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Aeronautical and Mechanical Engineering (with Foundation Year)

Entry requirements


A level

E,E,E

Accepted alongside A-Levels as part of overall 48 UCAS Tariff requirement.

48 UCAS Tariff points

48 UCAS Tariff points

Accepted as part of overall 48 UCAS Tariff requirement.

48 UCAS Tariff points from International Baccalaureate Certificates

48 UCAS Tariff points

Accepted alongside Irish Leaving Certificate Higher Level as part of overall 48 UCAS Tariff requirement.

Pearson BTEC Level 3 National Diploma (first teaching from September 2016)

MP

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

PPP

48 UCAS Tariff points

48 UCAS Tariff points

UCAS Tariff

48

Our general entry requirement for the foundation year is 48 UCAS tariff points but all applications are considered individually and we consider work experience, vocational training/qualifications as well as motivation and potential to succeed. The programme welcomes applications from anyone who can demonstrate a commitment to the subject and the potential to complete their chosen programme successfully. This can be established by showing appropriate academic achievements or by demonstrating that they possess the knowledge and ability equivalent to the academic qualifications.

Accepted as part of overall 48 UCAS Tariff point requirement.

About this course


Course option

4.0years

Full-time | 2021

Subjects

Aeronautical engineering

Motorsport engineering

Developing key skills and sound knowledge for a successful career in aircraft industries, as well as in a variety of modern engineering sectors, this course benefits from strong industrial links and is designed to fulfil industries’ requirements.

The courses are focused on design. You’ll develop a full understanding of engineering design concepts and the engineering design process. You can explore radical new aeronautical and aerospace concepts and complement this with expertise in mechanical engineering to produce designs. In addition to specialist knowledge and skills in aeronautical engineering, this course also emphasises transferable knowledge and skills to equip you for a broader job market.

The foundation year programme is designed to gradually build the required mathematical skills and science and engineering knowledge for you to progress into your level-4 study. It is designed specifically for the candidates who do not have enough/required UCAS tariff points for their direct level-4 entry or strong enough science and engineering background or would like to build a more solid foundation for your degree studies.

The course will introduce you to the fundamentals of mechanical and electrical science, the mechanics of solids and machines and computer-aided design. Then you'll develop more advanced knowledge, looking at aerodynamics, engineering dynamics, engineering design, structures and vibration analysis, fluid mechanics, thermodynamics, propulsion, aircraft design, aircraft stability, and control.

You’ll be trained to use variety of computer-aided design tools, including industry-highly-required Finite Element Analysis (FEA) and Computational Fluid Dynamics (CFD) tools. Also, honing your business skills are a key focus throughout the course.

You can also choose to study this course as a standard three year programme without the foundation year BEng (Hons) Aeronautical and Mechanical Engineering UCAS code:HH34

Modules

YEAR 1 (FOUNDATION YEAR)
The foundation year will gradually build the required mathematical skills and science and engineering knowledge for you to progress into your level-4 study. It is designed specifically for the candidates who do not have enough/required UCAS tariff points for their direct level-4 entry or strong enough science and engineering background, or would like to build more solid foundation for your degree studies.


MODULES

• Analytical Methods for Engineering.
• Design and Technology
• Mechanical Science
• Electrical and Electronic Science
• The Skills You Need
• Contextual Studies

YEAR 2 (LEVEL 4)

You will develop an understanding of the fundamental concepts, principles and theories in engineering, acquire basic mathematic skills related to engineering and design problems and use CAD for engineering design. Competence of working safely in engineering laboratories and workshops, and being able to conduct laboratory procedures, measurement and workshop practices under the guidance of a tutor.

MODULES


• Mechanical Science
• Electrical Science
• Materials and Manufacturing
• Engineering Mathematics
• Engineering Design and Practice
• Aircraft Technology

YEAR 3 (LEVEL 5)

Level 5 will build on the knowledge, concepts and skills acquired at level 4 in addition to more specialist knowledge, skills in engineering design and analysis. More in-depth in theories in mechanics, thermodynamics, propulsion, flight dynamics, avionics, control systems, structures and finite element analysis, etc. Develop an understanding in business and research methods.

MODULES


• Business, Research & Professional Development
• Thermo-fluid and Propulsion
• Further Engineering Mathematics
• Engineering Mechanics & Design
• Structures Analysis
• Avionics, Flight Dynamics and Control

YEAR 4 (LEVEL 6)

At level 6 students will acquire a critical understanding and application of the higher level concepts, principles and theories in engineering as well as a critical understanding and explanation of advanced topics in structural vibration, thermodynamics, and aerodynamics. Use knowledge and skills acquired to do an individual project.

MODULES


• Dissertation (Honours)
• Engineering Modelling and Simulation
• Aerodynamics
• Structural Vibration Analysis

Optional

• Aircraft Stability, Control and Design
• Advanced Thermo-fluid and Turbomachinery
• Composite Materials

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment methods

A broad range of assessment methods are used; these include phase tests, written assignments, practical work on computers, portfolio of work, logbooks, presentations and laboratory work case studies and CAD. A combination of this work may form part of your assessment, alongside time-constrained exams. Each module is assessed by a variety of methods, enabling students to display their full potential. A project dissertation will form one of the final parts of your assessment.

TEACHING AND LEARNING

Wrexham Glynd?r University is committed to supporting our students to maximise their academic potential.

We offer workshops and support sessions in areas such as academic writing, effective note-making and preparing for assignments. Students can book appointments with academic skills tutors dedicated to helping deal with the practicalities of university work. Our student support section has more information on the help available.

Teaching methods include lectures, laboratory sessions, student-led seminars and guided research.

Independent learning is an important aspect of all modules, as it enables students to develop both their subject specific and key skills. Independent learning is promoted through guided study or feedbacks given to students.

Tuition fees

Select where you currently live to see what you'll pay:

England
£9,000
per year
Northern Ireland
£9,000
per year
Scotland
£9,000
per year
Wales
£9,000
per year

The Uni


Course location:

Wrexham

Department:

School of Applied Science, Computing and Engineering

TEF rating:
Read full university profile

What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

91%
high
Aeronautical engineering

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Aeronautical and aerospace engineering

Teaching and learning

82%
Staff make the subject interesting
82%
Staff are good at explaining things
91%
Ideas and concepts are explored in-depth
73%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

64%
Library resources
73%
IT resources
73%
Course specific equipment and facilities
64%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

42%
UK students
58%
International students
95%
Male students
5%
Female students
95%
2:1 or above
7%
First year drop out rate

Most popular A-Levels studied (and grade achieved)

B
C
C

Production and manufacturing engineering

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.


Who studies this subject and how do they get on?

83%
UK students
17%
International students
93%
Male students
7%
Female students
98%
2:1 or above
8%
First year drop out rate

Most popular A-Levels studied (and grade achieved)

D
C
C

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Aeronautical and aerospace engineering

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

94%
med
Employed or in further education
89%
high
Employed in a role where degree was essential or beneficial

Top job areas of graduates

66%
Engineering professionals
8%
Science, engineering and production technicians
6%
Metal machining, fitting and instrument making trades

Just over a thousand UK graduates got a degree in aerospace engineering in 2015. There are a few dedicated employers, unevenly spread around the country, and so there's often competition for graduates looking for their first job - which leads to a relatively high (although improving) early unemployment rate, and a good grade is particularly important for graduates. Sponsorship and work experience can be key if you're after the most sought-after roles in the industry. Starting salaries are usually good and graduates commonly go into the aerospace (yes, this does include manufacture of equipment for satellites and space operations) and defence industries. Bear in mind that a lot of courses are four years long, and lead to an MEng qualification — this is necessary if you want to become a Chartered Engineer.

Engineering

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

100%
high
Employed or in further education
89%
high
Employed in a role where degree was essential or beneficial

Top job areas of graduates

62%
Engineering professionals
9%
Science, engineering and production technicians
4%
Business, research and administrative professionals

Graduates are in significant demand, so unemployment rates are well below the national graduate average and starting salaries are well above average. Much the most common industries for these graduates are now vehicle manufacture - there are not enough people with these degrees to go round and so the big employers tend to take the lion's share at the moment. But pretty much anywhere there is manufacturing, there are production engineers. Bear in mind that a lot of courses are four years long, and lead to an MEng qualification — this is necessary if you want to become a Chartered Engineer.

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Engineering

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£33k

£33k

£38k

£38k

£43k

£43k

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

Explore these similar courses...

Same University
Glyndwr University, Wrexham
Aeronautical and Mechanical Engineering
Bachelor of Engineering (with Honours) - BEng (Hon)
3.0 years | Full-time | 2021
Nearby University
University of Salford
Aeronautical Engineering with Foundation Year
Bachelor of Engineering (with Honours) - BEng (Hon)
4.0 years | Full-time | 2021
Lower entry requirements
University of South Wales
Aeronautical Engineering (Including Foundation Year)
Bachelor of Engineering (with Honours) - BEng (Hon)
4.0 years | Full-time | 2021
Higher entry requirements
University of Glasgow
Mechanical Engineering with Aeronautics
Bachelor of Engineering (with Honours) - BEng (Hon)
4.0 years | Full-time | 2021

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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

Have a question about this info? Learn more here

This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.

Have a question about this info? Learn more here

This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

Have a question about this info? Learn more here

Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

Have a question about this info? Learn more here

Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

Have a question about this info? Learn more here

The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

Have a question about this info? Learn more here