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, games and digital media 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, games 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, 3D CG 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 animation and 3D CG 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 in areas of computer animation and 3D CG practice (including character animation, 3D CG 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

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