ࡱ>  0Lbjbj i1gi1g1C+4   ht\ 5~d z z z J(T($(5555555$'8:\*5((("J(((*5z z ?5.///(^8z z 5/(5//:`4,4z F\P4)4 4m5<54 9;*b9;49;4P((/(((((*5*5D-b(((5((((9;(((((((((X N:  1Programme TitleMaintenance Engineering (Top-Up)2Programme CodeAMRU19 (Apprenticeship)3JACS CodeH714 / HECOS 1002024Level of StudyUndergraduate5aFinal QualificationBEng5bFHEQ Level66Intermediate QualificationsNone7Teaching Institution (if not «Ӱҵ)Not applicable8FacultyEngineering9DepartmentAMRC10Other Departments involved in teaching the programmeNone11Mode of AttendanceFull-time12Duration of the Programme12 months13Accrediting Professional or Statutory BodyIMechE, IET (both to be sought)14Date of production/revisionRevision September 202115. Background to the programme and subject area The Top up Degree in Maintenance Engineering will be offered to students (via their employers) as the development phase technical knowledge element of a degree apprenticeship (as the follow on qualification from the Foundation Degree or Higher National Diploma). Degree apprenticeships offer an apprentice the opportunity to combine working while studying for a work-based academic or vocational high-level qualification. These apprenticeships include the achievement of academic and vocational qualifications and learning from Level 4 upwards. Degree apprenticeships: are the latest model to be developed as part of degree apprenticeship standards, with apprentices achieving a full bachelors or masters degree as a core component of the apprenticeship. combine both higher and vocational education and fully test both the wider occupational competence and academic learning, either using a fully-integrated degree co-designed by employers and Higher Education Institutions, or using a degree plus separate end test of professional competence. This programme has been developed with employers and with reference to the Apprentice Standards which are developed by employer groups (known as trailblazers) and approved by Government. It has been designed as a progression route for students completing the Foundation Degree in Maintenance Engineering (in work in local engineering and manufacturing firms), or students with a Higher National Diploma, and aims to provide the specialist knowledge and skills to complement the professional competence that the apprentices will be required to demonstrate. The top up degree in Maintenance Engineering will enable students to apply engineering concepts (physics, mathematics, design skills) to the optimisation of equipment, procedures and resources to achieve the maintainability, reliability and availability of equipment. The foundation degree (a pre-requisite) introduces students to the methods, processes and systems used in modern manufacturing. The top up degree further develops specialist knowledge and techniques and introduces management tools and techniques. From this foundation, students will be ready for the top up degree which includes Industry 4.0; maintenance management; lubrication and wear; fundamentals of reliability, availability, maintainability and safety; and an industrial project with project management which will be a work-based project (as apprentices the students are in employment) to enable students to apply their knowledge to their own organisation and for employers to realise a return on their investment. Students will continue to develop the range of skills, knowledge and practical application needed to work towards Incorporated Engineer registration within a range of engineering contexts. In addition to the vocational emphasis of the programme, students will also benefit from the AMRCs research activity, which informs its teaching. The AMRC lecturers are active researchers solving real-life industrial problems in a variety of disciplines from design, tooling, factory layouts and manufacturing systems, machining and material selection. Their knowledge is up-to-date and includes relevant, current case studies.16. Programme aims The Universitys Mission is to educate others and ourselves and to learn through doing so, as a civic institution proud of its urban character, driving growth and vibrancy for the city, the region, and the globe. Our vision is research, teaching and learning together create a positive culture of higher education. The AMRC implements this through a strong commitment to local industry, with a large number of employers both within «Ӱҵ and the region working with the AMRC to address the engineering skills gap by training and educating Advanced, Higher and Degree Apprentices. It has a strong commitment to both teaching and research and works to create and stimulate a commitment to self-learning and development in its students. The aims of the top up degree are to: provide access to a bachelors degree in maintenance engineering to degree apprentices from a range of academic, social and employer backgrounds; produce maintenance engineering graduates who are equipped with the technical and scientific knowledge, understanding and skills appropriate to graduate roles in their organisations, developing students within their professional working career; develop in students an independence of thought, intellectual curiosity and critical approach to evidence, theories and concepts and their application; develop in students a range of subject specific and generic skills appropriate to their employment; develop in students the social, commercial and ethical awareness for a professional engineer; enabling students to maximise their potential throughout the programme; assess a range of student skills, identify and support academic excellence and their application to work-based situations; develop interpersonal, problem solving and transferable skills appropriate to an engineer; develop students appreciation of the wider engineering context, including the social, business and commercial considerations necessary for a professional engineer; engender attitudes and provide skills which will promote lifelong learning; prepare students for Incorporated Engineer status, post-graduate work and their career in mechanical manufacture. 17. Programme learning outcomes Science and Mathematics (SM)SM1iKnowledge and understanding of the scientific principles underpinning relevant technologies, and their evolutionSM2iKnowledge and understanding of mathematics and an awareness of statistical methods necessary to support application of key engineering principlesEngineering Analysis (EA)EA1iAbility to monitor, interpret and apply the results of analysis and modelling in order to bring about continuous improvementEA2iAbility to apply quantitative methods in order to understand the performance of systems and componentsEA3iAbility to use the results of engineering analysis to solve engineering problems and to recommend appropriate actionEA4iAbility to apply an integrated or systems approach to engineering problems through know-how of the relevant technologies and their applicationDesign (D)D1iBe aware of business, customer and user needs, including considerations such as the wider engineering context, public perception and aestheticsD2iDefine the problem identifying any constraints including environmental and sustainability limitations; ethical, health, safety, security and risk issues; intellectual property; codes of practice and standardsD3Work with information that may be incomplete or uncertain and be aware that this may affect the designD4iApply problem-solving skills, technical knowledge and understanding to create or adapt designs solutions that are fit for purpose including operation, maintenance, reliability etcD5iManage the design process, including cost drivers, and evaluate outcomesD6Communicate their work to technical and non-technical audiencesEconomic, Legal, Social, Ethical and Environmental Context (EL)EL1Understanding of the need for a high level of professional and ethical conduct in engineering and a knowledge of professional codes of conductEL2Knowledge and understanding of the commercial, economic and social context of engineering processesEL3iKnowledge of management techniques that may be used to achieve engineering objectivesEL4iUnderstanding of the requirement for engineering activities to promote sustainable developmentEL5Awareness of the relevant legal requirements governing engineering activities, including personnel, health & safety, contracts, intellectual property rights, product safety and liability issuesEL6iAwareness of risk issues, including health & safety, environmental and commercial riskEngineering Practice (P)P1iKnowledge of contexts in which engineering knowledge can be applied (e.g. operations and management, application and development of technology, etc.)P2iUnderstanding of and ability to use relevant materials, equipment, tools, processes, or productsP3iKnowledge and understanding of workshop and laboratory practiceP4iAbility to use and apply information from technical literatureP6iAbility to use appropriate codes of practice and industry standardsP7Awareness of quality issues and their application to continuous improvementP11iAwareness of team roles and the ability to work as a member of an engineering teamAdditional General Skills (G)G1Apply their skills in problem solving, communication, information retrieval, working with others, and the effective use of general IT facilitiesG2Plan self-learning and improve performance, as the foundation for lifelong learning/CPDG3iPlan and carry out a personal programme of workG4iExercise personal responsibility, which may be as a team member 18. Teaching, learning and assessment Development of the learning outcomes is promoted through the following teaching and learning methods: All of the students taking this course of study will be in full time employment with an engineering employer. The professional skills developed during the students employment, e.g. operation of manufacturing processes, professional conduct and social responsibility, report writing, team work and communication are expected to support many of the learning outcomes assessed through the course. Where specific opportunities arise for students to develop their learning based on their employment, job related skills will be embedded into the module design. Where students are working in the areas of industry which are studied in the course, students will be actively encouraged to contribute knowledge and experience from their employment to enrich group learning, for example by bringing videos, examples of products or practical engineering projects. The main teaching, learning and assessment methods adopted for each learning outcome are shown below. In most cases a combination of methods is used. The blended learning pedagogical model will be adopted where appropriate, with instructional content provided for independent study time so that contact time can be used for exercises, problem cases and discussion. Independent study is relevant to all modules and is intended to be used by students to watch pre-recorded lectures, with quizzes, available on-line through computers, laptops and tablets; read chapters from nominated textbooks and other material; prepare for contact time i.e. tutorials, problem classes, seminars; and develop coursework to improve the understanding of presented topics during the classes. Lectures (whether during contact time or recorded) are the principal means of imparting knowledge. They will be pre-recorded for independent study or captured by My Echo and made available on-line through computers, laptops and tablets. Tutorials will be used to briefly and formatively assess independent study (the instructional content from lecture captures, case study examples and reading material). The main aim of tutorials is to explore topics in more detail either through structured discussion or case studies. Problem solving classes will provide time for students to identify specific and problems, difficulties and solutions, to develop their confidence and competence in problem solving. Students will also be given more complex problems to solve in small groups or individually, with lecturer support. Laboratory classes provide opportunities for students to practice and develop a range of discipline-based techniques; apply and investigate theoretical and conceptual knowledge; develop experimental techniques and approaches, analysing, interpreting and presenting their findings and data; developing personal and transferable skills such as problem solving, team working, following protocols and working safely. In addition to planned teaching and learning activities, students are also expected to learn through the preparation of coursework assignments and other assessment activities which generally require students to seek additional information and work on their own, or in small groups, to develop understanding of the subject matter. Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: Knowledge and understanding are primarily assessed through written examinations and coursework, which includes oral presentations and written reports. Written examinations unseen examinations. Coursework submission designed to test knowledge and communication skills; these include design studies, computing assignments, and laboratory reports. Oral presentations these take the form of individual oral presentations or group presentations in which each group member plays a part. 19. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements" https://www.qaa.ac.uk/quality-code/subject-benchmark-statements Framework for Higher Education Qualifications (2014)  HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Vision  HYPERLINK "/vision" /vision Learning and Teaching Strategy (2016-21)  HYPERLINK "/polopoly_fs/1.661828!/file/FinalStrategy.pdf" /polopoly_fs/1.661828!/file/FinalStrategy.pdf Advanced manufacturing engineering apprenticeships  HYPERLINK "https://www.gov.uk/guidance/advanced-manufacturing-engineering-apprenticeships" \h https://www.gov.uk/guidance/advanced-manufacturing-engineering-apprenticeships HYPERLINK "https://www.gov.uk/guidance/advanced-manufacturing-engineering-apprenticeships" \h  Degree apprenticeship standards and frameworks  HYPERLINK "http://semta.org.uk/careers/higher-apprenticeships" http://semta.org.uk/careers/higher-apprenticeships20. Programme structure and regulations The programme structure is modular with a total of 120 credits. The programme runs for 12 months to allow adequate time for the students to scope a relevant work-based project within their own organisation. Student will study the fundamental science and mathematics relevant to maintenance engineering in the preceding foundation degree. The top up degree will continue the engineering practice, mechanical science and manufacturing and maintenance threads in industry 4.0; maintenance management; lubrication and wear; fundamental of reliability, availability, maintainability and safety; and a 40 credit industrial project with project management which will be work-based in the students own organisation. Students will develop more extensive specialist knowledge of the principal areas of maintenance engineering. Students will graduate with a BEng degree in Maintenance Engineering. Graduates may then take an MSc or equivalent in suitable subjects to meet the full educational requirements for CEng, giving additional flexibility and choice of career options.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available on-line at  HYPERLINK "http://www.sheffield.ac.uk/calendar" \h http://www.sheffield.ac.uk/calendar.21. Student development over the course of study Level 3The top up degree will continue the engineering practice, mechanical science and manufacturing and maintenance threads in industry 4.0; maintenance management; lubrication and wear; fundamental of reliability, availability, maintainability and safety; and a 40 credit industrial project with project management which will be work-based in the students own organisation. Students will develop more extensive specialist knowledge of the principal areas of maintenance engineering.22. Criteria for admission to the programme A pass in the Foundation Degree in Maintenance Engineering, or equivalent qualification, or relevant Higher National Diploma qualification.23. Additional information Further information is available at  HYPERLINK "https://amrctraining.co.uk/apprenticeships/degree-apprenticeships-level-6" https://amrctraining.co.uk/apprenticeships/degree-apprenticeships-level-6     amru19 - ver21-22 PAGE1 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from «Ӱҵ ,56789GH_`abclmqt    , - . / 0 7 8 C D E F G Ľ h3h6 h3h3 h3hx&h3hx&5 h3hpjh'CUmHnHu jhFTh'CUmHnHuJ679H`NkdhS$$IfHFpP&@0`'    44 Hapyt'C (($Ifgd3 $<a$gd3`acmeXXX (($Ifgd3kd%T$$IfHFpP&@0`'    44 Hapyt'CeXXX (($Ifgd3kdT$$IfHFpP&@0`'    44 Hapyt'CeXXX (($Ifgd3kdU$$IfHFpP&@0`'    44 Hapyt'CeXXX (($Ifgd3kd\V$$IfHFpP&@0`'    44 Hapyt'CeXXX (($Ifgd3kdW$$IfHFpP&@0`'    44 Hapyt'C - eXXX (($Ifgd3kdW$$IfHFpP&@0`'    44 Hapyt'C- . 0 8 D eXXX (($Ifgd3kdX$$IfHFpP&@0`'    44 Hapyt'CD E G R W eXXX (($Ifgd3kdPY$$IfHFpP&@0`'    44 Hapyt'CG Q R V W X Z [ , - . 0 1 L M d e f  # = >  lm3@Yhq*h3hp5 h3h6 h3hx& h3hph3hx&5TW X [ eXXM ($Ifgd3 (($Ifgd3kd Z$$IfHFpP&@0`'    44 Hapyt'C eXXX (($Ifgd3kdZ$$IfHFpP&@0`'    44 Hapyt'C eXXX (($Ifgd3kd[$$IfHFpP&@0`'    44 Hapyt'C - eXXX (($Ifgd3kdD\$$IfHFpP&@0`'    44 Hapyt'C- . 1 M e eXXX (($Ifgd3kd]$$IfHFpP&@0`'    44 Hapyt'Ce f > eRGG4 & Fx$If`gdq* x$Ifgdq*$ @ xxgd3kd]$$IfHFpP&@0`'    44 Hapyt'C my'(;jW$ @ xxgd3jkd{^$$IfHp&`'0`'44 Hap yt'C xx$Ifgdq* x$Ifgdq* & Fx$If`gdq* YimorCAxy@&'(:;@;@vw:?:?DE:?8=bcd$%&49lmn27BCD/345h3h65h3hp5h3hx&5 h3hp h3h6 h3hx&Q;wEc%mC4 & Fxx$If`gdq* & Fx$If`gdq* x$Ifgdq*s$1$Ifgdq*$ @ xxgd3jkd_$$IfHp&`'0`'44 Hap yt'C. \ ] ^ b c !!!!!-!Z!!!!!!!""""+"N"z"{"|"""###### #!#)#I######)$P$$$$$$$$$$$$&%%%%%%ȻȻhq*h6B*PJphh3h6B*PJphh3h65B*PJ\ph h3h6%h3h656B*PJ\]phJ] uu$1$Ifgdq*{kd_$$Ifl;8f9  t 0944 lBaMp ytq*] ^ c uff$1$Ifgdq*kd5`$$IflD0#8fBf4 t0944 lBaMpytq* !uf$1$Ifgdq*kd`$$IflD0#8fBf4 t0944 lBaMpytq*!!!!uu$1$Ifgdq*{kda$$Ifl;8f9  t 0944 lBaMp ytq*!!!"uff$1$Ifgdq*kdEb$$IflD0#8fBf4 t0944 lBaMpytq*"""{"uff$1$Ifgdq*kdb$$IflD0#8fBf4 t0944 lBaMpytq*{"|""#uff$1$Ifgdq*kdc$$IflD0#8fBf4 t0944 lBaMpytq*###uf$1$Ifgdq*kd[d$$IflD0#8fBf4 t0944 lBaMpytq*##!##uu$1$Ifgdq*{kd e$$Ifl;8f9  t 0944 lBaMp ytq*###$ufW$1$Ifgd$1$Ifgdq*kde$$IflD0#8fBf4 t0944 lBaMpytq*$$$$ufW$1$Ifgd$1$Ifgdq*kdkf$$IflD0#8fBf4 t0944 lBaMpytq*$$$%ufW$1$Ifgd$1$Ifgdq*kdg$$IflD0#8fBf4 t0944 lBaMpytq*%%%%uff$1$Ifgdq*kdg$$IflD0#8fBf4 t0944 lBaMpytq*%%%%%%%%%&<&=&>&&&&&&&'''''$'''''''''''"(;(<(=(@(A(((())) ) ) )`)a)b)z){)|))))******{*|*}********+++ + ++%h3h656B*PJ\]ph h3h6h3h6B*PJphh3h65B*PJ\phO%%%=&uff$1$Ifgdq*kdh$$IflD0#8fBf4 t0944 lBaMpytq*=&>&~&uf$1$Ifgdq*kd3i$$IflD0#8fBf4 t0944 lBaMpytq*~&&&'uu$1$Ifgdq*{kdi$$IflD8f9  t 0944 lBaMp ytq*'''{'uff$1$Ifgdq*kdj$$IflD0#8fBf4 t0944 lBaMpytq*{'|'''ufW$1$Ifgd$1$Ifgdq*kdCk$$IflD0#8fBf4 t0944 lBaMpytq*'''<(ufW$1$Ifgd$1$Ifgdq*kdk$$IflD0#8fBf4 t0944 lBaMpytq*<(=(A(()ufff$1$Ifgdq*kdl$$IflD0#8fBf4 t0944 lBaMpytq*)) )a)uff$1$Ifgdq*kdYm$$IflD0#8fBf4 t0944 lBaMpytq*a)b){)uf$1$Ifgdq*kd n$$IflD0#8fBf4 t0944 lBaMpytq*{)|))*uu$1$Ifgdq*{kdn$$IflD8f9  t 0944 lBaMp ytq****|*uff$1$Ifgdq*kdio$$IflD0#8fBf4 t0944 lBaMpytq*|*}***uff$1$Ifgdq*kdp$$IflD0#8fBf4 t0944 lBaMpytq****+uff$1$Ifgdq*kdp$$IflD0#8fBf4 t0944 lBaMpytq*++ +N+uff$1$Ifgdq*kdq$$IflD0#8fBf4 t0944 lBaMpytq*+M+N+O+Q+R++++++++++,,,,,,,,,,,,--- - --;-<-=-@-A----------....///00d1e11111222 h3hx&h3hp5h3hx&5h3h65 h3hp%h3h656B*PJ\]phh3h65B*PJ\ph h3h6h3h6B*PJph@N+O+R++uff$1$Ifgdq*kd1r$$IflD0#8fBf4 t0944 lBaMpytq*++++uff$1$Ifgdq*kdr$$IflD0#8fBf4 t0944 lBaMpytq*++,uf$1$Ifgdq*kds$$IflD0#8fBf4 t0944 lBaMpytq*,,,,uu$1$Ifgdq*{kdGt$$IflD8f9  t 0944 lBaMp ytq*,,,-uff$1$Ifgdq*kdt$$IflD0#8fBf4 t0944 lBaMpytq*-- -<-uff$1$Ifgdq*kdu$$IflD0#8fBf4 t0944 lBaMpytq*<-=-A--uff$1$Ifgdq*kdWv$$IflD0#8fBf4 t0944 lBaMpytq*-----.e112i4up]]RRRRR x$Ifgd$ @ xxgd3gd3kd w$$IflD0#8fBf4 t0944 lBaMpytq* 223333h4i4q44U5V5_5q55q6r6s666p77777o887989o99o::::::::o;;;;;;;;Y<Z<l<m<<<<<<<<<S=T=p=q=r====>>5>Ǻjh0J Uh9h0J hjhU h9hh3hp5 h5h3hx&5 h3h6 h3hx& h3hpEi4V5s6789::::;;Z<<}xgd3jkdw$$IfHp&`'0`'44 Hap yt'C xx$Ifgd x$Ifgd <<<<T=q=>6>>>wlclcS)x$If[$\$gd $Ifgd x$Ifgd x$Ifgd3$ @ xxgd3jkdPx$$IfHp&`'0`'44 Hap yt'C 5>6>7>>>>>>>>>??7?@?A?B?j?k?l??? @ @ @?@@@A@X@@@@@Ŵ񝝄}vkddkWWh3hx&>*B*ph h3h6jh3h6U h3hp h3hx&0jh0J B*CJOJQJU^JaJphU-h9h0J B*CJOJQJ^JaJphU h9hCJOJQJ^JaJ)h9hB*CJOJQJ^JaJphjh0J Uh9h0J hjhU h9h >B?k? @@@RAAAA BfS$ @ xxgd3jkdx$$IfHp&`'0`'44 Hap yt'C $Ifgd3 x$Ifgd x$Ifgd)x$If[$\$gd @@@PAQARAAAAAAAAAAAAAAAAB B}BBBBrCsCzCCCCD#D'D)DmDoDDDDERESEEFKFLFMFFGGNGQGRG»ƲƫգΔΔΔΔ h3hh3hp5h3hx&5 hhphyBh0J hhhjhU h3hx& h3hp h3h6jh3h6U!jh3h6>*B*Uph7 BBsCSELFMFxGxk xx$Ifgd3jkdly$$IfHp&`'0`'44 Hap yt'Cxx$Ifgdo㑇 x$Ifgd3RGuGvGwGxGyGGGGGG,HLHHLIIIIIIIII&JJJKJLJfJgJJJJJJJJJJ-K.K/K0K1K2K3K4K5K6K7K8K9K:K;KK۽۵ԙh6CJaJh!jh!UhyBh30J h3h3h3jh3U h3hh3hp5h3hx&5 h3hp h3hx&!jh3h6>*B*Uphh3hx&>*B*ph7xGyGGGIwj xx$Ifgd x$Ifgd$ @ xxgd3jkdz$$IfHp&`'0`'44 Hap yt'CIIIKJ}j] xx$Ifgd3$ @ xxgd3kdz$$IfH0p&"0`'44 Hapyt'CKJLJgJ/Ku xx$Ifgd3$ @ xxgd3jkd;{$$IfHp&`'0`'44 Hap yt'C/K0K1K3K4K6K7K9K:KK?K $ 9r a$gd3jkd{$$IfHp&`'0`'44 Hap yt'C >K?K@KCKDKEKKKPKQKRKVKWKXKYKZK[K\KsKtKKL L L L L LLLLź̳ h3hp h65CJh6 h65CJh! h3h6 hbHg ٝO_yőȳpFb<\< i0RőYh{@6/}|Yk'ec}HO# 4RV~Q@ZJ%=u_i_<_v`53)$Ry9_I |qdxԯ/b=r8_)#_}q7@/f6͗E*$򱇗PY[~r.4D_Yt=R"r/?S"ۂ!\Y1),igrGZY@(0pȶ'n4oǟR>FRB%WR~ gHy%$xcHBԆ3RD7t=QŠaϣ"_7!WȟGTzH?C+i V4jik|X9- Kd+qM6BX*-%$ׄ˥]E+ԯ| w,_95c+}[HlTCӥ,6''.,,&^9Q|,"ߒvi$1Hc_#Qw}6ƫ"ecor$ h<Oܵ t6+!DՐӌLOD6WB*KIL._+!AW4ۀjedܒwfD` '!G׿/ h^1 HKs4;71>!r3vٓ3dOSoƑE $\]Pl)a}{_LVel儁gٱsJggءȡ$ ;i.= ]% mQoB2@2Ęx;TR6L'?>#MO9sOu )QUS?#u\,tLDrE|ހTy!5 MD NMZzHC~n CqEW^W7/$" |AB+"4vӹ9Gd;~Ǯ|aR+YAn^G? UWī`qlr䳰2v57~?vu!K8+1-B{;+uM+ u}mm3z+ߏdp]$L;4q "J|Tdٰu3C$mgv:9_tT H^^|赑 ܟ xٷ y齻.R{ AcfE/?IέH`Ő(/(]s]߂^?Tu@kwvUiيAQB >Sm+Z F׵EDɃEGEpz";.tI D«qh;ԄL~ ydk[Q@"\W0 WZH9Ί8=~y?WEPFE.e gH_H, y 5R!E:PAۺXH кF_987&zd:P@44 IFq=0H?{E0^mnk#[TCg Rs ڤ"WZ fIŮ!5u)4tNه &B,5ѕF=쵑(t?0C^ 2 oh|{ A)7MֿhHp$!IEdIӢ? N Ѷ<+ [5:G5pVCʡjqE*r۠o>Y Z4T;i^)ư{bI&?}c7kYvRR\s&׳(:&;?(g ^iIA+t4^hxj "kJDfV*u{qNUW<[dG28D:ߠ <:d^$Pk{rQWȎT0PA\iA3qƒ1H V'Q!~p?I5H>C&  y lM=Ց0y}5~PSW+#{d=mȥ%]B[j~轭GHo(ié1[jokG ̎÷-L@h ze,ir$̬|~}d滞҂}w}$BMPG"9`f ֧OrDÀb|76:w Q 6RdLE*WDBDfIH-j;٧Fox@@Hqu$ӫ)OLBȭ{_>O?Ѱӎ1#-<@P$g:;W C \G& 컁h0/#Qj[r4pQ2|GZC#  \8YmBZf={\>I2$!W^I-uASG)"RR u'bVOdk <Oթn =Z  ?pDcO˦Ct!j܈ޚnЬk&f@rIW<$O?vGeNuQݒ-zLDGa%t<]}p>5WGj2GGuEg`zh8ѻCE"jѯdf/V5пgZ5z~mPle\M@'A򪅄S k8&Fg)}/Y]0tgbj(y$ӧg?"MutH-'Gj2ՑO;~Ƞp i넿feDlĶ{cf2oL0#⠡ODӪtau=ÞiKB`Ot!}S!;Snu͟);Y1%^JSzmK> ^0d[LOlnDHmyx4ȱHr~d)JjAO4Z=OI8[$~܃)L?O"c?fiE)$Ȼq"LCkEgTHMVPvsTHRTrY^y t'BJhvOGxP#l'Aj"=DHVW^i?F ZJiF=!p#Gs_.9{q1t㐣}9$[|WWWWWCȯ++*cHVϏA5~r8Ѻr%Nu}8rQ)Ñ11?Gl3!P7T-WGL\?}$L!3hҖRM{T;zCf>2KR79"͸|*2S`- g9RNC5=L6H:GW2>,:1.j\6O RVdH?wIeekH;eb&]O#9,?H0Bm$ls$>ubqA@"u9 ]H,`ȘInKhkn#_ɾYqAh䶃 G'$!YdfG@P ]"AхW6 f|REIx<9*C﶑L.y"!{H 9@a}DnD|3!Gq|;!;UFvͻS\⇰ n d}o+ߎ #uBzIn?M>9R͑v`PEV=#g5]6CA؄' *$$D +n-$je{* 9=H &pQ{ ]"$M9K@.r h!2$8bX OKtZl6MB6i$W R.]k(v l`IZ@Ue~DB60 )YVtVOUԺ`x$4~A sbHCm{n" Zhb*6V^_m3$BpUr+Hd T:!=!R$}X׏ɳB_e7"E$.g" oU0%PoZ"qbr$tU%fHD "Nw! r$tJg ؙw5Ŏ} s a̜h|@etxaŏ! 3۱-.6xl6fHlB/RPZm!qE__@5oz#U@(zCjs٠P՛С d!9<>Ch#ZUD~H> `hTE4lc9~TFd,6 >wP+vTBX㠓o>zr#C@F1> Ā;z5Eב:XTn{>A n iDG=,>WS$kHE&@hisB.bkdRu:{⧍] H%IA%N4G"[D 90hjXd~Xhd6XQXuh H8(|F[~ul$#a8q@+*G3XΡl)$$EK ӄb*eO؍("Kl&d&HB6k4TXZyPX_G$VůcO2!ζ ~ Oe *B9h?+X,^mT)JiPj.(?%Az3"YVxfo$-E}Kƫ%QCU`HHȟ9bс | Ϣ&}H$.쀄2."ש?a"걲;LH&$]1z4fR򚞐p&6>. ,ƣWm ZTD\qEh %&)\䏨#;'1 ǎZ Cc QC@OL^;zf+6L_0KXoOH\(n*bK<>(tIא$JFvNO+q:`yi3)"YtFb9_^6ŠɎ3~!'$Q fe+:yI^ $CSz*XF4U;9< ɳ:ŧ\V%d##1<&+6Ed& k{Kli!VF'> Fpl<%H*2  "v KkWÚɶI̠DY$LؿkEGe4b:㾜? PkR4QZ"Eeմ%h" aFP%EC]!U9m~ P(yf(7F}ȟ2/ V냑ZXd*Tix7IZt>a.?'MF$yD5ƛ+yskBt^Um*%C# |{'7]KH:kzÑCB av5Tj.֐5i "٩MBV۠~fAԝDl0.ĪT}-f7I"*vg]\25";Lx$}~"v܄ 17,`Dd=ϑlv%!CH%$:1]GN+n I= Q*# Cܚ̑6C~!CԒ`&&o!Mh ^ tJ5!5~!C6pԑ`Cxm>;.$3̘h.5![ '2D*1^b!uDR?6 $tv+S܊a N 2z0H̶g?#(#! \O 5H4.e`R[Ȑ\vfC8b<2\jd9ONb0VaAWr'Ũ%oO%r3(.,k~\n!%ZhfƬu-ɮ:68f>#24f5$YƂDT>BdHG2 }RGb(TMLUlb`IES6, lÎa)f0eԄp/d%:<u@gȼcx4u+ɀ4!VE/<$f%dJ6}:[>q۰@$-8~Uݣ-ޱ2"czʿ?cz_UJZ"`Y;ISRR̕J?Rm h;hDLX%ӊ%G ȔWC2DBh2#$GEb+R܍m )]!E^uw#H>:dKrsˊ,= 8p rܵ@JRuۈ$GNƱ0;H/`!!{B"2V w?l& ?"޳xEWw=$%&4roX:ǓڢgӶ-',\XC}Kfd@DĪ ̪M* 6R &X[f!f7!_0@G6].LnGn ]`)7}Xd  cT춐 Rܠ0{7rDfz!T,NXA|sq9l#SXIFp#Eo"saMW% )iT<ޝEnRn<+8&7eٝFwH$n.|¥+@HWB "*|RLxdr G!¥M&9ݾo7.W4EDf&; OR㎙Oo!uɶf$M$=Qj5憃fC}YW~$zfn"XX2L-74r4:6{7Aֶrd]?/ i@Y^Cpozx9~HV_4l!0m@#Iɕ_ף8괻ѶPhOYU V_&F>>˞@fg oCz FIu`?͞En(?_i]y<=V̏>9R셓GȏJD}]CHʪ1^O&o ;ݟPgs rCyO<鐲$O_IR.><IHjMx#Iwe}i!OHjsˮtOaH,x| e #* <RV<~`MY@:'п^<~`ʿzDqO$?v',do j!/> 3ڛϙT #A确~27\ gC"-$;8&ǖic58%;{`bATkL-dshE8--^ESF\?fb:\Pl!ɑwz B9iEE:6;GN/[械;"<(9kШRqh'/CgC~w2Vn#1/dzDn" k~"oyHz?,vDg\lNH<]1y} U@ݥ ydk[S'D);j=0UH-N%2tr86Sk3I$ȿ`uds׮elP2>|En> t[('$WgqgLȏjʛȝ$Ԅ:đd9JBvHc'Lؕ%Dc$'E]B )ܮ+.|3{g/r=5a# W:0ܖ ol Krݙ 2`-xsoGCn%QYB6jj:G[ rzIg/o!M. c%)6:;|4:Js͑a`[r=^Iuo #r3dnݞZog[)[6)=!O {:6Prc7jY=J, h͉d YUߛŇL''HoYe^"MBm=BfFtDm;.HRGQBb7T_!GdnDD<YZ|,]})X4mbU_#҅- +ctoD?G&w^A Y+@Q2 X}䰏T>XR}-7j82}MYR#8ҀU~E_5 Ҍr2b+"Yfa#kB|6}5aD@ d"_Xå{Q^@VXx#yLXߨ" MI;DH%dyVO]OB⑯D\h.^Aqm>Ų圾*<YCvB2+J5zTyC/_ݶ@CBj!Dz?–=Y:v(SM'G6_ܖҖ#UhV}GCbʆiG6z YP;N9yׅItgߖE^%G1z0 b2Jg{]yO7.%pɵa)gof2=y/E$0)q i"-ǶuEӋ;Jk> ءB?Xްc, Yrn@G>2RINPPZE?fd[^WK&_ i"KmtLțh[ ״d 8lo;KMX^钩,4Dl&u0;l_3$EblC*HZ`C!~K:,:cH+zM1Ʃw##rI.*@g`&8Ҥ^Q{G"e{pe_Ƣ3]܆ B4ARt"./S)+@vqQ1ͱm?ہd{L,5K -<}gk=W3QyWD$EJ*kEKă'瞒tSvqP)Rڍ32/sJҰqY!Kh ߀ڲKϨŚ4KxS*2rB&Ed35=,4->5Sї'*hv⣅ʭ U^c[Yxɖ(-z?(~ ta^d Ȋsu4шmWԱ) Ch$+"% r~`H8F)(#}} 6^@o&qLGuYM ^x?QaT$ 0{36+$\˻2tAD og`ayw9B<^@7cn iq{WତF3?;(~hh9Ad6C"RA2ff#ҟ)!IY  OT>c*x YZkjm#u~P"i GɏԴ^ d N rIm,![gy΄NRq9!o vxQyWA$^@֡۷Gm۲4E$Ro޾#yً7  K8țߒ[~_;(~4 kB͸C7(~bs7xTd9Xʴ%8\̓S~ oAڡSJHS 9wL+^iȌiKȚ尬xlON3K?6ztn}WDu8%?>4z`Xꭌt+ wIҢ=$٘WMR)UJ-`>Z Y>ukМ2yoh[[ȶmG!+ƒ7] @dAD* - p|6.U} 7 aId%$n4yb;uy%e8$ pg|F U@ Wk."iOd >`[W6˛J,՝ȭXurcF0ro] 1TG.s@4gKr1MDO[V -^L0H[A H?]BJ`H4.IH 75dI~-$]"$֞G~LjqWH[ aT' $X8׷\Hk\ҿWW?7nYD%T9*UDMyƒUc=F Yؖg㿁$ՒymKR}KQBD`Z^d&L;C% ͑h5brSBiduՏt?#=C=QJ0G7 Sؽz ,bgbŭ /|;HEE؛q. exme,`1 䝟5FWbFolݬxMVRa"#,|(]Dw 8Tn"}ɟj֙\LlzJh -#vd,KRF@C̀M'dN]ŅɂCwGbbo@XƑٻlIze?bnLjHQAvI![H#Ml:l6ࣳ{"1Gr6F#>KH沵*5ܳձۿᢲ3Ҳٻ?%֡&ѡшoݖsa1!lѫ6ҳռLT,ڱ;χ,?"/+>|ҳv#/"ɄԵⱫ6ܱ/5˅֡< _0uUCUz 8fȨYrQ yU%C+WG$7⯜72ה/W%p׆+nchu ]yf+O%r~MO,"_Qc[E:;?Ϩ+3[ȷ ) ̝%26~{qτZ1@6U:ҐEq`c&K=ĒIKt9(Ho'FW^lʐգj'Z܄&8|elw c d5dnWCvτ);܀'Cm:  F$̥Kbv`,Zֈn 9 0m#2F$ 7Hݓ Uү"\ TO 6BN]B!jDLՎ Wnw*nwLр8 ]#A)d53%.,U-%r G1LGJwrڗ=EH6iI-"Sl9;rhi0Iٞ)@Ԏjy95'9. IC# 'e{& SoFln:.mU7mi6zK#zN*( gȑFqzan-L![8S gEqxzQI7sĴ-+ v\3jDJDL \Cp!kA&Gp682b'dEO6CF~59~;pwghTik679f3WEFdkѿ88R&k,Q:܊!GBFdy٫q\'%MJY:}]|Ӈ>fbn|%zpg@1l۵ w5)`7 %ʾ/u+Z@ya~*(ڍkZ!ۖ3 $r*˷ 6?HS[@6A6 h;O%ɀyXS*ُCvʖ'viޔH(ڴd_6[Rd_-<"ټKf$ H$V^ရ=!N'/WBc?1M>k>pi{Jȁ ;6.좑mhyɊÕڧ$zߜl G3Y6]aYͺP ΗF„\->NڥhbFa^B#~b ֑7:Ň #dZ0Xl"[HzK8IfYA „m1_ ˬr>F$]=&Per EVeSFji*]Ƀ-?|]v٬eÍ ܭgРrʻ_ i V\uVq䖇^C¶hWYm)/kZ$K Y; PŨe,(5aRJ/iQIhRELgXIKA qB6CW88ILzDG BjǪg¾2dkyɑBbIDɗFSY=r2;Ar2aXN?[3_9X(*! Ԥ|-G8l"Bv,-O8k#'THkd_|Cӻ&fO!%&deѲY؛xl@y2'AZnߣ;A ⻗2T4KKH& ;]BJ,:Y79] i3AH @DHx[Zvvvչ'Xy!q {:CjRIKS^u'[Sa(Vu<-},• v$f$$yN^]}2-rr#ܨJh,8!ۀFg[/_w$i!AqN*!ׁ-df,6WUK8r4?Y;WYr|2s8F%GX(kDR*Cl1̦6I W}&I1.i9c ({&dHP.2 d Ex=$$Hr, hw,d>cI{T#Huꛀ%)W|*9iF"%“NMݰDPa4 f0c%H9ECdcY{H bfq= HHxp)5Z,"ՐNV.aǂ#R5x\/d~=RqZV-Ql,l~HG%33RkDB 'FVSs͵̒)$ H@4iRLeM15\2(AMLeFddwwd,\{Z@DWA2GH eȿYL%~Ӹ.!Mf%a. ѥ" .EZupzE$by\Bʟ BK Y0}H!ț b4OE!i~mD:,MСFƺf+wKDbt4l ^٣)є4anD1k$ʓlM YLͰT/|Y!+)fCB@tP2W >gHtU@R@逦Ea|NE$ 9mi Xʢ?Wo?C&dqTSMDN&Xx"9rL:aOX߱s gCB#,ƥ-# )sVȁouT +|,ނ .4Y$w+8$ԃۤLr qf_u瞌gkXO!_D#{9s 9zI:uȞϢ?Jfk,MD£7$GR/0VrRXL e HHQ$>0S%"(k 9Ņ"l9Q}6+#*56 eDF! lqmYTל=S`]i7GZ,kE wxl(gh "*@3GYk:E?!cGYhyY/TcV J+d+L疺媟{h'0>8uqMH. sb1rY>{#YjgY%ndAq,|)ZE_*6+.R )Ng ̗zǪy PHv!"OnXD×Yk/T^%d)O+s,q|\N2%sk/4g?L\Vo~yʰhГz:jIed!5 M,q!rfNWgnYA* u i׺c/Vksf1/5KerF*NCCX(.>ɍ˚SՑنA #MJ%]#ml5_3Gn8ނ{ksdNY mD©j!e_{^Є>ݧR5V@ MGdOtt΀\ǚJ:GޏHY5Hݙuv3%.G io)`eVi? Ӆ >Fj@)YH a cvBrHYt)i0(!#5ht?C+#㑣NL[ Q\4|$rt,P6Cdqћ vDz@cȱ7苐T&CmlL< _&1R8]5 \asBnG"3_]Dzzd^9/esHM4~_1]Y*0h In! 3"A $#B!̲м#/1]g@2ȩsD5CL!ma!as3AX0LEUymEoȢӶᒃBv4r1;u{v˵Ya!MֲO {4 N"ëHלB6|yj$VԸ~q<ޞk MIK49666666666666666666666666666666666666666666666666hH66666666666666666666666666666666666666666666666666666666666666666p62&6FVfv2(&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666$OJPJQJ^J_HmH nHsH tHF`F Normal1$B*_HmH phsH tH << Heading 1$@&CJ aJ << Heading 2$@&CJaJ@@ Heading 3$@& >*CJaJ@@ Heading 4$@& 5CJaJ88 Heading 5$@&5@@ Heading 6$@& 6CJaJDA`D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List D>@D Title$$xm$ 5CJHaJHbJb Subtitle$$hPm$$6B*CJ0OJPJQJ^JaJ0phfff22 :V4 H442#2 :V4 H44232 :V4 H442C2 :V4 H442S2 :V4 H442c2 :V4 H442s2 :V4 H4422 :V4 H44(( :V4422 :V4 H4422 :V4 H4422 :V4 H4422 :V4 H4422 :V4 H4422 :V4 H446U`6 0 Hyperlink >*B*phcRv!R 0Unresolved MentionB*ph`^\q 4"4 #0Header "B#.1. "0 Header Char4 @B4 %0Footer $B#.Q. $0 Footer Char.) a.  Page NumberHrH ('C0 Balloon Text'CJOJQJ^JaJN/N ''C0Balloon Text CharCJOJQJ^JaJp^`p 0 Normal (Web))dd1$[$\$)B*CJOJPJQJ^JaJnHphtHPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vj\{cp/IDg6wZ0s=Dĵw %;r,qlEآyDQ"Q,=c8B,!gxMD&铁M./SAe^QשF½|SˌDإbj|E7C<bʼNpr8fnߧFrI.{1fVԅ$21(t}kJV1/ ÚQL×07#]fVIhcMZ6/Hߏ bW`Gv Ts'BCt!LQ#JxݴyJ] C:= ċ(tRQ;^e1/-/A_Y)^6(p[_&N}njzb\->;nVb*.7p]M|MMM# ud9c47=iV7̪~㦓ødfÕ 5j z'^9J{rJЃ3Ax| FU9…i3Q/B)LʾRPx)04N O'> agYeHj*kblC=hPW!alfpX OAXl:XVZbr Zy4Sw3?WӊhPxzSq]y D%D))7)j ***************-G Y%+25>>'19<JYbegin`- D W - e ;] !!"{"###$$%%=&~&'{''<()a){)*|**+N+++,,-<--i4<> BxGIKJ/K?KL()*+,-./02345678:;=>?@ABCDEFGHIKLMNOPQRSTUVWXZ[\]^_`acdfhjklmoq555666667@7k77 8@8888P9999?Q?u?BB-CDXXXXXXXXX %'-!L# @Q(    6!e!e"C"=%?PK!8[Content_Types].xmlAN0EH%N@%邴K@`dOdlyLhoDX3'AL:*/@X*eRp208J妾)G,R}Q)=HiҺ0BL):T뢸WQDY;d]6O&8* VCLj"󃒝 yJ.;[wIC_ :{IOA !>Ø4 p;fɑ3׶Vc.ӵn(&poPK!8! _rels/.relsj0 }qN/k؊c[F232zQLZ%R6zPT]( LJ[ۑ̱j,Z˫fLV:*f"N.]m@= 7LuP[i?T;GI4Ew=}3b9`5YCƵkρؖ9#ۄo~e?zrPK!madrs/e2oDoc.xmlSn0 }qn-2(>@XnRf0?ȤyDhr ].JJSП?_n( َigEC/"лOעrӝIl>F_E0,,ҁa]8]Te-Ea C/AD|B>t=O|. Sz`_Je LT\dfY~`3/2'7K˿%QdЋ h&:֮]nW\ZUM9k*H86nݭ)ሸ]x!į,KO!buiفS{>^m[MH,'^Ɋc;d[]PhQjldg!ב:,.Xd2c^T6U9KrgqxPK!drs/downrev.xmlLOMK0 077QҭMY&uEi3eIin' ܯމ8pQ `4ߞnr1B a_]^Lԩ,B0BM܄0yN9wN{@Л=zܢfCϧu9ED5=o|gjL6 xs'ӻ{)U)~PK-!8[Content_Types].xmlPK-!8! /_rels/.relsPK-!ma.drs/e2oDoc.xmlPK-!drs/downrev.xmlPK B S  ?D,&p_gjdgxs_3znysh7_2et92p0 _Hlk72754570M>0?>0۰AA134679:!!&&,'5'----..A134679:K>??AAAAB.C0C1C?C@CCCECYCYCD,5qt x x vvbbzzPP<<; ; !!$$%%))**h,h,r.r.//334444T5 88Q9R9R999::r;r;K>K>??AAAAB.C0C1C?C@CCCECYCYCDFJ*qph^h`H*.8^`8H*.p^p`H*.@  ^@ ` H*. ^` H*.,^`,H*.H^`HH*.^`H*.P^P`H*.h^`hCJH*OJPJQJ^JaJ%8^`8CJH*OJPJQJ^JaJop^p`CJH*OJPJQJ^JaJ%@  ^@ ` CJH*OJPJQJ^JaJ% ^` CJH*OJPJQJ^JaJ%x^`xCJH*OJPJQJ^JaJ%H^`HCJH*OJPJQJ^JaJ%^`CJH*OJPJQJ^JaJ%P^P`CJH*OJPJQJ^JaJ%Fqp*`6x&'CG\42z!j3Rq*1C3C@ AAA?Ap&DH@Unknown Linda White G.[x Times New Roman5Symbol3. .[x Arial7Georgia9. . Segoe UIW,|8DengXian LightI{~ LightC.,.{$ Calibri Light? |8DengXianI{~7..{$ CalibriA$BCambria Math"hĕ'ĕ' *9"y! 9"{!^20CCCQ@P $Pp! xxl  Linda WhiteClaire Allison  Oh+'0`   ( 4@HPX Linda WhiteNormalClaire Allison2Microsoft Office Word@F#@ĄP@ĄP *9 ՜.+,D՜.+,4 hp   Microsofty"C  Title 8@ _PID_HLINKSAL6Jhttps://amrctraining.co.uk/apprenticeships/degree-apprenticeships-level-6,~$http://www.sheffield.ac.uk/calendar9&3http://semta.org.uk/careers/higher-apprenticeships;3Ohttps://www.gov.uk/guidance/advanced-manufacturing-engineering-apprenticeships;3 Ohttps://www.gov.uk/guidance/advanced-manufacturing-engineering-apprenticeshipsiK Ihttps://www.sheffield.ac.uk/polopoly_fs/1.661828!/file/FinalStrategy.pdf:#https://www.sheffield.ac.uk/visionBJhttps://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf:|@https://www.qaa.ac.uk/quality-code/subject-benchmark-statements  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoprstuvwxyz{|}~Root Entry FigPData qO|1TableM;WordDocumentSummaryInformation(DocumentSummaryInformation8CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q