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UNIT TITLE Games Design Unit Code RCGD5001 RGMD5001 Location Rochester Level 5 Duration (number of weeks) 12 Credit Value 30 Total Learning Hours for Unit 300 Date of approval of this version Course(s) to which this unit contributes BA (Hons) Computer Games Design

BA (Hons) Games Design CONTENT Through this unit you will further build on the skills and contextual knowledge you gained in Year 1. Alongside this you will develop your understanding of professional aspects of the indie games industry and start to define your future role within it. You will undertake this unit individually. This is an opportunity to develop your personal design, technical and intellectual interests in computer games through the production of a body of work for specific audiences (defined through the unit briefs for this unit). You will demonstrate appropriate research and consideration of the interests and needs of your audience. We will be exploring more avant-garde practices and looking at deeper issues such as how values are communicated through gameplay and how we can design for more than entertainment. You will be required to keep a ‘process-book’ to develop and document your ideas, you will record your development and design process, including ongoing critical evaluation and reflection. Indicative content:

• Design workshops and discussions • Supporting cultural content • 2D and 3D art concepts, tools and techniques • Professional practice lectures

AIMS The aims of this unit are:

A1 To develop your knowledge and critical understanding of the indie games industry, it’s context and your aspiration for your place within it.

A2 To develop your understanding of audiences and their requirements in relation to the development of computer games.

A3 To effectively communicate ideas using traditional and digital techniques using established techniques and terminology.

A4 To apply specific approaches to problem solving, and critically evaluate the appropriateness of these approaches.

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LEARNING OUTCOMES On satisfactory completion of the unit you will be able to:

Knowledge

LO1 Demonstrate thorough relevent knowledge and critical understanding of the indie games industry, its context and your aspiration for your place within it.

Understanding

LO2 Demonstrate research, analysis and synthesis to understand your audience and their requirements in relation to the development of computer games.

Application

LO3 Effectively communicate ideas using relevant traditional and digital visualisation techniques using established techniques and terminology.

LO4 Apply strong and specific approaches to problem solving, and critically evaluate the appropriateness of these approaches.

INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity1 150 No. of hours of independent activity 150 No. of hours of placement activity This will comprise: Practical workshops and demonstrations, tutorials, progress reviews, independent study

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Component

List all separate components

Weigh-ting (%)

Typical Indicative Assessment tasks

Where the component comprises more than one assessment task

Assessment Type For each component

double click in the box to see options.

The options equate to the assessment types

in table A2

Word Count Approx word count where applicable

Portfolio 100% Portfolio (comprising designs, art assets, process book and critical reflection)

Portfolio

Table A2 –Categories for Assessment

1 This data is required for CMA/published information purposes. Further guidance about classification of ‘scheduled’ activity can be found in the Unit Descriptor Guidance Notes in Annex 5 of the QAH

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Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills) Written

Written assignment, including essay Coursework

Report Coursework

Dissertation Coursework

Portfolio 100 Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions, e.g. critiques) Coursework

Oral assessment and presentation Practical

Practical skills assessment (including production of an artefact) Practical

Set exercise testing practical skills Practical Table A3 – Summary of Table A2 data Assessment Category Total % for Unit Written Coursework 100 Practical Table A4 – Assessment Criteria

CRITERION There should be at least one criteria against each learning outcome for the unit

MAPS TO LEARNING OUTCOME

Demonstrate thorough relevant knowledge and critical understanding of the indie games industry, it’s context and your aspiration for your place within it.

LO1

Demonstrate research, analysis and synthesis to understand your audience and their requirements in relation to the development of computer games.

LO2

Effectively communicate ideas using relevant traditional and digital visualisation techniques using established techniques and terminology.

LO3

Apply strong and specific approaches to problem solving, and critically evaluate the appropriateness of these approaches.

LO4

READING LISTS2 Essential Flanagan, Mary and Nissenbaum, Helen (2014) Values at Play in Digital Games. MIT Press Flanagan, Mary (2009) Critical Play: Radical Game Design. MIT Press Rusch, Doris (2016) Making Deep Games: Designing Games with Meaning and Purpose. Focal Press.

2 Reading Lists should be in accordance with the Reading Lists policy as issued by Library & Student Services. This policy also forms part of Annex 5 of the Quality Assurance Handbook.

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Sharp, John (2015) Works of Game: On the Aesthetics of Games and Art. MIT Press. Recommended Cameron, Julia (2016) The Artist’s Way: A Course in Discovering and Recovering Your Creative Self. Macmillan. Anthropy, Anna (2012) Rise of the Videogame Zinesters : How Freaks, Normals, Amateurs, Artists, Dreamers, Drop-outs, Queers, Housewives Are Taking Back an Art Form. Seven Stories Press. Salen, Katie and Zimmerman, Eric (2003) Rules of Play: Game Design Fundamentals. MIT Press Salen & Zimmerman. (2006) The Game Design Reader: A Rules of Play Anthology. London: MIT Press. Other resources and further reading Magazines Imagine FX magazine – monthly 3D World Magazine – monthly

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UNIT TITLE Gaming Culture Unit Code RCGD5002 RGMD5002 Location Rochester Level 5 Duration (number of weeks) 29 Credit Value 30 Total Learning Hours for Unit 300 Date of approval of this version Course(s) to which this unit contributes BA (Hons) Computer Games Design

BA (Hons) Games Design CONTENT This unit explores concepts and issues central to the historical, theoretical and aesthetic dimensions of the gaming practice. It critically examines the position of computer games and gamers within culture and society, exploring gaming's relationship to gender, ethnicity, conflict and capital, before turning a critical eye inwards to discuss ludology and its attendant concepts, including immersion, procedural rhetoric and cyber-individualism. Indicative content: • Gaming's place in contemporary culture • The history and role of genres in computer game design • Serious Games • Realism, Virtual Reality and the future of gaming • Academic research and relevant study skills AIMS The aims of this unit are: A1 To further develop your understanding of key concepts, theories, and institutional frameworks

related to computer games, the games industry and gaming's place in contemporary culture. A2 To further develop your understanding of narrative and procedural rhetoric and highlight their

potential uses within the game medium. A3 To refine your skills in independent research, writing, argument and discussion. A4 To develop a dissertation topic for your final year of studies. LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: Knowledge LO1 Critically respond to a range of key concepts and theoretical debates relevant to computer games in

an essay format. Application LO2 Demonstrate the ability to put in an appropriate theoretical context key issues regarding the current

status and the future development of computer games.

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LO3 Undertake individual research and produce a coherent, relevant and critical response to the essay assignment, in a written or alternative form.

Understanding LO4 Use academic and essay-writing conventions, develop a dissertation proposal on an appropriate topic,

in an appropriate form. INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity3 90 No. of hours of independent activity 210 No. of hours of placement activity 0 This will comprise: Lectures, screenings, group tutorials, one-to-one tutorials, essays, group text seminars, writing workshops, academic research workshops.

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Component

List all separate components

Weigh-ting (%)

Typical Indicative Assessment tasks

Where the component comprises more than one assessment task

Assessment Type For each component

double click in the box to see options.

The options equate to the assessment types

in table A2

Word Count Approx word count where applicable

Essay 67 Essay Written assignment (e.g. essay)

4,000

Essay 33 Essay Written assignment (e.g. essay)

2,000

Table A2 –Categories for Assessment

Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills) Written

Written assignment, including essay 100 Coursework

Report Coursework

Dissertation Coursework

Portfolio Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions, e.g. critiques) Coursework

Oral assessment and presentation Practical

Practical skills assessment (including production of an Practical

3 This data is required for CMA/published information purposes. Further guidance about classification of ‘scheduled’ activity can be found in the Unit Descriptor Guidance Notes in Annex 5 of the QAH

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artefact)

Set exercise testing practical skills Practical Table A3 – Summary of Table A2 data Assessment Category Total % for Unit Written Coursework 100 Practical Table A4 – Assessment Criteria

CRITERION There should be at least one criteria against each learning outcome for the unit

MAPS TO LEARNING OUTCOME

Critically respond to a range of key concepts and theoretical debates relevant to computer games in an essay format.

LO1

Demonstrate the ability to put in an appropriate theoretical context key issues regarding the current status and the future development of computer games.

LO2

Undertake individual research and produce a coherent, relevant and critical response to the essay assignment, in a written or alternative form.

LO3

Use academic and essay-writing conventions, develop a dissertation proposal on an appropriate topic, in an appropriate form.

LO4

READING LISTS4 Essential Benjamin, W. (2008) [1936] The Work of Art in the Age of Mechanical Reproduction. London: Penguin. Bogost, Ian. (2007) Persuasive Games: The Expressive Power of Videogames. London: MIT Press. Cassell & Jenkins. (2000) From Barbie to Mortal Kombat: Gender and Computer Games. Cambridge: MIT Press. Corneliussen & Rettberg. (2011) Digital Culture and Play: A World of Warcraft Reader. London: MIT Press. Donovan, Tristan. (2010) Replay: A History of Videogames. Lewes: Yellow Ant. De Puy & Dyer-Witherford. (2009) Games of Empire: Global Capitalism and Video Games. Minneapolis: University of Minneapolis Press. Kafai et al. (2011) Beyond Barbie and Mortal Kombat: New Perspectives on Gender and Gaming. Kafai et al. (2016) Diversifying Barbie and Mortal Kombat: Intersectional Perspectives and Inclusive Designs in Gaming. ETC Press Salen & Zimmerman. (2006) The Game Design Reader: A Rules of Play Anthology. London: MIT Press. Recommended

4 Reading Lists should be in accordance with the Reading Lists policy as issued by Library & Student Services. This policy also forms part of Annex 5 of the Quality Assurance Handbook.

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Adorno, Theodor. (2001) [1944] The Culture Industry: Selected Essays on Mass Culture. London: Routledge Classics. Baudrillard, Jean. (1995) The Gulf War Did Not Take Place. Sydney: Power Publications. Bogost, Ian. (2011) How to Do Things With Videogames. Minneapolis: University of Minnesota Press.

Caillois, Roger (2001) Man, Play and Games. University of Illinois.

Huizinga, Johan (2016) Homo Ludens: A Study of the Play-Element in Culture. Angelico

Press.

Hjorth, Larissa. (2011) Games and Gaming: An Introduction to New Media. Oxford: Berg. Juul,Jesper. (2012) A Casual Revolution: Reinventing Videogames and their Players. Cambridge: MIT Press. Juul, Jesper. (2011) Half-Real: Video Games between Real Rules and Fictional Worlds. Cambridge MA: MIT Press. Murray, Janet (2017) Hamlet on the Holodeck, Updated Edition: The Future of Narrative in Cyberspace. MIT Press. McLuhan, Marshall. (1964) Understanding Media. London and New York: Routledge. Taylor, T.L. (2009) Play Between Worlds. MIT Press Taylor, T.L. (2015) Raising the Stakes: E-Sports and the Professionalisation of Computer Gaming Walz, Steffen and Deterding, Sebastian (2015), The Gameful World: Approaches, Issues, Applications Online Resources & Journals Games and Culture: http://gac.sagepub.com/ Games Studies: http://gamestudies.org/ Journal of Digital Humanities: http://journalofdigitalhumanities.org/ Leonardo Electronic Almanac: http://www.leoalmanac.org/ Todigra Journal: http://todigra.org/index.php/todigra

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UNIT TITLE Games Production Unit Code RCGD5003 RGMD5003 Location Rochester Level 5 Duration (number of weeks) 29 Credit Value 60 Total Learning Hours for Unit 600 Date of approval of this version Course(s) to which this unit contributes BA (Hons) Computer Games Design

BA (Hons) Games Design CONTENT This unit introduces you to contemporary games production practices and workflows and the roles of those involved. In a team and in response to the unit brief for this unit you will design two games over the year and you will do this in an iterative fashion as you would in a contemporary indie game production studio. Each member of your team will adopt at least one role representative of industry practice for each project. For example your team will need a designer, scripter/programmer, producer, artist, etc. Each member of your team will need to specialise in a specific area appropriate to their skills and interests, however all members should be involved in, and contribute to, all aspects of production. Your production workflow will require you to create concepts, prototypes, design assets, documentation and deliver a pitch presentation of your project. You will be required to keep an individual ‘process-book’ to develop and document your ideas and detail your personal contribution to group work. You will include ongoing personal/team reflection and evaluation. Throughout this project you will be expected to demonstrate effective team-work, time-management and self-direction, together you need to present work appropriately and on time. Indicative content:

• Roles and responsibilities in games production • Techniques for working in teams on complex projects • Game asset creation skills • The scripting of interactive elements in games • Prototyping and iterative development

Critical self-reflective skills

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AIMS The aims of this unit are: A1 To further develop your critical analysis, problem solving and evaluative skills with respect to your

practice.

A2 To critically reflect upon and refine important 2D and/or 3D authoring competencies in a computer games production role.

A3 To understand the games pitching process and further develop your presentation skills by creating an original pitch for a game.

A4 To gain experience of the development process by working in specialised, industry-relevant roles in a team environment.

A5 To develop individual and team responsibility, effective time management and decision making through the production of shared outcomes.

A6 To identify and critically reflect on your role within and specific contribution to group practice.

LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: Knowledge

LO1 Demonstrate critical analysis, problem solving and evaluative skills with respect to your practice.

LO2 Demonstrate confident application of important 2D and/or 3D authoring competencies in a computer games production role.

Application

LO3 Effectively demonstrate understanding of the games pitching process and your presentation skills through having created an original pitch for a game.

LO4 Demonstrate experience of the computer games design development process through working in a specialised, industry-relevant role in a team environment.

Understanding

LO5 Demonstrate effective individual and team responsibility, effective time management and decision making through the production of shared outcomes.

LO6 Identify and critically reflect on your role within and specific contribution to group practice. INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity5 200 No. of hours of independent activity 400

5 This data is required for CMA/published information purposes. Further guidance about classification of ‘scheduled’ activity can be found in the Unit Descriptor Guidance Notes in Annex 5 of the QAH

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No. of hours of placement activity This will comprise: Studio practice, technical demonstration, workshops, video tutorials, seminars, group tutorials, independent and self-directed study

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Component

List all separate components

Weigh-ting (%)

Typical Indicative Assessment tasks

Where the component comprises more than one assessment task

Assessment Type For each component

double click in the box to see options.

The options equate to the assessment types

in table A2

Word Count Approx word count where applicable

Portfolio (task 1) 50% Portfolio (comprising art assets, documentation, game executable, process book, critical reflection)

Portfolio

Portfolio (task 2) 50% Portfolio (comprising art assets, documentation, game executable, process book, critical reflection)

Portfolio

Table A2 –Categories for Assessment

Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills) Written

Written assignment, including essay Coursework

Report Coursework

Dissertation Coursework

Portfolio 100 Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions, e.g. critiques) Coursework

Oral assessment and presentation Practical

Practical skills assessment (including production of an artefact) Practical

Set exercise testing practical skills Practical Table A3 – Summary of Table A2 data Assessment Category Total % for Unit Written

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Coursework 100 Practical Table A4 – Assessment Criteria

CRITERION There should be at least one criteria against each learning outcome for the unit

MAPS TO LEARNING OUTCOME

Demonstrate critical analysis, problem solving and evaluative skills with respect to your practice.

LO1

Demonstrate confident application of important 2D and/or 3D authoring competencies in a computer games production role.

LO2

Demonstrate understanding of the games pitching process and your presentation skills through having created an original pitch for a game.

LO3

Demonstrate experience of the computer games design development process through working in a specialised, industry-relevant role in a team environment.

LO4

Demonstrate effective individual and team responsibility, effective time management and decision making through the production of shared outcomes.

LO5

Identify and critically reflect on your role within and specific contribution to group practice.

LO6

READING LISTS6 Essential Bond, Jeremy (2014) Introduction to Game Design, Prototyping, and Development : From Concept to Playable Game - With Unity and C#. Addison Wesley Chandler, Heather Maxwell (2013) The Game Production Handbook 3rd Edition. Jones and Bartlett Hocking, Joseph (2018) Unity in Action, Second Edition: Multiplatform game development in C#. Manning Publications Keith, Clinton (2010) Agile Game Development with SCRUM. Addison Wesley Recommended Collins, Karen. (2008) Game Sound: An Introduction to the History, Theory, and Practice of Video Game Music and Sound Design. The MIT Press. Koster, Raph. (2004) Theory of Fun for Game Design. Paraglyph Press. Rogers, Scott (2014). Level Up! The Guide to Great Video Game Design (2nd edition). Wiley.

6 Reading Lists should be in accordance with the Reading Lists policy as issued by Library & Student Services. This policy also forms part of Annex 5 of the Quality Assurance Handbook.

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Schell, Jesse. (2014) The Art of Game Design: A Book of Lenses. CRC Press.

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UNIT TITLE Games Production (Study Abroad Option) Unit Code RCGD5004 RGMD5004 Location Rochester Level 5 Duration (number of weeks) 12 Credit Value 30 Total Learning Hours for Unit 300 Date of approval of this version Course(s) to which this unit contributes BA (Hons) Computer Games Design

BA (Hons) Games Design CONTENT This unit introduces you to contemporary indie games production practices. It is a mirror of the first half of the standard (non-study abroad) Production unit and enables students to undertake study abroad during the second half of the academic year. It comprises of a single task (unlike the standard version of this unit which comprises of two tasks and carries a 60 credit value): Each member of your team will adopt at least one role representative of industry practice for each project. For example your team will need a designer, scripter/programmer, producer, artist, etc. Each member of your team will need to specialise in a specific area appropriate to their skills and interests, however all members should be involved in, and contribute to, all aspects of production. Your production workflow will require you to create concepts, prototypes, design assets, documentation and deliver a pitch presentation of your project. You will be required to keep an individual ‘process-book’ to develop and document your ideas and detail your personal contribution to group work. You will include ongoing personal/team reflection and evaluation. Throughout this project you will be expected to demonstrate effective team-work, time-management and self-direction, together you need to present work appropriately and on time. Indicative content:

• Roles and responsibilities in games production • Techniques for working in teams on complex projects • Game asset creation skills • The scripting of interactive elements in games • Prototyping and iterative development

Critical self-reflective skills AIMS The aims of this unit are: A1 To further develop your critical analysis, problem solving and evaluative skills with respect to your

practice.

A2 To critically reflect upon and refine important 2D and/or 3D authoring competencies in a computer games production role.

A3 To understand the games pitching process and further develop your presentation skills by creating an original pitch for a game.

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A4 To gain experience of the development process by working in specialised, industry-relevant roles in a team environment.

A5 To develop individual and team responsibility, effective time management and decision making through the production of shared outcomes.

A6 To identify and critically reflect on your role within and specific contribution to group practice.

LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: Knowledge

LO1 Demonstrate critical analysis, problem solving and evaluative skills with respect to your practice.

LO2 Demonstrate confident application of important 2D and/or 3D authoring competencies in a computer games production role.

Understanding

LO3 Effectively demonstrate understanding of the games pitching process and your presentation skills through having created an original pitch for a game.

LO4 Demonstrate experience of the computer games design development process through working in a specialised, industry-relevant role in a team environment.

Application

LO5 Demonstrate effective individual and team responsibility, effective time management and decision making through the production of shared outcomes.

LO6 Identify and critically reflect on your role within and specific contribution to group practice.. INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity7 100 No. of hours of independent activity 200 No. of hours of placement activity This will comprise: Studio practice, technical demonstration, workshops, video tutorials, seminars, group tutorials, independent and self-directed study

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Weigh- Typical Indicative Assessment Type Word Count

7 This data is required for CMA/published information purposes. Further guidance about classification of ‘scheduled’ activity can be found in the Unit Descriptor Guidance Notes in Annex 5 of the QAH

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Component List all separate

components

ting (%) Assessment tasks Where the component comprises more than one assessment task

For each component double click in the box

to see options. The options equate to the assessment types

in table A2

Approx word count where applicable

Portfolio 100 Portfolio (comprising art assets, documentation, game executable, process book, critical reflection)

Portfolio

Table A2 –Categories for Assessment

Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills) Written

Written assignment, including essay Coursework

Report Coursework

Dissertation Coursework

Portfolio 100 Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions, e.g. critiques) Coursework

Oral assessment and presentation Practical

Practical skills assessment (including production of an artefact) Practical

Set exercise testing practical skills Practical Table A3 – Summary of Table A2 data Assessment Category Total % for Unit Written Coursework 100 Practical Table A4 – Assessment Criteria

CRITERION There should be at least one criteria against each learning outcome for the unit

MAPS TO LEARNING OUTCOME

Demonstrate critical analysis, problem solving and evaluative skills with respect to your practice.

LO1

Demonstrate confident application of important 2D and/or 3D authoring competencies in a computer games production role.

LO2

Demonstrate understanding of the games pitching process and your presentation skills through having created an original pitch for a game.

LO3

Demonstrate experience of the computer LO4

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games design development process through working in a specialised, industry-relevant role in a team environment. Demonstrate effective individual and team responsibility, effective time management and decision making through the production of shared outcomes.

LO5

Identify and critically reflect on your role within and specific contribution to group practice.

LO6

READING LISTS8 Essential See description for Games Production (RCGD5003): Bond, Jeremy (2014) Introduction to Game Design, Prototyping, and Development : From Concept to Playable Game - With Unity and C#. Addison Wesley Chandler, Heather Maxwell (2013) The Game Production Handbook 3rd Edition. Jones and Bartlett Hocking, Joseph (2018) Unity in Action, Second Edition: Multiplatform game development in C#. Manning Publications Keith, Clinton (2010) Agile Game Development with SCRUM. Addison Wesley Recommended

8 Reading Lists should be in accordance with the Reading Lists policy as issued by Library & Student Services. This policy also forms part of Annex 5 of the Quality Assurance Handbook.

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UNIT TITLE Study Abroad Exchange

Generic Unit Code XXXX5060

Location Overseas

Level 5

Duration (number of weeks) As indicated in LEARNING AGREEMENT

Credit Value 60 UK credits (30 ECTS)

Total Learning Hours for Unit 600

Date of approval of this version Academic Board – June 2019

Note: Taken as part of the Study Abroad Exchange Scheme and assessed on a pass/fail basis

CONTENT This unit is undertaken as part of Study Abroad Exchange during Level 5. The purpose of the unit is to enable students to engage with overseas study. Students follow an agreed schedule of learning at the host institution, as articulated in their LEARNING AGREEMENT. AIMS The aims of this unit are: A1 To enable overseas study. A2 To promote personal development within an international study context. A3 To communicate overseas study experience to a diverse audience. LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 Manage the process of securing overseas study. LO2 Negotiate and implement a LEARNING AGREEMENT for overseas study. LO3 Embrace a broader overseas cultural context to optimise integration and support study. L04 Reflect critically on overseas study and effectively communicate its value.

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INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity Dependent on host institution

No. of hours of independent activity Dependent on host institution

No. of hours of study activity 600

This will comprise:

• Overseas study in line with LEARNING AGREEMENT

• Preparation of reflective journal on the experience of studying overseas

ASSESSMENT REQUIREMENTS

Table A1- Assessment Components

Assessment Component

Weight (%)

Typical Indicative Assessment tasks Assessment Type

Word Count (where applicable)

Reflective journal

20

Either:

Oral presentation with accompanying slides/notes

OR

Written or multimedia journal of studies identifying personal and academic development over the period of studies (challenges, development and resolution)

Practical

n/a

Portfolio 80 Transcript of marks from host institution identifying learning outcomes related to the agreed LEARNING AGREEMENT

OR

Portfolio of work demonstrating engagement with learning as required in the LEARNING AGREEMENT

Portfolio n/a

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Table A2 –Categories for Assessment

Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills) Written

Written assignment, including essay Coursework

Report Coursework

Dissertation Coursework

Portfolio 80 Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions, e.g. critiques) Coursework

Oral assessment and presentation 20 Practical

Practical skills assessment (including production of an artefact) Practical

Set exercise testing practical skills Practical

Table A3 – Assessment Criteria

CRITERION MAPS TO LEARNING OUTCOME

Knowledge of:

overseas study opportunity

LO1

the operational and cultural requirements of an overseas study environment

LO2, LO3, LO4

Understanding through:

effective participation in an overseas study environment

LO2, LO3, LO4

evaluation and communication of overseas study experience to a diverse audience

LO4

Technical and Applied Skills through:

project work within the overseas study environment

LO2, LO3

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READING LISTS

Essential

Go International (n.d.) Pre-departure guide. Available from: http://go.international.ac.uk/going-abroad/pre-departure-guide-students UCA Study Abroad (n.d.) International Year- Available from: http://www.uca.ac.uk/study-abroad/outbound-students/international-year/

Recommended

British Council (n.d.) Study Work Create. Available from: https://www.britishcouncil.org/study-work-create

Global Graduates (n.d.) Study and work abroad: Advice, answers and opportunities for young people with global skills. Available from: https://globalgraduates.com/

Go International (n.d.) Pre-departure guide. Available from: http://go.international.ac.uk/going-abroad/pre-departure-guide-students

Additional texts may be listed within the LEARNING AGREEMENT, recommended by the Department of International Studies (UCA) or required by the host institution.