Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 4 Modules

Level 5 Modules

Level 6 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Student involvement in co-creating learning experiences has become a core feature of the programme since its recent revalidation in 2024. One of the most prominent examples is the autonomy granted to students in designing a selection of their summative practical assessments, e.g. SR2S158 primary school campus visits in December 2025 where the assessment criteria is predefined, but students take full ownership of the delivery format, learning materials, and scheduling. This approach empowers students to apply theoretical knowledge in a practical setting, enhancing engagement and ownership of learning. This will be a continuing feature of the revised CBC curriculum.  

Student-led initiatives have played a meaningful role in shaping module development. One example is a student project focused on inclusive practice, which led to the integration of adapted activity planning into the Level 5 curriculum. Additionally, feedback from our outdoor and adventurous activity sessions has directly influenced the future format and delivery structure. These contributions demonstrate how student input goes beyond evaluation and actively informs curriculum design and delivery.  

Students actively contribute to curriculum and assessment of discussions through representation at SSCLG meetings. Their voices are captured through Student Voice reports and CCM action plans, which have led to actionable changes in module delivery and assessment structure. As one student noted, \\\"Having the chance to shape our assessments makes us feel like partners in our education, not just participants.\\\" 

Student feedback has also informed course redesign through module evaluation surveys. In discussions about over-assessment, students expressed a desire for more focused assessments and increased opportunities for formative feedback. One student commented, \\\"Less assessments across the year would help us concentrate better and reduce stress.\\\" Another added, \\\"We need more feedback during the learning process, not just at the end.\\\" 

However, concerns were raised about the pressure of compressed timelines and the complexity of fewer but heavily weighted assessments. \\\"Having multiple 100% assessments close together is overwhelming,\\\" noted one student. Another warned, \\\"Attendance and engagement may drop if the pressure becomes too much, especially in practical modules.\\\" These insights have led to a reduction in assessment points (excluding the coaching practical modules) and an increase in formative opportunities. 

Regarding module content options at Level 5, students overwhelmingly preferred SR2S189 (adventurous activities) over SR2S157 (enterprise). Reasons included alignment with teaching aspirations, practical delivery, embedded qualifications, and networking opportunities. \\\"SR2S189 feels more relevant to what I want to do in the future,\\\" shared one student. Another said, \\\"The practical nature and the chance to meet professionals make it a better choice.\\\" As a result, elements of the SR2S189 content will be embedded into the new ‘Inclusive PE & School Sport’ curriculum.  

Timetabling preferences also emerged as a key theme and will be central to future decision making. Students favored the Treforest campus for its facilities and transport links and preferred a two-day timetable with minimal travel between campuses. \\\"Treforest has everything we need, and it's easier to get to,\\\" said one student. \\\"We don’t want to travel between campuses on the same day,\\\" added another. Feedback also indicated a preference for shorter lunch breaks and earlier start times, though issues like transport reliability and weather conditions were noted as barriers to punctuality. 

Insights from the National Student Survey (NSS) and alumni feedback continue to inform long-term strategic improvements. Alumni have highlighted the value of practical experience and networking opportunities, reinforcing the programme’s emphasis on applied learning (appendix 10b). 

Means of Assessment

Assessment within this course is designed to ensure validity by directly measuring intended learning outcomes across diverse sport and physical education contexts. Tasks are industry-focused, authentic, and transparent, with clear rubrics and guidance provided early to enable students to understand expectations and demonstrate competencies effectively. 

Assessment methods progress across levels, reflecting increasing complexity and autonomy. At Level 4, students engage in structured tasks that build foundational knowledge and practical delivery skills. At higher levels, assessments incorporate strategic planning, leadership, and reflective practice, supporting progression toward graduate attributes and employability skills. This scaffolded approach ensures achievability and promotes continuous development. 

A balanced mix of formative and summative assessment underpins the learning journey. Formative activities such as workshops, simulations, and peer feedback provide opportunities for dialogical assessment, enabling students to monitor progress and refine skills before summative tasks. Summative assessments consolidate learning through authentic, applied challenges that replicate professional practice. 

Active learning principles are embedded throughout the assessment strategy. Teamwork, communication, leadership, and problem-solving are integral, requiring students to engage in real-world scenarios that enhance confidence and readiness for employment. This approach ensures fairness, reliability, and a student-centred experience that nurtures academic success and professional growth. 

The course aligns with USW’s 2030 Curriculum Principles, placing real-world challenges and unsolved problems at the heart of learning. Underpinned by Situational Learning (Lave & Wenger, 1991), Experiential Learning (Beard, 2010), and Constructivist Theory (Piaget & Vygotsky), assessment is applied through: 

• Workplace-Based Learning for authentic industry experience. 

• Reflection and Personal Development to evaluate practice. 

• Collaborative Projects fostering teamwork and leadership. 

• Progressive Responsibility as students advance. 

• Real-World Simulations replicating professional contexts. 

This integrated approach ensures assessment drives learning, skill development, and employability. 

Learning Support

Induction 

During Induction students will get an opportunity to get to know their peers, the teaching team, module leaders and explore support that is available to them at USW. There will also be an opportunity on building relationships across cohorts, and activities and events will complement Freshers Week including teambuilding games. Focus will be on ensuring that all students get a great start to university, particularly understanding the CBC model including assessments points and reflection week. This will enable student to provide students with a sense of belonging, an opportunity to get to know each other, and an overview of the course. 

Learner Analytics 

Learner Analytics is capture at the beginning of each seminar registering students’ attendance. Furthermore, a Student Engagement Active Monitoring report is captured at the end of each week to examine students engagement with the VLE environment. 

Office hours 

The teaching team will display their office hours in individual modules on BlackBoard. 

Tutorials 

Tutorial are offered throughout the course, with a min of one hour/ student / week, this will be offered in groups or individually. 

Seminars 

During the 7-week modules student will participate in seminars where learning is designed to enable students to explore topics, by taking part in discussion, case studies, formative assessments, and activities to e.g. promote well-being. 

Formative Assessment 

In each module student will be given the opportunity to complete formative assessments, these are deigned during the 7-week module delivery plan and will support students to progress, for instance reading, writing reflections, group work discussions, and research to explore a specific topic. 

Progress meetings 

Students in Level 4/ Year 1 will be invited to a Personal Academic Coach (PAC) meeting, first time after the student have received feedback from their first assignment. Further PACs can be organised when students request these. 

Research Supervision 

Each student will be provided with a supervisor who will support them with the Major Project module (L6B3). Depending on the topic of the project, the best suited supervisor will be allocated from the teaching team. 

Online Resources and Digital Support 

IT Services | IT Support - University of South Wales 

Provides access to digital learning tools, software, and technical help to support online study, including guidance on using USW systems and platforms. 

Library Services 

Library - University of South Wales 

Offers access to books, journals, online databases, study spaces, and specialist library staff who support research and academic skills development. 

Student Development and Study Skills (SDSS)

Learner Development Service - University of South Wales

Supports students in developing academic skills such as writing, referencing, critical thinking, and time management through workshops and one-to-one appointments. 

Advice Zone

Advice Zone Online - University of South Wales

The first point of contact for general student enquiries, offering guidance on university processes, wellbeing support, and signposting to specialist services. 

Disability Advice Team

Disability Advice Team - University of South Wales

Provides support for students with disabilities, long-term health conditions, or specific learning differences, including arranging reasonable adjustments. 

Mental Wellbeing

Mental Wellbeing - University of South Wales

Offers professional wellbeing support through counselling, workshops, and resources designed to promote positive mental health and resilience. 

Progression Advice Team

The Progression Advice Team works with students to identify areas of academic concern, advise on options available and suggest a holistic support plan.

Careers Service

Careers - University of South Wales

Helps students prepare for employment through careers advice, CV and application support, interview preparation, and access to job and placement opportunities. 

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