Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 3 Modules

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

Class Test

Group Poster

Report

Essay

Presentation

Academic Seminar

Journal

Portfolio

Sketchbook with reflective element

Application design & presentation

Learning Support

Induction
Students will enjoy a comprehensive induction programme at the start of the course. The induction schedule will be developed via a collaboration between the University and the QAHE staff:
o University support staff to lead sessions related to the wider University services, such as library, IT and sports facilities, in addition to health and well-being services available.
o QAHE staff will prepare introductory videos giving information about the IFP course and the individual pathways which new students will be required to watch at the beginning of Induction Week. These will be followed up by ‘live’ Q & A sessions, either virtual or classroom-based, allowing students more time to assimilate information and formulate any questions or queries.
As indicated earlier in this document, the January induction will encourage a mixing of the two cohorts, so that the January starters can learn from the experience of the October group, led principally by the Student Representatives.

Personal Academic Coach
All students will be allocated a Personal Academic Coach or PAC who will have access to information on the performance and profile of the student, allowing them to effectively support students' personal and academic development. This is an academic role and where students have problems of a personal nature (health, wellbeing, financial, etc) they can be referred to the appropriate University or QAHE Support Service.

Office hours
This information will be provided to students at induction. All tutors will be available for a minimum of one office hour per teaching week. In addition, students will be advised about where they can find help outside of normal working hours in case of an emergency.

Tutorials
During the IFP course, all students will have regular tutorials with their EAP tutor and their subject module tutor so as to ensure close monitoring of student progress throughout the programme.

Seminars
All learning on the IFP is delivered through interactive seminar-style workshops which encourage a high level of learner participation and interaction. Tutor led participative small group sessions, will allow students to apply and practice learning and skills, an approach that can be successful in both classroom and virtual mode.

Formative Assessment
Formative assessment is embedded in the IFP course and opportunities for formative feedback and feed forward are provided regularly throughout the course. Additionally, the use of online learning will encourage students to engage with formative assessment and develop learner independence.

Progress meetings
See ‘tutorials’ section above. In addition, progress in monitored in a holistic sense by assigned PACs.

Online Resources
All module content will be made available on UniLearn (VLE Blackboard). Additional online academic support will be provided as part of the CAS provision. All modules make use of UniLearn for web-enhanced delivery to at least the recommended minimum standard and for communications with students.
Additional support is provided through the Student Development and Study Skills Service who have self- directed online materials and tutorials.

Advice Zone
There is a Student Advice Zone located at Cardiff, Treforest, Newport and Glyntaff Campus and also provision for online support. They provide confidential guidance and advice to students on all aspects of their university experience and are integrated to make direct referrals University Professional and Support Services.
Further information on their services and availability can be found at: - Advice Zone Online
- Advice Zones

Disability
As per QAA subject benchmarks, the University will ensure that the curriculum and learning opportunities are inclusive and therefore reasonable adjustments will be made to accommodate needs of students with disabilities.
Students requiring support for their studies are assessed by the Student Services Team and individual Learning Support Plans are put in place. For more information see:
Disability Service
Dyslexia

IT/Library
Module resources and texts are where possible available electronically and any core texts for the course are stocked at both the campus libraries.
In addition to providing demonstrations and workshops on how to use USW FindIt, identifying sources of quality information, etc., the librarians also offer students one-to-one or small group bespoke support.
For more information see: Library Services at the University of South Wales.
There are computer labs with open access on both campuses, ensuring students have access to PCs. WiFi is also available across both campuses and students can loan laptops for independent-study.
Information on IT facilities and support can be found at: IT, Media and Technical Services

Course Exit Points

Progression Route

Business & Social Science Pathway:

BA (Hons) Business and Management

BA (Hons) Hotel and Hospitality Management

BA (Hons) Human Resource Management

BA (Hons) International Events Management

BA (Hons) International Business and Management

BSc (Hons) Logistics, Procurement and Supply Chain Management

BSc (Hons) Marketing Management BSc Childhood Development

BSc (Hons) Health and Social Care Management

BSc (Hons) Criminology and Criminal Justice

BSc (Hons) Criminology and Criminal Justice and Sociology

BSc (Hons) Criminology and Criminal Justice and Youth Justice

BSc (Hons) Criminology and Criminal Justice with Psychology

BA (Hons) Forensic Accounting BA (Hons) Accounting and Finance

BSc (Hons) Sociology BA (Hons) Journalism

BA (Hons) Media, Culture and Journalism

BA (Hons) Music Business

BA (Hons) Sports Journalism

BA (Hons) Fashion Business and Marketing

BSc (Hons) Psychology

BSc (Hons) Psychology with Counselling

BSc (Hons) Psychology with Criminology and Criminal Justice

BSc (Hons) Psychology with Developmental Disorders FD with

BSc (Hons) Top-Up Community Health and Wellbeing

LLB (Hons) Law

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%
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

Will students be required to undergo a DBS check? No

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