activities typically feature alongside time in which students are expected to study independently, which may itself be 'guided'. Independent study might include preparation for scheduled sessions, follow-up work,  

wider reading or practice, completion of assessment tasks, revision, and so on. The relative amounts of time that students are expected to spend engaged in scheduled activities and independent study varies between courses.  

In all cases, students are expected to be responsible for their own learning, with appropriate support being provided by the institution. Such support can be via study skills training, feedback on assessed work, access to libraries and learning spaces.