Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 6 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Visiting Speakers

This is a strength of our courses in Electrical and Electronic Engineering.? We engage with a wide range of professionals from industry who are invited to deliver guest lectures as part of our suite of courses in the subject area.? Many of these guest lectures are alumni.? We envisage a series of guest lecturers across a variety of modules over the course of the students’ academic journey, bringing informed and industry specific case studies into the classroom.

Industrial speakers will be invited to give talks in the second and final year of the course as part of the taught part of the group project and final year project modules.

Fieldtrips

As part of the course students will participate in site visits to various locations.? Site visits provide students with first-hand experience of practical skills from industry practitioners and helps to inform their learning.

One field trip a year will be organised by the course leader in conjunction with industrial collaborators and IET society. This is open to every student.

The students are always invited to any fieldtrips organised by the School like Hinckley point Power station, the National grid offices, Newport Semiconductor foundry, Sustainable Energy Centre with some field activities culminating in group or individual reports which might be considered as summative or formative.

Work Placements

N/A as most students are placed in employment.

Work-based Learning

Work based learning will take place in line with the DA framework mapping in the company premises, and when appropriate will be recorded and monitored via student logbooks.

Most students undertake a work-based industrial project, the employers being the stakeholders and USW overseeing adherence to academic standards with full support.

Employer Forums

Apprentices have signed agreements involving a tripartite partnership between USW, Employers and Professional Academy.

Other

Students will be given the opportunity to:

• be student members of IET with fees paid by the university.

• join an Engineering Society such as the Rocketry Society run by the students in extra-curriculum

Means of Assessment

Learning Support

Induction

This takes place on the onset of the year with subsequent recordings made available. The school runs an annual programme of induction activities during the first week of attendance for both new and returning students. The University’s ICIS system and VLE (Unilearn) systems provides access to course information and module definitions.

Personal Academic Coach

Each Apprentice is allocated a PAC. Through the Personal Academic Coaching system students will be assigned a PAC tutor who will meet students at least once per term. The Course Leader will also meet with the cohort regularly.

Learner Analytics

Apprentices’ engagement is monitored via Study Goal.

Office hours

Typically, staff are available when not teaching as the school has an open door policy. It is however encouraged that Apprentices book meetings with staff in advance.

Tutorials

Most modules have practical classes. This a more informal environment where students can discuss any areas of the module which they need advice on. These are mostly Embedded in lecture notes and discussed in timetabled classroom activities.

Seminars

Supplements to T&L and outside timetabled activities, jointly with other related courses.

Formative Assessment

These are made available with the lecture notes and online Bb/learning Materials. Each student will be required to complete a logbook. The logbook will be in an electronic format. The template of the Logbook will be made available to the student via the VLE. Each template will include the required elements of the Framework that must be evidenced by the apprentice, together with a sign off section (for each element) for the mentor and or academic member of staff to complete. This activity will be reviewed as part of the formal feedback touchpoints within the duration of the course.

Progress meetings

These are regular via the SSLG, PAC and feedbacks of work undertaken, at least 2/3 such meetings are encouraged. Each student will be allocated a Personal Academic Coach (PAC) who is a member of the teaching team that will monitor the student’s overall academic progress. Students will be expected to meet at least once a term with their allocated PAC. Each student will be allocated a first and second supervisor for their L6 project. They will meet frequently with their supervisor during the project planning stage and would be expected to discuss their project with their supervisor about once a week during the duration of the project, either in person, by phone / Skype or via email.

Furthermore, under the tripartite agreements, students should keep a logbook which is regularly reviewed and endorsed by the course leader and the employer assigned mentor.

Project Supervision

Each apprentice will be allocated a first and second supervisor for their project during L6. Regular scheduled meeting with supervisors at strategic points in the project cycle (plan) (milestones) and at the request of both Student-Apprentices and supervisor and would be expected to discuss their project either face to face by phone / Skype, MS Teams, Zoom, via email or alike.

It is expected that an annual schedule be kept to keep track of the supervision progress.

Online Resources

Teaching and coursework assessment materials are made available on-line through the University’s virtual learning environment (Unilearn/Blackboard). Modern computing laboratories provide access to specialist resources. The University also has centrally managed open-access laboratories for more general work. Each student has an academic e-mail account that is particularly useful when requesting support from teaching staff via LRC & search engines

Advice Zone

Service available to all students. The University operates an Advice Zone, which is located in the LRC (library).

Disability

Via USW policies of endorsing inclusivity. The University runs a DDS Service that can agree an Individual Support Plan. The plan summarises the support that has been agreed. The Disability Service provides information, advice and guidance to and co-ordinates support for USW students who have disabilities, including physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g. dyslexia) and autism. We provide a confidential service where you can discuss your individual requirements. We can advise you on what support is available and help you 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. See the Policies and Equality Scheme on the university’s website.

IT/Library

USW IT services available to all & LRC Services with subject designated officers. The School will run a programme of induction activities during the first week of attendance for both new and returning students. The University’s ICIS system and Unilearn systems provide access to course information and module descriptors.

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

Overall points 120-160, plus 3 GCSEs at Grade C or above, including Mathematics and English Language or alternative. BTEC NC at PP or BTEC ND at PPP. For Top-up at L6 entry: HND or equivalent in Electrical and Electronic Engineering, FDSc in Electrical and Electronic Engineering, IELTS 6.0. Student must meet Course Learning outcomes B10 and B18 before direct entry in to level 6, or otherwise, students will be required to complete a bridging exercise to meet these all Learning Outcomes.

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