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

The assessment strategy for the BSc (Hons) Forensic Investigation programme reflects authentic forensic and investigative practice, ensuring alignment with Course Learning Outcomes and the Chartered Society of Forensic Sciences (CSFS) standards in Crime Scene Investigation, Laboratory Analysis, and Interpretation, Evaluation and Presentation of Evidence. 

A range of methods supports development of the knowledge, skills, and professional competencies required of forensic practitioners. These include practical assessments in simulated crime scene scenarios, laboratory practicals, oral presentations, and case-based exercises, alongside written assessments such as laboratory reports and observational journals. Students complete crime scene documentation portfolios, investigative case analyses, and forensic witness-style reporting tasks. Assessments incorporate both individual and group work, with peer review fostering collaborative skills and critical reflection, culminating in an independent research project at Level 6. 

Assessment supports clear progression across levels. At Level 4, the first two modules are assessed pass/fail, establishing foundational competency before students progress to graded assessment from Module 3. At Level 5, students demonstrate increasing independence through major scene investigations, analytical reports, and evaluative casework. At Level 6, students synthesise complex information through critical incident simulations, investigative strategy reports, mock courtroom presentations, and the independent research project. 

The assessment schedule ensures a balanced distribution of submission deadlines across each semester. Deadlines are staggered to avoid clustering, supported by the mandatory Baseline Model, requiring module leaders to cross-check submission dates with the Course Leader before confirming deadlines. These arrangements apply equally to part-time students, with deadlines, feedback timelines, and Baseline Model requirements consistent across both modes of study. 

Formative assessment is embedded throughout, building confidence and promoting academic integrity. All students have the right to submit assessments through the medium of Welsh, regardless of the language of delivery, in accordance with Welsh Language Standards Regulations

Learning Support

Induction - Induction for Forensic Investigation students begins within the wider USW Welcome Fest and Fresher's Week, before moving into programme-specific sessions tailored to each level of study. Students are introduced to the Course Leader, Year Tutors, and teaching team, alongside course expectations, timetables, module overviews, and assessment schedules. Given the size of the cohort, each year group has a dedicated Year Tutor who acts as the primary point of contact for students in their respective year, supporting the Course Leader throughout. First year students are introduced to the Personal Academic Coaching (PAC) process, with sessions delivered by the Year One Tutor to support their transition into higher education. At the start of Years Two and Three, dedicated transition sessions are delivered by the respective Year Tutors to help students understand the increased expectations and demands of each new level of study. Students are introduced to the full range of university support services during induction — including Student Success Officers, the Advice Zone, Library Services, and the Learner Development Service — with details on how to access each service included in the Course Handbook. Study skills workshops, library induction sessions, and an overview of the digital tools and platforms used across the programme are also delivered, with team-building activities incorporated to foster professional identity and a sense of belonging from the outset. Part-time students receive an equivalent induction experience, with scheduling adapted to their mode of study and clear communication of how the part-time pathway is structured across the six-year programme.

Learner Analytics - Student engagement and academic performance are monitored through the University's Learner Analytics Dashboard, providing real-time data on attendance, assessment submissions, and online learning activity. This enables the early identification of students who may be at risk or in need of additional support. Year Tutors and the Course Leader use these insights to implement proactive, timely interventions within their respective year groups, ensuring students are contacted promptly when concerns arise. Where pastoral, personal, or wellbeing needs are identified, students are referred to Student Success Officers or other appropriate university services. This collaborative, data-informed approach supports student retention, promotes equitable outcomes, and ensures a consistent experience across the cohort.

Office Hours - Office hours for each academic staff member, including Year Tutors, are communicated to students at the beginning of each academic year and updated as required. In line with current university practice, a hybrid model is in place, with office hours available both on campus and online via Microsoft Teams. Year Tutors serve as the primary point of contact for students within their year group, with the Course Leader maintaining overall oversight, ensuring that every student has a clear and accessible route to academic guidance. Pastoral drop-in support is additionally available through Student Success Officers in the Advice Zone for students with personal or wellbeing concerns outside of scheduled teaching.

Tutorials - Tutorials are structured teaching sessions delivered by the academic team to support student learning across all modules. The Course Leader and module leaders use these sessions to guide students through course content, clarify concepts, and develop understanding in a focused and interactive setting. For Forensic Investigation students, tutorials provide an important space to work through complex investigative scenarios, forensic methodologies, and case-based material, bridging the gap between theoretical knowledge and practical application. These sessions complement lectures and seminars, forming part of the broader scheduled learning and teaching strategy and ensuring students receive regular, structured academic input throughout their studies.

Seminars - Seminars are interactive sessions designed to promote discussion, critical reflection, and the application of theory to professional forensic practice. They form an essential component of the face-to-face learning and teaching strategy, providing students with structured opportunities to engage actively with content, develop problem-solving skills, and consolidate understanding through collaborative and practical activities. Seminar topics are drawn from current forensic science research, real-world investigative case studies, and emerging developments in forensic technologies, ensuring learning remains current and professionally relevant. These sessions support the development of communication, analytical, and critical thinking skills that are directly transferable to careers in forensic science, criminal investigation, and related fields.

Formative Assessment - Formative assessment and feedback are embedded throughout all modules to monitor student progress and support the development of knowledge, skills, and professional competencies. Formative opportunities are formally structured at the midpoint of each module and supported through ongoing weekly tasks, including peer review activities, draft submissions, observational journals, laboratory practice tasks, and in-class exercises. Feedback is provided by academic staff and peers, enabling students to identify gaps in their understanding and refine their approach ahead of summative assessments. This promotes reflective learning, academic integrity, and continuous improvement across all levels of the programme.

Progress Meetings - Structured progress meetings are held at key points in the academic year between students and their Year Tutor, focusing on academic performance, professional development, and any challenges the student may be experiencing, with action plans produced to support ongoing development. The Course Leader maintains overall oversight of the programme, while Year Tutors serve as the primary point of contact for their respective year groups. For first year students, Personal Academic Coaching (PAC) sessions are conducted by the Year One Tutor, providing a regular and supportive space to discuss academic development and personal progress. As students approach the end of each year, progress meetings also focus on preparing them for the transition to the next level, ensuring they are aware of the increased expectations ahead and that any support needs are identified before the new year begins. Part-time students receive the same structured progress meeting and PAC provision as full-time students, with Year Tutors adapting the frequency and focus of meetings to reflect the pace and demands of part-time study. Students with Individual Support Plans (ISPs) receive PAC meetings at each level with their respective Year Tutor, ensuring individual needs are reviewed consistently throughout the programme. Additional meetings with module leaders or the Course Leader can be requested at any time, and where concerns are identified — whether academic, personal, or wellbeing-related — students are referred to Student Success Officers or other appropriate university services.

Research Supervision - Students undertaking independent research projects, including the Level 6 capstone, are allocated an academic supervisor with relevant specialist expertise in forensic science or related investigative fields. Supervisors guide students through all stages of the research process — including project planning, research design, ethical approval, data collection, analysis, and the communication of findings — supporting students to produce evidence-informed, professionally relevant outputs. The frequency and format of supervision meetings, alongside student responsibilities for preparation and engagement, are clearly outlined in module handbooks to ensure a consistent and equitable experience. Supervision is available both face-to-face and online, underpinned by USW's research governance framework and the professional and ethical standards of the Chartered Society of Forensic Sciences.

Online Resources and Digital Support - All teaching materials, resources, and assessment information are made available to students through Blackboard Ultra, which serves as the central hub for the programme. Discussion forums are embedded within Blackboard, providing students with a structured space to engage with their peers and the wider course community outside of scheduled sessions. Students can contact their lecturers and academic staff directly via email or Microsoft Teams, ensuring that support and academic guidance is accessible and responsive. The Digital Support Team and Library Services provide training in digital literacy and the academic and forensic software used across the programme, including data analysis tools, laboratory reporting systems, and research databases, ensuring that all students are equipped to engage confidently with the digital demands of modern forensic and investigative practice.

Library Services - The USW Library offers extensive print and digital collections relevant to forensic science, criminal investigation, criminology, and related disciplines, including access to specialist databases and peer-reviewed forensic science journals. Subject librarians deliver tailored research skills sessions and one-to-one support, helping students develop the information literacy skills needed to engage critically with academic literature, evidence, and professional sources. Students are introduced to library services during induction, with ongoing guidance on database searching, referencing, and academic integrity embedded throughout the programme: https://library.southwales.ac.uk/

Learner Development Services - The Learner Development Service (LDS) delivers academic skills workshops and individual tutorials covering academic writing, referencing, data analysis, research skills, critical thinking, and presentation techniques, with support available both in person and online. For Forensic Investigation students, LDS provision is particularly relevant to the development of report writing, forensic documentation, evidence-based argumentation, and data literacy skills central to professional practice in the field. Students are signposted to the LDS at induction and at key points throughout the course, and Year Tutors and academic staff may refer students where specific development needs are identified: https://www.southwales.ac.uk/services/learner-development-service/

Advice Zone - The USW Advice Zone is the first point of contact for all student enquiries, offering confidential advice and guidance on anything that may affect a student's ability to study, including finance, accommodation, and general university life. Student Success Officers (SSOs) are based within the Advice Zone and provide dedicated pastoral support for students experiencing academic difficulties, personal challenges, or wellbeing concerns, with drop-in sessions available without the need for a formal appointment. SSOs work closely with Year Tutors and the Course Leader to ensure students are identified early and connected quickly to the most appropriate support — whether academic guidance, financial advice, disability support, or mental health services. Information on how to access the Advice Zone and SSOs is included in the Course Handbook and communicated to students at induction and throughout their studies: https://advice.southwales.ac.uk

Disability Advice Team - The USW Disability Advice Team provides a confidential and professional service for students wishing to discuss individual requirements relating to disability, including physical, sensory, and mental health conditions, specific learning difficulties such as dyslexia, and neurodiversity. The team works with students to identify appropriate reasonable adjustments, formalised through an Individual Support Plan (ISP) and communicated to academic staff in a timely manner. Students with ISPs receive PAC meetings at each level with their respective Year Tutor, ensuring support needs are reviewed regularly and any changes in circumstances are responded to promptly. Students are encouraged to disclose additional needs at the earliest opportunity so that appropriate support can be put in place ahead of teaching, and Year Tutors and the Course Leader are available to facilitate referral where required: https://disability.southwales.ac.uk/

Mental Wellbeing - The USW Wellbeing Service offers counselling, mental health advice, workshops, and self-help resources, with staff working closely with academic teams to provide appropriate support and crisis response. Students with an initial concern or who are unsure where to turn are encouraged to speak to their Year Tutor or contact a Student Success Officer via the Advice Zone, who can provide pastoral support and ensure prompt referral to the right service. The Forensic Investigation programme recognises that exposure to challenging subject matter — including crime scene content, case studies involving trauma, and high-stakes investigative scenarios — may have an emotional impact on some students, and the team is committed to ensuring that signposting and pastoral support remains consistently visible and accessible throughout the course: https://www.southwales.ac.uk/current-students/mental-wellbeing/

Student Success - Student Success Officers (SSOs) provide holistic and confidential support to students who are experiencing academic, personal, or wellbeing difficulties, with a primary focus on helping students to continue their studies and overcome the challenges they face. Where ongoing support is needed, SSOs work closely with students over time to ensure they remain engaged and on track, signposting to the most appropriate university services and coordinating support across academic and pastoral teams. Where a student's circumstances make continuation difficult, SSOs also work with students to explore all available options, including transferring courses, changing study modes, or taking temporary withdrawal, ensuring that any decisions are fully informed and tailored to the individual. Within the programme, Year Tutors proactively monitor progress within their respective year groups and refer students to the Course Leader, SSOs, or specialist university services as appropriate. Transition between years is actively supported, with dedicated sessions at the start of Years Two and Three helping students understand the step up in academic level and build on the skills developed in the previous year. First year students benefit from structured PAC sessions with the Year One Tutor to support their transition into university-level study, while students with Individual Support Plans receive PAC meetings at each level with their respective Year Tutor to ensure their needs are reviewed consistently. SSOs are available through drop-in sessions in the Advice Zone, offering an accessible point of contact for students at any stage of their studies, ensuring they are never without the support they need to succeed.

Careers Service - USW Careers provides comprehensive support with careers advice, employment, freelancing, graduate opportunities, and further study, helping students plan and prepare for their future from the point of entry. For Forensic Investigation students, careers support is integrated into the curriculum through assessments that reflect industry practice, opportunities to engage with professional bodies such as the Chartered Society of Forensic Sciences, and activities that develop the skills and attributes valued by employers in forensic, investigative, and public sector contexts. Students are made aware of careers support at induction and encouraged to engage proactively throughout their studies, with the service offering CV support, interview coaching, employer events, and sector-specific networking opportunities. The Careers Service works in partnership with academic staff to ensure employability is embedded visibly across the programme and that students graduate as confident, work-ready professionals: https://www.southwales.ac.uk/services/careers/

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

104 UCAS Points (or above) 

Typical qualification requirements: 

• A Level: BCC  

• Welsh BACC: Pass the Advanced Welsh Baccalaureate Diploma with Grade C in the Skills Challenge Certificate and BC at A Level 

• BTEC: BTEC Extended Diploma Distinction Merit Merit 

• Access to HE: Pass the Access to HE Diploma and obtain a minimum of 104 UCAS tariff points 

Additional requirements include: 

• GCSEs: The University normally requires a minimum 5 GCSEs including Mathematics/Numeracy and English at Grade C or Grade 4 or above, or their equivalent, but consideration is given to individual circumstances

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