Foundation Year (Year 0)
This programme can incorporate a Foundation Year, which is intended for students wishing to enrol onto the degree, who fall into one of the following categories:
1. Students who have not achieved the required A-Level points (or equivalent) score to enter the first year of the degree programme.
2. Mature students who have been out of the formal education system for some time.
Further information about the Foundation Year can be found by clicking here.
Year 1 will cover a number of topics designed to give a broad underpinning of the techniques and principles of engineering used within electronic and computer systems. You will study the theory and practice of designing analogue and digital systems, and will be introduced to the exciting world of mechanical and electronics systems in combination (mechatronics). Your work will be complimented with instruction in applied engineering mathematics, and the development and organisation of software build solutions. Project work will allow you to consolidate of the material covered by developing systems to solve real world problems.
- Architectures and Operating Systems
- Computing and Society
- Principles of Programming
- Analog and Digital Electronics 1
- Engineering Mathematics 1
- Introduction to Mechatronics
Year 2 will build on the topics and themes of year 1 to introduce a number of additional topics designed to give you a deeper view of the techniques and principles of engineering used within robotic systems. You will cover the theory and practice of using software to control hardware. You will have the opportunity to build electronic systems to consolidate theoretical work through the development of hardware projects. The application of mathematics to the design of control systems will give you insight into the accurate positioning and manipulation of automated machinery, including robotic arms. The design and process of manufacturing robotic systems will be a key component of this year. Research skills and project management options will be available. You will also undertake project work to consolidate your learning by developing systems to solve real-life robotic problems.
- Engineering Mathematics 2
- Physical Computing
- Social Humanoid Robotics
- Control Systems
- Robotics and Automation Systems
- Engineering Project Management
- Optional year in industry
Year 3 covers a range of topics in greater depth. Having developed programming skills in earlier years, you will go on to apply these skills to programming hardware and specialised microprocessor and controller chips. Work will continue to develop and deepen your understanding of analogue and digital systems, including intelligent and smart control and electronic power systems. In addition to core modules, there are options to study artificial intelligence and how it is applied to robotics and automated control applications; advanced computing architectures; cyber security; as well as technical project management. An individual project will enable you to consolidate your learning by developing systems to contribute towards solving a real-world robotics problem of your choice.
- Power Electronics and Systems
- Autonomous Systems
- Advanced Control Systems
- Professional Engineering Practical Project
- Computational Intelligence
- Digital & Analogue Communications Systems
- Industrial Work Experience
Building on a broad and deep understanding of topics covered in the first 3 years of the programme, year 4 will allow you to develop mastery and advanced skills across complex and core topics in electronics and computer processing. A group development project will give you the opportunity to bring together many of the topics covered on the programme, as well as allow investigation of a particular interest or area of development. Outside of these core aspects, there will be opportunities to explore in greater detail topics ranging from artificial intelligence, applications of robotics, sensors and actuators, advanced electromechanical systems design, as well as considering ethical and professional issues of systems design. There is also an opportunity to undertake a short industrial placement, which can often prove very useful in securing future employment.
- Team Development Project - Developing Quality Systems 3
- The Internet of Things
- Professional & Ethical Issues in Technology
- Advanced AI in Robotics
- Sensons and Actuators
- Programming for Data Analysis
- Applications for Social and Service Robots
- Frontiers in Technology
Learning & Teaching
The overall assessment strategy focuses on a variety of approaches that are intended to act as a stimulant to learning and to help prepare students for the breadth and diversity of assessments they are likely to encounter. A student-centred approach will be encouraged through the use of specific teaching strategies; case studies; individual and group projects; practical exercises, supplemented by the use of appropriate support materials; videos; computer software and electronic hardware, engineering CAD tools; etc. Most learning strategies promote an active engagement with the subject material to enhance learning.
Lectures are an effective way of delivering core material and establishing a framework for a module against which other material can be set.
Tutorials are meetings of a student or group of students with a lecturer or lecturers and are used in two ways within the programme:
- expanding upon material covered in lectures through an enquiry-driven problem solving approach
- remedial work to overcome any deficiencies in a student’s background knowledge.
Practical work will be used extensively in some of the modules. In these sessions, students are able to practise and refine their skills in a supportive environment where they can receive feedback from a member of academic staff. Practical work represents a valuable transition between theory and the workplace and is usually 2 hours long per session. Where appropriate, consolidation work (using portable equipment) will take place outside of the formal laboratory session to encourage engagement and practice in more practical skills.
Group based project work will be employed in a range of modules and will also present a useful assessment tool achieving a number of learning objectives. Students are either presented with or asked to develop real or simulated problems, which they are collectively required to analyse in detail and then realise and assess the solution before reporting in writing or orally.
Induction, PDP and Reflective Journal
There will be a compulsory induction programme where students will be made aware of the structure of the programme, its contents, and the support that is available. The induction will also be used as a means of establishing both staff and student expectations for the programme. As well as a detailed knowledge and understanding of subject material, a key objective in the programme is to develop and promote core study skills, and a reflective approach to learning.
Moodle, Mathworks, Multisim, Discussion Boards and Reading Sets
All modules will be supported by Moodle and provide students with a wide range of learning material and study guidance for a more interactive learning experience. For example, the use of discussion boards will give students the opportunity to share and discuss ideas, and provide a forum where they might interact at an academic level. Moreover, students will have access to the entire Mathworks suite of tools (for mathematics), and Labview/Multisim (electronic circuit design and simulation tools), both of which are available online and away from the classroom. Where appropriate, Reading Sets will also be created to encourage students to read and share their understanding of material.
Wherever possible, experts and academics will be invited to provide insights into their research work or engineering activity. It is intended that such experts will contribute to the programme during the course of the academic year.
Assessments relate directly to learning outcomes and one assessment usually covers a range of such outcomes. Assessment for a module is designed to demonstrate:
- Module learning outcomes and their level, with particular emphasis on the student’s ability to analyse, synthesise, evaluate and communicate information derived from:
- Module content;
- Learned knowledge from other areas/qualifications;
- The implementation of systematic information-seeking strategies.
- Encouraging students to apply their skills to specific engineering problems.
- Approaching problems in a systematic way and employing test approaches that could resolve those problems.
- Transparent assessment performance criteria.
- The constant monitoring of validity and reliability of the assessment methods.
- Time constraints (for students and staff) and the need to ensure consistency.
- The use of a range of strategies through which a student can demonstrate what he or she knows, understands or can do.
- The need for assessment to allow for review and reflection by the student.
Assessments take the form of examinations (seen/unseen, open book, essays/short answers), essays, practical assessments, presentations, role-plays, individual and group reports, and group and individual developmental projects.
Employability & Careers
Technology underpins modern society. The development and application of innovative technologies is growing exponentially, creating opportunities for disruption. As change agents, engineers sit at the heart of the digital revolution, and careers in engineering can be rewarding and diverse.
In September 2019, Glassdoor were reporting base annual average salaries of around £32,000 for Robotics Engineers.
The engineering profession in the UK is overseen by professional institutions on behalf of the Engineering Council of the UK. Standards dictate the education, training and experience competences required to be registers as an Incorporated Engineer or a Chartered Engineer. These standards in turn are matched to international qualifications of the same calibre and so are widely recognised globally within the profession. To ensure our students meet the required competences for education, Cardiff Met’s engineering programmes will be seeking accreditation via the most appropriate engineering institution – the Institution of Engineering and Technology (IET). New programmes are required to present evidence of a full cohort (students successfully progressing to graduation over the 4 years of the course) for scrutiny before full Accreditation is awarded. Once awarded then all students who have attended that course can claim to have attended a recognised programme and so be eligible for full (MEng) or partial (BEng) recognition of the required education standard for professional registration.
Students will be encouraged to undertake an optional year out in industry to complement their studies with real world experience of engineering work in a commercial environment. This will better equip them for entering the workplace on graduation.
Students who do well on the programme are also offered opportunities to study at higher level for postgraduate qualifications in technology and engineering subjects through further taught programmes or through research.
Entry Requirements & How to Apply
Applicants will preferably have a minimum of five GCSE passes including English Language and Mathematics* at grade C or above (grade 4 or above for applicants holding newly reformed GCSEs in England) and 64 UCAS Tariff Points from at least 2 A levels to include grades DD in Mathematics, Physics or a Technology subject; or grades CC from non-relevant subjects (or equivalent).
Five GCSE passes including English Language and Mathematics* at grade C or above (grade 4 or above for applicants holding newly reformed GCSEs in England) , plus 112 points from at least two A levels (or equivalent).
Typical offers may include:
- 112 points from at least 2 A levels to include grade B in Mathematics or Physics ; Welsh Baccalaureate – Advanced Skills Challenge Certificate considered as the third subject
RQF BTEC National Extended Diploma/Cambridge Technical Extended Diploma DMM to include 6 Distinctions within Mathematics or Physics modules
112 points from the Irish Leaving Certificate at Highers to include 3 x H2 grades including Mathematics or Physics. Higher level subjects only considered with a minimum grade H4
112 points from at least two Scottish Advanced Highers to include grade C in Mathematics or Physics
112 points from the Access to Higher Education Diploma in a related area
*For Welsh applicants sitting the reformed Mathematics GCSE, we will accept either GCSE
Mathematics or Mathematics – Numeracy.
If you are studying combinations of the above, or if your qualification isn't listed, please either contact Admissions or refer to the UCAS Course Search for entry requirements. Further information on our entry requirements, including qualifications from the EU can be found by clicking here.
Candidates who do not possess normal minimum entry qualification are interviewed and considered individually on the basis of their prior learning or working background. For applicants who are only undertaking 2 A levels or equivalent, this will be considered along with the rest of the academic profile and we may issue a graded offer in lieu of an offer using the UCAS Tariff.
Students whose first language is not English will need to provide evidence of fluency to at least an IELTS 6.0 standard or equivalent. For full details about how to apply and English Language qualifications please visit the International pages on the website.
Selection is usually on the basis of a completed UCAS application and where relevant an interview.
How to Apply:
Applications for this course should be made online to UCAS at www.ucas.com. For further information please visit our How to Apply pages at www.cardiffmet.ac.uk/howtoapply.
Recognised Prior Learning (RPL) and Credit Transfer into year 2 & 3
If you are interested in transferring credit from another institution to study at Cardiff met for a course which accepts entry for year 2 and/or 3, you can find further information on this and information on how to apply on the RPL page. Please contact Admissions for any queries that you have on RPL.
A mature applicant is anyone over the ago of 21 who didn't go to university after school or college. Cardiff Met welcomes applications from mature applicants and further advice and information can be found here.