ࡱ> O 0#1bjbj88 RWiRWiD(+""rrr8l* x3D!d"z"z"z"O+X,L,(2222222$5r8b3r-+@O+--3""z"z"23222-"8z"rz"22-222Z2z"0y-22H30x328s.828r2H--2-----330---x3----8---------X :  Programme Details 1. Programme titleNuclear Manufacturing (Top Up) (Apprenticeship)2. Programme codeAMRU293. QAA FHEQ level64. FacultyEngineering5. DepartmentAMRC Training Centre6. Other departments providing credit bearing modules for the programmeNone7. Accrediting Professional or Statutory BodyIMechE to be sought8. Date of production/revisionDecember 2021, September 2023 AwardsType of awardDuration9. Final awardBEng1 year10. Intermediate awards  Programme Codes 11. JACS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal" \h HESA website.H70012. HECoS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \h HECoS vocabulary.100209 Programme Delivery 13. Mode of study Full-time as part of an apprenticeship 14. Mode of delivery Blended learning: in person delivery at the Training Centre, labs, and independent study 15. Background to the programme and subject area The Top-up in Nuclear Manufacturing forms an important element of the Nuclear Scientist and Nuclear Engineer apprenticeship standard. Students will be apprentices working in engineering and manufacturing, with roles in nuclear manufacturing. The Top-up degree will build on the fundamental and core knowledge developed in the Foundation Degree. Students will take Industry 4.0; Advanced and Modern Materials; Supply Chain Management; Project Management and the Industrial Project; the Nuclear Fuel Cycle and Advanced Principles of Nuclear Engineering. The programme will be available to students who have completed the Foundation Degree in Nuclear Manufacturing and students who have a suitable qualification from another institution. 16. Programme aims The Top-up Degree in Nuclear Manufacturing aims to:A1Enable students to develop a sound knowledge and understanding of key manufacturing principles and practice.A2Develop, in students, a critical approach to evidence, theories and concepts, and the ability to use established techniques to undertake critical analysis of information.A3Prepare students for a professional career in the Nuclear sector that meets some of the requirements of the Nuclear Scientist and Nuclear Engineer apprenticeship standard.A4Develop, in students, independence of thought, intellectual curiosity and critical approach to evidence, theories and concepts.A5Develop, in students, a variety of generic and transferable skills required by both the apprenticeship standard and that are relevant to graduate level employment. 17. Programme learning outcomes Knowledge and understanding On successful completion of the programme, students will be able to demonstrate knowledge and understanding of:Links to Aim(s)K1Scientific principles and methodology necessary to underpin an education in nuclear manufacturing.A1, A2, A4K2The materials and manufacturing processes used by nuclear manufacturing engineers.A1, A2, A4 K3The flow of goods from raw materials through to the consumption by the consumer.A1, A3K4The principles of nuclear engineering and the nuclear fuel cycle.A1, A3, A4K5How digitalisation is shaping manufacturing.Skills and other attributes On successful completion of the programme, students will be able to:S1Plan and manage a programme of work or project using recognised project management techniques.A1, A2, A3, A4, A5S2Work effectively in teams to deliver work, sharing skills and expertise to deliver work.A3, A5S3Locate, manage and use information, using both formal and informal sources, including technical and academic literature.A1, A2, A4, A5S4Present work and ideas using a variety of communication methods.A2, A3, A5 18. Learning and teaching methods Students taking this course of study will be in full time employment with an engineering employer. Where specific opportunities arise for students to develop their learning based on their employment, appropriate 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. Some lectures will be pre-recorded for independent study or captured 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 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. 19. Assessment and feedback 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. 20. Programme structure and student development The Top-Up degree follows on from the Foundation Degree in Nuclear Manufacturing. The top up degree will continue the engineering practice, and manufacturing materials threads in Industry 4.0; Supply Chain Management; and Advanced Modern Materials and a 40 credit industrial project with project management which will be work-based in the students own organisation. The Nuclear Manufacturing specialisms include the Nuclear Fuel Cycle and Advanced Principles of Nuclear Engineering. Students will graduate with a BEng degree in Nuclear Manufacturing.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available online at  HYPERLINK "http://www.sheffield.ac.uk/calendar/" \h http://www.sheffield.ac.uk/calendar/. 21. Criteria for admission to the programme A minimum of two A-Levels at grade B or above, including a mathematical based subject and a science, technology, engineering or an additional mathematics related subject; an Engineering BTEC level 3 with 120 credits at distinction and merit levels; or equivalent qualifications such as Cambridge Technicals with a minimum of 96 UCAS points. Plus five GCSEs at grades 4 to 6, including mathematics, English and a science, technology or engineering related subject.  HYPERLINK "https://amrctraining.co.uk/apprenticeships/degree-apprenticeships-level-6" \h Degree Apprenticeships | Apprenticeship Levels | AMRC Training 22. 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" \h 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" \h https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Vision  HYPERLINK "https://staff.sheffield.ac.uk/vision" \h Vision and strategy | Vision and strategy | Staff hub (sheffield.ac.uk) Institute for Apprenticeships and Technical Education (IFATE)  HYPERLINK "https://www.instituteforapprenticeships.org/apprenticeship-standards/nuclear-scientist-and-nuclear-engineer-integrated-degree-v1-0" \h Nuclear scientist and nuclear engineer (integrated degree) / Institute for Apprenticeships and Technical Education 23. Additional information None  This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at «Ӱҵ can be accessed via our Student Services web site at  HYPERLINK "http://www.shef.ac.uk/ssid" \h http://www.shef.ac.uk/ssid.     amru29 ver24-25 PAGE1 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from «Ӱҵ  -.CHI]^_pqsuwxy      E F Y Z [ y z ~ ǼǴǡǼǼǼǼǼǼǼǼǼǼh3BCJaJh?<h B*CJaJphhhCJaJh?<h CJaJh?<h+XCJaJ h 5>* h+X5>*h jh?<UmHnHujhUmHnHu9 .^$If $d<1$$a$$<a$ ^_qxob\$If (($Ifgd?<kd$$IfH0 g(   t 0n(4d4 HaApyt?<xyoi[ d$1$Ifgd?<$Ifkd$$IfH0 g(   t 0n(4d4 HaApyt?<oi] d$Ifgd?<$Ifkd$$IfH0 g(   t 0n(4d4 HaApyt?<oi] d$Ifgd?<$IfkdL$$IfH0 g(   t 0n(4d4 HaApyt?<  oi[ d$1$Ifgd?<$Ifkd$$IfH0 g(   t 0n(4d4 HaApyt?<  F Z obT d$1$Ifgd?< (($Ifgd?<kd$$IfH0 g(   t 0n(4d4 HaApyt?<Z [ z obT d$1$Ifgd?< (($Ifgd?<kd$$IfH0 g(   t 0n(4d4 HaApyt?<      C D ƼƴƴƯƴƴ髴⤤툀|j#h?<h+X6>**䴳++?<h+X6CJaJh?<h+XCJaJ h 5 h+X5>*h h>*h?<h >*h?<h 6>*h?<h+X>*h?<h 5>*h?<h+X5>* h 5>*?<h CJaJh|.CJaJ) oi^^^ $$Ifgd?<$dkd\$$IfH0 g(   t 0n(4d4 HaApyt?< MB44 $d$Ifgd?< $$Ifgd?<kd $$IfHF l(   t0n(    4d4 HaFpyt?< YNNNN $$Ifgd?<kd$$IfHF l(   t 0n(    4d4 HaFpyt?< U8d$$d%d&d'd(d1$IfNOPQRgd?<kd$$IfH4F l(`   t 0n(    4d4 HaFpyt?<   JD<6$If$d<$dkd$$IfH4F l(    t 0n(    4d4 HaFpyt?< $$Ifgd?<  % & 7 8 9 ? @ A B C D E F X Y j k l    ʿҿүҿxqҿҿҿҿ h 5>* h+X5>*h 5CJaJh5CJaJ#h?<h+X6>**䴳++?<h+X6CJaJhh?<h CJaJhCJaJh?<h+XCJaJh?<h 6CJaJ,jh?<h+X6>*B*CJUaJphU, .kd $$IfH\c"+(FsU  t 0(4d4 Ha_p(yt?< $1$Ifgd?<$If 9 @ A B $1$Ifgd?<$IfB C D F Y k ?<<4.$If$d<1$kd $$IfH\c"+(FsU  t 0(4d4 Ha_p(yt?<k l  fkd $$IfH0 ( k  t 0#(2 s4d4 HaPpyt?<$If   7 * alg`WLL x$Ifgd $Ifgd$<a$$a$kdo $$IfH0 ( k  t 0#(2 s4d4 HaPpyt?<   6 7  ) * 4 4`a,-`abde/01245hh?<h CJaJhCJaJh?<h+X5CJaJh?<h 5CJaJh?<h+XCJaJh hh B*CJaJphh?<h B*CJaJphh?<h+XB*CJaJphh+X5CJaJh 5CJaJ3-a{$If$<a$$a$qkdF $$IfH^'' t0'2d4d4 Hap yt?<abe $1$Ifgd?<skd $$IfH2'Q'  0Q'4d4 Hazp yt?<tii $1$Ifgd?<kd$$IfH02{'I%  0Q'4d4 Hazpyt?<1tii $1$Ifgd?<kd^$$IfH02{'I%  0Q'4d4 Hazpyt?<125tii $1$Ifgd?<kd&$$IfH02{'I%  0Q'4d4 Hazpyt?<\]^_~     !FGHNOPRSWXefmn齴ѧh h 6CJaJh+X5CJaJh 5CJaJh?<h+XCJaJh?<h 5CJaJh?<h+X5CJaJhh?<h CJaJhCJaJB]tii $1$Ifgd?<kd$$IfH02{'I%  0Q'4d4 Hazpyt?<]^_ tqlaT P$1$Ifgd?< $1$Ifgd?<<1$1$kd$$IfH02{'I%  0Q'4d4 Hazpyt?<    $1$Ifgd?<ukd~$$IfHBu'3'  03'4d4 Hap yt?<!nccc $1$Ifgd?<kd2$$IfH0B"u'T" 03'4d4 Hapyt?<\QQQ $1$Ifgd?<kd $$IfHFB"u'f  03'    4d4 Hapyt?<HO\ZOOO $1$Ifgd?<kd$$IfHFB"u'f  03'    4d4 Hapyt?<OPS\QQQ $1$Ifgd?<kd$$IfHFB"u'f  03'    4d4 Hapyt?<34578UV  ޹h 5B*CJaJphh+X5CJaJh+X5B*CJaJphh 6CJaJh h?<h 5CJaJh?<h+X5CJaJhh?<h CJaJhCJaJh?<h+XCJaJ:\QQQ $1$Ifgd?<kd$$IfHFB"u'f  03'    4d4 Hapyt?<4\QD P$1$Ifgd?< $1$Ifgd?<kd$$IfHFB"u'f  03'    4d4 Hapyt?<458 $1$Ifgd?<ukdl$$IfHBu'3'  03'4d4 Hap yt?<\PEE $1$Ifgd?< d$Ifgd?<kd $$IfHFB"u'f  03'    4d4 Hapyt?<\QQQ $1$Ifgd?<kd$$IfHFB"u'f  03'    4d4 Hapyt?<\QQQ $1$Ifgd?<kd$$IfHFB"u'f  03'    4d4 Hapyt?<\Y!8$ @ <$d%d&d'd(dNOPQR1$kd$$IfHFB"u'f  03'    4d4 Hapyt?<:;>?G)*3FG^jk~  !!!!!""Q"R"S"T"w"h+X5CJaJh CJaJh h?<h B*CJaJphh?<h+X5CJaJhCJaJh?<h CJaJh?<h 5CJaJh?<h+XCJaJ?;?*Gk!R"5x$$d%d&d'd(dIfNOPQRgd x$Ifgd $Ifgd R"S"T"x"#;##_${{{ x$Ifgd $Ifgd<jkd$$IfH'`'0`'4d4 Hap yt?<w"x"######:#;#P#v####$$^$_$`$a$b$c$}$$$$$%%%&&u&v&&&&&''''''Žzzzzrnrh+Xjh+XUh?<h+XB*CJaJphh?<h B*CJaJphh 5B*CJaJphh+X5CJaJh+X5B*CJaJphh CJaJh hh CJaJh?<h+X5CJaJh?<h CJaJh?<h+XCJaJh 5CJaJ+_$`$a$$_'8$ @ <$d%d&d'd(dNOPQR6$ @ $d%d&d'd(dNOPQRjkd+$$IfH'`'0`'4d4 Hap yt?<$$v&&&'M3$$d%d&d'd(dIfNOPQRgdjkd$$IfH'`'0`'4d4 Hap yt?< x$Ifgd?< $Ifgd''''''''''(((()))i)j))))**@*A*i*˼ucTTC hh+X>*B*CJaJphjhh+XCJUaJ#hh 56B*CJaJphhh CJaJhh+XCJaJh 5B*CJaJphh+X5CJaJh+X5B*CJaJphh CJaJh h?<h B*CJaJphh?<h+XB*CJaJph)jh?<h+X>*B*CJUaJph h?<h+X>*B*CJaJph'''(_'8$ @ <$d%d&d'd(dNOPQR6$ @ $d%d&d'd(dNOPQRjkdO$$IfH'`'0`'4d4 Hap yt?<(j))*7xx$$d%d&d'd(dIfNOPQRgd?<5x$$d%d&d'd(dIfNOPQRgd $Ifgdi**********+ + +++^+_+++++++,,,0,1,z,{,|,,,,,,- - ---K-L-M--ǿqqڀqqڀqqڀqjhh+XCJUaJhh CJaJhh+XCJaJh?<h CJaJh?<h+X5CJaJh 5CJaJh+X5CJaJh CJaJh h?<h B*CJaJph)jhh+X>*B*CJUaJph hh+X>**䴳,*****<$ @ x$Ifgd?< $ @ <6$ @ $d%d&d'd(dNOPQRjkd$$IfH'`'0`'4d4 Hap yt?<* +++|,,-L-U. @ x$Ifgd @ $Ifgd @ x$Ifgd?< @ x$Ifgd?<---..S.T.U.V.W.q.r.v.w.x.y.z.{.|.//|///00$0%0rj____WSSSWh+Xjh+XUh?<h+XCJaJj h+XUh?<h B*CJaJphhB*CJaJphh 5B*CJaJphh+X5B*CJaJphh CJaJh h?<h CJaJ)jhh+X>*B*CJUaJph hh+X>*B*CJaJphjhh+XCJUaJhh+XCJaJU.V.W.r.V8$ @ <$d%d&d'd(dNOPQR6$ @ $d%d&d'd(dNOPQRskd$$IfH'`'0`'22 H4d4 Hap yt?<r.w.x.y.{.|.B0a__PG $Ifgd$ @ gdjkd* $$IfH'`'0`'4d4 Hap yt?<3$$d%d&d'd(dIfNOPQRgd%0?0@0A0B0C0D0E0F0G0H0I0J0K0L0M0N0O0P0Q0R0S0V0W0X0_0c0d0e0i0j0k0l0m0n0|ogoYoh?<B*mHnHphuh+XB*phjh+XB*Uphh+XB*CJaJphhB*CJaJphh B*CJaJphh+Xh B*phh%Qjh%QUh CJaJh h?<h CJaJh?<h+XCJaJ)jh?<h+X>*B*CJUaJph h?<h+X>*B*CJaJph"B0C0D0F0G0I0J0L0M0O0P0jkdQ!$$IfH'`'    0`'4d4 Hap yt?< P0Q0R0d0m0n0o001aVM$<:Da$ $<<:Da$4$ 9r $d%d&d'd(dNOPQRa$1 9r $d%d&d'd(dNOPQR4$ 9r $d%d&d'd(dNOPQRa$n0o000111111111 1!1"1#1h CJaJh+Xh+X5B*CJphh h+X5B*CJphh%Q1111 1!1"1#1:D<<:D$<:Da$50P. 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