School of Design, Engineering &
Computing
Bournemouth & Poole College
Framework Specification
Electronic Technology Framework
FdSc Electronics & Computer Technology
FdSc Electrical Technology
September 2012
v1.1
© 2009 Bournemouth University
Document date: June 2009
Circulation: General
Bournemouth University undertakes to encourage the recognition, protection
and exploitation of intellectual property rights generated by participants in this
programme, to the benefit, as appropriate, of learners, staff, industrial/other
third parties/partners and the university.
School of Design, Engineering & Computing
Bournemouth University
Poole
Dorset
BH12 5BB
Contents
Basic Programme Data
1
1
Academic and Professional Contexts
2
2
Aims of the programme
2
3
Intended Learning Outcomes (ILOs)
3
3.1
Programme outcomes [Electronics & Computer Technology]
3
3.2
Programme outcomes [Electrical Technology]
7
3.3
Level C outcomes
11
3.4
Skills Matrix
16
4
Programme Diagrams
20
5
Progression Route
21
6
Work Based Learning Elements
22
7
Regulations
22
8
Points of Reference for programme design
23
Appendix A
QAA Benchmarks
24
Appendix B
Programme Profiles
26
Originating institution(s)
BASIC PROGRAMME DATA
Bournemouth and Poole College
Award(s) and programme title(s)
FdSc Electronics and Computer Technology
HNC Electronics and Computer Technology
FdSc Electrical Technology
HNC Electrical Technology
Place(s) of delivery
Bournemouth and Poole College
Mode(s) of delivery
Full-time
Part-time
Credit structure
(ECTS (European Credit Transfer Scheme)
equivalent credit values shown in brackets)
Duration of programme
120 units at Level C (ECTS equivalent 60 units)
120 units at Level I (ECTS equivalent 60 units)
2 years full time
4 years part time
Date of original approval
?2003
Date of first intake
September 09
Initial target intake
15
Placements
n/a
Professional accreditations or exemptions
Partner institution(s)
Version number of this document:
Bournemouth & Poole College
v1.1 September 2012
REGS 1213 01
This Programme Specification was approved in September 2012 following the introduction of award
classifications for HN awards. The original exceptions to the University/s Standard Assessment
Regulations for both HNC and FdSc awards are now redundant. This amendment applies to all new and
continuation enrolments.
FdSc Electronics Framework – Framework Specification 2009
1
1
Academic and Professional contexts
The Academy of Technology is proposing a
Revalidation of an existing Foundation Degree and two Higher National
Certificates

FDSc in Electronics and Computer Technology

HNC in Electronics and Computer Technology

HNC in Engineering(Electrical Technology)
A new Foundation degree

FdSc in Electrical Technology
These two foundation degree courses will have embedded HNC units and will
be operating within a new Electronic Technology framework. The framework
will have five common first year units and some shared units of study in the
second year.
Both courses will advance the students knowledge of the technology utilised
within the electrical and electronic industries.
The proposed framework is based on the existing HNC and FdSc units, with
two new units, equivalent to 60 credits, in the second year of the FdSc
Electrical Technology. Areas covered include: equipment design and maintenance ● programming techniques
 project management
● control systems
 technical limitations of equipment ● system interfacing
 analogue and digital systems
● computer technology
The new FdSc is intended to offer a part time progression route to students at
HNC level in full time employment. The units are designed to allow students
to complete the FdSc Electrical on a part time basis.
To do this there must be commitment from their company of employment to
involve them in a work based project of suitable level. The two Foundation
Degree courses are designed to allow students to chose an initial pathway
that will lead to the completion of a project suitable complexity.
Full time students can continue on the existing FdSc, which offers a wider
range of employment opportunities as it includes data communications and
practical networking elements.
The courses are intended to allow progression onto Southampton Solent
BSc Electronic Engineering (under discussion)
2
Aims of the programme
The electronic technology framework offers to provide opportunity for
students to develop skills in the areas of electronics hardware and software.
The units also allow for students to develop practical skills in areas such as
fault finding and the ability to manage and develop technical projects.
Feedback from the industry locally has highlighted a need for qualified
engineers with skills within the electronic and electrical areas. The
programme is intended to develop students practical and theoretical skills
within these areas, and therefore provide opportunities within the relevant
technology industry.
FdSc Electronics Framework – Framework Specification 2009
2
This framework seeks to develop students’ knowledge of electronic and
electrical systems and relevant methods of system control. Practical areas,
such as fault finding, have been identified by local industry as necessary
skills for those looking for advancement/employment within the industry.
On completion of the existing FdSc Electronics and Computer Technology
students have found employment in relevant areas such as network
maintenance, electronic repair / management, web design, computer
installation & maintenance.
Units within the framework are intended to develop technical skills in the
areas of
1. Applying technology :The students will: Design and develop software applications relevant to their chosen
pathway
 Develop practical skills by direct contact with industry
 Build and test both analogue and digital systems
 Compare methods of interfacing system
 Utilising a variety of test equipment
 Designing, building and testing hardware .
 Investigate computers hardware and software
Practical applications of technology such as the installing and configuring of
equipment, maintenance and safety are also included.
2. Business development: Apply project management techniques
 Investigate promotional / advertising methods that utilise sound and
vision
 Understand business ethics, intellectual property and copyright laws
and their impact on the domain of modern media technologies
All of the above skills are enhanced by direct contact with industry, and the
development of projects required by industry.
The units Project 1, Work Based Project, Project 2 will include elements to
enhance
student awareness of international, legal social and ethical issues.
3
Intended Learning Outcomes (ILOs)
3.1
Level I Outcomes
Technology ]
[ FdSc Electronics and Computer
A - SUBJECT KNOWLEDGE AND UNDERSTANDING
At the end of this programme, the students will have demonstrated a knowledge and
a thorough understanding of:
1. electronic systems, circuits and components including underpinning principles
and their application
2. microprocessor systems and programmable devices
FdSc Electronics Framework – Framework Specification 2009
3
3. hardware and software design processes, tools and techniques including objectoriented design.
4. data communications and networking principles, systems, protocols and
interfacing techniques
5. product development and project management principles, tools and techniques
6. their own personal capabilities and strategies for personal development
Teaching Methods and Strategies
Subject knowledge and understanding learning outcomes will be developed through
a combination of lecture, private study (paper and electronic sources) and tutorial
support classes. The importance of research and independent study is emphasised
at level I.
Knowledge and understanding will be reinforced and applied using practical work,
experimental tasks and projects. As the programme progresses the learner will be
expected to evaluate electronic circuits (digital, analogue and microelectronic), and
make sound engineering decisions based on underpinning knowledge. Fundamental
understanding will be assessed using unseen examinations and practical
assignments. Software designs and data communications understanding will be
developed throughout the year by extensive use of computer based exercises,
simulations and design assignments that will demonstrate understanding of systems,
processes and programs. Understanding of personal capabilities is reinforced by
means of student led group assignments and project work.
The VLE “Moodle” is a supplementary source of information available to students.
Group work will encourage the development of self confidence and the ability to
communicate and work with others.
A1
A2
A3
A4
A5
A6
*
*
*
*
ASSESSMENT
Exams
*
*
Projects
*
*
*
Assignments
*
*
*
*
B - INTELLECTUAL SKILLS
At the end of this programme the student will be able to:
1. identify and solve technological problems;
2. analyse requirements, model possible solutions and design and develop
systems;
3. choose between methods and tools for developing software;
4. evaluate electronic systems and techniques used;
5. evaluate project management techniques and their application within a given
environment;
6. determine the appropriate methods for interfacing systems.
TEACHING METHODS AND STRATEGIES
The intellectual skills listed above are vital to employers. Whilst knowledge
requirements within the discipline are dynamic and have a very short shelf-life, highly
FdSc Electronics Framework – Framework Specification 2009
4
developed intellectual skills are both essential and relatively constant.
Intellectual skills are developed at level-I by exposing students to problems,
complexity, uncertainty and challenge. This exposure is provided through the project
and through design and problem solving tasks within assignments
The development of experimental research and design skills is an ongoing process
facilitated case studies, assignments, the project and work-based learning.
Work-based learning is integrated into the programme units and also appears within
a separate unit. Appreciation of the industrial context is central to the development of
effective decision-making (e.g. customer-focused design).The work-based personal
portfolio will be used to develop and measure reflection and critical evaluation.
Analytical skills are enhanced throughout level-I by setting expectations upon the
student to apply analysis and design methods to an increasingly set complex and
uncertain engineering situations.
Information evaluation and analysis skills are further enhanced as experimentation
and design tasks continue through the level. Individual feedback is given to students
on all work produced to inform self-awareness and intellectual skill development.
B1
B2
B3
B4
B5
B6
ASSESSMENT
Exams
*
*
*
Projects
*
*
*
*
*
*
Assignments
*
*
*
*
*
*
C – SUBJECT SPECIFIC SKILLS
At the end of this programme the student will be able to:
1.
2.
3.
4.
5.
6.
design and modify algorithms from a given specification;
develop electronic, data transmission and interfacing systems;
design embedded systems to meet a given engineering specification;
constructively apply analogue and digital analysis and design techniques;
evaluate networks for performance, reliability and security;
apply researching methologies.
TEACHING METHODS AND STRATEGIES
The practical emphasis of the programme continues at level-I. Learning strategies
ensure that the student is exposed to greater complexity, increasing difficulty and
uncertainty. Lectures will be used to provide the underpinning knowledge but the
principal learning vehicle will be practical activities. This will take place within
laboratory environments that simulate those of industry.
Students will be exposed to similar pressures as those faced within the electronics
industry. Issues of time, value, quality, performance and fitness for purpose will be
stressed.
The work experience will be used to develop subject specific skills (within 1-6).
Attainment will be measured within the work-based personal portfolio.
Subject specific practical skills are further enhanced by working in small groups.
Projects and assignments will form the principal assessment mechanism. A number
FdSc Electronics Framework – Framework Specification 2009
5
of integrated assignments will be used to promote and develop self awareness of
skills required in different situations. Examinations will be used predominantly to
measure fundamental understanding
C1
C2
C3
C4
C5
*
*
C6
ASSESSMENT
Exams
*
Projects
*
*
*
*
Assignments
*
*
*
*
*
*
D - TRANSFERABLE SKILLS
At the end of this programme the student will be able to:
1.
2.
3.
4.
5.
6.
organise and use ideas to communicate effectively in writing and orally;
work in groups to seek solutions to problems;
plan, conduct and report on a programme of work;
work effectively to deadlines;
learn independently in contexts of intermediate complexity;
understand issues of sustainability, regeneration and global challenges .
TEACHING METHODS AND STRATEGIES
Oral communication skills (formal and informal) are refined using projects, teamworking and assignments. Formal oral communication will developed through
managing development meetings, design reviews and presentations. Report writing
will largely be developed using the project.
The skills of planning, and reporting on a programme of work and working effectively
independently, and in-groups are expected to be in evidence throughout the
programme, through managing the learning tasks and the project.
Independent learning is stressed, as a basis, for study in higher education from the
start of the programme. A culture of independent learning is sought for all learners.
The work-experience will be used to stimulate self-awareness and continued
professional development. Evidence of personal development will be recorded within
the personal portfolio.
D1
D2
D3
D4
D5
D6
Projects
*
*
*
*
*
*
Assignments
*
*
*
*
*
*
ASSESSMENT
FdSc Electronics Framework – Framework Specification 2009
6
3.2
Level I Outcomes [ FdSc Electrical Technology ]
A - SUBJECT KNOWLEDGE AND UNDERSTANDING
At the end of this programme, the students will have a detailed knowledge and a
thorough understanding of:
1. electronic systems, circuits and components including underpinning principles
and their application
2. programmable devices
3. hardware and software design processes, tools and techniques including objectoriented design.
4. design and investigation of hardware and software power control systems
5. product development and project management principles, tools and techniques
6. their own personal capabilities and strategies for personal development
Teaching Methods and Strategies
Subject knowledge and understanding learning outcomes will be developed through
a combination of lecture, private study (paper and electronic sources) and tutorial
support classes. The importance of research and independent study is emphasised
at level I.
Knowledge and understanding will be reinforced and applied using practical work,
experimental tasks and projects. As the programme progresses the learner will be
expected to evaluate electronic circuits (digital, analogue and programmable
devices), and make sound engineering decisions based on underpinning knowledge.
Fundamental understanding will be assessed using unseen examinations and
practical assignments. Software designs will be developed throughout the year by
use of computer based exercises, simulations and design assignments that will
demonstrate understanding of systems, processes and programs. Control principles
will be developed using practical application of both hardware and software.
Understanding of personal capabilities is reinforced by means of student led group
assignments and project work.
The VLE “Moodle” is a supplementary source of information available to students
Group work will encourage the development of self confidence and the ability to
communicate and work with others.
A1
A2
A3
A4
A5
A6
ASSESSMENT
Exams
*
*
Projects
*
*
*
*
*
*
Assignments
*
*
*
*
*
*
B - INTELLECTUAL SKILLS
At the end of this programme the student will be able to:
1. identify and solve technological problems;
2. analyse requirements, model possible solutions and design and develop power
control systems;
3. determine the appropriate testing techniques for power control systems;
FdSc Electronics Framework – Framework Specification 2009
7
4. evaluate control systems and techniques used;
5. evaluate project management techniques and their application within a given
environment;
6. demonstrate the ability to develop systems within a given environment.
TEACHING METHODS AND STRATEGIES
The intellectual skills listed above are vital to employers. Whilst knowledge
requirements within the discipline are dynamic and have a very short shelf-life, highly
developed intellectual skills are both essential and relatively constant.
Intellectual skills are developed at level-I by exposing students to problems,
complexity, uncertainty and challenge. This exposure is provided through the project
and through design and problem solving tasks within assignments
The development of experimental research and design skills is an ongoing process
facilitated case studies, assignments, the project and work-based learning.
Work-based learning is integrated into the programme units and also appears within
a separate unit. Appreciation of the industrial context is central to the development of
effective decision-making (e.g. customer-focused design)
The work-based personal portfolio will be used to develop and measure reflection
and critical evaluation.
Analytical skills are enhanced throughout level-I by setting expectations upon the
student to apply analysis and design methods to an increasingly set complex and
uncertain engineering situations.
Information evaluation and analysis skills are further enhanced as experimentation
and design tasks continue through the level. Individual feedback is given to students
on all work produced to inform self-awareness and intellectual skill development.
B1
B2
B3
B4
*
*
B5
B6
ASSESSMENT
Exams
*
Projects
*
*
*
*
*
*
Assignments
*
*
*
*
*
*
C – SUBJECT SPECIFIC SKILLS
At the end of this programme the student will be able to:
1.
2.
3.
4.
5.
6.
design and modify algorithms from a given specification;
develop electronic, data transmission and interfacing systems;
design embedded systems to meet a given engineering specification;
constructively apply analogue and digital analysis and design techniques;
investigate power and control systems for performance, reliability and security;
apply research methodologies within an industrial environment.
TEACHING METHODS AND STRATEGIES
The practical emphasis of the programme continues at level-I. Learning strategies
ensure that the student is exposed to greater complexity, increasing difficulty and
uncertainty. Lectures will be used to provide the underpinning knowledge but the
FdSc Electronics Framework – Framework Specification 2009
8
principal learning vehicle will be practical activities. This will take place within
laboratory environments that simulate those of industry.
Students will be exposed to similar pressures as those faced within the electronics
industry. Issues of time, value, quality, performance and fitness for purpose will be
stressed.
The work experience will be used to develop subject specific skills (within 1-6).
Attainment will be measured within the work-based personal portfolio.
Subject specific practical skills are further enhanced by working in small groups.
Projects and assignments will form the principal assessment mechanism. A number
of integrated assignments will be used to promote and develop self awareness of
skills required in different situations. Examinations will be used predominantly to
measure fundamental understanding
C1
C2
C3
C4
C5
C6
ASSESSMENT
Exams
*
*
Projects
*
*
*
*
*
*
Assignments
*
*
*
*
*
*
D - TRANSFERABLE SKILLS
At the end of this programme the student will be able to:
1.
2.
3.
4.
5.
6.
organise and use ideas to communicate effectively in writing and orally;
work in groups to seek solutions to problems;
plan, conduct and report on a programme of work within set deadlines;
work effectively to deadlines;
learn independently in contexts of intermediate complexity;
understand issues of sustainability, regeneration and global challenges.
TEACHING METHODS AND STRATEGIES
Oral communication skills (formal and informal) are refined using projects, teamworking and assignments. Formal oral communication will developed through
managing development meetings, design reviews and presentations. Report writing
will largely be developed using the project.
The skills of planning, and reporting on a programme of work and working effectively
independently, and in-groups are expected to be in evidence throughout the
programme, through managing the learning tasks and the project.
Independent learning is stressed, as a basis, for study in higher education from the
start of the programme. A culture of independent learning is sought for all learners.
Project work will be carried out within an industrial environment. This will enhance
the students technical and project management skills. Evidence of personal
development will be recorded within the personal portfolio.
FdSc Electronics Framework – Framework Specification 2009
9
D1
D2
D3
D4
D5
D6
Projects
*
*
*
*
*
*
Assignments
*
*
*
*
*
*
ASSESSMENT
FdSc Electronics Framework – Framework Specification 2009
10
3.3 Level C Outcomes [ FdSc Electronic & Computer Technology/
FdSc Electrical Technology ]
This programme provides opportunities for students to develop and demonstrate
knowledge and understanding and skills as follows:A - Subject Knowledge and Understanding
At the end of level-C, the students will have knowledge and understanding of:
1. the industrial context, the demands placed upon an electronics engineering and
strategies for effective project management;
2. fundamental computing principles and the techniques used for designing control
systems
3. analogue and digital and microprocessor technologies including fundamental
principles and application;
4. the principles related to the design and development of well structured
algorithms.
5. the processes used to ensure ordered engineering design
6. health and safety requirements
Teaching Methods and Strategies
The majority of students will enter the programme through BTEC ND, hence their
knowledge of electronics principles will be significant. Other students may enter
through A-levels, GNVQs, AVCEs (or other qualifications). Some students will be fulltime, others will be part-time. The strategy at level-C will be to integrate these
students and bring them up to an acceptable level of understanding during the year.
Whilst the principle means to up-lift subject knowledge and understanding will be
lectures and seminars, it will be necessary to inform the student’s self-awareness
through tutorial diagnostic and support classes. Where possible, peer support will be
used particularly drawing from the industrial knowledge of students within full-time
employment.
Private study using a variety of electronic and paper information resources, will be
encouraged, supported and assessed throughout the level. The tutorial programme
will be used to support directed reading and underpin learning. This tutorial support
will include diagnostic and formative assessment to determine any extra support
needed.
As the programme progresses, the learner will be gradually exposed to a range of
increasingly complex electronic circuits (digital, analogue and control), using case
studies and practical assignments.
The VLE “Moodle” is a supplementary source of information available to students
At level-C it is important to establish a firm understanding of basic principles,
theories, straightforward design techniques, components and sub-systems. This
underpinning knowledge and understanding will be applied progressively as the
leaner develops.
A1
A2
A3
A4
*
*
A5
A6
*
*
*
*
ASSESSMENT
Exams
Projects
*
*
*
Assignments
*
*
*
FdSc Electronics Framework – Framework Specification 2009
*
11
.
B - INTELLECTUAL SKILLS
At the end of level-C the student will be able to:
1. scrutinize requirements and propose solutions to uncomplicated technological
problems;
2. interpret and evaluate circuit diagrams, systems and products and recommend
enhancements;
3. evaluate and utilise design processes;
4. interpret requirements and derive solutions
5. apply a sound theoretical approach to problem solving within the context of
hardware and/or software systems;
6. apply professional judgement to product development including a consideration
of the following: cost, value, safety, standards, fitness for purpose, performance
and environmental impact.
TEACHING METHODS AND STRATEGIES
WITHIN LEVEL-C, THE DEVELOPMENT OF INTELLECTUAL SKILLS REQUIRES A FIRM GRASP
OF THE UNDERPINNING PRINCIPLES, THE THEORETICAL FRAMEWORKS, THE “NEEDSENVIRONMENT” AND THE DESIGN PROCESSES.
Intellectual skill development relies upon exposure to both the needs and the
technology and processes that can be invoked to satisfy that need.
Within level-C, by necessity, the problems need to be straightforward. The aim is to
build confidence in addition to basic skills development.
The cohort of students is likely to contain a mix of full-time and part-time students
with markedly different backgrounds and experiences. The part-time students
coming from an industrial background will be used as a resource to inform full-time
students.
Intellectual skills development will stem from exposing the students to relatively
constrained problems normally within single units, apart from the project. As the
learning progresses, students will be exposed to a greater degree of complexity.
The work-based learning aspects will be used to expose the students to the
industrial context, demands and constraints that impact upon analysis, design and
implementation
The level-C project is used as the main vehicle to assess intellectual skills.
Assessment
B1
B2
B3
B4
B5
B6
Exams
*
*
*
Project
*
*
*
*
*
*
Assignments
*
*
*
*
*
C – SUBJECT-SPECIFIC SKILLS
At the end of level-C the student will be able to:
1. apply computer technology and discipline-specific software packages;
FdSc Electronics Framework – Framework Specification 2009
12
2a use high level and low level programming languages to develop well structured
programmes
2b investigate power and control systems to determine their effectiveness
3. apply design techniques and relevant formula to the operation of both analogue
and
digital systems
4 utilise a wide range of electronics test equipment;
5 develop a project management plan
6 apply the principles and techniques within 1-5 to the solution of industry-related
problems.
[ 2a relevant to FdSc Electronics & Computing Technology
2b relevant to FdSc Electrical Technology]
Teaching methods and strategies
Since level-C will receive part-time and full-time students whose background,
experience and confidence will be markedly different, level-C needs to accommodate
both types of student, responding to their particular needs. Full-time students will
generally not be familiar with the industrial context and generally have less well
developed practical and subject-related skills. Part-time students will want to absorb
information that is applied (in most cases) directly to their work situation. Part-time
students generally have greater personal confidence.
For both types of students, at level-C, subject-specific skills are developed through,
informing, application, and performance feedback activities. Confidence in the
application of knowledge and method to uncomplicated problems is facilitated by
tutorial activities, assignments and the project. The lecture series develop
understanding of the fundamentals. Within level-C students will undertake problem
solving, working individually and in groups. Students will undertake a number of
guided assignments and practical exercises that will allow them to explore a number
of different disciplines.
Assessment strategies reinforce the practical, skills-oriented emphasis together with
the application of underpinning knowledge.
C1
C2(a & b)
C3
C4
C5
C6
*
ASSESSMENT
Exams
*
Projects
*
*
*
*
*
*
Assignments
*
*
D - TRANSFERABLE SKILLS
At the end of level-C the student will be able to:
1. demonstrate the skills needed to structure and use ideas to communicate
effectively in writing and orally with competence;
2. use IT effectively to enhance all areas of study throughout the program;
3. plan, conduct and report on a programme of work within set deadlines, with
guidance and assistance;
FdSc Electronics Framework – Framework Specification 2009
13
4. work competently, individually and in groups and meet fixed deadlines;
5. develop the ability to learn independently, with a logical viewpoint, in familiar and
unfamiliar situations;
6. take responsibility for continued professional development
TEACHING METHODS AND STRATEGIES
Communication skills are developed using, for example, projects and assignments
for report writing and in small group teaching for oral presentations.
The skills of planning, and reporting on a programme of work and working effectively
independently and in groups, are developed throughout the assignment and project
programmes..
Independent learning is stressed, as a basis for study, in higher education from the
start of the programme. A culture of independent learning is sought for all learners.
The matter of learners taking responsibility for their own continued professional
development (6) is brought into their experience in lectures and workshops on
personal development skills, and is emphasised throughout this level.
D1
D2
D3
D4
D5
D6
*
*
*
*
*
*
*
*
ASSESSMENT
Projects
*
Assignments
*
*
TEACHING AND LEARNING METHODS
A variety of teaching and learning methods will be used on this Programme, such as
lectures, seminars, workshops, tutorials, group and individual projects, student-led
presentations, student-based and open learning. These methods provide students
with the opportunity to develop the wide range of skills and the competence
necessary to achieve the programme objectives and to succeed in the electronics
industry.
By its nature, the Programme will both encourage and develop students' ability to
innovate, recognise and create opportunities to make decisions, to take calculated
risks and respond to challenges, to communicate effectively and to make effective
use of information technology.
As the Programme progresses through levels C to I the projects become gradually
more student centred, and the role of the tutor is increasingly that of a facilitator.
Students develop their own projects; experience realistic working practices, circuits,
interfacing, and computer programming, to required specifications and deadlines. In
addition, the Level I group project will enable students to develop and assess their
abilities to work in a team.
The programme will include diagnostic and formative assessment to help identify
areas needing extra support.
HNC Outcomes
The HNC learning outcomes are as per the relevant FdSc level C ILOs.
HNC Electronics and Computer Technology map to:FdSc Electronics and Computer Technology
FdSc Electronics Framework – Framework Specification 2009
14
HNC Electrical Technology map to:FdSc Electrical Technology
The FdSc in Electrical Technology is designed to include a key 40 unit project within
the relevant industry. The Framework is intended to allow progression from the
existing HNC ECT onto either the FdSc ECT or FdSc ET.
FdSc Electronics Framework – Framework Specification 2009
15
3.4 SKILLS MATRIX
The learning outcome matrix for each course named route of the framework
follows. There is one diagram for each named route.
FdSc Electronics and Computer Technology
A – Subject Knowledge and Understanding
B – Intellectual Skills
1
electronic systems, circuits and
components including underpinning
principles and their application
1
identify and solve technological
problems
2
2
microprocessor systems and
programmable devices
analyse requirements, model possible
solutions and design and develop
electronic systems
3
hardware and software design processes,
tools
and techniques including objectoriented design
3
choose between methods and tools for
developing software
4
4
data communications networking
principles, systems, protocols and
interfacing techniques
evaluate electronic systems and
techniques used
5
product development and project
management principles, tools and
techniques
evaluate project management techniques
and their application within a given
environment
6
determine the appropriate methods for
interfacing systems.
5
6
their own personal capabilities and
strategies
for personal development
.
C – Subject specific skills
D – Transferable Skills
1
design and modify algorithms from a given
specification
1
organise and use ideas to communicate
effectively in writing and orally
2
develop electronic, data transmission and
interfacing systems
2
work in groups to seek solutions to
problems
3
design embedded systems to meet a given
engineering specification
3
plan, conduct and report on a programme
of work
4
constructively apply analogue and digital
analysis and design techniques
4
work effectively to deadlines
5
5
evaluate systems and networks for
performance, reliability and security
learn independently in contexts of
intermediate complexity
6
Understand issues of sustainability,
regeneration and global challenges
6
apply researching methodologies
FdSc Electronics Framework – Framework Specification 2009
16
FdSc Electrical Technology
A – Subject Knowledge and Understanding
B – Intellectual Skills
1
electronic systems, circuits and components
including underpinning principles and their
application
1
2
programmable devices
3
hardware and software design processes,
tools and techniques including objectoriented design
3 determine the appropriate testing
techniques for power control systems
4
design and investigation of hardware and
software power control systems
4 evaluate control systems and
techniques used
5
product development and project
management principles, tools and techniques
6
their own personal capabilities and strategies
for personal development .
5 evaluate project management
techniques and their application within
a given environment
identify and solve technological
problems
2 analyse requirements, model possible
solutions and design and develop
power control systems
6 demonstrate the ability to develop
systems within a given environment
C – Subject specific skills
D – Transferable Skills
1
design and modify algorithms from a given
specification
1
organise and use ideas to
communicate effectively in writing and
orally
2
develop electronic, control and interfacing
systems
2
work in groups to seek solutions to
problems
engineering specification
3
plan, conduct and report on a
programme of work
constructively apply analogue and digital
analysis and design techniques
4
work effectively to deadlines
3 design embedded systems to meet a given
4
5
evaluate systems for performance, reliability
and security
6
apply researching methodologies within an
industrial environment
FdSc Electronics Framework – Framework Specification 2009
5
learn independently in contexts of
intermediate complexity
6
Understand issues of sustainability
regeneration and global challenges
17
FdSc Electronics & Computer Technology
A1
A2
A3
*
*
A4
A5
A6
B1
B2
B3
B4
B5
B6
C1
C2
C3
C4
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
L
Programmable Devices
E
Electronic & Interfacing Techniques
V
Object Oriented Programming
E
Practical Networking
*
*
*
*
*
L
Data Communications
*
*
*
*
*
I
Project 2
*
*
*
*
*
*
L
Analytical Methods & Principles
*
*
*
*
*
*
E
Computer Principles
*
*
*
*
V
Programming Techniques
*
*
*
*
*
E
Electronic Systems
*
*
*
*
*
*
L
Project 1
*
*
*
*
*
*
C
Fault Location Techniques
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Creative Technology Framework – Framework Specification – June 2007
C5
C6
D1
D2
D3
D4
D5
D6
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
18
3.5.2 FDSc Electrical Technology
A1
A2
A3
*
*
A4
A5
A6
B1
B2
B3
B4
B5
B6
C1
C2
C3
C4
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
L
Programmable Devices
E
Electronic & Interfacing Techniques
V
Object Oriented Programming
E
Systems Analysis
*
*
*
*
L
Work Based Project
*
*
*
*
L
Analytical Methods & Principles
*
E
Computer Principles
V
Power & Control
*
*
*
*
*
*
*
E
Electronic Systems
*
*
*
*
*
*
*
L
Project 1
*
*
*
*
*
*
*
*
C
Fault Location Techniques
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
C5
C6
D1
D2
D3
D4
D5
D6
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
I
*
A – Subject Knowledge and Understanding
B – Intellectual Skills
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
C – Practical Skills
D – Transferable Skills
Creative Technology Framework – Framework Specification – June 2007
19
4
Programme Diagrams
Programme Diagram
FdSc
FdSc Elecronics & Computer Technology
Year 2 / credit level I
Core Units
Progression Requirements
Programmable Devices (20)
Electronic & Interfacing Techniques (20)
Object Oriented Programming (20)
Practical Networking (20)
Data Communications (20)
Project 2 (20)
Requires 120 credits at level I
Exit Qualification:
120 credits at level I
120 credits at level C
FdSc “Electronics & Computer
Technology”
Year 1 / credit level C
HNC
Core Units
Progression Requirements
Analytical Methods & Principles (20)
Must pass all units
Computer Technology (20)
Exit Qualification: 120 level C
credits
Project 1 (20)
Electronic Systems (20)
HNC Electronics & Computer
Technology
Fault Location Techniques 1 (20)
Programming Techniques (20)
Entertainment Technology Framework – Framework Specification – June 2007
20
Programme Diagram
FDSc Electrical Technology
FDSc
Core Units
Progression Requirements
Programmable Devices (20)
Requires
Year 2 / credit level I
Electronic & Interfacing Techniques (20)
120 credits at Level I
Object Oriented Programming (20)
System Analysis (20)
120 credits at Level C
Work Based Project (40)
Exit qualification
FDSc “ Electrical Technology”
HNC
Core Units
Progression Requirements
Analytical Methods & Principles (20)
Must pass all units
Year 1 / credit level C
Computer Technology (20)
5
Exit Qualification: 120 level
C credits
Project 1 (20)
Electronic Systems (20)
HNC Electrical Technology
Fault Location Techniques 1 (20)
Power & Control (20)
Progression Route
Progression from the FdSc Electronics & Computer Technology & FdSc Electical
Technology is via Southampton Solent BSc(Hons) Electronic Engineering (Level 6 topup)
In order to progress students would need to pass the FD and complete Southampton
Solent normal admissions process.
Progression to BSc(Hons) Electronic Engineering
Full time route
Part time route
Progression requirements : Model FD3
120 level-C credits + 120 level-I credits
FdSc ECT
Creative Technology Framework – Framework Specification 2007
FdSc ET
21
The FdSc Framework has been inspected by Southampton Solent to ensure a very close
progression “fit” and recommended modifications made to some units indicative content
to ensure compatibility.
In the final year of the FdSc a tutorial session will be included aimed at developing
students personal and technical skills. The progress of students wishing to progress onto
the BSc(Hons) Electronic Engineering will be assessed by both diagnostic and formative
methods to ensure any areas needing further study and/or support are identified.
6.
Work Based Learning Elements
Work based learning is covered in the Project 1 unit (level C) within the first year.
Students work within groups for the first assignment and develop a product that is
required by industry. Project management is developed during this initial project and its
requirement in industry highlighted. This is done by involving project managers from
within the industry. The second assignment is an individual project either work or
individual based.
In the second year the FdSc Electronics & Computer Technology includes a work related
project where students develop electronic systems for a local company under the
supervision of the unit tutors.
The FdSc Electrical Technology includes a Work Based Project (40 units). This is a
project carried out within industry.
These units will have common elements with all other units, and will allow students to
apply knowledge gained throughout the year to industry related situations.
In both cases the projects involve direct contact with the customer.
An example of the second year industry related project is the project carried out by
students in the design, development and construction of a sound device. This was
developed to meet the needs of the Wildlife and Game Conservancy and allowed the
students direct contact with industry. They produced a system that would sense
movement in an external environment and the control the generation of a pre-determined
sound as required by the company. They also developed timer sensors, again to meet
company needs. Presentations and feedback involved company management.
7
Regulations
7.1
Admission Regulations
The regulations for this programme are the University’s Standard Undergraduate
Admission Regulations.
7.2
Assessment Regulations
The regulations for the HNC awards are the University’s standard assessment regulations for
Higher Nationals. The regulations for the Foundation degree awards are the University’s standard
assessment regulations for Foundation degrees
Creative Technology Framework – Framework Specification 2007
22
8
Points of reference for program design
8.1
QAA Subject benchmarks
The QAA subject benchmark documents have been used as references to design the
framework. All components of learning have been selected from these four subject
disciplines. The list of relevant QAA Benchmarks is provided in Appendix A.
Further benchmarks used were the QAA Foundation Degree Benchmark.
8.2
Framework References
The framework was prepared with reference to the Quality Assurance Agency for Higher
Education document ‘Guidelines for Preparing Programme Specifications’, and the
Framework for Higher Education (FHEQ).
The guidance document “B6 Programme Specifications” was also used.
The QAA’s ‘Communication: Media, Film and Cultural Studies’, ‘Engineering’, ‘Computing
Benchmark’ and ‘General Business and Management’ Benchmarks were all used as
references. The relevant QAA benchmarks are listed in Appendix A.
Creative Technology Framework – Framework Specification 2007
23
APPENDIX A
QAA Benchmark
TABLE 1 – QAA Benchmark and Electronic Technology Framework
The parts of the Engineering Benchmark that the programme covers are set out in the
following table, with their relationship to individual units.
Mathematics
Analytical Methods and Principles I (C)
Electronic Systems (C)
Programming Methods (C)
Programmable Devices (I)
Electronics & Interfacing Techniques(I)
Object Orientated Programming (I)
Fault Location Techniques (C)
Projects 1 (C)
Project 2(I)
Work Based Project ( I )
System Analysis ( I )
Science
Analytical Methods and Principles I(C)
Electronic Systems (C)
Power & Control (C)
Programming Methods (C)
Programmable Devices (I)
Electronics & Interfacing Techniques (I)
Fault Location Techniques (C)
Projects 1 (C)
Project 2(I)
System Analysis ( I )
Information Technology
Computer Technology (C )
Programming Methods (C)
Programmable Devices (I)
Object Orientated Programming (I)
Practical Networking (I)
Creative Technology Framework – Framework Specification 2007
24
Design
Electronic Systems (C)
Electronics & Interfacing Techniques (I)
Programming Methods (C)
Programmable Devices (I)
Object Orientated Programming (I)
Practical Networking (I)
Project 1 (C)
Project 2( I )
Work Based Project ( I )
Systems Analysis ( I )
Business Context
Work Based Project ( I )
Project 1 (level C)
Engineering Practice
Creative Technology Framework – Framework Specification 2007
Project 2 (Level I)
Project 1 (Level C)
Fault Location Techniques (Level C)
Project 2 (Level I)
Power & Control (C)
Work Based Project ( I )
25
APPENDIX B
PROGRAMME PROFILES
Programme profiles for the named courses within the framework and are laid out in the
following pages.
Creative Technology Framework – Framework Specification 2007
26
PROGRAMME PROFILES
Mode(s) of study 1: Fd
F/T and P/T
Originating Institution(s):
Place(s) of Delivery:
Framework Title (in full):
School: DEC
BPC
Programme Award and Title: FdSc Electronics & Computer Technology
Partner institution: BPC
Programme HESA
JACS code:
Interim Award and Titles & required credits: HNC Electronics & Computer Technology –
120 Level C Credits (ECTS equivalent 60 credits)
Cost Centre(s) 4
Unit identification
Unit version no.
FdSc Electronics Framework
Unit name
HESA
JACS
Subject
Code
CC1
%
HESA
JACS
Subject
Code
Expected Length of study 2: 2yrs
F/T, 4Yrs P/T
BU Credit Structure & ECTS 3:
120 + 120 (60 + 60)
Assessment Regs 7:
Unit Details
CC2
%
Prog
year 5
FT
Prog
year 5
PT
Core /
option
No of
credits 6
Level
(C,I,H,
PgC,
PgD, M)
Assessment 8
Element Weightings
Exam
1
C/Work
1
40
60
EEE1061C-1
Analytical Methods and Principles 1
H6
20
100
1
Core
20
C
EEE1085C-1
Computer Technology
H6
20
100
1
Core
20
C
100
EEE1086C-1
Programming Techniques
G5
25
100
1
Core
20
C
100
EEE1087C-1
Electronic Systems
H6
20
100
1
Core
20
C
EEE1088C-1
Fault Location Techniques
H6
20
100
1
Core
20
C
100
EEE1066C-2
Project 1
H6
20
100
1
Core
20
C
100
EEE1080I-1
Programmable Devices
H6
20
100
2
Core
20
I
100
CSE1098I-1
Object Oriented Programming
G5
39
100
2
Core
20
I
100
EEE1081I-2
Data Communications
H6
20
100
2
Core
20
I
100
EEE1082I-2
Electronics and Interfacing Techniques
H6
20
100
2
Core
20
I
EEE1083I-1
Project 2
H6
20
100
2
Core
20
I
EEE1084I-1
Practical Networking
H6
20
100
Effective from 9
Date approved 10: 7.9.09
Contact in School: Andrew Watson 965488
Prog Year / Month / Year
(awatson@bournemouth.ac.uk)
Yr. 1
Sept
09
Yr. 2
Sept
09
Name of Professional, Statutory or Regulatory Body (if appropriate) 13:
Yr. 3
2
Core
20
Programme Specification version no.
11
: v1
40
40
40
I
12
Placement : n/a
60
60
100
60
Diploma Supplement Statement regarding PRSB accreditation 14:
Yr.4
Entertainment Technology Framework – Framework Specification 2007
27
C/Work
2
Originating Institution(s):
Place(s) of Delivery:
Framework Title (in full):
FdSc Electronics Framework
Mode(s) of study 1: Fd
F/T and P/T
School: DEC
BPC
Programme Award and Title: FdSc Electrical Technology
Partner institution: BPC
Programme HESA
JACS code:
Interim Award and Titles & required credits: HNC Electrical Technology – 120 Level C
Credits (ECTS equivalent 60 credits)
Expected Length of study 2: 2yrs
F/T, 4Yrs P/T
Cost Centre(s) 4
Unit identification
Unit version
no.
Unit name
HESA
JACS
Subject
Code
CC1
%
HESA
JACS
Subject
Code
BU Credit Structure & ECTS 3:
120 + 120 (60 + 60)
Assessment Regs 7:
Unit Details
CC2
%
Prog
year 5
FT
Prog
year 5
PT
Core /
option
No of
credits 6
Level
(C,I,H,
PgC,
PgD, M)
Assessment 8
Element Weightings
Exam
1
C/Work
1
40
60
EEE1061C-1
Analytical Methods and Principles 1
H6
20
100
1
Core
20
C
EEE1085C-1
Computer Technology
H6
20
100
1
Core
20
C
100
EEE1081C-2
Power & Control
H6
20
100
1
Core
20
C
100
EEE1087C-1
Electronic Systems
H6
20
100
1
Core
20
C
EEE1088C-1
Fault Location Techniques
H6
20
100
1
Core
20
C
100
EEE1066C-2
Project 1
H6
20
100
1
Core
20
C
100
EEE1080I-1
Programmable Devices
H6
20
100
2
Core
20
I
100
CSE1098I-1
Object Oriented Programming
G5
39
100
2
Core
20
I
100
EEE1082I-2
Electronics and Interfacing Techniques
H6
20
100
2
Core
20
I
EEE1114I-1
Work Based Project
H6
20
100
2
Core
40
I
EEE1115I-1
System Analysis
H6
20
100
9
Effective from
Date approved 10: 7.9.09
Contact in School: Andrew Watson 965488
Prog Year / Month / Year
(awatson@bournemouth.ac.uk)
Yr. 1
Sept
09
Yr. 2
Sept
09
Name of Professional, Statutory or Regulatory Body (if appropriate) 13:
Yr. 3
2
Core
20
Programme Specification version no.
11
: v1
40
40
I
Placement 12: n/a
60
60
100
100
Diploma Supplement Statement regarding PRSB accreditation 14:
Yr.4
Creative Technology Framework – Framework Specification 2007
28
C/Work
2