PROGRAMME SPECIFICATION TEMPLATE
Awarding Institution/Body / Teesside UniversityTeaching Institution / TU
Collaborating Organisations
(include type) / N/A
Delivery Location(s)
[if different from UoT] / Open distance Learning
Programme Externally Accredited by (e.g. PSB) / Delivered under licence from Edxcel
Award Title(s) /
HNC Metals and Materials by Flexible Open Learning
Lead School / SSEAdditional Contributing Schools / NA
FHEQ Level
[see guidance] / Level 4
Bologna Cycle
[see guidance] / Short Cycle
JACS Code and JACS Description / H810
Mode of Attendance
[full-time or part-time] / Part-Time (FOL)
Relevant QAA Subject Benchmarking Group(s) / QAA Engineering Statement, 2006
Relevant Additional External Reference Points
(e.g. National Occupational Standards, PSB Standards) / The programme has been designed to incorporate the new guidelines issued by Edexcel for HNs
These guidelines have been developed to link to
UK-SPEC published by the Engineering Council on behalf of the UK engineering profession
Date of Production/Revision / Oct 2011
Criteria for Admission to the Programme
(if different from standard University criteria) / Applicants to Higher Nationals should normally have 3 passes in subjects at GCSE (grade C or above, including Mathematics) or equivalent, plus one of the following:
- at least one A-level in an appropriate subject (or equivalent qualification)
- National Diploma or Certificate in an appropriate subject at pass or above
Students who do not meet the minimum entry requirements may be able to gain entry onto the programme by completing one or more bridging modules.
Students will be required to have access to specialist metallurgy laboratory facilities which adhere to appropriate Health and Safety legislation.
Educational Aims of the Programme
This HNC in Metals and Materials provides a specialist work-related programme of study that covers the key knowledge and competencies required in the metallurgical industry. The HNC leads to a nationally recognised qualification offering opportunities for career progression and professional development.
The overall aims of the programme are to:
- Develop the education and training of engineers / technicians to a professional level in a variety of types of technical, professional and management careers in the metallurgical industries.
- Provide opportunities for engineers / technicians to achieve a nationally recognised level four vocational qualification.
- Provide opportunities for students to develop and apply a range of skills techniques and attributes essential for effective performance at work with the minimum of supervision.
- Produce Higher National graduates with the requisite skills, knowledge, understanding and personal attributes necessary to contribute effectively to their chosen profession.
- Provide the opportunity for progression to a level 5 qualification in Mechanical Engineering at Teesside University.
Learning Outcomes
The programme will enable students to develop the knowledge and skills listed below.
On successful completion of the programme, the student will be able to:
Knowledge and Understanding(insert additional rows as necessary)
K1 / Demonstrate detailed knowledge and understanding of the mathematical methods necessary to support the application of metallurgical principles.
K2 / Demonstrate detailed knowledge and understanding of scientific principles underpinning metallurgical applications
K3 / Describe, explain and use metallurgical principles to produce solutions to defined problems within the metallurgical sector.
K4 / Demonstrate a detailed knowledge of systems and processes and undertake a guided project.
K5 / Critically review and select engineering analysis techniques and use them in well-defined metallurgical problems.
K6 / Demonstrate knowledge of workshop/laboratory practice.
Cognitive/Intellectual Skills(insert additional rows as necessary)
C1 / Identify and select suitable tools to enable the measurement and testing of well-defined metallurgical design solutions.
C2 / Apply, analyse and interpret measurement and test data from a variety of practical tests or simulations to the solution of metallurgical problems.
C3 / Identify and select design solutions for predefined metallurgical problems ensuring flexibility and fitness for purpose.
Practical/Professional Skills(insert additional rows as necessary)
P1 / Act with increased autonomy with reduced need for supervision to produce solutions that integrate knowledge of mathematics, science, information technology, design, business context and metallurgical practice to solve routine problems.
P2 / Identify and select appropriate codes of practice and industry standards relating to a variety of situations and including quality standards within the metallurgical industries.
P3 / Operate ethically and safely in situations of varying complexity and predictability requiring the application of metallurgical techniques.
P4 / Demonstrate an awareness of technical uncertainty throughout associated professional disciplines.
Key Transferable Skills(insert additional rows as necessary)
T1 / Use a range of technological equipment and systems appropriate to the metallurgical industry.
T2 / Demonstrate numerical and statistical skills in simple contexts appropriate to the discipline.
T3 / Identify own learning strengths and needs using feedback from assessments.
Key Learning & Teaching Methods
The programmes delivered by TUOLE are strategically different from the standard attendance based HEBP and school sub degree provision. The programmes are operated such that a student can start a programme at any time and offer the flexibility to complete the course in a time scale that is suited to each student’s own requirements based on their work and other commitments.
The limitation being that the programme must be completed within the Edexcel registration period of five years.
Once the student has enrolled the programme leader will contact them to advise them on the choice of initial module, University regulations and assessment and grading.
The student will receive a programme handbook which will include a guide to:
- Programme structure with details of core and elective modules
- Information on study packs
- Academic staff profiles
- Guidance on assessment including grading
- Mitigating circumstance
- Academic misconduct
- Academic support
- Electronic resources
- Library access and facilities
- Student support
The learning material will also be available on the E-learning@tees site for the particular module.
The student will also receive contact details for the module leader/tutor responsible for the module.
At this stage the tutor and student will negotiate a learning agreement which will include agreed deadlines for submission of assessments. This will ensure that the module leader and programme leader are able to monitor student progress and allow for early intervention if the student is having difficulties. The learning agreement will inform automated tracking via E-learning@tees site.
Fig 1. Student journey Post enrolment
Learning Agreements
The use of learning agreements encourages students to take more responsibility for their own learning. In particular they can set their own deadlines against which their progress can be monitored, helping students keep track of their progress through a module. They are especially useful in the case of individual students accessing a flexible or open learning course, who may be working at a distance from their tutors and unsupported by a cohort of fellow students. A Learning Agreement is basically a short statement in writing which specifies the “contract” between a student and their tutor. It should outline what is to be learned, specify the intended period over which that learning will take place and the time and the method of assessment.
As the student works through the study pack they are encouraged to contact the Module Leader for that module to clarify any points that have not been fully understood. This may be part of a lesson or an issue that has arisen from attempting the self assessment questions included in the course materials. This process mimics the learning and teaching mechanisms that a student will experience in the University environment with the obvious difference that this is unlikely to be a face to face meeting. However, experience has shown that judicious use of electronic and telephone communication can lead to a satisfactory learning experience for the student.
Study packs
The study packs comprise explanatory text and appropriate diagrams and graphics to provide the basic core content for the module. The learning material is spit into topics and then further subdivided into coherent lessons. This learning material is supplemented by sets of questions with worked solutions at the end of each lesson. This enables the student to check their understanding of the core principles covered by that lesson. These materials have been developed over a number of years and the process is continuous with an established, authoring and editing cycle. The study packs have been praised by a number of external agencies including external examiners and students.
In addition to the TUOLE material, the student is encouraged to read widely around the subject content to enhance their understanding and to further develop the context of their study.
Textbooks are recommended for each module. In consultation with the library it has been the practice to reference e-books wherever possible
Key Assessment Methods
The elements of assessment have been designed to complement the study packs in that they are sequenced to encompass completed topics within the modules. At appropriate points in the individual study packs, dependent on learning outcomes to be addressed, the student is informed that an assessment should be requested and completed.
As the individual modules have been reviewed a wider range of assessment types have been introduced.
These include:
- Practical/laboratory reports
- Problem-solving exercises
- Data interpretation exercises
- Analysis of case-studies
- Oral presentation(video or web based)
- Planning, conducting and reporting of project work
- Module completion interview
Students will be required to have access to specialist metallurgy laboratory facilities which adhere to appropriate Health and Safety legislation, or be able to access Teesside University laboratories.
Students are required to carry out industry standard tests on samples to evaluate the uncertainty and propose conclusions based upon a critical evaluation of the measurements. These sessions are also one of the methods used to increase awareness of safety related issues. Safety instructions will be given before commencement of laboratory activities and prior to using all specialist apparatus. Students will design/operate equipment and/or procedures under supervision, but are expected to work at a professional or equivalent level.
Students not employed in metallurgical or related industry will need to arrange to use School laboratory facilities.
The Project module requires the students to plan and implement a project to address a practical problem in the workplace using project planning software.
The Project module has been designed to allow the students the opportunity to use the knowledge and skills they have acquired throughout the programme alongside their own experience in the workplace. Students are encouraged to use a ‘live’ work based project, alternatively programme Leaders/module leaders will discuss and provide suggestions for title options with students.
As these programmes are roll on roll off any assessment schedule will be unique to the student. The students are presented with an example of an assessment schedule suggesting deadlines for summative assessments for each module as a guide to timely completion of the module and hence the programme.
Once the student has completed a topic as part of a module, the student is required to request an assessment from the Module Leader. The submission date for the assessment is informed by the learning agreement. This assessment must be completed by the student independently without the help of the tutor.
The assessment for a particular topic will require the student to demonstrate and apply the knowledge acquired during the study of the topic. If the student has difficulty in completing the assessment they should revisit the learning materials and identify the nature of their difficulty and where necessary, seek to clarify their understanding of the material by discussion with the Module Leader.
The student submits the completed assessment via an assessment link on e-learning@tees where its submission is recorded electronically. Students can see the file they have submitted, together with the time and date of submission which appears in their individual assessment area. This allows them to be confident that they have successfully submitted the correct file. If there has been a problem, they can contact the module tutor, who can reset the submission allowing them another attempt.
A recognised strength of the TUOLE approach is its flexibility. However, it is important to strike an efficient balance between encouraging momentum in the students learning process and to be flexible with regard to time scales. Embracing the functionality inherent in e-learning allows the progress of individual students to be monitored and a series of automated reminders to be sent to the student via the Module Tutor to encourage continued progress. Typically, a student may be expected to submit an assessment within 6-8 weeks of starting a module or of having submitted a previous assessment. This level of monitoring a student’s progress enables Module Leaders to proactively engage with the student to provide timely intervention and support in order encourage continued progress.
Module completion interview
When the student has completed all the elements of assessment the module leader will arrange a module completion interview. This will be either face to face or via the telephone. This interview allows the tutor to ask a series of questions relating to the module and to confirm students learning.
Successful completion of the interview will allow the overall grade for the module to be confirmed. Unsuccessful completion will result in a single resubmission opportunity.
It is a pre-arranged interview and the student will be aware of the format and purpose
If the interview is not face to face a witness statement signed by a professional person known to the student is required.
Witness Statement
The student must agree a Witness Authority that can act on behalf of TUOLE during the Module Completion Interview. This Witness Authority would normally be someone of professional standing who is prepared to sign a Witness Statement to confirm the identity of the student taking part in the Module
Programme Modules
Level 4
Code / Title / Credits / Status / Non-Compensatable / Compensatable
1021COL-N / Analytical Methods for Engineers by FOL / 15 / Core / Y
1011COL-N / Engineering Science by FOL / 15 / Core / Y
1006COL-N / Materials Engineering by FOL / 15 / Core / Y
1025COL-N / Physical Metallurgy by FOL / 15 / Core / Y
1026COL-N / Metallurgical Examination by FOL / 15 / Core / Y
Level 5
Code / Title / Credits / Status / Non-Compensatable / Compensatable
2003COL-N / Project by FOL / 20 / Core / Y / N
2013COL-N / Mechanical Principles of FOL / 15 / Elective / Y
1027COL-N / Materials Selection by FOL / 15 / Elective / Y
2037COL-N / Business Management Techniques by FOL / 15 / Elective / Y
The HNC Metals and Materials programme has been designed to meet the needs of industry and to provide students with the first stage of an engineering education designed to meet the requirements of the Institute of Material, Minerals and Mining.
1
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Programme StructureOverview of structure of the modules across the Academic Year.
The programme is taken by students on flexible open learning basis.
Students are able to commence study at any time during the academic year.
Modules are studied consecutively starting with the core modules at level four.
Elective modules can be studied in any order as there are no prerequisites they are chosen by the student with guidance from programme leader.
A typical structure is outlined below:
Year 1 / Analytical Methods for Engineers by FOL
15
Core
L4 / Engineering Science by FOL
15
Core
L5
Year 2 / Physical Metallurgy by FOL
15
Core
L4 / Metallurgical Examination by FOL
15
Core
L4
Year 3 / Materials Engineering by FOL
15
Core
L4 / Materials Selection by FOL
15
Elective
L5
Year 4 / Mechanical Principles by FOL
15
Elective
L5 / Project by FOL
20
Core
L5
Students will study seven 15 credit modules plus the 20 credit project module to gain 125 credits.
This example structure allows for a student completing two modules per year. As a flexible open learning student you can work at your own pace and complete more or less modules, although less than two modules per year will impact on completion of the programme within the five year registration period.
The Project module has been designed to allow the students the opportunity to use the knowledge and skills they have acquired throughout the programme alongside their own experience in the workplace. The student is advised to study the project as the last module and is advised to use a ‘real’ project based on their own workplace where this is possible.
Support for Students and Their Learning
TUOLE has an established and successful approach to supported open and distance learning. It is based on combining the use of well-designed print media with active support from tutors working with individual students.
The keys to effective distance learning are;
Materials have modular, object based, structures, and are richly reinforced by student activity. Where possible this activity is linked to practical exercises or activities drawing on the experiences of the student’s own work place. TUOLE continue to focus on high quality print media, built upon thorough editing, review, validation and testing of materials. We recognise that, where students are not supported by a cohort of other students in a classroom, even small errors or ambiguities in documents can have a devastating effect.
Students are offered individual tutor support, primarily through telephone or e-mail, according to individual preference. This includes formative commenting on assessments. This supported open learning approach, where a tutor gives guidance, has proved a robust strategy.