Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 4 Modules

Level 5 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

There is some level of employer engagement with this course in that the part-time students could carry out their final project in their place of employment.

Means of Assessment

Formative assessment will be provided by means of:
• Spoken and written commentary on summative assessments; Regular feedback on classroom exercises and activities;
• Feedback on preliminary or trial assessments
• The regime for summative assessment for the different modules is intended to provide a balanced workload which reflects their nature and size.

The programme of assessment aims to measure the skill and competence of the individual student by means of a structured and integrated approach to a defined coursework schedule. The assessment strategy has been devised to reflect the diverse nature of the module content with a balance between those modules assessed through assignments, coursework and class tests, and others that are examined at the end of the session.

A coursework descriptor will be issued with each element of assessment, which will give details and guidance notes on the specified requirements.

Modules which are used to develop the student's understanding of fundamental engineering principles are assessed through the formal, end of year examination session. These examinations generally contribute 60% or 70% of the available marks for the module, with the remainder being allocated to practical / project work.
In the remaining modules, the assessment strategy is based on a mix of coursework assignments, open and closed book tests and both group and individual project work. The Programme Team is mindful of the dangers of over-assessment through the imposition of an excessive number of individual items of work, such as laboratory reports. Therefore an annually review will be taken of the number of individual assignments specified within the coursework weighting of each module to ensure that student workloads are appropriate for the level of the award to which they relate.
At all four levels, the examinations are normally either of 2 hours duration for a 10 credit module or 3 hours duration for a 20 credit module.

Immersive Learning
A requirement of the Academic Blueprint is that courses are required to contain immersive learning activities in the first and final years in order to develop group cohesion and to provide early feedback to the students. These activities are included in Professional Techniques for Engineers at level 4.

Learning Support

The following support is available to students:
• One week induction programme for new students.
• Student online induction programme, learning and assessment schedules, key procedures and regulations.
• On-line database defining all modules.
• Printed handbooks.
• On-line learning through Blackboard MLE.
• Individual academic tutor providing academic counselling.
• Personal tutor providing pastoral care.
• Faculty Advice Shop and Programme Pastoral Tutor system, together with Student Services, to provide specialist advice and Specific Needs support.
• Computer laboratories providing both programme specific facilities and centrally managed open access cluster facilities.
• Well equipped laboratories with technician support.
• Learning Resources Centre providing a range of text, journal and on-line material and a wide range of study facilities.
• Student email accounts providing access to support from academic staff.
• Open door policy of academic staff.
• Student drop-in centre based in LRC to provide help with core subjects, such as Mathematics.

Course Exit Points

Progression Route

The HND award provides a gateway to further study at BSc (Hons) Mechanical Engineering. If upon the completion of the course the diplomat has a suitable profile they may be able to progress onto the BEng (Hons) Mechanical Eningeering. Transitional Arrangement No transitional arrangements are required as all current students will be transferred onto the modules of the new course. This is possible because the basic structure and most of the modules in the new structure are common with the current structure. Should there be any issues with a student who has failed a module and is required to resit a module that is no longer available then the learning outcomes of the module will be mapped to an existing module. Alternatively the school has Independent Study modules that can be utilised to ensure that required learning outcomes are met.

Entry Requirements

Admission to the course is typically through the following qualifications:

In addition to five GCSE subjects at grade C or above, preferably to include Mathematics, English and a Science, the following minimum criteria will apply:

UCAS Tariff: 80-120 with a minimum of 80 points from the following:

• GCE A/AS level, AS VCE single or double award/AVCE single or double award: Minimum of one A Level or equivalent.

Acceptable A level or equivalent subjects are typically Mathematics or a numerate Science such as Physics, Chemistry, Geology, Geography, CDT or Engineering.

OR

Edexcel-BTEC Nationals: Certificate/Diploma, typically in Mechanical Engineering. Grades PP/PPP respectively, preferably to include Mathematics and an analytical subject such as Mechanics or Environmental Science.

OR

80 points in 6 module A-level course and 3 GCSE level subjects.

OR

An approved Access course in Engineering

OR

An equivalent National/International qualification

Applications from students who do not have these qualifications will need significant and appropriate experience sufficient to enable her/him to undertake studies at this level and to enter the proposed programme with a sufficient depth of knowledge.

The University operates an equal opportunities policy and entry to the programme of study will be consistent with this statement.

Applicants will also have to demonstrate that they meet the University English language requirements where applicable.

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