FCertHE International Foundation Programme (Engineering)
13 Sep 2021 - 31 Aug 2027
| Course Leader | Hannah Jones |
|---|---|
| Course Team | Neil Roberts, Tracey May, Annabel Bedford, Sonya Killip |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time |
Document Version
| Version | 1 |
|---|---|
| Valid From | 13 Sep 2021 |
| Valid To | 31 Aug 2027 |
QAA Benchmarks
Educational Aim
1. To equip international students with the level of linguistic competence needed to study and be successful at Level 4 at the University of South Wales.
2. To create an environment which provides international students with an opportunity to socialise, acculturate and become familiar with a UK style of learning, teaching and assessment.
3. To enhance international students’ subject-based knowledge and skills to the required standard to embark on undergraduate study at the University of South Wales.
4. To develop student confidence, both academically and personally, in preparation for the challenges that international students may face during their undergraduate career at the University of South Wales.
5. To enhance the awareness of the opportunities afforded by a study period at a Higher Education Institution in the UK.
6. To develop an awareness of how personal, academic and digital skills learnt on the programme can be transferred to the workplace.
Learning Outcomes
| A1 | Evidence an appropriate level of linguistic competence to advance to level 4. |
| A2 | Evidence an ability to communicate effectively in both written and verbal form at a level appropriate to academic study at undergraduate level. |
| A3 | Recognise and apply a range of core academic subject-related and ethical concepts and ideas to a range of practical problems related to the selected progression area. |
| A4 | Plan and develop, with appropriate supervision and support, a structured research project involving a degree of independent research and engage with academic sources appropriate to level 3 study. |
| B1 | Conduct research into a specific subject area. |
| B2 | Identify relevant information from secondary sources in order to gain understanding and develop ideas. |
| B3 | The ability to paraphrase and summarise ideas in an appropriate written or verbal form. |
| B4 | Reference the work of others appropriately and recognise the importance of good academic conduct. |
| C1 | Be able to work independently and collaboratively with others to demonstrate effective communication and initiative. |
| C2 | Apply the appropriate level of digital literacy to be successful at level 4 study. |
| C3 | Plan and be responsible for own learning and time management. |
| C4 | The development of skills associated with reflection. |
Course Structure
Level 3 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| MS0S10 | MOD012370 | Foundation Maths | Running | 20 | specified |
| NG0S107 | MOD012371 | Introduction To Engineering Design and Problem Solving | Running | 20 | specified |
| QA0S001 | MOD012381 | Academic English | Running | 20 | core |
| QA0S002 | MOD012382 | Academic Language in Context | Running | 20 | specified |
| QA0S003 | MOD012383 | Research Project | Running | 20 | specified |
| QA0S004 | MOD012384 | Applied Academic Skills | Running | 20 | specified |
| QA0S008 | MOD012442 | Language & Skills for Academic Study | Running | 0 | optional |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
The International Foundation Programme plays an important role in building the employability skills of students. This is achieved by improving their ability to communicate in English along with the ability to communicate in different formal and social contexts, thus preparing them for the workplace. Equally, the process of acculturation helps to set the standards of behaviour expected at work as well as introducing students to the prevailing social norms in UK society, both of which are valuable in an employability context.
Students will engage in range of activities through structured in class study, independent learning and assessment types to develop skills in communication, digital literacy, time management, numeracy, resilience, planning, problem solving, self-awareness, commercial awareness and independent thinking.
Although the International Foundation Programme does not have a placement or specific employability modules, students will develop an awareness of how skills learnt at university can be transferred to the workplace. Providing students with an opportunity to contextualise employability skills in practical classes, group work, poster presentations, independent learning and written work and reflect on their development is also part of developing these foundational employment-related skills.
Means of Assessment
Learning Support
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Foundation Certificate in Higher Education | 120 Credits as part of a 4 year Integrated Degree. 120 Credits as transcript of completion of Year 0 / Level 3 of the associated Under-graduate Degree. | Final |
Progression Route
BSc (Hons) Civil EngineeringBSc (Hons) Construction Project ManagementBSc (Hons) Engineering Technology ManagementBSc (Hons) Quantity Surveying and Commercial ManagementBEng (Hons) Aeronautical EngineeringBEng (Hons) Automotive EngineeringBEng (Hons) Civil EngineeringBEng (Hons) Electrical and Electronic EngineeringBEng (Hons) Mechanical EngineeringBSc (Hons) Aircraft Maintenance Systems and ManagementBSc (Hons) Mechanical Engineering
Entry Requirements
Admission to the course is typically through the following qualifications:
The International Foundation Programme is intended for international students only and students will be required to meet the following entry requirements:
Language entry requirements
2-Term IFP (October or January start) - overall IELTS grade of 5.0 with a minimum score of 4.5 in each component
3-Term IFP (October start only) - overall IELTS grade of 4.5 with a minimum score of 4.0 in each component
Integrated CAS
Students can apply for the integrated IFP route if they meet the following minimum language requirements: overall IELTS grade of 5.5 with a minimum score of 5.5 in each component.
Academic entry requirements
Generic requirements
Academic
Good high school graduation grades or equivalent
English
IELTS 5.0 with no component below 4.5 (or 4.5 with no component below 4.0 for the 3-term IFP)
Age
16+
Markets
International students only
IGCSE
5 grade D or above
Country Specific requirements
Algeria
Completion of secondary School Certificate (Grade 10) with Pass Grades
Angola
Completion of secondary School Certificate (Grade 10) with Pass Grades
Armenia
Certificate of Education with Pass grades
Azerbaijan
Attestati Secondary School Leaving Certificate - Overall grade 3.0 out of 5.0
Bangladesh
Senior School Certificate/Higher Secondary Certificate with pass grades (45% in all subjects)
Bahrain
Tawjahiya (secondary school leaving cert) average grade pass or 50% or above
Botswana
Cambridge Overseas Schools Certificate pass grades
Brazil
Certificado de Ensino Medio with grade 5-7.5 average
Cameroon
Baccalaureat with average 10 or above
Cambodia
Upper Secondary School Diploma with minimum 50%
China
Completion of Senior Secondary School Year 3 with 60% average. Completion of Senior Secondary School Year 2 with 70% average.
Chile
Chilean students who have completed the Chilean Senior High School (instead of IB or A levels) with an overall minimum of grade 5 can be considered
Colombia
Bachiller Academico 3/5 or pass
Ecuador
Título de Bachiller Técnico Industrial minimum 5-7
Ecuadorian students who have completed the Ecuadorian Senior Secondary School (Bachillerato), instead of IB or A levels with an overall grade of 12/20 with 13 in Maths can be considered
Egypt
Certificate of Secondary Edcuation with 50-60% average
El Salvador
Título de Bachiller 7/10
Gambia
WAEC with standard pass 5 passes D7
Georgia
General Education Diploma D plus (satisfactory)
General
IGCSE 5 Passes at A-C. Students with D Grades will be considered on a case by case, approved by Nick Miller. Grades A-C to be advertised. Recruiters can communicate D to agents.
Ghana
WAEC/NECO with standard pass 5 passes or 200 UCAS point or A-D average
Hongkong
HKCEE 4 passes (E grades) in academic subjects or HKDSE with minimum 221 in relevant subjects.
India
Completion of Year X with average 65% or
Completion of Year XI with average 50% or
Completion of Year XII with average 45%
Indonesia
Completion of SMA with an average of 6/Average/Pass
Iran
Successful completion of High School Diploma with pass grades.
Japan
Successful completion of High School Leaving Certificate (Kotogakko). Passed at 2.0 GPA
Jordan
Certificate of General Secondary Education with a minimum score of 60%
Kazakhstan
Diploma of Completed Secondary Education (Attaestat) with pass grades.
Kenya
KCSE 5 Passes Minimum A-D Grades
Kuwait
Successful completion of Secondary Education Certificate with average of 60%
Lebanon
Baccalauréat Technique/ General secondary certificate minimum grade 10
Libya
Successful completion of Tawjihiyya School Leaving Certificate with 60% in 4 or more relevant subjects
Malaysia
SPM (Malaysia Certificate of Education) (or forecast) with average grades 7D UEC with pass grades, C8
Malawi
MCSE: Pass Overall
Mauritius
GCSE: 5 Passes including English at Grade C or above
Mexico
Bachillerato with a minimum grade of 6
Mongolia
Certificate of Completion of Secondary Education with average of 60%
Morocco
Diplôme du Baccalauréat or Diplôme du Baccalauréat Technique with 10 (pass)
Nepal
Pass Higher Secndary Education Board Examination with 55%
Nepal
School Leaving Certificate (SLC) 60%, Higher Secondary Certificate (HSC) 55%
Nigeria
WAEC (WASSCE)/ NECO - A to D grades in 5 subjects
Oman
Thanawiya amma (Secondary School Leaving Certificate) - 60% or above.
Pakistan
Successful completion of High Secondary Certificate (50%) or SSC (60%)
Peru
Minimum grade of 11/20
Qatar
Senior Schooling Certificate with a grade of at least 60%
Russia
School Leaving Certificate (Attestat). Average of 3 or above.
Saudi Arabia
Tawjahiya/High School Diploma - 60% or above.
Senegal
Baccalaureate/Baccalaureat Technique 10/20
Singapore
GCSE 5 passes with grades A-C (including Maths and English)
South Africa
High School Leaving Certificate: 60%
South Korea
High School Leaving Certificate: 60%
Sri Lanka
Sri Lankan O Levels with credit pass or above
General Certificate of Education (Ordinary Level) 60%
Taiwan
Successful completion of Senior High 2 at an average grade of 60% or Senior High 3 at an average of 55% or above
Tanzania
Certificate of Secondary Education/Secondary School leaving Certificate 5 passes A-D Grades minimum
Thailand
Mathayom (MAW) 5 - GPA 2.5. or
Mathayom (MAW) 6 - GPA 2.0.
Turkey
Successful completion of Deviet Lisen Diplomasi OR High School with 50% or 2/5 GPA
UCAS Tariff Point
Total of 32 points to be accepted for qualifications with UCAS points attached
UEA
Tawjihiya/Thanawihya/General Secondary School Certificate with pass grades OR Technical Diploma: min. 60%.
Uganda
UK
Between 30% - 40% in a UK based International Foundation Programme
Ukraine
School Leaving Certificate (Attestat). Average of 3 or above.
USA
High School Diploma: GPA 2.0
Uzbekistan
O’rta Ma’lumot To’g’risdia Shahodatnoma (Certificate of Completed Secondary Education) average of 3 or above or Diploma of Academic Lyceum average grade 3 or above.
Or Attestat (Certificate of general secondary education issued after 2018)
Venezuela
Successful Completion of Título de Educación Media General with 15 or Titulo de Tecnico Medio with 10
Vietnam
B?ng T?t Nghi?p Ph? Thông Trung H?c (Upper Secondary School Graduation Diploma) Completion of Year 11: GPA 6.5 or Completion of Year 12: GPA 5.0
Zimbabwe
ZIMSEC 5 credits including English
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
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Methods Of Quality Standards
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Quality Of Standards Indicators
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