Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Visiting Speakers

Guest speakers from across the HE and college-based HE sectors, such as those with specialist professional expertise or representing sector bodies, are invited to contribute to support the student experience from time to time.

Volunteering

N/A

Fieldwork

N/A

Fieldtrips

N/A

Work Placements

N/A

Work-based Learning

The course is designed with the ethos of work-based learning at its heart. This operates in two directions. Students are encouraged to bring their own experience as a HE practitioner into taught sessions and group tutorials to share with peers and tutors, and to enrich their learning. Conversely, module assignments require participants to apply principles, concepts and theories from the taught course to their practice-based activities, so students take their university learning into their practice. The Reflective Journal in the module Planning for Learning and Teaching in Higher Education is a key artefact that integrates placement and university experiences, facilitating work-based learning in the form of reflective practice.

Sandwich Years

N/A

Employer Forums

The participants will be involved in HE learning and teaching, so will be employed within the sector, thus bringing in their own experience from their subject discipline and related contacts. It is noted that many of the PgCertHE mentors are former participants of the course and use this role to demonstrate RIGS. Relationships that are established and maintained through the situated learning within their practice are key to the course and to participants’ development. The course team further benefit from the current and specialist expertise and experience of mentors. So rather than a formal employer forum, we aim to sustain a community of practice of Heads of Subjects, CELT, HoLTSEs, Professional Services, mentors, students and course staff.

Other

Through the design and implementation of module activities, the course places great value on participants developing as confident, resilient and autonomous professionals, and by the end of the course, participants are leading sessions such as seminars and discussions of practice experiences.

Means of Assessment

Portfolio

Research Proposal

Presentation

Student Choice

Project Output

Simulation

Learning Support

Induction

Induction will take place in accordance with University and Faculty expectations.

Personal Academic Coach2

Participants will be allocated a personal tutor who will be part of the core teaching staff for their year group. This support will work within the Personal Academic Coaching (PAC) programme at USW.

Learner Analytics

The Course Team will draw upon the Power BI application to inform and support course planning and review. Data from a wide range of sources (applications, enrolment, attrition, graduate outcomes, LOOP, SSCLG feedback etc) will be drawn upon throughout the course and documented via the USW Course Monitoring and Action Planning process. Course Team meetings will provide the forum to discuss learner analytics as well as feeding up to School Executive and Faculty level.

Office hours

Course tutors have a shared open plan office space where formal office hours are not possible. When participants require additional academic or pastoral support from tutors, tutors generally make themselves available on an ad hoc basis i.e. they arrange an online meeting or they may suggest making an appointment. Participants understand early on in the course that staff are very willing to make themselves available and are conscientious regarding email correspondence.

Tutorials

One-to-one tutorials are arranged 6 times during the course and personal tutors are available to meet participants on request. The aim of tutorials is to support participants in their progress and to offer advice and information whenever personal or professional commitments impact negatively on engagement with studies.

Seminars

Smaller groups of seminar group size are used for project discussion and personal development work.

Formative Assessment

Formative assessment is built into each module and will be used to support the development of student skills and knowledge.

Progress meetings

Progress meetings are scheduled whenever concerns arise.

Research Supervision

Individual supervisors are allocated and provide each student with support throughout the Practitioner Inquiry module.

Online Resources

In terms of course administration, learning materials are available via Blackboard. This is also where information and announcements are posted.

In terms of learning resources, Blackboard is utilised, but there is a wealth of open access and commercial resources that participants are encouraged to use to enhance their digital literacy and their practice in using learning technology for pedagogic purposes.

The qualification will be delivered using a blended approach with a combination of online and face-to-face learning sessions, practice-situated learning and online tutorials/professional dialogues. This approach provides an enhanced model of reflection which is key to the development of the participant.

Advice Zone

An Advice Zone is available at Newport City Campus.

Disability

Colleagues from the USW Disability Service is available at Newport City Campus.

IT/Library

IT support and library facilities are available at Newport City Campus.

Course Exit Points

Progression Route

Further level 7 studyEmployment within the HE of college-based HE sector

Entry Requirements

Admission to the course is typically through the following qualifications:

The course welcomes applications from both USW academic staff and also college-based HE staff within the USW partner college network.

For entry to the PgCertHE, successful applicants will need to hold a level 6 qualification in their teaching subject area.

A minimum of 4 teaching hours/week across the duration of the course is required.

Applicants would be new to HE learning and teaching; typically with less than 4 years of teaching experience in HE.

Applications are welcomed from both fractional staff and also substantive Hourly Paid Lecturers that fulfil the above requirements.

A USW academic with a fractional contract of less than 0.4FTE is able to access the first module of the course, Planning for Learning and Teaching in Higher Education. This will enable them to apply for and claim AFHEA upon successful completion.

Entry criteria detail typical offers, but USW considers all applications on an individual basis, which means that we could make offers based on qualifications, personal profile and experience. Combinations of qualifications are acceptable and other qualifications not listed may also be acceptable. In this situation, the applicant will be invited to attend an interview to determine their suitability for the course. In some circumstances, the RPL (Recognition of Prior Learning) process may be available to applicants (Appendix 7 - Participant Handbook)

International Entry Requirements

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

It is noted that both USW and college-based HE applicants that qualify as an international applicant will undertake a Right to Study process during the application stage, which is standard across all USW programmes. This is a separate process to the HE Right to Work process.

English 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 our international website for exact details. If your country is not featured, please contact the International Office at USW.

Additional Requirements

Applicants will need to have synchronous teaching with interactions with students across the duration of the modules.

Support to attend the course will also be required from the respective Head of Subject/Line Manager.

Fitness to Practise

The University has a responsibility to ensure that students studying on professional courses are fit to qualify in their respective professions, regardless of performing well in assessments. A student’s fitness to practise may be assessed for a number of reasons, for example a drug/alcohol related problem, criminal conduct or disciplinary offences, mental ill health or any condition or disorder which would adversely affect the student’s performance. If it is believed that a student has breached professional standards or conduct, a Cause for Concern form should be completed and forwarded to the appropriate course leader, who will discuss the issue with the Head of School.

The course is subject to Fitness to Practise Procedures within the USW regulations:

Fitness to Practise | University of South Wales

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