BSc (Hons) Computer Animation and Visual Effects

Transcription

1 BSc (Hons) Computer Animation and Visual Effects 2015/16 Award title BSc (Hons) Computer Animation and Visual Effects Programme code BSCAV Faculty Arts, Environment and Technology School Computing and Creative Technologies and Engineering

2 Leeds Beckett University Student Charter Working together for success Leeds Beckett University and our Students Union are committed to working in partnership with our students to ensure that our University is an inclusive, safe and engaging learning environment which is conducive to study for its students and work life for its staff. Our Student Charter sets out how we aim to achieve this by working together to understand and fulfil our commitments to one another. Our Student Charter has been produced jointly with the Students Union and we will review it, together, every year. Our University s Vision seeks to put students at the centre of all our activities and this Student Charter is a contribution towards that goal. The Leeds Beckett Student Charter is not a contractual document, but provides a guide to what members of the Leeds Beckett Community can expect of each other in terms of engagement and behaviour. We work to shape and sustain a supportive, safe, inclusive community for active learning and the building of skills for life. We will Work together within a progressive, independent, and active environment which promotes lifelong learning. Support a culture of personal and academic resilience. Collaborate to build partnerships for learning. Work together to sustain our bold, industrious spirit. We forge an environment which builds trust, accountability and transparency. We will Maintain mutually respectful codes of behaviour. Promote the availability of information and support for all. Ask each other for help when we need it. Be honest, clear and assertive with each other. Use the means available to give a compliment, raise a concern or make a complaint. Take advantage of opportunities for formal and informal learning. We foster inclusive academic, cultural, social, emotional and creative development for all. 2015/16 Handbook 2

3 We will Share an exciting and challenging curriculum which is contemporary and relevant. Promote a culture of critical enquiry and rigorous scholarship. Support participation in extracurricular opportunities which enhance career and personal development Enable one another to plan, develop, and drive forward our individual educational and career goals. Acknowledge and celebrate our joint and separate successes. We are responsible, diligent, reliable and considerate in our academic and professional actions and behaviours. We will Act with academic integrity. Listen to, and respect, differing perspectives, including those from different cultures and backgrounds. Work together within a positive collaborative learning and working environment, wherever, and however, we engage. Take care with our personal and professional digital identity and recognise the impact it may have on us and others. We seek active engagement, feedback and participation in the issues that affect us. We will Work together to enhance our experience of our University. Collaborate to promote learning and support enhancement, through mutual reflection and feedback. Build partnerships to enable our University communities to engage with our external stakeholders. Support the development of courses which prepare our graduates to be ready for work, ready for life and ready to seize the opportunities that lie ahead. Use our knowledge of local and world issues to strengthen our global outlook and build a sustainable environment for a thriving future for all. 2015/16 Handbook 3

4 Our Student Entitlements As a full-time or part-time campus-based student you are entitled to: 1. Access online learning materials and resources for every module through a virtual learning environment and have access to the resources and information of an up to date library. 2. Opportunities for on-going feedback on your work and progress towards your assessments in every year of your course. 3. Participate in a course induction, which will be provided at the beginning of each year of your course. 4. A meeting with your personal tutor once per semester. [All new and first year students will be invited to a meeting with their personal tutor within four weeks of the start of their studies]. 5. A course that has been informed in its development by external stakeholders (e.g. employers, professional bodies). 6. Participate in Personal Development Planning within the context of your course. 7. Have the opportunity to engage in embedded activities within your course which develop and enhance your graduate employability and lifelong learning. 8. Receive clear dates at the beginning of each module about your assessment, submission dates, when and how you receive formative feedback on assessment during every module, and how you will receive feedback on marked assessments within the 4 week feedback period. 9. Receive clear and easy to understand information about your course and the services available to you. 10. Be engaged, via your course student representative, in your course review, evaluation and development processes. 11. Have your questions to our University s services responded to within the advertised timescales in our corporate service standards. 12. Normally be given your course timetable no later than four weeks before the beginning of each semester. 2015/16 Handbook 4

5 Contents 1 Welcome to the Course Studying on this Course Assessment and Feedback Where to Get Help What to do if you Relevant Policies Appendix A Programme Specification /16 Handbook 5

6 1 Welcome to the Course 1.1 Message from the Dean and Pro Vice-Chancellor Whether you are joining us as a new student or returning to continue your studies, we hope you will enjoy your experience with us and find your studies interesting, challenging and relevant to your development and future career plans. The Faculty of Arts, Environment and Technology, is one of the largest faculties within Leeds Beckett University and covers a wide range of subjects areas. The faculty is divided into the following five academic schools: Art, Architecture, and Design Built Environment and Engineering Computing, Creative Technologies and Engineering Cultural Studies and Humanities Film, Music and Performing Arts Our aim is to provide students with a research- informed, innovative and relevant curriculum that is linked to current industry practices and standards. Our courses are highly valued by employers, professional bodies and other stakeholders. Through our approach to student support and to teaching and learning we aim to place you, our students, at the heart of everything we do. You will experience a diverse range of teaching approaches. We also use a variety of different methods of assessment and attach considerable importance to providing you feedback on your assessments. We will be organising dedicated, School based feedback weeks for you to ensure that you receive feedback that would help with your future learning. As a faculty we strive to be student-centred and value your opinions and feedback. We want to hear about the things you enjoy and that you think we do well, but also want to know when you think there are ways in which we can improve your experience. There are many ways in which you can provide feedback including through your student academic representatives, through written or on-line module evaluation feedback forms and through student open meetings, forums with staff, and student representative meetings with me. The courses in the Faculty of Arts Environment and Technology are based at both City Campus and Headingley Campus. Our City Campus courses are situated in the heart of the 2015/16 Handbook 6

7 city, where our accommodation includes the award-winning Broadcasting Place development, our Built Environment laboratories, film and performing arts studios and extensive IT facilities. Our University s Headingley Campus is a leafy parkland setting housing our industry standard music performance studios, visual media, IT labs and dedicated Computing facilities. In joining BSc (Hons) Computer Animation and VFX, you become part of the Faculty s community. I would like to wish you well in your chosen studies and hope you have an enjoyable and successful year. Professor Mohammad Dastbaz Dean and Pro Vice-Chancellor, Faculty of Arts, Environment and Technology 1.2 Message from your Course Leader This handbook provides you with information that you will need to succeed on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a module handbook for each module you study on your course. The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett University is both enjoyable and successful. On behalf of our University and the whole course team I would like to wish you well in your studies. Amrinder Romana Course Leader BSc (Hons) Computer Animation and VFX 2015/16 Handbook 7

8 1.3 Academic Calendar and Timetable Our standard student academic calendar is summarised below: Week Commencing Monday Student Calendar Bank Holiday Student Welcome and Induction Week Semester 1 Teaching Starts UG Christmas Break Formal Examinations Period Student Welcome and Induction Week Semester 2 Teaching Starts UG Easter Break Bank Holiday Bank Holiday Formal Examinations Period Spring Bank Holiday

9 Full details of this and future standard student academic calendars are available at: Once you have enrolled, you will have a student login. You can then find confirmation of your personal timetable by selecting the appropriate link after logging on the Student Hub from Key Contacts Course Leader Amrinder Romana Caedmon Building room 203 [email protected] Personal Tutor Personal Tutors provide academic and pastoral support to all students. They are allocated annually and chosen from the group of tutors who teach on your course and therefore you will meet them regularly. At Level 4 you will have a have a timetabled meeting with their Personal Tutor each week. At level 5 you will meet your Personal Tutor during induction week and at regular intervals to ensure you are progressing with your studies. You may also contact your Personal Tutors at any time during the academic year if you have any problems or issues that need resolving. At Level 6 the Personal Tutor is usually your project supervisor who you will meet at least once a week on a face-to-face basis. Personal tutors also monitor your attendance and where appropriate make contact to discuss any issues. Students who are at risk academically are directed towards the most appropriate advice and support. This may be a referral to the specialists and information available through the university Help zones. Administrators and Student liaison officers work closely with Personal Tutors to provide students with seamless support. 9

10 Student Liaison Officer Course Representative Course Representatives are student volunteers who represent your views at course-level, at Faculty Forums and in meetings with academic and administrative staff. Details about being a Course Representative are available at and on the Students Union website Student Administrator The Student Liaison Officer for your course will be announced in September of your enrolment year Student Officer is based in Caedmon Building room G07 Course Rep Contact details for your course rep are at: Details about being a course rep are available at Student Administrator Student Administrator can be found in Caedmon Building room G14 and contacted via the following . [email protected] Course Administration Team The Course admin team is subject to change and will be announced in September of your enrolment year Course Administrators can be found in Caedmon Building room G14 10

11 Academic Librarian Barbara Price James Graham building room 125 Each Academic Librarian has a subject specialism and is responsible for evaluating electronic information sources, as well as providing training and tutorials. All new students are offered an induction session and follow up information skills teaching complemented by online guides, web pages and online tutorials to inform students of relevant resources and activities to support their programme of study. Academic Librarians provide tailored information and literature searching sessions to students as part of their courses and also offer one-to-one appointments for students and staff. Skills for Learning provides online resources, services and publications to enable students to develop their academic skills. The Skills for Learning website offers a wide range of generic learning and teaching resources on topics which include: academic writing, group skills, research, maths, critical awareness and reflective skills. Skills for Learning also provides drop-in workshops, customised classes, and group and one-to-one tutorial support in academic communication, maths and IT. Academic Librarian 1.5 Keeping in Touch Academic and administrative staff at our University use your student address to contact you. It is important that you check this account regularly. You can forward s from your student address to a preferred personal address, however, quarantine and spam filters needed by our University mean that s sent from external addresses may be delayed, blocked or deleted. It is therefore important that your student address is the only address that you use to contact University staff. You can find how to forward your student address to a preferred personal address or mobile device from: We will inform you of cancelled classes / activities / course notices as soon as possible. This will be done via to student address or via XStream/VLE announcements. For each module, the module handbook will include the preferred method of communicating general information about that module to you. 11

12 For each module, the Module Handbook will include the preferred method of communicating general information about that module to you. Please make sure that you inform your Student Administration team whenever you change your address and contact details. It is important that you also update your records yourself. You can do this via the My Account/Update my Data tab on MyBeckett. This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you. 2 Studying on this Course The programme specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required learning outcomes. It includes information on course structure and the maintenance of academic standards. The full programme specification for this course can be found in appendix A of this handbook. 2.1 Programme Specification The programme specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required learning outcomes. It includes information on course structure and the maintenance of academic standards. The full programme specification for this course can be found in appendix A of this handbook. Course Structure The course structure outlines the modules that will be delivered on this course. Full details of the structure for this course can be found in the programme specification. Course Learning Outcomes All courses are benchmarked against the Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ-DAB). The FHEQ-DAB can be viewed on the Quality Assurance Agency website: For more details on the Course Learning Outcomes specific to this course please view the programme specification. 12

13 2.2 Course Resources The programme specification specifies the physical and online resources available to students on this course. Additional Activities/Recognition You will have opportunities to gain recognition during your time at Leeds Beckett University for the extra activities you do in addition to your studies, including volunteering, student societies, playing in our University sports teams and being a Course Representative. 2.3 Graduate Attributes All graduates from our University will be enterprising, digitally literate and have a global outlook. These three graduate attributes are developed with specific, appropriate emphasis in each course and you will be assessed about each of them at every academic level. They will provide you with capabilities which are essential for your employability and wider life as you move on from your studies here. A summary of how graduate attributes are developed and assessed on this course is provided in the programme specification. 2.4 Work-Related Activities and Employability The programme specification outlines what work-related activities are associated with this course. 2.5 Opportunities for Graduates The programme specification includes details of any accreditations, career paths, further study options and other opportunities for graduates. 2.6 External Examiner The External Examiner assures that you are assessed fairly in relation to other students on the same course and also the standard of your own award in relation to students in other higher education institutions nationally on similar courses. The details of the External Examiner for this course are as follows: 13

14 Dr. MINHUA EUNICE MA Reader in Visualisation & Games Technology Head of Academic Programmes University of Glasgow Your Student Administrator can provide details of the External Examiner s report on request. Further details on all External Examiners reports can be located here: 3 Assessment and Feedback 3.1 Assessment Assessment Strategy Information on the various methods of assessment can be found in the programme specification (appendix A). University Assessment Regulations Our University s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at: Assessment Schedule Please note the exam/assessment periods in the academic calendar (see Section 1) and make sure that you are available during those periods. Coursework Coursework assessment schedules can be found on XStream/VLE for each specific module. 14

15 Submitting Assignments Submission deadlines and format of submission is detailed in the assignment brief for each of your modules. It is important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked. It is important for your progression and achievement that you submit all work for all assignments in a timely manner. It is also important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked. It is important to note that submitting all assignments is a requirement of your course. Should you experience extenuating circumstances which prevent you from submitting on time please make yourself aware of section 3.6 of this handbook. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late. Full details (section C1.5) of the penalties for late submission of course work are available at: Giving your Feedback about this Course We are keen to work with you to enhance your course. Opportunities for you to feedback to us formally include: course meetings, end of module evaluation, mid module review, internal student experience surveys, Course Rep forums (through MyVoice in MyBeckett), the National Student Survey and other student surveys. Informal feedback is also welcome at any time either via your personal or module tutor or via your Couse Representative. 15

16 3.3 What Happens with your Feedback about this Course? Your feedback helps us to continually enhance this course. You can find out what actions have been taken in response to your feedback through your Course Representative, the Students Union, your tutors or through the Library. Your Faculty also provides updates on action taken through the Better Beckett posters prominently displayed around our University. 3.4 Getting Feedback on your Assessed Work Our University has committed to a four week turnaround for feedback. Each module handbook will provide you with specific guidelines on the turnaround for feedback. The programme specification explains how feedback will be provided on both formative and summative assessments (see appendix A). 3.5 How do I Get my Results? Results from module assessments and decisions on progression to the next level of study (eg from level 4 to level 5 of an undergraduate degree) or awards (if you are in the final level) are available on the Results Online system from: Results will only appear within Results Online five working days after the date of the Board of Examiners meeting (the meeting where your end of year outcome will be decided) or the Examination Committee meeting (the meeting where modular outcomes are decided). If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Student Administrator. 3.6 Extenuating Circumstances and Mitigation If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. The University operates a fit to sit/fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so. 16

17 Examples of extenuating circumstances include personal or family illness, bereavement, family problems or being a victim of crime. You will need to provide evidence to prove your situation; the Students Union Advice Service can offer guidance on what evidence you will need to present. Further information can be found at Re-assessment If you have not passed a module at the first attempt you will be eligible for re-assessment. You will need to make sure you are aware of the relevant re-assessment process (e.g. whether it is coursework, an examination, a presentation or other form of assessment / when it will take place / what the deadline is). You will be advised via personal tutor discussions or VLE of your options for re-assessment. You are advised to contact your course leader, student administrator or personal tutor for any necessary clarification. 3.8 Student Appeals If you feel that you have in some way been disadvantaged during your studies and this is reflected in your results, then you may have grounds for an academic appeal. After your results are available on Results Online you have 15 working days to submit a request for an appeal hearing. You will find the information you need, including grounds for appeal, when and how to appeal and frequently asked questions at: You are strongly advised to seek guidance from the Students Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork see Section 4 for Students Union Advice Service contact details. 3.9 Academic Integrity Our University wants to give you credit for your learning and for work which you have done yourself. Unfair practice occurs when you have not done the work yourself. 17

18 Any attempt to gain an unfair advantage, whether intentional or unintentional, is a matter of academic judgement and may be considered to be unfair practice. Examples of unfair practice include, but are not limited to cheating, plagiarism, self-plagiarism, collusion, ghostwriting and falsification of data. Definitions of these offences and the serious consequences of unfair practice can be found in our Academic Principles and Regulations, Section C9: Academic Integrity: There are a range of resources available to help you understand what is and what is not permitted and how to use other people s ideas in your assessed work. These include the Skills for Learning website which can be found at If you are unsure on how to reference your work correctly please seek advice from your tutors or access the Skills for Learning resources online (see section 4). 4 Where to Get Help 4.1 Personal Tutors Your personal tutor (see Key contacts in Section 1) will usually be an academic member of staff who teaches you on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor at the beginning of each year, usually in your course induction. duration of your course. Normally, your tutor will aim to follow you right through the Your personal tutor has an important role to play in supporting you in academic and personal matters while you are studying on this course. The meetings will include discussion about career aspirations, your course, your progress, and your academic results. You may want to set objectives for academic and life goals which you can store on your e-portfolio. Personal tutors are not trained counsellors and will signpost you to other University services if they can t help you. These services may, for example, be the Students Union, the counselling service or the Student Hub. 18

19 In the first year your tutor will probably initiate communication to request a meeting at a mutually convenient time, but later in your course it should be your responsibility to set up the meeting. If you ask information to be kept confidential it will be and a note will be kept securely in your University notes with an indication of who can access the information. You are entitled to have one meeting per semester with your personal tutor in each year of your course. But your personal tutor may ask you to come to see them more frequently and you should feel free to contact them if you need to see them urgently. Please see Section 6 for details of our personal tutor policy. 4.2 Student Hub If you have any questions about or problems with life at our University, the first place to call, or pop into is the Student Hub. The team can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling and wellbeing support, student cards, accommodation, fee payments, support from the Students Union, how to access on-line services, getting help with your CV, preparing for an interview, careers guidance and getting a part-time job. Details of these and other services are available at There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in Campus Central at Headingley. Their telephone number is and their address is [email protected]. They work closely with Faculties, the Students Union, all University Services and external organisations to make sure that if they don t know the answer to your question they will know who will. You can also use 'my Hub' which is an online resource available 24/7 where you can access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources. 19

20 4.3 Disability Support Disability Support is available from our Disability Advice Team. The Disability Advisers will work with students to ensure support is provided to meet their individual needs: Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officer, more information is available at Library Help The Library There are two Libraries at Leeds Beckett, Sheila Silver at City Campus and Headingley Library, both open 24/7, 365 days a year. You can use either Library, although the book stock reflects the courses taught at each campus. The website (library.leedsbeckett.ac.uk) also provides access to thousands of resources and information about Library services. Academic Librarian Your academic librarian (see contacts in Section 1) liaises with your lecturers to ensure physical and electronic information resources for your subject are available in the Library and they work with you throughout your time here to help you develop information and digital literacy skills. Help and Information Points If you have any questions about using the library or need IT support you can get help: from the Help and Information Point on the ground floor of each library online: library.leedsbeckett.ac.uk/contact-us by phone (including 24/7 IT support). Distance Learners If you are registered on a distance-learning course, you may be eligible for the Library s Offsite service. This offers help with accessing electronic resources, access to other libraries, 20

21 postal book loans and journal article supply. See the Library website for details of eligibility and more information. Skills for Learning Skills for Learning provides a wide range of web resources and publications on topics including plagiarism, group skills, research, maths, Harvard referencing, essay writing and time management. Information about workshops and one-to-one tutorials can be found at MyBeckett MyBeckett, the portal and virtual learning environment, is the gateway to all the information you will need to support your studies during your time at University. It provides access to your modules and timetables; your account; your personal storage area on our University IT servers and a wide range of other information. 4.5 Students Union Advice Service The Students Union advice service offers free, independent and confidential advice and representation to students. Professional advisers are employed directly by the Students Union to represent your interests even if you are in dispute with our University. Advice is available on a large number of issues, for example: Academic Problems including: mitigation, complaints, appeals, disciplinary procedures & academic misconduct. Housing Problems including: disrepair, problems with your landlord, checking your tenancy agreement before you sign. Money Issues including: problems with your student loan & Debt Health and Wellbeing. Tel: (0113) [email protected] There are full details of all services available at: 21

22 5 What to do if you 5.1 are absent for more than one day You must notify your Student Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence (see section 3). International Students Please be aware that our University fully complies with United Kingdom Visas & Immigration (UKVI) policy at all times. There are legal reporting requirements for all students in the UK on a Tier 4 student visa, and full attendance is mandatory for all Tier 4 students. Failure to meet UKVI attendance requirements could lead to your academic sponsorship being withdrawn and your visa being revoked. Tier 4 students need to be aware of their responsibilities whilst in the UK, please see for full information. For up to date information about visas, immigration issues and other matters relating to international students, please contact the International Student Advice Centre at [email protected]. 5.2 are ill If you are absent because of illness for more than seven consecutive days (including weekends), you must provide us with a Fit Note. You can hand in or send a Fit Note to your Course Leader or Student Administrator. Further information is available in the General Regulations (section 6) at: If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form. For more details on mitigation please visit 22

23 5.3 have a comment, compliment or complaint We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor. If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available online at: are considering suspending studies or withdrawing from the course If you are considering withdrawal from your course you should speak to your personal tutor, a member of staff at our Student Hub or the Students Union to discuss your reasons. If there is a problem, University or Students Union staff may be able to help. It may be possible to arrange suspension of studies from your course. If you are considering withdrawing, permanently or temporarily, you must complete a withdrawal form. This form must be submitted as soon as possible to your faculty office as withdrawals cannot normally be backdated. For further details see General Student Regulations at: 6 Relevant Policies 6.1 Student Charter Our University and Students Union recently agreed upon the Student Charter which outlines what is expected of students of Leeds Beckett University and what students can 23

24 expect from our University. The most recent version of our Student Charter is at: Student Entitlements Our student entitlements, listed at the front of this handbook, will help to ensure the student charter is embedded as part of our approach to providing a good quality, consistent learning experience for all our full-time and part-time undergraduate students. 6.3 Personal Tutors You are entitled to have one meeting per semester with your personal tutor in each year of your course. See Key Contacts in Section 1 for details of how to contact your personal tutor. See Section 4 for an overview of the support you can expect from your personal tutor. You can find full details of our personal tutor policy from the Student Hub webpages: Safety, Health and Wellbeing Policy Statement Our University is committed to providing a vibrant, ethical and sustainable working environment that values wellbeing and diversity. This commitment exists alongside our wider legal and moral obligations to provide a safe and healthy working environment for our staff, students and members of the public who may be affected by our activities. There are further details at (see H - Health and Safety Policy Policy Statement). Smoking No smoking is permitted in any of our University buildings, this includes the use of vapour cigarettes (or other similar devices); if you do smoke outside our buildings please make sure that you stand at least five metres way from building entrances and boundaries. 24

25 Use of Laptops within our University If you need to charge your laptop battery, please make sure that the battery charger/lead are undamaged, and only plug it into a designated power socket if you are unsure of where these are, please ask a member of staff. Please make sure your battery charger cables do not create a trip hazard. Fire Safety Procedures Fire information is present on Fire Action Notices displayed in all our University buildings. These are normally present in corridors. Please read and follow the instructions. All fire exit routes are clearly identified. You should familiarise yourself with the location of fire exit routes and fire assembly points for the buildings that you may use in the course of your studies. If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You should report the circumstances and site of fire using the emergency number indicated on the Fire Action Notice. Do not tackle the fire unless you have been trained to do so. Evacuate the building to the fire assembly point indicated on the Fire Action Notice. Do not re-enter the building until officially authorised to do so. On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire exit, as indicated by the green and white fire exit signage. Take appropriate action to assist visitors and mobility-impaired persons or wheelchair users to a safe refuge. Upon exiting the building, continue on to the fire assembly point so as not to impede the remaining evacuees exiting the building. Evacuation is practised through fire drills. However, you should regard any continuous sounding of the alarm as a fire incident and act accordingly. Disabled Students You are expected to declare any disability that would affect your safety in the event of a fire, e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability 25

26 Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as appropriate. Disabled students must declare their disability, to the University, for it to be taken into consideration. You can find further information about the support available to disabled students studying at our University and contact details on our website: First Aid First Aid Notices (green and white) are displayed in all University buildings alongside the Fire Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid box. First Aid Notices provide all the information you may require to seek and summon assistance. First Aider contact details can also be obtained from the Student Hub or from Security: City Campus, internal ext or Headingley Campus, internal ext Accident and Incident Reporting All accidents and incidents and dangerous occurrences, must be reported to, and recorded by University staff. Accident report forms (HS1) are available at faculty reception offices, Security and Student Hubs. Infectious Disease Campus-based students who have been diagnosed with a serious infectious disease such as TB, measles, meningitis or chicken pox should notify their Course Leader or Student Administrator as soon as possible giving information regarding which groups of students (and/or colleagues and clients on placements) you have been in contact with and when. For diseases such as TB or meningitis, the West Yorkshire Health Protection Team may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University. 26

27 6.5 University Regulations There are two sets of regulations you need to be aware of, the University Academic Principles and Regulations and the General Regulations: Leeds Beckett University Students. The Academic Principles and Regulations relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues. The General Student Regulations deal with a range of issues which apply to all students of our University. 6.6 Academic Principles and Regulations Our University Academic Principles and Regulations can be found at: You should familiarise yourself with the Academic Principles and Regulations. The following sections are of particular relevance to your course: Assurance of Academic Standards: Assessment (C1) Achievement of Credit (C2) Student Progression (C3) Conferment of Awards (C4) Management of Assessment (C5) Conduct of Assessment: Coursework and Other Assessed Work (C6) Administration and Conduct of Examinations (C7) Written Examinations: Regulations for Candidates (C8) Academic Integrity (C9) Disabled Students (C10) Boards of Examiners and Examination Committees (C12) Disclosure of Assessment Results (C14) Extenuating Circumstances and Mitigation (C15) Request for an Appeal Hearing (C16) 27

28 The Students Union Advice service ( is able to offer advice and guidance on how to understand and use the Academic Principles and Regulations. Where students are undertaking any form of research project, reference should be made to the Research Ethics Policy and Research Ethics Procedures which can be found at: General Regulations The General Student Regulations are available at the following web link: yourself with the student regulations relevant to you. You should familiarise 28

29 Appendix A Programme Specification Overview and Aims The Computer Animation and Visual Effects Course aims to provide a curriculum based on the fundamental principles of animation and visual effects, as outlined by industry. A significant amount of research has been conducted to accurately inform the curriculum development. Internally the course has a number of active practitioners in several creative industries. Not only do they tutor on the course, but they also provide current insight into the requirements of the creative industries. This perception of the animation and visual effects area is vital to the evolution of the course and as such is fed directly into the course development and refocusing. The entire dedicated course team along with members of other associated teams (Games Design, Creative Media) are involved in all steps of the course enhancement. Furthermore, insight from external sources is utilised to provide a wider range of global viewpoints. Specific notable areas of further influence include: External Academics External Examiners SkillSet Accrediting body o SkillSet Animation o SkillSet VFX The core themes of the course are: Storytelling Animation Cinematography Furthermore the course aims to promote: Creativity Technical ability 29

30 Innovative approaches to problem solving Nationally: There are 227 courses in the country with animation in the title and 30 courses with visual effects in the title and 42 with special effects in the title. Regionally: We have 3 main competitors, which mainly deliver BA animation courses. These are mainly based in film schools with themes like motion graphics. Due to the nature of the BA award title these tend to be less technically orientated. Locally there is only one direct competitor in terms of current title. We are different to these competitors in that we deliver a more balanced technical and creative curriculum. Employability and Professional Context Nationally there is strong support for the information and creative technology sector which falls within the Scheme. The Digital Knowledge Economy being regarded as fundamental to the UK s future prosperity and there is an aim to be a global centre for the creative industries. The strength of Digital Britain is in its strong network of universities, business and people and that this strength is multiplied when the country works together. The Government therefore encourages all sectors of the Digital Community to get involved in cross promoting the UK through the strategy to grow and enhance our digital proposition to the world. (Digital Britain 2009) 30

31 Regionally Yorkshire Forward confirms that Yorkshire & Humber has the fastest-growing digital sector in the UK outside of London, and is recognised as a leading centre of excellence in the digital and new media industries. The broad description includes web design and creative, film, TV, games, music, video, electronics, animation, e-learning, enterprise software, and IT solutions and services. Several international animation and film festivals are held locally, attracting global interest and pointing the spotlight on the Yorkshire area. The Annual Bradford Animation Festival is recognised as the UK s largest animation festival ( Furthermore Bradford was recently awarded the status of City of Film. Also the Leeds Film Festival ( is an annual event which includes an animated shorts category. Again this is an international festival with guests and speakers from around the world. Each of these events highlights the regions connections with the entertainment industries, specifically in the film and animation areas. Market demand for courses in visual media related subjects remains consistent strong. This is reflected in the continuing growth in application numbers at postgraduate levels. We are currently seeing a rise in postgraduate applications from overseas specifically for our MSc Computer Animation course. This award has also proved popular with graduates from our undergraduate visual media courses, showing students willingness to further their education within Leeds Beckett University. The accessibility of technology has led to a new generation of practitioners eager to study areas that have previously seemed out of reach. Leeds Beckett University offers students both the academic experience and facilities to achieve high output levels. The Industry SkillSet accrediting body released its guidelines for a Visual Effects course accreditation. This shows evidence of the national importance in readying students for the requirements of the industry. Furthermore it shows that the associated industries want 31

32 and need appropriately educated students. The BSc (Hons) Computer Animation and Visual Effects course has moved towards offering content that complies with the SkillSet Guidelines. The suggested refocused curriculum is based very heavily on the modular content as laid out by the SkillSet VFXCoreSkills Guideline document. This brings the course further in line with the requirements of the UK visual effects industry. In the governments Digital Britain white paper they highlight the importance of ensuring a healthy pipeline of talent into the work force of the digital sectors. Furthermore they outline that The UK HE Sector produces world-class graduates in the disciplines which underpin Digital Britain (IT/Computing, Communication Technologies, and Creative Technologies). Yet we know that there are also problems getting graduates with the right skills into the right jobs at the right time. An incentive called Find Your Talent is working in ten areas of the country, including Leeds. This programme works with young people to nurture and develop their creative potential. It s pleasing to know that the government and other external organisations recognise the importance of digital creativity and technology in this country. The Finding Your Talent programme should mean a stable or increased number of applicants to courses like Computer Animation and Visual Effects in the future. The SkillSet accrediting body have worked closely with both the government and the associated creative Animation and Visual Effects industries. In their newly released VFX SkillSet guidelines The Core Skills of VFX they state The UK s VFX industry is not only world renowned but also strategically important to the future of the whole infrastructure of film production in the UK. VFX was a significant lure for the $920 million of inward film investment in However there is a problem with this picture. Expansion depends on a greater pool of new talent. VFX houses are increasingly turning their attention abroad for some of the talent they need, but this can only ever be limited. As the industry has grown, there has not been 32

33 a commensurate growth in the quality or number of UK graduates to feed it. It is clear that the UK Visual Effects industry forms an important part of the global creative development pipeline. But it s also clear that more graduates are needed. Furthermore these graduates must show suitable skills to meet the demands of the creative studios. Student graduating from this course have gone on to work in the following areas: Games design Augmented reality for live theatre 3D Visualisation Self employed in Animation Industry Freelance Education Virtual Design Post Graduate Studies Course Learning Outcomes This course aims to: 1 enable graduates to develop a combination of creative, entrepreneurial and technical skills related to the associated international industries 2 enable graduates to develop their global exposure via a personal portfolio of creative animation and/ or visual effects products 3 enable graduates to acquire up-to-date knowledge and skills related to the rapidly changing industries 4 provide the opportunity for graduates to gain significant work experience by undertaking an optional placement year 5 Provide a broad range of curriculum to support students in their chosen 33

34 specialisms. 6 provide the opportunity for graduates to develop their transferable employability and professional skills through project-based assessment Level Learning Outcomes N/A Graduate Attributes are below Enterprising Students develop entrepreneurial skills by: developing innovative solutions to specified project briefs pitching creative ideas in written, verbal and graphical formats developing innovative professional showcase products Digitally Literate: Students develop their digital literacy by: exploiting the creative potential of high-end industry standard hardware and software systems in the solution of a problem developing digital portfolios of animation and visual effects material evaluating the capabilities and limitations of digital hardware and software Global Outlook: Students develop their global outlook by: developing products appropriate for the international market integrating a wide range of cultural and ethnic influences in their concept development, stylistic approach and product delivery taking an online approach to the delivery of a creative product actively seeking development critique and feedback on a global platform 34

35 marketing themselves via an online presence At L4 Media Literacy will be developed through this level as students are expected to understand the importance of digital communication Students consider the impact of their actions on the identity of their work and how they and their work is perceived by others Introduction to diverse resources to draw inspiration from At L5 Use of Information Literacy in the research and development elements of managing and implementing creative projects. Reviewing the importance of a unique style and identity to student work Furthering of global view on product testing and promotion to appropriate demographics At L6 Further enhanced used of Information Literacy in the major research based projects Implementation of enterprising skills to assist students in shaping their future careers The requirement to promote themselves, their ideas and their creative output in an international industry 35

36 Course Learning Outcomes Mapping Add additional rows for available option choices. Title and Level Core (Y) CLO 1 CLO 2 CLO 3 CLO 4 CLO 5 CLO6 Animation Principles, level 4 Applied Animation, level 4 Drawing for Animation, level 4 Y Y Y 3D Graphics, level 4 Y Graphics and Design, level 4 Video Concepts, level 4 Y Y Post Production and Digital Compositing, level 5 Y 3D Modelling, level 5 Y Concept Development and Animation, level 5 Animation and Simulation, level 5 Y Y Digital VFX, level 5 Y 36

37 Performance Capture level 5 Animation and Visual Effects Industry, level 6 Script Writing (option) Level 6 3D Visualisation (option) Level 6 3D Character Design for Film (option), level 6 Short Story (option), level 6 Motion Design (option), level 6 Advanced Animation and VFX Level 6 Production Project (double), level 6 Y Y Y Y 37

38 Course Structure Level 4 This level provided students with a grounding in all areas appropriate to the subject area. They are expected to work on several creative projects, which will explore the requirements of industry and start students thinking about their future specialisms and possible role in industry. Semester 1 Core Semester 2 Core (Y) (Y) Animation Principles Y Graphics and Design Y Applied Animation Y 3D Graphics Y Drawing for Animation Y Video Concepts Y Level 5 Students begin to work on larger scale creative projects, working both individually and in creative teams. In the second semester they must be actively deciding about where their creative enthusiasm and potential will lead them in industry. Semester 1 Core Semester 2 Core (Y) (Y) 38

39 Post Production and Digital Compositing Y Animation and Simulation Y 3D Modelling Y Digital Visual Effects Y Concept Development and Animation Y Performance Capture Y Level 6 At this level students should be specialising in their chosen field within the discipline. They are actively encouraged to begin seeking employment and finalising appropriate professional show-reel material to assist them in their approach. Semester 1 Core Semester 2 Core (Y) (Y) 3D Visualisation (option) Animation and Visual Effects Y 3D Character Design for Industry Film(option) Short Story (option) Motion Design (option) Script Writing (option) 3D Visualisation (option) Advanced Animation and VFX Y 3D Character Design for 39

40 Film(option) Short Story (option) Motion Design (option) Script Writing (option) Y Production Project (40 credits) Work Related Activities (Approximately 200 word explanation of activity) L4 Assignments expect appropriate research into industry examples and expectations. At level 5 we will introduce the students to the requirement to work on a live brief. Students are required to find an individual or company which they can work for or within the development of a professional animation product. A dedicated Animation and Visual Effects Industry module in the second semester of Level 6 promotes the importance of knowledge of the workplace. Students are expected to research into their chosen career role in industry and develop an appropriate show reel. Placement or Work Related Activity Level: This is embedded into all levels, however an industrial placement is offered upon 40

41 completion of level 5. L4 Students work on two assignments (Semesters 1 and 2), which promote research into the expectations of industry. L5 One of the creative project briefs is based on the requirement to work on a live brief. L6 Industry module requires students to prepare themselves for the expectations of industry, specifically readying them for the job application and selection processes. Furthermore students must manage, develop and deliver a final professional standard product in their Major project module. Placement or Work Related Activity Length in Weeks: L4 assignments 14 weeks per semester L5 Group Project 14 weeks L6 Industry Module 14 Weeks - Production Project 14 weeks Type of Placement or work related activity: L4 Simulation of professional industry working practice and environment. L5 Live Project L6 Option of a live project / Simulation of a industry working practice and environment 41

42 Learning & Teaching Approaches The Course employs a wide range of learning opportunities and teaching methods, informed by curriculum review, pedagogic research and continuous staff development. Particular methods for each module or cohort are identified prior to delivery through the annual planning process. Innovative approaches to teaching, learning and assessment are encouraged. The Course seeks to expand the application of technology in the delivery of teaching and learning support wherever appropriate. Scheduled sessions will include the use of lectures, seminars, tutorials and practical laboratory sessions. Advantage will be taken of both technology and supportive activities to ensure that effective learning takes place. These activities will include the use of simulations, role play, case studies, projects, practical work, work based learning, workshops, peer tutoring, peer group interaction, self-managed teams and learner managed learning. Our Learning and Teaching Strategy is based on the Vision, Values and Strategic Themes set out in the Strategic Plan Our vision is: to be acknowledged for our commitment to student success, our innovation and enterprise, our global reach and strong local impact. Our Learning and Teaching Strategy has strong connections with other strategies including; Widening Participation, Research and Enterprise, Schools Partnership, Employability and Human Resources. We are committed to the following values: Inspiring We share our values and ideas with passion, energy and commitment, supporting all to achieve their potential. Creative We stimulate innovation, imagination and discovery, generating challenging and original 42

43 ideas. Enterprising We identify and maximise opportunities using our resources widely and building on our strengths. Purposeful We are clear as to our shared plan and committed to delivering this efficiently and effectively. Respectful We are inclusive, supportive and ethical in our behaviours and actions, actively valuing diversity. Professional We expect and uphold high standards, leading by example with integrity and responsibility Learning and Teaching Activities Theoretical and technical materials are delivered via a lecture series. The students are offered the opportunity to develop their understanding of these materials through tutorials, seminars and practical lab workshops. They then apply their new knowledge and skills in the production of practical, product-based assignments. Evaluation, critique and reflection is embedded in all learning and teaching activities. 43

44 The lecture format of delivering course material is used primarily in the first year of study to introduce key fundamentals. This is delivered only by a one-hour lecture per week across the level. This is supplemented by a series of supporting creative workshops, covering the practical applications of the theory. In the second and third year of study all theoretical material is embedded into the practical creative tutorials per module. Furthermore, students have access to interactive learning materials via library loans systems. These include Training DVDs from Gnomon. Examples of these include: Set extension and lighting effects : matte painting for film Environment lighting for production : 3ds Max rendering techniques Practical light and colour: theory and application Learning and Teaching Values Leeds Beckett University is a diverse and inclusive University with a strong tradition of providing access to education to a wide range of students. We are committed to: (a) Putting our students at the centre of our activities and providing a flexible and relevant curriculum with excellent teaching and learning. (b) Providing a welcoming, inclusive, supportive and caring environment and preparing our students for employment and life. (c) Engaging, valuing and developing our diverse community of colleagues. (d) Ensuring that teaching is informed by research and/or expert professional practice with contributions from our Professors, Readers and expert professionals. We will do this by: (a) Promoting our students vocational and academic success and developing their employability; (b) Involving students and employers in course developments; (c) Continually enhancing our students learning experiences; (d) Ensuring all learning and teaching initiatives are evaluated and impact assessed; (e) Supporting the continual professional development of our colleagues; (f) Ensuring integration of learning and teaching strategy with other policies and 44

45 strategies including the Human Resource, Research and Enterprise, Widening Participation, Employability and Quality Enhancement Strategies. We aim to develop students as active citizens who are able to perform meaningful tasks in the real world. For a task to be authentic, students should be able to recognise that the tasks they are being asked to complete have real-world relevance. Examples of his within the course include the L6 Production Project where student are expected research into the requirements of industry in terms of a creative product. Furthermore, students are expected to research into the real world implications of their approach to meeting a set brief. This is evidenced in the L6 Animation and Visual Effects Industry module. Here students are expected to target their desired role in industry and actively seek out employment. To be successful in this they must make contact with those already functioning in these industries. Students develop appropriate skills to actively participate in the solving problems applicable to the associated industries. Furthermore they are expected to authenticate the application of theoretical knowledge in the solution of their real world challenged. Use of VLE Course material delivery VLE - XStream Blog Assessment submission XStream On the VLE (XStream) students can expect to find: Assessment information, including the assignment brief and marking schemes Examples of previous student work 45

46 Tutorial plans Their grades Guidance information Contact information for the module team Links to relevant internal and external resources Use of Blended Learning Online learning and assessment techniques are embedded into several modules across the course. Examples of this include the use of students personal blogs for graphical reflective development of their practical project work. Furthermore these blogs can be used as a mechanism for promoting effective team working and team evaluation of iterative working practices. Assessment Strategy A healthy mix of individual and team-based assessment is conducted throughout the course to promote self-directed learning, the development of interpersonal skills and an appreciation of a range of cultural perspectives and practices. Assessments take the form of either: The in-class assessment of a demonstration/presentation of work to the tutor(s). An electronic submission of digital files. All assessments are an opportunity for the student to develop their portfolio of work, which is essential to their future employability. Furthermore, students are encouraged to present in a manner and using media appropriate to the requirements of their desired workplace. Examples of this include the use of: Development blogs Visual communication of ideas and development material Animatics 46

47 Storyboards Product Tests Prototypes Demos Images Client centred presentation Examples of mapping to modules: L4 Video Concepts Preproduction work must be completed including storyboards and a development blog. L4 3D Graphics There is a requirement to complete a series of animatics and product tests. L5 Concept Development and Animation Students are required to visually communicate their ideas and development material. This must be supported via a series of prototypes and product tests. L6 Production Project Students are expected to develop a professional standard prototype product for a work in progress presentation. Work-in-progress assessments are employed regularly throughout the course. These assessment points provide the students with formal feedback on how to improve their work, 47

48 prior to the final assessment. There are summative assessment points that also ensure students are engaged with their work. All formative and summative assessment deadlines are sensibly spaced across the course and in appropriate time scales. Within each assignment great care is taken to ensure that there is minimal bunching of assessments around key areas. Feedback on Assessment Feedback is delivered in a number of ways across the course. If the method of assessment is an in-class demonstration/presentation, students receive instant verbal feedback and grades. If the method of assessment is an electronic submission, students receive written feedback and grades via the VLE. Formative feedback is given on a weekly basis throughout each of the modules. Students are encouraged to maintain and online blog of their work. This must include reflective commentary on any feedback (both formative and summative) they have been given. 48

49 Assessment Method Mapping Please enter % weighting for a maximum of two pieces of summative assessment per module. Add additional rows for available option choices. Module Titles Animation Principles, level 4 Y 40% 60% Core (Y) Project Final Project Practical Coursework Prototype Report Applied Animation, level 4 Y 40% 60% Drawing for Animation, level 4 Y 40% 60% 3D Graphics, level 4 Y 40% 60% Graphics and Design, level 4 Y 40% 60% Video Concepts, level 4 Y 40% 60% Post Production and Digital Y 40% 60% Compositing, level 5 3D Modelling, level 5 Y 40% 60% Concept Development and Y 40% 60% Animation, level 5 Animation and Simulation, level Y 40% 60% 5 Digital VFX, level 5 Y 40% 60% Performance Capture level 5 Y 40% 60% 3D Visualisation (option), Level 6 40% 60% Script Writing (option) Level 6 50% 50% 3D Character Design for Film(option), level 6 40% 60% Short Story (option), level 6 40% 60% Motion Design (option), level 6 40% 60% Animation and Visual Effects Industry, level 6 Advanced Animation and VFX Level 6 Production Project (double), level 6 Y 40% 60% Y 40% 60% Y 40% 60% 49

50 How is feedback from students gathered and used in course design/ enhancement? Sources of Feedback End of module student evaluation documents NSS Annual monitoring and review meetings STAR Feedback Examples of actions taken based on feedback Some of the students reported that they were struggling with the module Authoring. They stated that support material was written down but that they would also benefit from more demonstrations. The students agreed that they would also like to understand why they are completing certain tasks. In Semester one of the first year of study the Authoring module has now been replace with a more suitable Animation Module; Applied Animation. This provides an introduction to the practical, creative aspects of digital animation. This means that students get to experience an award specific module within the first month of their enrolment onto the course. The students stated that it was useful for their Personal Tutors to also teach them as it helped them build a relationship. It also meant they were comfortable approaching their Personal Tutors. As we have now moved to having a dedicated course team, all students have a personal tutor who teaches them throughout 50

51 the course. It was noted first year students have to share a lecture with students from other courses and as such the material is not always specific to the Computer Animation and Special Effects students. The shared module has now been removed and replaced with a course specific practical animation workshop. This offers practical demonstrations and development of lecture themes. Across other levels there have been some joint lectures delivering content to students across several courses. Often the other students have been working to a completely different brief, which has caused confusion to all concerned. Other than some Level 6 elective modules, there are now no modules on the course that have lectures shared with other courses. Any modules that have previously shared content have either been replaced with more course specific modules, or have had completely course specific lectures delivering content specific to the students assessment needs. Students claimed that all of the assessment throughout each semester was bunched up so that sometimes they have 4 assignments to submit for on the same day. 51

52 All assessment points through each level of study have now been scheduled so that students should not have the same bunching of assessment. Furthermore where possible modules have been paired to permit the use of one assignment brief across two modules. This synoptic assessment has meant that student should never have more than 2 assignments per semester. Students have said that digital equipment is very good but we should have pens, pencils and drawing boards too. Want sessions in hand drawn concept development We have now introduced a new Drawing for Animation module in the first semester of the first year. The module delivery deals purely with hand drawn concept development. The assignment for this module is based around concept development and design. Student have said that even at L4 there could be more compositing and SFX in the course. The new course structure now has students working on Animation in semester one and Special Effects throughout semester two. The assignment brief for semester two requires students to use compositing in the development of a short special effects sequence. 52

53 Students suggested the use of blogs and other digital formats for presentation of development work. The expectation to display development work online via a blog has been written into all assignments where a portfolio of research and development is required. Innovation and Enterprise is too business like. Should be more about animation and SFX employment. The innovation and Enterprise module has now been replaced by a dedicated Animation and Visual Effects Industry module. How is feedback about the course given to students? The course team uses several formal mechanisms to relay feedback to students about the course. Bi-annual Focus forum Annual monitoring review via STARS VLE Tutorial/ Lecture This ensures that there is a cohesive and holistic approach to 53

54 feedback. Rationale for Change We are reviewing all our Undergraduate courses, drawing on past and current successes, to ensure that all courses are: Focused on student and employer needs and demands Supported by consistently good teaching Designed to offer all students work related learning and participation in volunteering and/or international exchange. Integrated with technology Underpinned by effective resources, both physical and virtual We are listening to students, employers and professional bodies. We are simplifying the course structures, clarifying course content, ensuring summative assessment is balanced and timely and reviewing all course titles. Refocusing of the Undergraduate curriculum will ensure that our graduates are distinguished by three overarching features: Enterprising Digitally Literate Global Outlooks As a result of Refocusing the Undergraduate Curriculum we will: Improve student progression, achievement and employability Enhance the market attractiveness of our 54

55 Undergraduate portfolio The refocusing of the course provides an opportunity to refine the curriculum given to the students. Moving to 6 modules per year appears to permit consolidation of course material into a more manageable module set. There have been several comments from student representatives via focus groups and annual reviews, which the course team have been able to use as a foundation for the refocus. These comments have informed the updating of the course from a student s perspective. Details of this are included in CAT / 51. Key examples include the implementation of a new 3D modelling module at Level 5 to bridge the gap between Level 4 introductory work (3D Graphics) and L6 industry standard expectations (3D Character Design for Film/ 3D Visualisation). A further indication of how the refocusing exercise has been informed by the student feedback received would be in the development of the Animation and VFX Industry module. This is a course specific industry module, which shows a move away for the more generic Innovation and Enterprise module delivered across the school in previous years. A course specific approach permits a far more useful set of module content, delivered and assessed in a manner suitable the animation and visual effects students. 55

56 National Student Survey: Staff are good at explaining things Staff have made the subject interesting Overall, I am satisfied with the quality of my course I have received sufficient advice and support with my studies Feedback on my work has been prompt Feedback on my work has helped me clarify things I did not understand The library resources are good enough for my needs I have been able to access general IT resources when I needed to 2010/11 cohort results supplied 76% This is already an excellent result for this element. 88% This is already an excellent result for this element 82% This is already an excellent result for this element 82% This is already an excellent result for this element 47% This is the only disappointment on the NSS for the course. Whilst we always have maintained an acceptable turn around time for assessment feedback, for the refocus we have had a rethink about the current strategies. We intend to raise the amount of in class assessment throughout the course, as this permits the delivery of instant feedback. We will continue our efforts for the feedback on summative and formative elements of student work. The course team would like to implement the use of Personal Tutors in reviewing each students profile and performance on an individual basis. 82% This is already an excellent result for this element 76% This is already an excellent result for this element 88% This is already an excellent result for this element The course has shown significant improvement in terms of student feedback (NSS). The course was statistically considered by the students to be the worse in the faculty based on the 2008/09 NSS feedback, with Overall Satisfaction of 19% The most recent NSS results shown that the course is statistically the best in the faculty (at the time this was INN). This shows that huge strides have been made in improving the quality and standards of the course. The stats for 2010/11 shows overall satisfaction as 82% 56

57 Teaching Quality Information Comments based on analysis of the Annual review reports. Progression (current level 6) Non-continuation for the course is 16%, which compares very favourably with comparable courses within the university (L4 and 5) Non-continuation for the course is 18%; again this is comparable to similar courses. These statistics are an improvement on the previous year, which showed an increase in non-continuation. Award 67% of graduating students on the award achieved a classification of first or upper second class. This is above the university average of 60% Destination of Leavers Based on the statistics available (which I believe to be representative of only those who provided a response) 91% of graduates are in work or full time education. This is comparable with other courses in the faculty and similar courses within the university. Applications Interrogation of HEIDI shows that applications in the JACS W6 subject line are growing year on year, with 28,635 57

58 applications submitted in 08/09, 32,200 applications submitted in 09/10, and 38,330 applications submitted in 10/11. Throughout the last 5 years the course recruitment numbers for the current course have remained good, moving quickly from one group of 25 students to two groups in the first year. The applicants for the 2012 intake are again meeting the targets set. Module Evaluation The module evaluations have been used to amend the course over a number of years. This has seen the course evolve to its current format throughout the last 7 years. The refocusing exercise is merely an opportunity to streamline an already functional course. The course team currently implements focus groups on a level basis in each semester. Alongside which, we have module evaluations carried out via online survey and in class written survey. All feedback received via these sources is used to improve the curriculum and enhance the refocusing of the course. What methods are used to monitor and assess quality? Annual Monitoring and Review Student Focus groups Student representation at official meetings (STARS) External examiners reports Detail: 58

59 The course will undergo annual review in line with the University requirements. The following specific issues will be considered within the Annual Review Process: Applications/admissions, student profile patterns of noncompletion and drop-out, Student withdrawal; Student progression; Student achievement. The following matters will also be considered: Curriculum design, content and organisation, Assessment, Learning and Teaching, Learning Resources (to include materials, accommodation and equipment), Identification of issues which need to be addressed at University, Faculty, Functional Areas of the University (such as Estates or Registry) or at the School level. Student Feedback The modules and the course will be subject to student evaluation. Student representation will be sought for appropriate committees, including the university wide STAR (Student representative) system. In addition the Faculty Student Forum and student focus groups are open to students on the course. Progress Indicators A bi-annual progress review meeting will be undertaken within the course team to monitor the progress of the students through the course. 59

60 Course Specific Examples On the course several initiatives are used to ensure quality in all areas. Team teaching is encouraged at all levels of the course. This ensures diversity in approach to delivery and immediate peer assessment of teaching. This assessment of delivery and teaching material is fed directly back into the development of the course. Furthermore this permits all staff an opportunity to expose themselves to innovative delivery methods and as such develop their teaching styles. As team teaching is encouraged this permits easier moderation of assessment. Where possible students are assessed via physical presentations of their creative material. This allows staff to assess this material in pairs and feedback immediately to students. Assessment in this way provided instant moderation of marks, several viewpoints in terms of feedback and immediate face-toface discussion of this with students. Again, this ensures quality in the assessment and feeding back information to students. 60

61 External Examiner Reports The External Examiner report was very positive, stating that the standards of the course are appropriate. Specifics worth highlighting are: The Final year showcase- the course team are to be commended on the standard of work and professionalism of their students. the teaching of the course appears to be of a high standard and run by enthusiastic and professional staff resourcing seems excellent..the obvious dedication, expertise and professionalism of the course leader.. Research and Scholarly Activity The course is heavily influenced by the requirements of the associated industries. Several members of the current course team are working in the creative industries. Their creative experience and working knowledge of the industry feeds directly into the course development. Examples of this include: Masters by Research in Motion Capture Technologies Virtual Runner Project Leeds Beckett Virtual Tour Augmented Reality Carpal Tunnel Visualisation Digital Artist Award Winner of the Games Design section Film title sequence for award winning short film International PhD in augmented reality for live theatre. Many of these have been used as case studies when teaching about project management and development. 61

62 Staff Development Staff development for the Faculty sets out to enable the development of academic staff in terms of their academic, professional and career aspirations in the context of the Faculty Strategic Plan. All staff undertake an annual Personal Development Review (PDR) with their respective line manager and the outcomes of this meeting feed into staff development activity in the coming year. 2 members of the staff have been awarded teacher fellow status. Furthermore 2 have completed Masters Degrees in online learning. 1 staff member is continuing his research in the pursuit of an EdD qualification. A further member of the team is investigating the possibility of undertaking PhD study. 62