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

During Residential Study Visits, students will be exposed to a variety of visiting speakers from industry. These will take the form of keynote speeches, workshops, practical sessions and CPD events. Many of these individuals would also be USW Alumni, demonstrating the impact our graduates have and evidencing to students the progression they could make.

Guest speakers will also be involved in the delivery of online lectures and CPD.

Volunteering

Not a component of this course although a number of students may engage in volunteering in their own time.

Work Placements/Work-based Learning

Students will be required to undertake weekly WBL as part of the course

UKIS will be providing;

Paid work placements for students on the course

WBL modules

Mentors during work placements

Supply Visas

The offer of accommodation and travel arrangements whist in the US

A recruitment officer/interviewer

Welfare officer

Visa compliance officer

HR and Finance manager

Regional Manager- Placement supervisor

Operations Manager- Placement supervisor

Employer Forums

During Residential Study Visits, students will get the opportunity to attend forums such as these, where the academic team would engage with USW Careers to facilitate such delivery.

Means of Assessment

Formative Assessment

The nature of challenge-based learning and teaching methods require a continuous cycle of reflection and feedback as students use feedback and assessment (both internal and external) to identify gaps in their knowledge, understanding and skills. This informal on-going assessment and feedback will be provided by peers, academic staff, personal tutors, and placement supervisors as students co-create their knowledge. Given learning outside of Residential Visits will take place on the VLE, the course team encourage engagement with integrated online tasks, where Module Leaders can engage with students by affirming their views, challenging them, and connecting peer-to-peer. Within specific modules, students will be provided opportunities to use self-assessment to develop skills of reflection and sets goals for self-development. This will be guided, scaffolded, and reinforced throughout the course through appropriate formative assessment opportunities.

Students will have different formative opportunities to present assessments prior to summative submissions in the form of presentations and draft assessment plans to peers, tutors, and supervisors. At L6 students will also have an Academic Supervisor who will provide independent project supervision. Placement Supervisors will further provide support for students to develop their skills on an ongoing basis as part of the weekly WBL.

During their WBL students will be expected to demonstrate their knowledge and provide evidence to support their achievement of relevant module LO’s and will receive regular feedback and supervision from their placement supervisor in relation to their development in practice. Students will complete a formative midway review at the half-way stage of each placement to identify any gaps and ensure transparency regarding progression.

Learning Support

Personal Academic Coach

The PAC (Personal Academic Coach) process on this course is delivered by a team of personal tutors and the course leader. This team of staff are employed solely to support USW students. As part of their process, the personal tutors will meet with the students online or face to face.

Personal tutors meeting with students across the year to support students with

PAC principles

Academic study

Placement support

Project support

Due to the distance element of the programme and managing student across time zones and placement settings the personal tutors are a vital component of student support. Students get an allocated amount of support per academic year and received 3-4 support sessions per term. (This is increased where students need additional support).

Through the monitoring process the personal tutors support the course leader with targeted interventions sessions with students based upon their requests or course performance.

The personal tutors are the first line of support for student and is one of contributed success factors to the success of students and engagement, progression, and performance.

Learner Analytics

Learner Analytics is used to monitor engagement, but the course team has its own process which has been in operation for many years and have therefore been designed to monitor and support engagement effectively for students on these courses. The following processes are operated in this area:

Creation of a Grade tracker. This gathers summative assessment scores for all students, allowing the course leader and personal tutors to see grades for all their students.

Population of a Retention tracker, which gathers data on students of concern. This would be non-submissions, lack of attendance, lack of engagement with VLE, missed personal tutor meetings and health concerns.

Individual student support plans are reviewed and supported

The blended learning coordinator for sport completes and engagement tracking process to check engagement with module content at a deeper level- tracking the number of hours spent on module content and assessment at set points of the year, this process is also vital in the support of distance learning students and ensuring they are compliant with their Visa training plan.

Office hours

Office hours for each staff member will be communicated to students at the start of each academic year. They will be flexible due to consideration of students working patterns. These office hours could also be online utilising, teams so that students do not have to travel.

We have staff based on the US to support students in the time zone that they are working in, due to the 8-hour time difference between the UK and PST (Pacific Standard Time)- this is also a vital component of the course structure. (Personal tutors/Course leader)

UK based course team are normally available from Monday to Friday, 9am-5pm, however, it is appreciated that blended learning approaches requires flexible patterns of attendance across a range of learning, teaching, and assessment modalities.

Progress meetings

Students should meet their placement supervisor at least once during every term at a pre-arranged time.

Students meet with the personal tutor at least twice per term at a pre-arranged time.

These meetings should focus on the student’s personal and professional development. Additional progress meetings with module leaders or the course lead can be requested and are welcomed.

Research Supervision

Students are allocated an academic supervisor as outlined in the University Policy, that outlines minimum expectations for the supervision of taught dissertation/independent learning projects, ensuring students get a parity of experience. This Policy outlines expectations at a faculty, module, supervisor, and student level.

Individual supervisors will be provided to each student. With a high level of expertise across all functions of sport fields (e.g., coaching, sport development, administration, and management), USW are well catered to meet individual student needs.

Online Resources

All modules are linked to UniLearn, the USW integrated system, which supports assessment, learning and teaching activities through technology. Video capture, podcasts and short video clips will supplement face-to-face taught components of the course (during Residential Visits), providing context and additional learning to support student’s development.

Students also engage with other digital resources during their time on Residential Visits and while in-situ at their placement and have the opportunity to engage with several synchronous or asynchronous learning opportunities designed to facilitate CPD.

Advice Zone

Advice Zone is a ‘one-stop-shop' and the first point of contact (online, live chat, by telephone, email, or in-person) for all student enquiries, offering confidential advice on anything that affects students’ ability to study.

Students are able to self-refer or be directed to the USW Advice Zone. Instruction on the services available and how to make an appointment are included in the Course Handbook and on the USW website. These services are available to students whether on campus or in practice learning experiences.

https://advice.southwales.ac.uk

Disability

The Disability Service provides a confidential and professional service where students can discuss individual requirements relating to disability. This includes students with physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g., dyslexia) and autism.

Advice and support are available for all students who have additional learning needs or require reasonable adjustments to be made. Students are encouraged to discuss additional needs or support with personal tutors, the Course Leader, and their Personal tutor.

https://disability.southwales.ac.uk/

IT/Library

IT Induction (https://its.southwales.ac.uk/it-induction/) provides a user-friendly introduction to students to support them in their studies from enrolment through to graduation.

Students have access to all USW resources both on and off campus. The school has a subject specialist librarian available to help and support students. The course team work closely with and value the contribution of the specialist subject librarian. Students have access to Findit, online resources and hard copy reservation. In addition, the school provides a range of learning resources in sites across its partner health service provider premises. Students are able to access 158 HE institutions throughout the UK via the Sconul Access service.

Postal loan and scan delivery service made available to students whilst they are in the UK. This service is for USW students wanting to request a USW book by post or, to request a digital scan of a print-only copy of a USW journal article or book chapter to their email.

Together with introductory sessions embedded in courses, the library offers an online study guide to introduce students to the services and support it provides. A 24/7 online chat facility enables students to seek support and book one-to-one appointments. Regular drop-in sessions, such a lunch with your librarian, provide opportunities to ask questions in a less formal setting and be introduced to Library Services at USW.

https://library.southwales.ac.uk/

Course Exit Points

Progression Route

Although this module is listed as Optional in systems for operational reasons, its profile within the course isand specified be treated as such for the purposes of considering student profiles and when considering award and progression decisions.MA Leadership in SportMSc Advanced Performance Football CoachingMSc Sports Coaching and Performance

Entry Requirements

Admission to the course is typically through the following qualifications:

Typical A-Level Offer

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

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).

Typical BTEC Offer

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

Typical IB Offer

Pass the International Baccalaureate Diploma with a minimum score of 29 overall including 5 or above in English at standard level.

Typical Access to HE Offer

Pass the Access to HE Diploma and obtain a minimum of 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

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