(BSc) Bachelor of Science
Computer Games (Including Placement Year)
University of Essex
University of Essex
Computer Science and Electronic Engineering (School of)
Accredited by BCS, the Chartered Institute for IT for the purposes of fully meeting the academic requirement for registration as a Chartered IT Professional.
Accredited by BCS, the Chartered Institute for IT on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for Incorporated Engineer and partially meeting the academic requirement for a Chartered Engineer.
Accredited by the Institution of Engineering and Technology (IET) on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as an Incorporated Engineer and partially meeting the academic requirement for registration as a Chartered Engineer.
GCSE: Mathematics C/4
BTEC: DDM, depending on subject studied - advice on acceptability can be provided.
IB: 30 points or three Higher Level certificates with 555, including Standard Level Mathematics/Maths Studies grade 4, if not taken at Higher Level.
We are also happy to consider a combination of separate IB Diploma Programmes at both Higher and Standard Level. Please note that Maths in the IB is not required if you have already achieved GCSE Maths at grade C/4 or above or 4 in IB Middle Years Maths. Exact offer levels will vary depending on the range of subjects being taken at higher and standard level, and the course applied for. Please contact the Undergraduate Admissions Office for more information.
From 2021, we will accept grade 4 in either Standard Level Mathematics: Analysis and Approaches or Standard Level Mathematics: Applications and Interpretation.
Access to HE Diploma: 45 Level 3 credits at Merit or above
Eligible applicants that choose us as their firm choice by the relevant deadline will be able to take advantage of a flexible offer. This offer will specify alternative entry requirements than those published here so, if your final grades aren’t what you had hoped for, you could still secure a place with us. Visit our undergraduate application information page for more details.
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall. Different requirements apply for second year entry, and specified component grades are also required for applicants who require a Tier 4 visa to study in the UK.
Other English language qualifications may be acceptable so please contact us for further details. If we accept the English component of an international qualification then it will be included in the information given about the academic levels listed above. Please note that date restrictions may apply to some English language qualifications
If you are an international student requiring a Tier 4 visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College here.
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
1. To equip students with the knowledge and skills that are currently in high demand in the computing industry, specifically in the area of Computer Games, and in the wider economy
2. To provide students with a foundation for further study and research
3. To enable students to acquire a broad understanding of computer science, whilst providing opportunities for them to develop special expertise in computer games
4. To develop the students' ability to make an effective contribution to team-based activity
5. To encourage students to adopt an investigative approach and develop autonomous study skills in order to ensure their continuing professional development
6. To provide students with an understanding of the industrial context and an appreciation of a range of external factors that affect the work of professionals in the computer games industry
7. To give students an opportunity to learn about work roles, apply their knowledge in a work environment and learn about communication in the workplace
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Knowledge and understanding of scientific principles and methodology necessary to underpin their education in their engineering discipline, to enable appreciation of its scientific and engineering context, and to support their understanding of relevant historical, current and future developments and technologies.
A2: Knowledge and understanding of mathematical and statistical methods necessary to underpin their education in their engineering discipline and to enable them to apply mathematical and statistical methods, tools and notations proficiently in the analysis and solution of engineering problems.
A3: Knowledge and understanding of computer science as applied to computer games.
A4: An experience based understanding of work roles is developed through the placement year
Lectures are the principal method of delivery for the concepts and principles involved in the majority of the learning outcomes.
Students are also directed to reading from textbooks, academic papers and material available on-line.
Understanding is reinforced by means of exercise classes, discussion groups, laboratories, assignments and project work.
Specialist knowledge is further developed during supervision of the final year individual project.
A4 is acquired through a placement year at a host organisation.
The details of the learning/teaching methods are included on each training agreement and are specific to an individual student.
Achievement of knowledge outcomes is assessed primarily through unseen closed-book examinations, and also through marked coursework.
An assessment of the understanding of underlying concepts and principles forms part of the overall assessment of the final year individual project report and oral presentation.
Assessment of the placement year is through a number of elements including an assessment of the students performance in securing the placement, undertaking the placement, and reflecting on the placement experience
B: Intellectual and cognitive skills
B1: Ability to apply and integrate knowledge and understanding of other engineering disciplines to support study of their own engineering discipline.
B2: Understanding of engineering principles and the ability to apply them to analyse key engineering processes.
B3: Understand and evaluate business, customer and user needs, including considerations such as the wider engineering context, public perception and aesthetics.
B4: Investigate and define the problem, identifying any constraints including environmental and sustainability limitations; ethical, health, safety, security and risk issues; intellectual property; codes of practice and standards.
B5: Work with information that may be incomplete or uncertain and quantify the effect of this on the design.
B6: Apply advanced problem-solving skills, technical knowledge and understanding, to establish rigorous and creative solutions that are fit for purpose for all aspects of the problem including production, operation, maintenance and disposal.
B7: Apply software engineering principles to the design of computer systems and software for computer games.
B8: A capacity to connect subject specific theory to practice in a work environment
The basis for intellectual skills is provided in lectures, and they are developed by means of recommended reading, guided and self directed study, assignments and project work.
B6 is developed during the placement year.
Achievement of intellectual skills is assessed primarily through unseen closed-book examinations, and also through marked assignments and project work.k.
C: Practical skills
C1: Ability to identify, classify and describe the performance of systems and components through the use of analytical methods and modelling techniques.
C2: Ability to apply quantitative and computational methods in order to solve engineering problems and to implement appropriate action.
C3: Understanding of, and the ability to apply, an integrated or systems approach to solving engineering problems.
C4: Plan and manage the design process, including cost drivers, and evaluate outcomes.
C5: Understanding of contexts in which engineering knowledge can be applied (eg operations and management, application and development of technology, etc).
C6: Knowledge of characteristics of particular materials, equipment, processes, or products.
C7: Ability to apply relevant practical and laboratory skills.
C8: Ability to design, construct and analyse computer systems and software as applied to computer games.
C9: Communicate with a range of colleagues and clients in a working environment
Practical skills are developed in exercise classes, laboratory classes, assignments and project work.
C6 is developed during the placement year.
Achievement of practical skills is assessed through marked coursework, project reports, oral presentations and demonstrations of completed systems.
Assessment of the placement year is through a number of elements including an assessment of the students performance in securing the placement, undertaking the placement, and reflecting on the placement experience.
D: Key skills
D1: Communicate their work to technical and non-technical audiences.
D2: Understanding of the need for a high level of professional and ethical conduct in engineering and a knowledge of professional codes of conduct.
D3: Knowledge and understanding of the commercial, economic and social context of engineering processes.
D4: Knowledge and understanding of management techniques, including project management, that may be used to achieve engineering objectives.
D5: Understanding of the requirement for engineering activities to promote sustainable development and ability to apply quantitative techniques where appropriate.
D6: Awareness of relevant legal requirements governing engineering activities, including personnel, health and safety, contracts, intellectual property rights, product safety and liability issues.
D7: Knowledge and understanding of risk issues, including health and safety, environmental and commercial risk, and of risk assessment and risk management techniques.
D8: Understanding of the use of technical literature and other information sources.
D9: Knowledge of relevant legal and contractual issues.
D10: Understanding of appropriate codes of practice and industry standards.
D11: Awareness of quality issues and their application to continuous improvement.
D12: Ability to work with technical uncertainty.
D13: Understanding of, and the ability to work in, different roles within an engineering team.
D14: Capacity to work in a team within a work environment
D15: Improve personal professional practice through a reflective approach within a work environment
Students learn key skills in research, problem solving, communication and team project work in the first year project module, and thereafter the development of key skills forms an integral part of their overall learning activity.
Assessment of the key skills is intrinsic to subject based assessment.
The assessment of project work includes specific allocations of credit for project management and the quality of presentations.
An individual's contribution to team projects is determined by means of a submission containing reflective and self-assessment components.
The assessment of the final year individual project report includes specific allocation of credit for the quality, extent and relevance of a bibliography, including internet sources.