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

The course develops Employability, Enterprise and Entrepreneurship through repeated challenge-based game development activity. Students respond to real-world and professionally contextualised briefs, requiring them to generate ideas, test feasibility, manage scope, communicate decisions, collaborate in teams and present playable outcomes to defined audiences. This aligns with the Academic Blueprint, which expects Graduate Attributes and the 3Es to be embedded across the curriculum, and recognises Challenge Based Learning, Co-Design, Learner Autonomy and Professionalism as key vehicles for this work.  

Employability is developed through authentic production practices including studio critique, milestone reviews, team roles, production planning, documentation, playtesting, version control, presentation and reflective evaluation. Industry engagement will be built into the curriculum through guest speakers, employer or alumni input into briefs, professional case studies, feedback on student projects, portfolio review and networking opportunities. This reflects CBC validation guidance, which identifies industry engagement, authentic assessment, graduate attributes and employability as core expectations of course and module development.  

Enterprise is developed through the creation, testing and refinement of original game concepts. Students consider audience, user experience, market context, pitching, feasibility, production resources, publishing and public-facing presentation. This is particularly visible at Level 5, where students develop and publish or present a substantial game project, considering audience, budgeting, licensing, release-readiness and platform conventions such as itch.io. 

At Level 6, students further develop entrepreneurial awareness through substantial studio projects, portfolio development, pitching and consideration of freelance, indie, startup and graduate studio routes. Students are encouraged to understand how graduate teams can develop original intellectual property, present commercially viable prototypes and engage with opportunities such as Tranzfuser and UK Games Fund, which support commercially sustainable studios, early-stage games development, skills, jobs and new UK games IP.  

Assessment incorporates the 3Es through practical portfolios, production evidence, project documentation, presentations, playtesting analysis, reflective evaluation and Student Choice assessment. Work experience or equivalent professional experience is embedded through simulated studio practice, industry-facing challenges, public presentation, networking activity, portfolio review and engagement with relevant sector organisations and networks such as TIGA, UKIE, IGDA, DiGRA and BDiGRA. 

Means of Assessment

Assessment is aligned directly with the Course Learning Outcomes by requiring students to create, test, analyse, present and reflect on playable game projects. Across the course, students evidence design thinking, technical application, iteration, collaboration, communication, research and professional judgement. Practical outcomes are normally assessed alongside supporting documentation, allowing students to show both the final artefact and the process used to develop it. This supports the course’s core principle of learning through making, ensuring that creative, technical and critical skills are assessed together rather than as separate activities. 

Assessment develops progressively across the three levels. At Level 4, students work with structured briefs and supported practical tasks to develop core design principles, production methods, analysis, reflection and basic prototyping skills. At Level 5, assessment becomes more ambitious and professionally contextualised, with greater emphasis on experimentation, team production, audience awareness, publishing, specialist enquiry and public-facing presentation. At Level 6, students undertake substantial studio projects that require greater autonomy, critical judgement, research-informed practice, professional presentation and portfolio development. 

Formative assessment is embedded throughout the course through workshops, studio critique, playtesting, peer feedback, milestone reviews, tutorials and production check-ins. These activities help students test ideas, respond to feedback and improve work before summative submission. Summative assessment captures the developed outcome, supporting evidence and individual contribution. 

Academic integrity is supported through authentic, process-led assessment. Students must evidence development over time through prototypes, versioning, design documentation, testing records, production logs, reflection and presentation. This makes the development process visible and reduces reliance on single-point submissions. Assessment also develops key graduate skills including communication, digital literacy, project management, collaboration, leadership, commercial awareness, innovation and enterprise. Student Choice assessment is used where appropriate to support inclusivity, learner autonomy and varied modes of communication, while maintaining equivalent learning outcomes, workload and criteria. 

Learning Support

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 locaterelevant 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].ukwith 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 bursariesand 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. 

Course Exit Points

Progression Route

Level 4: Students undertake supported progression activity that introduces them to university-level study and the core practices of games design. They develop foundational skills in ideation, prototyping, visual and written communication, playtesting, iteration, teamwork, documentation and the use of relevant development tools. Activity at this level supports students in connecting introductory design theory, case study analysis, world-building and systems thinking to practical design decisions, with an emphasis on building confidence and producing playable work. 

Level 5: Students undertake progression activity that develops greater independence, ambition and professional awareness. They apply research, experimentation and iterative development to more complex game projects, moving from early prototyping into refinement, polish and presentation. Activity at this level places greater emphasis on player experience, usability, game feel, scope management, collaborative studio practice, audience and market awareness, publishing contexts, role responsibility and preparation for more independent final-year practice. 

Level 6: Students undertake advanced progression activity that supports independent practice and transition into employment, freelance practice, enterprise or postgraduate study. They originate, pitch, plan, produce, test, refine and present a substantial games design project as part of their graduate portfolio. Activity at this level focuses on autonomy, critical judgement, project ownership, production planning, risk management, professional presentation, release-readiness, portfolio development and engagement with contemporary industry expectations.

Entry Requirements

Admission to the course is typically through the following qualifications:

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