Programme Specification
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.Sources of information on the programme can be found in Section 17
- Awarding Institution / Body
- Teaching Institution
- University Department/Centre
- External Accreditation
- Title of Final Award
- Modes of Attendance offered
- UCAS Code
- Relevant Subject Benchmarking Group(s)
- Other external influences
WINS (World Institute of Nuclear Security)
OECD Nuclear Energy Agency
- Date of production/revision of this form
- Aims of the Programme
The generic aims of the programme are for each student to develop career-enhancing skills in nuclear security & safeguards, with broad knowledge of the legal framework, regulation, management and means for their delivery in both a national and international setting, thereby empowering that person to evaluate nuclear security & safeguards requirements and modern practice and enabling that person to take a leadership role to provide a valuable contribution to nuclear and materials security; and encouraging the application of reflective practice and postgraduate thinking skills.
- Learning Outcomes, Teaching, Learning and Assessment Methods
A.Knowledge and Understanding
A1. Correlate and critically examine the legal and regulatory instruments that dictate how policy is implemented in relation to Nuclear Security and Nuclear Safeguards.
A2. Review and discuss the fundamental technologies associated with energy production and the nuclear fuel cycle, from its cradle to its grave.
A3. Compare and contrast theoretical approaches to managing risk and critically discuss the essential characteristics of modern practice for evaluating and dealing with threats to Nuclear Security.
A4. Explain anddebate how the development of nuclear technology has influenced nuclearsecurity in the civil nuclear industry.
A5. Expoundand critically evaluate the means by which Nuclear Security and non-proliferation safeguardsarrangements are established, managed, monitored and controlled.
Teaching and Learning Methods
Teaching will be through lectures, discussion, case examples and directed reading, with post-teaching tutorials. Learning is supplemented by independent study of literature and critical thinking (evaluation). A key element of the teaching and learning strategy is to mix formal academic lectures with guest specialist practitioners/speakers.
Assessment methods
Essays target the historical and potential future development of nuclear power and the special nature of the materials required. Assignments requiring the synthesis of taught material and independent study are submitted in the form of a report to demonstrate depth of knowledge and an understanding of the complexity and inter-relationships within a subject. Examination tests a student’s knowledge of fundamentals, independent evaluation of the subject, understanding of impact/influences and understanding of the value of differing approaches. Both written discussion and structured formal debate (in forum) are part of the assessment techniques used
B.Subject-specific skills
B1. Applythreat or vulnerability assessment to selected nuclear facilities and their physical environments.
B2. Discuss and critically review the essential characteristics of and security planswhen applied throughout the lifecycle of a nuclear facility
B3. Demonstrate a professional approach to licensing of nuclear facilities and relevant performance evaluation; and implement learning from experience.
B4. Discuss the essential characteristics of the international regime for non-proliferation safeguards and apply tools and techniques for the delivery of an effective nuclear safeguards regime.
Teaching and Learning Methods
As (A) plus field trips
Assessment methods
As (A) but with subject-specific skills application (e.g. in one’s own place of work). The reports can be reflective in nature.
C.Thinking Skills
C1. Apply and combine technical and non-technical knowledge to assess practical engineering and management solutions to Nuclear Security and Safeguards problems
C2. Synthesis of information (e.g. empirical data, codified/standardised information, primary data, etc)to derive or analyse security matters.
C3. Critically evaluate the political, environmental, social and economiccontext from which are derived national and international security and safeguards concerns.
C4. Critically evaluate Nuclear Security guidance and/or practice
Teaching and Learning Methods
As (B)
Assessment methods
As (B)
D.Other skills relevant to employability and personal development
D1. Communicate effectively through writing and presentation to a diverse audience.
D2. Use reflection to evaluate personal practice and respond to the demands of best practice guidance and policy/legal regulation frameworks affecting nuclear security and materials safeguards.
Teaching and Learning Methods
Independent learning and report writing are developed in the assignment preparation classes and induction. Presentation skills and debating skills are practiced in post-pulse tutorials. Terminology is taught through all modules and reflection on past collective experience is also used.
Assessment methods
Reports, essays, presentation, debate and examinations.
13.Programme Structures / 14.Awards and Credits
Level / Module Code / Module Title / Credit rating
Level 7 / SC4101 / Nuclear Energy and the Nuclear Fuel Cycle / 20 / PgCert Nuclear Security & Safeguards
Requires 60 credits
Award with Merit is made with an APM at 60% or greater; or award with Distinction at 70% or greater.
Level 7 / SC4104 / Nuclear Law,and Nuclear Security and Safeguards Regulation / 20
Level 7 / SC4105 / The Delivery of Nuclear Security and Safeguards / 20
15.Personal Development Planning
Personal tutors will be assigned to all students and will assist them in developing and implementing their own Personal Development Plans. These seek to build on and enhance students’ skills of reflection on their academic, personal and professional development, increase self awareness of individual skills, qualities, attitudes and capabilities; improve their learning and performance by encouraging and enabling student to take responsibility for their own development and further develop the necessary skills for independent learning. By the completion of their programme of study, and in the process of achieving this objective, students should be able to identify their own strengths, weaknesses and needs and direction for change; set goals and plan action for developing, monitoring and reviewing their own progress; compile their own records of learning experiences and achievement, including progress reviews, personal reflections and action plans; plan realistically for their career progression and manage their own career development and lifelong learning. This is all facilitated by the course team in UCLan Nuclear within the School of Computing, Engineering and Physical Sciences. Students in permanent employment are encouraged to integrate their PDP within their employer’s development planning documentation.
16.Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
All candidates will be judged on an individual basis. In addition to the basic English Language and Mathematics qualifications, the standard entry criteria are one of the following:
●Honours degree in Nuclear Engineering, Nuclear Science or similar subject (or equivalent)
● EC Accredited Honours degree (to IEng at UK-Spec) in any engineering subject relevant to design, construction, operation, decommissioning or waste treatment/storage in the nuclear industry
● Honours degree in any scientific, engineering, technology, safety or environmental subject
● Honours degree in any law, business, management, or nuclear-relevant inexact or social science (e.g. Psychology) at grade 2:2 or above (or equivalent)
● Any upper second or first class honours degree (or equivalent)
Notes: 1. The basic English Language qualifications required are grade C at traditional ‘O’ level / GCSE, IELTS 6.5 or equivalent. This can be demonstrated though a prior degree where the International Office accepts the previous institution as suitable. 2. The basic Mathematics qualifications required are grade C at traditional ‘O’ level / GCSE or any Level 2 award in mathematics (or better). This can be demonstrated through a prior degree where that degree is accepted as ‘numerate’. 3. Students without honours (or equivalent) may be accepted onto the course if they either (i) possess HND or FD and have substantial post qualification experience in a graduate role in a high-reliability or manufacturing industry, or (ii) have professional status or possess professional awards for access to a professional grade that normally requires an honours degree (e.g. Chartred status awarded through ‘Grandfather Rights’ or successful completion of EC exams).
17.Key sources of information about the programme
- University web site (
- UCLan Nuclear website
- Course Leader and Admissions Tutor:Geoff Vaughan
- Director of UCLan Nuclear: Professor Laurence Williams
- Academic Lead & Head UCLan Nuclear Research: Dr Ian Butchart & Dr Jonathan Francis
18.Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Level / Module Code / Module Title / Core (C), Compulsory (COMP) or Option (O) / Programme Learning Outcomes
Knowledge and understanding / Subject-specific Skills / Thinking Skills / Other skills
A1 / A2 / A3 / A4 / A5 / B1 / B2 / B3 / B4 / C1 / C2 / C3 / C4 / D1 / D2
LEVEL 7 / SC4101 / Nuclear Energy and the Nuclear Fuel Cycle / Comp / / / /
SC40104 / Nuclear Law, and Nuclear Security and Safeguards Regulation / Comp / / / / / / / / /
SC4105 / The Delivery of Nuclear Security and Safeguards / Comp / / / / / / / / / / / /
APPENDIX TO PROGRAMME SPECIFICATION –
PgCert Nuclear Security and Safeguards (June 2013)
Curriculum skills map against UK-Spec
Professional engineers may be registered with the UK Engineering Council at primarily three levels of professional standing: Engineering Technician, Incorporated Engineer and Chartered Engineer. Registration requires that the applicant meets explicit standards of learning, experience and professionalism.
Unless achieved by an integrated masters (e.g. 480 credit MEng commencing at level 4), the learning expected of a Chartered Engineer is typically demonstrated by a technical or engineering honours degree, plus a period of further learning at Masters level (of which a post graduate certificate may form part).
Professional Institutions forming membership of the Engineering Council can be licensed to accredit academic courses. Accreditation means the Institution is satisfied that the course provides its graduates with all the academic learning experiences needed in the formation of a professional engineer. Some professional institutions are also licensed to register professional engineers by the Individual Case Procedure. This is where an applicant does not possess accredited qualifications but is able to claim equivalent learning.
Learning demanded by the Engineering Council is specified in ‘UK-SPEC’. For registration as a Chartered Engineer, these standards are couched in terms of the two levels: (H) honours degree and (M) masters level learning. It is implicit that (M) follows (H), but there is nothing to prevent (H) level learning being re-enforced in a master programme - either as underpinning for the masters level learning or as part of a holistic learning experience.
The aims of PgCert in Nuclear Security and Safeguards are written in Section 11. The course is expected to be valuable learning for graduates of numerate disciplines wishing to prepare for a career in the highly regulated nuclear industry. This is neither limited to technical and engineering graduates nor to those wishing to engage in the engineering profession upon completion of their masters qualification. It is considered valuable learning for budding Chartered Engineers but also for budding Chartered Scientists, Certified Project Managers, Chartered Surveyors and other professions engaged in the regulation, management and delivery of safety, security and safeguards in the nuclear industry; and indeed for any graduate working in the highly regulated environment that is the nuclear industry. Ergo, a mapping exercise of the learning outcomes against UK-SPEC is helpful in revealing valuable learning for budding Chartered Engineers (and especially for those engaged in application via Individual Case Procedure) but the course is not necessarily intended to be submitted for accreditation.
The following mapping exercise is made against the Energy Institute’s learning criteria for Individual Case Procedure, drawn from UK-SPEC. The criteria are listed overleaf. A tick indicates that graduates completing the course have been tested in the learning experience. A ‘P’ indicates that the module provides a learning experience that partially fulfils the expectation.
EI ICP Criteria
Outcome Type / Knowledge,Skills and Abilities / Level / Criterion / CodeGeneral Learning / Knowledge and Understanding / H / Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of an engineering discipline; and its underpinning science and mathematics / GKH1
H / Have an appreciation of the wider multidisciplinary engineering context and its underlying principles / GKH2
H / Appreciate the social, environmental, ethical, economic and commercial considerations affecting the exercise of engineering judgement / GKH3
M / Ability to develop, monitor and update a plan, to reflect a changing operating environment / GKM1
M / An understanding of different roles within a team, and the ability to exercise leadership / GKM2
M / Ability to learn new theories, concepts, methods, etc. in unfamiliar situations / GKM3
Intellectual Abilities / H / Apply appropriate quantitative science and engineering tools to the analysis of problems / GIH1
H / Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs / GIH2
H / Comprehend the broad picture and thus work with an appropriate level of detail / GIH3
Practical Skills / H / Conduct laboratory and/or workshop practice, contribute to team design work and participation in a major project / GPH1
General Transferable Skills / H / Demonstrate QCA Higher Level Key Skills including information retrieval, communication, problem solving, working with others and general IT applications / GTH1
H / Planning self-learning and improving performance as the foundation for lifelong learning/CPD / GTH2
Specific Engineering Learning / Underpinning Science & Mathematics and Associated Engineering / H / Knowledge of scientific principles and methodology supporting knowledge of historical, current and developing technology / SSH1
H / Knowledge and proficient application of mathematics, mathematical tools and notation in analysis and solution of engineering problems / SSH2
H / Apply and integrate knowledge and understanding of other engineering disciplines in supporting study of ones own discipline / SSH3
M / A comprehensive understanding of the scientific principles of ones own and related disciplines / SSM1
M / An awareness of developing technologies related to own specialisation / SSM2
M / A comprehensive knowledge and understanding of mathematical and computer models relevant to ones own engineering discipline and an appreciation of their limitations / SSM3
M / An understanding of concepts from a range of areas including some outside of engineering; and the ability to apply them effectively in engineering projects / SSM4
Engineering Analysis / H / Understanding of engineering principles and application to analyse key engineering processes / SAH1
H / Identify, classify and describe the performance of systems and components using analytical methods and modelling techniques / SAH2
H / Apply quantitative methods and computer software to solve engineering problems relevant to ones own discipline / SAH3
H / Understand and apply a systems engineering approach to engineering problems / SAH4
M / Use fundamental knowledge to investigate new and emerging technologies / SAM1
M / Apply mathematical and computer based models for solving engineering problems and assess the limitations of particular cases / SAM2
M / Extract data pertinent to an unfamiliar problem and apply it in solving the problem, using computer based tools where appropriate / SAM3
Design / H / Investigate and define a problem and identify constraints including environmental and sustainability limitations, health and safety and risk assessment issues / SDH1
H / Understand customer and user needs and the importance of specifications and other considerations such as aesthetics / SDH2
H / Identify and manage cost drivers / SDH3
H / Use creativity to establish innovative solutions / SDH4
H / Ensure fitness for purpose for all aspects of the problem, including production, operation, maintenance and disposal / SDH5
H / Manage the design process and evaluate outcomes / SDH6
Outcome Type / Knowledge,Skills and Abilities / Level / Criterion / Code
Specific Engineering Learning / Design / M / Wide knowledge and comprehensive understanding of design processes and methodologies; and ability to apply and adapt them in unfamiliar situations / SDM1
M / Generate an innovative design for products, systems, components or processes, to fulfil new needs. / SDM2
Economic, Social and Environmental Context / H / Knowledge and understanding of the commercial and economic context of engineering processes / SEH1
H / Knowledge of management techniques that may be used to achieve engineering objectives within a commercial context / SEH2
H / Understanding of the requirement for engineering activities to promote sustainable development / SEH3
H / Awareness of the framework of relevant legal requirements governing engineering activities including personnel, health, safety and risk (including environmental risk) issues. / SEH4
H / Understanding of the need for a high level of professional and ethical conduct in engineering / SEH5
M / Extensive knowledge and understanding of management and business practices, their limitations and how they may be applied appropriately / SEM1
M / Ability to make general evaluations of commercial risks and understanding of the basis of such risks / SEM2
Engineering Practice (examples at each level taken from….) / H / Knowledge and understanding of (the particular working principles and/or characteristics) of particular materials, equipment, processes or products / SPH1
H / Display workshop and/or laboratory skills / SPH2
H / Understanding the contexts in which engineering knowledge can be applied (e.g. operations, management, technology development, etc.) / SPH3
H / Understanding the use of technical literature and other information sources / SPH4
H / Awareness of the nature of intellectual property and contractual issues / SPH5
H / Understanding of codes of practice ad industry standards / SPH6
H / Awareness of quality issues / SPH7
H / Ability to work with technical uncertainty / SPH8
M / A thorough understanding of current practice (within a discipline or a particular activity), its limitations and likely new developments / SPM1
M / Extensive knowledge of a wide range of materials and engineering components / SPM2
M / Apply engineering techniques taking account of a wide range of commercial and industrial constraints / SPM3
The map on the next page considers only masters level learning outcomes