Spacecraft Engineering with Foundation Year BEng (Hons) - 2027/8
Awarding body
University of Surrey
Teaching institute
University of Surrey
Framework
FHEQ Level 6
Final award and programme/pathway title
BEng (Hons) Spacecraft Engineering with Foundation Year
Subsidiary award(s)
| Award | Title |
|---|---|
| Ord | Spacecraft Engineering with Foundation Year |
| DipHE | Spacecraft Engineering with Foundation Year |
| CertHE | Spacecraft Engineering with Foundation Year |
Modes of study
| Route code | Credits and ECTS Credits | |
| Full-time | UFE12010 | 360 credits and 180 ECTS credits |
| Full-time with PTY | UFE12011 | 480 credits and 240 ECTS credits |
QAA Subject benchmark statement (if applicable)
Other internal and / or external reference points
This programme is subject to approval. This means that it has received initial agreement from the University and is currently undergoing a detailed final approval exercise, through the University's quality assurance processes. These processes are a requirement for all Higher Education Institutions within the UK, to ensure that programmes are of the highest standard. Occasionally there may be instances where the University may delay or not approve the introduction of the programme.
Faculty and Department / School
Faculty of Engineering and Physical Sciences - School of Engineering
Programme Leader
TAYLOR Alison (Maths & Phys)
Date of production/revision of spec
17/07/2026
Educational aims of the programme
- Students will be guided and progressively empowered to become confident, independent learners and begin to understand and develop desirable professional qualities associated with digital capabilities, global and cultural capabilities, resourcefulness and resilience, employability and sustainability.
- Students will begin to understand the social and cultural dimensions of learning and grow the capacity to undertake and evidence their learning with integrity. They will be able to recognise the value of collaborative learning and the importance of inclusivity with due consideration to differences in individual values, strengths and weaknesses.
- Students will develop a broad and in-depth working knowledge of the discipline area fundamentals, necessary for successful academic transition to their chosen undergraduate programme specialisation
- Students will develop an awareness of factors that may influence their educational development and gain familiarity with the mechanisms of support that operate within the Foundation Year and throughout the institution. They will be encouraged to take responsibility in identifying if and when their progress is being adversely impacted and engaging with the pastoral support systems, as appropriate.
- Students will develop learning skills in a variety of contexts and have exposure to multiple types of assessment to effectively achieve successful outcomes in the many and varied learning and assessment scenarios on their undergraduate programmes.
- Students will gain a wide range of transferrable academic skills enabling them to communicate their ideas and display their knowledge and understanding through different media and in a variety of authentic contexts.
- Students will, through working towards the above collective aims, grow personal qualities and a positive mindset geared towards the pursuit of success and the achievement of their full potential in transitioning to their undergraduate career and beyond.
Programme learning outcomes
| Attributes Developed | Awards | Ref. | |
| Students will be able to design and safely carry out laboratory experiments to investigate fundamental engineering and scientific principles and present their results in a report. | KCPT | ||
| Students will develop general academic skills such as time-management, planning and organising their work, reading effectively, research and note taking. | CPT | ||
| Students will have developed the learning skills necessary to be able to work independently and to work productively as part of a multi-cultural team. They will have the capability to reflect on and manage their own learning and progress, responding effectively to setbacks and challenges | CPT | ||
| Students will have developed skills and knowledge in numeracy and basic mathematics and be able to apply mathematics to solving real-world problems in engineering & science. | KCPT | ||
| Students will be able to apply scientific theories, principles and formulae to solving problems, in science and engineering design. They will develop an awareness of the technological implications of problem solving and design processes as well as the impact that the activities of engineers and scientists has on society, the environment and our progress towards a more sustainable future. | KCPT | ||
| Students will develop proficiency in digital skills, including the use of a variety of software tools and learning elementary programming. They will be able to create online content, formulate simple computer models and use their creativity and innovation to solve authentic, unfamiliar problems. They will be able to describe some key technological developments and begin to appreciate the ubiquity of software and how, from our daily lives through to global commercialisation the advancing world is built on software foundations. | KCPT | ||
| Students will be able to communicate their work effectively and in a form appropriate to their audience, in writing and orally through poster and slide presentations, in both individual and group working scenarios. | CPT | ||
| Students will display integrity in assessing the appropriateness and credibility of the information and techniques that they use in the problem-solving process and in the articulation of their work and their learning output to others (including assessments.) They will be able to follow assessment guidelines and work according to academic and professional regulatory standards as applicable to their disciple areas. | CT | ||
| Students will evolve strategies and develop resourcefulness to overcome difficulties in problem solving, including techniques for verification, fault finding and be able to revise their approach to achieve a positive outcome. | KCPT |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Programme structure
Full-time
This Bachelor's Degree (Honours) programme is studied full-time over four academic years, consisting of a Foundation Year and 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are based on a 15-credit tariff
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)
Full-time with PTY
This Bachelor's Degree (Honours) programme is studied full-time over five academic years, consisting of a Foundation Year, an optional professional training year and 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are based on a 15-credit tariff
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)
Programme Adjustments (if applicable)
N/A
Modules
Year 0 - FHEQ Level 3
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| ENG0014 | ENGINEERING & PHYSICAL SCIENCES LABORATORY AND PROJECT | Compulsory | 30 | Year-long |
| ENG0011 | MATHEMATICS A | Compulsory | 15 | 1 |
| ENG0013 | PRINCIPLES OF ENGINEERING & PHYSICAL SCIENCE | Compulsory | 15 | 1 |
| ENG0018 | COMPUTER LABORATORY | Compulsory | 15 | 1 |
| ENG0012 | MATHEMATICS B | Compulsory | 15 | 2 |
| ENG0015 | PHYSICS A | Compulsory | 15 | 2 |
| ENG0016 | PHYSICS B | Compulsory | 15 | 2 |
Module Selection for Year 0 - FHEQ Level 3
For further information on FHEQ levels 4, 5 and 6 please view the programme specification for the full-time BEng (Hons) Spacecraft Engineering
Year 0 (with PTY) - FHEQ Level 3
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| ENG0014 | ENGINEERING & PHYSICAL SCIENCES LABORATORY AND PROJECT | Compulsory | 30 | Year-long |
| ENG0011 | MATHEMATICS A | Compulsory | 15 | 1 |
| ENG0013 | PRINCIPLES OF ENGINEERING & PHYSICAL SCIENCE | Compulsory | 15 | 1 |
| ENG0018 | COMPUTER LABORATORY | Compulsory | 15 | 1 |
| ENG0012 | MATHEMATICS B | Compulsory | 15 | 2 |
| ENG0015 | PHYSICS A | Compulsory | 15 | 2 |
| ENG0016 | PHYSICS B | Compulsory | 15 | 2 |
Module Selection for Year 0 (with PTY) - FHEQ Level 3
For further information on FHEQ levels 4, 5 and 6 please view the programme specification for the full-time BEng (Hons) Spacecraft Engineering
Opportunities for placements / work related learning / collaborative activity
| Associate Tutor(s) / Guest Speakers / Visiting Academics | N | |
| Professional Training Year (PTY) | N | |
| Placement(s) (study or work that are not part of PTY) | N | |
| Clinical Placement(s) (that are not part of the PTY scheme) | N | |
| Study exchange (Level 5) | N | |
| Dual degree | N |
Other information
The School of Engineering is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This programme is designed to allow students to develop knowledge, skills, and capabilities in the following areas:
Digital capabilities:
Students develop confidence with key digital tools for study and professional work. They use SurreyLearn and MS Office, collaborate via Microsoft Teams and submit work through Turnitin. Programming in Matlab, Python and JavaScript develops computational thinking. Training and embedded activities help students navigate the VLE, manage data and communicate appropriately online. The role of generative AI is discussed critically and ethically.
Employability:
Students gain experience with industry¿standard software such as MS Office, MATLAB and Python. Group projects mirror professional practice through planning, documentation and presentation. We work with the University¿s Student Enterprise team for mentoring on innovation and commercial awareness, and the Engineers in Business Competition provides opportunities for prize funding, networking and external mentorship.
Global and cultural capabilities:
Students are exposed to different perspectives and problem¿solving approaches. Teaching highlights how engineering practice varies globally, including standards, design codes and regulations.
Resourcefulness and Resilience:
Learning and assessment develop independence, persistence and reflective practice. Scaffolded tasks gradually reduce support so that students learn to diagnose errors, refine strategies and cope with uncertainty. Authentic problems may lead to setbacks; students are encouraged to analyse what went wrong, seek reliable information, collaborate with peers and use feedback constructively.
Sustainability:
Students move from a purely technical view of problem solving to one that considers environmental and societal consequences. Through case studies, projects and discussions, they explore how engineering decisions affect communities, ecosystems and future generations. UN Sustainable Development Goals are referenced in group project work, helping students frame technical solutions within global sustainability challenges.
Quality assurance
The Regulations and Codes of Practice for taught programmes can be found at:
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2027/8 academic year.