BA (Hons) Games Design
06 Jul 2023 - 31 Aug 2028
| Course Leader | Dann Rees |
|---|---|
| Course Team | Richard Hurford, Corrado Morgana, Lloyd Jones, Gina Carpenter, Jackson Rolls-Gray |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time |
Document Version
| Version | 2 |
|---|---|
| Valid From | 06 Jul 2023 |
| Valid To | 31 Aug 2028 |
QAA Benchmarks
Course Management
The Course Leader works with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leader oversees academic standards, quality assurance and enhancement.
Transitional Arrangements for Current Students (if applicable)
The new course will be phased in on a year-by-year basis, concurrent with the existing course running out. The timeline of this process is as follows:
2018/19: Year 1 of the new course will commence
Years 2 and 3 of the old course continue
2019/20: Years 1 and 2 of the new course are delivered
Year 3 of the old course continues
2020/21: Years 1, 2 and 3 of the new course are delivered
The old course is no longer delivered
In the case of student resits, the most appropriate new module will be offered as an alternative if the original is no longer running.
There may be an opportunity to incrementally change some of the existing modules to more closely reflect the new module structure. This will be done through consultation with the students and liaison with the Faculty Quality Assurance Committee (FQAC).
Arrangements for Feedback to Students
The arrangements for providing feedback to students are:
Feedback and feed-forward is provided for all summatively assessed work via UniLearn within 20 working days of submission.
Immediate verbal feedback is normally provided following demonstrations of game projects and presentations during and at the conclusion of a module.
Regular project meetings, pitches, play-testing and supervisory-workshops are a key feature of many modules, these provide an opportunity for students to receive formative feedback from staff, and peers frequently.
These arrangements are aligned with the 13 requirements and 12 principles outlined in the Assessment FOR Learning: Assessment Policy and Procedures document.
Student Representation
Students on this course will be represented at meetings with teaching staff and other members of the University by Course Representative and Student Voice Representatives.
The role of the Course Representatives is to elicit the views and issues of the students they represent, and reflect these views/issues at Student/Staff Course Liaison Groups (SSCLGs) and feedback to the students the outcomes/actions from the SSCLGs.
Student Voice Representatives are responsible for representing their group of Course Representatives at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.
The course includes links to and promotes the use of the USW Loop student feedback system which informs future planning and revisions to module content.
Course Monitoring
The University is responsible for both the standards of its awards and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement a process of regular review, known as annual monitoring take places. This purpose of the process is to evaluate and improve course quality, ensure the best possible student experience within the resource available and to identify and disseminate good practice. It also ensures that appropriate action is taken to remedy any identified shortcomings and enhance provision.
External Examiner
External examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases there will be external examiners drawn from industry or practice.
They provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned, and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.
External examiners provide of annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.
The external examiner(s) associated with this course are recorded in the Course Handbook.
Engagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ
The games industry is a highly dynamic and innovative field, therefore any undergraduate degree programme in games has to be vocational, employing practice-based research approaches to maintain relevance. The University’s strategic plan, the QAA benchmark for Art and Design, the ethos of the course, and the demands of the industry align to complement each other in this regard. This course specification is written to closely follow these policies and guidelines, strengthening the course and modernising the documentation to reflect current best practice.
The course has been written with full regard for the QAA benchmarks for Art & Design (2017) subject benchmark statement. The course aims are informed by the subject benchmark which states that learning in Art and Design develops:
the capacity to be creative
an aesthetic sensibility
intellectual enquiry
skills in team working
an appreciation of diversity
the ability to conduct research in a variety of modes
the quality of reflecting on one's own learning and development
the capacity to work independently, determining one's own future learning needs.
The course reflects the QAA’s intent that undergraduate education in art and design should facilitate the acquisition of: knowledge, understanding, and personal development, and to apply conceptual and technical knowledge towards practical outcomes. Within the course there is an inherit focus upon contemporary practices, technological trends and the development of transferable skill including communication and entrepreneurship. The theoretical content within the course serves to underpin and inform practice, and as students’ progress through the course opportunities arise for practice to become a form of research.
Additional Reference Points
Further information, guidance and benchmarking reference points have been sought from a variety of sources including:
The Welsh Government Policy Statement on Higher Education (2013)
Credit and Qualifications Framework for Wales – Level Descriptors (2009) http://gov.wales/docs/dcells/publications/180130-cqfw-level-descriptors-en.pdf
UK Quality Code for Higher Education - The Framework for Higher Education Qualifications (2014) http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf
UK Quality Code for Higher Education – Computer Games Design. A bespoke document, created on 07 December 2017, using QAA’s ‘Build Your Own’ Quality Code service.
University Academic Plan
The University’s academic plan up to 2020 includes the aim to provide “an education … vocationally focused and applied research which provides solutions to problems that affect society and the economy”. The team want our graduates to be employable, entrepreneurial, have a flexible attitude to problem solving and with solid ethics in which to improve the sector as a whole.
Educational Aim
The BA (Hons) Games Design course aims are to develop:
Students’ creative skills using formal and informal methods
An appreciation of aesthetic sensibilities, visual language and good design
A rigorous critical and theoretical enquiry into games and gaming culture
A range of opportunities for collaboration, teamwork and the experience of a studio environment
Core technical skills specific to the practice of games design
An awareness of ethical, legal and moral considerations regarding production practices, game content and when working with others
An appreciation of quality and professional values associated with games production
The students ability to conduct research in a variety of modes, creating a symbiotic relationship between theory and practice
The capacity to work independently, and to critical reflect upon future learning needs
The ability to communicate in a range of formats to a variety of audiences
Learning Outcomes
| A1 | Development of Knowledge – Develop knowledge and understanding of the theories and principles of technologies, techniques and methods appropriate to the area of study. Appreciate how the history and contemporary applications of computer animation and allied media technologies can be understood in relation to technological change. |
| A2 | Application of knowledge - Identify and appraise the key production process and professional practices relevant to the computer animation industry specifically the processes linking pre-production, production, and delivery of computer-generated assets. |
| A3 | Systemic Understanding - Understand the context of computer animation as a form of communication that has emerged historically and appreciate the processes through which they have come to being, with reference to social, cultural and technological change. |
| A4 | Cultural Context – Develop an ability to form considered judgments about the aesthetic, technical and social qualities of computer animation within the scope of a wider environment, with an ability to reflect upon and relate their ideas to the work of others. Students should acquire an understanding of fundamental historical and contemporary issues that have affected the context for the subject and have an ability to engage with concepts, values and debates that inform study and practice in their field. |
| B1 | Creative skills and conceptual thinking - An ability to conceptualise, investigate and develop the design of two-dimensional, three-dimensional, or time-based media and processes specific to their chosen discipline. Explore and evaluate creative processes and practice through engagement in one or more production practices and develop an appreciation of the ways in which specific media and their attendant technologies make possible different kinds of aesthetic forms within computer generated imagery. |
| B2 | Research and Analysis - Draw upon the range of data, sources and the conceptual frameworks appropriate to research in the chosen area in relation to established and emergent technologies. Collate, critically evaluate and understand a variety of research material within and beyond academic literature. |
| B3 | Communication - The ability to communicate information and ideas clearly and succinctly within a range of discourses as appropriate to different audiences. It is important for the student to have a knowledge and understanding of the breadth of written, spoken, graphic and modelling techniques within a wide range of media. An ability to listen and engage in informed dialogue, with an ability to be open and receptive to new things and ideas. This includes the ability to communicate effectively with other people and to work within multi-disciplinary teams. |
| B4 | Creation Process - Generate ideas, concepts, proposals & solutions independently and/or collaboratively as self-initiated activity and/or in response to set briefs. Employ both convergent and divergent thinking in the processes of observation, investigation, speculative enquiry & visualisation of final production computer-generated artefacts. Use a variety of computer-based skills to develop specific proficiencies and deliver work to a given length, format, brief and deadline, making use, as appropriate, of a problem-solving approach. |
| C1 | Resourcefulness and Entrepreneurial Skills - Apply resourcefulness and entrepreneurial skills to support their own practice, and/or the practice of others. Work autonomously in a self-directed manner with an ability to define one's own brief and to formulate preparatory and final production work that effectively structures relevant information. |
| C2 | Teamwork and Collaboration - The ability to work constructively and productively in groups. An ability to listen and engage in informed dialogue. The ability to take responsibility for one's own work and the ability to understand the role of others within multi-disciplinary processes. |
| C3 | Project Management - Work in flexible, creative and independent ways, showing self-discipline awareness of relevant ethical considerations, self-direction and reflexivity in organising and managing supervised, self-directed projects as well as working productively in a group or team, showing abilities at different times to listen, contribute and also to lead effectively. |
| C4 | Professional Practice - Analyse and evaluate how computer animation studios and their related creative organisations operate, communicate and are managed to develop an understanding of how work is organised in the 'creative industries' whether individually or collaboratively in order to research and identify possible employment destinations |
Course Structure
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| GD1S01 | MOD010538 | Making Games | Running | 20 | specified |
| GD1S02 | MOD010539 | Level Design | Running | 20 | specified |
| GD1S04 | MOD010542 | Game Studies One | Running | 20 | specified |
| GD1S11 | MOD013328 | Design Challenges | Running | 20 | specified |
| GD1D01 | MOD010540 | Building Worlds | Running | 40 | specified |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| GD2S01 | MOD010550 | Content Creation Techniques (Games Design) | Running | 20 | specified |
| GD2S02 | MOD010553 | Game Studies Two | Running | 20 | specified |
| GD2D01 | MOD010549 | Experimental Games | Running | 40 | specified |
| GD2D02 | MOD010551 | Professional Practice (Games Design) | Running | 40 | specified |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| GD3S01 | MOD010558 | Dissertation (Games Design) | Running | 20 | specified |
| GD3S02 | MOD010564 | Portfolio (Games Design) | Running | 20 | specified |
| GD3D01 | MOD010554 | Games Prototypes | Running | 40 | specified |
| GD3D02 | MOD010555 | Games Production | Running | 40 | specified |
Teaching and Assessment
Learning and Teaching Methods
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 affiliate23 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.
Project Supervision A series of meetings or exchanges with a supervisor to discuss a particular piece of work. The term 'project supervision' is used to refer to the meetings that a student or group of students would have with a supervisor, to plan, discuss, and monitor progress on a particular piece of work, such as a dissertation or extended project.
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.
Fieldwork Some learning sessions take place outside of the teaching space. These sessions are usually associated with visual studies These sessions are usually supervised and students will visit locations such as museums, castles, town centres etc
External Visits
(including fieldtrips) A visit to a location outside of the usual learning spaces, to experience a particular environment, event, or exhibition relevant to the course of study. Visits are ad hoc, and student focussed, and it is
Examples are wide ranging and could include a visit to a company, film studio, a location, a museum, collection or performance. These visits might be unsupervised or supervised, and supervisors could include staff or appointed representatives. difficult to provide specific hours for this activity as it will change annually.
(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.
The assessment at regular intervals of a student's progress with accompanying feedback in order to help to improve the student's performance Formative assessment can include diagnostic assessment. It is guided by the need to provide students with developmental feedback and may be provided by means of the following: 1. Oral, written and aural commentary 2. Regular feedback through seminar and tutorial activities 3. Feedback on self-study tasks 4. Peer evaluation (which may form part of the summative assessment strategies at later levels) If formative assessment is designed as part of in-class delivery, the time allocated for such assessment will be indicated as ‘scheduled’. These assessments might include in-class tests and non-assessed presentations.
Employer Engagement
Visiting Speakers
A range of speakers will be invited from related disciplines as well as cognate areas such as technology, animation, business and special effects.
The course is contained in the Design and Digital group within Faculty of Creative Industries. The Faculty regularly invites inspirational speakers from the worlds of TV, film, music, theatre, games and beyond, and all students are encouraged to attend these. In addition, other faculties within USW often host speakers from a range of specialist areas which students may attend.
All students are encouraged to keep any eye on announcements from the University, and to connect with the internal USWVAS network and develop their own professional networks.
Volunteering
Students are actively encouraged to engage with the USW careers service which includes volunteering opportunities, workshops and events.
Fieldwork
The Visual Studies module has been written to give students an opportunity to engage with external organisations within fieldwork based exercises. This will be a key opportunity to engage with non-University personnel and build a broader network for future research.
Fieldtrips
The course promotes a range of fieldtrips and discounted entry for industry events. This has included the EGX exhibition in Birmingham, Game City Nottingham, The British Library, Cardiff Museums, PC Gamer Weekender, Digital Cities Cardiff, Welsh Games Showcase and the regular Games Wales Monthly meetups.
In addition, there are opportunities throughout the course to participate in international trips which are part of Faculty wide excursions.
There is an additional fee for international trips, and they depend on uptake from students to proceed. In all cases, trips for which fees are required are not compulsory.
Work Placements
Students are encourages to explore opportunities for work placements, which can take a variety of forms, from vacation-based work to in-term activities which must be planned carefully to ensure they are able to fulfil the requirements of modules.
The Professional Project module has been designed to provide live briefs and support work-placement where available, this will contribute towards learning on the course.
The Grad Edge scheme also provides addition support and recognition for students that undertake work-based activities.
Work-based Learning
The year two Professional Practice module was devised as a placement / live-brief project and allows for students to work within a simulated setting or work-placement (where available).
Assessments are devised so that work produced externally can be used as evidence for the module’s learning outcomes. Staff may visit off-site locations to record evidence of learning in these scenarios.
The Tranzfuser scheme provides opportunities for year three students to develop their work into entries for the annual UK Games Fund competition.
Sandwich Years
The course does not offer a formal sandwich year at the time of writing but this will be kept under review.
Employer Forums
The course team maintain a regular dialogue with a range of local and national employers and associations, including those from beyond the traditional design industry. The Faculty of Creative Industries has a formal employer forum which contributes to course and extra-curricular developments. The course is closely involved with the Games Wales voluntary organisation which hosts a range of formal and informal events around Cardiff which are open to students and staff.
Other
Expertise from practising game developers and representatives from the creative industries contribute to the course as guest speakers or through faculty enhancement events. This allows for topical expertise and insight from current industry practice.
In addition staff are engaged in scholarly activity, industrial liaison, research, or are practising artists or games developers themselves.
Means of Assessment
Visual Journal
Creative Designs
Portfolio
Essay
Presentation
Project output
Self-refelctive assessment (writen)
Dissertation
Learning Support
Induction
Students will be given a full induction to the course in their first week to help them plan their studies and understand how the university works. This includes a history of USW Games and the community it has fostered, alumni success stories can inspire new students about the path they are about to embark on.
The first module forms an ‘immersive learning’ experience which aims to develop core skills for the rest of the course, and includes activities that help students become familiar with the course, university and city.
Personal tutor
Students will be allocated a Personal Academic Coach (PAC) who follows their academic progress throughout the course, and gives pastoral guidance where appropriate.
Personal tutors may change to reflect changes in staffing, or to ensure the best support within the Personal Academic Coaching system.
Office hours
The course team will inform students when they are available for drop-in sessions to discuss course work or other issues. The course team is available throughout the week during standard office hours, typically within the games studios.
Tutorials
A tutorial is a one-to-one or several-to-one discussion with a tutor to discuss progress on a module. Each module may be delivered in different ways depending on the content. The nature of the creative process means that contact needs to be flexible, so tutorials may, for example take the form of informal trouble-shooting sessions within the games studios. Tutorials for Game Studies and Dissertation modules are normally provided by an allocated supervisor, usually someone who has expertise in the particular area of study.
Seminars
A seminar is normally a many-to-one discussion with a tutor in which a small group of students can discuss their progress together. This is often more beneficial as students get an opportunity to see what other students are doing, and build their confidence in providing constructive support to others. This format of learning is particularly well suited to the theoretically based modules within the course.
Formative Assessment
Some modules will provide the opportunity to submit work for feedback (e.g. a first draft of a piece of written work). The nature of the studio environment means that students will regularly receive formative feedback on their work in a less formal way – during seminars and workshops, for example. More formal examples of formative assessment and feed-forward are provided during project pitches, game demos, play-test sessions and via regular progress meetings.
Progress meetings
Team projects depend heavily upon regular group milestone meetings, these are facilitated by the module’s teaching team and cover aspects such as planning, progress, critique and the monitoring of individual contributions to the project.
Research Supervision
For some modules, e.g. Dissertations and final projects, where students are expected to be working largely independently, they will be allocated a supervisor who will guide them throughout their research. Students and staff will keep in touch using a variety of methods including email, studio practice and meetings. Some may operate ‘office hours’ for drop-in discussions while others may schedule meetings with students.
Online Resources
As well as the course VLE (virtual learning environment) where learning materials and module handbooks are disseminated, the course team uses a variety of methods to provide and links to online resources including: vendor-specific learning materials, course blogs, Twitter feed, and the USW Games YouTube channel. Students are encouraged to develop their own online presence and to share useful resources with others. Professional collaboration tools such as: Basecamp, Trello, Google Docs and Discord are used to support team working and project management.
Advice Centres
The Student Advice Zone is in the Library on the ground floor of the Cardiff campus. Students can have most queries answered here, or make an appointment to see a specialist advisor on matters relating to finance, health and wellbeing, as well as support with study skills.
DDS Service
The Disability and Dyslexia Support Service (DDS) provides a confidential and professional service where students can discuss individual requirements.
USW is committed to providing a quality support service.
Responsibility for their education remains with students, and their choices and preferences will be respected.
IT/Library
IT and media resources are a common thread behind many of the activities which help to enhance students’ learning experience, such as their online student account (giving access to email, printing and payments and more), UniLearn (the online learning environment), open access to computers on each campus, printing services, and media equipment.
USW has a strong commitment to providing technology-based learning environments to support students. Whether studying on campus, at home or elsewhere, students have web access to their course materials anytime and anywhere.
The recently refurbished Library is where students can get the help of librarians who can offer advice on finding resources for their course. The library contains a wide range of books including copies of every set or recommended text for each of their modules. USW also provides access to journals related to the discipline so students can keep up to date with the latest thinking and developments.
There is also a periodicals collection with newspapers and magazines. Many of these resources are also available digitally.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Bachelor of Arts (with Honours) | 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 | Final |
| Diploma of Higher Education | 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3. | Exit |
| Certificate of Higher Education | 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3 | Exit |
Progression Route
Graduates will be able to progress into a range of graduate-level roles within the games industry and associated creative disciplines. The skill base established within the course allows for graduates to move into other art and design disciplines and may include architectural-visualisation, product design, 3D graphics, App development, virtual reality, and production roles. Graduates from the course may also establish freelance careers or set-up companies of their own. Graduates can also progress into further study through the MA in Games Enterprise, MRes programme, or other masters-level provision.
Entry Requirements
Admission to the course is typically through the following qualifications:
The entry criteria below shows the qualification range within which the University will make offers. The admissions process takes all aspects of an application into consideration and applicants receive a personalised offer. Combinations of qualifications are acceptable and other qualifications not listed here may also be acceptable.
Interview
An interview and portfolio presentation are normally required for our Computer Games Design degree. The portfolio should be selection of work, preferably produced during the most recent course of study but can include relevant personal work.
Typical A-Level Offer
BCC - CDD to include a relevant art and design subject (this is equivalent to 104-80 UCAS tariff points).
Typical Welsh BACC Offer
Pass the Advanced Welsh Baccalaureate Diploma with Grade C/D in the Skills Challenge Certificate and BC - CD at A Level with a relevant art and design subject (this is equivalent to 104-80 UCAS tariff points).
Typical BTEC Offer
BTEC Extended Diploma Distinction Merit Merit - Merit Merit Pass in a relevant subject (this is equivalent to 112-80 UCAS tariff points).
Typical IB Offer
Pass the International Baccalaureate Diploma with higher grades of between 655-445 to include a relevant higher subject (this is equivalent to 112-80 UCAS tariff points)
Typical Access to HE Offer
Pass the Access to HE Diploma with 60 credits overall – the credits should equate to between 106-80 UCAS tariff points (examples below)
45 Level 3 credits equating to 15 Distinctions, 24 Merits and 6 Passes in a relevant subject (106 UCAS Tariff Points)
45 Level 3 credits equating to 12 Distinctions, 6 Merits and 27 Passes in a relevant subject (80 UCAS Tariff Points)
Additional Requirements
GCSEs: The University normally requires a minimum 5 GCSEs including Mathematics and English at Grade C or above, or their equivalent but consideration is given to individual circumstances
International Entry Requirements
The University welcomes international applications with equivalent qualifications. Please visit the country specific pages on the international website for exact details.
English Requirements
In general, international applicants will need to have achieved an overall IELTS grade of 6.0 with a minimum score of 5.5 in each component.
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
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Methods Of Quality Standards
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Quality Of Standards Indicators
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