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Level 3 qualification (A level, BTech, Diploma or equivalent).

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GCSE grade A*-C (grade 9-4 in England) in English and Mathematics are also required. 

If this course interests you but you don’t have the entry requirements to join the apprenticeship you could consider: 

• ‘with Foundation Year’. This route is designed to give you extra support as it provides you with an additional year (full-time) of supported study.   &�Բ�����;

Once you successfully complete your Foundation Year studies, you will automatically advance onto the full time degree option where available in this subject.  &�Բ�����;

• Certificate in Higher Education (CertHE). This is a one-year course and is equivalent to the first year of the three year, full-time bachelor’s degree.  &�Բ�����;

Once you have successfully completed your CertHE studies, you will be eligible to progress for the remaining two years of the full time bachelor’s degree option in this subject.  

These are ideal routes if you are not in employment in the sector, are returning to study after a gap, if you have not previously studied this subject, or if you did not achieve the grades you need for a place on this apprenticeship.   &�Բ�����;

Admissions Advice and Support  &�Բ�����;

We may make you a lower offer based on a range of factors, such as your background, experiences and individual circumstances. This is known as ‘Contextual Admissions’. For specific advice and support you can contact our enquiries team for more information about entry requirements 

To apply, you must be employed in a relevant role and have your employer’s support.  
 
Begin by registering your interest through our  page. After reviewing your information, the Apprenticeship Team will contact you to confirm eligibility and guide you through the application process. For further assistance, please reach out to the Apprenticeship Team. 

Assessments used within these programmes are normally formative or summative. In the former assessment is designed to ensure students become aware of their strengths and weaknesses.

Typically, such assessment will take the form of practical exercises where a more hands-on approach shows student’s ability on a range of activities. Traditional formal time-constrained assessment is by means of tests and examinations, normally of two-hour duration. 

Examinations are a traditional method of verifying that the work produced is the students’ own work. To help authenticate student coursework, some modules require that the student and lecturer negotiate the topic for assessment on an individual basis, allowing the lecturer to monitor progress.

Some modules where the assessment is research-based require students to verbally/visually present the research results to the lecturer and peers, followed by a question and answer session.

Such assessment strategies are in accord with the learning and teaching strategies employed by the team, that is, where the aim is to generate work that is mainly student-driven, individual, reflective and where appropriate, vocationally-orientated.

Feedback to students will occur early in the study period and continue over the whole study session thereby allowing for greater value added to the student’s learning.

Extracurricular Welsh Opportunities 

There are many ways to engage with Welsh culture and life at UWTSD, including joining clubs and societies for Welsh speakers and becoming a member of our vibrant Coleg Cymraeg Cenedlaethol branch. &�Բ�����;

Opportunities to Learn Welsh 

We also provide a variety of opportunities to learn and develop your Welsh language skills.  &�Բ�����;

It is possible to complete this programme of study without any additional costs.

Students may wish to purchase materials for modules, such as a major project but this is not a requirement and will have no bearing on the final grade. 

You may be eligible for funding to help support your study. To find out about scholarships, bursaries and other funding opportunities that are available, please visit our Bursaries and Scholarships section.

This programme will meet industry demands and in doing so provide a sound intellectually demanding vocational learning experience linked to industry and professional bodies, a requirement that satisfies the needs of both students and employers. Furthermore, the programme team has developed the aims of the course to enhance the development of technical competence and training at a level which is capable of meeting the industry’s current requirements for middle management.

The Civil Engineering pathway is formulated to provide the graduate with a range of skills that will enable them to enter positions within both client and contracting organisations. The diverse nature of the pathway, focusing on both environmental matters and civil engineering matters, offers students a range of possible career opportunities within these fields.

Module outcomes address concerns such as sustainability, energy efficiency and facilities management along with the more familiar outcomes such as management theories, literacy, problem-solving and client needs. Supplementing these are a range of higher-level skills which have been designed to integrate with module outcomes.