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CORPORATE AND ACADEMIC SERVICES

PROGRAMME SPECIFICATION

Part 1: Basic Data

Awarding Institution University of the West of England, Bristol

Teaching Institution Bridgwater College

Delivery Location Bridgwater College

Faculty responsible for programme

Faculty of Environment and Technology

Department responsible for programme

Department of Engineering Design and Mathematics

Modular Scheme Title

Professional Statutory or Regulatory Body Links

Name of PSRB Type of approval Dates

IMechE IEng approval will be sought

Highest Award Title FdSc Mechanical Engineering

Default Award Title

Interim Award Titles Certificate of Higher Education Mechanical Engineering

UWE Progression Route BEng Mechanical Engineering or MEng Mechanical Engineering

Mode(s) of Delivery Full Time /Part Time

Codes UCAS: JACS:

ISIS2: H303 HESA:

Relevant QAA Subject Benchmark Statements

Engineering

CAP Approval Date

Valid From September 2013

Valid until Date

Version 1.0

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Part 2: Educational Aims of the Programme

The aims of the programme are:

The aim of the Mechanical Engineering Foundation Degree is to produce graduates with a broad understanding of mechanical analysis and design, combined with awareness of engineering practice, information technology and project management . The graduates from this programme will be equipped to solve multi-disciplinary projects with a greater emphasis upon critical appraisal of existing ideas and practice original thought and creative ability.

This programme will produce graduates with a wide range of expertise relevant to industry in general and in particular industries related to mechanical design, operations and manufacture. The programme covers a broad range of disciplines such as Mechanical Analysis, Mathematics, Stress & Dynamics, and Manufacture. Evidence from local industries indicates a solid demand for graduates with a broad-based ‘systems’ approach to engineering problem solving. It is anticipated that graduates from the course will play a major role in the design, management and co-ordination of multi-disciplinary projects. Foundation Degrees are intended to provide the knowledge and skills that are necessary to enable employees to be versatile and adaptable in progressing to and within work. Employability is a key aspect in Foundation Degree programmes and its inclusion should equip and assist learners to enhance their employment opportunities, and/or allow them to prepare for a career change. Authentic and innovative work-based learning is an integral part of the Foundation Degrees. It enables learners to take on appropriate role(s) within the workplace, giving them the opportunity to learn and apply the skills and knowledge they have acquired as an integrated element of the programme. It involves the development of higher-level learning within both the institution and the workplace. It should be a two-way process, where the learning in one environment is applied in the other. Work- based learning can be achieved through many forms, including full-time or part-time work, integrated work placements, and real work environments. As a component of the Higher Apprenticeship Framework the Foundation Degree will enable employers to fill higher level skills gap and for students to be immediately productive within the industry on graduation. The aims are that graduates shall be able to: 1. Apply established and novel Mechanical Analysis concepts to the solution of engineering problems involving Design, Operations and Manufacture.; 2. Model mechanical engineering systems so as to be able to specify and assess the technical design; 4. Understand the design, material and manufacturing.; 5. Identify the links between design, manufacturing and production management. modification, maintenance and control of manufacturing facilities; 6. Operate effectively either as individuals or as members of a multi-disciplinary team; 7. Communicate effectively both orally and in written form; 8. Pursue independent study, undertake enquiry into novel and unfamiliar concepts and implement change in an Engineering environment.

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Programme requirements for the purposes of the Higher Education Achievement Record (HEAR) Foundation Degrees are intended to provide the knowledge and skills that are necessary to enable employees to be versatile and adaptable in progressing to and within work. Employability is a key aspect in Foundation Degree programmes and its inclusion should equip and assist learners to enhance their employment opportunities, and/or allow them to prepare for a career change. The aim of the Mechanical Engineering Foundation Degree is to produce graduates with a broad understanding of mechanical analysis and design, combined with awareness of engineering practice, information technology and project management . The programme covers a broad range of disciplines such as Mechanical Analysis, Mathematics, and Stress & Dynamics. Evidence from local industries indicates a solid demand for graduates with a broad-based ‘systems’ approach to engineering problem solving. The graduates from this programme will be equipped to solve multi-disciplinary projects with a greater emphasis upon critical appraisal of existing ideas and practice, original thought and creative ability.

Part 3: Learning Outcomes of the Programme

The award route provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:

Learning Outcomes Teaching, Learning and Assessment Strategies

A Knowledge and Understanding

A Knowledge and understanding of 1. The principles governing the behavior of

mechanical components and systems.

2. Mathematical methods appropriate to mechanical engineering and related fields.

3. The properties, characteristics and selection

of materials used in mechanical components and systems.

4. Core engineering science and technologies

with greater depth in areas pertinent to mechanical systems.

5. The principles of information technology and

data communications from a user’s perspective.

6. Management principles The above skills meet the SEEC Level Descriptors for level 1 and 2 learning outcomes.

Teaching/learning methods and strategies: Acquisition of 1 to 6 is through a combination of formal lectures, tutorials, laboratory work, guided project work, work-based learning, group assignments, independent projects and case studies. The programme of study is designed to introduce basic knowledge and understanding of the technologies underpinning engineering, design and product development through a range of level 1 modules. This basic knowledge is developed through a range of taught and project modules at level 2. Outcome 6 is achieved through Project Management. Throughout the student is encouraged to undertake independent reading both to supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and understanding of the subject.

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Assessment: Testing of the knowledge base is through assessed course work, through tasks undertaken under examination conditions, through oral presentations, work-based learning reports and assessed practical work done in various laboratories.

B Intellectual Skills

Intellectual Skills Students will develop: 1. The ability to produce novel solutions to

problems through the application of engineering knowledge and understanding

2. The skills of selecting and applying scientific

principles in the modelling and analysis of mechanical engineering problems

3. The ability to use a broad spectrum of

technologies/techniques to solve design problems.

4. The capability to use scientific/technological

principles in the development of engineering solutions to practical problems in the domain of mechanical engineering.

5. The ability to understand issues relating to the management processes associated with their design and manufacture.

6. The ability to use independent thinking and analysis in the development of engineering solutions.

7. The capability to review available literature

on topics related to mechanical engineering

8. The capability to evaluate evidence to support conclusions, reviewing its reliability, validity and significance. Also to be able to investigate contradictory information and identify reasons for contradictions.

The above skills satisfy the SEEC descriptors for levels 1 and 2.

Teaching/learning methods and strategies: At all levels students are required to bring together knowledge and skills acquired in several modules including the workplace and hence determine new ways of working. As the student progresses, the need to synthesize ever greater volumes of information and approaches into a coherent approach is developed and consequently so is their critical thinking. At level 1 analysis, evaluation and problem solving are developed on small-scale problems in various programming activities in a number of modules. Here the focus is on understanding the problem and then solving it free from the environmental implications of real world problems and without the need to examine alternatives and to balance conflicting goals. At level 2 there is a move away from small-scale problems to the design of larger scale systems. With this comes the need to evaluate alternative methods and designs and to balance conflicting objectives. The development of engineering solutions requires demonstration of all of the intellectual skills. At level 1 the focus is on the skills of Analysis, Evaluation and Problem Solving. At level 2 this branches out to include all the remaining skills. Independent reading is used to enable students to both broaden and deepen their subject knowledge.

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Assessment: Mechanical engineering work requires demonstration of a very wide range of skills. These skills are assessed through a combination of coursework on cross-disciplinary integrating assignments, integrating projects; and examinations.

C Subject, Professional and Practical Skills

C Subject, Professional and Practical Skills Students will be able to: 1. Use appropriate methods for modeling and

analysing problems. 2. Use relevant design, test and measurement

equipment. 3. Use experimental methods in the laboratory

relating to engineering manufacture and test. 4. Demonstrate practical testing of engineering

ideas through laboratory work or simulation with technical analysis and critical evaluation of results.

5. Act autonomously, with minimal supervision

or direction, within agreed guidelines.

6. Execute and manage multi-disciplinary

projects.

Teaching/learning methods and strategies: Throughout the programme, the skills listed are developed through a combination of theoretical discussion, practical laboratory based work, classroom based tutorial exercises, work-based learning and directed self-study. Skills 1-5 are introduced at level 1 and then drawn into sharper focus at level 2. The general teaching/learning approach is therefore to impart these practical/professional skills by a process of moving from an overview of what is required to a specific application of an individual skill at a higher level. Skill 6 is developed from level 1 upwards e.g. for individual understanding of lecture material and software, and operating laboratory equipment.

Assessment: The possession of these skills is demonstrated by the development of practical laboratory work, coursework, presentations, workplace portfolios and examinations. The practical nature of the skills to be acquired means that some are specifically addressed by particular modules, whilst the more generic skills are assessed across a range of modules.

D Transferable Skills and other attributes

D Transferable Skills and other attributes

Teaching/learning methods and strategies:

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1. Communication skills: To communicate orally or in writing, including, for instance, the results of technical investigations, to peers and/or to “problem owners”. 2. Self-management skills: To manage one’s own time; to take responsibility for the quality of the work; to meet deadlines; to work with others having gained insights into the problems of team-based systems development. 3. IT Skills in Context: To use software in the context of problem-solving investigations, and to interpret findings. 4. Problem formulation: To express problems in appropriate notations. 5. Progression to independent learning: To gain experience of, and to develop skills in, learning independently of structured class work. For example, to develop the ability to use on-line facilities to further self-study. 6. Comprehension of professional literature: To read and to use literature sources appropriate to the discipline to support learning activities. 7. Group Working: To be able to work as a member of a team; to be aware of the benefits and problems which teamwork can bring. 8. Information Management: To be able to

select and manage information, competently undertaking reasonably straight-forward research tasks with minimum guidance.

9. Self-evaluation: To be confident in application of own criteria of judgement and can challenge received opinion and reflect on action. Can seek and make use of feedback.

Skill one is developed through a variety of methods and strategies including the following:

Students maintain laboratory log books

Students participate in workshops and group work presentation sessions.

Students participate in discussion tutorials

Students present research topic findings in tutorials

Students participate in individual tutorials

Work-based learning/reports

Skill two is developed through a variety of methods and strategies including the following:

Students conduct self-managed practical work

Students participate in practically-oriented tutorial

Students work through practical work-sheets in teams

Students practice design and programming

Work-based learning/reports

Skill three is developed widely throughout the programme.

Skill four is developed through a variety of methods and strategies including the following:

Students develop problem solving programs

Students practice design and programming

Students express problems in mathematical notation.

Skill five is developed through a variety of methods and strategies including the following:

Students are encouraged to practice programming to extend their skills

Students develop problem-solving programs

Students are encouraged to research relevant topics

Students are encouraged to use online facilities to discover information

Work-based learning/reports

Skill six is developed through a variety of methods and strategies including the following:

Students are encouraged to access a range of material including both printed

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and online sources

Students are expected to include a literature review in the Individual Project

Skill seven is developed through a variety of methods and strategies including student involvement in group projects in a number of modules across the programme, including the workplace.

Skill eight is widely developed and tested through modules of different mechanical engineering topics

Skill 9 is developed across the industry topics through a variety of assignments, and presentations including the work-based element. Feedback to students from staff is frequent and specific to the individual.

Assessment: The skills are demonstrated in a variety of contexts including: examination; poster presentation; individual and group projects; practical assignments; portfolio of exercises. In addition skill two is assessed by both peers and tutors. In particular, a variety of transferable skills are assessed in the Project Management module.

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Part 4: Programme Structure

This structure diagram demonstrates the student journey from Entry through to Graduation , including: level and credit requirements interim award requirements module diet, including compulsory and optional modules

Full time route: Interim Awards: Certificate of Higher Education Mechanical Engineering (Credit requirements 120 credits) Other requirements: a Cert HE has to be requested by the student in writing.

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Compulsory modules – are taken and must be passed by all students

UFMFH3-30-1 Stress and Dynamics

UFMF7C-30-1 Design, Materials & Manufacturing (WBL)

UFMFJ9-30-1 Engineering Mathematics

UFMFF3-15-1 Energy &Thermodynamics

UFMFG3-15-1 Fluid Dynamics

Interim Awards: Certificate of Higher Education Mechanical Engineering Credit requirements 120 credits Other requirements: a Cert HE has to be requested by the student in writing.

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Compulsory modules – are taken and must be passed by all students

UFMF88-30-2 Design & Electromechanical Systems

UFMFK9-15-2: Engineering Mathematics 2

UFMF8C-15-2 Project Management (WBL)

UFMFW8-30-2 Heat Transfer, Power and the Environment

UFMFL8-15-2 Dynamics

UFMFQA-15-2 Stress Analysis

Interim Awards: None

Achievement of FdSc is normally followed by progression into Level 3 of Mechanical Engineering Programme

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Part time route Interim Awards: Certificate of Higher Education Mechanical Engineering (Credit requirements 120 credits) Other requirements: a Cert HE has to be requested by the student in writing.

Ye

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Compulsory Modules: UFMF7C-30-1 Design, Materials & Manufacturing (WBL) UFMFJ9-30-1 Engineering Mathematics UFMFH3-30-1 Stress & Dynamics

Interim Awards:

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Compulsory Modules: UFMFF3-15-1 Energy &Thermodynamics UFMFG3-15-1 Fluid Dynamics UFMF88-30-2 Design & Electromechanical Systems UFMFK9-15-2: Engineering Mathematics 2

Interim Awards: Certificate of Higher Education Mechanical Engineering Credit requirements 120 credits Other requirements: a Cert HE has to be requested by the student in writing.

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UFMF8C-15-2 Project Management (WBL) UFMFQA-15-2 Stress Analysis UFMFL8-15-2 Dynamics UFMFW8-30-2 Heat Transfer, Power and the Environment

Achievement of FdSc is normally followed by progression into Level 3 of Mechanical Engineering Programme

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Part 5: Entry Requirements

Tariff points: 280

GCSE: Maths and English Language at grade C or above required.

Specific subjects: A level Maths grade C; IB Maths (Higher) grade 5; BTEC unit Further Maths for

Technicians; or equivalent. Also one of the following: Chemistry, Computing/Computer Science,

Design and Technology, Electronics, Engineering, Information and Communications Technology,

Music Technology, Physics.

Relevant subjects: Physics, Computing, ICT, Engineering, Science

EDEXCEL (BTEC) Diploma: BTEC Nationals accepted: Aerospace Engineering; Communications

Technology; Electrical/Electronic Engineering; Engineering; Manufacturing Engineering; Mechanical

Engineering; Operations and Maintenance Engineering; Polymer Processing and Materials

Technology; Telecommunications.

Students with a BTEC National Diploma must have passed Further Mathematics, and those with

the 14 – 19 Diploma must also offer the Additional Specialised Learning in Mathematics.

Access: Achievement of the Access to HE Diploma; achievement of Level 3 credits in Maths to

include algebra and calculus (please contact us for further information and advice); plus at least

one other Science or Technology subject; achievement of Level 2 credits in Maths, English

Language and Science.

Baccalaureate IB: Accepted (see the UCAS website for the UCAS tariff points that you can gain

from the IB to put towards our points requirements)

An interview may also be required

For the University’s general entry requirements please see http://www.uwe.ac.uk/study/entryReqs.shtml

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Part 6: Assessment

The programme will adhere to the standard assessment regulations of the University as specified in the Academic Regulations and Procedures (http://acreg.uwe.ac.ukrf.asp ).

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Compulsory Modules Level 1

UFMFJ9-30-1

A (75)

B (12.5) B (12.5)

UFMF7C-30-1 A (25)

B (30) B (45)

UFMFH3-30-1 A (40), B(40)

A (10), B (10)

UFMFF3-15-1 A (100)

UFMFG3-15-1 A (75) B (25)

Compulsory Modules Level 2

UFMF88-30-2 A (50)

B (50)

UFMFW8-30-2

A (50) B (50)

UFMFK9-15-2

A (100)

UFMFL8-15-2

A (75) B

(25)

UFMFQA-15-2 A (67.5)

A (7.5)

B (25)

UFMF8C-15-2 A (100)

*Assessment should be shown in terms of Written Exams, Practical exams, or Coursework as indicated by the colour coding above.

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Part 7: Student Learning

Teaching, learning and assessment strategies to enable learning outcomes to be achieved and demonstrated

Class Activities The mode of delivery of a module is determined by its Module Leader, and typically involves a combination of one or more lectures, tutorials, laboratory classes, group activities and individual project work. Academic Support Academic advice and support is the responsibility of the staff delivering the module in question. Staff are expected to be available outside normal timetabled hours, either by appointment or non teaching available hours, in order to offer advice and guidance on matters relating to the material being taught and on its assessment. Mathematics Support Additional support in mathematics outside of timetabled classes is available throughout the academic year Technology Enhanced Learning All modules on the Mechanical Engineering programme are available on the Virtual Learning Environment “Blackboard”. Additionally:

Computer based e-assessment / online is implemented in a number of modules, so that students can take regular short tests with automated computer generated feedback.

Working Environment Currently students studying at Bridgwater College have access to quiet study areas, HE study room, IT suits and any of the colleges Learning Resource centers (LRC). The college virtual LRC and online text books/journals are also available. In addition they also have access to UWE’s LRC and its project and study rooms. The Engineering Centre provides outstanding laboratory and workshops which make for an engaging leaning environment. Progression to Independent Study Many modules require students to carry out independent study, such as research for projects and assignments, and a full range of facilities are available to help students with these. The philosophy is accordingly to offer students both guided support and opportunities for independent study. Guided support, mainly in the form of timetabled sessions, takes the form of lectures, tutorials, seminars and practical laboratory sessions. Students are expected to attend all sessions on their timetable, this is especially important because of the high content of practical lab work in the programme. The progression to independent study is also assisted by the nature of the support offered in individual modules. Typically, module leaders will provide a plan for the module indicating the activities to be carried out and the forms of learning to be undertaken during the delivery of the module, with a view to encouraging students to plan ahead and to take responsibility for managing their time and resources.

Engineering Facilities Physical Resources Students can take full advantage of the fully stocked and dedicated, machining, welding & fabrication workshops, and laboratories equipped with the latest Robotic, CAD/CAM, CNC, Materials, Pneumatic/Hydraulics, Programmable Logic Control, Electronics and Process Control Technology give them unrivalled access to the latest industry standard training and education.To further enhance our CAD/CAM provision we recently purchased a new CNC machining centre enabling the link between 3D modelling software, machining simulation and computerised manufacturing. In addition we have upgraded to the latest 3D prototyping technologies, industrial standard Robotics, PLC, Process Control and other Instrumentation and Control technologies and hardware. Foundation degree students will have full access to the above facilities as well as to general purpose teaching rooms and ILT equipped teaching spaces.

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Part 7: Student Learning

The University of the West of England Resources As a student of The University of the West of England you will have the opportunity to:

Students can access specialist laboratories and IT rooms at UWE in addition to the College facilities.

Access to the university’s library and online resources, both curriculum and pastoral.

The partnership will give unique opportunities to experience induction activities at the university.

Take part in lab experiments that will support module learning and assessment.

Library and IT Provision The location and size of the library resource Our main site is at Bridgwater and is located centrally within the College in the main block at the front of the College and at the heart of College provision. Please view this link for a 360° tour of part of our library facilities and a short video outlining our services – click on number 20 on the list: http://www.bridgwater.ac.uk/map/ Electronic Resources We subscribe to a wide range of electronic resources to support the whole curriculum including eBooks and databases. All our e-resources are available through the virtual learning environment, Blackboard and we are linking relevant curriculum resources directly to courses within Blackboard. We use shibboleth for access to our e-resources. Key spaces for group projects, individual workspaces, networked PCs We provide 144 networked PCs within our main Library space at Bridgwater with 29 networked PCs available in our Library at Cannington. At Bridgwater we have been able to provide a range of different working environments to suit the needs of our learners – we have a silent study room with computers, along with a silent study area for book readers, collaborative working spaces including a Gallery area, computer workshop room and a dedicated HE study room. We also have an eLearning support room where students and staff can work with us on eLearning projects. Click on this link for further information http://www.bridgwater.ac.uk/college-information.php?category=3&page=147

Technology Enhanced Learning (TEL) The main repository for on-programme learning materials at HE level in recent years has been the VLE (Blackboard). This is now extensively used by all engineering staff as well as students as the first port of call for unit specific materials. The vast majority of these materials have been developed and been made available by the teaching staff, and these include subject and lesson notes, presentations, schemes of work and assignments as well as links to other resources (e.g. hyperlinks). All networked and VLE resources, including networked software applications, are available via any internet connection for any enrolled student via the remote access link on the College website. For those specialist software applications that are not available over the network, CD ROMS with student licenses are issued. See the Library and IT Provision in this section for further technology enhanced learning facilitation and the LRC Blackboard site. The link is provided for this site. LRC Blackboard Site The current software resources available include the standard Windows Office packages plus specialist software to service the current engineering curriculum needs. The current list of specialist engineering software is included. The new Energy Skills and Engineering Centre has built in ILT facilities as standard in each teaching room (data projector, Promethean board, PC’s).

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Part 7: Student Learning

Pastoral Care Bridgwater College HE Tutoring Policy The Bridgwater College HE Tutoring policy document Guidance Pack and its associated resources are also available at the HE Student Resources course on Blackboard. Tutors may direct HE students to this site. Tutoring is a guidance process which focuses on individual students and assists them to achieve their chosen qualifications Aims of the HE Tutorial Programme To encourage successful, active and independent learning To familiarise students with appropriate college and university facilities To optimise student use of college, course and personal resources to meet individual goals To support the Programme Manager to track and record students’ progress on programme To ensure students have access to advice and guidance on all matters affecting their learning,

progression and employability. To promote and facilitate students’ full participation in College life

Student Representatives It is important that you are able to communicate to the Programme Manager any issues you may have concerning the programme and The University of the West of England requires each programme to have at least one student representative from each year of the programme. Student Representatives are elected by the student group and will attend the Programme Committee meetings at the College. He or she will be able to raise issues and concerns on behalf of fellow students with members of the Programme Team. The student representative can also relay student concerns to module leaders and staff at any time. Employability Bridgwater College have strategies to promote students' employability and their ability to articulate their knowledge, skills, attitudes and values. This is resourced, managed and monitored within the curriculum, Careers advisors, LRC and Tutorial system. Contributions are made as appropriate by careers and employability specialists, academic and professional services staff, employers, professional bodies, students and graduates, including former students. Extra-curricular activities, work based learning and volunteering provide opportunities for students to develop skills and experiences that are both valued by employers and relevant more broadly after they have completed their programme of study. The college offer and support careers guidance through many way including – applying to University, UCAS application, preparation for employment, CVs, application forms, job seeking skills, interview preparation delivered in collaboration with speakers and HE Careers Advisor. Students also have access to UWE guidance via the following link: UWE Careers and Employability Guidance Work-based Study This will require you to produce a Personal Development Plan identifying your own training needs. Your Module Leader and Programme Manager will assist in successfully gaining a valid placement and support your work-based study, however it is your responsibility to ensure at satisfactorily placement or employer is found. You will need to get assistance from your placement employer to ensure you can demonstrate competence in the areas listed in the module descriptor (e.g. Take notes in meetings). Your module leader will wish to contact you in the workplace to assist with meeting the criteria and to discuss with your employer suitable activities that will enable this. There may be opportunities at work or placement where a line manager could provide testimonial support as part of your evidence gathering. He or she may be invited into college to form part of the audience for a presentation that you make. You will need to follow the Bridgwater College work-based regulations and are responsible for following and completing the student and mentor handbooks which your work-based module leader will support you with.

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Part 8: Reference Points and Benchmarks

Description of how the following reference points and benchmarks have been used in the design of the programme: The reference points from the QAA academic infrastructure reports and other benchmarks are detailed in Part 1: Contextual Documentation for Validation. They include The QAA Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008) and the QAA Subject Benchmark Statement for Engineering (2010) and QAA Foundation Degree Qualification Benchmark (2010)

Subject reference points Undergraduate engineering programmes must demonstrate through their teaching and assessment methods that graduates have reached the desired threshold level of each of the Output Criteria as specified in the UK-SPEC document Accreditation of Higher Education Programmes (www.engc.org.uk/ecukdocuments/internet/document%20library/UK-SPEC.pdf). The FdSc Mechanical Engineering Manufacturing programme, is constructed to ensure it complies with the General and Specific Learning Outcomes, Methods of Assessment (EAB/ACC2/B) and Output Standards (EAB/ACC2/C). The guidelines for the SEEC level descriptors are also closely followed in this programme. (SEEC Credit Level Descriptors for Further and Higher Education, January 2003) In respect of the education of engineers, reference has been made in designing this programme to: “European Aeronautics: A vision for 2020, Meeting society's needs and winning global leadership, January 2001, European Commission” Bridgwater Colleges Teaching, Learning and Assessment Strategy and Workbased Learning policy has informed the development, structure and delivery of the Foundation Degree. UWE’s Learning & Teaching Strategy has informed the Faculty’s policy for the delivery of its programmes, whose main features are described in section 7. The programme is also aligned with the requirements of the Royal Aeronautical Society and other professional engineering organisations that offer accreditation.

This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of individual modules can be found in module specifications, available on the University’s website.