EDX BTEC Higher National Diploma in Engineering for England (HTQ) Electrical Electronic

for England is a rigorous specialist vocational programme, linked to professional body requirements and with a strong work related emphasis. The programme offers professional level teaching in electrical electronic engineering using simulation and practical activities to reinforce learning. At Level 4 students develop a broad knowledge and awareness of key aspects of the electrical electronic engineering through three core and 5 specialist units.

Core

Unit 4001: Engineering Design

Unit 4002: Engineering Maths

Unit 4004: Managing a Professional Engineering Project (Pearson-set)

Specialist

Unit 4014: Production Engineering for Manufacture

Unit 4015: Automation, Robotics and Programmable Logic Controllers (PLCs)

Unit 4017: Quality and Process Improvement

Unit 4019: Electrical and Electronic Principles

Unit 4021: Electrical Machines

Level 5 students develop greater academic and management skills through 2 core units and 6 specialist units.

Core

Unit 5002: Professional Engineering Management (Pearson-set)

Unit 5006: Further Mathematics

Specialist

Unit 5009: Further Programmable Logic Controllers (PLCs)

Unit 5010: Further Electrical Machines and Drives

Unit 5011: Industrial Power, Electronics and Storage

Unit 5013: Embedded Systems

Unit 5019: Further Electrical, Electronic and Digital Principles

Unit 5020: Utilisation of Electrical Power

Graduates successfully completing the course will be able to demonstrate a sound knowledge of the concepts of engineering and the nature of the underpinning concepts of engineering. They will be able to communicate accurately and appropriately, and they will have the qualities of personal responsibility needed for employment. They will have developed a range of transferable skills to ensure effective team working, independent working with growing fault-finding and problem-solving strategies, and organisational awareness.

They will be adaptable and flexible in their approach to work, showing resilience under pressure and the ability to meet challenging targets within a reasonable, pre-set, timeframe. They will also demonstrate regard for the ethical responsibilities of the engineer, for cost and for the importance of protecting and sustaining the environment.

This pathway is linked to Professional Body standards (where appropriate) and can provide progression towards professional status or entry to the later stages of an appropriate degree.

At Level 5 students continue to build on the essential skills, knowledge and techniques necessary for all engineers whilst working through a larger number of subject-specific specialist and optional units.

On the course you will have the opportunity to enhance your computing knowledge and practical skills to enable you to be an effective manager and provide a progress route into employment, University or to higher-level qualifications.

This two-year higher education course offers both theoretical and practical units combined with an extensive range of teaching and learning methods that enhance the learners’; knowledge and skill. They will teach you through a blend of lectures, guest speakers, seminars, case studies as well as individual and group work.

Special features of this programme include:

You can progress onto a final top-up year and achieve a full degree

Small group sizes ensure you get the support you need to succeed

In May every year the college displays student project work to local enterprise groups, employers, universities and the local Gatwick Diamond community as part of Sussex’;s STEMfest programme.

At the end of the course you will have the opportunity to celebrate your achievement with a full graduation ceremony at Chichester Cathedral.

STEM building

The college has built a multi-million pound facility at Crawley College that puts the college at the cutting edge of training delivery in electrical electronic. The new building is home to a suite of modern teaching and interactive spaces, which integrate the use of technology and STEM (science, technology, engineering & maths) in to its curriculum. The college also operates a large workshop space to support all learners’; to develop their practical hand skills. This area includes Lathes milling and CNC machines and is used to create, conduct testing and inspection, explore meeting tolerances as part of problem solving existing engineering problems.

Institute of Technology

Crawley College is welcoming the new Institute of Technology (IoTs). The IoT is a collaboration between Further Education (FE) providers, Universities and employers. It will allow the college to specialise further in delivering higher technical education (at Levels 4 and 5). The aim of the IoT to address local and regional skills shortages at levels 4 & 5 in STEM subjects, Widen participation into Higher Education.

The IoT will deliver outstanding vocational education. The goal of vocational education is to enable people to do things in the workplace; it is not enough to be able to write or talk about such things (as might be the case in more general education). This is supported by an effective vocational pedagogy that is the sum total of the many decisions which the vocational teachers on the course take as they teach. Context in vocational education will consider the dual settings of both workplace and educational institution. Lecturers will employ a range of methods of delivery and assessing vocational topics. Success will be achieved through meeting 4 aims.

1. Master the fundamentals. Students will have experience of using their skills to the fullest and master the fundamental aspects of their vocation.

2. Learners will be proficient in using tools and equipment. The best tradespeople and artisans have an excellent knowledge of how to use their tools and equipment.

3. Transferability. A skill may be taught in one setting with a view to being largely applied in another, often in a move from college to workplace. This includes ensuring that what is learned theoretically in one context is applied effectively in another, and how best learners can be taught so that they can prompt themselves to use skills learned in one context when they need them in another.

4. Learn from your mistakes. It is important when working in a profession, you learn by doing, and chances are that you’re going to make mistakes. It’s important to learn quickly from such issues to avoid problems with customers and clients.

The impact of applying these aims is that graduates will be able to demonstrate:

• Routine expertise (being skilful, confidence, coordination, and having manual dexterity)

• Resourcefulness (stopping to think and deal with the non-routine, problem-solving skills, diagnostic skills)

• Functional literacies (communication, literacy, numeracy, and ICT)

• Craftsmanship (attention to detail, vocational sensibility; aspiration to do a good job; pride in a job well done)