CA3: Course Specification...CA3 Course Specification Template – October 2019 Page 1 of 54 CA3: Course Specification Along with the Module Specifications, the Course Specification

CA3 Course Specification Template – October 2019 Page 1 of 54

CA3: Course Specification Along with the Module Specifications, the Course Specification form the definitive description of any qualification awarded by the University. The Academic Quality and Standards Office (AQSO) is responsible for maintaining up to date records of all definitive documents (course and module specifications). Any amendments made to the Course Specification must be submitted to the AQSO via the formal Amendments process outlined in Section 4 of the Academic Quality and Standards Handbook – Course Amendments.

Refer to CA3i Course Specification Guidance for help in completing this template. PART A: About the Course (See Part B for other key information) 1. Qualification (award and title):

Click here to enter text

Name of the final enrollable award(s):

(e.g. FdA / FdSc / BA (Hons) /

BSc (Hons) / MSc)

BEng (Hons)

Course title:

e.g. (Digital Media Arts)

e.g.(higher apprenticeship /degree apprenticeship –higher apprenticeship data analyst)

Title of course* Civil Engineering Degree Apprenticeship.

(*as an element of a Higher/Degree apprenticeship)

Level: 4, 5 and 6 Credits: 360

Exit awards, level and credits:

(where applicable)

BEng (Hons) Civil Engineering Degree Apprenticeship = 360 credits: Civil Engineering Degree Apprenticeship 120 x levels 4, 5 & 6

BEng = Civil Engineering Degree Apprenticeship .300 credits at level 4, 5 and 6

FdEng =. Civil Engineering Degree Apprenticeship 240 credits at levels 4 & 5.

Cert HE in. Civil Engineering Degree Apprenticeship = 120 credits at level 4

If a Higher or Degree Apprenticeship, state the title and code the standard it will map to

Civil Engineer - ST0417/01

2. Date of Approval (month and year): March 2019

3. Delivery Partners, Sites and Recognition: who delivers this course, where? Is it accredited by any professional bodies?

Campuses/Partners Recognised/accredited by

UWL (Paragon House, St Mary’s Road, Reading)

Joint Board of Moderators (JBM), CIWEM & ICES

Branch Campuses Paragon House, St Mary’s Road

Partners N/A

4. Course Description: a short descriptive statement used for publicity (max. 250 words):

The BEng Civil Engineering degree apprenticeship is a full BEng degree, studied over five years.

This programme has been designed in collaboration with employers to satisfy the Apprenticeship Standard for a Civil Engineer. This is the employer-defined, government-approved standard of competence for an apprentice in this occupation.

The apprenticeship has also been accredited by the Institution of Civil Engineers, the Institution of Structural Engineers, the Chartered Institution of Highways and Transportation and the Institute of Highway Engineers.

While elements of the degree will be studied during time at work, the majority of the tuition delivered in form of day release by University of West London academic staff.

Residential courses is structured around the modules and will comprise lectures, seminars and workshops.

5. Course Structure Diagram: a visual overview of the programme of study


1. Module list (There are no optional modules)

Level Module Title Code credits semester 1

semester 2

4

Land Surveying for Civil Engineers (LS) TC40077E 10 1

Civil Engineering Construction (inc site visits) (CEC) TC40028E 20 1

Civil Engineering Company Review (work based) (CECR) TC40076E 20 1

Mathematics for Civil Engineers - Part 1 (MCE) TC40067E 10 1

CAD for Civil Engineers* (CAD) TC40076E 10 2

Structural Mechanics (SM) TC40026E 20 2

Civil Engineering Materials (CEM) TC40091 20 2

Mathematics for Civil Engineers - Part 2 (MCE) TC40068E 10 2

5

Fluid Mechanics (FM) TC50010E 20 1

Structural Analysis (SA) TC50312E 20 1

Geology (GEO) TC50303E 10 1

Soil Mechanics (SM) TC50302E 10 2

Highway engineering (HE) TC50208E 20 2

Structural Design (SD) TC50313E 20 2

Civil Engineering Work-based project (including Construction

TC50305E 20 2


6. Course Aims and Content by Level: what is this course all about and how does the programme of study build and develop over time?

State the intended learning of the course and its relationship to the profile of the student on completion, including reference to how the curriculum

• develops graduate attributes: o A creative and enterprising professional o A reflective and critical individual o A globally literate citizen

For more information on graduate attributes see the following link:

https://quality.uwl.ac.uk/Validation/Forms/AllItems.aspx?RootFolder=%2FValidation%2FValidation%20templates&FolderCTID=0x012000861753C125B88B4B88F339272C596826&View={B08FAF2D-C446-4C20-BB12-1507BF7D3501}

• promotes sustainability For more information on sustainability see the following website: http://peopleandplanet.org/dl/greenleagueguide2014.pdf (P70-77)

http://www.qaa.ac.uk/en/Publications/Documents/Education-sustainable-development-Guidance-June-14.pdf

laboratories and Sustainable Civil) (CEWP)

*FdEng students take Work-based project instead of Sustainable Civil Engineering and Construction

laboratories

6

Integrated Group Design (IGD) TC60079E/TC6FE79E 20 1

Construction Management (CM) TC60059E 20 1

Geotechnical Design (GD) TC60034E 20 1

Final Year Project (FYP) TC60021E 40 1 2

Environmental Protection Engineering (EPE) TC60033E 20 2


https://quality.uwl.ac.uk/Validation/Forms/AllItems.aspx?RootFolder=%2FValidation%2FValidation%20templates&FolderCTID=0x012000861753C125B88B4B88F339272C596826&View=%7bB08FAF2D-C446-4C20-BB12-1507BF7D3501%7d



http://peopleandplanet.org/dl/greenleagueguide2014.pdf



This course has been designed in collaboration with employers to satisfy the Apprenticeship Standard for a Civil Engineer. This is the employer-defined, government-approved standard of competence for an apprentice in this occupation.

While elements of the degree will be studied during time at work, the majority of your tuition delivered in form of day release by University of West London academic staff.

This course is designed to prepare students for a career in civil engineering, environmental engineering or a mixture of both fields. The course is structured to meet the requirements of the Joint Board of Moderators (JBM) who oversee and accredit the quality of degrees for The Institution of Civil Engineers, the Institution of Structural Engineers, the Chartered Institution of Highways and Transportation, and the Institute of Highway Engineers.

This course aims to

• Raise the skill levels of civil and environmental engineers working in the industry.

• Provide students with the opportunity to gain the knowledge and develop the intellectual skills in the area of design planning and management required in the industry.

• To further the knowledge and understanding of sustainability in construction. • Enhance the collaborative working within industry by the delivery of theory and

practise of team working. • Prepare the students with the academic skill commensurate to an honours

award.

On completion of this course students will be able to:

• Manage resources required to complete projects. • Design and coordinate the construction of projects. • Investigate problems encountered in civil engineering construction and present

sustainable solutions. • Exhibit confident communication skills in several media demonstrating

interpersonal skills required to work efficiently as part of project teams. Use IT to support information handling and project support. Plan and implement professional development


LEVEL 4

Level 4 In the first year of the course students will be introduced to the fundamental and practical modules relating to civil engineering. Fundamental modules include study of structural mechanics, engineering mathematics and civil engineering construction whilst the practical modules include land surveying and engineering drawings. Students will develop skills in the following areas: • Practical skills in surveying and computational drawing • Civil Engineering materials and Health and safety • Civil engineering construction • Mathematical skills relevant to engineering • Structural mechanics LEVEL 5

Level 5 Level 5 builds on the foundations laid down in the first year by looking to critically apply and analyse in a wider range of areas. These areas include Fluid mechanics, Design of structural elements, Highway engineering, Soil mechanics and Geology. The second year will look to develop you as a multi-skilled practitioner, able to operate in a variety of situations. Students will develop skills in the following areas: • Practical construction laboratories • Design and analysis of structural elements including concrete and steel • Soil mechanics including practical laboratory sessions • Fluid mechanics combined with the laboratory sessions • Highway engineering and Geology • Sustainability

The course level skills development for level 4 and 5 of FdEng and BEng are the same.

LEVEL 6

Level 6 In the final year students will be looking to synthesize their own ideas and critically evaluate their own working practices in a wide range of subjects. There will be more specialised areas of study including Structural design project, Geochemical design and Commercial management. They will also undertake a yearlong individual project which requires in depth research study. Suitable topics include theoretical, computational, experimental or fieldwork and require a critical literature


Students will develop skills in the following areas: • Integrated group project and individual project • Undertaking a large scale self-directed project • Commercial management • Environmental protection engineering • Geotechnical design

1. (a) QAA Subject Benchmarks / Foundation Degree Benchmarks The relevant benchmarks for this course can be downloaded from:

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

Indicate how the constituent modules map against the subject benchmarks.

This can be in table form and using the module titles.

Below are the benchmark statements extracted from the February 2015 QAA document and statements about how the course meets them.

2 Nature and extent of the subject

2.1 Engineering drives technological, economic and social progress. It deals with the delivery of practical solutions to problems, which includes addressing some of the greatest challenges and opportunities of our rapidly evolving world. Engineers apply their understanding, knowledge, experience, skills and know-how to create social and economic value.

• Civil engineering is constantly changing. Technology, processes, design codes and techniques are always evolving with significant differences taking place even from when a student enrolls on a course to graduating three, four or five year later. Having a strong understanding of the principles of civil engineering and being able to apply them practically in a changing working environment is crucial.

2.2 Engineering is concerned with developing, providing and maintaining infrastructure, products, processes and services for society. Engineering addresses the complete life cycle of a product, process or service, from conception, through design and manufacture, to decommissioning, recycling, and disposal, within the constraints imposed by economic, legal, social, cultural and environmental considerations.

• Civil engineering can involve working in a basic working environment where resources are at a minimum and where maintaining and maximising those




resources are key to success. Integrating resources designed for different purposes in different periods is another key requirement for a civil engineer and involves understanding the concepts upon which different items/processes came about.

2.3 Engineering relies on three core elements, namely scientific principles, mathematics, and realisation. Scientific principles underpin all engineering, while mathematics is the language used to communicate parameters, model and optimise solutions. Realisation encapsulates the whole range of creative abilities which distinguish the engineer from the scientist; to conceive, make and actually bring to fruition something which has never existed before - and to create Intellectual Property, associating invention with commercial or social value. This creativity and innovation to develop economically viable and ethically sound sustainable solutions is an essential and distinguishing characteristic of engineering, shared across the many diverse, established and emerging subjects within the discipline.

• Civil engineering clearly exhibit these three core elements. Mathematics is integrated at all levels and in multiple subjects areas to ensure the scientific principles are appropriately supported within the applied context of those areas. The realisation of Civil engineering principles and the applied mathematics is key to producing the artefacts and outcomes required for industry.

2.4 Engineers based in the UK or working for UK registered businesses are engaged in projects all over the world, and many will spend time working overseas in other offices, in production units or on construction sites. Engineering underpins most exported goods and many services. This is one of the attractions for many people to a career in engineering. Higher education is equally a global activity. UK universities have long attracted international students, in engineering as in all other subjects. UK students are also attracted to undertake all or part of their studies overseas. There is therefore an increasing interest in the learning outcomes of different countries' engineering programmes.

• Civil engineering has developed most comprehensively in Europe, North America, Oceania, China and Japan. Other countries around the world make use of equipment, software and processes developed in these countries. The skills Civil engineers have is often of great significance to relevant industries outside of the developed world, which leads export of skill and technology developed in the UK.

2.5 The UK is a member of international accords, comprising engineering degree accreditation bodies in a number of countries, who agree to recognise each other's accreditation decisions. Accredited UK programmes are also aligned to the international EUR-ACE® framework. Such accords and frameworks make it possible to compare international programmes (to identify what is often referred to as 'substantial equivalence') for registration purposes, and encourage mobility and diversity across the student body and the profession as a whole. They are of


growing importance with employers as a means by which to assure the skills and professionalism of engineering graduates from UK programmes.

3 The characteristics of engineering graduates

3.1 The creative way of approaching all engineering challenges is being seen increasingly as a 'way of thinking’, which is generic across all engineering disciplines. In order to operate effectively, engineering graduates thus need to possess the following characteristics. They will:

• be pragmatic, taking a systematic approach and the logical and practical steps necessary for, often complex, concepts to become reality

• seek to achieve sustainable solutions to problems and have strategies for being creative, innovative and overcoming difficulties by employing their skills, knowledge and understanding in a flexible manner

• be skilled at solving problems by applying their numerical, computational, analytical and technical skills, using appropriate tools

• be risk, cost and value-conscious, and aware of their ethical, social, cultural, environmental, health and safety, and wider professional responsibilities

• be familiar with the nature of business and enterprise in the creation of economic and social value

• appreciate the global dimensions of engineering, commerce and communication

• be able to formulate and operate within appropriate codes of conduct, when faced with an ethical issue

• be professional in their outlook, be capable of team working, be effective communicators, and be able to exercise responsibility and sound management approaches.

Civil engineering graduates must have these attributes to ensure success, especially in an area that involves working with non-engineers in processes where a purely scientific approach is not legitimate. A Civil engineer is often in the position of having to reconcile the practical scientific aspects of processes and the intuitive or instinctive aims of others.

4 Engineering degrees as preparation for professional practice

4.1 There are many different types of engineering degree programme, but all are designed to equip their graduates with knowledge, understanding and skills which will enable them to begin a professional career in some aspect of engineering. The possession of an engineering degree is seen by many employers as an essential indication that these attributes have been achieved. Successful graduates from engineering programmes are highly sought after.

4.2 Accredited engineering degrees provide the foundations for eventual professional registration. Professional recognition as an Incorporated Engineer or Chartered Engineer is achieved through membership of a professional engineering institution and registration with the Engineering Council. The formation process for


an engineering professional continues after graduation through a mixture of work-related education, training and professional development and on-the-job experience, enabling the demonstration of competence and commitment to society, the profession and the environment. Once registered, all professional engineers have an obligation to maintain and enhance their competence.

4.3 Professional engineering occupations have many different characteristics, and much engineering activity is undertaken by teams of engineers. The breadth of roles available is reflected to some extent in the differences between the work of Incorporated Engineers and Chartered Engineers. Incorporated Engineers maintain and manage applications of current and developing technology, and may undertake engineering design, development, manufacture, construction and operation. Chartered Engineers develop solutions to engineering problems using new or existing technologies, through creativity, change and innovation. Chartered Engineers may have technical accountability for complex systems with significant levels of risk.

4.4 Not all graduates will proceed with a professional career in engineering, and the attributes of engineering graduates also make them attractive to many different sorts of employer - in industry, finance, consultancy and the public services - and as entrepreneurs in their own right.

5 Professional accreditation of academic programmes

5.1 An Engineering Council accredited bachelor's degree with honours is regarded as one of the exemplifying qualifications for professional registration as an Incorporated Engineer, and may be accredited as partially meeting the educational base requirements for registration as a Chartered Engineer. Qualifications that exemplify the required knowledge and understanding for professional registration as a Chartered Engineer include an Engineering Council accredited integrated master's (MEng) or an accredited bachelor's degree with honours in engineering plus an appropriate master's degree or EngD accredited by a licensed professional engineering institution.

5.2 The majority of engineering degree programmes are designed with a view to being accredited by a professional engineering institution on behalf of the Engineering Council. This is how the engineering profession confirms that a programme of study provides the knowledge, understanding and skills necessary to underpin eventual professional competence. The focus of accreditation is primarily on the outcomes achieved, which allows for innovation in programme design within the outcomes framework. Factors which have a bearing on these, such as approaches to teaching and learning, assessment strategies, human and material resources, and quality assurance arrangements are all considered as part of the accreditation process. Accreditation may typically be granted to a programme for a period of up to five years, after which re-accreditation is required.

• A number of BEng (Hons) programmes in civil engineering have been given


Incorporates Engineer accreditation by the Joint Board of Moderators (JBM). This course is also accredited by the same body.

6 Engineering at bachelor's degree with honours and master's degree levels

These descriptions are based on the preambles provided in Annex A of the Accreditation of Higher Education Programmes: UK Standard for Professional Engineering Competence.

Bachelor's degree with honours level

6.1 A bachelor's degree with honours in engineering may be accredited as fully meeting the education requirements for professional registration as an Incorporated Engineer (IEng), or as partially meeting the requirement for professional registration as a Chartered Engineer (CEng). For this reason, most bachelor's degrees with honours in engineering will fall into one of the two following categories. Unaccredited degrees may align with either of the below.

• Bachelor's degree with honours programmes in engineering accredited for IEng have an emphasis on the development and attainment of the know-how necessary to apply technology to engineering problems and processes, and to maintain and manage current technology, sometimes within a multidisciplinary engineering environment.

• Bachelor's degree with honours programmes in engineering accredited as partially meeting the requirements for CEng develop the ability to apply a thorough understanding of relevant science and mathematics to the analysis and design of technical solutions.

7 Teaching, learning and assessment

7.1 There is a holistic approach to the design of the curriculum. The methods of teaching, learning and assessment are constructed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the programme.

• Module assessment is designed with either clear scientific outcomes to ensure a clear understanding through practical industry related tasks or timed exams, or more holistic outcomes where students set their own goals and objectives to achieve them.

Teaching and learning

7.2 Existing engineering programmes have been developed over many years and deploy a diverse range of learning, teaching and assessment methods to enhance and reinforce the student learning experience. This diversity of practice is a strength of the subject. Whichever methods are employed, strategies for teaching, learning and assessment deliver opportunities for the achievement of the learning outcomes, demonstrate the attainment of learning outcomes, and recognise the


range of student backgrounds.

The methods of delivery and the design of the curriculum are updated on a regular basis in response to generic and subject-specific developments, taking into account educational research, changes in national policy, industrial practice and the needs of employers.

7.3 Curriculum design is informed by relevant examples of current developments, reflecting appropriate research, scholarship, and industrial practice, and an understanding of the potential destination of graduates. For students to achieve a satisfactory understanding of engineering, the expectation is that they have significant exposure to hands-on laboratory work and substantial individual and group project work. The curriculum includes both design and research-led projects, which develop in graduates both independence of thought and the ability to work effectively in a team. Teaching and learning needs to be placed within the context of social, ethical, legal, environmental and economic factors relevant to engineering.

7.4 Teaching and learning resources specific to engineering, and other help and advice, are available from the Higher Education Academy.

Assessment

7.5 An implication of defining output standards for engineering degrees is that all students graduating with such degrees are able to demonstrate that they have achieved these standards. Programme providers need to make clear how this is ensured.

7.6 Assessment is the means by which students are measured against benchmark criteria and also forms a constructive part of the learning process. There is a programme-level approach to assessment that ensures output standards are met. Further information and guidance on assessment and feedback is available from the Higher Education Academy.


29. (b) Department for Education (DfE) Apprenticeship Standards The relevant standards can be downloaded from: https://www.gov.uk/government/collections/apprenticeship-standards

Please map how the Course and any ‘In-Company’ delivery demonstrates meeting the standards and the ‘End-Point Assessment’.

The Apprenticeship Standard requirements

BEng Civil and Environmental Engineering

Knowledge A Civil Engineer will require a comprehensive and in-depth knowledge of:

a) The principles and techniques used to evaluate the impact of civil engineering infrastructure on society and the environment taking account of business, client and end user needs in its construction, management and use. This includes the importance of the tools used to measure welfare, health, safety and sustainability. Examples include: knowledge and understanding of environmental impact assessment, building information modelling taking into account the context of sustainability, CEEQUAL (a sustainability assessment tool used for the assessment of all types of civil engineering, infrastructure, coastal protection works, coastal landslides, sewerage and drainage systems, and public realm projects and contracts) the environmental impact of materials, integrated transport systems, water quality and supply as well as urban drainage systems for a sustainable built environment.

Knowledge The graduate will have a sound understanding of scientific and engineering principles and be able to apply these to engineering problems. The Final Year Project module enables students to explore a subject potentially beyond current knowledge and understanding in a range of subjects that might include geotechnical engineering, structural design and analysis, construction management, environment and sustainability, hydraulics, flood risk or other related areas of research. The final year design projects allow students to apply existing principles to the problem but also encourage exploration in unfamiliar situations. These areas specifically covered under following modules:

a) Module code

Module title

TC4HA91E

Civil Engineering Materials

TC50010E

Fluid Mechanics

TC50208E

Highway Engineering


https://www.gov.uk/government/collections/apprenticeship-standards

b) The mathematical, scientific and engineering principles, methods and modelling that underpin the design and construction of civil engineering infrastructure. This will include understanding structural and ground responses, properties of materials and their predicted behaviour as part of integrated systems. Examples include, knowledge of the design and construction of buildings, transportation systems, water and wastewater networks, foundations and temporary works, coastal protection, understanding slope stability, retaining walls, ground water movement, elastic/plastic and failure behaviour of materials such as concrete, steel, asphalt and timber, behaviour of structural elements such as beams, land surveying and formulating applicable mathematical solutions through suitable software.

c) The use and validation of digital solutions and data gathering tools to model, evaluate, design, test, build and manage civil engineering infrastructure, refining as required and applied to integrated solutions. Examples include: knowledge of software

TC50305E

Civil Engineering Work Based Project

TC60059E

Construction Management

TC60033E

Environmental Protection Engineering

TC60021E

Final Year project

TC60034E

Geotechnical Design

b) These areas covered under

following modules: Module code

Module title

TC40026E

Structural Mechanics

TC40028E

Civil Engineering construction

TC40030E

Civil Engineering

Practice

TC40076E

CAD for Civil Engineers

TC40084E

Civil Engineering Company Review (work based)

TC40067E

Mathematics for Civil Engineers- Part 1

TC40068E


TC50312E

Structural Analysis


packages including building information modelling, structural engineering design and analysis, computational fluid dynamics and finite element modelling software.

d) A range of research techniques used to develop innovative solutions to civil engineering problems and the use of current and emerging technologies and products. Examples include: knowledge of site investigation techniques, flood risk management, materials testing, physical and numerical modelling, transport analysis, road traffic flow, growth, traffic management and safety.

e) The design and quality standards, codes of practice, legal and regulatory frameworks, such as those of asset owners and regulatory bodies, that govern the life cycle of civil engineering infrastructure. Examples include: British Standards, Construction (Design and Management) policies, building regulations, Eurocodes,

TC50208E

Highway Engineering

TC50305E


TC50302E

Soil Mechanics

TC50313E

Structural Design

TC60059E


TC60079E/TC6FE79E

Integrated Group Design

TC60033E


TC60021E

Final Year project

TC60034E

Geotechnical Design

c) Section C is covered under


Module title

TC40026E


TC40076E


TC40084E


TC40067E



Network Rail and nuclear industry standards,

f) The principles and techniques of

effective project management including resources, cost management and risk assessment. Examples include: knowledge of project and contract management in terms of cost, quality, performance and continuous improvement; procedures and processes involved in procuring projects, producing tenders and estimates and factors that affect profitability; management structures and relationships involved in project delivery; commercial and financial risks; project management systems and procedures for forecasting, planning, allocating and controlling human, material and financial resources; continuous quality improvement strategy.

g) How to manage teams and

develop staff to meet changing technical and managerial needs. Examples include: knowing how to build teams, effective team working, time management, reviewing and appraising performance in relation to delivery of civil and infrastructure engineering projects and related wider operations. Using change-management techniques to address client changes and impacts on civil engineering design and delivery.

h) How to communicate effectively and provide guidance to others through design models, calculations, reports, drawings,

TC40068E


TC50010E

Fluid Mechanics

TC50312E

Structural Analysis

TC50305E


TC50313E

Structural Design

TC60079E/TC6FE79E


TC60033E


TC60021E

Final Year project

d) Section d is covered under following modules:

Module code

Module title

TC50010E

Fluid Mechanics

TC50208E

Highway Engineering

TC50305E



specifications, presentations, digital media and discussions with those both inside and outside the industry.

i) The professional and ethical codes of conduct and associated responsibilities as set out by the relevant professional engineering institution.

TC60059E


TC60079E/TC6FE79E


TC60033E


TC60021E

Final Year project

e) Section is covered under following modules:

Module code

Module title

TC50312E

Structural Analysis

TC50208E

Highway Engineering

TC50313E

Structural Design

TC60079E/TC6FE79E


TC60034E

Geotechnical Design

f) Section F is covered under


Module title

TC40028E


TC4HA91E



TC60059E


TC60021E

Final Year project

g) Section g is covered under following modules:

Module code

Module title

TC40028E


TC40084E


TC60059E


TC60079E/TC6FE79E


TC60033E


TC60021E

Final Year project

TC60034E

Geotechnical Design


h) This section is covered under following modules:

Module code

Module title

TC40084E


TC50305E


TC50303E

Geology

TC60079E/TC6FE79E


TC60033E


TC60021E

Final Year project

i) Section i is covered under


Module title

TC40084E


TC50305E


TC60021E

Final Year project

Skills A Civil Engineer will be able to:

Skills


a) Evaluate the impact of civil engineering infrastructure on society and the environment taking account of business, client and end user needs in its construction, management and use. Examples include: the ability to use the CEEQUAL toolkit, carry out environmental impact assessments, designing and constructing the built infrastructure to ensure that it is safe, usable, appropriate and cost effective.

b) Proactively consider welfare, health, safety and sustainability in the life cycle of civil engineering infrastructure using tools such as CEEQUAL and environmental impact assessments

Intellectual skills: This is developed through the study of analytical subjects in structural engineering, fluid and hydraulic engineering, geotechnical engineering, Sustainable Civil Engineering, Environmental Protection and mathematics and is applied in the Integrated Group Desing and the final year project. Practical skills: These are developed throughout the four-year day release BEng programme through field work (land surveying), embedded laboratory work and laboratory module (construction laboratory), and individual and group projects (Integrated Group Desing) and final year projects). General transferable skills: These are developed throughout the BEng programme through activities such as report writing, presentations, final year projects and group working.

a) This section covered under following modules:

Module code

Module title

TC40028E


TC4HA91E


TC50208E

Highway Engineering

TC50305E


TC60059E


TC60033E



c) Apply mathematical, scientific and engineering principles, methods and modelling to the design and construction of civil engineering infrastructure. Examples include: the design, construction and maintenance of buildings, transportation systems, water and wastewater networks, foundations and temporary works, understanding slope stability, retaining walls, ground water movement, coastal works, elastic/plastic and failure behaviour of materials such as concrete, steel, asphalt and timber, behaviour of structural elements such as beams, land surveying

d) Use and validate digital solutions and data gathering tools to model, evaluate, design, test, build, and manage civil engineering infrastructure defining engineering and other constraints, identifying risks and how these may be resolved through design. Examples include: ability to use building information modelling, structural engineering design and analysis, computational fluid dynamics and geospatial information systems software.

TC60021E

Final Year project

TC60034E

Geotechnical Design

b) Section b covered under following modules:

Module code

Module title

TC4HA91E


TC40028E


TC60033E


TC60021E

Final Year project

c) This section covered under


Module title

TC40067E


TC40068E


TC50010E

Fluid Mechanics

TC50312E

Structural Analysis

TC50208E

Highway Engineering

TC50305E



e) Develop innovative, safe, technical solutions to civil engineering problems through the use of research techniques, market intelligence and best practice. Examples include: ability to use of range of research methods to collect and analyses data to draw well-founded practical conclusions for implementation, applicable research strategy and methodology, literature searches.

f) Interpret and apply design and quality standards including codes of practice, legal and regulatory frameworks, in the development of civil engineering solutions, the determination of construction methods and the technical aspects of site activities. Examples include: planning, designing, construction and maintenance of buildings and infrastructure in compliance with current codes, standards and legislation, industry regulations, the use of Risk Assessment Method Statements,

g) Manage and apply safe systems of work including taking responsibility for own obligations for health, safety and welfare issues, assessing and controlling risk, working with health, safety and welfare legislation and best practice. Examples include: recognise the health and safety aspects of civil and infrastructural projects as well as assess associated risks and identify appropriate safety measures in site work and for undertaking

TC50303E

Geology

TC50302E

Soil Mechanics

TC50313E

Structural Design

TC60079E/TC6FE79E


TC60033E


TC60034E

Geotechnical Design

d) Section b covered under following modules:

Module code

Module title

TC40026E


TC50312E

Structural Analysis

TC50208E

Highway Engineering

TC50305E


TC50303E

Geology

TC50302E

Soil Mechanics

TC50313E

Structural Design


construction works. Apply the principles of civil engineering and construction business risk management

h) Manage the planning, budgeting and organisation of tasks, people and resources through the use of appropriate management systems, working to agreed quality standards, project programme and budget, within legal, contractual and statutory requirements.

i) Manage teams and develop staff to meet changing technical and managerial needs.

j) Communicate effectively and provide guidance to others through design models, calculations, reports, drawings, specifications, presentations, digital media and discussions with those both inside and outside the industry.

k) Carry out and record the continuing professional development necessary to maintain and enhance

TC60059E


TC60079E/TC6FE79E


TC60033E


TC60034E

Geotechnical Design

e) This section covered under


Module title

TC40076E


TC40084E


TC50305E


TC60079E/TC6FE79E


TC60021E

Final Year project

f) Section b covered under following modules:

Module code

Module title

TC50312E

Structural Analysis

TC50208E

Highway Engineering


knowledge and competence as a civil engineer.

TC50303E

Geology

TC50302E

Soil Mechanics

TC50313E

Structural Design

TC60079E/TC6FE79E


TC60033E


TC60021E

Final Year project

TC60034E

Geotechnical Design

g) This section covered under


Module title

TC4HA91E


TC40028E


TC50208E

Highway Engineering

TC50305E


TC60059E


TC60079E/TC6FE79E



TC60033E


TC60034E

Geotechnical Design

h) Section b covered under following modules:

Module code

Module title

TC4HA91E


TC40084E


TC50305E


TC60059E


i) This section covered under


Module title

TC40028E


TC4HA91E


TC40084E


TC50305E



TC60059E


TC60079E/TC6FE79E


j) Section b covered under following modules:

Module code

Module title

TC4HA91E


TC40084E


TC50305E


TC60079E/TC6FE79E


TC60021E

Final Year project

k) This section covered under


Module title

TC40028E


TC4HA91E


TC40084E



TC50305E


TC60021E

Final Year project

Behaviours A Civil Engineer will

a) Be aware of the needs and concerns of others, especially in relation to diversity and equality.

b) Demonstrate reliability, integrity and respect for confidentiality.

c) Demonstrate confidence and flexibility in dealing with new and changing interpersonal situations.

d) Be conscious of the need to create maintain and enhance productive working relationships.

e) Demonstrate a strong commitment to health, safety and welfare.

f) Demonstrate a personal commitment to professional and ethical standards, recognising one’s obligations to society, the profession and the environment.

g) Demonstrate self-awareness of knowledge and skills and only undertake work that they are competent to do.

h) Reflect on their personal development needs and place a strong emphasis on addressing them.

Behaviours Engineering behaviours are covered across the course and specifically with modules like Civil Engineering Company Review, Civil Engineering Work Based Project and Final Year Project. These modules underpin following principles:

1. Honesty and integrity Engineering professionals have a duty to uphold the highest standards of professional conduct including openness, fairness, honesty and integrity. They should: act in a reliable and trustworthy manner be alert to the ways in which their work and behaviour might affect others and respect the privacy, rights and reputations of other parties and individuals respect confidentiality declare conflicts of interest avoid deception and take steps to prevent or report corrupt practices or professional misconduct eject bribery and improper influence 2. Respect for life, law, the environment and public good Engineering professionals have a duty to obey all applicable laws and regulations and give due weight to facts, published


standards and guidance and the wider public interest. They should: hold paramount the health and safety of others and draw attention to hazards ensure their work is lawful and justified recognise the importance of physical and cyber security and data protection respect and protect personal information and intellectual property protect, and where possible improve, the quality of built and natural environments maximise the public good and minimise both actual and potential adverse effects for their own and succeeding generations take due account of the limited availability of natural resources uphold the reputation and standing of the profession. 3. Accuracy and rigour Engineering professionals have a duty to acquire and use wisely the understanding, knowledge and skills needed to perform their role. They should: always act with care perform services only in areas in which they are currently competent or under competent supervision keep their knowledge and skills up to date assist the development of engineering knowledge and skills in others present and review theory, evidence and interpretation honestly, accurately, objectively and without bias, while respecting reasoned alternative views identify, evaluate, quantify, mitigate and manage risks not knowingly mislead or allow others to be misled 4. Leadership and communication


Engineering professionals have a duty to abide by and promote high standards of leadership and communication. They should: be aware of the issues that engineering and technology raise for society, and listen to the aspirations and concerns of others promote equality, diversity and inclusion promote public awareness and understanding of the impact and benefits of engineering achievements be objective and truthful in any statement made in their professional capacity challenge statements or policies that cause them professional concern

30. QAA Qualification Descriptors The relevant qualification descriptors for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx

Indicate how the constituent modules map against the qualification descriptors.

This can be in table form and using the module titles.


http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx

Descriptor for a higher education qualification at level 6: Bachelor's degree with honours

The descriptor provided for this level of the FHEQ is for any bachelor's degree with honours which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 6 qualifications, including bachelor's degrees, graduate diplomas etc.

Bachelor's degrees with honours are awarded to students who have demonstrated:

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline

• an ability to deploy accurately established techniques of analysis and enquiry within a discipline

• conceptual understanding that enables the student: o to devise and sustain arguments, and/or to solve problems, using ideas

and techniques, some of which are at the forefront of a discipline o to describe and comment upon particular aspects of current research,

or equivalent advanced scholarship, in the discipline • an appreciation of the uncertainty, ambiguity and limits of knowledge • the ability to manage their own learning, and to make use of scholarly reviews

and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline).

Typically, holders of the qualification will be able to:

• apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects

• critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem

• communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

Holders will have:

• the qualities and transferable skills necessary for employment requiring: o the exercise of initiative and personal responsibility o decision-making in complex and unpredictable contexts o the learning ability needed to undertake appropriate further training of a

professional or equivalent nature. • Holders of a bachelor's degree with honours will have developed an

understanding of a complex body of knowledge, some of it at the current


boundaries of an academic discipline. Through this, the holder will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The holder of such a qualification will be able to evaluate evidence, arguments and assumptions, to reach sound judgements and to communicate them effectively.

• Holders of a bachelor's degree with honours should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.

• Bachelor's degrees with honours form the largest group of higher education qualifications. Typically, learning outcomes for these programmes would be expected to be achieved on the basis of study equivalent to three full-time academic years and lead to awards with titles such as Bachelor of Arts, BA (Hons) or Bachelor of Science, BSc (Hons). In addition to bachelor's degrees at this level are short courses and professional 'conversion' courses, based largely on undergraduate material, and taken usually by those who are already graduates in another discipline, leading to, for example, graduate certificates or graduate diplomas.

Comments on how met

Students demonstrate that they meet the QAA qualification descriptors through successful completion of the module coursework portfolios and examinations, fulfilling the module learning outcomes. The programme learning outcomes together with the module learning outcomes when combined meet the descriptors. The learning outcomes are designed so as to develop skills progressively through the programme to higher levels of evaluation and analysis. This is a vocational programme to ready the learner for the workplace; a common thread which is reflected in the aims of the programme and its design.

At level 6, learners undertake individual projects to show their ability to complete individually directed study to exhibit research and academic skills appropriate for the honour level.

7. Course Contact Hours: how much time should I commit to this course?

Learning hours are determined by credits. One credit is worth 10 learning hours, so a 20 credit module is 200 learning hours, a 30 credit module is 300 hours etc. This is the amount of time you should be prepared to commit to each module.

Learning hours are divided into: taught or ‘contact’ hours, ie, the amount of time students spend in contact with academic staff, whether through face-to-face classes or online learning; and independent study, ie, the amount of time students are


expected to spend on their own study and assessment preparation. Students also have one-to-one time with academic staff in personal tutorials.

8. Academic Staff:

Staff employed on UWL Academic contracts at Lecturer level have a minimum requirement to have a higher degree in an appropriate discipline and a teaching qualification (PG Cert or Academic Professional Apprenticeship) and/or HEA Fellowship. Senior Lecturers have a similar minimum level and in addition should either hold a PhD or be registered on a doctorate programme. Associate Professor and Professor levels are required to have a PhD. All staff on Academic contracts at UWL are required to undertake teaching. Hourly paid teaching staff are also used across UWL and these colleagues bring a wide range of professional, specialist and industry experience to the teaching of our students. The University has made an explicit commitment to supporting the professional development of its staff through the programme of continuing professional development (CPD) managed and delivered by the ExPERT Academy. All staff on Academic contracts have 5 days of CPD per annum as part of their terms and conditions

Continue to the next page for Section 9



9. Course Learning Outcomes: what can I expect to achieve on this course?

Level 4

A – Knowledge and understanding

A4.1 – Explain and relate the basic mathematical and scientific principles underpinning Civil engineering.

A4.2 – Identify and describe the nature of the established concepts and theories of civil engineering.

A4.3 – Relate and bring together the theory and practice of technology in civil engineering and apply this appropriately.

A4.4 – Interpret and summarise the design and application of computer software and existing hardware to civil engineering.

B – Intellectual/Cognitive skills

B4.1 – Produce scientific solutions and processes for civil engineering.

B4.2 – Examine strategies and techniques for civil engineering.

B4.3 – Apply given methodology and technology appropriately to solve defined problems relating to civil engineering.

C – Subject practical skills

C4.1 – Produce civil engineering output for industry related tasks utilising a range of standard techniques.

C4.2 – Produce plans of action to seek solutions to civil engineering problems.

C4.3 – Effectively and safely employ standard laboratory and engineering equipment.

C4.4 – Plan and execute tasks defined using appropriate time and resource management skills.

D – Key / Transferable skills

D4.1 – Manage the development of one’s own learning.

D4.2 – Illustrate various methods of communicating information.

D4.3 – Operate various IT packages to assist with both work and learning.

D4.4 – Perform various numerical techniques.

D4.5 – Adopt a flexible, adaptable and professional attitude towards the development of academic study skills.

D4.6 – Assess the strengths and weaknesses of both others and one self.

Module

A4.1

A4.2

A4.3

A4.4

B4.1

B4.2

B4.3

C4.1

C4.2

C4.3

C4.4

D4.1

D4.2

D4.3

D4.4

D4.5

D4.6

CM ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★


CAD ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ CEC ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ MCE ★ ★ ★ ★ ★ ★ ★ LS ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

CEM ★ ★ ★ ★ ★ ★

SM ★ ★ ★ ★ ★

CECR ★ ★ ★ ★ ★

Level 5


A5.1 – Analyse the major theories of civil engineering and their application to a variety of scenarios.

A5.2 – Select and apply mathematical tools appropriate to the analysis of civil engineering problems.

A5.3 – Independently select and use software/hardware based analytical tools to successfully execute civil engineering requirements.

A5.4 – Examine and interpret the specifications of a broad range of civil engineering design, and to be aware of relevant health and safety regulations.



B5.1 – Apply appropriate analytical techniques to solve well-defined scenarios involving civil engineering and construction industry.

B5.2 – Independently select, apply and evaluate strategies and techniques for civil engineering and construction industry.

B5.3 – Exhibit adaptive strategies that will enable working within the changing requirements of industry.

B5.4 – Independently and reliably analyse a range of civil engineering information and problems with a minimum of guidance.


C5.1 – Independently undertake detailed practical investigations of problems requiring application of a wide range of techniques and equipment.

C5.2 – Critically apply practical methods of investigation to produce reliable data.

C5.3 – Demonstrate autonomy and skill in the use of relevant civil engineering equipment to produce the required data/ result.


D5.1 – Work effectively with others.

D5.2 – Demonstrate confident communication methods.

D5.3 – Exhibit professional attitudes in working with colleagues, clients and the wider engineering team.


D5.4 – Illustrate the ability to control information efficiently using appropriate IT.

D5.5 – Demonstrate the ability to develop a range of engineering output using different information technologies and equipment.

D5.6 – Apply numerical techniques to the solution of various problems.

Module

A5.1

A5.2

A5.3

A5.4

B5.1

B5.2

B5.3

B5.4

C5.1

C5.2

C5.3

D5.1

D5.2

D5.3

D5.4

D5.5

D5.6

CL ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

FM ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

SE ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

GEO ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

SM ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

CEWP ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

SA ★ ★ ★ ★ ★ ★ ★ ★ ★ ★


Level 6


A6.1 – Synthesise the relevant theories and practical consideration in order to present solutions to specific civil engineering problems.

A6.2 – Evaluate the implications of continued development of civil engineering.

A6.3 – Critically evaluate and anticipate the commercial constraints on construction and civil engineering.

A6.4 – Critically evaluate the factors that impact upon industry working practices.


B6.1 – Work independently and reliably to critically analyse relevant civil engineering practices in an environment of rapid change.

B6.2 – Synthesise and critically evaluate relevant information from a variety of source and apply successfully to civil engineering problems and briefs.

B6.3 – Independently transform abstract data and concepts to create engineering output for a given purpose in civil engineering and construction.

B6.4 – Critically evaluate own work and actions against ethical and professional considerations.



C6.1 – Exhibit professional operation, in a variety of contexts, of a wide range of civil engineering including sustainability and environmental issues.

C6.2 – Independently select, against self-selected criteria, and evaluate the safe use of equipment and application of software for a particular purpose.

C6.3 – Produce engineering output to a professional standard and in a professional manner.


D6.1 – Confident communication methods.

D6.2 – Professional working and effective teambuilding appropriate for the civil and construction industry.

D6.3 – Exhibit efficient and effective use of appropriate IT.

D6.4 – Demonstrate academic researching techniques and methodology.

D6.5 – Analyse problems and use numerical techniques to provide solutions.

Module

A6.1

A6.2

A6.3

A6.4

B6.1

B6.2

B6.3

B6.4

C6.1

C6.2

C6.3

D6.1

D6.2

D6.3

D6.4

D6.5

FYP ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★


IGD ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

CM ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

GD ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

EPE ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★



10. Learning, Teaching and Assessment Strategies: how will I learn, how will my

learning be assessed, and why are these the most appropriate methods? Add or delete rows to the table as required. Level 3/4/5/6/7/8 (delete as appropriate)

Level 3/4/5/6/7/8 (delete as appropriate)



2. Assessment Approaches

Please state which assessment approaches will be used on the course with reference to the knowledge, skills and attributes you aim to assess. For example: essays, practicals, presentations, e-portfolios, group work, online discussions, WBL reports, reflective statements/diaries, posters, CAA, examinations, self-assessment, peer-assessment, project work.

For each assessment type, show clearly how the Assessments will develop the students skills over the duration of their course (i.e. across modules); in addition, how the assessment matrix supports the feedback loop in order that students will be guaranteed feedback on a piece of work prior to their next assignment of that type.

For Higher and Degree Apprenticeships, all the requirements of the apprenticeship “gateway” must be completed before the apprentice is eligible to proceed to the “End Point Assessment” The full assessment plan should be included in the appendices.

Apprenticeship Assessment Journey

End Point Assessment Stage 1-preparation for the structured interview

Structured interview supported by written report ( 4500-5,000 words), CV and CPD records and presentation

Stage 2 –

1) presentation ( 12-15 minutes) and interview (40-50 minutes) 2) written examination –three unseen questions ( 2 hours allowed)

AAO: An independent assessor appointed by an Approved Assessment Organisation (AAO) will assess each element of the end point assessment and will then decide whether to award successful apprentices with a pass, a merit or a distinction following the guidance of the relevant apprenticeship standard assessment plan. In the case of the Civil Engineer apprenticeship the assessment panel will consist of two experienced, qualified civil engineer nominated by the relevant professional engineering institution who have been trained to carry out assessments.

Initial assessment

carried out byUWL

Skills scanmathsEnglish

Knowledge, skills & behaviours

Delivered through the degree and by the

employer

THEGATEWAY

UWL, employer and

apprentice Assess

readiness for End Point

Assessment

Completion of degree credits

Maths & English Level 2

END POINT ASSESSMENT

(EPA)Carried out by

approvedApprenticeship

Assessment Organisation

Apprenticeship CERTIFICATION


11. Formal and Informal Links with External Organisations/Industrial Partners:

what opportunities are there for me to interact with professional contacts? N/A as this is an apprenticeship course and students are already in employment.

12. Admissions Criteria: what qualifications and experience do I need to get onto

the course?

• UCAS Tariff (UG only)

• Subject-specific requirements

• Additional information

112 - 120 UCAS tariff points from Level 3 qualifications.

These can include:

• A Levels at grade B, B and C, or above • BTEC Extended Diploma with Distinction, Merit, Merit • Access to HE Diploma

The apprentice must have “the right to work” in England and be a citizen of a country within the European Economic Area (EEA) (including other countries determined within the EEA or those with bilateral agreements), or have the right of abode in the UK, and have been ordinarily resident in the EEA (including other countries determined within the EEA or those with bilateral agreements), for at least the previous three years on the first day of learning” All apprenticeship standards require the apprentice to have achieved a level 2 qualification in English and maths on completion of the training and before they go through the “Gateway”. On some degree apprenticeship standards this maybe an essential entry criterion and can be required at the start of the apprenticeship. Outline the opportunities for advanced standing, articulation arrangements or other APL and any other PSRB admissions arrangements, where appropriate. Identify any skills/attributes required to achieve specific competence standards in relation to the course. For example, a high level of physical fitness may be required for courses where physical ability is a learning outcome, and some PSRB regulations may require applicants to meet criteria such as health requirements or criminal


record checks. The following link may provide helpful guidance with regard to Competence Standards: http://www.equalityhumanrights.com/sites/default/files/publication_pdf/EqualityAct2010-TechnicalGuidance-FEandHE-2015.pdf The Civil Engineering (Degree apprenticeship) does not follow the standard UCAS application process. To gain a place on this programme you must apply directly to a vacancy with one of our employer partners. Vacancies will be advertised on our web page, and on the National Apprenticeship Service web site The application process:

1. Candidate should apply through his/her chosen company's website.

2. Once candidate applied, the university will review the application with the employer.

3. If candidate meet our requirements and the company's job specification he/she will be invited to an interview.

4. Candidate receives a notification whether he/she has been successful after the interview.

5. If candidate has been successful he/she will be offered a position with the company. This will be confirmed by the university and candidate receive further information about how to enrol as a student.

Arrangements for Recognition of Prior Learning

Mature applicants (aged 21+): If student do not hold the qualifications listed but have relevant work experience, his/her application will be considered on an individual basis.

IELTS Score for International Students

UG (L4 entry) : 6.0 - minimum 5.5 in each individual element

13. Student Support Arrangements: what kinds of academic and pastoral support and advice are available?

STUDENT SUPPORT Undergraduate courses Throughout their course of study, each student will have access to a variety of sources of support depending on individual circumstances and needs. Apart from


http://www.equalityhumanrights.com/sites/default/files/publication_pdf/EqualityAct2010-TechnicalGuidance-FEandHE-2015.pdf

http://www.equalityhumanrights.com/sites/default/files/publication_pdf/EqualityAct2010-TechnicalGuidance-FEandHE-2015.pdf

the University-wide support framework, which encompasses the Course Leaders, the Module Leaders, the Personal Tutors, in-course learning skills development and Personal Development Planning (PDP), all students will have at their disposal a variety of different support systems which depend on the nature of the course. Student advice, help and support is further detailed in the Student Handbook with regard to University facilities, services and current policies: http://www.uwl.ac.uk/students/current-students/student-handbook . The following support services are available for students: Careers and Employment Services Student Advice Disability and Mental Health Advice Information and Funding Team Accommodation Service Chaplaincy Counselling Students’ Union Mentoring The development of learning skills includes processes and activities such as critical appraisal, reflection, literature searching, information technology, peer review, group work, presentation, research, practice/professional skills, note-taking, writing skills, electronic information retrieval, communication skills and independent study at home. These skills will be an integral part of learning courses. Students are expected to participate in an induction. This will introduce them to the requirements of their course of study and will provide an opportunity to receive all the relevant course documentation, visit the Library and meet and discuss requirements and expectations of their planned learning experience with the course team. UWL support roles: Apprenticeship students are treated like any others and have full access to university facilities

• Course Leader : Academic lead with overall responsibility for the higher education course and the apprenticeship standard where relevant , including quality assurance, teaching, learning, assessment, preparation of modules results for exam board, coordination for end point assessment and reporting to associate head degree apprenticeships.

• Module leaders: who are the first point of contact for the operation of modules

• Personal tutor : The UWL personal tutor scheme applies to all students including apprentices. A personal tutor offers pastoral support and guidance on


http://www.uwl.ac.uk/students/current-students/student-handbook

matters relating to the student's academic progression and choices, understanding assessment and feedback, translating feedback into tangible actions to take forward to the next assignment, producing academic development plans and other matters arising.

Additional Apprenticeship support: University level

• Apprenticeship Support Link Tutor (ASLT): The ASLT will also manage the relationship between each employer, the individual apprentices working for that employer, and the University.

Employer Level In the work-place it is expected that the apprentice would be supported by:

• A mentor: designated by the employer to provide vocational and pastoral support for an individual student, who may or may not be their line manager. In particular support will be required for Work Based Learning assignments.

• Apprenticeship Link Manager: manages the relationship between the employer and the University via the Apprenticeship Support Link Tutor.

There will be regular liaison between the university and employers to monitor and support individual students jointly and each apprentice will receive a minimum of 2 workplace visits per semester up to 6 per calendar year. Further Course-specific information: Course Teams should enter further course specific information here for example: innovative aspects of course induction; ‘buddying’; peer support groups? Academic Partner provision Students at an academic partner institution may have different student support arrangements. These should be documented in this section. Postgraduate courses Arrangements for the support of postgraduate students will be contained in the relevant Course Handbook; key features should be detailed in this section. Certificates in Personal and Professional Development (CPPD) Different student support arrangements may be applicable for CPPD courses.

Continue to the next page for Section 14



14. Assessment Matrix: a list of all the assessments on the course, along with how much they count for and where they come in

the year.

Add or delete rows to the table as required and delete level numbers as appropriate

Civil Engineering Apprenticeship Year 1- Level 4

Module code

Module title Core/ Optional

Semester Credit Assessment Apprenticeships Only: contributes to

‘End-Point Assessment’ (please

)

Course work

TC40026E Structural Mechanics C 2 20 TC40028E Civil Engineering construction C 1 20 TBC Civil Engineering Materials C 2 20

TC40077E Land Surveying for Civil Engineers C 1 10 TC40076E CAD for Civil Engineers C 2 10 TC40084E Civil Engineering Company Review (work

based)

C 1 20

TC40067E Mathematic for Civil Engineers- Part 1 C 1 10 TC40068E Mathematic for Civil Engineers- Part 2 C 2 10 Total 120

Year 2- Level 5 TC50010E Fluid Mechanics C 1 20 Course work

and exam

TC50312E Structural Analysis C 1 20 Exams

TC50208E Highway Engineering C 2 20 Course work and exam

TC50305E


C 2 20 Course work

TC50303E Geology C 1 10 Course work

TC50302 Soil Mechanics C 2 10 Course work and Exams

TC50313E Structural Design C 2 20 Exams

Total 120 Year 3- Level 6

C TC60079E/TC6FE79E

Integrated Group Design C 1 20 Course work

TC60033E Environmental Protection Engineering C 2 20 Course work and exam

Total 40

Year 4- Level 6 TC60034E Geotechnical Design C 1 20 Course work

and exam

TC60059E Construction Management C 2 20 Course work

Total 40 Year 5- Level 6

TC60021E Final Year project C Full Year 40 Course work

TC6HA01E Preparation for End Point Assessment C Full Year Total 40




15. External Examiner Arrangements: who checks the standards and quality of the course?

There is one external examiner currently employed to overlook the course. Dr Katherine Cashell is a senior lecturer in civil engineering at Brunel University.

Continue to the next page for PART B.

PART B: Key Information 1. Awarding Institution University of West London 2. UWL

School/College SCE

4. Academic Partners and type of arrangement

None

5. Course recognised by

External Bodies (PSRBs) that have accredited this course. NB. If not all deliveries are accredited, please indicate which are/are not.

• The Joint Board of Moderators (JBM) which represents the Institution of Civil Engineers, the Institution of Structural Engineers, the Chartered Institution of Highways and Transportation, and the Institute of Highway Engineers and endorsed by the Engineering Council.

• Chartered Institution of Civil Engineering Surveyors (ICES). Successful completion of this course contributes to the academic requirements for the grade Member.

• The Chartered Institution of Water and Environmental Management and endorsed by the Engineering Council.

6. Sites of delivery St Mary’s Campus and Paragon

7. Modes and duration of delivery

List all modes of delivery and the duration (number of years) of each mode • Lectures • Seminars • Demonstrations • Workshops and laboratories • Practical tasks in controlled and real-world situations • Online discussions • Peer review and observation


• Student led teaching with in class presentations Mode of delivery Apprenticeships An apprenticeship is a job with a formal programme of training, as set out in “English apprenticeships”, within which there is a requirement for at least 20% off-the-job training. As part of this requirement apprentices will spend part of their “off the job” training by attending formal teaching at the university in a number of formats. This may include: Day release –attendance one day a week for up to 40 days per academic year. Block release –attendance for blocks of learning eg five working days per module for intensive delivery supported by further learning off the job in their place of work between sessions. A blend of both day release and block as agreed by the employer Depending on the mode of delivery the university will agree with employers how the additional hours to fulfil the 20% off the job training will be achieved through self-directed learning, blended learning and other activities

8. Sequencing September and January start

9. Final enrollable award(s)

BEng(Hons)/FdEng

10. Level of final award 6

11. Credit for final award (CATS and ECTS)

eg, BA(Hons) = 360 CATS/180 ECTS Click here to enter text.


12. Exit awards and credits

BEng (Hons) Civil Engineering Degree Apprenticeship = 360 credits: 120 x levels 4, 5 & 6 BEng Civil Engineering Degree Apprenticeship = 300 credits at level 4, 5 and 6 FdEng Civil Engineering Degree Apprenticeship = 240 credits at levels 4 & 5. Cert HE in Civil Engineering Degree Apprenticeship = 120 credits at level 4

13. UCAS code(s) (UG programmes)

Click here to enter text.

14. QAA Subject Benchmarking Statement


15. Apprenticeship Standard title and code


16. Course-specific Regulations

UWL regulations

17. Language of study English 18. Original approval

Date Click here to enter text.

Last Revision Date



PART C: Record of Approved Amendments Use the following table to list all amendments made to the programme between approval/review events. Add rows as necessary.

Approved Amendments to Course Specification since original approval/last review Course Specification Title

Module Level and title

Brief Outline of Amendment

Approval by School/College Quality Committee

Approval effective from

Student cohort affected

Civil and Environmental Engineering

TC4FD06E Health and Safety – 10 Credits TC40030E Civil Engineering Practice- 10 Credits

TC4FD06E Health and Safety and TC40030E Civil Engineering Practice were replaced with 20 credit Civil Engineering Materials (TC40048).

March 2019

September 2019 N/A
