This is one of the first modules student take part in as a team. Why learn traditional animation? Well, from feedback from many animation and games studios, this method of animation is recognised for teaching digital artists all about the basic 12 principles of animation. Students gained an understanding of the history of and key developments in animation for this module; developing skills and techniques in traditional and digital animation. Individuals and teams planned and produced 2D and 3D animations, for a specified audience, using traditional techniques such as; stop motion, cut out and cel animation. In the past students have won or been finalists in many film and animation awards for example; Picturing Time, Killing Cancer, RTS, and for other local events.

The essence of this module is to develop drawing skills to permit effective communication of the visualisation of imagined characters and locations within the conceptual game world. Skilful execution of these visualisations begins with study and practice of observational and life drawing. Students also gained knowledge of perspective, anatomy, media types, genre, style and Photoshop to create concept portfolios and scrapbooks for specific game titles and audiences.

This module covers the essential components of 3D modelling and animation required for working in the computer games industry. Learners gain an understanding of particular techniques and skills used in the full production pipeline from basic modelling to animating objects and rendering.

Students have worked on many live client briefs in the past. This year students created animations and models to help promote a short film aimed at children. The theme was Sproggy Goes Missing from Oggy Land. Students used a variety of software but mainly concentrated on developing their 3D Studio Max and Photoshop skills.

This module provides knowledge, understanding and practical experience of the tools and techniques of digital graphics software used to produce images for computer games. It also provides learners with the ability to unwrap basic 3D meshes for application of texture maps. Encouraging learners to express imaginative skills, it is appropriate that some critical self-reflective practice is undertaken. Photoshop is explored in depth along with 3D Studio Max to create low poly game assets.

This year students created posters for a variety of games and audiences along with low poly vehicles to a specific poly count.

Students become familiar with game engine technology, the central piece of software used for the assembly of modern computer games. By building playable games/levels or modifications of existing games, learners gained an understanding of how a modern computer game is pieced together, integrating 3D environments/assets, cameras, control systems and basic game logic.

Students this year created First Person Shooters on a theme of their own choosing. They implemented Unreal Engine 4 to build their levels along with using 3D Studio Max and Photoshop to create various assets. Students also had to include audio.

Learners explored the medium of computer games; an examination of the history of computer games, exploring the relationship with games and wider culture and applying relevant theories to the analysis of specific computer games. References to both film, TV and games are analysed along with exploration of semiotics and contextual studies. Moral panic and the male gaze are just two of the theories investigated in this module.

This module has been an opportunity for learners to identify a particular area of study, develop a proposal and set specific objectives for investigation. They applied research skills to the identification and selection of materials and resources, presented their results, reviewed and evaluated their efforts considering the professional context of the work.

This is an excellent module for both portfolio and show reel. Students tracked their progress and analysed their efforts on a regular basis in their blogs.

In this module learners acquired knowledge and understanding of how cut scenes (cinematics) are created and used within games. The history of sound in games is also explored and how to use sound to improve game immersion. Learners designed and produced content for their cut scenes using 3D Studio Max and Photoshop. They also created their own Foley sounds for their cut scenes and developed their digital editing skills.

3D animators are responsible for the portrayal of movement and behaviour. 3D character animation is a specific skill that requires a good level of understanding and technical knowledge of anatomy and animation. Students experimented with motion capture skills along with a variety of rigging, skinning and animation techniques. It was also important for students to learn a basic knowledge of anatomy as they is a key requirement for character animation. Learners had to create a series of animation sets for both a player character and a NPC.

Level design is a key part of the game development process, bridging the gap between art and programming. This module took learners through the development process for designing interactive 3D computer game levels, from technical constraints, to the application of narrative and aesthetic approaches to enhance designs beyond the purely functional.

Students had to create all the game documentation for their idea and often pitch to a real game publisher for the first part of the assignment. For the second they had to create the game itself using Unreal Engine 4 and many other software.

An opportunity for learners to develop skills in decision making, problem solving and communication, integrated with the skills and knowledge developed in other areas of the course. It requires learners to select, plan, implement and evaluate a project and present the outcomes.

This year teams had to create for experiences/games for people with Autism and dementia to help with mindfulness and retaining memories etc.

This unit provides an opportunity for students to investigate their career options, consider how that translates into professional practice for their own work and how to present themselves professionally at interviews. It also incorporates management of their work and time, consideration of copyright licensing laws and how to create and organise show reels and portfolios for employment.

As part of the brief students often have to prepare their work for exhibition and take part in live client briefs. This year students created games for Google Play.