BA (Hons) Media Production (Including International Foundation Year)
01 Sep 2025 - 31 Aug 2028
| Course Leader | |
|---|---|
| Course Team | |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time |
Document Version
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2025 |
| Valid To | 31 Aug 2028 |
QAA Benchmarks
N/A
Educational Aim
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.
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.
To enhance international students’ subject-based knowledge and skills to the required standard to embark on undergraduate study at the University of South Wales.
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.
To enhance the awareness of the opportunities afforded by a study period at a Higher Education Institution in the UK.
To develop an awareness of how personal, academic and digital skills learnt on the programme can be transferred to the workplace.
Learning Outcomes
| A1 | A1Evidence an appropriate level of linguistic competence to advance to level 4. |
| A2 | A2 Evidence an ability to communicate effectively in both written and verbal form at a level appropriate to academic study at undergraduate level. |
| A3 | 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 | 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 | B1 Conduct research into a specific subject area. |
| B2 | B2 Identify relevant information from secondary sources in order to gain understanding and develop ideas. |
| B3 | B3 The ability to paraphrase and summarise ideas in an appropriate written or verbal form. |
| B4 | B4 Reference the work of others appropriately and recognise the importance of good academic conduct. |
| C1 | C1 Be able to work independently and collaboratively with others to demonstrate effective communication and initiative. |
| C2 | C2 Apply the appropriate level of digital literacy to be successful at level 4 study. |
| C3 | C3 Plan and be responsible for own learning and time management. |
| C4 | C4 The development of skills associated with critical reflection. |
Course Structure
Level 3 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 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 |
| QA0S006 | MOD012386 | Foundations for the Creative Industries | Running | 20 | optional |
| QA0S007 | MOD012387 | Creative Project | Running | 20 | optional |
| NG0S107 | MOD012371 | Introduction To Engineering Design and Problem Solving | Running | 20 | optional |
| MS0S10 | MOD012370 | Foundation Maths | Running | 20 | optional |
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| BJ1D03 | MOD009384 | Visual Production Techniques 1 | Running | 40 | specified |
| BJ1S34 | MOD009383 | Creative Analysis and Development | Running | 20 | core |
| BJ1S35 | MOD009390 | Sound Design and Audio Production 1 | Running | 20 | specified |
| BJ1S36 | MOD009391 | Interactive - Design and Construction | Running | 20 | core |
| BJ1S37 | MOD009392 | Critical Culture 1 | Running | 20 | specified |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| BJ2S44 | MOD009393 | Concept and Script Development | Running | 20 | specified |
| BJ2S45 | MOD009394 | Client Brief - Professional Practice | Running | 20 | core |
| BJ2S46 | MOD009395 | Visual Production Techniques 2 | Running | 20 | core |
| BJ2S47 | MOD009396 | Sound Design and Audio Production 2 | Running | 20 | core |
| BJ2S48 | MOD009397 | Interactive Storytelling | Running | 20 | core |
| BJ2S49 | MOD009398 | Critical Culture 2 | Running | 20 | specified |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| BJ3S25 | MOD009399 | Major Project Development Package | Running | 20 | core |
| BJ3S26 | MOD009401 | Professional Freelance Practice | Running | 20 | specified |
| BJ3S34 | MOD010284 | Cultural Context – Research Project | Running | 20 | specified |
| BJ3T11 | MOD010335 | Major Media Production Project | Running | 60 | |
| BJ3S26BI | MOD013857C | Ymarfer Llawrydd Proffesiynol | Running | 20 | 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
This has been designed to help learners develop academically throughout the programme. A continuous approach to assessment has been devised, allowing substantial opportunity for formative feedback for each piece of assessed work. This approach aims to develop learner independence and study skills which ensure that learners are suitably prepared to progress to a programme of study at level 4. A wide range of assessment types are proposed, including portfolios, written assessments, class test, group and individual presentations, seminar discussion, providing students with experience of the types of assessment they are likely to encounter at undergraduate level.
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:
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.
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 an 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. 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.
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 Newport and Treforest 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
| Award | Criteria | Final |
|---|---|---|
| Foundation Certificate in Higher Education | 120 credits at Level 3 | Exit |
| Certificate of Higher Education | 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3 | Exit |
| Diploma of Higher Education | 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3. | Exit |
| Bachelor of Arts (with Honours) | 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 | Final |
Progression Route
Applied Science
BSc (Hons) Geography
BSc (Hons) Natural History
BSc (Hons) Natural History and Media
BSc (Hons) Applied Biosciences
BSc (Hons) Biology
BSc (Hons) Chemistry
BSc (Hons) Geology
BSc (Hons) Geology and Physical Geography
BSc (Hons) Biomedical Science
BSc (Hons) International Wildlife Biology
BSc (Hons) Medicinal and Biological Chemistry
BSc (Hons) Pharmaceutical Science
BSc (Hons) Forensic Science
BSc (Hons) Forensic Science with Criminology
BSc (Hons) Forensic Investigation
Business & Social Science
BA (Hons) Business and Management
BA (Hons) Business and Management (Entrepreneurship)
BA (Hons) Business and Management (Event Management)
BA (Hons) Hotel and Hospitality Management
BA (Hons) Human Resource Management
BA (Hons) International Events Management
BA (Hons) Strategic Customer 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
BSc (Hons) International Security and Risk Management
BA (Hons) Forensic Accounting
BA (Hons) Accounting and Finance
BA (Hons) Accounting and Management
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 Behaviour Analysis
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
Computer Science
BSc (Hons) Applied Cyber Security
BSc (Hons) Computer Games Development
BSc (Hons) Computer Science
BSc (Hons) Computer Security
BSc (Hons) Computing
BSc (Hons) Information Communication Technology
BSc (Hons) Computer Forensics
Creative Industries
BA (Hons) Advertising Design
BA (Hons) Animation (2D and Stop Motion)
BA (Hons) Computer Animation
BA (Hons) Computer Games Design
BA (Hons) Documentary Photography
BA (Hons) Fashion Design
BA (Hons) Fashion Promotion
BA (Hons) Graphic Communication
BA (Hons) Illustration
BA (Hons) Interior Design
BA (Hons) Photojournalism
BA (Hons) Cinema
BA (Hons) Creative and Therapeutic Arts
BA (Hons) TV & Film Set Design
BA (Hons) Media Production
BA (Hons) Visual Effects and Motion Graphics
Engineering
BSc (Hons) Civil Engineering
BSc (Hons) Construction Project Management
BSc (Hons) Engineering Technology Management
BSc (Hons) Quantity Surveying and Commercial Management
BEng (Hons) Aeronautical Engineering
BEng (Hons) Automotive Engineering
BEng (Hons) Civil Engineering
BEng (Hons) Electrical and Electronic Engineering
BEng (Hons) Mechanical Engineering
BSc (Hons) Aircraft Maintenance Systems and Management
BSc (Hons) Mechanical Engineering
Sports Science
BSc (Hons) Sport and Exercise Therapy
BSc (Hons) Sport and Exercise Science
BSc (Hons) Strength and Conditioning
BSc (Hons) Football Coaching & Performance
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
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
Methods Of Quality Standards
N/A
Quality Of Standards Indicators
N/A