Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 4 Modules

Level 5 Modules

Level 6 Modules

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

The subject area has an Industrial Advisory Group (IAG) which meets twice a year. This group had been consulted on the re-validation process, and discussions have been carried out for the proposed changes. As a result, their views had been taken on board in the development of the revised plan. The IAG also provides a forum which allows closer links between the industries represented and USW in terms of ongoing collaboration which includes support for research based project work, site visits, industrial guest lectures and student placements/ internships.

Means of Assessment

The assessment strategy reflects the requirements of the University’s academic blueprint and consists of a balanced array of assessment methods which had been carefully devised to measure the skill and competence of a student. As such assessments are designed to meet the learning outcomes of an individual module and therefore collectively within a coherent course structure, this satisfies the learning outcomes of the course as stipulated by the professional bodies. Means of assessment include formal unseen examinations, timed assignments, essays, reports, project work, group-based project work, independent projects, poster presentations and oral presentations.

Modules which are used to develop the student’s understanding of engineering principles are normally assessed through the formal year end examinations. These exams typically contribute between 50% and 70% of the available marks for the module, with the remainder being allocated to practical, assignment work or test. The design, project (individual and group) and computer-based modules are 100% coursework assessed. At all five levels of assessments, the examinations are normally three hours duration for a 20 credit module.

Oral presentations are utilised through all levels, particularly in design, individual and group-based project modules. This addresses the workplace/ industry’s requirement for engineers to be able to confidently present information across to an audience. Peer assessment is also used in the group based activities. In certain modules, phased class tests are used to gauge student engagement and prepare them for the final examination which normally carries a heavier weighting.

The assessment profile, together with its weighting and number of assessments (student workload), is presented for all levels in the later sections. The development of key skills is incorporated throughout the programme. It is located within the module descriptor and is related to the relevant assessments, as appropriate. The attainment level for each of the learning outcomes and key skills is indicated by the number of occurrences stated in the learning outcomes and key skills matrices. Students will experience a diverse and rewarding array of assessment procedures within their respective course of study.

Learning Support

Students undertaking taught modules within the subject area receive academic support from the module leader who liaises with the individual academic staff who might also be involved in the delivery to ensure consistency of both teaching and assessment. Students undertaking project based work/ modules which are largely self-directed receive academic guidance from the supervisor on a regular basis, typically weekly, to keep up with progress. Students are also encouraged to keep a logbook in order to help plan/ manage their work. A member of academic staff is also appointed to manage the allocation and overall running of projects, and to prepare samples for external verification.

Students on placement receive support from the industrial liaison and training officer, who assists with finding placement, provides advice on completing CVs and preparing for interviews, and subsequently provides support to the students when on placement. Students are visited at least once during their placement to discuss the University requirements with the respective on-site work placement supervisor/ officer.

Additional support to enhance the students learning experience include;

• One week induction programme for new students.

• Student online induction schedule, course structure, learning timetables, University calendar year, assessment dates, and the University regulations.

• Online database which contains the syllabus, assessment plan, learning outcomes for modules on their course.

• Blackboard as an on-line source of learning information, and communication portal for modules.

• Student email accounts to facilitate communication with staff.

• Modern suite of labs with technician support for design based, project work.

• Open door policy of academic staff.

• Student Development and Study Skills Service providing help with referencing & study skills for example. • Grad Edge – http://gradedge.southwales.ac.uk offered by the University student services which provides advice/ help with preparing CVs, application and cover letters, job searching, work experience and volunteering

Course Exit Points

Progression Route

Foundation Progression to the BEng (Hons) Aeronautical EngineeringStudents are required to obtain a minimum of 100 credits with a typical Level 3 average of 60% at the Mathematics modules(Students who do not meet these requirements will be offered entry to the 1st Year of the BSc (Hons) Mechanical Engineering.Progression Threshold onto the MEngBEng (hons) Aeronautical Engineering students who typically achieve an overall weighted average of 60% and more at Year 2 will be offered the opportunity to transfer onto the MEng course.

Entry Requirements

Admission to the course is typically through the following qualifications:

The arrangements for admissions will seek to ensure equality of opportunity for all applicants.

The University Regulations on Admissions (A.2.3) as defined in the “Regulations for Taught Courses” will be adopted wherever possible. It will be expected that anyone admitted onto an award will be able to fulfil the objectives and standard of the award.

Evidence will be sought of an applicant's professional and/ or educational experiences that provide indications of ability to meet the demands of the programme.

In general, international applicants will need to have achieved an overall IELTS grade of 6.0 with a minimum score of 5.5 in each component.

The entry criteria below shows the qualification range within which the University will make offers. Most offers we make are at the top of the range, but we take all aspects of an application into consideration and applicants receive a personalised offer. Combinations of qualifications are acceptable and other qualifications not listed here may also be acceptable.

Typical A-Level Offer

BCC - CDD to include Mathematics and one other Science subject (this is equivalent to 104-80 UCAS tariff points).

Typical Welsh BACC Offer

Pass the Advanced Welsh Baccalaureate Diploma with Grade C/D in the Skills Challenge Certificate and BC - CD at A Level to include Mathematics and one other Science subject (this is equivalent to 104-80 UCAS tariff points).

Typical BTEC Offer

BTEC Extended Diploma Distinction Merit Merit - Merit Merit Pass in a relevant Maths, Science or Engineering subject which must include Maths modules (this is equivalent to 112-80 UCAS tariff points).

Typical IB Offer

Pass the International Baccalaureate Diploma with a minimum score of 29 overall including a score of 5 in Mathematics and one other Science subject at Higher Level. You will also need to obtain a score of 5 or above in English at standard level.

Typical Access to HE Offer

Pass an Access to HE Diploma in Maths, Science or Engineering and obtain a minimum of 80 UCAS tariff points This programme can demonstrate its quality through: Internal moderation Annual Reports by the External Examiner Annual monitoring Faculty Quality Assurance Committee auditors Student feedback Investors in People status Highly supportive QAA institutional audit Quality of degrees awarded in the subject area. Industrial Advisory Committee Industrial prizes awarded to achieving students Consistent NSS scores . Indicators of quality and standards:

Additional Requirements

GCSEs: The University normally requires a minimum 5 GCSEs including Mathematics/Numeracy and English at Grade C or Grade 4 or above, or their equivalent, but consideration is given to individual circumstances.

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