Mechanical Technology FdSc

Year 1
Personal Development 1
Mathematics for Technology
Technology A
Design Principles for Technology
Technology B
Year 2
Design Project
Mechanical Principles
Thermal Technology principles
Material Properties and Selection
Fluid Technology
Year 3
Personal Development 2
Product Creation Technology
Work-Based Project
Control Technology
Applied Mechanical Technology
Teaching and learning is delivered via study units or modules through three levels: 4, 5 and 6.
Level 4 aims to develop the basic understanding knowledge, techniques and skills drawing on workplace experience wherever possible.
Successful completion of all level 4 modules will result in the award of a Higher National Certificate (HNC).
Level 5 is focused on the application of level 4 experiences to deepen knowledge and improve problem solving, and other skills, through applied workplace study. The work based project and the design project modules will integrate the different concepts and ideas of the previous modules.
Successful completion of all level 4 and Level 5 modules will result in the award of a Foundation Degree (FDSc).
Level 6 is quite distinct and contains an individual project which consolidates your knowledge, skills and understanding.
Successful completion of all level 4, 5 and 6 modules will result in the award of an Honours degree BSc(Hons).
[Students also have the option of finishing their studies early and graduating with BSc (non-honours)]
Nominally the overall structure of the awards divides each year into two teaching blocks per year and the completion of a Foundation Degree in 3 years.
However there is an accelerated option allowing students to study 3 teaching blocks per year and completion of a Foundation Degree in 2 years.
Study at Level 6 (or the BSc top-up) takes place on the University campus.
Route map (PDF, file size: 20.56KB) and possible qualifications applicable to all HNC, Foundation Degree, BSc and BSc(Hons) awards.

In deciding how modules should be taught and how learning will take place and be assessed, two important principles have been used. Each module should be taught and assessed in the way that best fits the subject matter rather than imposing common learning and assessment methods across all modules. Also the student should have the opportunity to experience a variety of different ways of working and to demonstrate their skills and knowledge in the most appropriate way. The programme operates within the University Modular Framework. There are two teaching blocks in each academic year. Normally the teaching in each teaching block is spread evenly over 12 weeks. The total learning time for each 15 credit module is 150 hours which amounts to 12.5 hours per module per week. The way that this time is spent will reflect the subject matter of the module and is detailed in the module descriptors. Practical work is an essential feature of the programme and may take place in a number of settings including the computer laboratory or classroom. Practical work is required for preparation, assessment and other course work. As students progress, directed reading becomes more demanding in line with the intellectual development required at Intermediate level. Students are encouraged to undertake independent learning to extend the material presented. The value of self-gained knowledge and understanding is emphasised both as an essential skill/practice for lifelong learning and as an expectation on professionals to continue their professional development. The QAA document on engineering benchmark statement also states that the methods of teaching, learning and assessment should be constructed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the programme.

For students to achieve a satisfactory understanding of engineering the expectation is that they will have significant exposure to hands-on laboratory work and substantial individual project work and the teaching needs are to be placed within the context of social, legal, environmental and economic factors relevant to engineering. Finally assessment should form part of the learning process and requires that there is `sufficient opportunity for students to demonstrate that they have met the threshold in all components.