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

Visiting Speakers
The course team have links with a number of external organisations and individuals. We arrange sessions where guests speak with students about their roles and experiences in the field and how to prepare for various types of jobs.

Volunteering
Students are encouraged to engage in voluntary opportunities to enhance their CVs in ways that will help them secure the employment and training to which they aspire.

Fieldtrips
Students regularly go on theatre visits, including to London West End and the RSC in Stratford.

Work Placements
Work placements take place under the auspices of RA3SXX Professional Practice and Employability. Students carry out a range of placements, such as teaching assistance and short internships at theatre and media companies.

Work-based Learning
Work based learning take places through placements and applied drama based community and school workshops/performances.

Employer Forums
The faculty held a dinner-forum with many industry representatives in 2019. We intend continuing with such events.

Means of Assessment

• Presentation
• Portfolio
• Essay
• Performance
• Self-reflective assessment
• Project Output
• Visual Journal
• Set Tasks

Learning Support

Induction
The induction period is very important in terms of a successful transition to undergraduate study.
A series of induction activities are organised by the course team, to ensure students settle into the course community quickly, on as equitable a level as possible. These have the aim of:
•Introducing the student to the course philosophy, structure and overview of content. An overview of the content of the modules and requirements in terms of knowledge and possibilities for progression are covered here.
•Exploring the expectations of both lecturers and students; particular attention is paid to undergraduate study.
•Identifying and explaining sources of academic, personal and practical resources.
The induction week timetable includes the following activities to achieve the aims of helping students to settle into the course, to develop relationships with peers and academic staff, and to ensure students receive critical information to support their learning at the earliest possible opportunity.
a) Orientation to the course by the Course Leader, including content, expectations (theirs and ours) of undergraduate studies, introduction to Blackboard, location of and introduction to module planners and course handbook, introduction to the course team.
b) Workshops led by year one module leaders
c) Workshops led by students and alumni, including Q&A sessions to get helpful tips on doing well on the course
d) Performance and / or workshop by special guest artist/s
Information on SU societies and associated opportunities

Personal Academic Coach
All Undergraduate students are assigned a Personal Academic Coach (or PAC for short). The role of the PAC is to work with students to consider their academic and professional progress on your course and in university life overall, not just individual assignments or modules. They are also able to direct students to the best support on any financial, health, disability, learning difference or personal issues they may have.

Office hours
Theatre and drama staff provide two hours per week of office hours. They are also available by appointment for those students who cannot make scheduled office hour slots. In the current conditions, students staff have made available a good deal of additional tutorial time, on both a regular and an ad-hoc basis.

Tutorials
Tutorials provide students with additional opportunities to discuss topics and confirm their understanding of module content and assessments. In addition, personal tutoring arrangements apply as detailed in the “personal tutor” section above and the “progress meetings” section below.

Seminars
Seminars are devoted to discussion / conversation / presentations that provide students with opportunities to engage with module topics and confirm their understanding of module content and assessments.

Formative Assessment
The course team provide written assessment briefs and conduct assessment preparation sessions to support students with assessments. These assessment preparation sessions allow students to ask questions about assessment requirements. Practice assessments are also provided in class, whereby students work on tasks similar to those set in summative assessments and gain both informal peer and staff feedback. Students are also given formative feedback on elements of work that contribute to practical assessments including performances. Finally, students can and do submit questions about assessments by e-mail and arrange individual meetings for further, individual support and clarification.

Progress meetings
The course team including the course leader also serve as students’ personal tutors and are responsible for progress monitoring. Progress meetings involve discussion of attainment in assessments, of ways to improve in the future - and of aspirations. Discussion will also include any issues or concerns influencing the student’s academic achievement, and advice/referral to appropriate support services (e.g., Student Services).
Information about the arrangements for personal tutoring are provided in the Course Handbook.

Research Supervision
Students completing extended essays (5400 words) are provided up to three hours of individual supervision. Extended essay supervision supports weekly class sessions led by the module leader in the first half of the first term.

Online Resources
The University subscribes to Drama Online and to a range of topic specific academic journals that students can access via online databases. Where possible, recommended books are made available as e-books. Students are directed to other online resources as appropriate.

Advice Centres
Students receive a visit from representatives who explain the services provided by the Advice Zone and how to access these. Students are referred to the Advice Zone by the course team as appropriate.

DDS Service
Students receive a visit from representatives who explain the services provided the Disability Service and how to access these. Students are referred to the Disability Service by the course team as appropriate.

IT/Library
Incoming students have a session from the Drama, Dance and Performance specialist librarian who will explain all the services available via the library and how to access them. Students are provided with the contact details for the IT service at induction by the course leader.

Course Exit Points

Progression Route

Students often undertake the MA Drama at USW. They also take other Masters awards in fields adjoining or related to Theatre and Drama, such as Acting, Classical Acting, Directing, Applied Drama, Creative Writing, Screenwriting, Film-making, Media Production, Arts and Wellbeing, Dramatherapy, Medieval and other aspects of History, Speech Pathology, Social Work and so on.

Students also take Postgraduate Certificates in Education in Primary Education or Secondary Drama (or Drama and English) and HE Drama.

Entry Requirements

Admission to the course is typically through the following qualifications:

The entry criteria below show 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.

Interview

Students are invited to participate in a group workshop and are offered to take part in a group discussion, which forms the basis of an interview, Students are invited to talk to the course team 1-2-1 and send on any creative portfolios and/or showreels they have created. These are not mandatory.

Typical A-Level Offer

BCC - CDD to include a relevant performing arts, drama and/or media studies (this is equivalent to 104-80 UCAS tariff points).

Typical Welsh BACC Offer

Pass the Advanced Welsh Baccalaureate Diploma with Grade C/D in Performing Arts and BC - CD at A Level with a relevant performing arts, drama and/pr media studies (this is equivalent to 104-80 UCAS tariff points).

Additional Requirements

GCSEs: The University normally requires a minimum 5 GCSEs including Mathematics/Numeracy and English at Grade C or Grade 4 or above, or their equivalent, but consideration is given to individual circumstances

International Entry 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.

However, if you have previously studied through the medium of English IELTS might not be required, but please visit the country specific page on the international website for exact details.

English Requirements

We also welcome international applications with equivalent qualifications. Please visit the country specific pages on our international website for exact details.

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