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

Industry and employer engagement is embedded through guest speakers, collaborative projects, and partnerships (e.g. field course providers and conservation organisations such as Operation Wallacea). Feedback from these partners informs curriculum relevance, skills development, and employability alignment. Employer input is also sought through partner organisations and periodic consultation to ensure the course reflects current sector needs.

Means of Assessment

Learning Support

Induction

Pre Course Induction

As per the recruitment process students are contacted (directed by the recruitment team) and there are opportunities for students to attend a taster day as an extension to the induction process. The course team contacts each student via email and phone conversations to assist in the enrolment process.

Course Induction

The induction process for BSc Wildlife Ecology and Conservation students focuses on building community, shared responsibility, and early professional identity.

Induction begins within the wider USW Welcome Fest and Fresher’s Week events, enabling students to engage with the broader university community. Alongside this, programme-specific induction sessions are delivered for each level of study, ensuring that content is appropriately tailored to student experience and academic progression.

Key areas covered include:

·         Welcome to Applied Sciences and the BSc Wildlife Ecology and Conservation programme

·         Introduction to the Course Leader and wider teaching team

·         Student support services and wellbeing provision

·         Course Handbook

·         Mutual expectations between staff and students

·         Timetables, module overview, and assessment schedules

·         Assessment and feedback processes

·         Student Voice mechanisms and representation opportunities

·         Team-building and problem-solving activities relevant to clinical and practical contexts

In addition to general university induction, students receive programme-specific guidance on the expectations and requirements associated with wildlife ecology and conservation practice. This includes preparation for fieldwork activities, laboratory-based learning, health and safety procedures, risk assessment processes, ethical considerations, equipment use, data recording standards, and professional conduct when working in natural environments and with external stakeholders. Students are introduced to the range of practical, digital, and professional skills they will develop throughout the programme, including field survey methods, species identification, GIS applications, ecological data management, and conservation decision-making.

Learner Analytics

Student engagement and academic performance are monitored through the University’s Learner Analytics Dashboard, which provides real-time data on attendance, assessment submissions, and online learning activity. This information allows for the early identification of students who may be at risk or in need of additional support. Personal Academic Coaches (PACs) and Subject Support Officers utilise these insights to implement proactive, timely interventions, offering targeted guidance and referring students to appropriate academic or wellbeing services where necessary.

Office hours

Office hours for each academic staff member are communicated to students at the beginning of each academic year and updated as required. In line with current university practice, a hybrid working model is in place, meaning that office hours may include both on-campus availability and online appointments via Microsoft Teams, with many members of staff advertising their online booking page in their email signature. This flexible approach supports accessibility and inclusivity, accommodating students’ varying schedules, placement commitments, and travel considerations. Feedback from students indicates that this blended model is highly valued for its convenience and responsiveness to their individual needs.

Staff support is also responsive to the practical nature of the programme, with academic staff providing guidance around fieldwork preparation, laboratory activities, GIS and digital skills development, placement experiences, and conservation-focused assessments. Where students are undertaking field activities or external engagement, flexible access to academic support is maintained to accommodate travel, placement schedules, and practical commitments.

Tutorials

Seminars are designed as interactive sessions that promote discussion, critical reflection, and the application of theory to professional practice. Seminars and workshops form essential components of the face-to-face teaching and learning strategy, providing students with opportunities to engage actively, develop problem-solving skills, and consolidate their understanding through practical and collaborative activities.

Tutorials provide opportunities for students to discuss and apply ecological concepts within authentic conservation contexts, including interpretation of field observations, laboratory findings, spatial datasets, and management scenarios. These sessions support the transition from theoretical understanding to professional practice by developing students’ ability to evaluate evidence, solve applied ecological problems, and communicate scientific information effectively.

Seminars

The nature of challenge-based learning and teaching methods requires a continuous cycle of reflection and feedback, as students draw upon both internal and external assessment to identify gaps in their knowledge, understanding, and skills. This informal, ongoing assessment and feedback are provided by peers, academic staff, personal tutors, and placement supervisors, supporting students as they co-create and apply their learning in authentic contexts.

Seminars provide opportunities for students to discuss and apply ecological concepts within authentic conservation contexts, including interpretation of field observations, laboratory findings, spatial datasets, and management scenarios. These sessions support the transition from theoretical understanding to professional practice by developing students’ ability to evaluate evidence, solve applied ecological problems, and communicate scientific information effectively.

Formative Assessment

Formative assessment and feedback are embedded throughout all modules to monitor student progress and understanding, forming a key mechanism for evaluating and developing student competency. These formative opportunities are designed to prepare students for the range of summative assessments that evaluate overall achievement. This integrated approach promotes reflective learning, professional growth, and continuous improvement throughout the programme.

Within practical and applied modules, formative assessment is particularly important in developing competence in field techniques, laboratory procedures, ecological data analysis, GIS workflows, and scientific communication. Students receive feedback on practical skills, data interpretation, and decision-making processes before undertaking summative assessments, supporting confidence and professional development.

Progress meetings

PAC meetings focus on the student’s personal and professional development, and progress is discussed formally at least once per term between each student and their Personal Academic Coach. Additional progress meetings with module leaders or the course lead can be requested and are welcomed. 

Research Supervision

Students are allocated an academic supervisor, ensuring students get a parity of experience. Module handbooks help to communicate these expectations and processes to students.

Students undertaking independent research projects receive structured supervision from academic staff with specialist expertise. Supervisors guide project planning, ethics approval, data collection, and analysis, ensuring adherence to research governance and ethical standards.

Supervisory support also reflects the applied nature of wildlife ecology and conservation research, with students receiving guidance on field sampling design, ethical considerations, biodiversity monitoring approaches, GIS and spatial analysis, laboratory techniques where appropriate, and the interpretation of ecological evidence for conservation practice.

Online Resources and Digital Support

All modules are linked to UniLearn, the USW integrated system, which supports assessment, learning and teaching activities through technology. All teaching materials are available through Blackboard Ultra. Students have access to MS Teams for online tutorials, discussion forums, and collaboration. Short video clips will supplement the on-campus face-to-face course delivery, providing context and additional learning to support student’s development. The Digital Support Team and Library Services provide training in digital literacy and academic software, which are embedded into the course curriculum.

Digital learning support is tailored to the technological requirements of contemporary conservation practice. Students are supported in developing competency with relevant digital tools, including GIS platforms, spatial data resources, ecological databases, online identification resources, and analytical software. Guidance is provided through module materials, practical workshops, and embedded digital skills activities to ensure students can confidently apply technology within ecological and conservation contexts.

Library Services

 The USW Library offers extensive print and digital collections, including dedicated science databases. Subject librarians deliver tailored research skills sessions and one-to-one support. A specialist online resource guide is available: libguides.southwales.ac.uk/exercise.

 Students also have access to all USW resources both on and off campus. Students have access to Findit, online resources and hard copy reservation. In addition, the school provides a range of learning resources in sites across its partner health service provider premises. Students can access 158 HE institutions throughout the UK via the Sconul Access service. 

Together with introductory sessions embedded in courses, the library offers an online study guide to introduce students to the services and support it provides. A 24/7 online chat facility enables students to seek support and book one-to-one appointments. Regular drop-in sessions, such a lunch with your librarian, provide opportunities to ask questions in a less formal setting. https://library.southwales.ac.uk/

There is a library on each of the Treforest, Glyntaff, Cardiff and Newport City campuses.

Learner Development Services

 The Learner Development Service delivers academic-skills workshops and individual tutorials covering writing, referencing, data analysis, and presentation skills. Support is available in person or online.

https://www.southwales.ac.uk/services/learner-development-service/

Advice Zone

Advice Zone is a ‘one-stop-shop' and the first point of contact (online, live chat, by telephone, email, or in-person) for all student enquiries, offering confidential advice on anything that affects students’ ability to study. Students can self-refer or be directed to the USW Advice Zone. Instruction on the services available and how to make an appointment are included in the Course Handbook and on the USW website. These services are available to students whether on campus or in practice learning experiences.

https://advice.southwales.ac.uk

Disability Advice Team

 The Disability Service provides a confidential and professional service where students can discuss individual requirements relating to disability. This includes students with physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g., dyslexia) or neurodiversity. Advice and support are available for all students who have additional learning needs or require reasonable adjustments to be made. Students are encouraged to discuss additional needs or support with personal tutors and the Course Leader.   https://disability.southwales.ac.uk/

For fieldwork, laboratory, and placement-based learning, reasonable adjustments are considered on an individual basis to ensure students can participate safely and meaningfully in practical activities. This may include adjustments to field activities, access arrangements, equipment use, alternative approaches to demonstrating competence, or additional planning support.

Mental Wellbeing

The Wellbeing Service offers counselling, mental-health advice, workshops, and self-help resources. Staff work closely with academic teams to provide appropriate support and crisis response.

https://www.southwales.ac.uk/current-students/advice-zone/a-z/support-for-students-at-usw/

Student Success

Student Success Officers work with students to identify areas of academic concern, for example decisions about transferring courses, changing study modes, or taking temporary withdrawal, and can advise on available options and suggest a holistic support plan.

Careers Service

USW Careers provides support with careers advice, employment, freelancing, work placements, and much more to help students prepare for their future: https://www.southwales.ac.uk/services/careers/

Careers support is aligned with the professional pathways associated with wildlife ecology and conservation, including ecological consultancy, biodiversity monitoring, conservation organisations, environmental management, and research. Students are supported in developing professional skills, preparing applications, identifying placement opportunities, and understanding employer expectations within the sector.

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

Admission to the course is typically through the following qualifications:

The course typically requires 96 UCAS points usually applied as follows:

A-Level Offer

CCC to include a C in Biology and one other Science subject but to exclude General Studies

Typical Science Requirements: Applicants taking Science A levels in England will need to pass the practical element alongside achieving the requested grade(s)

Welsh BACC Offer

Grade B and BB at A Level to include Biology but to exclude General Studies

BTEC Offer

BTEC Extended Diploma Merit Merit Merit in a relevant subject which must include Biology modules

Welsh Baccalaureate Advanced Skills Challenge Certificate Offer

Welsh Baccalaureate Advanced Skills Challenge Certificate: Grade C and CC at A Level to include C grade Biology and one other Science subject but to exclude General Studies

Typical Access to HE Offer

Pass an Access to HE Diploma in Science and obtain a minimum of 96 UCAS tariff points.

T Level: Pass (C and above)

Additional Requirements

GCSEs: For entry to this course 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