Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 4 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 the professional characteristics of Built Environment practitioners. 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. 

Portfolio assignments capture practical competencies such as Built Environment practitioner profiles, development control, and construction and digital technologies. Written-based assessments, such as report writing or case study reviews, develop students’ understanding to enable them to evaluate construction-related issues within technical, commercial, legislative, and regulatory contexts. Practical assessments, including project simulations and digital technologies that mirror professional working environments and decision-making scenarios. 

Oral presentations and pitches, teamwork projects, and professional reporting tasks strengthen communication and collaborative skills essential for industry practice. Assessment criteria are aligned with professional body requirements, ensuring relevance, academic integrity, professionalism and graduate employability. 

Learning Support

Induction 

Students can expect to enjoy a comprehensive induction programme at the start of their course.  The formal induction week programme will also include online and blended content. Induction content will introduce all aspects of student life such as VLE training, pastoral care, and wider University services, alongside events to build course identity. The induction will also be utilised to lay down and make clear expectations of students, familiarising them with the pedagogic approach employed by the course, student support services, and international students' obligation to comply with UKVI requirements.  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 

Learner Analytics supports academics by enabling them to monitor individual students’ attendance and engagement with modules and the wider course. The STEAM system tracks student digital activity across multiple platforms and automatically alerts Course Leaders when a student shows early signs of disengagement. This allows timely, proactive outreach to help re-engage students and provide appropriate support. 

Office hours 

The course team's office hours will be made known to students during the induction event and will be posted on the course Blackboard page. In addition, students will be advised about where they can find help outside of normal working hours in case of an emergency, such as well-being help. 

Tutorials 

Students can expect to receive tutorial support in a variety of ways, from one-to-one tutorials, which could be held in person, to reviewing student progress and providing academic support.  Or small group tutorials will be offered for reflective discussion on professional practice. 

Seminars 

As can be seen in the learning and teaching section, seminars will be used as a pedagogical device. This will allow contextualisation and application of theoretical concepts explored throughout the module. 

Formative Assessment 

All taught modules will incorporate an element of formative assessments, which will be seamlessly integrated into the curriculum and assessment design. These assessments will take various forms, including group work, in-class presentations, debates, professional discussions, and reflections on the leadership journey. These avenues will provide students with a less formal way to demonstrate their knowledge and understanding, while formal assessments will offer written feedback or feedforward to aid in their continuous improvement. Module specifications will contain further details on these assessment methods. 

Progress meetings 

Progress meetings serve as a mentoring opportunity to support the student’s personal, academic, and professional development. These sessions provide a space to discuss achievements, challenges, and aspirations, helping the student set goals and identify strategies to reach them. Typical discussion points include academic progress, skill development, career planning, and personal or welfare concerns. Action plans are agreed upon collaboratively, and follow-up meetings are scheduled to review progress and provide ongoing guidance. Meetings are usually attended by the student and their assigned mentor, with additional staff joining as necessary. 

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. During this time, the supervisor will monitor student engagement, contribution, and progress, provide bespoke advice, and facilitate the student’s work. 

Online Resources and Digital Support 

All module content will be made available on UniLearn (VLE Blackboard). All modules make use of Unilearn for web-enhanced delivery to at least the USW minimum standard and for communications with students. Additional support is provided through the Student Development and Study Skills Service who have self-directed online materials and tutorials. 

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 along with support by the IT Services team. 

Library Services 

Module resources and texts will be where possible available electronically, and any core texts for the course will be stocked at the Campus library. There is a Librarian who can provide additional customised support and guidance sessions, and appropriate training to students. This training includes demonstrations and workshops, for example, on how to use USW FindIt, identifying sources of quality information, etc. The Librarian will also offer students one-to-one or small group bespoke support. 

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

 Learner Development Services 

To further support students' academic journey, workshops can be provided on academic writing, critical analysis, and business communication, provided Specialist support tutors for a variety of skills, such as quantitative skills, such as statistics, finance, and data analysis.  Further coaching sessions can also be offered to develop leadership, teamwork, and presentation skills. 

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

Advice Zone 

The Advice Zone serves as the primary point of contact for students seeking advice and information regarding university life. Staffed by knowledgeable Advice Assistants, where they are provide confidential and impartial guidance on a wide range of issues, including extenuating circumstances. Moreover, Advice Assistants are equipped to address and advise on queries, questions, or concerns related to booking appointments with specialist teams such as Counselling, Disability and Dyslexia Support and Money Advice. Students are directed to the Advice Zones for assistance and support. 

Disability Advice Team 

The Disability Service provides information, advice, and guidance to and co-ordinates support for students who have disabilities, including physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g., dyslexia) and autism. A confidential service where students can discuss their individual requirements. DDS can advise on what support is available and help students apply for it.  

The Disability Service also has a key role in ensuring the University meets its commitment to providing an inclusive environment for disabled students. 

Guidance for marking the work of disabled students 

The guidance ensures students’ Individual Support Plans (ISPs) are acknowledged within written feedback and that reasonable adjustments have been considered throughout the assessment and feedback process. It notes that it is the responsibility of the academic assessing the work to check whether, at any given assessment point, specified reasonable adjustments need to be considered when marking. 

The guidance sets out what the expectations are on those who are assessing the work of disabled students. It provides clear instructions on accessing ISPs, how to make and apply for reasonable adjustments, and how to provide feedback to students, alongside relevant support and resources. 

Mental Wellbeing 

Students will have access to on-campus counselling and wellbeing services, and further Information about the University’s Wellbeing Service, including self-help resources, is available at https://wellbeing.southwales.ac.uk/ 

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. 

Student Success Officers 

Student Success Officers are the first point of contact for students for day-to-day advice and support. 

The team, which is based in the Student Life department, provide face-to-face guidance via the Advice Zone desks and Faculties across all campuses, as well as drop-in sessions and bookable appointments. 

SSOs work closely with academic teams to ensure students facing barriers are effectively supported. They each have a Subject-specific speciality, so can be contacted by students for academic queries. They are also on hand to for pastoral queries and can help signpost to specialist support where required. 

Academic Support Officers 

Academic Support Officers provide administrative support to academic colleagues in our faculties, including Heads of Subject and Course Leaders. 

ASOs support a wide range of processes and activities, including Blackboard Ultra maintenance, the recruitment of student ambassadors, accreditation administration, industry liaison, and much more.  

Careers Service 

The Careers Service will deliver career development workshops and one-to-one coaching tailored to students. On-campus careers fairs, employer networking events, and alumni panels will be organised to support employability. Support will also be provided on CV reviews, mock interviews, and LinkedIn profile development. 

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