Course specification and structure
Undergraduate Course Structures Postgraduate Course Structures

UDGAPROG - BSc Games Programming

Course Specification

Validation status Validated
Highest award Bachelor of Science Level Honours
Possible interim awards Bachelor of Science, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Science
Total credits for course 360
Awarding institution London Metropolitan University
Teaching institutions London Metropolitan University
School School of Computing and Digital Media
Subject Area Creative Technologies and Digital Media
Attendance options
Option Minimum duration Maximum duration
Full-time 3 YEARS  
Part-time 4 YEARS  
Course leader  

About the course and its strategy towards teaching and learning and towards blended learning/e-learning

Students’ learning is organised around direct contact time and directed time, which takes place through lectures, tutorials, seminars and laboratory work. Problems are formulated via lectures and tutorials; implementation takes place in the laboratory. Students use self-study time in addition to timetabled sessions for researching topics and reading around the taught material.

Increasingly e-learning is embedded within module design. Particular use is made of Virtual Learning Environments for dissemination of materials, and occasional Internet-based user groups enabling asynchronous communication with tutors. Other information sources include library searches, the Internet, on-site interviews and opportunities to examine artefacts.

Transferable skills - Group work throughout the course will be seen as important in relation to the student’s future working environment. A requirement of the industry is for its workers to be able to work as part of a team. Guidance is given by the tutors on ways to enhance the students' ability to work in teams by fostering clear communication skills, respect for peer group and understanding of ethical issues. Workshops provide an opportunity for students to develop some of the discipline-based skills required of the industry.

One of the key aspects throughout the course is the development of a cumulative portfolio. Initially this is tightly tied to specific module teaching and assessment, but at a later stage students are encouraged to develop portfolio work independently, with increasing individual tutorial support. The emphasis of the course is to ensure a contemporary skill-set through the use of current visiting practitioners as well as regular steering group meetings with full-time staff members, graduates and games industry experts.

Students’ ability to work independently will also be fostered through a mixture of unseen examination and presentations and ultimately the design and implementation of significant artefacts in the final year.

Course aims

The main aim for this course is to provide students with a general education in the area of computer games programming in its full range of applications from console, mobile and web games to computer simulations. Students will develop an understanding of the need for involvement in order to solve a problem, the need for communications skills for clarity of problem understanding and solution propagation, plus awareness of the ethical responsibilities with which a developer must contend.

For a student undertaking a single honours award, the aims are to:

• offer a course which is relevant to the needs of industry and commerce and to expose the student to the latest developments in computer games applications;
• develop the intellectual and practical skills associated with the design and development of computer games from a technical perspective;
• develop the ability to communicate in terms of questioning, presentation, and logical representation in order to specify, resolve and develop games across a wide range of genres.

Designing and developing computer games is an engineering-like study and as such much of it is sequential in nature, with one subject building on another. The core modules are chosen with this in mind while designate modules are seen as mutually supportive of the core material.

The degree aims to equip students with programming skills as specified by TIGA in association with the Computer Games Industry. Choice of modules is constrained and guided in years one and two, but there is freedom within the core modules in year three for students to explore areas of personal interest and build up a significant portfolio of work.

Course learning outcomes

LO1. carry out independent research and investigation;

LO2. be able to conceive of the problem, analyse available data, and formulate possible user centred design solutions to a problem in the general area of application development and design;

LO3. have industry-appropriate knowledge of games technology and applications;

LO4. implement skills in a variety of contexts, programming languages and delivery platforms in order to deliver professional quality artefacts;

LO5. be aware of and adhere to professional practise with respect to programming methods and conventions;

LO6. be aware of the social and ethical issues associated with games and media development, software development and operation;

LO7. show effective oral, visual and written communication via presentations, reports and demonstrations;

LO8. work effectively as part of a multidisciplinary team and develop the skills associated with team working, relationship management, communication and time management.

LO9. have opportunities for personal and creative development, through teamwork and discussion, reflection and feedback, artistic expression and building a portfolio of work.

Course learning outcomes / Module cross reference

Module title Module code
Game Design and Development CU4011
Game Programming CU4012
Computer Game Hardware Architecture CU4007
Mathematical and Logical Techniques MA4005
Augmented Toy Development CU5013
Graphics and Shader Programming CU5010
Game Engine Development CU5012
Advanced C++ for Games CU5011
Prototype Development CU6005
Creative Technology Project CU6P02
Artificial Intelligence CU6051
Artificial Intelligence for Games CU6052
Networking for Games CU6056
Work Related Learning for Creative Tech FC6051
Research Related Learning FC6050

LO 1 - 9

Principle QAA benchmark statements

The Computing benchmark statements have been taken into account:

In these benchmark statements the word ‘computing’ refers to computer visualisation and interactive game and simulation development

Assessment strategy

Cognitive - Students will be exposed to various assessment strategies, which are part of the development and evaluation of their cognitive skills. As the course progresses the student will be exposed to more complex and ill-defined problems which relate to the world of work.

Practical - Portfolio assessment is increasingly relevant within this type of course and is used throughout the degree. This represents a highly formative process. Subject specific skills are also assessed using a range of techniques, such as programming skill tests and via in-course artefact development.

Transferable skills - Skills are assessed through written reports, demonstrated software solutions, media presentations, oral presentations and students’ willingness to work effectively with other students via group work.

Knowledge - Formative assessment will be a regular feature of the semester, encompassing peer review, opportunities for QA (Quality Assurance), detailed feedback and guidance from tutors.

Summative assessment such as coursework, presentations and group work will require students to:

• model and provide optimal solutions for a given scenario;
• demonstrate an understanding of application work flow;
• write and present verbal and written reports on development and application-based approaches to problem solutions.

Summative assessment such as unseen examinations will require students to deal with:

• multiple choice tests;
• written examinations;
• essays and reports, usually of specified length.

Organised work experience, work based learning, sandwich year or year abroad

Core Work-Related Learning or Research-Related Learning module in Year 6 is a mandatory part of the Honours degree, timetabled during the semester

Modules required for interim awards

Cores as specified in structure diagram.

Arrangements for promoting reflective learning and personal development

Students will engage in portfolio development throughout their career as undergraduates, culminating in a large project that will form the centrepiece of a showcase of their work.

They will be working in teams each semester and present their work for peer review. Weekly workshops will provide opportunities for face-to-face formative feedback.

Students will be encouraged to update CVs each semester and maintain a personal blog.

Other external links providing expertise and experience

The design of the course has been informed by Skillset Accreditation Guidelines for Computer Games Degrees with a technical pathway, TIGA colleagues, graduates and advice from our industry steering group members.

Professional Statutory and Regulatory Body (PSRB) accreditations & exemptions

The School of Computing and Digital Media (SCDM) is a member of the games industry body TIGA. An aim of this new degree is to improve the potential for possible submission for future TIGA accreditation.

Career, employability and opportunities for continuing professional development

A process of personal development takes place throughout the course. In addition, formal arrangements are provided through the Careers Service and taught material is provided through portfolio development modules. Work placements are strenuously encouraged.

Career opportunities

Completing this degree will open up many job opportunities within the games and entertainment industry. Upon graduating you could find employment as an animator, games developer, games designer, software engineer, visual effects artist, applications developer or a multimedia programmer.

Previous graduates have taken up positions at employers including Sky, BBC, ITV, Sega, Lionheart, Rare, Rocksteady, Media Molecule, Football Superstars and Sports Interactive.

Some of our graduates have also set up their own businesses.

Entry requirements

In addition to the University's standard entry requirements, you should have:

  • a minimum of grades CCC in three A levels (or a minimum of 96 UCAS points from an equivalent Level 3 qualification, e.g. BTEC Level 3 Extended Diploma/Diploma; or Advanced Diploma; or Progression Diploma; or Access to HE Diploma of 60 credits)
  • GCSE English and Mathematics at grade C/grade 4 or above (or equivalent)

Applicants with relevant professional qualifications or extensive professional experience will also be considered on a case-by-case basis.

If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Games Programming (including foundation year) BSc (Hons).

Official use and codes

Approved to run from 2019/20 Specification version 1 Specification status Validated
Original validation date 25 Jun 2019 Last validation date 25 Jun 2019  
JACS codes 101020 (computer games programming): 100%
Route code GAPROG

Course Structure

Stage 1 Level 04 September start Offered

Code Module title Info Type Credits Location Period Day Time
CU4007 Computer Gaming Hardware Architectures Core 30 NORTH AUT+SPR THU PM
CU4011 Game Design and Development Core 30 NORTH AUT+SPR TUE AM
CU4012 Game Programming Core 30 NORTH AUT+SPR MON PM
MA4005 Logic and Mathematical Techniques Core 30 NORTH AUT+SPR THU AM

Stage 1 Level 04 January start Not currently offered

Code Module title Info Type Credits Location Period Day Time
CU4007 Computer Gaming Hardware Architectures Core 30        
CU4011 Game Design and Development Core 30        
CU4012 Game Programming Core 30        
MA4005 Logic and Mathematical Techniques Core 30        

Stage 2 Level 05 September start Offered

Code Module title Info Type Credits Location Period Day Time
CU5010 Graphics and Shader Programming Core 30 NORTH AUT+SPR TUE PM
CU5011 Advanced C++ for Games Core 30 NORTH AUT+SPR WED AM
CU5012 Game Engine Development Core 30 NORTH AUT+SPR MON PM
CU5013 Augmented Toy Development Core 30 NORTH AUT+SPR MON AM

Stage 3 Level 06 September start Offered

Code Module title Info Type Credits Location Period Day Time
CU6005 Prototype Development Core 30 NORTH AUT+SPR TUE PM
CU6051 Artificial Intelligence Core 15 NORTH AUT THU PM
CU6052 Artificial Intelligence for Games Core 15 NORTH SPR THU PM
CU6056 Networking for Games Core 15 NORTH AUT WED EV
CU6P02 Creative Technology Project Core 30 NORTH AUT+SPR WED PM
FC6050 Research Related Learning Alt Core 15 NORTH SPR WED PM
FC6051 Work Related Learning for Games and Animation Alt Core 15 NORTH SPR WED PM