Programme Specification

Transcription

1 Programme Specification Title of Course: Pearson BTEC Level 4 HNC in Electrical and Electronic Engineering Pearson BTEC Level 5 HND (Conversion) in Electrical and Electronic Engineering Date Specification Produced: 04/11/2013 (Updated ) Date Specification last quality assured: N/A

2 SECTION 1: GENERAL INFORMATION Programme Titles: Pearson BTEC Level 4 HNC in Electrical and Electronic Engineering Pearson BTEC Level 5 HND (Conversion) in Electrical and Electronic Engineering Awarding Institution: Edexcel Teaching Institution: Kingston College Campus Location: Kingston Upon Thames Mode of delivery: HNC: Part-time, two years, one day per week HND: Part-time, one year, one day per week School: Engineering Programme Accredited by: Edexcel Pearson FHEQ level of the award: HNC: 4 HND: 5 UCAS codes : K83/ H xxxxxxxxx SECTION 2: THE PROGRAMME A. Programme Introduction The Higher Engineering Apprenticeship was launched by the Government in 2009, using either a HND or Foundation Degree as the technical certificate for the framework. This new route into Higher Education provides an opportunity for businesses to develop their technical staff and provide progression within the company with financial support. Industrial involvement forms a central part of the HNC and HND provision. The School of Engineering has developed an extensive network of companies within industry. Their input is key to our curriculum offering. This is strengthened in the Project module which enables students to develop their personal and professional transferable skills and provide a valuable contribution to their employers via the design project undertaken in the second year. The provision for part-time students is a day release programme leading to the HNC in two years, or the HND in 3 years, based on a combined taught delivery and web-based distance learning has been reviewed in line with the DfES proposal to encourage the delivery of flexible provisions. As a result, in order to meet the needs of an increasingly diverse student body, a new flexible approach for delivery of the programme through similar approaches, using a blended learning approach is also offered. This blended learning approach includes a mix of APL, in-college attendance of lectures and distance learning via the College s VLE, Moodle. The HNC programme is aimed at students who are both, in employment and looking to improve their skill base, and those looking to increase their skills with a view to entering employment in this field. The HND conversion programme is aimed at giving HNC students the opportunity to progress to a one-year conversion or top-up course for the full HND qualification.

3 Both courses cover the experimental and analytical skills which underpin the application of electrical and electronic engineering principles, with particular emphasis on DC and AC circuits, digital circuits and power electronics. Students on this course will also develop their knowledge of the principles underpinning control systems. The programmes aims are based around enabling individuals to acquire the skills required to work in the rapidly changing engineering environment. Candidates will develop the knowledge, skills, integrity and commitment to personal development essential for working in this sector. Both programmes deliver a variety of technical units which are designed to provide a solid foundation upon which successful candidates may build, should they wish to continue in education and gain a BEng, other degree qualification or enter employment directly in a wide range of disciplines such as technician, maintenance, design engineer, research or military roles. B. Aims of the Programme The educational aims for the programmes are to: Provide applied courses of study to produce high quality successful candidates with intermediate level skills, who are able to work with confidence at a technician level within the engineering industry; Provide employer-led, University level programmes to develop engineering competence in the field of Electrical and Electronic Engineering and enhance career opportunities within this industry sector or enter new employment as engineers/technicians; Prepare successful candidates, for careers in the field of Electrical and Electronic Engineering and Design Engineering, through the provision of industry related skills and knowledge which meet to requirements for the Technical Certificate element of the national Higher Apprenticeship framework. Provide successful candidates with the ability to apply the underlying concepts and principles of engineering to work situations and, with creative thinking, develop innovative solutions to problems as the next generation of electrical and electronic engineers. Equip successful candidates with the essential communication and critical evaluation skills to prepare them for progression to an honours degree and further professional qualifications; Provide an opportunity for electrical and electronic engineers to achieve a nationally recognised qualifications at level 4 (HNC) and level 5 (HND). Enable successful candidates to continue their studies, should they choose, to at a number of other HE providers to build on their existing qualification to level 6 and beyond. Provide a significant basis for progression of successful candidates to Incorporated Engineer level, via further learning; C. Intended Learning Outcomes The programmes provide opportunities for students to develop and demonstrate knowledge and understanding, skills and other attributes in the following areas. The programme outcomes are referenced to the QAA subject benchmarks for Engineering (2010) and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008), and relate to the typical student.

4 The Transferable/Key Skills Courses will normally be expected to incorporate all categories of skills within the programme specification, together with evidence relating to where they are facilitated and how they are to be assessed. Skills should be progressed as appropriate for the discipline and level of the student.

5 Programme intended learning outcomes SB denotes subject benchmark reference points FHEQ denotes framework for higher education reference points ES denotes Edexcel reference points Reference points A1 A2 A3 A4 A5 A6 A7 A8 Reference points B1 B2 B3 Knowledge and Understanding (subject knowledge and critical understanding) On completion of the course students will be able to: Demonstrate broad knowledge and understanding of electrical and electronic engineering systems, power electronics, analogue and digital electronics and control systems. [FHEQ 4] Demonstrate detailed knowledge and understanding of scientific principles underpinning electrical and electronic systems. [FHEQ 4, ES] Apply knowledge and understanding of the mathematics necessary to apply engineering science to electrical and electronic engineering. [FHEQ 4, ES] Demonstrate detailed knowledge and understanding of the management techniques involved in design projects. [FEHQ 5, ES, SB] Demonstrate a detailed knowledge of electrical and electronic engineering systems and processes and undertake a guided project. [FHEQ 5] Critically review and select engineering analysis techniques and use them in well defined electrical and electronic engineering problems. [FHEQ 4, ES] Demonstrate knowledge of workshop/laboratory practice. [FHEQ 5, ES] Demonstrate knowledge of management techniques in the electrical and electronic engineering industry. [FHEQ 5, ES, SB] Intellectual skills able to: (higher level academic/intellectual skills) On completion of the course students will be able to: Use engineering science, mathematics and information technology to analyse engineering problems. [FEHQ 5, SB, ES] Demonstrate skills in the acquisition, use and critical evaluation of experimental and other subject-related information. [FEHQ 5] Display creativity and innovation in solving unfamiliar problems. [ES] B4 Exercise independent thought and judgement. [FEHQ 4/5] B5 Design and conduct experimental investigations, and analyse and report the results. [ES]

6 B6 B7 B8 B9 B10 B11 Prepare circuit diagrams, technical sketches and drawings, using computer based methods as appropriate. [ES] Prepare technical reports and presentations, and convey essential information using a variety of media. [FEHQ 5] Use information technology effectively. [SB] Communicate at a professional level, orally, in writing and through visual presentations. [FEHQ 5] Manage both group projects and their own time effectively. [SB] Find information and learn independently. [FEHQ 4/5] Reference points Subject Practical skills (higher practical and professional skills) On completion of the course students will be able to: C1 Analyse, synthesise and summarise information critically. [FEHQ 5] C2 Read and use appropriate literature with a full and critical understanding. [FHEQ 4/5, SB] C3 Think independently, solve problems and devise innovative solutions. [FEHQ 5, ES, SB] C4 C5 D1 D2 D3 D4 Apply subject knowledge and understanding to address familiar and unfamiliar problems. [FEHQ 4/5] Communicate the results of their study and other work accurately and reliably using a range of specialist techniques. [FEHQ 5, SB] Transferable skills (higher level transferable skills) On completion of the course students will be able to: Produce reports and present information verbally appropriate to the context of the electrical and electronic engineering sector. [FEHQ 5] Use a range of technological equipment and systems appropriate to the discipline. [SB, ES] Demonstrate numerical and statistical skills appropriate to the discipline reliably. [FEHQ 4, SB] Reflect systematically on performance to develop further skills and learning. [FEHQ 5]

7 Teaching strategies Modules are delivered using a range of teaching strategies appropriate to each particular area of study. These will include: Formal lectures Learner presentation to peers and external clients Collaborative work and group critique Individual and group discussion Tutorials/Workshops Contextual studies visits Research, project logs and Portfolio reviews Laboratory/Practical Sessions Assessment strategies The purpose of assessment, both summative and formative, is to enable judgment to be made in relation to learner progress and achievement against module learning outcomes. It provides a mechanism for formal, written learner feedback. Formative assessment enables learners to understand and gauge the strengths and weaknesses in their own progress. Summative assessment provides learners with a final measure against the required standard for progression and the award of the qualification. The following formative assessment methods will be among those used: Project presentation Critique (individual and peer) Written assignment and reports D. Entry Requirements The minimum entry qualifications for the programme are: Typically, the minimum entry qualifications for the programme are: From A levels: BTEC: Plus: 120 UCAS tariff points in appropriate subjects. 120 UCAS tariff points from Level 3 BTEC Qualifications in Engineering or Scientific qualifications which must include Mathematic modules. Five GCSEs at grades A-C to include English Language, Mathematics and..science or equivalent. Candidates also have to pass an interview and an in-house mathematics diagnostic test. Other routes: A minimum IELTS score of 6, TOEFL 80 or equivalent is required for those for whom English is not their first language. It is not usually a requirement for students to have CRB clearance. Other or international qualifications may be considered providing they meet an equivalent standard to the above. Students must be a minimum of 18 years or over.

8 E. Programme Structure Both programmes are offered in part-time mode (1 day per week), and lead to the award of Edexcel BTEC Level 4 HNC or BTEC Level 5 HND in Electrical and Electronic Engineering (QCF). Entry is normally at level 4 with A-level or equivalent qualifications (See section D). Transfer from a similar programme is possible at level 5 with passes in comparable level 4 modules but is at the discretion of the course team. Intake is normally in September. E1. Professional and Statutory Regulatory Bodies E2. Work-based learning, including sandwich programmes For candidates who are not currently in appropriate engineering employment, work placements are actively encouraged although it is the responsibility of individual students to source and secure such placements. This allows students to reflect upon their own personal experience of working in an applied setting, to focus on aspects of this experience that they can clearly relate to theoretical concepts and to evaluate the relationship between theory and practice. E3. Outline Programme Structure The programme is structured so that successful completion of years 1 and will provide a level 4 HNC and on completion of a 3 rd year conversion course, a level 5 HND. Edexcel BTEC Level 4 HNC The Edexcel BTEC Level 4 HNC in Electrical and Electronic Engineering is a qualification with a minimum of 120 credits of which 50 are mandatory core. The Edexcel BTEC Level 4 HNC programme must contain a minimum of 65 credits at level 4. Edexcel BTEC Level 5 HND The Edexcel BTEC Level 5 HND in Electrical and Electronic Engineering is a qualification with a minimum of 240 credits of which 65 are mandatory core. The Edexcel BTEC Level 5 HND programme must contain a minimum of 125 credits at level 5.

9 Year 1 Module Title Credits Level Unit 1 - Analytical Methods for Engineers (Mandatory) Split over the 2 years 15 4 Unit 2 - Engineering Science (Mandatory) 15 4 Unit 66- Electrical, Electronic and Digital Principles 15 5 Unit 68 - Application of Power Electronics 15 4 Unit 71 - Combinational and Sequential Logic 15 4 Year 2 Module Title Credits Level Unit 1 - Analytical Methods for Engineers (Mandatory) Split over the 2 years 15 4 Unit 3 - Project Design, Implementation and Evaluation (Mandatory) 20 5 Unit 5 - Electrical and Electronic Principles 15 5 Unit 8 - Engineering Design 15 5 Unit 22 - Programmable Logic Controllers 15 4 Unit 37 - Management of Projects 15 4 Year 3 (HND Conversion Course) Module Title Credits Level Unit 6 - Health, Safety and Risk Assessment in Engineering 15 4 Unit 35 - Further Analytical Methods for Engineers 15 5 Unit 39 - Electronic Principles 15 5 Unit 65 - Utilisation of Electrical Energy 15 4 Unit 76 - Managing the Work of Individuals and Teams 15 5 Unit117 - Digital and Analogue Devices and Circuits 15 5 Unit Data Communications and Networks 15 4 Full details of each module will be provided in module descriptors and student module guides or can be found at

10 F. Principles of Teaching Learning and Assessment This section provides an opportunity to describe how the Curriculum Design Principles have been utilised within the teaching, learning and assessment regimes for the course. G. Support for Students and their Learning Students are supported by: Unit tutor for each unit A Course manager to help students understand the programme structure Personal Tutor to provide academic and personal support Technical support to advise students on IT and the use of educational software An induction period at the beginning of each new academic session Staff Student Consultative Committee Electronic copies of course material, resources and major assessments. These are available on the college Virtual Learning Environment (Moodle). A substantial Learning Resources Centre that provides academic skills support Student support facilities that provide advice on issues such as finance, regulations, legal matters, accommodation, international student support etc. Disabled student support The Students Union H. Ensuring and Enhancing the Quality of the Course The College has several methods for evaluating and improving the quality and standards of its HE provision. These include: Pearson s External examiners Boards of study with student representation Qualifications Self-assessment Reviews Staff-student consultative committees Student evaluations Internal verification policies I. Employability Statement These courses are part-time and are aimed at students who are currently employed in the electrical and electronics industry sectors. Employers see the benefit of further developing their employees transferrable technical skills. Employees see the benefit of acquiring further skills which give them better promotion prospects. If you are aiming for a higher degree, the HND conversion course can qualify you to join with advanced entry directly into other Higher Education providers offering a top-up pathway. J. Approved Variants from the UMS/PCF None K. Other sources of information that you may wish to consult

11 Remember that this is a document for multiple audiences, you may wish to refer students to subject benchmark statements, professional body requirements etc. Cross refer to KIS URLs (when available)

12 Programme Learning Outcomes Unit 1 Unit 2 Unit 3 Unit 5 Unit 8 Unit 22 Unit 37 Unit 66 Unit 68 Unit 71 Unit 6 Unit 35 Unit 39 Unit 65 Unit 76 Unit 117 Unit 119 Development of Programme Learning Outcomes in Modules/units This map identifies where the programme learning outcomes are assessed across the modules/units for this programme. It provides an aid to academic staff in understanding how individual modules/units contribute to the programme aims, and allows a means to help students monitor their own learning, personal and professional development as the programme progresses and a checklist for quality assurance purposes. Include both core and option modules/units. Module Code Skill reference HNC HND Knowledge & Understanding Intellectual Skills A1 S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F A2 S/F S/F A3 S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F A4 S/F A5 S/F A6 S/F A7 A8 B1 F F F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F B2 B3 S/F S/F B4 F B5 B6 F B7 B8 F F S/F F F F F F F F F F F F F F F B9 S/F B10 S/F B11 S/F F

13 Practical Skills C1 F F F F F F F F F F F F F C2 F F F F F F F F F F F F F S/F F F C3 F F F F F F F F F F F F F S/F F S/F Transferable Skills C4 S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F S/F C5 F F F F F F F F F F F F F S/F F S/F D1 F F F F F F F F F F F F F S/F F S/F D2 S/F S/F S/F D3 S/F S/F S/F S/F S/F D4 F F S F indicates where a summative assessment occurs. where formative assessment/feedback occurs.

14 Indicative Module/unit Assessment Map This map identifies the elements of assessment for each module/unit. Programme teams are reminded that: HNC Module Title Credits Level Placement /Study Total Sch Indep Total %Scheduled % Indep Assessment Written Cwk Practical Total Analytical Methods for Engineers Engineering Science Project Design, Implementation and Evaluation Electronic Principles Engineering Design PLCs Management of Projects Electrical, Electronic and Digital Principles Application of Power Electronics Combinational and Sequential Logic The percentage of the student s time on level of 145 credits % of the assessment

15 HND Assessment Module Title Credits Level Placemt/ Study Health, Safety and Risk Assessment in Engineering Total Sch Indep Total %Scheduled % Indep Written Cwk Practical Total Further Analytical Methods for Engineers 15 5 Electronic Principles Utilisation of Electrical Energy 15 4 Managing the Work of Individuals and Teams 15 5 Digital and Analogue Devices and Circuits 15 5 Data Communications and Networks 15 4 The percentage of the student s time on level % of the assessment