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

Means of Assessment

Assessment on the course will be designed to align closely with the course learning outcomes and to reflect contemporary practice within the animation and wider creative industries. Assessment tasks will be authentic, practice-based and mapped directly to learning outcomes, enabling students to demonstrate creative, technical, cognitive and professional competences through the production of animation artefacts, portfolios, production documentation, presentations and critical reflection. 

Assessment methods will be structured progressively across levels in line with FHEQ expectations. At Level 4, assessment will focus on the development of foundational skills, technical competence and academic confidence, with structured tasks and clear guidance supporting students’ transition into higher education. At Level 5, assessment will emphasise applied practice, collaborative studio working and problem-solving within industry-standard production pipelines, including team-based production and live or simulated industry briefs. At Level 6, assessment will prioritise independent, specialist and industry-facing work, culminating in a substantial body of high-quality output evidencing autonomy, critical judgement and readiness for employment or further study. 

In accordance with the University’s assessment regulations, the first two Level 4 modules will operate on a pass/fail basis. Assessment component weightings are retained to support the evaluation of achievement across module learning outcomes and to provide meaningful developmental feedback. However, the overall outcome for these modules will be recorded as Pass or Fail. This approach will support students’ transition into higher education by encouraging experimentation, skill development and engagement with feedback while maintaining clear expectations regarding academic standards and progression. 

A balanced approach to formative and summative assessment will support learning and skill development throughout the course. Formative assessment will be embedded through regular critiques, peer review, tutorials, milestone reviews and feedback on work-in-progress, enabling students to reflect, refine and progressively strengthen their work. Collaborative studio practice will be supported through peer critique, shared production review, role-based feedback and production-style milestone discussions that mirror contemporary animation, games and VFX workflows. These activities will support the development of communication, teamwork, production awareness and interdisciplinary collaboration. Opportunities for self-evaluation and peer feedback will further support learner autonomy, reflective practice and critical engagement with individual and collaborative creative development.  

Summative assessment will evaluate final outcomes against production, visual and professional standards, ensuring clarity of expectations and consistency of judgement. Across the course, assessment methods are intentionally structured to reflect contemporary studio workflows within animation, games and VFX production. A consistent combination of practical production work and reflective process evaluation enables students to demonstrate both specialist production capability and critical understanding while supporting progressive development across levels of study. Portfolio-based assessments throughout the course are underpinned by research, critical enquiry, reflective evaluation and contextual understanding, ensuring that creative outputs are informed by academic thinking as well as professional practice. 

Student choice is embedded where appropriate through the selection of themes, character concepts, reference material, performance interpretation, visual style, technical approach and/or area of specialist focus. This choice operates within clearly defined assessment briefs, learning outcomes and marking criteria to ensure fairness, parity and consistency of academic standards across all submissions.  

Assessment will support academic integrity through transparent assessment criteria, clear guidance on ethical creative practice, and the appropriate use of referencing, reflection and process documentation. Practice-based assessment methods will encourage originality, authorship and responsible engagement with digital tools and technologies while reducing opportunities for academic misconduct. Collectively, this assessment strategy supports the development of creative, analytical and professional capabilities, preparing graduates to meet ScreenSkills expectations, USW Graduate Attributes and the demands of contemporary animation practice. 

Assessment across the course is designed to align with the University’s 2030 Curriculum Design Principles and Challenge-Based Curriculum framework. Across the programme, students will engage with assessments that support challenge-based learning, collaborative studio practice, research and enquiry, learner autonomy, inclusivity, digital fluency and critical engagement with contemporary industry, ethical, cultural, sustainability and societal contexts. These principles are embedded through authentic production tasks, student choice, peer critique, reflective practice, industry-facing projects and engagement with emerging digital technologies and workflows. 

The course acknowledges the increasing presence of AI-assisted technologies within contemporary animation, games and digital production industries and enables students to engage with these developments critically, ethically and professionally. In accordance with the University’s AI Assessment Scale (AIAS) Framework, at least one summative assessment task at each curriculum level, located within the final module of that level, will be aligned to AIAS Level 4 or 5. These assessments will support students’ understanding of the opportunities, limitations and implications of Generative AI within contemporary creative practice. 

The animation industry has historically evolved through the relationship between creative practice and technological innovation. Students will therefore be encouraged to critically examine the role of AI within contemporary production environments, including its application within creative workflows, ethical implications, professional responsibilities and potential impact across different stages of animation, games and digital content production. 

Students may utilise AI-assisted tools in appropriate and authorised ways where permitted by individual assessment briefs and the designated AIAS level. Students are expected to maintain clear creative authorship throughout their work, demonstrating that creative decision-making, technical implementation, critical judgement and final production outcomes are informed by their own skills, knowledge and professional practice. Any AI-assisted processes must be transparently acknowledged and appropriately evidenced within development work, production documentation and reflective evaluation. The course places strong emphasis on originality, ethical practice and informed engagement with emerging technologies while supporting students to develop confidence, agency and professional responsibility in an evolving creative sector. 

Learning Support

The course will adopt a studio-based, practice-led approach to learning and teaching, aligned with the University of South Wales’ 2030 Curriculum Design Principles and commitment to inclusive, engaging and employability-focused education. Learning will be centred on active participation, creative enquiry and “real-world problem solving,” enabling students to develop confidence, independence and a strong practitioner identity within animation and digital production contexts. 

Teaching will be delivered through a carefully balanced range of methods including studio-based practice, workshops, lectures, seminars, tutorials, critiques and industry-facing activities. Learning will be supported through access to specialist animation studios, 2D and Stop Motion facilities, dedicated production spaces, industry-standard software and digital production technologies. These facilities enable students to engage in authentic studio-based workflows, collaborative production practices and professional approaches to animation development and delivery. These approaches will support diverse learning preferences and encourage students to learn through making, reflection, collaboration and dialogue. Digital technologies and industry-standard workflows will be integrated throughout the course to develop technical fluency, production awareness and adaptability within contemporary 2D and Stop Motion animation practice. 

Structured guidance at Level 4 will support the development of core technical, artistic, production and academic skills, while Levels 5 and 6 will progressively emphasise collaboration, autonomy and self-directed studio practice within professional production pipelines. Students will increasingly engage with specialist workflows, independent project development and industry-facing production contexts, preparing them for employment, freelance practice and lifelong learning. 

Student engagement will be fostered through authentic learning experiences including live and simulated industry briefs, collaborative production activities, peer critique, milestone reviews and reflective practice. Structured milestone reviews at regular points throughout modules will support project planning, progress monitoring, formative feedback and reflective practice, enabling students to identify areas for development and respond constructively to feedback. Collaborative studio culture will be supported through shared production discussion, feedback exchange and opportunities for students to engage in role-based workflows reflective of contemporary animation, games and VFX environments. Teaching activities will encourage communication, teamwork and awareness of interdisciplinary production processes. 

Opportunities to specialise within 2D and/or Stop Motion animation (including character animation, concept art, real-time production, technical pipelines, production management and directing) will allow students to shape their learning in line with individual strengths, specialist interests and career ambitions. Through these experiences, students will also develop leadership, project management and entrepreneurial skills relevant to freelance, studio and independent creative practice. Independent and self-directed learning will be embedded through project planning, research, experimentation and evaluative practice, supported by regular formative feedback and Personal Academic Coaching (PAC). 

Academic and professional literacies will be developed progressively across all levels of study. At Level 4, students will be supported in developing research skills, reflective practice, academic writing, referencing and critical evaluation through structured learning activities and guided feedback. At Level 5, students will increasingly apply critical analysis, contextual research, academic enquiry and evidence-informed decision-making within production and collaborative project environments. By Level 6, students will be expected to demonstrate independent enquiry, critical judgement, reflective evaluation and professional communication skills, enabling them to engage confidently with both academic and industry contexts. This progressive approach supports students in becoming reflective practitioners capable of critically evaluating creative, technical and professional decisions throughout the production process. 

Students will be supported through a combination of embedded learning activities, formative feedback, Personal Academic Coaching (PAC), University Learner Development provision, library-supported information literacy development and access to resources such as the Academic Skills Hub. Support will be scaffolded across all levels to assist students in developing confidence in academic writing, research, critical analysis, referencing and independent learning. 

The course will support diverse learner needs through inclusive teaching practices, scaffolded practical activities, multimodal demonstrations, accessible learning materials, varied feedback opportunities and flexible approaches to creative problem-solving. Critiques and peer review will be structured to promote constructive dialogue, confidence-building and a supportive studio culture. Collectively, the learning and teaching strategy is designed to support, challenge and empower students to become creative, ethical and employable graduates capable of contributing positively to the animation industry and wider creative sector. 

Induction - Students will participate in a structured induction programme introducing course expectations, learning resources, studio practices, health and safety and digital platforms to support a successful transition into higher education. 

Learner Analytics - Learner analytics systems will be used to monitor student engagement through digital platforms and learning activities. This will enable early identification of students who may require additional support and timely interventions. 

Office Hours - Academic staff will provide regular office hours where students can seek one-to-one support, discuss feedback and receive guidance on their academic and creative development. 

Tutorials - Personal Academic Coaching (PAC) provides structured, proactive support to undergraduate students throughout their studies at USW. Every undergraduate student is allocated a Personal Academic Coach who acts as a consistent point of contact from induction onwards. PAC focuses on building supportive academic relationships, helping students to settle into university life, feel part of a learning community, and stay engaged with their course. Coaches take a holistic view of students’ progress across modules, encouraging reflection on assessment feedback, engagement, and learning behaviours. Through regular, timetabled meetings at key points in the academic year, PAC supports students to identify strengths, address challenges, set realistic goals and develop effective strategies for success. Coaches also play an important role in supporting transitions between levels of study and in discussing employability, placements and future aspirations. Where specialist support is needed, PACs signpost and refer students to appropriate university services, ensuring students receive timely, joined-up support to help them succeed academically and personally. 

Seminars - Seminars will support discussion, critical thinking and peer learning, enabling students to explore ideas, analyse work and develop communication skills in a collaborative environment. 

Formative Assessment - Formative assessment will be embedded throughout modules via critiques, feedback sessions and iterative review points, enabling students to reflect on their progress and improve their work prior to summative submission. 

Progress Meetings - Students will participate in regular progress meetings (for example, Personal Academic Coaching) to review academic progress, set targets and identify any support needs. 

Research Supervision - Students will receive guidance in developing research skills, including sourcing, analysing and applying relevant visual and contextual references to support their creative practice. 

Online Resources and Digital Support - Students will have access to a range of digital learning resources through Blackboard, including module materials, lecture notes and supporting resources. Students will also be supported through software demonstrations delivered by dedicated Technical Instructors, alongside access to specialist software and digital tools to support animation production and independent learning. 

Library Services - The University of South Wales Library offers expert support, high-quality resources, and modern study spaces to help students succeed in their studies. Students can access extensive academic resources, including specialised databases, digital collections, and the FINDit discovery tool to help students locate relevant materials. It also supports learning through subject-specific guides created by academic librarians, alongside tutorials, workshops, reading lists, and one-to-one appointments that develop independent research skills. Across four campus libraries (Cardiff, Glyntaff, Treforest and Newport), students have access to safe, inclusive study spaces, as well as computers and essential software. 

Learner Development Services - LDS (formerly the Student Development and Study Skills Service) is committed to the Universal Design for Learning (UDL) approach to teaching and learning that gives all students equal opportunity to succeed. The Service teaches students to: 

• Develop a questioning mindset. 

• Become reflective and ethical practitioners. 

• Be confident, resilient and adaptable learners. 

They do this by providing academic study skills support, maths support and self-help resources to all USW students. 

Three standouts to help you support your student cohorts: 

1. Curriculum Planning brochure – includes full-service offer. 

1. Epigeum Academic Integrity modules – Information and support on the fundamentals of studying with integrity. Includes using GenAI and certificate of completion if desired. 

1. Academic Skills Hub – self-help resources for student to improve their academic skills. 

For full details, visit Learner Development Service - University of South Wales. 

You can contact the team by emailing [email protected] with your query or if you wish to discuss how to embed study skills support into your curriculum. 

Peer to peer support - USW Student Mentoring is part of LDS. It offers three options for peer support: 

1. Digital Mentoring – for digital support on navigating USW systems and software – referrals for individuals, or embedded/requested for groups. 

1. Student Mentoring Scheme – for pastoral support. 

1. Peer Assisted Study Support (PASS) sessions – for timetabled, academic support offered as part of a course/module/block. 

All Digital Mentors, Student Mentors, and PASS leaders are trained and offer confidential help. 

Email [email protected] to discuss how you can embed peer support into your course. 

Specialist Study Skills Support - For information on individualised support for students with specific learning requirements, please email [email protected]. 

Visit our Connect pages for more details on any of the above. 

Advice Zone - Staffed by Student Success Officers, the Advice Zone provides students with quick and easy to access to information, advice, services and support. Students can contact the Advice Zone in person at the Advice Zone desks, through Advice Zone Online or via telephone. 

Working directly with colleagues and services across the University, SSO’s: 

• Answer general and subject-specific enquiries. 

• Provide guidance on Extenuating Circumstances, Course Transfers, Interruption of Studies and Withdrawal. 

• Refer students to specialist services such as Student Money Advice or Wellbeing where appropriate. 

• Help students navigate University regulations, policies and procedures. 

• Deliver proactive support to help students succeed in their studies. 

Disability Advice Team - The Disability Advice Team will provide support for students with disabilities or specific learning differences, including reasonable adjustments, learning support plans and assistive technologies

Student Money Advice Team - The Student Money Advice Team provides students with guidance and support on a wide range of financial matters, including: 

• Eligibility for student finance support. 

• Student loans, grants, additional allowances, NHS bursaries and discretionary awards. 

• Applications to the University's Student Support Fund and related schemes, providing support to students who are experiencing financial difficulties. 

• Applications to the Digital Hardship Fund. 

• Budgeting support, information on additional sources of financial assistance, and basic benefits advice. 

• The financial implications of changing or leaving a course or repeating years of study. 

• Payments and administration of most University scholarships. 

Mental Wellbeing - Students will be able to access mental wellbeing support services, including counselling, workshops and wellbeing resources to support their personal and academic success. 

Student Success - Student Success Officers (SSOs) provide first-line advice and guidance to help students overcome barriers to their studies. The team offers face-to-face support via the Advice Zone desks located in each campus library, as well as drop-in sessions and bookable appointments. SSOs are aligned to subject areas, enabling them to provide targeted pro-active support that promotes student retention and success. 

Careers Service - USW Careers supports students and graduates to explore career options, develop employability skills and successfully transition into work or further study. Through one-to-one guidance, drop-in sessions and workshops, students can receive support with career planning, CVs and applications, interview preparation, job searching, self-employment and postgraduate study. The service also connects students with employers through careers fairs, mentoring and skills sessions, alongside digital tools such as CareersConnect and MyCareer, which provide access to jobs, placements, events and online career resources throughout their studies and beyond. 

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

Applicants are expected to meet the University’s standard entry requirements for undergraduate study. Typical offers may include a relevant Level 3 qualification such as A Levels, BTEC or equivalent.  

Applications from students with non-traditional qualifications or relevant industry experience are welcomed and will be considered on an individual basis. 

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