Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 4 Modules

Level 5 Modules

Level 6 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

The course engages with employers in a number of different contexts, including but not limited to the following:
Visiting Lecturers – Industry Practitioners

Live Projects

Collaborative Work

Competitions

Sponsorship

Means of Assessment

Assessment forms an integral part of the learning process and will keep pace with the delivery of each module. Assessment of student progress during each module is undertaken in two forms: summative, whereby a formal academic grade is given; and formative, which provides guidance to students.

Assessment within the programme provides the following:

1. Feedback so that students are able to judge how well they are developing and achieving module learning outcomes, and what they might need to do to improve (formative assessment);

2. A record of results relating to progression through the programme and the achievement of final or intermediate awards of qualifications (summative assessment);

3. Testing of all learning outcomes both formatively and summatively;

4. Confirmation of the standard of achievement measured against external benchmarks.

Assessment will be used to assess the level of learning through a combination of the following:

1. Diagnostic assessment, which predicts a student’s aptitude and preparedness for a module or programme of study and identifies possible learning problems;

2. Formative assessment, which gives students feedback on the progress they are making during their learning and signposts future action;

3. Summative assessment, which establishes what a student has achieved during or at the end of a module or their programme of study. It is the summative assessment, which certifies the level of achievement.

Specific assessment strategies will include:

Presentation

Portfolio

Practical assessment

Production

Viva Voce

Work placement

Project

Essay

Report

Self-reflective writing

Research plan/proposal/project/log

Case study

Creative writing

Personal development planning (PDP)

Practical written work

Formative Assessment (not formally assessed)

Formative assessment can include diagnostic assessment. It is guided by the need to provide students with developmental feedback and will be provided by means of the following:

Spoken and written commentsRegular feedback through seminar and tutorial activitiesFeedback on self-study tasksPeer evaluation (which may form part of the summative assessment strategies at later levels)

Throughout the module tutors will encourage students to develop and pursue their ideas through tutorials, constructive feedback and formative assessments. It is important to understand that this is not always formally graded feedback. If indicative grades are given, staff are only addressing work in terms of general indications of final grades and these may vary significantly depending upon the quality of the works formally submitted for summative assessment. Staff often use positive language, or critical comments to encourage students to progress their work and to develop resolutions to their ideas. The language or indicative grades provided during formative feedback in no way imply that a particular summative grade will be given.

Summative Assessment

Summative assessment is guided by the need to measure student achievement in relation to the aims and objectives specified for the programme and the specified learning outcomes of the individual modules. Specific module assessment requirements are set out in the ‘Assessment Requirements’ section within each module handbook.

Students will be given a module handbook with guidance notes for each summative assessment, which will inform them of:

The module leaderThe assignment requirements, (and the assessment titles)The date on which the assignments are to be submittedWhether it is to be completed individually or a by groupThe learning outcomes to be assessedThe form and size of the output required and whether there will be any penalty for under- or over-sizeThe criteria by which work will be graded (Assessment Criteria)Any advice on sources of information, techniques, module content to be usedInformation about retrievals

Module outcomes will be summatively assessed in accordance with the qualification descriptions outlined in the QAA Framework for Higher Education Qualifications.

Following the University Academic Blueprint, all modules will operate on a bonded model, i.e the overall grade for the module will determine the pass mark of the student and not individual assessments within the module.

Learning Support

Learning support is offered by members of staff, year tutors and the course team leader. In addition, students have access to the Faculty Advice Centre which not only provides direct assistance, but also liaises with academic staff and central Student Services. This ‘one stop’ approach means that students can easily access the support they need quickly and easily.

The University’s Student Services department provides a full range of counselling, support and guidance, in careers, health, mental wellbeing, disability and dyslexia and finance, which can be accessed by students directly or through the Faculty Advice Centre.

Through the Faculty Advice Centre and Student Services, students who have temporary or ongoing additional needs can apply for additional support, facilities or time to complete assessments.

Measure to support the student experience will therefore include:

Electronic progress file and support student engagement with Professional Development Planning

Faculty Student Handbook

Module Guides

ICIS

Course Leader and Module Leaders

Unilearn

Blackboard VLE

Student Services specialist advice for welfare, health or financial advice, and disability and dyslexia support

Student e-mail accounts

Computer Laboratories

Learning Resources Centre

Specialist guest lectures

Faculty Advice Centre

Disability and Dyslexia Support Co-ordinator

Student Staff Course Liaison Groups

Student Course Representatives

Educational Drop-In Centre

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

Entry Requirements:260 UCAS tariff points, eg, BCC at A-level Additional criteria: A-level in a media-related subject. GCSE: Five at grade C or above, including Mathematics and English language International Entry Requirements: We also welcome international applications with equivalent qualifications. Please visit the country specific pages on our international website for exact details. English requirements:

In general, international applicants will need to have achieved an overall IELTS grade of 6.0 with a minimum score of 5.5 in each component. The University of South Wales is committed to equal opportunities in its admissions and this is underpinned by the University of South Wales’s “Single Equality Scheme”, ensuring that all of its learning and teaching provision is accessible and inclusive. This is legally enforced by the Equality Act 2010. In applying to study, all prospective students will be interviewed regardless of age, disability, race, sexuality or gender, and will be offered a place as long as they meet the entry requirements of the course and reasonable adjustments can be put in place to ensure that the student can meet the learning outcomes of the degree.

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A