PROGRAMME SPECIFICATION
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AWARD and COURSE TITLE
MComp in Games Software Development
INTERMEDIATE AWARDS
BSc (Hons) / BSc in Games Software Development
BSc (Hons) in Computer Studies
Diploma of Higher Education in Games Software
Development
Certificate of Higher Education in Computer Studies
Name of the Teaching Institution
Sheffield Hallam University
Faculty and Department
ACES – Computing Department
Mode(s) of Attendance
FT / PT / SW
UCAS CODE
G612
Professional/Statutory/Regulatory Accreditation to be sought from the British
Body Recognising this
Computer Society and Skillset
Programme
QAA Subject Benchmark
Statement or other relevant
external reference point
Computing
Date of Validation
29 June 2011
Revised
March 2013
April 2013
1
PROGRAMME AIMS
This is a practically oriented, vocational and specialised programme in Games Software
Development, which lies within the broad area of Computing. It is intended to provide a
systematic understanding of key aspects of the field and develop a coherent set of practical
and professional understandings, insights and skills in developing computer games or
related software systems for the computer game industry. In particular, emphasis is placed
on presenting a balance of theory and practice to support the specification, design,
implementation and evaluation of software-based systems in the wider context of an
organisational and professional environment.
A key aim of the MComp Games Software Development course is to produce industry-ready
graduates with relevant skills to contribute effectively and immediately in the challenging
technical or business context of the computer game industry and, more generally, the IT
industry.
More specifically the programme aims to:
 Instil innovative and creative approaches to the conceptual design of computer
games and to foster faculties of critical analysis related to games and their impact on
individuals and groups.
 Develop skills in using required tools, techniques and methodologies in the design
and implementation of games software and associated media assets.
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Develop the comprehension of the specific requirements of project management for
the development of games and the business environment in which the games
software industry operates.
Provide a sound understanding of the characteristics of the hardware found in
computer gaming consoles and their input/output peripherals and on-line, networked
and mobile delivery environments.
Encourage a reflective attitude to legal, social and ethical issues relevant to the work
of a computer professional, along with a sense of the need for continuing
professional development and lifelong learning.
Promote the integration of wide-ranging skills and leading edge techniques and their
application to industrially-relevant situations.
Develop students' employability and produce graduates capable of independent
learning and work and with the ability to apply skills of critical evaluation,
communication, self-management, group working, project and team management.
Provide a breadth and depth of study, with industrial relevance and industrial
involvement to meet QAA requirements on professional practice for integrated
masters courses.
[Note:The MComp course shares approximately 90% of the modules with the BSc course:
330 out of 360 credits in years 1 to 3. Therefore many of the the aims listed above apply to
both courses. The final aim is specific to the MComp]
2
PROGRAMME LEARNING OUTCOMES
2.1
Knowledge and understanding covered within the Programme
By the end of the programme students will be able to:
1
2
3
4
5
6
7
2.2
Describe the principles of designing for effective human computer interaction and
how these may be applied in the development of computer games software.
Describe, select and apply the underpinning mathematical modelling techniques
used, for example, to describe shapes, to set up world geometry, to simulate the
physical world and in graphical algorithms.
Apply advanced graphical programming techniques and tools for constructing,
animating and rendering 2D/3D objects, scenes and special visual effects and
implement interactive software which may include the integration of video and
audio components and run on a range of platforms.
Engage effectively in the software development process, contribute to and lead
parts of the management of interactive computer games software development
projects.
Give an account of the characteristics of specialist hardware architectures,
features and technologies used in game development and how to develop
effective software for them.
Explain and apply the social, ethical, legal, and professional responsibilities
relevant to a professional working in the computer game industry.
(MComp specific) Describe novel ideas, leading-edge techniques and tools and
understand their relevance for the games industry and their application to the
development of computer games.
Intellectual/Subject/Professional/Key skills covered within the Programme
By the end of the programme students will be able to:
1. Structure and communicate to a professional standard cogent, concise and
comprehensible information effectively through a variety of media types (oral, written
and electronic).
2. Manage, lead and/or participate constructively as a responsible member of (possibly
interdisciplinary) games software development teams, effectively communicating
ideas to appropriate stakeholders through a variety of media types (oral, written and
electronic), working to deadlines, managing resources, prioritising effectively and
accepting responsibility for work produced.
3. Implement robust and efficient software solutions to problems of industrial strength
complexity, using a range of software and hardware platforms, to meet given
specifications and standards.
4. Select and apply appropriate research techniques applicable to their specialised
interest area and use technology to support personal research and investigation and
to discover suitable sources of information which describe, support and justify
approaches taken.
5. Synthesise and integrate engineering and creative approaches when developing
computer games and investigate, understand and critically evaluate new approaches,
techniques and tools.
6. Evaluate, critique, assess and effectively use the knowledge and experience of
others and published resources to enhance their own knowledge relevant to their
future career and form action plans to improve their own skills in relation to
employability, lifelong learning and career development.
7. Show critical awareness of current problems and/or new insights in (at least) the
specialist area they have investigated for their project.
8. Critically evaluate the professional, moral and ethical issues and apply and evaluate
appropriate professional, ethical and legal practices involved in exploiting information
technology and developing computer games
9. Demonstrate creative problem solving, precision of thought, analysis and design
skills in a range of problem situations and show originality and innovation in their
approach to their work.
3
LEARNING, TEACHING AND ASSESSMENT
3.1
The approach to Learning and Teaching within the Programme
Knowledge is acquired through engaging in directed-learning activities, investigating specific
topics, presenting work in various ways, participating in discussions and preparing for
examinations. In the first part of the course this work is organised around and supported by
formal lectures presented by academic tutors. In later years students are encouraged and
expected to work more independently, individually or in collaboration with other students to
produce some original, substantial and documented work relevant to their specific area of
study.
A significant amount of the required learning is gained through tutorial work, guided reading
and problem based activities. These activities, which promote active learning, are supported
by the academic staff team and are enhanced through access to contemporary materials
available in the University's Learning Centre.
Students' intellectual skills are enhanced through practical work, group discussions and
investigation projects, where they are asked to design and implement solutions to a variety
of types of problems and to justify the choices they make in solving these problems.
Students gain basic skills in laboratory based practical exercises and apply more advanced
techniques and complex skills through working on extended industry based case studies.
Specialist computing equipment and industry standard tools are used to support their
learning ensuring that the skills they develop with these tools are as up-to-date as possible.
An essential aspect of the learning process is provided through direct interaction with tutors
when working in the tutorial setting. Tutors are present at tutorials and spend time with
students, answering their questions and suggesting ways to approach solving the problems
they are working on. This process provides a rich learning environment which enables
students to develop their skills with the direct support of their tutor at regular timetabled
sessions.
Much of the study time involves working with others in groups, which demands effective time
management along with good verbal and written communication skills. Students develop
verbal skills through presentations, demonstrations of work and discussions. Writing skills
are developed through producing essays and reports. Problem solving and design skills
underpin most of the work done in tutorials, coursework assignments and other practical
working situations. Students' critical analytical skills are required throughout to evaluate,
assess and critique work produced by themselves or others.
Students are also encouraged to use the University's Key Skills Online system and
workshops to support and enhance key skills. ICT skills are used and developed across all
areas of the course.
An understanding of the computer games industry, professional issues and practices is
introduced early in the course and enhanced throughout in specific taught modules and
other activities such as the development of a personal portfolio of work and industrial
placement.
 Students are encouraged to build a personal portfolio showing the work and assets
that they have produced during their studies and in their personal time. Students
receive specific guidance and support on developing this portfolio at all levels of the
course.
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The year out on placement provides rich opportunities for personal development, for
enhanced understanding of the IT and computer game industry and for interacting
with professionals in the work environment over a lengthy period of time. It also
greatly improves the students' employability on graduation.
The placement itself is assessed on a pass-fail basis. To pass the placement year
students will:
 Normally complete 48 weeks (including paid holiday) of approved professional
experience.
 Present a satisfactorily completed Professional Experience Record at the end of
the placement.
 Make a satisfactory presentation summarising the skills gained and contribution
made during their placement.
 Satisfy their Visiting Tutor that they have met the pass criteria described in the
placement guide issued to students before they start their placement.
Throughout the course, students are expected to develop independence in their approach to
their learning. In particular, they are given the opportunity to choose from a set of options (at
level 5, 6 and level 7) and in their final, master’s year they also undertake a substantial
individual project on a topic of their choice. The option modules, together with the selection
of specialised topics for their final year project and various other group and individual
projects throughout the course, give students an opportunity to deepen their understanding
and expertise of particular, specialist areas of study. Others may choose to use these parts
of their course to broaden their knowledge of the field and study areas not covered in the
core elements of the course.
This allows students who wish to focus upon one of the significant aspects of the Games
Software Industry and, to an extent, prepare themselves for some specific professional roles
within that industry.
In the final two years of their course, MComp students take level 7 modules in which they
are taught with students from the other Integrated Master courses or students on the
relevant MSc courses. They are expected to show M-level performance throughout this part
of their studies.
They study research methods in their third year and are given additional research
experience through the substantial individual project they undertake in their final year. They
also gain additional professional and management experience through the Group Project,
Industrial Practice and Games Case Studies modules in their final year.
MComp students work in teams, with students from their course or, where appropriate,
students from other disciplines, on projects of increasing length and complexity. They are
expected to manage problems that may arise in these group situations and are encouraged
to reflect on the benefits and challenges of team work.
All of these activities and experiences support the students' personal development and
enable them to become an independent learner and a creative, reflective and successful
professional in the world of work.
3.2
The approach to Assessment and Feedback within the Programme
Specific methods of assessment are used in each module. They are designed to offer
students a learning situation adapted to the specifics of that module and to check that they
have achieved the required learning outcomes.
Typically, assessment methods combine individual and group work. Some of the more
practically oriented modules are entirely assessed by coursework. Such continually
assessed programmes of coursework often also include time-constrained supervised
individual assessments such as phase tests or an end of year examination.
Some of the modules in the earlier part of the course implement an ‘In-Module Retrieval’
scheme which offers students an opportunity, should they need it, to improve on initial poor
performance in a given assignment by reworking it taking into account feedback provided by
their tutor.
A variety of formative and summative assessment methods are used to enable students to
demonstrate their knowledge and understanding of the subject matter and to reinforce their
learning.
Case study and problem solving activities allow students to apply their knowledge and
demonstrate their understanding of the subject material. Where appropriate, their knowledge
may be assessed in various ways, including evaluating the quality and complexity of the
software they develop, the clarity of the explanations and relevance of the justifications they
provide for decisions they make and the critical evaluations they provide of the products and
processes involved in their work. Formal examinations allow students’ individual depth of
knowledge and understanding of a topic to be assessed. Presentations of their work to an
audience of peers, tutors and industrial contacts enhance their communication skills and
confidence. Essays written for various modules and the report produced for their individual
project provide the opportunity for assessing their ability to bring together and apply different
strands of their learning to a particular problem domain.
Practical skills are assessed using a range of methods which include: laboratory exercises,
the implementation, demonstration and documentation of software projects, the production
of written reports or other presentations of findings, and the presentation of results and
explanations of approaches students have taken in their work.
Self and peer assessment is used where appropriate to help students to develop a critical
self-awareness and to help them to assess their own level of professional conduct.
Through the medium of student presentations and walkthroughs students learn how to
contribute to peer-review but also to receive and give feedback to their fellow students.
In addition to on-going feedback given to individual students on the work they produce in
class and through directed learning, written and verbal feedback is provided for all assessed
work submitted and, where appropriate, more general feedback on progress is given to
student groups during lecture and tutorial times and posted online on the VLE.
Students’ attendance and progress across all modules is monitored and formally reviewed
by the Portfolio Manager and Year Tutor at the end of each semester. Also, if students are
experiencing difficulties, individual progress report meetings are arranged where such
students have the opportunity to discuss specific problems with their Year Tutor and/or
Portfolio Manager and draw up an appropriate programme of study to help them catch up.
4
PROGRAMME DESIGN AND STRUCTURE
This route is designed to provide a practical and vocational introduction to the games
software development area. It focuses on the contemporary tools, methods and techniques
required by professional practitioners within the field of software development.
The main focus of the first year is the laying of the foundations of knowledge with the
introduction of hardware, software and technologies and basic understanding of the
expectations and reality of the game software industry. Problems at this stage are designed
to illustrate particular technical points and are likely to have relatively straight-forward
solutions. Additionally students develop their ability to read technical texts, interpret
guidance information and present their work. Students also develop their awareness of how
they operate in teams and as an individual.
In the second year, students build on the skills and techniques introduced in the first year in
order to address more complex application areas in an integrative fashion. Students are
introduced to more of the tools and development environments used in the computer game
industry. Rather than develop their own solutions, they typically refine and extend systems
which already provide solutions to relatively complex, large-scale problems. These solutions
use a number of different technologies used in the course and they will be increasingly
expected to integrate information and skills gained across taught subjects. Students extend
their personal skills by further identifying their own strengths and weaknesses and
developing strategies to improve on them, notably on time management, team work and
communication. Students also learn how to generate a personal portfolio and start
populating it with work they have produced in or outside the course. An explicit focus of this
year is preparing for and securing a placement position. This, and the placement itself,
considerably enhance their employability on graduation.
During the third taught year, typically after a year-long placement in industry, students are
introduced to the additional skills and techniques required to design, develop and assess the
effectiveness of game software applications which are more open-ended, ill-defined and
requiring more "creativity". They produce software using a wide range of techniques and
tools. They learn to manage large game development projects and work in inter-disciplinary
teams with students from other courses. Students enhance their ability to integrate complex
information, identify contradictions and/or dependencies and communicate in a professional
manner. Students also develop further skills of analysis and critical evaluation and are
introduced to alternative methods of research and of information finding. Additionally, they
select two option modules related to some specific specialist area of interest to them.
Most of the modules in the last year of the MComp course focus on team work, leadership
and integrating different skills in application development by working on a large individual
project, smaller group projects, industrially relevant case studies, presenting their work to
professional practitioners and enhancing their portfolio. The remaining taught modules are
also designed to broaden and strengthen their knowledge and understanding of leadingedge technology, techniques and tools. Together this gives students extended opportunities
for increased breadth and depth of study and provides further emphasis on industrial
relevance. Students learn to locate, interpret and assimilate new developments from industry
or the research labs into their own work in a productive and effective way. This level of study
greatly enhances their capability for independent learning and work. At this level again
students can select an option module to deepen or broaden their knowledge.
The diagram below records the modules for each level of the course and provides an
overview of the Programme. It also helps identify where students can choose option
modules.
MComp Games Software Development
Year 1 /Level 4
Year 2 /Level 5
Year 3 /Level 6
Introduction to Game
Development
Programming for
Games
3D Games Prototyping
Mathematics for
Graphics
Mathematics for
Modelling and
Rendering
Real-Time 3D
Techniques for Games
Year 4 /Level 7
Tools, Libraries &
Frameworks
(15 Credits)
Games
Case Studies
(15 Credits)
Industrial Practice
Fundamentals of
Programming
(+PDP)
Web Application
Development
Object-Oriented
Programming
Industrial Placement
Introduction to
Requirements and
Systems Modelling
Game Software Project
Management
(15 Credits)
Game Development
Practice
Prof. Dev. or Prof. &
Employ. (10 Credits)
(15 Credits)
Research Methods
Fundamentals of
Computer Architecture
Software Hardware
Optimisation
Techniques
Professionalism and
Communication Skills
(+ PDP)
Professional
Development Project
(+ PDP)
Individual Project
(15 Credits)
Option 2 (L7)
(15 Credits)
Option 1 (L6)
Option 3 (L7)
(15 Credits)
Notes:
(45 Credits)
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All modules are worth 20 credits unless stated otherwise. Some of the 15-credit modules delivered at
level 6 are validated as level-7 modules. They are typically shared with other post-graduate courses such
as the M.Sc. in Games Software Development course.
The modules in the first two years and most of Year 3 (with the exception of the "Research Methods"
module and Option 2 (L7)) are common with the B.Sc. in Games Software Development course.
The option modules (in levels 6 and 7) are shown in bold. Further details for these are given below.
Underlined modules are shared with all other M.Comp. programmes.
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Option modules
A choice of option modules is available in the third and final years of the course:
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At level 6, students have two option modules: Option 1, a Level 6 module worth 20
credits and Option 2, a Level 7 module worth 15 credits.
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At level 7, students have another option: Option 3, a level 7 module worth15 credits.
Indicative lists (subject to changes) of recommended modules for these options include:
Option 1
L6 - taken in Year 3
20-credit
Option 2
L7 - taken in Year 3
15-credit
Effective C++ Programming
Animation & Visual Effects
Mobile Applications
Serious Games
Realistic Animation
Special Techniques for Graphic and Animation
Option 3
L7 - taken in Year 4
15-credit
Multiprocessing and Parallel Systems
Asset Creation
These options, together with the selection of specialised topics for their final year project and
various other group and individual projects throughout the course allows students who wish
to, to focus upon one of the significant aspects of the games software development field and,
to an extent, prepare themselves for some specific professional roles within the game
industry.
Employability and Placement
The importance of adopting a professional and disciplined attitude to the development task is
also encouraged and support for developing students' employability and professional skills is
embedded throughout the programme. Specific modules at levels 4, 5, 6 and 7 introduce
and develop this theme as their knowledge and cognitive skills develop.
In addition to these the course incorporates a sandwich year (SW) typically before level 6
which provides an opportunity to work in the IT and computer game industry. Students
greatly benefit from this experience, which helps them better understand what professional
and employability skills are needed and how they can be applied. In the level 5 year students
receive guidance and support on their preparation for the placement year from the Faculty's
Professional Experience and Employability Unit (PEEU), which also provides extended
support for the acquisition of a suitable position. During the placement students are
mentored by a member of academic staff (Visiting Tutor), who visits students at their place of
work. At the end of the placement period students are asked to reflect on their placement
experience and present some aspect of the work they have undertaken to staff and students
from earlier stages of the course.
The course can also, however, be taken in Full-Time (FT) and Part-Time (PT) modes, where
a placement would not be undertaken due to a range of possible reasons (e.g. previous
professional experience, personal circumstances, unavailability of a suitable placement
opportunity).
Portfolio and Exhibitions
During the course students receive support for and are expected to build and develop a
portfolio of their work that they can present to potential employers. This is partly put together
and assessed in some of the modules (including 'Introduction to Game Development',
'Professional Development Project', 'Programming for Games', '3D Games Prototyping',
'Real-Time 3D Techniques for Games', 'Games Case Studies', 'Group Project' and
'Individual Project' modules). Students are also expected to drive and complement this
material in their own time. To support this they are encouraged to participate in internal and
external exhibitions and competitions. This gives students an opportunity to showcase work
they have developed - as part of the course requirement or as personal projects - to larger
audiences and to enhance their personal portfolio and CV.
Group Project and Individual Project
There is a professional body (QAA & BCS) requirement, that students following an
Integrated Masters programme of study should demonstrate ability to work in a team to
deliver a significant piece of work, which addresses “a real need in a wider context and has
an identifiable customer (at least potentially) other than the student”.
In order to meet this requirement, at level 7, MComp students are asked to contribute to a
group project with students from their course or, where appropriate, other related courses
under the supervision of a tutor. This provides students with an opportunity to research a
particular subject topic or area, develop a product or application related to the game industry
and apply some of the project and team management techniques presented in the course.
Students also undertake a substantial self-managed individual project which demands a high
level of independent study and practical work to achieve stated and agreed objectives under
the supervision of an academic tutor (Project Supervisor). The essential part of the work
submitted takes the form of a written dissertation and, where appropriate, artefacts
developed as part of the work. This work is assessed on the quality of the artefact and report
produced but also using the general criteria of self-management, independent study,
meeting objectives and quality of writing.
Transfer to other courses
It should also be noted that there is a progression requirement to move from Level 5 (year 2
of study) onto Level 6/7 of the MComp in year 3, namely that students should normally have
satisfied the criteria for a 2:1 level of performance, as determined by University regulations.
Currently, this means that on their Level 5 modules, the student should achieve:
• EITHER a final average mark of 60.00%, or higher,
• OR a final average mark in the borderline (58.01 – 59.99%) and a 2.1 class (60%) or
higher module marks in at least 60 credits at Level 5.
• [OR equivalent criteria at the time of evaluation].
Students who do not achieve this level will normally be asked to transfer to the
corresponding BSc.
Due to the commonality between the two courses, when students enrolled on the MComp
Game Software Development fail to achieve this they are automatically transferred to the
BSc Game Software Development course.
For a range of reasons, some MComp students eligible to remain on the MComp route, may
opt for such a transfer at the end on the second year or just after their placement.
5
PROGRESSION/CAREER ROUTES
Possible progression or career routes after students have completed this
programme include:
Employment
Typical employment opportunities are with Computer Games/ Media/ Graphics/ Software
Tools companies, initially working as a software developer, but with the potential to rapidly
take more responsibility in their place of work and, for example, become a lead programmer
or project manager.
Although much of the course is designed around developing skills which are particularly
required for work in the computer games software industry, the skills students develop are
also much in demand in all areas of the IT industry.
Other Post-Graduate study
A significant component of the studies is at Master's level. The MComp program includes
two-thirds of a full Master program in the final year. Should students wish to, they will be able
to further their studies with a more specialised or complementary post-graduate qualification.
6
ENTRY REQUIREMENTS AND ENTRY PROFILE
6.1
The Formal Entry Qualifications
Academic Qualifications
including GCE A / AS level
grades and subjects, where
applicable
Level of English language
capability
Any other specific, formally
certified qualifications (eg.
BTEC HNs)
Previous relevant work or
work-related experience
Any specific articulation
arrangements recognised for
this programme
Professional qualifications
Any other specific entry
requirements
6.2
Normally 300 UCAS tariff points from
level 3 qualifications.
Appropriate level three qualifications
include GCE A levels, BTEC, AVCE.
GCSE English grade C or above.
Equivalent qualifications are accepted.
International Applicants to be
competent to the level of TOEFL 570
(paper based tests) or 230+ (computer
based tests) or IELTS at least 6.0.
not applicable
not applicable
not applicable
not applicable
GCSE Mathematics grade B or above
(or equivalent).
Entry Profile
The knowledge, skills and qualities required to enable students to benefit from and succeed
on the programme of study are:
 interest in working with computers and developing software evidenced through prior
educational achievement, be it formal or informal
 commitment to study and self-development
 determination to succeed on this course
 ambition to work in a creative and challenging area of study.
No previous experience of programming is required and the University can support students
in developing their study skills.
Students should wish to build their employment career in the computer games or related
industries, but they may equally be interested in working in other areas of the IT industry,
designing and developing new software applications or managing and improving existing
ones.
Studying software development in this creative and challenging environment also provides
opportunities for advancing their skills in graphics, animation and interactive, rich media.
6.3
Non-standard Entry Requirements
Applicants with non-standard entry profiles are considered individually on their merit, taking
account of their skills and experience. Appropriate credit is given for:
 relevant industrial experience backed up by references.
 industry based qualifications, e.g. Microsoft Certification programme.
 international qualifications relevant to their country of origin.
Those applicants without formal qualifications are normally assessed via formal interviews
which seek to ascertain how prior experience has equipped the applicant with the skills
necessary to complete the course. Appropriate applicants may also be asked to complete a
series of tests to ensure they have the required skills in IT, English and numeracy necessary
to be successful on the course.
6.4
Use of Prior Credit
Students may be admitted to any appropriate point in the degree programme provided that
they can demonstrate specific learning in terms of learning outcomes, credits and levels
equivalent to that of the programme. Students must also demonstrate that they are able to
complete the remaining requirements, to fulfil the objectives and attain the standards
required for the award.
The University's procedures for Prior Credited Learning (APCL) and Prior Experiential
Learning (APEL) are applied by the Portfolio Director to assess their suitability and the
suitable level of entry. They will determine the entry point and required programme of study
based on the evidence supplied.