V2 Programme Specification HNC Level 4 Diploma in Electrical and Electronic Engineering

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1 V2 Programme Specification HNC Level 4 Diploma in Electrical and Electronic Engineering V2HE 1. Awarding Organisation Pearson 2. Teaching Institution Highbury College Portsmouth 3. Programme Accredited By N/A 4. Final Award and Title HNC Level 4 Diploma in Electrical and Electronic Engineering 5. External reference points used when designing the programme Pearson HNC Level 4 Diploma specifications and guidelines QAA Subject benchmark statement: Engineering 2010 (guidance.) FHEQ Level Descriptors ( Level 4) National Occupational Standards (NOS) for Engineering Date of introduction/start of proposed new validation period 7. FHEQ Level 4 September 2013 Institutional Context Highbury College has successfully run HNC Engineering programmes for over 20 years. The Level 4 HNC Diploma in Electrical and Electronic Engineering will maintain this important provision at the College and ensure we continue to provide a qualification, which is nationally recognised and vocationally relevant to both students and employers in Portsmouth and surrounding areas. It provides them with the opportunity to gain a qualification which will support their personal and career development whether this be vocational or continuing in higher education. The qualification contributes to the College s vision to inspire ambition and cocreate sustainable futures with individuals, entrepreneurs, businesses and communities, by improving students employability prospects, including for those who may wish to change career, and/or travel abroad for work. Departmental Context The Department supports students from Level 2 through to higher education through a variety of general Engineering and specialist programmes both in the Electrical / Electronic and Mechanical fields. These may run as full time or part time programmes. The Pearson HNC Level 4 Diploma enables the College to offer Higher Level Engineering qualifications on a part-time basis to those in full-time employment looking to progress into senior engineering positions. The HNC 1

2 V2HE Level 4 Diploma enhances the Department s ability to create a coherent progression route for Level 3 students who progress into full-time employment but wish to study Engineering at a higher level to enhance their employment and career prospects within the field of Electronic Engineering. Programme Aims The HNC Level 4 Diploma in Electrical and Electronic Engineering aims to: Provide a vocationally relevant curriculum leading to a nationally recognised qualification in electronic engineering Develop students knowledge and skills to further their engineering career and /or progress to further academic or professional study Provide a supportive learning environment, which enables all students who are able to benefit the programme to achieve the qualification Provide adequate learning resources to support achievement Encourage students take responsibility for own learning Develop a range of transferable skills relevant to the engineering world Operate a programme in an environment that supports continuous quality improvement through review and feedback his part-time programme has been developed in consultation with major employers in the area, to meet the needs of students employed in a variety of electronic engineering disciplines. The programme aims to both prepare and develop students in the skills required to progress within the electronics industry. The industry increasingly requires its employees to have a range of transferable, flexible skills appropriate to a dynamic, competitive, engineering environment. These include: Electrical and Electronic Engineering. Mechanical Engineering The programme seeks to provide knowledge and skills in all of the above, with the aim of equipping successful students with up to date and relevant skills required to seek promotion in their chosen employment. The programme is also a good preparation for progression onto higher level qualifications. 2

3 Programme Learning Outcomes V2HE The programme learning outcomes are set out below and take account of the following external reference points: Pearson HNC Level 4 Diploma specifications and guidelines QAA Subject benchmark statement, Engineering 2010 (Guidance only) National Occupational Standards (NOS) for Engineering 2011 and the FHEQ Level Descriptors ( Level 4) K: Knowledge and understanding K1 K2 K3 K4 Apply the science of engineering related to all relevant aspects of electrical and electronic engineering disciplines Describe the techniques available for designing, modelling and specifying a range of electronic engineering systems. Develop techniques for the design and development of electronic applications. Demonstrate an awareness of developments in technology and their impact on engineering. C: Cognitive Skills C1 C2 C3 C4 C5 Analyse technical problems associated with electrical and electronic engineering. Investigate and develop circuits using a variety of methods. Apply analytical techniques to electronic engineering problems. Analyse the results from theory simulation and practical. Evaluate and justify conclusions drawn by applying various techniques to engineering problems P: Professional Skills P1 P2 P3 P4 P5 P6 Use practical equipment competently and safely. Develop skills in the application of a variety of mathematical techniques required to solve engineering problems. Research and select appropriate information. Prepare documentation associated with the discipline of electronic engineering. Use circuit simulation and modelling in the process of design and evaluation. Engage in self-management and self-reflection and become self-aware in relation to personal strengths and weaknesses including respect and sensitivity towards others, including cultural awareness and sensitivity T: Transferrable and Key Skills T1 Communicate effectively orally and in writing using a range of media as used in the preparation and presentation of engineering reports 3

4 T2 T3 T4 T5 V2HE Use numeracy and quantitative skills including data analysis to interpret and extrapolate engineering data Communicate effectively using information technology for engineering applications Operate comfortably and effectively within a team environment employing skills such as leadership and team-building. Develop effective interpersonal skills such as listening, negotiating, persuading and presenting 4

5 Programme learning outcomes mapped to FHEQ descriptors V2HE Level 4 FHEQ Descriptor HNCs are awarded to students who have demonstrated knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study Typically, holders of the qualification will be able to: evaluate the appropriateness of different approaches to solving problems related to their area(s) of study communicate the results of their study/work accurately and reliably, and with structured and coherent arguments undertake further training and develop new skills within a structured and managed environment And holders will have the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility Programme Learning Outcomes Section K and section C above. Section C and section T above. Section C above. Section C and section T above. Section P and section T above. Sections P and section T above. 5

6 Programme Units and Structure V2HE Students must achieve at least 120 credits to gain the qualification: 50 core credits (3 units) plus 45 credits minimum from specialist Group A. (Minimum of 3 units). The remaining units can be made up from Group A or B. The level 3 preparatory unit is included in the programme to provide assurance to students from variable mathematical backgrounds that they will achieve the core unit of analytical methods in the second year of the course. Unit Number Unit Title Analytical Methods Engineering Science Project design and implementation Electrical and electronic Principles Business management techniques for Engineers Programmable logic controllers Combinational and sequential logic Digital and analogue devices and circuits Engineering Design Further mathematics for engineering Technicians Core or Core Core Core Level Unit Credit 5 20 Group A 5 15 Group A Group A Group A Group A 5 15 Group B 5 15 Group B 3 10 Total: 150 credits Delivery online materials online materials Individual project reviews and practical guidance online materials online materials online materials, practical laboratory tuition online materials, practical laboratory tuition online materials, practical laboratory tuition online materials, online materials Note: Selected units will exceed the 120 credit requirement for gaining an L4 Diploma. 6

7 Curriculum Map Unit Level Credits K1 K2 K3 K4 C1 C2 C3 C4 C5 P1 P2 P3 P4 P5 P6 T1 T2 T3 T4 T5 Analytical Methods Engineering Science Project design and implementation Electrical and electronic Principles Business management techniques Programmable logic controllers Combinational and sequential logic Digital and analogue devices and circuits Engineering Design Further mathematics Key: = Active = inactive V4HNC/D 17/12/2014

8 Learning, Teaching and Assessment This part time programme will be delivered one day and one evening per week (tutorial and taught session on same evening), online delivery. Students will be provided with online materials through the VLE to support taught components of the programme. Teaching will be through lectures, seminars, workshops, online delivery and interactive activities which will include research, problem solving activities and presentations; hands-on practical workshops and group discussions and group work/team work. Reflective study will develop the students perception of their own skills development and how units complement each other. Frequent formative assessment, to support students learning, will inform the student and lecturer of their progress and act as a catalyst for individual progress planning. This may include online formative assessment, and peer assessment, these methods are used so that the students will be able to benefit from each others varied work place knowledge and experience. The curriculum will encourage students to develop and demonstrate their critical thinking skills, helping them to develop an understanding of engineering techniques and issues facing engineers working in modern production and test environments. Students who are not in engineering employment may need support and guidance to overcome any obstacles and difficulties they may face during the intensive programme of study. This will be the responsibility of the whole teaching team. Assessment will be directly linked to programme outcomes and the development and demonstration of transferable skills will be integrated within the assessment process. Assessments will be contextualised and a range of studies provided dependant on the specialism of the unit will be used. Summative assessments will provide students with a range of opportunities to demonstrate their knowledge and understanding, and the methods used will include reports, timed constrained assessments and presentations. These may include group assessments the assessment in some cases will include individual reflection, evaluation and peer review which will challenge students and provide a valuable opportunity for them to both demonstrate learning and critically reflect upon their, and the group s, approach to the task. Formative assessment methods will be used to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson. V4HNC/D 17/12/2014

9 The assessment strategy for each unit is set out below. Unit Analytical Methods Engineering Science Project Design and Implementation Electrical and Electronic Principles Business Management Techniques Programmable Logic Controllers Combinational and Sequential Logic Digital and Analogue Devices and Circuits Engineering Design Further Mathematics Assessment Strategy Written assignment and in class assessment Written assignment and in class assessment Written feasibility study, project implementation and Design report Written assignment and in class assessment Written assignments Written assignments, laboratory assessment Written assignments, laboratory assessment Written assignments, laboratory assessment Laboratory observation, group work and written report. Written assignment and in class assessment All units on the programme are individually graded as pass, merit and distinction. To achieve a pass grade for a unit, students must achieve the assessment criteria set out in the Pearson specifications. All units on the Pearson HNC Level 4 Diploma have a standard format which is designed to provide guidance to students on the requirements of the unit. V4HNC/D 17/12/2014

10 The teaching, learning and assessment strategy is set out in Diagram 1 below. K: Knowledge and understanding: K1 K2 K3 K4 Apply the science of engineering related to all relevant aspects of electrical and electronic engineering disciplines Describe the techniques available for designing, modelling and specifying a range of electronic engineering systems. Develop techniques for the design and development of electronic applications. Demonstrate an awareness of developments in technology and their impact on engineering. C: Cognitive Skills: C1 Analyse technical problems associated with electrical and electronic engineering. C2 Investigate and develop circuits using a variety of methods. C3 Apply analytical techniques to electronic engineering problems. C4 Analyse the results from theory simulation and practical. C5 Evaluate and justify conclusions drawn by applying various techniques to engineering problems P: Professional Skills: P1 Use practical equipment competently and safely. P2 Develop skills in the application of a variety of mathematical techniques required to solve engineering problems. P3 Research and select appropriate information. P4 Prepare documentation associated with the discipline of electronic engineering. P5 Use circuit simulation and modelling in the process of design and evaluation. P6 Engage in self-management and self-reflection and become self-aware in relation to personal strengths and weaknesses including respect and sensitivity towards others, including cultural awareness and sensitivity Teaching and learning strategies and methods The acquisition of core knowledge through a mixture of: lectures; blended learning; e-learning; presentations; demonstrations; group seminars; case studies; use of virtual learning environment [VLE]; discussion and debate in group sessions; personal development plan; individual targets Assessment (formal/informal) Written time constrained assessment Written assessments Written assignment (report) Written assignment (essay) Oral presentations and demonstrations Individual project work Individual tasks, e.g. charts, plans, leaflets Reflective practice Professional development journal T: Transferrable and Key Skills: T1 T2 T3 Communicate effectively orally and in writing using a range of media as used in the preparation and presentation of engineering reports Use numeracy and quantitative skills including data analysis to interpret and extrapolate engineering data Communicate effectively using information technology for engineering applications T4 Operate comfortably and effectively within a team environment employing skills such as leadership and teambuilding. T5 Develop effective interpersonal skills such as listening, negotiating, persuading and presenting V4HNC/D 17/12/2014

11 Learning Resources Staffing and staff development Staff teaching on the HNC Diploma will have a relevant degree and have or will be working towards a teaching qualification One teacher will have the main responsibility of running the programme. All staff teaching on the programme are required by the College to complete at least 30 hours CPD each year. All teaching staff are required to attend the termly All Staff development Day and the annual Teachers Conference All staff teaching on an HE programme attend the termly HE Practitioners Forum and the annual HE Planning Day The Library Students will be supplied with an up-to-date reading list, including books, journals and on-line resources, which reflects developments in each field of study. The Library will be provided with a list of recommended information sources for the programme. Students have access to the HE Study area and HE Common Room at Highbury Campus. IT All teaching rooms are equipped with a computer and an interactive whiteboard Computers are provided for students use in the libraries and on The Deck at Highbury Campus, as well as within some classrooms. All students will have a College VLE induction and 24/7 access to the College s VLE. The College VLE pages for the programme, which will be used in and outside lessons as a teaching and learning delivery platform, communication tool and resource bank All centres have WiFi access. Outside College, students can access their files and The College VLE through Citrix. Student Support Tutorials These are the main mechanism for providing support to students and to accessing any additional support a student may require. All students have designated tutorial time with their tutor to discuss their programme, work and progress. Tutorials will be group tutorials or 1-1, as appropriate, and may be face-to-face or on-line. V4HNC/D 17/12/2014

12 Academic Support Students will have regular tutorials and through the use of 1:1s and Personal Learning Plans (PLPs) team members will, in consultation with their students, be able to set targets, track student progress and discuss any issues with the Programme Leader at team meetings. All students have initial and diagnostic assessments at the start of their programme. Any students identified as have individual/specific needs will be assessed by the Learning Support Department to arrange a personal support plan. Pastoral Support If a student has any personal support needs, they will be referred by their tutor to Student Support Services, which provides access to a wide range of personal support services including financial support, mentoring and counselling support and careers advice and information. Details of the support available are included in the Student Handbook. V4HNC/D Evaluation and Enhancement of Standards and Quality in Learning, Teaching and Assessment The evaluation and enhancement of standards and quality in learning, teaching and assessment is set within the College s Academic Framework, which acknowledges the relevance of the QAA UK Quality Code for the assurance of academic quality and standards in higher education. The Department adheres to the relevant College policies and procedures, including the quality assurance arrangements based on regular meetings, academic reviews, the outcomes from student voice mechanisms and the bi-annual Programme Boards and Programme Quality Reviews. These inform the annual Self Evaluation Document, in which the judgements made and strategies for improvement identified are based on the analyses of data, qualitative feedback, External Examiners reports and the outcomes of external reviews. Recommendations made by the External Examiner are implemented in a timely manner and monitored through the Academic Framework. These processes are well embedded in the Department and the team will secure improvements through the setting and regular monitoring of targets in the Quality Improvement Plan. The outcomes from Programme Boards, Programme Quality Reviews and Self Evaluation are reported to the HE Board of Studies, the Academic Policy and Standards Committee and the Academic Board and subsequently reviewed at team meetings. The Department has 17/12/2014

13 clear lines of reporting, with a dedicated Programme Leader for the HNC. The student voice is included at all review meetings. The termly HE Practitioners Fora undertake quality assurance of HE programmes, for example, audits of programme handbooks and schemes of work, as well as discussing matters of common interest. The annual HE Planning Day addresses matters of wider interest to HE teachers, often through external speakers. Both meetings consider how to further enhance the student experience and suggest and implement improvements through the Academic Framework. The quality of learning, teaching and assessment on HE programmes is monitored annually through the College s programme of internal area reviews. For HE teachers this includes observations aligned to Descriptor D2 of the UK Professional Standards Framework, a review of their scholarly activities and informs the annual appraisal process by their line manager. Student Voice Student voice mechanisms will include: elected student course representatives, who will be invited to attend the HE Board of Studies, Academic Board, Programme Boards and Programme Quality Reviews surveys, including bi-annual whole College surveys and end of unit surveys focus groups, which will be held annually, and ad hoc if required participation in meetings such as the HE Planning Day The results of the surveys and focus groups will be used by the Engineering team as part of the Programme Quality Review cycle and reviewed and monitored through the Academic Framework. The feedback in relation to programme issues will be discussed at the HE Board of Studies and actions taken to address concerns included in the annual Quality Improvement Plan which will be updated regularly. Feedback from the Programme Boards will contribute to the Programme Quality Reviews and inform the SED. Valuable feedback will also be obtained informally from students and lecturers on the programmes. The Programme Leader will also ask the students on the programme to complete exit questionnaires on the quality of teaching and learning and the use of The College VLE. All feedback from students will be compiled, shared with the team, considered at Programme Quality Reviews and actioned as appropriate in the Quality Improvement Plan. V4HNC/D 17/12/2014

14 Assessment Regulations, Internal Moderation and External Examination This programme will be subject to the College s Assessment Regulations for Higher Education Programmes, which are set within the context of the College s Assessment Policy for Higher Education Programmes, and the relevant awarding body (Pearson) regulations. The detailed implementation of these regulations will be included within the Programme Handbook. This programme will be subject to the College s HE Internal Moderation Procedure which will be applied in accordance with the requirements of the Pearson BTEC UK Vocational Assurance Handbook, Chapter 3. An External Examiner for the programme will be appointed annually by Pearson, in accordance with the requirements of the Pearson BTEC UK Vocational Assurance Handbook, Chapter 10. The outcomes of their report, and any required actions, will be reported to and monitored through the Academic Framework and actioned and by the team through the Quality Improvement Plan. The Assessment Regulations for Higher Education Programme and the Assessment Policy for Higher Education Programmes are available on the common drive (S\08\Quality Manual\HE Quality Manual\HE Quality Manual Contents) and will be available to students in the HE Quality Manual on The College VLE. The Pearson regulations and procedures concerning assessment, internal moderation and External Examination may be accessed from: and from and from V4HNC/D 17/12/2014