(BEng) Bachelor of Engineering
Robotic Engineering (Including Placement Year)
University of Essex
University of Essex
Computer Science and Electronic Engineering (School of)
GCSE: Science C/4
A-levels: ABB, including Mathematics or Further Mathematics.
Please note we are unable to accept A-level Use of Mathematics in place of A-level Mathematics.
BTEC: DDD, including Distinction in Further Mathematics for Technicians or Calculus to Solve Engineering Problems.
IB: 32 points or three Higher Level certificates with 655. Either must include Higher Level Mathematics grade 5, plus Standard Level Science grade 4. We will accept 5 in either Higher Level Mathematics: Analysis and Approaches or Higher Level Mathematics: Applications and Interpretation.
We are also happy to consider a combination of separate IB Diploma Programme Courses (formerly certificates) at both Higher and Standard Level. Please note that Science in the IB is not required if you have already achieved GCSE Science at grade C/4 or above or 4 in IB Middle Years Science. Exact offer levels will vary depending on the range of subjects being taken at higher and standard level, and the course applied for.
We can also consider combinations with BTECs or other qualifications in the Career-related programme – the acceptability of BTECs and other qualifications depends on the subject studied, advice on acceptability can be provided. Please contact the Undergraduate Admissions Office for more information.
Access to HE Diploma:15 level 3 credits at Distinction and 30 level 3 credits at Merit, depending on subject studied - advice on acceptability can be provided.
T-levels: Distinction, depending on subject studied -advice on acceptability can be provided.
What if I don’t achieve the grades I hoped?
If your final grades are not as high as you had hoped, the good news is you may still be able to secure a place with us on a course which includes a foundation year. Visit our undergraduate application information page for more details.
What if I have a non-traditional academic background?
Don’t worry. To gain a deeper knowledge of your course suitability, we will look at your educational and employment history, together with your personal statement and reference.
You may be considered for entry into Year 1 of your chosen course. Alternatively, some UK and EU applicants may be considered for Essex Pathways, an additional year of study (known as a foundation year/year 0) helping students gain the necessary skills and knowledge in order to succeed on their chosen course. You can find a list of Essex Pathways courses and entry requirements here
If you are a mature student, further information is here.
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall. Different requirements apply for second year entry, and specified component grades are also required for applicants who require a visa to study in the UK.
Other English language qualifications may be acceptable so please contact us for further details. If we accept the English component of an international qualification then it will be included in the information given about the academic levels listed above. Please note that date restrictions may apply to some English language qualifications
If you are an international student requiring a visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College here.
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Dr Shadan Khan Khattak
Senior Lecturer Cardiff Metropolitan University
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
- To equip students with the knowledge and skills that are currently in high demand in the robotics and related industries
- To provide students with a foundation for further study and research
- To enable students to acquire a broad understanding of robotic engineering, whilst providing opportunities for them to develop expertise within particular areas of specialisation
- To develop the students' ability to make an effective contribution to team-based activity
- To encourage students to adopt an investigative approach and develop autonomous study skills in order to ensure their continuing professional development
- To provide students with an understanding of the industrial context and an appreciation of a range of external factors that affect the work of the professional robotics engineer.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study.
A2: Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles.
A3: Select and apply appropriate computational and analytical techniques to modelcomplex problems, recognising the limitations of the techniques employed.
A4: Select and evaluate technical literature and other sources of information to address complex problems
A5: Knowledge and understanding and computer and electronic systems as applied to robotics.
A101: An experience based understanding of work roles is developed through the placement year
Lectures are the principal method of delivery for the concepts and principles involved in the majority of the learning outcomes.
Students are also directed to reading from textbooks, academic papers and material available on-line.
Understanding is reinforced by means of exercise classes, discussion groups, laboratories, assignments and project work.
Specialist knowledge is further developed during supervision of the final year individual project.
Achievement of knowledge outcomes is assessed primarily through unseen examinations, and also through marked coursework.
An assessment of the understanding of underlying concepts and principles forms part of the overall assessment of the final year individual project report and oral presentation.
B: Intellectual and cognitive skills
B1: Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
B2: Apply an integrated or systems approach to the solution of complex problems.
B3: Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts.
B4: Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct.
B5: Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity.
B6: Apply engineering design principles to the design and operation of robotic systems.
B101: A capacity to connect subject specific theory to practice in a work environment
The basis for intellectual skills is provided in lectures, and they are developed by means of recommended reading, guided and self directed study, assignments and project work.
Achievement of intellectual skills is assessed primarily through unseen examinations, and also through marked assignments and project work.
C: Practical skills
C1: Adopt a holistic and proportionate approach to the mitigation of security risks.
C2: Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
C3: Use practical laboratory and workshop skills to investigate complex problems.
C4: Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
C5: Ability to design, construct and analyse robotic systems.
C101: Communicate with a range of colleagues and clients in a working environment
Practical skills are developed in exercise classes, laboratory classes, assignments and project work.
Achievement of practical skills is assessed through marked coursework, project reports, oral presentations and demonstrations of completed systems.
D: Key skills
D1: Discuss the role of quality management systems and continuous improvement in the context of complex problems.
D2: Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights.
D3: Function effectively as an individual, and as a member or leader of a team.
D4: Communicate effectively on complex engineering matters with technical and non-technical audiences.
D5: Plan and record self-learning and development as the foundation for lifelong learning/CPD.
D101: Capacity to work in a team within a work environment
D102: Improve personal professional practice through a reflective approach within a work environment
Students learn key skills in research, problem solving, communication and team project work in the first year project module, and thereafter the development of key skills forms an integral part of their overall learning activity.
Assessment of the key skills is intrinsic to subject based assessment.
The assessment of project work includes specific allocations of credit for project management and the quality of presentations.
An individual's contribution to team projects is determined by means of a submission containing reflective and self-assessment components.
The assessment of the final year individual project report includes specific allocation of credit for the quality, extent and relevance of a bibliography, including internet sources.