Programme Specification for the 2025/6 academic year
BEng (Hons) Robotics and Artificial Intelligence with Foundation Year
1. Programme Details
| Programme name | BEng (Hons) Robotics and Artificial Intelligence with Foundation Year | Programme code | UFN4ECSECS22 |
|---|---|---|---|
| Study mode(s) | Academic year | 2025/6 | |
| Campus(es) | Streatham (Exeter) |
NQF Level of the Final Award | 6 (Honours) |
2. Description of the Programme
This is a 4-year undergraduate degree programme with a fully embedded Foundation year. During the Foundation year, you will develop your academic skills and subject knowledge. In the following year, you will join the first year of a BEng Robotics and Artificial Intelligence degree programme, subject to successful completion of the Foundation year.
At stage zero 0 (the foundation year) of the programme, you can progress to stage 1 of the BEng Robotics and Artificial Intelligence programme once the 120 credits have been passed, and provided that an average of at least 55% has been achieved over the 120 credits of assessments for this stage.
This Programme offers hands-on experience in autonomous systems, machine learning, and intelligent robotics. You will deep dive into topics such as robot sensing, path planning, and AI-driven decision-making. You will engage in projects ranging from developing self-driving vehicles to creating advanced robotic manipulators. You will in dynamic teams, solving real-world challenges, and gaining essential practical skills. This programme also gives you the opportunity to participate in the important Formula Student AI competition. You will prepare to lead and innovate in the rapidly evolving fields of robotics and artificial intelligence.
3. Educational Aims of the Programme
The Foundation year of the ‘BEng in Robotics and Artificial Intelligence with Foundation Year’ programme aims to help you meet the academic requirements for progression to the first, and subsequent, stages of your degree programme. It is also designed to help you to develop the necessary study skills and approaches to learning required for successful undergraduate study as well as to introduce you to the culture of academic study in a UK Higher Education institution.
The BEng degree programme is designed to deliver all of the required learning outcomes as set out in UK-SPEC for a bachelors degree.
The programme aims to enable students to become:
(a) flexible and autonomous engineering graduates equipped to adopt key leadership roles within multi-disciplinary robotics, artificial intelligence, engineering design, or research and development teams, contributing innovation, analytical and original thought, and discipline-specific expertise, demonstrating a holistic understanding of the context within which they work, supporting the work of others, and taking full responsibility and demonstrating self-motivation for their own personal and professional development;
(b) academically qualified to become chartered engineers within the appropriate engineering industry at the earliest opportunity;
(c) aware of the environmental, economic, social, and sustainability issues that are an integral part of the professional engineer's role in society;
(d) able to work well in multi-disciplinary groups with experience of communication, organization, planning, and logistics.
Through this programme, the Department will provide students with learning opportunities to match their abilities and aspirations, personal academic and pastoral support throughout their university career, appropriate methods of teaching and assessment, and a programme of study that they find demanding, interesting, and intellectually stimulating, while allowing them to enjoy other aspects of university life. The Department will also seek to promote the role of industry and engineering institutions and the benefits that they can provide to undergraduates.
4. Programme Structure
The BEng Robotics and Artificial Intelligence with Foundation Year is a Four-year full-time programme of study at Regulated Qualifications Framework (RQF) level 6 (as confirmed against the FHEQ). This programme is divided into four stages. Each stage is normally equivalent to an academic year.
Interim / Exit Awards
If you do not complete the programme you may be able to exit with a lower qualification. At stage zero of the programme, if you have achieved 120 credits with an overall average of at least 40% and less than 55% at Level 3, you may be awarded a Foundation year Certificate as an exit award, and if you achieve 120 credits with an overall average of 55% or above, you will progress to stage 1 of the BEng Robotics and Artificial Intelligence programme
If you have achieved 120 credits, where at least 90 credits are at Stage 1 (NQF Level 4) or above you may be awarded a Certificate of Higher Education, and if you achieve 240 credits, where at least 90 credits are at Stage 2 (NQF Level 5) or above, you may be awarded a Diploma.
Note: Guidance on Interim and Exit awards (and the difference between than can be viewed here: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/pma/introduction/#exit-interim
5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual review of this programme. Details of the modules currently offered may be obtained from the Faculty website:
You may take optional modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module.
Stage 1
120 credits of compulsory modules.
Compulsory Modules
Stage 0 of this programme aims to�lay foundations of skills in mathematics, engineering, and sciences for more advanced studies, by bringing students to a level of knowledge and competence equivalent to pre-requisites for Stage 1 of their chosen degree. It provides students with skills bridging the gap between the material covered prior to a university level and that of a first-year degree programme.�
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| MTH0001 | Principles of Pure Mathematics | 30 | Yes |
| MTH0003 | Exploring Mathematics | 15 | No |
| MTH0004 | Foundation Statistics | 15 | Yes |
| MTH0005 | Science: Skills and Culture | 30 | No |
| MTH0006 | Applied Mathematics | 15 | Yes |
| MTH0007 | Programming Skills | 15 | Yes |
Stage 2
120 credits of compulsory modules.
Compulsory Modules
The first year of the Robotics and Artificial Intelligence Engineering programme is shared with all engineering disciplines and strikes a balance between providing core engineering and mathematical knowledge and making the learning experience engaging and exciting. A year-long multi-disciplinary group project provides an over-arching vehicle for PBL and a means of putting core knowledge into practice in a collaborative group setting. Project briefs are developed in response to the core module content. To support the students’ project work they undertake workshops in sketching, report / technical writing and study / research skills. Students develop essential knowledge in Engineering Mathematics and Scientific Computing through a year-long module. By combining Mathematics and Programming, students develop both the mathematical knowledge that underpins engineering science and also the skills to put this knowledge to use by harnessing the power of programming. The first also includes three 15-credit modules, 'Fundamentals of Mechanics', 'Fundamentals of Materials', and 'Fundamentals of Electronics'. All modules are delivered using a PBL framework that encourages students to become independent learners.
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| ENG1002 | Engineering Mathematics and Scientific Computing | 30 | Yes |
| ENG1005 | Multi-Disciplinary Group Challenge Project | 30 | Yes |
| ENS1000 | Fundamentals of Engineering | 15 | No |
| ENG1007 | Fundamentals of Mechanics | 15 | Yes |
| ENG1008 | Fundamentals of Materials | 15 | Yes |
| ENG1009 | Fundamentals of Electronics | 15 | Yes |
Stage 3
120 credits of compulsory modules.
Compulsory Modules
The second year continues in the same vein as the first, with a combination of project work and core modules. A robotic challenge project again provides context and motivation for the theory taught in the second year. This project is robotics and artificial intelligence engineering-specific and centres on the concept of robotics and artificial intelligence design, with project briefs that allow students to draw on the skills and knowledge gained in their first two years. The importance of mathematics in engineering is considered in Modelling of Engineering Systems in Term 1. Term 1 also focuses on the importance of communication and network technologies, along with electronic design principles, which are fundamental in hardware robotics applications. Term 2 is centred on the introduction of control engineering topics, essential to achieve autonomy in AI systems, with also a strong attention to microcontroller engineering.
The practice of developing software knowledge and programming skill in tandem continues in the second year with a new module: Python and ROS for robotics in Term 2.
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| ENG2008 | Microcontroller Engineering | 15 | Yes |
| ENG2009 | Modelling of Engineering Systems | 15 | Yes |
| ENG2017 | Communication and Networking Technologies | 15 | Yes |
| ENG2118 | Analogue and Digital Electronics Design | 15 | Yes |
| ENS2000 | Python and ROS for Robotics | 15 | Yes |
| ENS2001 | Robotics and AI Challenge Project | 30 | Yes |
| ENS2005 | Control Engineering | 15 | Yes |
Stage 4
105 credits of compulsory modules, 15 credits of optional modules.
Compulsory Modules
The focus in year 3 is on acquiring core Robotics and Artificial Intelligence engineering knowledge. Students will take modules in Machine Learning and AI, Distributed Algorithms for Robotics, and Optimisation Methods with strong applications to autonomous intelligent systems. Graduating BEng students complete a 30-credit Individual Investigate Project guided by a specialist academic supervisor. MEng students complete a hands-on design and build project that challenges them to develop, prototype (at scale), and explore the market for a solution to a Robotics and AI Engineering challenge. This project emphasizes the combination of commercial awareness and the application of sound engineering knowledge.
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| ENG3012 | Mechatronics | 15 | Yes |
| ECM3166 | Communications Engineering | 15 | Yes |
| ENS3024 | Optimisation Methods | 15 | Yes |
| ECM3175 | Individual Project | 30 | Yes |
| ENS3000 | Distributed Algorithms for Robotics | 15 | Yes |
| ENS3001 | Machine Learning and AI | 15 | Yes |
Optional Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| ENG3023 | Zero Emission Vehicles | 15 | No |
| PHY3222 | Energy, Materials and Sustainability | 15 | No |
| ECM3165 | Digital Signal Processing | 15 | No |
6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods
Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. (a) a selection of topics in?pure and applied mathematics, mathematical logic, probability and statistics,?and the connections between them. | At Stage 0 of the programme, knowledge and skills are primarily provided through formal lectures supported by regular problem sheets for students to tackle on their own.â?¯Students will be encouraged to develop solutions for the formative exercises in the class while working in small groups.â?¯Lectures are reinforced by regular tutorial groups in which assistance with, and feedback on, problem sheets is given.â?¯Students will be provided with learning materials, worked examples, exercise sheet and solutions via the Virtual Learning Environment.â?¯
At subsequent stages: Attending lectures, tutorials and practical workshops. Undertaking project work under supervision, both individually and as part of a team. Completing written exercises Producing and demonstrating software/hardware for Robotics and AI application Private study | At Stage 0 of the programme, most Knowledge is tested through examinations in addition to other forms of summative assessments includingâ?¯class-tests, online quizzes, project reports/essays, group projects or presentations. Skills will be assessed directly and indirectly at various stages of each module through coursework, tests, presentations, and written projects, as well as final examinations.
At subsequent stages: Written coursework Project presentation Written examination |
Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
13. (a) demonstrate a basic knowledge and understanding of fundamental concepts necessary for progression to further studies in mathematics or in other quantitative degree pathways. | Skills (a-e) are developed through most of the modules at Stage 0 of the programme, and those skills are reinforced through individual and group project work and presentations as well as through guided reading and seminar sessions.
In subsequent stages: Attending lectures and tutorials Completing written exercises Private study | Skills (a-e) are developed through most of the modules at Stage 0 of the programme, and those skills are reinforced through individual and group project work and presentations as well as through formative and summative coursework, online quizzes and class-tests.
In subsequent stages:
Written coursework Written examination |
Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
24. (a) formulate and solve problems and communicate reasoning and solutions effectively in writing. | Skills (a-e) are developed through most of the modules at Stage 0 of the programme.
In subsequent stages: Undertaking project work under supervision, both individually and as part of a team. Giving stand-up presentations | Skills (a-e) are developed through most of the modules at Stage 0 of the programme.
In subsequent stages:
Project report Written coursework Project demonstration Group presentation Individual presentation |
7. Programme Regulations
Classification
Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.
8. College Support for Students and Students' Learning
In accordance with University policy a system of personal tutors is in place for all students on this programme. A University-wide statement on such provision is included in the University's TQA Manual. As a student enrolled on this programme you will receive the personal and academic support of the Programme Coordinator and will have regular scheduled meetings with your Personal Tutor; you may request additional meetings as and when required. The role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.
Information Technology (IT) Services provide a wide range of services throughout the Exeter campuses including open access computer rooms, some of which are available 24 hours, 7 days a week. Help may be obtained through the Helpdesk, and most study bedrooms in halls and flats are linked to the University's campus network. Additionally, the University has its own dedicated IT support staff, helpdesk and computer facilities which are linked to the wider network, but which also provide access to some specialised software packages. Email is an important channel of communication between staff and students in the University and an extensive range of web-based information (see https://ele.exeter.ac.uk/) for the use of students, including a comprehensive and annually revised student handbook.
The Harrison Building has several areas available for quiet study, with separate rooms that can be booked for meetings and group work. Online Module study resources provide materials for modules that you are registered for, in addition to some useful subject and IT resources. Generic study support resources, library and research skills, past exam papers, and the 'Academic Honesty and Plagiarism' module are also available through the student portal (https://www.exeter.ac.uk/students/facultycases/academicconductandpractice/academicintegrity/) Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.
9. University Support for Students and Students' Learning
Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.
10. Admissions Criteria
Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.
Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.
Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.
11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
Faculty of Environment, Science and Economy (ESE)
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
Partner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
Not applicable to this programme.
18. Final Award
BEng (Hons) Robotics and Artificial Intelligence with Foundation Year
19. UCAS Code
H126
20. NQF Level of Final Award
6 (Honours)
21. Credit
| CATS credits | 360 |
ECTS credits | 180 |
|---|
22. QAA Subject Benchmarking Group
23. Dates
| Origin Date | 02/10/2024 |
Date of last revision | 02/10/2024 |
|---|
