BA (Hons) Creative and Therapeutic Arts
01 Sep 2026 - 31 Aug 2032
| Course Leader | Heloise Godfrey-Talbot |
|---|---|
| Course Team | |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time |
Document Version
| Version | 1 |
|---|---|
| Valid From | 01 Sep 2026 |
| Valid To | 31 Aug 2032 |
QAA Benchmarks
Educational Aim
The main aims of the course are:
To equip students with high standards of professional skills and knowledge of career pathways.
To provide the opportunity for students to develop values in their approach to their practice supported by a foundation of principles and ethics.
To explore skills in facilitation of creative and therapeutic experiences that respond purposefully to needs within communities.
To develop knowledge, skills and confidence in academic, work-based and applied learning.
To foster creative inquiry and social responsibility, positioning a strong artistic identity and practice as a means of care, connection, and transformation.
Learning Outcomes
| A1 | Demonstrate advanced professional skills and a critical understanding of career pathways, applying independent judgement, creativity, and confidence to develop and sustain a successful practice within the sector. |
| A2 | To apply and critically evaluate principles and values commensurate with professional practice, demonstrating the interpersonal skills necessary to practice within diverse contexts. |
| A3 | Deliver high quality, impactful and socially conscious creative experiences which demonstrate the ability to work inclusively, ethically and safely in a range of community settings. |
| A4 | Understand, articulate and critique knowledge relevant to the fields of arts, health and wellbeing for use in research and applied practice. |
| A5 | Explore, develop and hone art skills that allow students to traverse a range of roles within the field of art, health and wellbeing, whilst simultaneously collating a portfolio of work which reflects their individual artistic identity and interests. |
| B1 | Demonstrate advanced professional skills and a critical understanding of career pathways, applying independent judgement, creativity, and confidence to develop and sustain a successful practice within the sector. |
| B2 | To apply and critically evaluate principles and values commensurate with professional practice, demonstrating the interpersonal skills necessary to practice within diverse contexts. |
| B3 | Deliver high quality, impactful and socially conscious creative experiences which demonstrate the ability to work inclusively, ethically and safely in a range of community settings. |
| B4 | Understand, articulate and critique knowledge relevant to the fields of arts, health and wellbeing for use in research and applied practice. |
| B5 | Explore, develop and hone art skills that allow students to traverse a range of roles within the field of art, health and wellbeing, whilst simultaneously collating a portfolio of work which reflects their individual artistic identity and interests. |
| C1 | Demonstrate advanced professional skills and a critical understanding of career pathways, applying independent judgement, creativity, and confidence to develop and sustain a successful practice within the sector. |
| C2 | To apply and critically evaluate principles and values commensurate with professional practice, demonstrating the interpersonal skills necessary to practice within diverse contexts. |
| C3 | Deliver high quality, impactful and socially conscious creative experiences which demonstrate the ability to work inclusively, ethically and safely in a range of community settings. |
| C4 | Understand, articulate and critique knowledge relevant to the fields of arts, health and wellbeing for use in research and applied practice. |
| C5 | Explore, develop and hone art skills that allow students to traverse a range of roles within the field of art, health and wellbeing, whilst simultaneously collating a portfolio of work which reflects their individual artistic identity and interests. |
Course Structure
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 4B023E | MOD013947 | Art for Inclusion | Running | 30 | core |
| 4B024E | MOD013948 | Inclusive Facilitation | Running | 30 | core |
| 4B025E | MOD013949 | Live Art in the Public Realm | Running | 30 | core |
| 4B026E | MOD013950 | Outdoor Art for Wellbeing | Running | 30 | core |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 5B028E | MOD013951 | Studio Practice: Finding your Artistic Voice | Running | 30 | core |
| 5B029E | MOD013952 | Arts in Health | Running | 30 | core |
| 5B030E | MOD013954 | Leading Your Community Placement | Running | 30 | core |
| 5B031E | MOD013955 | Evaluating Your Community Placement | Running | 30 | core |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 6B023E | MOD013956 | Creative Access in Museums and Galleries | Running | 30 | core |
| 6B024E | MOD013959 | Research Skills for Arts, Health and Wellbeing | Running | 30 | core |
| 6B025E | MOD013961 | Establishing a professional creative practice | Running | 30 | core |
| 6B026E | MOD013963 | Art Trail: Site-specific Degree Show | Running | 30 | core |
Teaching and Assessment
Learning and Teaching Methods
Three golden strands run through every module on the BA (Hons) Creative and Therapeutic Arts degree: art, professional practice, and wellbeing theories. These strands form the building blocks for the future workforce of creative health (Willis Newson, 2021). Collaboration is at the heart of our learning and teaching, with professional partnerships and site-specific work embedded in each project (USW CDP: Co-Design, 2025). In every module, students engage in a new challenge-based project with a different participant group, meaning that by graduation they have experience supporting people across the life cycle, including adults, children, and individuals living with mental and physical health challenges.
This is a practical degree delivered across a range of dynamic learning environments, including art studios, collaborative workspaces, outdoor spaces, gallery spaces, and bespoke teaching areas for tutorials and group sessions. Students are taught essential peer review skills and encouraged to create a critical studio space where ideas are shared, challenged, and refined. Strong reflective skills are also developed in relation to work with others through small-group seminars. Whilst face-to-face engagement and hands-on art skills form the bedrock of the learning and teaching students can develop their digital fluency through experimenting with media such as video and sound, developing an artistic brand through social media and through the critical use of AI.
Projects gradually increase in challenge and autonomy, encouraging imaginative exploration and research within safe parameters (USW CDP – Research Led, 2025). Students are supported through embedded work-based learning, where they complete supported projects with community partners as part of their curriculum. These early experiences at level 4 help to support them in their independent placement at level 5. This is further developed at level 6 with their final project, a public facing art trail, which involves multiple community partners, and allows students to demonstrate their advanced art skills and inclusive practice. This nurtures artistic identity and socially conscious values (USW CDP – Sustainability & Autonomy, 2025), enabling students to navigate complex cultural and economic landscapes and become a “force for good” (Ranczakowska & Kuznetsova-Bogdanovitsh, 2025). Immersive experiences and transformative learning theories develop adaptability, critical thinking, and problem-solving, while a technocratic approach ensures employability for multi-faceted roles requiring fundraising, marketing, and report writing (USW CDP – Digital, 2025; USW Graduate Attributes – Digital Literacy & Commercial Awareness, 2025).
Student cohorts are diverse, often comprising kinaesthetic learners with varied experiences and access needs. The teaching team simultaneously adopt and explicitly model inclusive approaches to facilitation (USW CDP – Inclusivity, 2025). This makes real-world scenarios tangible and highlights individual value, cultivating kindness and care.
Employer Engagement
Means of Assessment
The assessment strategy offers variety of formats throughout each level of learning, reflecting the modes of delivery applied during the course and responding to intended learning outcomes. At all levels, students engage with challenge-based and experiential learning, providing them with active engagement opportunities to develop their knowledge as individuals and as a group, through working with industry partners to gain experience, skills and apply learning.
‘Student Choice’ on one assessment per level encourages autonomy and inclusive engagement in assessments, and Learner Development Specialists (from the Learner Development Service (LDS) provide resources and one-to-one support to help students make informed decisions and develop effective plans for their own learning needs. Formats of assessment reflect skills required in the professional arts, health and wellbeing sector, including presentation, practical creation and exhibition of artwork, demonstration of inclusive and ethical facilitation practice.
Assessments apply constructivist learning, enabling students to build on their knowledge as they progress through the course. Structured, practical, and group assessments at level 4 assess students' emerging knowledge and understanding of concepts, models and principles. At this stage there are a number of foundational academic skills development opportunities available from LDS, such as four online academic integrity modules for students to access, and online learning materials and workshops they can attend to develop their study skills. At level 5, individual assessments measure student’s ability to apply knowledge and understanding within professional settings, whilst developing their own individual creative practice with therapeutic benefits. LDS offers targeted support in research skills, academic writing and reflective practice to help students apply their learning in professional contexts. At level 6, assessments emphasize student autonomy through research, application and critical evaluation of an evidence-based practice, whilst establishing their professionalism within the sector through external facing delivery of creative facilitation. To support the development of autonomy and critical evaluation, LDS provides advanced workshops on dissertation and report writing, and critical analysis.
Formative assessments throughout modules provide opportunities to assess understanding of the subject, giving ongoing feedback for students to progress learning further. Feedback and feedforward on summative assessments provide advice on how to build and apply knowledge on future work, with the Learner Development Service offering complementary support such as academic writing, reflection and feedback interpretation workshops to enhance student progression.
Learning Support
Induction
At each level students will be provided with induction activities during induction week designed to prepare them for their current level of study, and engage with their fellow peers and staff members. This will include signposting to key university services that can support them in their studies. Induction materials will be provided on the course page.
Extended induction activities will be provided in the first module of each level with a focus on “Becoming a USW student” at level 4, “Becoming a Level 5 student” at level 5, and “Becoming a professional” at level 6.
Learner Analytics
Jisc will be used for students to log their attendance at each workshop.
At a course level, attendance data and engagement data from Blackboard will be used to reflect on how students are using the available learning materials and as a tool for measuring course engagement.
Office hours
Students will have the contact details of all of their tutors and will be advised how to contact them to make an appointment. Staff respond to emails within 3 working days and will meet students either on-campus or on teams. Staff offices are situated within the Creative and Therapeutic Arts space where students have the majority of their lectures and their studio spaces, and students are able to go to the offices for support.
Workshops
The course is delivered through Workshops (8 hours per week).
There is a good ratio of staff: students as the cohort size is typically under 30 students, allowing tutors to provide support and feedback within the workshop.
Workshops take an active learning approach, with students provided with tasks to complete to support them in achieving their learning outcomes.
Formative Assessment
Formative assessment is embedded within the workshops with opportunities for self, peer and tutor feedback.
Progress meetings
All students have a Personal Academic Coach and they meet with them 1:1 termly to discuss their academic goals and progress in working towards these.
Students are provided with opportunities to reflect on their progress as part of their curriculum through their workshop activities, assessments and professional practice experience. This supports them to evidence their knowledge and skills development as they move through the course.
Placement Support
Students are supported through embedded work-based learning, where they complete supported projects with community partners as part of their curriculum. These early experiences at level 4 help to support them in their independent placement at level 5. In addition, students have the support of the placement officer in organising their placement, for example, making sure they have appropriate DBS checks in place. The careers service provide support on topics such as professional communication. Weekly seminars take place throughout the independent placement at level 5, to provide opportunities for students to reflect and identify future actions. This approach also enables peer learning and support, as the seminars are delivered in small groups.
For those students completing a Sandwich Year, the module leader for Module 13: Supervised Placement Year and the Employer Engagement and Placements Partner from USW Careers Service, meet with students at Level 4 to outline the types of work placements and practical processes that will take place at Level 5. At level 5 in the Autumn term, students have an individual meeting with the Module Leader and Employer Engagement and Placements Partner to career aspirations and placements that might support these. Sandwich Year opportunities are advertised on Careers Connect to students. USW careers provide resources on job applications and recruitment processes.
Online Resources and Digital Support
Students will be supported with an accessible VLE and other asynchronous learning materials to scaffold their learning outside of the face-to-face workshops (e.g. recordings of mini lectures, discussion boards, guided readings / podcasts, assessment briefs & videos). Workshops will be recorded and the materials embedded on Blackboard in line with the USW lecture capture policy.
The Course Team will work with their DEE partner to ensure the correct tools are used to support and engage students digitally.
Students will be able to access further support through IT services and web materials developed by CELT, and these will be signposted during induction and on the course pages.
Library Services
Our Psychology library partner will be invited to deliver workshops to support students to understand how to conduct literature searches (appropriate to the level of study) and use our physical and digital resources.
We will work with our library partner to develop an appropriate online reading list for each module to support students.
Learner Development Service (LDS)
Students will be directed to the LDS website and the resources available for them (e.g. 1:1 support, group skills sessions, peer support and self-help resources).
These will also be embedded into their workshops each week, through partnership working between the course team and the LDS.
Advice Zone & Student Success Officer
Students will have access to the Advice Zone both online and in person through the help desk in the library at Treforest. Students will be signposted to the Advice Zone for queries. In addition, students will have the Psychology Student Support Officer who can support students with queries relating to extenuating circumstances, university processes and access to wider support services.
Disability Advice Team
Students will have access to the Disability Advice Team and they will be encouraged to make an appointment with this service in induction if they need any adjustments or support.
The course team will work with the Disability Advice Team to meet any reasonable adjustments or support identified in student ISPs.
Mental Wellbeing
Students will be made aware of the Mental Wellbeing team in induction and the range of services they provide (e.g. mental health advice, counselling, workshops and events).
The course team will work with the mental wellbeing team to proactively support any students engaged with the team (e.g. through support to study) and to embed wellbeing materials as part of the curriculum.
Careers Service
Students will be made aware of the Careers Service and employability resources will be embedded appropriate to the level of study (e.g. registering with Careers Connect at level 4, understanding support available as a graduate at level 6). The course team will work with the Careers service to embed employability materials within the curriculum.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| 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 |
| 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 |
| 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 |
Progression Route
Entry Requirements
Admission to the course is typically through the following qualifications:
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
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