Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 3 Modules

Level 4 Modules

Level 5 Modules

Level 6 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Visiting Speakers 

Visiting speakers are a key element of the course.  The course team have extensive contacts with practitioners locally through their teaching and research networks.  Visiting speakers will be a feature of teaching/ learning at all levels of the course. 

Industry Projects 

Organisations may be involved in the Dissertation/Social Impact Project

Industry Visits 

We may undertake some industry visits, for example in previous years we have visited organisations such as Mid and West Wales FRS/ Severn Rescue 

Volunteering 

Students may volunteer at relevant organisations such as South Wales Police, Severn Search and Rescue, Central Beacons Search and Rescue. Students may also volunteer as Course Representatives or other USW related events.  

Fieldwork 

Students will experience outdoor based problem solving, group and leadership activities to enhance their skills. 

Fieldtrips 

Field trips to relevant organisations may be undertaken at all levels 

Work Placements or Internships 

Students will undertake a 240 hour placement through Term 2 at Level 5. An option sandwich year (Professional Public Services Placement) is also available at Level 5. 

Work-based Learning 

The majority of teaching and learning approaches will be linked to ‘real world’ problems and issues and will draw on data and evidence from public service organisations. An option sandwich year (Professional Public Services Placement) is also available at Level 5. 

Sandwich Years 

An optional sandwich year (Professional Public Services Placement) is also available at Level 5. Students may choose to take up internship opportunities with public organisations including the Welsh Government and South Wales Police. 

Employer Forums 

We are setting up an employer forum to advise us and other public service courses. 

Other 

We have identified a number of employers who are willing to be involved in assignment setting and guest lectures. 

Means of Assessment

Observational Journal, Self-Reflective Assessment, Student Choice, Oral Assessment, Project Output, Portfolio, Case Study, Project, Essay, Poster, Presentation, Report, Practical Written Work, Reflective Assessment, Research Plan, Professional Discussion, Vlog, Dissertation, Proposal.

Learning Support

Induction 

The course induction in year 1 (usually 4 days) focuses on developing a good understanding of the course and the university and building a strong sense of course identity amongst the students.  We also undertake a 2-3 day induction for year 3 students, some of whom are new to the university.  We provide immersive learning in the first six weeks of both year 1 and year 3 and this process supports students in a gradual induction to the university, the support services such as the library, advice centre and study skills staff.   

A course handbook is provided and this reinforces in writing the information given verbally during the induction session. The assessment schedule, assessment criteria, module assignment briefs and timetable are also provided and/or identified and signposted on Blackboard. In addition, the course leader makes students aware of attendance monitoring, Harvard referencing, some regulations (signposting to all) and the role of the Careers and Employability team. 

We also discuss the role of the course representative and ask students to consider nominations, and immediate actions for students. We ensure that all students are familiar with the IT resources including how to access their emails, the intranet, blackboard and Turnitin. 

Personal Academic Coach1 

This will take place during the personal tutorial. Students may be signposted to study skills support systems provided by the university 

Learner Analytics  

These are available through Blackboard. Study Goal is a collaborative management system which allow staff direct access to be able to monitor?applications, enrolment, retention, attainment student outcomes, leaving destination information and more. 

Office hours 

All lecturers / course leader will operate a minimum of 2 dedicated office hours per week in addition to an open door policy. 

Tutorials 

The student cohort is diverse in terms of confidence, skills and academic competence. Many of our students are considered to be non-traditional learners.  

Therefore, the course leader and all module leaders offer tutorials. These will be initiated by individual students and may be one to one or in small groups. They may relate to unpacking and clarifying module content, preparing for assessments or discussing and understanding feedback. 

Tutorials may also relate to pastoral needs and through these students can be signposted to a range of support services. 

Seminars 

Seminar / workshop hours will be available 

Formative Assessment 

We seek to assess and support student learning through formative assessment in all modules.  The format of this varies, with some providing formal scheduled formative assessment such as submitting drafts of work.  In all cases through, staff seek to support students in assessing their learning and adapting teaching and learning in response to this.  There are a variety of approaches that are used in class including group activities, presentations, simulations and class exercises. 

Progress meetings 

Progress meetings will be convened if appropriate.  The course team undertake a mid-term review of student progress in November and February and  any concerns are addressed with the team through meetings with students. 

Research Supervision 

Dissertation supervision is facilitated between individual students and allocated dissertation supervisors. This is scheduled by students throughout terms 2 and 3 of the academic year and arrangements are set in line with academic and module conventions. Group dissertation drop in sessions add to the individual supervision provided 

Online Resources 

Blackboard is the virtual learning environment used by USW and the course team. Online reading lists, lecture notes, presentations and tasks are posted here.  Students submit assignments via Blackboard and module leaders post feedback and grades here. All module leaders use Blackboard as a tool for online learning. 

Advice Zone 

The Advice Zone at Treforest campus works with students to achieve solutions for the challenges of student life. The Advice Zone enquiry desk is on the ground floor of the library and is open from 9am to 5pm from Monday to Thursday and 9.00am to 4.30pm on Friday.  

The Advice Zone is a safe and confidential student centred service which supports students with any issues which have, or have the potential to affect their ability to study. The Advice Zone staff will also be able to help identify more specific sources of help and information should it be needed, providing a friendly, impartial and non-judgmental service and if necessary referring students to specialist services. 

Disability  

The Disability and Dyslexia service (DDS) provide a friendly, impartial and non-judgmental service and if necessary refers students to specialist services. 

Students may self-refer or be referred by academic staff. Students will meet with an adviser and discuss support needs, complete assessments and an individual support plan may be put in place. This may lead to adjustments being made. The DDS service can enable a range of support mechanisms to be implemented. 

IT/Library 

The library offers Library and IT facilities as well as being a contact point for Disability and Dyslexia Service (DDS), Careers, Student Money Advice, Student Development and Study Skills. Facilities include group and quiet study areas, PCs, Macs and printing. Through the library students can access FINDit, the online mechanism for searching for books, full-text journal articles, news articles and conference proceedings. Librarians are available for individual meetings if required. 

Course Exit Points

Progression Route

HND Public and Emergency Services - Bridgend College, Coleg Gwent, Cardiff and Vale College 

Integrated Foundation Year - USW Treforest campus 

Entry Requirements

Admission to the course is typically through the following qualifications:

The entry criteria below shows the qualification range within which the University will make offers. Most offers we make are at the top of the range, but we take all aspects of an application into consideration and applicants receive a personalised offer. Combinations of qualifications are acceptable and other qualifications not listed here may also be acceptable. 

1.Typical A-Level Offer 

BCC – CDD (this is equivalent to 104-80 UCAS tariff points). 

2.Typical Welsh BACC Offer 

Pass the Advanced Welsh Baccalaureate Diploma with Grade C/D in the Skills Challenge Certificate and BC – CD at A Level (this is equivalent to 104-80 UCAS tariff points). 

3.Typical BTEC Offer 

BTEC Extended Diploma Distinction Merit Merit – Merit Merit Pass (this is equivalent to 112-80 UCAS tariff points). 

4.Typical IB Offer 

Pass the International Baccalaureate Diploma with higher grades of between 655-445 (this is equivalent to 112-80 UCAS tariff points) 

5.Typical Access to HE Offer 

Pass the Access to HE Diploma with 60 credits overall – the credits should equate to between 106-80 UCAS tariff points (examples below) 

45 level 3 credits equating to 15 Distinctions, 24 Merits and 6 Passes (106 UCAS Tariff Points) 

45 Level 3 credits equating to 12 Distinctions, 6 Merits and 27 Passes (80 UCAS Tariff Points) 

Additional Requirements 

GCSEs: The University normally requires a minimum 5 GCSEs including Mathematics and English at Grade C or above, or their equivalent but consideration is given to individual circumstances 

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