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

Most modules use case studies, scenarios and examples from the computer industry to illustrate concepts and their importance. Opportunities for work-related learning activities continue as students engage in and contribute in a positive manner to the solution of world of work tasks and problems. The two principal opportunities for work-related learning are in the Level 5 PPE module and the optional Supervised Work Experience sandwich year. These work-related elements will enable students:

to experience and gain a sound understanding of how enterprises operate;

to develop an appreciation of enterprise and the entrepreneurial qualities required in today's workplace.

The work-related elements expose students to more open-ended design and implementation problems within a world of work setting. Successful participation in such work-related activities will enhance students' confidence in their own ability, communication and organisational skills, initiative and autonomy.

Means of Assessment

The learning outcomes are assessed through assessment practices comprising, formal reports, practical work, tests, demonstrations, portfolios, presentations, examinations, projects and dissertations that may be based on individual or group activities. Module in-course assessments, tutorial and supervised laboratories and on-line teaching and learning support provide a variety of formative feedback opportunities. The work-based elements will be assessed though academic tutor visits, submission of a report and completion of a log-book requiring personal reflection and employment supervisor's assessment.

Transferable skills are practised and developed through specific modules dedicated to them, and through teaching, learning and assessment practices embedded in the course’s modules.

Students will be expected to apply themselves to prescribed or agreed tasks. Successful participation in such activities will enhance students' confidence in their own ability, communication and organisational skills, initiative and autonomy.

The key skills are those skills that are most commonly needed to succeed in a range of activities - at work, in education and training as well as in everyday life. These skills are practised and developed through dedicated professional skills modules, and through teaching, learning and assessment practices embedded in the course's other modules. The standard University-wide regulations apply to all courses, unless the Academic Policy Committee Regulations Sub-Committee has approved amendments. Such amendments are normally only given in respect of external requirements, such as those of a relevant PSRB. The regulations are published and/or referenced in the student handbooks and University web sites.

Learning Support

The entry requirements for the courses ensure that students arrive with similar ability levels. The need for support specifically aimed at less able or direct entry students is therefore limited. Standard support, which is made available to the whole student cohort, includes:

student induction process;

course leaders and, where necessary, course tutors;

Advice Shop, operated within the Treforest campus;

Student “Drop In Centre” (based in the Library);

Student Services, a University-wide service providing specialist advice for welfare, health or financial advice, and special needs support;

use of Unilearn learning environment; the student handbook.

A range of resources will be made available to students to support them in their learning.

These include:

Course information defining the course specification and timetable of study. The course documentation is supported by an online module database.

Virtual Learning Environment providing controlled access to teaching and assessment material as well as on-line discussion space.

Special needs coordinator within the Faculty.

Modern computing laboratories providing access to specialist resources, and access to centrally-managed open-access cluster laboratories.

A modern Library providing access to textbooks, journals, on-line materials and equipment.

Student e-mail accounts providing support access to teaching and tutorial staff.

Course Exit Points

Progression Route

n/a

Entry Requirements

Admission to the course is typically through the following qualifications:

The arrangements for admissions will seek to ensure equality of opportunity for all applicants. It is expected that anyone admitted to the course should be able to fulfil the objectives of this particular course and achieve the required standard. Evidence will be required that applicants are able to meet the demands of the course.

Level 3 entry:

the University’s published UCAS tariff points or grades, including at least two GCE Advanced Levels; or

equivalent grades gained from Scottish Highers/Advanced Highers or Irish Leaving Certificate; or

equivalent grades gained from BTEC Extended Diploma; or any equivalent qualifications as expressed in the UCAS tariff.

Level 4 entry:

the University’s published UCAS tariff points or grades, including at least three GCE Advanced Levels; or

equivalent grades gained from Scottish Highers/Advanced Highers or Irish Leaving Certificate; or

equivalent grades gained from BTEC Extended Diploma; or any equivalent qualifications as expressed in the UCAS tariff.

In addition, five GCSE passes at grade C or above are required, including English and Mathematics.

Equivalent international qualifications are acceptable. International students must demonstrate proficiency in English with an IELTS score - or equivalent - of 6.0 or higher.

Those without such qualifications are considered on an individual basis and a wide range of prior experience may be taken into account. Consideration for RPCL, RPEL and work-based learning is available within University procedures. In each case entry is judged on a reasonable expectation of the applicant successfully completing the course.

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