Acoustics Technician Apprenticeship

The mode of study of the course is part-time, day release. The total duration of the course is 18 months. The taught part consists of one full day of contact per week over three semesters over two consecutive academic years.

Each academic semester has a total duration of 15 weeks. The second semester of year 2 is dedicated to support the apprentices to work towards their End Point Assessment.

Year 1

• Engineering Mathematics 
  This Module introduces the main mathematical techniques which are required in the early stages of engineering degrees. The topics include Revisions of Algebraic operations and functions. Complex numbers, trigonometry, calculus, curve sketching, and matrix and vector algebra. The Module is delivered over two semesters.
• Construction Practice-B
  This module provides students with the knowledge and understanding of the interrelations between industry, professional body and education. Develop key transferable skills, to enable students to engage with undergraduate study and guide them to prepare a roadmap for their professional career in an engineering discipline. The module examines key technologies in the construction process – such as simulation and modelling a build to predict performance or to assess against planning regulations.  It covers knowledge on health and safety and the use of different materials to achieve your design goals including sustainable building materials.
• Fundamentals of Acoustics
  This module introduces students to the core acoustic concepts and to the acoustic professional discipline. It is designed to start from basic physics concepts and principles related to sound and vibration to gradually progress and provide a wide coverage on the fundamental knowledge and understanding of acoustic phenomena and its applications. This module constitutes the foundation necessary prior studying more specialist topics and applications covered in the other acoustics modules.
• Acoustic Instrumentation
  This module introduces the student to acoustics transducers instrumentation, and to electronic representation of sounds, and the signal. The unit will sequentially introduce the student to the signal throughout the chain from capture, through signal analysis, to reproduction. It will explore format limitations and appropriate selection, together with operational methods for ensuring sound quality. Laboratory sessions will provide the student with practical experience of recognised methods of measurements and analysis, and effect the appropriate selection and operation of test equipment.

Year 2

• Building and Environmental Acoustics
  In this module the student will be taught the underpinning principles of building and environmental acoustics. It will further develop the knowledge and understanding gained in the module fundamental acoustics. The module teaches how sound behaves in the indoor and outdoor environments, the fundamentals of how its behaviour is predicted in those environments, how is modelled, measured and controlled using different materials and techniques.  The module will provide a context for acoustic assessment based on national and international regulations and policy.
• Subjective and Electro Acoustics
  In this module students will be taught the underpinning principles of subjective acoustics and electro-acoustics. It will further develop the knowledge and understanding gained in the module fundamental acoustics. Students will gain an appreciation of human physiology, the hearing system, objective and subjective and loudness. This knowledge will then be applied to electro-acoustic systems through fundamental of signal processing, speech and intelligibility..  The module will provide a context for acoustic assessment based on national and international good practice, guidance and standards.

The course will prepare apprentice engineers to perform in their companies and potentially for careers of working in a broad range of specialist consultancies, engineering companies, construction and transport companies, government agencies, local authorities, infrastructure consortiums, manufacturing firms and other organisations closely related to acoustic engineering for its applications in a wide range of industries.

Job titles could be for example:

• Environmental Health Officer Junior Acoustic Consultant
• Junior Engineering Consultant
• Health and Safety Assistant

The course plus the EPA offers the possibility to go on to the Institute of Acoustics Diploma (run by LSBU as a Level 6 course). Completion of which would also allow the student to join the Masters’ in Environmental and Architectural Acoustics at an advanced level.

The pedagogic approach to this course has the apprentice student at the centre of its design and delivery to promote sustain student engagement and ownership in the learning process. It focuses on the practical application of theoretical understanding and development of independence in learning and transferable skills. Teaching and learning activities have a strong emphasis on interactivity and student participation aiming at developing reflection, working and learning with others and application of theoretical understanding.

To implement an apprentice-centred approach to teaching and learning, a strong focus is placed on encouraging learners to undertake self-directed reading, research and refection on practice in order to prepare for focused tutorial sessions.

Traditional lectures with be complemented by case study analysis (problem solving and analytical skills), in-class discussions (communication and critical thinking) , student mini presentations (communication and critical thinking), online based polls, mini quizzes (problem solving), peer evaluation (communication and critical thinking), in-class demos. Some of these activities will be implemented in the form of topical seminars.

Laboratory work will be mostly group-based to develop interpersonal, communication and team working skills. Related laboratory course work will be a combination of group and individual assignments.

The apprentices will be supported academically on regular basis throughout the duration of their apprenticeship by their module leaders outside scheduled contact hours during surgery tutorial times and informally via email and/or TEAMS communications.

Throughout the course apprentices will have on- campus access to computers equipped with all the relevant design and analysis software packages as well as remote off-campus access to those software to be used for educational or research purposes only.

The official mode of delivery for this course is blended. Blended delivery mode involves a combination of in-person (face to face) and remote (online) teaching and learning sessions. The expected delivery of this course will be mostly face to face on-campus, complemented by a small number of remote online sessions when this is deemed to enhance student experience, add value and flexibility.

This small online portion of the course will normally occur at the end of each semester, or for instance to provide tutorials or assessments support. Apprentices will be supported for the online portions of the delivery through live and interactive timetabled sessions via MS TEAMS platform.

The course includes two type of assessments, formative and summative.

Formative assessment also known as assessment for learning, is a method of evaluation occurring while learning is taking place. It is used in this course as a learning and monitoring tool which provides the student and tutors gradual feedback on student progress. Formative assessment activities in this course do not count towards the final grade of modules.

Summative assessment on the course has been designed principally to demonstrates acquisition of the learning outcomes. This type of assessment takes place approximately at equal intervals spread out throughout the duration of the modules. It is endeavoured that summative assessment for different modules does not occur in the same week and that does not overlap in time with formative assessment activities. Summative assessment provide the information to compute the module grades.

In order to be considered for entry to the course, applicants will be required to have the following minimum qualifications:

• Five GCSE passes in five subjects (grade C or above), including English Language and Mathematics (reformed GCSEs grade 4 or above).

Additionally, applicants must possess one of the following:

• A-levels EEE (must Include Maths) or
• BTEC National Diploma (MPP) or
• Access Level 3 qualifications worth 48 UCAS points (must include Maths).

The individual fee for this course is shown above. For more information, including how and when to pay, see our fees and funding section for postgraduate students.

See our Tuition Fees Regulations (PDF File 226 KB) and Refund Policy (PDF File 775 KB).

We have a range of PhD Scholarships available in partnership with businesses and organisations; read notices of PhD studentships.

Funding

The cost of the apprenticeship is paid fully by the employer (sometimes part funded by the government) through apprenticeship levy. The apprenticeship levy is a pot of money some companies pay into, which all businesses have access to spend on the training costs of apprenticeships. Companies fall into two categories: levy-payers (who pay into the pot) and non-levy payers (who do not). You can find out more in our Levy and Funding section, specifically for employers.

The apprentice does not contribute toward the cost of study.

Large employers who are Apprenticeship Levy payers can use funds that they have already committed to their own levy accounts.

Non-levy paying employers can access full 100% funding to cover the training and assessment costs via UK Screen Alliance’s Apprenticeship Levy Transfer Fund (ALT Fund), where unused apprenticeship levy contributions made by large companies are recycled for use by small companies.

Bands

Apprenticeship standards are all assigned a funding band by the Government – these funding bands are the maximum amount the Government will fund via the levy towards a given apprenticeship standard. There are currently 30 funding bands ranging from £1,000 to £27,000.

Incentives

Employers with less than 50 staff sending an apprentice aged 16-18 will have 100% of the training costs paid by the government. All employers who employ an apprentice aged 16-18 on the first day of teaching will receive a £1,000 incentive from the government. You can find out more in our Levy and Funding section, specifically for employers.

Cost

You can find out the funding band for an Apprenticeship Standard on the Government website. To find out how much we are charging, please get in touch with us at apprenticeships@lsbu.ac.uk

Field trips

Some modules include field with and site visits, which may be residential or outside the United Kingdom, ranging from three to five days. These are organised by the Division and students   are required to contribute towards the cost.  If there are any field trips or any course visits as part of your course, we will let you know in good time.