A student operating a  film media camera in a dark background studio room.

Available with:

  • Foundation Year


Course Summary

This course is for students who have a passion for watching and discussing film and for consuming and analysing the media, in all its many forms. Our students look at the way media is constructed for particular audiences, whether that’s a feature film, podcast or television programme.

You will have the opportunity to explore film, television, and other media from a variety of perspectives, examining key moments, movements and events that have impacted and shaped the dynamic creative industries.

Students can study specific directors in film history, to examine Hollywood’s dominance and explore contemporary cinema. You will also explore the role of media in society, its continuing transformation and the rapid development of forms and technologies.

Alongside the theoretical study, you will engage with a variety of practical workshops and sessions to develop creative and technical film and media production skills.

In the final year, students are encouraged to focus on aspects of film and media which they are keen to research independently. This is a great opportunity for students to pursue their own interests and specialism and understand its relevance to a career in the creative industries.

Graduates of this course could enter a range of careers in and beyond the creative industries. This could include working for independent companies or broadcasters and roles such as researchers, editors, or film reviewers.


What you'll Study

Module content:

  • Reading and writing critically.
  • Constructing and evaluating an argument.
  • Note-taking techniques for reading and listening.
  • Understanding plagiarism and academic integrity.
  • Introduction to reflective practice.
  • Preparing for, and delivering, powerpoint presentations.
  • Referencing and citation.
  • Summarising and paraphrasing written sources.
  • Literature searching.
  • Report writing.
  • The culture and expectations of higher education.
  • The assessment process including the role of assessment criteria and feedback.
  • The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.


Module aims:

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

Module content:

  • Research and planning skills.
  • Becoming familiar with topics that comprise their undergraduate degree subject.
  • Developing a knowledge base for a discipline of study.
  • Identifying areas of interest.
  • Application and development of critical analytical skills.
  • Development of self-directed study.
  • Use of learning resources.

Module aims:

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

Module content:

  • Introduction to Marketing Strategies
  • Understanding the Marketing Mix (product, price, place and promotion)
  • Influences on Target Market & Segmentation
  • Marketing events

Module aims:

  1. To introduce students to a range of Marketing concepts & principles.
  2. To develop students' understanding of the Marketing Mix in the modern world of business.
  3. To provide a foundation-level knowledge base of business marketing

Module content:

 

  • Introduction to semiotics and visual language
  • Emerging trends: environment and interiors
  • The birth and evolution of cinema
  • The human commodity: advertising, celebrity and reality television
  • Introduction to postmodernism and popular art
  • Photography as social commentary
  • The internet and digital spaces

 


Module aims:

1. To develop students' understanding of western civilization through an understanding of that civilization's visual texts.

2. To develop students' abilities to communicate orally, visually and through academic writing.

3. To develop students' interpretative abilities through the promotion of skills of visual interpretation.

 

 

Module content:

This module introduces students to the key concepts concerning production techniques, skills application and the technical skills needed for progression to level 4. The module contains the following: 

  • Introduction to production processes and procedures.
  • Introduction to production equipment and technologies.
  • Introduction to production, space, and place.
  • Apply production and technological skills to develop a production.

Module aims:

  • To develop students understanding of how to apply  production skills when working towards a production.
  • To develop students understanding of the production process and procedures.
  • To develop students understanding of production, space, place, and technology through discussion, research, and analysis.

Module content:

  • Introduction to the ways that narrative and stories are important in different cultures and contexts
  • Introduction to methods of interpreting narratives and stories
  • Introduction to key stories and narratives that have shaped cultures
  • Introduction to how stories and narratives can change or influence cultures
  • Introduction to how stories and narratives are constructed and reconstructed in the twenty-first century
  • Introduction to skills in reading texts

Module aims:

  1. To develop an awareness of a number of key narratives and stories that have influenced cultures
  2. To understand the various roles that narrative and story-telling have in different cultures and contexts
  3. To understand the ways that cultures construct meaning through narrative and story-telling
  4. To develop skills in reading and interpreting narratives and stories
  5. To develop skills in the close reading of texts

In Year 1, you will have the opportunity to gain foundational skills and knowledge in media and film analysis and production techniques and practices.

Module content:

This module introduces students to dramatic storytelling, and the craft of writing scripts for a range of mediums including stage, screen and radio.

The production of dramatic material is a complex process, and this module introduces students to the basic conventions of script writing bringing together theory, analysis and creative practice to provide a holistic understanding of the dramatic script development process.

Students will investigate and develop an understanding of narrative, plot structure, character development and theme alongside considering concepts which relate to their chosen medium.

There is an emphasis on the development of basic scriptwriting, treatment writing and pitch skills emphasising the importance of these creative capabilities into the production of drama.


Module aims:

The aims of this module are as follows:

  • To facilitate an understanding of the scriptwriting process
  • To provide students with the tools to develop their core creative scriptwriting skills
  • To encourage students to consider scriptwriting from a range of analytical perspectives
  • To enable students to develop a critical understanding of drama and the dramatic script
  • To provide opportunities for student to gain practical experience of writing scripts

Module content:

Never in history has media played such a significant part in our lives.  Many human activities and interactions that were previously physically ‘present’ are now mediated through exciting and rapidly evolving technologies. 

It naturally follows that it is also now more important than ever to understand the reach and impact of the institutions and individuals that own and produce media and social media, and how they impact every aspect of our lives and society in the UK and globally.

This module takes a critical look at these institutions and issues and provides an essential introduction to the media landscape.

This module also includes a series of departmental orientation sessions to help students settle into University life.


Module aims:

The aims of the module are as follows:

  • To introduce students to a range of relevant academic concepts and theories relating to the study of contemporary medi
  • To encourage an understanding of the debates surrounding ownership and control
  • To introduce students to new technologies and media platforms shaping the contemporary media landscape
  • To enable a broader understanding of the public service broadcasting tradition    

Module content:

This module is designed to provide students with a solid foundation for producing media content for today’s multi-skilled digital communications industry. Students will become equipped with the production basics, giving them their passport to producing creative practical work over the next three years. 

This professionally-focused module has a hands-on and collaborative approach that enables students to kickstart their learning through a series of workshops and group practical tasks. Throughout the module a range of key industry skills are explored and developed, such as camera and audio recording, interviewing, editing and post production techniques and interviewing skills. Students will also become familiar with a range of media production software. Alongside this, essential industry protocols and the fundamentals of story-telling, are introduced.

Over the course of the module, students will start to gain a strong understanding of the creative processes involved in digital media production and the key professional practices that underpin best practice.

This module also includes an extended practical induction project to help students to settle into University study and life.


Module aims:

The aims of the module are as follows:

  • To provide students with a basic understanding and awareness of the creative and professional processes involved in producing contemporary media content. 
  • To foster the development of key craft skills such as: camera, sound, editing and multi-platform delivery. 
  • To facilitate students to work collaboratively in teams, enabling them to start developing effective communication skills and creative strategies.

Module content:

For over a century, Hollywood has existed at the centre of the movie-making industry, creating stars, telling stories, and filling multiplexes. Amongst its many nicknames is “the dream factory”: but what dreams is it selling, and what’s the reality behind the rise (and rise) of Tinseltown?

This module recognises the ubiquity of Hollywood within the film industry, and seeks to explore its continued power and influence. It does this firstly through an exploration of the history of Hollywood, introducing students to key developments and events throughout the 20th/21st century, and secondly through an examination of Hollywood’s impact and influence on other world cinemas, from Bollywood to Nollywood, putting it in a global context.

From the rise of the ‘talkie’ and the success of the studio system to the development of the modern blockbuster and the dominance of the franchise, the Hollywood machine has driven some of the most significant trends and changes in the film industry, consistently maintaining cultural and economic dominance not only in the United States, but around the world. This module gives students the opportunity to understand the importance of Hollywood, explore its history, and think critically about its continued place, power and appeal into the 21st century.


Module aims:

The aims of the module are as follows:

  • To facilitate an understanding of the history and development of Hollywood cinema
  • To provide students with the sources of key theories and ideas relating to the study of Cinema
  • To encourage students to consider the historical, economic and cultural factors underlying the study of cinema
  • To provide a context of Hollywood in relation to other world cinemas

In Year 2, you will engage more critically with film and media concepts and theory. More advanced specialist production techniques and practices are introduced, including animation.

Module content:

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

  • The multiple facets of Global citizenship
  • Ethical engagement and practice
  • Cross-cultural issues and sensitivity
  • Intercultural communication

Theories, models and strategies of learning

  • Theories and models Intercultural competence
  • Theories and models of Integration and Multiculturalism
  • Critical thinking skills and models of Reflection
  • Experiential learning models
  • Self-directed experiential learning

Personal and placement-related skills

  • Enhanced independence
  • Improved command of multicultural behaviour
  • Increased knowledge and confidence in their individual facets of personal identity
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development
  • Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 


Module aims:

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

  • To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
  • To enhance students understanding of the ethical issues related to living and working abroad.
  • To increase students Global Citizenship skills
  • To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Module content:

Preparation for the year abroad will take place in Chester during level 5 and will include:

  • Cross-cultural issues and sensitivity
  • Host-country orientation, study methods– economic, political and social reality of the country
  • Orientation specific to exchange – health, education, gender issues
  • The United Nations Sustainable Development Goals
  • Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

  • Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

  • Effective self-motivation and independent resourcefulness
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.


Module aims:

  1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
  2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
  3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
  4. To further develop independent learning techniques.
  5. To foster critical evaluation.

Module content:

This module allows students to spend several weeks working on one major project working in a professional, 'simulated real world' working environment. Students will plan, execute and evaluate their work for the selected context appropriate to the programme of study.

The experiences gained in this module are invaluable to those students who see themselves working in their chosen field in the future. The staff teaching on this module bring a wealth of professional experience which they use when supervising the project work of the students.

The exact role of each student will vary according to the project undertaken, (and often with outside agencies) under staff supervision or direction. All work created will be designed to emulate best professional practice.


Module aims:

The aims of the module are as follows: 

  • To provide opportunities for students to engage with the processes necessary for the realisation of practice based work, drawing on and further developing skills gained in previous modules.
  • To approximate the demands of professional practice in making and delivering the work created, in order to prepare students for the greater autonomy expected at Level 6.
  • To enable students to contextualise their experiences in relation to current theoretical debates
  • To encourage students to consider longer term plans for their own career development as makers and producers of collaborative work in diverse contexts.

Module content:

In this module, students explore the impact of emerging and dominant technologies and practices in media. Students learn about the convergent nature of contemporary media and how different organisations, producers and individuals utilise the variety of platforms and new media technologies to enhance programming and content and to target particular audiences.

Students build on their foundational skills to gain a conceptual and practical understanding of the importance of new media, exploring forms and practices such as podcasting, social media production and webcasting.


Module aims:

The aims of the module are as follows:

  • To facilitate opportunities for students to create new media products
  • To enable students to develop practical, technical and creative skills related to new media forms
  • To ensure students understand the evolving media landscape particularly the development of new media technologies and platforms

Module content:

The contemporary media landscape is dominated by visual culture, from art and photography to television, film, video games and a plethora of online media. An understanding of these visual cultures, and of the visual narratives that permeate the modern world, is more crucial than ever. This module examines a wide variety of visual media from different theoretical perspectives to encourage students to appreciate, analyse and challenge what they see.

Key classical narrative theories are examined alongside contemporary concepts such as ideas around self-presentation and social media, interactive narratives in video gaming, and methods of storytelling in online media. How visual stories are told, packaged and understood by content producers and audiences is of central importance. The technological context of these ongoing developments in visual media is also explored.

Students are encouraged to think critically about how visual narratives are constructed, how the medium affects the message, and how issues of representation, ideology, technology and patterns of consumption can engender an understanding of contemporary visual culture.


Module aims:

The aims of the module are as follows:

  • Provide opportunities to explore a range of visual media in relation to narrative theories
  • Facilitate an understanding of the social, cultural and technological contexts that influence media production and consumption
  • Foster confidence in applying media theories to visual texts

Module content:

The history of cinema has been punctuated by moments, events and movements that have shaped, re-shaped and influenced our understanding of what film can do, and how it can be understood. This module introduces students to a diverse range of cinema from around the world, focusing on key film movements and exploring their significance across time, space and place.

While some film movements have a long-lasting impact on the cinematic landscape, others are more short-lived, yet equally revealing. The module encourages students to consider the stylistic, technological, social, political and (trans)national contexts of such movements, to better understand their place in film history.

The module encourages a diverse, global perspective on film, incorporating European, American, Asian, African and Middle Eastern cinemas and theorists to build a picture of how film has, and continues to, represent and react to the world around it.


Module aims:

The aims of the module are as follows:

  • To provide an understanding of a variety of different global film movements and key events in film history
  • To encourage critical thinking about how cinema reflects and represents the world
  • To cover the social, political, cultural and technological contexts in which cinema is produced

Module content:

This module explores a dominant media form of our age: reality. It brings together an understanding of the multiple cultural contexts and drivers of documenting ‘the real’ with an exploration of related forms and structural tropes. 

‘Scripted reality’, influencers and the role of celebrity will all be analysed and discussed alongside more conventional approaches to ‘documenting reality’. The module identifies the relationships between celebrity culture and the rise of the internet influencers and entrepreneurs using new media as a performative and persuasive commercial tool with their audiences and fans.

The module also analyses key texts in order to reveal the historical and contemporary theories and debates surrounding the evolving aims and purposes of documentary. 


Module aims:

The aims of the module are as follows:

  • To introduce students to documentary form and function, including relevant theories
  • To introduce key concepts and theories relating to celebrity culture
  • To allow students to develop a critical understanding of the concepts of ‘reality’ and authenticity as they relate to various forms of visual media

Module content:

This module looks at the history and development of animation in both film and Television productions. Emphasis is placed on animation as a creative practice, and considers if animation can ever be the work of an auteur.

Students experiment with animation tools, and develop some key working practices in animated film production.

Animated films from the UK, Hollywood and Europe are a focus, and are discussed in context with contemporary films and art movements. Narrative-based films as well as those used in documentary and propaganda films are also covered.


Module aims:

The aims of the module are as follows:

  • To provide opportunities for students to develop good knowledge and understanding of contemporary filmmaking practices
  • To encourage students to investigate the role of authorship in film
  • To ensure students understand animation and its role as an essential part of contemporary film practice
  • To promote an understanding of film as an art form

Module content:

Pre-placement:

  • Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
  • Writing an effective CV. Constructing a letter of application.*
  • Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

  • The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
  • Devising a strategy for integrating into the workplace and work based teams
  • Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

  • Devising and implementing strategies to improve own approach and performance
  • Critical analysis/evaluation of approach to skill development and performance in the workplace;
  • Influencing the Placement Provider’s appraisal;
  • Devising an action plan to develop gaps in transferable skills based on the placement experiences;

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

  • Develop their understanding of workplace practice and lifelong learning;
  • Enhance their work readiness and employability prospects through development of transferable skills;
  • Take responsibility for their own learning and acquisition of workplace employability skills;
  • Articulate, in writing, their employability skills.

In Year 3, there are opportunities for you to independently pursue your particular interests and specialisms through a range of modules.

Module content:

This self-directed module allows students to initiate and develop their own major project ideas appropriate to their discipline of study. Students at this point in their studies are often very focussed on their ultimate work aspirations, and this module helps them to gain 'graduate trajectory' to enable them to better move into their chosen profession as seamlessly as possible when they have finished their studies.  

After the initial lectures, students decide on the content of their module, and pitch this to staff by way of project proposals. Students then receive tutorial support throughout the year and agree the form that their assessment will take. Students are encouraged to work with others, often across subject areas where this works for the project.

This exciting project helps to promote the ideas of student independence, project management and professional practice.


Module aims:

The aims of the module are as follows: 

  • To promote the development of personal discourse and its practice
  • To promote the underpinning of practice by a strong theoretical framework
  • To enable the emulation of professional practice in taking responsibility for small scale projects from conception to realisation.

Module content:

This module gives the student the opportunity to research in depth and write at length about a topic/author of their own choice, working with a supervisor from their own discipline.


Module aims:

The aims of the module are as follows:

 

• To enable the student to identify and independently pursue a suitable research topic derived from the content of their programme of study;
• To encourage the student to apply appropriate research methods and critical/ theoretical perspectives;
• To provide the opportunity for the student to develop skills in critical thinking and communication;
• To prepare students for postgraduate research and/or develop research-related transferrable skills, and increase their confidence in working autonomously.

Module content:

This module creates the opportunity for students to reflect on their existing skillset and hone their professional competencies and skills in readiness for careers in the creative industries.  

Students will consider how best to promote themselves, developing an employability portfolio most appropriate to their career trajectory. Students will develop an understanding of local, national and international job markets and opportunities for entrepreneurial activity to give students practice in self-promotion, in targeting and networking with relevant employers and understanding the freelance world. 

Students will engage with a range of tasks to develop the content of their portfolio and explore opportunities and career prospects within their chosen industry. Indicative content will include:

  • Developing websites 
  • Profile creation and use of social media 
  • Writing and developing curriculum vitae and cover letters
  • Producing audio/-visual content 
  • Skills assessment

Module aims:

The aims of the module are: 

  • To enable students to market themselves effectively in the competitive creative industries
  • To develop students' knowledge of professional fields of practice within and outside of the creative and cultural industries where their abilities, skills and knowledge may be relevant;
  • To promote the importance of networking in the creative industries
  • To develop students' appreciation of the transferability of their accumulated knowledge, experience and skills;

Module content:

The creation of a film or television series often involves a great number of crew and cast, yet it is common to talk about the director as the creative force behind a project. But why is this, and is it fair? This module focuses on the significance of the director as an artistic figure and explores the concept of the ‘auteur’ in depth. It invites students to consider why particular directors are considered to be auteurs, how different directors have approached the creative process, and what the limitations of the auteur canon might be.

In this module, students examine a wide variety of classic and contemporary directors from a number of different perspectives. Though auteur theory has traditionally been applied to film, the module also considers significant directors working in television. A diverse range of directors are considered, allowing for an examination of the myriad creative, artistic, political and economic choices that influence a production.

Despite its dominance, students are also encouraged to question the dominance of auteur theory and the historical exclusion of particular directors, as well as consider the significance of other creative roles (e.g. screenwriter, editor, performer).


Module aims:

The aims of the module are as follows:

  • To engage students in auteur theory as a key theoretical framework in studying screen media
  • To develop the students' textual analysis skills in relation to the texts of specific directors
  • To encourage students to interrogate the dominance of auteur theory, recognising its significance and its limitations
  • To foster a diverse and inclusive approach to the auteur canon, beyond its traditional application

Module content:

The role of the critic is to act as mediator between the art and its audience, a voice of authority, knowledge, wit and insight that may illuminate, intrigue or indeed infuriate its readers. This module focuses on the development of an accessible, critical voice as a very particular skill, distinct from other forms of academic writing.

Students will be introduced to the history and function of criticism in relation to a range of visual and aural media, including film, television, music, games and radio. Throughout the module, the styles and approaches of individual critics working in these different areas are examined and analysed to gain an insight into the ways critics can shape opinion, foster controversy, spark debate and influence the media landscape. 

Through an understanding of the role of the critic, students are encouraged to find and hone their own creative style, developing skills in writing, presenting and recording original reviews. To foster this, the module offers consistent opportunities for presentation, analysis and peer critique.


Module aims:

The aims of the module are as follows:

  • To provide an overview of the history, role and function of the critic
  • To facilitate students development of skills in analysis
  • To foster confidence in the development and presentation of original work

Module content:

Digital and social media are now firmly part of the contemporary media landscape and integral to many people’s everyday lives: from social activity to news consumption, entertainment, health and fitness, education, finance, shopping and more. This module asks students to consider how the digital media that we use, consume, and even produce shapes our lives, our identities, and our perspectives on the world.  

Recognising the global reach of these digital media cultures, the module looks at examples of, and innovations in, digital media from around the world. Students will also have the opportunity to think critically about their own use of digital media and its individual impact.  

The module explores a range of topics, reflecting recent and emerging theory in the area of digital media cultures. This includes considering the impact of new technological developments in digital media; the ways that digital and online spaces are used by media audiences; the changing roles of producers and consumers; and the benefits and limitations of digital platforms as spaces of information, entertainment and community, drawing on a range of examples and case studies. 


Module aims:

The aims of the module are as follows: 

  • To encourage students to critically consider the role of digital media technologies in everyday life. 
  • To provide opportunities to explore the impact of digital technology on media production and consumption. 
  • To develop students’ understanding of how digital technology shapes the user’s experience of contemporary media. 

Who you'll Learn from

Dr Katie Barnett

Senior Lecturer and Programme Leader for BA Film and Media Studies and BA Media and Television Production
A dark grey silhouette on a light grey background

Dr Mark Duffett

Associate Professor
Dr Mark Duffett

Dr Pamela Barnes

Programme Leader for BA Acting
Pamela Barnes

Caroline Ford

Senior Lecturer - Division of Communication, Screen & Performance
Caroline Ford

Mark Hannaby

Senior Lecturer in Journalism
Mark Hannaby

How you'll Learn

The course is taught at our Creative Campus, Kingsway, which houses a range of Mac labs, recording studios and workshop spaces, as well as lecture and seminar rooms.

Beyond the Classroom

On this course, you have the opportunity to spend five weeks working for a host organisation via our innovative Work Based Learning module. You’ll have the chance to test-drive a future career, boost your CV and gain real work experience. 

You’ll also have the opportunity to undertake an Experiential Learning module, where you’ll apply what you’ve learnt on the course to real life scenarios and projects.

Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world.

This course offers the exciting opportunity to study abroad for a full academic year at one of our bilateral exchange partners or through ISEP (International Student Exchange Programs), a network of over 300 additional higher education institutions worldwide.

Entry Requirements

104 UCAS points

UCAS Tariff

104 points

GCE A Level

Typical offer – CCC-BCC

BTEC

BTEC Extended Diploma: DMM

International Baccalaureate

26 points

Irish / Scottish Highers

Irish Highers: H3 H3 H3 H4 H4

Scottish Highers: BBBB

Access requirements

Access to HE Diploma, to include 45 credits at level 3, of which 30 must be at Merit or above

T Level

T Level with a Pass grade and C or above in the core

OCR Cambridge Technicals

OCR Extended Diploma: DMM

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.

Applicants will be required to attend an interview/workshop day.

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

English Language Requirements

  • IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
  • Postgraduate: 6.5 (minimum 5.5 in each band)

For more information on our English Language requirements, please visit International Entry Requirements.

72 UCAS points

UCAS Tariff

72 points

GCE A level

72 UCAS points from GCE A Levels to include grade D in at least one subject

BTEC

BTEC Extended Diploma: MMP

International Baccalaureate

24 points

Irish / Scottish Highers

Irish Highers: H4 H4 H4 H4 H4

Scottish Highers: CCDD

Access requirements

Access to HE Diploma – Pass overall

T Level

T Level: Pass (D or E on the core)

OCR Cambridge Technicals

OCR Extended Diploma: MMP

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.  If you are a mature student (21 or over) and have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A Levels), then our Foundation Year courses will help you to develop the skills and knowledge you will need to succeed in your chosen degree.

Applicants will be required to attend an interview/workshop day.

Where you'll Study Creative Campus, Kingsway, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. 

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.  

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes. 

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees.

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships. 

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

Your Future Career

Job Prospects

Graduates of this course could enter a range of careers in and beyond the creative industries. This could include working for independent companies or broadcasters and pursuing a diverse range of roles such as researchers, editors or film reviewers. Students could also pursue postgraduate studies.

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.