Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 3 Modules

Level 4 Modules

Level 5 Modules

Level 6 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Means of Assessment

Assessment is designed to evaluate both theoretical understanding and practical competency through authentic tasks that reflect professional real estate practice, by working with Construction Management industry providers to embed challenge-based assessments in the curriculum. The strategy provides a balanced mix of formative and summative assessments, student choice, and regular, constructive feedback to support students’ learning progression and skills development. 

GenAI tools to validate critiques of pre-existing literature and to form visualisations to situate computer-aided designs (CAD). Formative assessment is embedded within each module, with the allocation of 4 hours per module (20 minutes per week) where students will have the opportunity to undertake a variety of tasks which will evaluate the students' learning as they progress through the module. . 

Portfolio assignments capture practical competencies such as project planning, cost management, contract administration, and use of digital tools (e.g BIM). Written-based assessments such as report writing or case study reviews develop students’ critical analysis and ability to evaluate construction-related issues within technical, commercial, and regulatory contexts. Practical assessments, including project simulations and site-based activities, mirror professional working environments and decision-making scenarios. 

Oral presentations, group projects, and professional reporting tasks strengthen communication and collaborative skills essential for industry practice. The final-year dissertation or work-based learning project, enables students to design and execute independent research, applying appropriate methodologies to address contemporary challenges in construction project management. Assessment criteria are aligned with professional body requirements (RICS/APM/CIOB), ensuring relevance, academic integrity, and graduate employability. 

Exam-based assessments remain essential within Built Environment undergraduate programmes because they provide a valid and discipline-appropriate way of testing students’ mastery of core technical knowledge, regulatory requirements, and time-critical analytical skills that cannot be reliably demonstrated through coursework alone; the University’s Assessment Tariff explicitly recognises time-constrained exams and tests as structured mechanisms for evidencing knowledge and understanding under controlled conditions, with defined durations and workload equivalences that ensure consistency, academic integrity, and comparability across cohorts, while also reflecting the expectations of industry and professional bodies where practitioners must demonstrate competence in calculations, standards and compliance information under pressure. 

In the event of resits or repeat assessments, Regulations for Taught Courses will be followed as part of normal processing at Academic Board where results will be ratified and resits held in the summer term (August). For a repeat year, students will need to enrol for the following year to complete outstanding assessment before progression onto next level/year of the course. 

Learning Support

Induction 

New and returning full and part-time students will attend induction sessions and activities in the first week of their course. The University’s Unilearn is used together with Vero to provide access to the course handbook, module information, an assessment schedule and their timetable. 

There is a refresher delivered 4 weeks into term and induction information is uploaded to course pages on Blackboard. 

Late induction opportunities are repeated to support students from both Uk and International.  

Learner Analytics 

Learning Analytics is used for all sessions, to support the monitoring of all students in the class.  

Learner Analytics also provides academics with support to monitor individual attendance and engagement with modules and the course, which can aid with early intervention when students are struggling to engage or not attending. The course uses ‘Steam’ which is a USW project which acts as a dashboard in collecting the various streams of data and presents course leaders with an alert on non-engagement in order to take further action. 

Office hours 

Typically, staff are available when not teaching. The Built Environment & Sustainability subject area embraces an Open-Door Policy, which allows students access to staff at all times, when staff are available in their office. In addition to this, students can make formal appointments to meet with staff.  

Tutorials 

These sessions allow students to more practically engage with a topic and apply/develop/practise their learning through group and class discussions, problem solving, undertaking short exercises, working through set tasks, demonstrating their work, all with the support of a lecturer. The more personal nature of these sessions facilitate personal and tailored student academic support. 

Seminars 

Seminars are common in all modules, as students work in small groups to discuss and collaborate on problem-based learning activities.  

Formative Assessment 

Formative assessment is used in all modules to support work towards achieving success in summative assessment. Informal formative assessment in individual module sessions, supports consolidation of knowledge. Formal formative assessment such as draft feedback supports critical development of the summative activities.  

Progress meetings 

Students are encouraged to seek support and feedback from the course leader at least once per term.  

Research Supervision 

The dissertation and WBL project module process begins at the start of the final academic year and students are informed of the research process and guided towards their proposal through a series of lectures on the dissertation module. Research supervisors are allocated at the start of the module and students would typically be expected to meet their primary supervisor regularly over the duration of their project, either face to face or electronically (MS Teams/phone/email), depending on circumstance. 

Online Resources and Digital Support 

All module activities are supported on the Blackboard VLE. Where possible recordings of learning activities are provided to support the assessments.  

Digital literacy and software use are significant components of the course and there are specific module activities designed to provide students with the necessary skills to use industry standard software throughout the course. Students have the opportunity to apply these skills to activities and assessments in all modules to further develop their skills.  

Digital support is provided within modules by academic staff.  

Digital support is generally supported by the IT Services team.  

Library Services 

Library services provide support for recommended reading lists within the modules. Library services also provide workshops and support for individuals who need additional support in accessing research materials, Referencing or Library Skills.  

Students are advised to access these Workshops during the course induction. 

Student Development and Study Skills (SDSS) 

Study Skills are an important service for students who are new to studying in the UK, or who need to refresh academic skills such as Referencing, Writing Skills, Basic Maths etc.  

Students are advised to access these Workshops during the course induction.  

In addition, an Academic Skills Hub platform is accessible to all students via Backboard. 

Advice Zone 

The Advice Zone provides students with support in accessing specialist services across the University including the Wellbeing Service, Finance etc. The Advice Zone is essential for any student who has difficulties in meeting the assessment deadline due to personal circumstances, and they can support students in applying for Extenuating Circumstances if required.  

Students are advised on the Advice Zone services during the course induction. 

New Student Support Officers (SSO) have dual roles in being the first point of contact for student inquiries and undertake a role within AdviceZone as well. 

Disability Advice Team 

The Disability Advice Team are able to support students in accessing support for any condition which may impact their ability to study. Students can be assessed by Disability Adivce for support via an Individual Support Plan.  

Students are advised on the Disability Advice Team services during the course induction. 

Mental Wellbeing 

The Mental Wellbeing team are able to provide a wide variety of support for students who are struggling with any issues related to their wellbeing or mental health. The Wellbeing service provides in person meetings and counselling, as well as a wide variety of support materials online which students can access at any time. There is an emergency care service provided by the Wellbeing team for students who need urgent support. Students are advised on the Mental Wellbeing services during the course induction. 

Progression Advice Team 

Progressions Advice are able to support students in re-engaging with the course if they have reached a point where they have been considered for a lack of engagement with the course (physical attendance, assessment completion and Blackboard use). Progressions Advice can provide support in finding the best solution for students to continue with their education.  

Careers Service 

The Careers service are able to support students in finding appropriate opportunities for employment, both during the course and as graduates. The Careers team also offer support opportunities in developing Interview techniques, CV’s and writing applications in order to better achieve success when applying for employment posts.  

Students have access to the Careers services online and also during annual Careers events.   

Students are advised on the Careers services during the course induction. 

Course Exit Points

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