HE FdSc Mechanical Engineering

1. 1
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

2. 2
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.

3. 3
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.

4. 4
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.

5. 5
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:

6. 6
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

7. 7
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.

8. 8
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.
Year1-level1
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.
Year2-level2
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

9. 9
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.
Year1
Compulsory Modules:
UFMF7C-30-1 Design, Materials & Manufacturing
(WBL)
UFMFJ9-30-1 Engineering Mathematics
UFMFH3-30-1 Stress & Dynamics
Interim Awards:
Year2
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.
Year3
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

10. 10
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

11. 11
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 ).
UnseenWrittenExam
PartlySeenWritten
Exam
ComputerBasedExam
LabbasedAssessment
WrittenAssignment
Computer/InClass
basedtests
InclassWrittenTests
Essay
Report/Project
Dissertation
OralPresentation
Portfolio
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.

12. 12
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.

13. 13
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).

14. 14
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.

15. 15
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.