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UKPSF Mapping sheet for D1

UKPSF (HEA) requirements

For module one M01ODL/M07ODL

NOTE – Explore the mapping sheet below and plan to evidence the requirements to be submitted with the final submission in your portfolio.
Descriptor 1 – Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning.
• Successful engagement with at least two of the five Areas of Activity
• Successful engagement in appropriate teaching and practices related to these Areas of Activity
• Appropriate Core Knowledge and Understanding of at least K1 and K2
• A commitment to appropriate Professional Values in facilitating others’ learning.
• Relevant professional practices, subject and pedagogic research and / or scholarship within the above activities
• Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities


A1 Design and plan learning activities and/or programmes • I have produced a series of presentations on a variety of workshops and
of study activities for video game design, ranging from ideas generation, concept
art, modelling, texturing and game engines.
• I also have a successful YouTube Channel where I do tutorials exploring
the aforementioned subjects.

A2 Teach and/or support learning

Modules taught:

• 116AAD: Concept Development

• 117AAD: Design and Software 1
• 118AAD: Collaborative Practice
• 119AAD: Professional Practice 1

To give you a ‘snapshot’ from one of the modules – in 116AAD, the students took
part in an assignment called ‘Iceworld’ where they had to create a character, an
environment and a prop in both 2D and 3D for an intended video game. They were
instructed to demonstrate the ability to formulate a range of creative, disparate and
contextual responses in the form of mind maps, mood boards, group discussion
through Padlet and then create work that demonstrated their skills in 2D/3D
software to realise their ideas into designs for videogames.

• Workshops for learners in Photoshop, Maya and Unreal Engine

• Learners are able to work in or pairs or groups for peer to peer support
• Use of Padlet which enables students to see their progress

A3 Assess and give feedback to learners • I give learners formative and summative feedback on their work – this
happens in a variety of ways. During the lesson, when workshops are in
process, I talk to students and give assistance and talk about their work.
Other students are encouraged to interact with other learners to share
ideas and knowledge. At the end of the session, we use Padlet as a form of
summative assessment so students can assess the results of each other’s
work and give supportive feedback to each other and ways thjat the work
can be developed.
• Tutorials are arranged during the semesters to do one to one sessions –
this ‘one to one’ approach has proved to be very successful in the past and
allowed for discussion of their development in and out of class.
• Formal assessment – students submit their final work to Turnitin and are
marked according to the learning outcomes. Students can also be given
one to one feedback if they need guidance on how to improve their skills

A4 Develop effective learning environments and • Games Art is a new course, so resources were limited to using devices
approaches to student support and guidance called Cintiques which are essentially tablets that you can use Photoshop
on and some 3D modelling software. This was satisfactory for the first year,
but because of the demands for higher performance computers which can
run powerful, game related software, I have ensured that we have state-of-
the-art computer towers that will enable the students to realise their
creative ambitions.
• Rooms will be kitted out with appropriate seating areas, conducive to the
learners requirements
• Learners are still able to use Cintiques ‘Offsite’ and explore other areas on
or off campus to continue their learning.

A5 Engage in continuing professional development in • Currently working on an external project for a show in Hong Kong which
subjects/disciplines and their pedagogy, incorporating centres around augmented reality and how it can be used in education.
research, scholarship and the evaluation of professional This can be folded back to my students and used in future assigments.
• I look at current activities and markets within the games industry on sites
such as Destructoid, GamesRadar+, Games Informer and YouTube.


K1 The subject material • Games Art
o Ideas Generation and research
o Art & Design Basic: Anatomy, Perspective, Colour theory
o Concept Art and development
o 3D Modelling and Texturing
o Unreal Engine: Importing models, Particle Physics, Materials,
Lighting and Visual Scripting

K2 Appropriate methods for teaching, learning and

assessing in the subject area and at the level of the • Workshops: These are essential training for learners to gain skills in
academic programme creating their own ideas and concepts
• Peer led activities: Group projects that encourage Peer to Peer learning
and support
• Transdisciplinary: Lecturers and Learners work with other courses to work
on group projects which broaden the range of thinking within separate

K3 How students learn, both generally and within their

subject/disciplinary area(s)
• Establish a relationship with each student in class
• Practice positive classroom behaviour
• Students learn through workshops and peer to peer learning
• Students learn through research and participatory mind mapping

K4 The use and value of appropriate learning technologies

• Computers: Essential for the subject of Games Art. You can create
concepts for games characters and environments as a provisional
measure, but the industry demands that learners are fully conversant with
various software.
• 2D Software: Whether it’s Photoshop, Padlet or Microsoft office, it’s
essentially for the development and realisation of ideas for Games Art.
Learners are able to share their ideas and receive feedback from theior
peers and tutors.
• 3D Software: Maya, Mudbox, 3D Coat, Unreal Engine and Unity are just
some of the crucial pieces of software to create videogames.

K5 Methods for evaluating the effectiveness of teaching

• There are a number of ways for evaluating the effectiveness of teaching:
o Distance travelled: Evaluating what students know at the beginning
of a session and what they know at the end.
o Peer to peer support: Learners are able to support differentiated
learning with their colleagues.
o Learning Outcomes: Are the learners keeping to the aims and
objectives of the session or the course? This is evidenced in class
and through submissions

K6 The implications of quality assurance and quality

enhancement for academic and professional practice • MEQ’s from learners: These have a tremendous implication for the courses
with a particular focus on teaching I teach and are great feedback. Ultimately, the lessons have to be tailored
to the needs of the learners with a mind to differentiated learning. My
recent MEQ’s have provided an invaluable insight into how I can further
structure the lessons in an effective way.


V1 Respect individual learners and diverse learning
It’s important to respect individual and diverse learning communities for a
number of reasons:

• Treat each other with dignity and respect

• Be mindful that people come from a wide range of backgrounds and that
people will come from different cultures.
• People learn at different paces and should be allowed flexibility in time and
be supported too
• Listen to each other’s’ points of view, recognising that there may be
• Keep discussion and comments on the topic, and off the people
• Do not use inflammatory or offensive language, sarcasm, or raised voices

V2 Promote participation in higher education and equality

of opportunity for learners • Learners should always be stretched and challenged so that they can
move beyond their current, habitual thinking
• Learners should be made aware that they can create their own life story!
They are unique individuals who can achieve anything that they put their
minds to
• Learners should be made aware that they can aspire to any position,
regardless of background, gender, race, sexuality or age. The only
limitations are that imposed within the mind.
V3 Use evidence-informed approaches and the outcomes • Research which makes a significant contribution to the body of knowledge,
from research, scholarship and continuing professional which is inherent in the literature, and which further enhances theoretical and
development conceptual understandings of the subject matter which could include empirical
• Surveys to and from academic staff which also look at student experiences
within their experience.
• To engage in professional development activities that provide the basis for
improved practice with scholarships which can contribute to student learning
outcomes and provide opportunities for grants and bursaries.

V4 Acknowledge the wider context in which higher

education operates recognising the implications for • Professional practice and education have critical relevance to the Art and
professional practice Design sectors both domestically and internationally.
• Teachers’ professional practice is characterised by a commitment to being
sensitive to the needs of an ever-increasing diverse group of learners, the use
and implication of evidence-based pedagogies and professional collaboration
with all education and industry partners.
• Within this context of the Games Industry, there has been an increase in
research focusing on innovations in teaching, learning and assessment which
falls in accord to and is reflected within this field.
• Professional practice in this context is essential for an increasingly diverse and
mercurial industry.