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Programme Specification HNC Engineering

1. Introduction

This specification has been compiled to provide a concise overview of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if they takes full advantage of the learning opportunities that are provided. This document is reviewed by the Higher Education Quality Improvement Group, which includes Lead Student Representatives, and the College Executive Team. Key sources of information about this course are available to students in the:

Course Handbook

College Website

2. Key Programme Information

1. Programme Title HNC Engineering

2. Awarding Institution/Body Pearson

3. Place of delivery Southport College

4. Final Award HNC Engineering

5. Exit Award(s) Not applicable

6. Department Construction, Engineering and Sports Studies

7. Modes of Attendance Part time

8. Delivery Site Southport College

9. Course Length Part time: 2 years

10. UCAS Code N/A

11. Relevant Subject Benchmarking Groups

This course follows the UK national Quality and Credit Framework (QCF). The course is designed to relate to The National Occupational Standards in Engineering at Level 4. QAA subject and qualification benchmark statements have been used to provide points of reference for each level.

12. Language of Study English

13. Date of Internal Review 24/10/16

14. Date of next review

31/08/17

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3. Main Purposes and Distinctive Features of the Programme

The Pearson BTEC Level 4 HNC in Engineering provides a specialist work-related programme of study that covers the key scientific, mathematical, and technical knowledge, understanding and practical skills required in the Engineering sector and also offers particular specialist emphasis through the choice of specialist units. BTEC Level 4 HNCs provide a nationally recognised qualification offering career progression and professional development for those already in employment and opportunities to progress into higher education. The Pearson BTEC Level 4 HNC Diploma in Engineering provides opportunities for learners to apply their knowledge and practical skills in the workplace. Learners have the opportunity to do this through formal work placements or part-time employment experience or employer driven live briefs. The qualification prepares learners for employment in the Engineering sector and will be suitable for learners who have already decided that they wish to enter this area of work. This course is designed to equip students with academic, research, analytical and problem solving skills ideally suited for a range of careers in the Engineering sector.

4. Admissions Criteria

Applicants must have successfully gained a minimum of 48 UCAS points*

Academic requirements*: o A minimum of 2 A Levels o BTEC National Extended Diploma/Diploma o Access to Higher Education Diploma o Level 3 NVQ

*Other qualifications or relevant life/work experience may also be considered.

Successful interview, supported by personal statement and suitable reference.

All applicants will additionally require GCSE English at Grade C or equivalent. Mathematics at GCSE Grade C will also be desirable.

Non-native English speakers or those who have not studied the final two years of school in English must be able to demonstrate a capability in English at a standard commensurate with IELTS 6.0, with a minimum of 5.5 being awarded on individual sections.

5. Progression opportunities

BTEC Higher Nationals are designed to provide a specialist vocational programme, linked to professional body requirements and National Occupational Standards where appropriate. They offer a strong, sector-related emphasis on practical skills development alongside the development of requisite knowledge and understanding. The qualifications provide a thorough grounding in the key concepts and practical skills required in the sector and their national recognition by employers allows direct progression to employment. A key progression path for BTEC HNC learners is to the second year of a degree or honours degree programme, depending on the match of the BTEC Higher National units to the degree programme in question.

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6. Programme aims

To increase the proportion of students accessing Higher Education from the lowest participation areas in line with Southport College’s Higher Education Strategy for widening participation.

Equip individuals with technical underpinning knowledge, understanding and skills for success in employment in the Engineering sector.

Provide specialist studies relevant to individual vocations and professions in which learners are working or in which they intend to seek employment in the Engineering sector

Develop the ability of learners to contribute to the Engineering environment through effective use and combination of the technical knowledge and skills gained in different parts of the programme

Develop skills and techniques, and personal qualities and attitudes essential for successful performance in working life and thereby enable learners to make an immediate contribution to employment

Develop transferable skills and knowledge which will enable individuals to meet changing circumstances, whether moving within their own area of employment, moving up to a supervisory or management position or adapting to general changes in the provision or environment of Engineering

Prepare individuals to progress to further professional development of higher-level skills through to future study or career advancement

Enable focused study in defined areas of the Engineering sector with specialist designed units.

7. Programme outcomes

A. Knowledge and understanding B. Cognitive skills in the context of the subject(s)

A1 Knowledge and understanding of key scientific, mathematical, technical design, health and safety, and project management approaches in the Engineering Industry A2 An ability to describe this knowledge accurately and apply it to the Engineering Sector A3 An ability to construct and develop an argument and technical concept, and present reasoned arguments, based on the knowledge acquired, in both written and oral form; A4 Critically analyse the impacts of the Engineering Industry and evaluate the importance of sustainable developments A5 Demonstrate an understanding of the concepts and issues related to the Engineering Industry

B1 Demonstrate critical reasoning and analysis B2 Evaluate and apply theoretical concepts B3 Analyse data/information and interpret research findings B4 Apply problem–solving techniques

C. Subject-specific practical/professional skills D. Other skills (e.g. key/transferable) developed in subject or other contexts

C1 Enter the profession equipped with necessary skills to have a career within the industry

D1 Independently plan, conduct and report a programme of original research

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C2 Enter the profession having experienced aspects of the industry in a professional manner C3 Draw upon a wealth of experience to underpin their professional and personal development.

D2 Communicate effectively in formal and informal scenarios using a variety of means D3 Demonstrate a range of Information Technology skills D4 Manage time and workload D5 Work independently or as part of a team D6 Demonstrate work-based skills

8. Programme Structure

a. HNC Engineering (Year 1)

Unit Credits Year Level Unit Title

2 15 1 4 Engineering Science

6 15 1 4 Health, Safety and Risk Assessment in Engineering

37 15 1 4 Management of Projects

103 10 1 3 Further Mathematics for Technicians

b. HNC Engineering (Year 2) (includes units above)

Unit Credits Year Level Unit Title

1 15 2 4 Analytical Methods for Engineers

3 20 2 5 Project Design, Implementation and Evaluation

21 15 2 4 Materials Engineering

69 15 2 4 Advanced Computer-aided Design Techniques

Total Certificate credits = 120

9. Teaching, learning and Assessment Strategies

Teaching and learning methods are aligned to programme outcomes and support learners in becoming problem solvers, critical thinkers, independent enquirers and effective communicators. HE lecturers engage in a range of scholarly activities and ensure that appropriate links are made between theory and practice. Lecturers develop relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activities within the sector. The development of learners’ independent learning skills is promoted through self-directed study, which may include reflective journals, blogs and personal development records, facilitated by full access to the Virtual Learning Environment (Moodle) and the University Centre. Prior to formal assessment methods, learners will take part in a range of activities and tasks, in order to support their preparation for final assessments. Verbal and written feedback will be provided by tutors to support learners’ development in order to reach their true potential. Informal assessments methods are varied and relevant to vocational practice. Knowledge and understanding are tested though portfolio, peer reviews essays, research reports, group and individual presentations. Live projects and work-related learning provide vehicles for teaching and

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learning. Participation in debates, simulations, group work, individual and group presentations will encourage learners to critically consider the application of theory to practice. The assessment of BTEC Higher National qualifications is criterion-based and learners’ evidence is assessed against published learning outcomes and assessment criteria. The purpose of the assessment is to ensure that effective learning of the content of each unit has taken place. Evidence of this learning, or the application of the learning, is required for each unit. The assessment of the evidence relates directly to the assessment criteria for each unit, supported by the generic grade descriptors. All units will be individually graded as ‘pass,’ ‘merit’ or ‘distinction’. To achieve a pass grade for the unit learners must meet the assessment criteria set out in the specifications. Further information is available in the Higher Education Assessment Policy.

10. About the Awarding Body and the External Examiner

The Higher National Certificate in General Engineering is awarded by Pearson. Pearson publish a Higher National Specification which provides the nationally devised and accredited programme structure, curriculum content and related guidance necessary for educational institutions to deliver a programme which is appropriate to local market conditions and local student needs. As the awarding body, Pearson appoints a suitably qualified academic to act as the standards verifier for this programme. The standards verifier is equivalent to the external examiner role identified within the QAA Quality Code for UK Higher Education, Chapter B7: External Examining. Annual reports from the standards verifier are published within the course area on the College Moodle site and are made available to all current students. You can read more about the process here: http://qualifications.pearson.com/en/qualifications/btec-higher-nationals/about/quality-assurance-process.html

11. Study Support

Learners’ primary source of advice and support is through their curriculum leader and their personal tutor (PT). All students are allocated a Personal Tutor on enrolment. Tutorials are held at regular intervals. The role of the PT is as follows:

To give pastoral support and to monitor academic, professional and personal progress.

To provide the main identifiable base for students throughout their period of study

To provide for the dissemination of information and advice which ensures students gain maximum benefit from the resources of the College available to them.

To secure and maintain close links between students, course leaders and the centralised student services provision

To provide academic counselling specific to the needs of individual students in identifying and advising on appropriate pathways

The College has a commitment to, and history of, supporting learners with specific needs. Learners with specific needs are fully included in the learning process mechanisms and through support from the College Learning Support team. A range of facilities is available to support students with educational needs and/or disabilities. Learners are supported on an individual basis. In order to ensure that all Learners have reasonable access to all the learning opportunities on offer and ensure fair assessment, adjustments may be made to the curriculum, teaching styles and assessment practices.

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Learners on this course have access to workshops with, industry-standard equipment and software, supported by qualified vocational tutors and technicians. Learners are enabled to study independently via the VLE (Moodle). The dedicated University Centre provides open access to PCs, study skills support and a well-stocked library containing up to date Engineering books, magazines and journals, DVDs and E-library resources.

12. Methods for Evaluating and Improving the Quality and Standards of Learning & Teaching

a. Mechanisms for review and evaluation of learning, the curriculum and outcome standards

External: QAA HE Review, NSS Survey, External Examiners’ Reports

Reports to the College committees detailed below

Annual Self-Assessment reports

Termly Course reviews

End of Unit Evaluations

Student representation in Course and College committees

Regular course team and monthly Board of Studies meetings

Peer Review and Curriculum Review

Teaching Observation Procedures (including student feedback)

b. Groups with responsibility for monitoring and evaluating quality and standards

Standards Committee (including Student Governors)

College Executive Team

Quality Improvement Group Committee

HE Quality Improvement Group Committee (including Student Reps)

Curriculum Development Group

Performance Management Group

Board of Studies

Informal module/session feedback opportunities

Student/staff consultative committees

Student Council

HE Curriculum Leaders Committee

c. Mechanisms for gaining student feedback on the quality of teaching and their learning experience

Standards Committee (including Student Governors)

Higher Education Quality Group

Attendance at HE Student Representative Meetings (termly)

Publication of HE Student Rep Action Plans on VLE

Attendance at course team meetings

Meetings with external examiners

Informal module/session feedback opportunities

End of unit evaluation forms

Student/staff consultative committees

Student membership of College council

d. Staff Development priorities for staff teaching on this course

All HE teaching staff have substantial vocational expertise and are enabled to undertake a programme of Scholarly Activity which is intended to enhance learning and teaching at the College. The College hosts internal staff development and HE training days for HE teaching staff and facilitates a range of external training activities including, but not limited to: external study, e.g. completion of PhDs/MA/vocational accreditation; attendance at appropriate conferences; and specialist industrial and commercial updating. All lecturing staff are required to possess or be working towards a recognised teaching qualification.

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13. Personal Development

During the course learners will extend their knowledge of professional practice within their specialist area and relate these to personal goals and career opportunities. Through developing this practice and engaging in their personal development learners will:

Be able to place themselves and their work in the context of their selected discipline;

Analyse, synthesise and summarise information critically

Read and use appropriate literature with a full and critical understanding

Understand their specialist area and the career opportunities available;

Understand how to promote themselves and their work professionally;

Study independently, set goals, manage their own workloads and meet deadlines

Identify personal strengths and needs, and reflect on personal development.

Articulate ideas and information comprehensibly in visual, oral and written forms

Source, navigate, select, evaluate, manipulate and manage information from a variety of sources

Reviewed by: HE QIG Date of Review: 17th

October 2016

Date Approved: 24th

October 2016 Date of Next Review: 31st

August 2017