The BEng (Hons) Electrical and Electronic Engineering (Apprenticeship) is distinctive in that it teaches the theory of electrical and electronic engineering coupled with the required software tools and systems engineering approach to design and enable graduates to tackle complex engineering projects that are common place in our society.
This course focuses especially on low current and lower power electronic engineering whilst still maintaining the core balance with electrical engineering. A mixed analogue and digital signal approach is followed during the second year. In the third year the course tackles Communication Systems and Wireless, Biomedical Electronics and Embedded Systems and The Internet of Things, at a depth appropriate for electronics specialists in the industry. It culminates in a systems-based approach in the final stages bringing together knowledge accrued both in the analogue and digital systems domains.
The overall aim of this course is to produce Engineers who hold a qualification that meets the educational requirements of the relevant Professional Engineering Institution for registration at the appropriate level (fully satisfies the academic requirements for registration as an Incorporated Engineer and partially satisfies the requirements for registration as a Chartered Engineer) and also meet the requirements of the Embedded Electronic Systems Design and Development Engineer apprenticeship standard.
The full apprenticeship standard and assessment plan can be found on the IfA website.
To be considered for entry to the first year of this course applicants will be required to have the following qualifications:
A Level BBB including Mathematics and/or Physical Sciences (120 UCAS points) or;
BTEC National Diploma DDM, including Level 3 Mathematics and Physical Sciences (128 UCAS points) or;
EAL Technical Extended Diploma in Engineering Technologies, D, including: Further Engineering Mathematics; Electrical and Electronic Engineering Principles; and other options relevant to Electrical and Electronic Engineering or;
Access to HE qualifications with 24 Distinctions and 21 Merits, with at least half the course in Mathematics and Physical Science subjects (122 UCAS points) or;
Equivalent level 3 qualifications worth 120 UCAS points and including Mathematics and Physical Sciences
Applicants must hold 5 GCSEs A-C including Maths and English or equivalent (reformed GCSEs grade 4 or above) or;
We welcome qualifications from around the world. English language qualifications for international students: IELTS score of 6.0 or Cambridge Proficiency or Advanced Grade C, and a Mathematics qualification equivalent to reformed GCSE grade 4 or above, as assessed by UK NARIC.
Recognition of Prior Learning/Transfer Credit
Applicants may exceptionally be considered for entry to the second year of the course with the following qualifications. Applicants will normally be interviewed and may be required to sit a Mathematics test to ensure their preparedness for direct entry.
In addition to the academic suitability, apprentices will also be assessed through a formal interview by the course director to establish that they have adequate work experience to support an advanced entry and that their related work experience can be documented through OneFile towards consideration for their e-portfolio/end point assessment. This will usually be in agreement with the employer so that the apprentice is supported fully.
BTEC Higher National Diploma in Electrical and Electronic Engineering or a closely related subject or;
DipHE in a directly-relevant subject or;
Transfer of 120 Level 4 credits from a directly equivalent degree course and with the approval of the director of that course or;
An overseas qualification assessed by UK NARIC as equivalent to at least BTEC HND in a closely related subject and an IELTS score of 6.5 or equivalent.
Recognition of Prior Experiential Learning (RPEL)
RPEL may be considered in determining the entry requirements for candidates with relevant work experience but cannot replace the requirement for formal qualifications in Mathematics.
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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.
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.
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.
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.
The course is not currently open to international students.
An Apprenticeship Standard is comprised of a programme of study, an End Point Assessment and on-the-job learning. This means that in addition to meeting academic requirements, you’ll need to be employed in a role related to your apprenticeship. The process of applying depends on whether you have an employer to sponsor (and support) you.
If you are employed and your employer has confirmed they will support your apprenticeship:
You are welcome to submit an application via our application system. You’ll need to provide details of your employment/employer as part of the application. You’ll also need to ensure you and your employer meet the requirements – find out who can be an apprentice to see if you meet the entry requirements and employer commitments to find out more about your employer’s role.
If you are not employed:
You will need to find a job role related to the apprenticeship you wish to apply for, with an employer who is happy to support you. If you would like to find an employer to support your apprenticeship with LSBU, you can search which employers are currently advertising Apprenticeships via the National Apprenticeship Service website searching for ‘London South Bank University’ as keywords.
If there are no search results, this means there are currently no vacancies. We update our vacancies regularly, so please do check back regularly.
Many employers advertise their apprenticeship vacancies on their websites or via other portals. You could search for ‘find an apprenticeship’ online.
There are steps the apprentices, the employer and the University need to complete before you start your course. Take a look at the steps to be completed in the Enrolment section. Employers may also like to look at our steps to offering an apprenticeship.
Engineering Mathematics and Modelling
A Croft and R Davison, (2015) Mathematics for Engineers, A Modern Interactive Approach, 4th Edition, Pearson Prentice Hall.
A Croft and R Davison, (2016) Foundation Mathematics, 6th Edition, Pearson Prentice Hall.
K. A. Stroud and Dexter J. Booth, (2013) Engineering Mathematics, 7th Edition, Palgrave Macmillan.
K. A. Stroud and Dexter J. Booth, (2011) Advanced Engineering Mathematics, 5th Edition, Palgrave Macmillan.
L. Bostock and S. Chandler, (2000) Core Mathematics for Advanced Level, 3rd Edition, Stanley Thornes.
L. Bostock, S. Chandler and C. Rourke, (1982) Further Pure Mathematics, Stanley Thornes.
Physics of Semiconductor Devices, 3rd Edition, Simon M. Sze, Kwok K. Ng. ISBN: 978-0-471-14323-9
Electronic Principles, 8th edition, Albert Malvino and David Bates, McGraw-Hill Education, 2015, ISBN-13: 978-0073373881
“Solid State Electronic Devices”, Ben Streetman.
“Electronic Principles”, Albert Malvino and David Bates.
“Electronic Devices”, Thomas L. Floyd.
“Microelectronic Circuits”, Adel Sedra
Design and Practice
Kosky P., Balmer R., Keat W., Wise G. (2016). Exploring Engineering: An Introduction to Engineering and Design. Fourth Edition. London: Elsevier.
Eissen K., Steur R. (2013). Sketching: The Basics. Amsterdam: BIS Publishers.
Van Emden J. and Becker L. (2017). Palgrave Study Skills: Writing for Engineers. Fourth Edition. New York: Palgrave Macmillan.
Dogra. S. and Willis J. (2019). Autodesk Fusion 360: A Power Guide for Beginners and Intermediate Users (2nd Edition). CADArtifex
Banks, K. (ed.) (2016). Social Entrepreneurship and Innovation: International Case Studies and Practice. London: Kogan Page.
Basu, M and Xavier S. (2016). Fundamentals of Environmental Studies. Delhi: Cambridge University Press.
Tavris C., and Aronson E., (2015). Mistakes Were Made (But Not By Me): Why We Justify Foolish Beliefs, Bad Decisions and Hurtful Acts. Berwick-upon-Tweed: Pinter and Martin.
Harford T. (2012). Adapt: Why Success Always Starts with Failure. London: Abacus.
Electrical Circuit Analysis
Boylestad, R.L., 2013. Introductory Circuit Analysis: Pearson New International Edition. Pearson.
Floyd, T.L. and Buchla, D., 2009. Electronics fundamentals: circuits, devices & applications. Prentice Hall Press.
Neil Storey, 2013, Electronics: A systems Approach, 5th Edition, Pearson.
James W. Nilsson and Susan A. Riedel, 2014, Electric Circuits, Prentice Hall 10th Edition
Edminster, J A. Electric Circuits. (3rd Ed) McGraw-Hill, 1996.
Horowitz and Hill, The Art of Electronics, Cambridge Press, 3rd Edition, 2013.
Hughes Electrical and Electronic Technology, Edward Hughes, John Hiley, Keith Brown and Ian McKenzie-Smith, Pearson education Ltd., (2016), ISBN: 978-1-292-09304-8
Hart, S., 2016. Written English: A Guide for Electrical and Electronic Students and Engineers. CRC Press.
Object Orientated Programming C++
Y. Danel Liang, Introduction to Programming with C++, Pearson; 3 edition (25 April 2013)
Deitel, H., C++ How to Program (4th Edition), Pearson Prentice Hall, 2004.
Harman & Jones, First Course in C++, McGraw-Hill, 1997.
Parsons, D., Object Oriented Programming with C++, DP Publications, London, 1994.Edition), Pub EPA Press 3rd ed, 2012.
Digital Logic Design
Fundamentals of Logic Design: Enhanced Edition | 7th Edition; Charles H. Roth Jr., Larry Kinney and Eugene B. John. Cengage Learning, 2020.
Digital System Design with SystemVerilog; Mark Zwolinski. Prentice Hall, 2009
FSM-based Digital Design using Verilog HDL; Peter Minns and Ian Elliot. Wiley 2008.
A Verilog HDL Synthesis: A Practical Primer; J. Bhasker. Star Galaxy Publishing, 1998
The BEng (Honours) Electrical and Electronic Engineering degree programme is based on sound established technical foundations and offers a spread of general topics followed by increasing specialisation as you find the topics that really enthuse you.
Throughout the Degree Apprenticeship delivery model, we work directly with employers to ensure work-based projects are embedded into the course whilst ensuring those projects are relevant to the workplace and are of benefit to the business.
The course aims to produce graduates who have acquired and can use a broad base of active knowledge in electrical and electronic engineering, and the skills necessary to update, extend and deepen it for career development or further study. This includes:
Appropriate mathematics and electrical/electronic circuit theory.
Digital, analogue and particularly hybrid electronic systems, at all levels.
Computer hardware and software, particularly in embedded systems, at all levels.
The theory and applications of control engineering.
Professional development and engineering studies.
Design and practice This module will cover material design activities, team work, creative problem-solving, project management, sustainable development principles, personal development planning, report writing communication, Computer-Aided Design (CAD), employability and transferable skills. It's also a work-based module for part-time students, utilising the Virtual Learning Environment (VLE) to provide supporting teaching material and assessments. Assessment method: 100% coursework.
Engineering principles This module will help you develop your understanding of essential scientific principles for the study of engineering to degree level. It's designed to be accessible to students with a range of prior science specialisation. The module comprises two blocks of study. These will introduce the principles of measurement systems and units, thermal physics and mechanical and electrical principles. Assessment methods: 40% coursework, 60% exam.
Engineering mathematics and modelling This module consolidates the mathematical skills that underpin the BEng engineering degrees. It's specifically designed to cater for the wide differences in mathematical background of 1st year students, as well as to prepare you for the Advanced Engineering Mathematics and Modelling module that you'll take in the second year. Assessment methods: 50% coursework, 50% exam.
Electrical circuit analysis This module is developed to provide students the knowledge of analysing DC and AC electrical circuits. It provides cornerstone skills required in the fields of electrical and electronic engineering, mechanical engineering and computer systems engineering. The course contents covers electrical units, measuring instruments, series/parallel DC circuit analysis, storage elements analysis, AC waveforms, R, L, C, RL and RLC AC circuits with phasor analysis, electromagnetism, equivalent circuit of single phase transformer and three phase circuits including Star/Delta winding configurations and analysing the power in the balanced star/delta connected loads with symmetrical three phase supplies.
Object orientated programming C++ This module introduces the syntaxes and semantics of programming language C++ and teaches students the intellectual knowledge in programming principles and programming skills with Object Oriented Programming (OOP) techniques. The practical skills include C++ program design with OOP and the use of the compiling tools for editing, compiling, linking and executing programs in workshops. After learning this module, students can pursue other software engineering and advanced programming courses and use OOP techniques to solve simple engineering problems.
Digital logic design The module covers the fundamental theory for the design of and the practical uses of digital electronics in the two design domains of combinational logic design and sequential logic design. The process of developing digital logic design is modelled using Hardware Description Languages (HDL). The module studies hardware devices to build circuits for digital logic designs and tools to support the design and analysis of those circuits; these include standard logic gates and Field Programmable Gate Arrays (FPGA). The module covers common design blocks such as adders, encoders, comparators, data selectors, flip-flops, counters, registers. The module shows the design and implementation of full digital systems typically based around finite state machines from description in HDL to implementation using FPGA technology.
Advanced engineering mathematics This module covers undergraduate advanced engineering mathematics to enable you to consider and model a variety of relevant engineering problems (e.g. electrical, mechanical, petroleum, chemical, computer, civil). Assessment methods: 50% coursework, 50% exam.
Circuits, signals and systems This module introduces methods to mathematically model circuits, signals and systems required for the engineering of electrical, electronic, telecommunication and control systems. It shows how to model and analyse complex signals with Fourier series, Fourier transforms and Laplace Transforms. The direct and indirect method of convolution is used to find the time response of systems to given inputs. First and second order LTI dynamical systems are modelled with transfer functions and their zero-state and zero-input responses predicted when the inputs are any function of time. The frequency responses of some common LTI two port filter circuits are studied. A MATLAB/SIMULINK workshop enables understanding of signal synthesis using the Fourier series, finding the frequency spectra of complex and noisy signals using FFT, and the time response and the frequency response of systems. Assessment methods: 30% coursework, 70% exam.
Principles of control This module aims to give a sound understanding of a range of topics in Control Systems Engineering. It will impart methods to model and analyse dynamical systems met in the engineering of systems such as robotics, automobiles, aircraft, automatic machinery, chemical process plant, etc. It will teach you to determine the stability of a system and to predict system responses in the time domain (transient and steady state) and in the frequency domain, as well as to handle the interconnection of many Single Input Single Output systems connected in feedback and feed forward configurations. The module will provide you with methods to specify supervisory control and data acquisition systems, and to modify the behaviour of a given system by using feedback control to improve stability, to make the system act quickly and precisely, and to reduce the effect of disturbances. Learning will be supported by a laboratory workshop that enables the study of control systems using both analysis methods and computer simulation using MATLAB and SIMULINK. Assessment methods: 30% coursework, 70% exam.
Professional practice and team design project This is a skills-based module developing students' understanding of the design process within Rail engineering, including factors that need to be taken into account in identifying and meeting requirements for new products*, i.e. outcomes of processes; working within Regulatory, professional and Standards requirements; developing practical skills; working as part of a team; handling information; project planning and management; and report-writing and presentation skills.
Embedded software design This module concentrates on teaching students to understand the basics of embedded systems hardware and software, and to develop the techniques in data acquisition and manipulation required for instrumentation and control applications. Embedded systems hardware and software design for rapid electronic prototyping will be covered. Further, it will solidify lectures with experimental assignment projects based on Arduino microcontroller kits. Specifically, the module will focus on practical interfacing, coding (in C/C++), signal acquisition, processing and display. There will be an independent open-brief project in the last part of the module intended to test the student’s embedded systems design and problem solving skills.
Analogue electronics This module develops advanced techniques in analogue electronic design covering discrete (BJT / FET) and opamp related circuitry design, simulation, prototyping and testing.
Embedded systems and the Internet of Things This module presents the nature and characteristics of embedded systems and the Internet of Things (IoT). It presents techniques for embedded applications, parallel input and output, serial communication, interfacing, interrupt handling, applications involving data acquisition, control, sensors, and actuators, embedded microcontrollers, implementation strategies for complex embedded systems. It is discussed advanced challenges in embedded systems design using contemporary practice; interrupt-driven, reactive, real-time, object-oriented and distributed client/server embedded systems. It is further discussed how IoT connects devices and various systems aiming to understand that it is a network of multiple connected physical objects, the things, involving myriad of applications.
Communication systems and wireless technologies This module provides a deep understanding of modern communication theory, performance analysis and design of various communication systems. It also gives an overview of recent progress in broadband access technologies and evolution of wireless communication systems. Lectures cover concepts of transmission media, classification of communication systems, microwave transmission lines, fundamentals of antennas, radio wave propagation through space, modulation and multiplexing techniques, configurations of typical microwave transmission links/systems, power budget analysis, wireless transmission impairments, architectures and implementation of present and future wireless communication systems, respectively. Particular emphasis is given to design approaches and applications of current wireless communication systems.
Biomedical electronics This module aims to provide students with the in-depth understanding of modern medical electronics. Through lectures, tutorials and laboratory sessions, the module describes how biomedical electronics are used, and exemplar applications are discussed.
Computer systems and software engineering This module covers computer systems from database system to advance computer Architectures. It provides a co-ordinated and consistent coverage of theory, design and development of database systems. Then it focuses to the development of modern computer architectures for servers, workstations, hand-held devices, signal processing and embedded systems. Emphasis is given to design approaches and applications of Data-Level Parallelism in Vector, SIMD, and GPU Architectures.
This module also provides students with a theoretical understanding and practical experience in software engineering. The module concentrates on the whole life-cycle of a software product, including: requirement analysis, software architecture and design, implementation, quality assurance, maintenance activities.
BEng project The individual major project requires students to plan, execute, review and report upon a major piece of technical work directly related to their degree discipline. In this regard, it provides students with the opportunity to develop a high degree of subject specific expertise. This module differentiates from others on the course taken due to the high degree of autonomous study expected. This flexibility should be seen as an opportunity to explore new areas of interest and to acquire new and often unexpected skills.
By completing the apprenticeship route, you’ll have the advantage of having real-world work experience, working in a role related to your area of study. This will give you a competitive edge among other graduates when you complete your apprenticeship standard.
During your studies – and for two years after you graduate – you’ll have access to our Employability Service, who can help you develop your skills through the Careers Gym workshops and presentations. Our JobShop advisers support students and graduates with finding the right job for them.
We are University of the Year for Graduate Employment - The Times and Sunday Times Good University Guide 2018.
This course is only offered as an apprenticeship course to learners who are currently in employment in the Electronics Design industry.
The content of this course was developed to meet the L6 equivalent requirements for the core knowledge and skills required for the Embedded Electronic Systems Design and Development Engineer apprenticeship standard.
Learners will be aiming to work as a Junior/Senior Engineer in the relevant industry.
Learners are already in employment within the Relevant industry.
This is a Level 6 UG course and students can wish to progress to a suitable MSc course in the relevant area.
The role of the Embedded Electronic Systems Design and Development Engineer is to apply their knowledge of electronics and of embedded software to the design of circuits or devices that provide a useful function, that are capable of being manufactured at a competitive cost, and that are reliable and safe in use. This involves the use of the engineer’s knowledge of electronics and electronic principles, married to an expertise in the end use of the final product.
In electronics, this end use can cover a wide spectrum. Examples of industrial sectors that rely heavily on Embedded Systems Design and Development Engineers include Aerospace, Automotive, Automation and Instrumentation, Robotics, Telecommunications, Information and Computer Technology, Defence, Energy (including renewables), Transport and Consumer Electronics.
The role provides the basis of learning with potential to specialise as a Hardware Engineer, Software engineer or Systems Engineer in these sectors and can extend from design of integrated circuits through to complete systems.
Embedded Electronic Systems Design and Development Engineers will spend their careers in these industries developing the next generations of products such as smartphones, electric vehicles, communications satellites, smart grids and bringing concepts such as smart cities into reality. For others, an initial grounding in design and development will prove an excellent launch pad for a career in applications engineering, product management, marketing or general management.
The Embedded Electronic Systems Design and Development Engineer must be proficient in a wide range of skills, underpinned by academic understanding, to enable them to work across these sub-sectors and specialisms.
What to expect from your career
Electrical and Electronics Engineers can find themselves working in all kinds of environments and sectors. You might work in a production plant, workshop, office, laboratory, or on site with a client.
Engineers can be involved in a project from its inception and often find themselves involved in maintenance programmes too. Sometimes they specialise in a particular part of the process and on other occasions are involved at every stage. They tend to work in multi-disciplinary teams with engineers from other areas, as well as architects, marketers, manufacturers, technicians and more.
Typical tasks include identifying customer and user needs, designing systems and components, researching solutions and estimating costs and timescales, making prototypes, designing and conducting tests, ensuring safety standards are adhered to and modifying, improving and maintaining the product once it is finished.
On average, Chartered Engineers earn more than twice as much as the UK mean and lifetime earnings are comparable with law and medicine.
Gaining key employability skills
Studying through the apprenticeship route gives you real-world work experience, giving you a strong competitive edge on graduation. Additionally, our vocational approach to teaching will have a positive impact on your employability. As a graduate you'll have practical key skills that will make you an attractive prospect to employers. These include the ability to complete analytical investigative work, knowledge of both analogue and digital systems, the ability to create computer models for simulation, and the ability to manage projects using industry standards and specifications.
Continuing to postgraduate studies
Graduates will be able to apply for further study at postgraduate level, including for a place on our full-time or part-time MSc Electrical and Electronic Engineering.
The course is developed to meet the core knowledge, skills and behaviour requirements of the Embedded Electronic Systems Design and Development Engineer apprenticeship standard appropriate to L6.
Several teaching staff have industry links and are actively engaged in research with the relevant industries.
The division also has an Industrial Advisory board, membership of which is drawn from industries, who have been employers of our students and are major employers in the South East of England.
Teaching and Assessment
The course is taught using a mix of lectures, seminars, tutorials, computing and laboratory workshops. Students will also be undertaking group work and will do presentations as part of the course work requirements on some of the modules that form part of the course.
The course is assessed using a combination of course work assessments such as logbooks, formal reports, open and closed book examinations, laboratory, and computing workshop tests. The break down between course work and end of module exam weightages vary across the modules and levels of the program, typically varying form 100% Course work on certain modules, 50% Course work and 50% examination on a handful of modules through to 30% coursework and 70 end of module examination.
Each student on the course is allocated a personal tutor in the first week of the first year on the course as part of Personal Development Plan (PDP) on an academic module. The course director is the defacto personal tutor for students on the apprenticeship degree due to the requirement of progress reviews that are undertaken by the course director in conjunction with the apprentice and their employer/mentor.