Games Design (including a Foundation Year)
University of Chester
UCAS Code: I621 | Bachelor of Science (with Honours) - BSc (Hons)
University of Chester
UCAS Code: I621 | Bachelor of Science (with Honours) - BSc (Hons)
Entry requirements
72 points overall, including grade D in A Level
Access to HE Diploma - Pass overall
International Baccalaureate Diploma Programme
Leaving Certificate - Higher Level (Ireland) (first awarded in 2017)
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
Scottish Higher
T Level
T Level with a Pass grade and D or E on the core
UCAS Tariff
About this course
Our Games Design degree is tailored for those who are passionate about crafting immersive gaming experiences and want to emerge as industry-ready professionals with a powerful blend of skills, knowledge, and hands-on experience.
Studying game design at Chester will give you everything you need to succeed—from learning programming and scripting to honing your game and level design skills. You'll explore artistic and professional techniques all while using the exact tools, software, and development processes employed by top game studios. You'll also create full, portfolio-ready work, integrating all taught skills into individual and group-based projects.
Taking a collaborative approach to learning, you'll study alongside students on our Games Development course, enabling you to explore a wider range of perspectives and ideas. This allows you to gain a deeper understanding of how every role contributes to the creation of computer games, setting you up for success in the diverse world of game development.
The course is situated in the School of Computer and Engineering Sciences. This is a forward-thinking school that prioritises student satisfaction and employability. The University is known for its high-quality teaching, and the staff on our course are no exception. Our team of experienced lecturers brings both research and industry experience to the course. Ralph Ferneyhough, in particular, has 20 years of experience in the games industry and has contributed to over 30 published commercial games.
Foundation Year courses have been designed for students who do not have the necessary academic qualifications needed to enter directly into the first year of a degree but who have the ability and commitment to do so. Once the Foundation Year has been completed successfully, you can then go on to complete your degree.
Modules
For the latest example of curriculum availability on this degree programme please refer to the University of Chester's Website.
Assessment methods
There will be a broad range of assessment methods so that students are exposed to the different types of tasks they might encounter in the workplace. These will include coursework in the form of programming projects, software artefacts, portfolios of work, written work (e.g. essays) and presentations. In some modules, students will encounter class tests and practical assessments. We continuously review the assessment methods used in order that they adequately prepare students for graduate-level employment.
Tuition fees
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What students say
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Computer games and animation
Sorry, no information to show
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Computer games and animation
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
This is a relatively new subject area for this kind of data, so we don’t currently have very much information to display or analyse yet. Gaming is a growing industry, and if it continues to grow we should see the rather high unemployment rate coming down over the next few years. Much the most common jobs for graduates who do get work after six months are in programming roles - but as things stand, be aware that jobs in the field are very competitive and personal contacts - either through family, friends or via specialist employment agencies - are a crucial way into the industry so be prepared to talk as well as code!
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Computer games and animation
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£22k
£23k
£29k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
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Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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