- A level requirements: AAB
- UCAS code: H403
- Study mode: Full-time
- Length: 4 years
If you are interested in becoming either private or professional pilot, this is the programme for you.
In addition to studying the core aerospace engineering topics outlined, you will also take the pilot studies modules and develop knowledge, skills and experience of flying. As well as the flight training, pilot studies students also have access to and use of the students’ pilots’ lab and can join the Flight Simulation Group (FSG). Study Aerospace Engineering and by the end of your time at Liverpool, you will be able to show that you can now design, build, test and fly an aircraft.
As an aerospace engineering student, you will experience a wide variety of topics and modes of study, whether it be conducting research, analysing reports or designing and building an aircraft. You will have have the opportunity to study a wide range of topics during your time at Liverpool such as; aerodynamics, aerostructures, flight dynamics and control, propulsion systems, avionics, aerospace materials and aircraft design.
Aerospace engineers design, analyse, build, test and maintain vehicles, their sub-assemblies and components as well as their associated systems that fly. Flight is not limited to simply within the Earth’s atmosphere, and can also be outside of it.
Conducting independent research as part of an individual project will provide you with the knowledge to develop innovative concepts in your preferred technical area of interest. All of our Aerospace Engineering degree programmes are accredited, or pending accreditation, by our professional bodies, the Royal Aeronautical Society and the Institute of Mechanical Engineers and are a recognised qualification on the route to Chartered Engineer status.
On this year in industry programme, you will spend year three of this programme on a year-long placement with an approved company/organisation. During this time, you will develop work-based transferrable skills and professional competences leading to enhanced employability which will make you well placed to take up opportunities in project-based, research and management roles, both within the Aerospace sector as well as other engineering industries and beyond. The year in industry is dependent upon placements being available and is subject to your performance in previous years.
All of our BEng/MEng degree programmes are accredited, or preparing for accreditation, by at least one professional engineering institution, providing you with a solid foundation for your career. An MEng degree in aerospace, civil and mechanical engineering from Liverpool, satisfies all of the academic requirements for registration as a Chartered Engineer (CEng). We have excellent links with the professional engineering institutions and benefit from their support.
Discover what you'll learn, what you'll study, and how you'll be taught and assessed.
You will study the core engineering topics that provide a firm background and understanding of aerospace engineering, in addition you will also study pilot studies modules and develop your knowledge, skills and experience of flying.
To provide students with a basic understanding of electronics from first principles covering analogue and electromechanical systems. Basic circuits and theory will be introduced including the use of semiconductor devices such as diodes and transistors. Electromechanics will be developed to provide the student with a fundamental knowledge of the principles of DC and AC machines, transformers and linear actuators
To provide students with a basic understanding of modelling and simulation techniques. Mathematical modelling and graph theory will be introduced to develop practical skills in the modelling and designing of different types of systems including electromechanical systems.
This module introduces students to the basic concepts and principles of elementary statistics and programming. It explains the purposes and advantages of analysing data collected specifically to solve problems in engineering, reviews available software tools and programming languages used to formulate and answer basic engineering questions. It draws on examples from applications across the range of School of Engineering program areas.
This module introduces students to important mechanical properties of metallic alloys, polymers, ceramics, construction materials and composites used in engineering industry. It also introduces the mechanical testing techniques used to measure such properties, the common mechanisms of materials and component failure in use, and some appreciation of materials processing. The laboratory sessions are designed to familiase students with engineering laboratory methods and procedures, as well as providing an experience of hands-on mechanical testing techniques.
The module is designed to provide students, who are contemplating a career as a commercial pilot, with an insight into the practical and intellectual skills required to become a pilot. Classroom lectures covering PPL ground school material are given together with 20 hours of practical flight training at a local flying school.
This module aims to introduce students to the fundamental concepts and theory of how engineering structures work to sustain loads. It will also show how stress analysis leads to the design of safer structures. It will also provide students with the means to analyse and design basic structural elements as used in modern engineering structures.
This module aims to provide students with an interesting and engaging project that will help them to immediately relate the material being taught,both within and without this module, to a practical problem that is identifiable to their engineering discipline, thus reinforcing its relevance to the topixc.
1) Seeks to provide students with an early understanding of the preliminary design processes
2) Will introduce students to formal engineering drawing and visualisation
3) Will expose the students to group work and the dynamics of working in a team
4) Will expose students to the complexity of an engineering design task
5) Will enable students to develop data analysis and plotting skills
6) Will embody an approach to learning that will engage the students for the remainder of their lives
7) Seeks to provide students with an early understanding of the detail design and manufacturing process
8. Will introduce students to industry standard computer aided engineering drawing tools and practice
9. Will enable students to develop report writing and oral presentation skills
10. Will provide students with a basic understanding of engineering components and mechanisms
11. Will embody an approach to learning that will engage the students for the remainder of their lives
To develop an understanding of the basic principles of fluid mechanics, the laws of thermodynamics, and an appreciation of how to solve simple engineering problems. To develop skills in performing and reporting simple experiments.
MATH198 is a Year 1 mathematics module for students of programmes taught in the School of Engineering, e.g. Aerospace, Civil, Mechanical or Industrial Design Engineering. It is designed to reinforce and build upon A-level mathematics, providing you with the strong background required in your engineering studies and preparing you for the Year 2 mathematics module MATH299 (Mathematics engineering II). In the first semester, the foundations are laid: differential calculus, vector algebra, integration and applications. Semester two covers complex numbers, differential equations, Laplace transformations and functions of two variables
Year two includes a two-day flight test course in the national flying laboratory aircraft. In year two, the pilot studies modules are based on the Air Transport Pilot’s Licence (ATPL) ground school syllabus.
Students will continue to study the core engineering topics as well as taking part in a two-day flight test course in the national flying laboratory aircraft.
This module covers the main technical aspects of gas turbine engines used on aircraft and other mechanical applications (e.g. power generation, marine). It covers many topics from the basic principles of aeroengines (e.g. production of thrust) through to the design of axial flow turbomachinery (compressors and turbines). An understanding of the principles of compressible flow is also developed. Students do a laboratory using the Virtual Engine Test Bench to explore aeroengine components, thermodynamics and performance. In addition, they use a commercial CFD package to perform a compressible flow simulation.
Aircraft design is a complex process and requires knowledge and skills in a number of topics, e.g. aerodynamics, structures, materials, flight mechanics and control. The module will look at these topics relating to the components of full aircraft, e.g. mass distribution, aerodynamic surface sizing, fuselage, landing gear, etc. This module explains the different stages of this multi-disciplinary process: Configuration Selection; Conceptual Design; Preliminary Design. The module describes each of these processes and provides analytical engineering tools to allow the students to complete a project to the Preliminary Design.
To acquaint students with the fundamentals of the performance of fixed-wing aircraft; to develop from first principles the theory required to formulate and solve representative performance problems; to discuss the limitations of the theory; to introduce students to the basics of aircraft stability.
Introduction to aerospace communications and avionic systems for Aerospace Engineering and Avionics/Aerospace Electronics students.
Dynamic systems are encountered in most engineering disciplines such as mechanical engineering, aerospace engineering, electrical engineering. These systems require specific techniques to be analysed for design or monitoring purpose.
In this module, students will learn the main methods for analysing dynamic systems in time and frequency domains. They will learn how to solve dynamical problems, how to evaluate and control the stability, the accuracy and the rapidity of a dynamical system.
This module will be mainly delivered through class lectures and assessed through a final exam. Additionally, students will be taught some experimental techniques related to second-order dynamical systems through an assessed laboratory work.
To introduce some advanced Mathematics required by Engineers, Aerospace Engineers, Civil Engineers and Mechanical Engineers. To assist students in acquiring the skills necessary to use the mathematics developed in the module.
This module aims to give students the knowledge and understanding of commercial aviation operations and requirements. It expands on the material presented in Pilot Studies 1 and provides the students with the opportunity to engage with the ATPL ground school material. The module is mixture of lectures, group presentations and simulation and is assessed via a 2 hour MCQ exam.
This module aims to provide students with an appreciation of the principles and systems required to operate commercial aircraft. The module will consist of traditional classroom exercises combined with opportunities to use flight simulators and to interact with commerical pilots. The module will be assessed using an MCQ exam at the end of the semester.
Students will be introduced to the basic concepts of computer programming in the MATLAB language to solve engineering problems. This will include basic programming constructs, mathematical operations, file input and output, and data visualization.
Project Management is a core skill for professional engineers of all types and a sound education in this subject area is required by the professional accrediting bodies. The knowledge and skills developed in this module will equip students for their future UG project work and for their careers ahead.
This module teaches students the theory of fundamental techniques in project management, risk management, and cost management.
In this modules student undertake a group "virtual project" in which they undertake all stages of project management involved n a major construction projects. The five virtual project tasks require students to apply their theoretical learning; and they provide an opportunity to develop key professional skills.
This module aims to introduce students to techniques for load and displacement analysis of simple structures.
A life-changing experience highly valued by employers. You will be supported in finding and applying for a placement in an organisation which could range from a local small/medium-sized enterprise to a global blue chip engineering company. As with summer placements, it’s up to you.
Year in industry placements must be for a minimum of 40 weeks, and must overlap with the academic year in order that assessments can be managed smoothly. The placement year includes a variety of assessments including a reflective journal based on engineering competencies associated with the Engineering Council’s professional standards and learning outcomes. Overall, the placement year accounts for 10% of the overall degree classification. As year in industry placement students are acting as ambassadors for the University whilst on these paid placements, they must have performed at a high academic level in the year before the placement in order to be considered eligible, otherwise the placement year would have to be taken by suspension of studies and would not contribute towards the degree mark.
Applicants should note that industrial placements are highly sought after and competition to be accepted into one can be significant. They therefore cannot be guaranteed. Students who fail to secure a suitable placement offer will transfer back to the standard version of the programme without a year in industry.
Year in industry students are expected to achieve a 1st or 2:1 class degree.
This module is associated with the placement year of the ‘year in industry’ programme. On accepting an approved offer, students spend a minimum of 40 weeks employed in a company/organisation. Placements will be approved and arranged at places accessible to the individual student. An academic mentor will be assigned to monitor and assess the student’s progress during placement. This will involve at least one site visit and follow-up telephone call as well as checking that the student’s placement log is being kept up to date. The placement year should be a mutually beneficial experience for both student and employer. Students will be given opportunities and gain confidence to apply theories and technical skills learned in Years 1 and 2 of their studies in a real-time work environment. Ideally (depending on the placement), these activities will be engineering/industry relevant and project (team) based extending over several months and will therefore provide opportunities to develop the student’s transferable skills and professional competence leading to enhanced employability.
During your final year you will undertake an individual project. This provides you with the opportunity to conduct independent research and/or develop innovative concepts in your preferred technical area of interest.
This module aims to understand advanced engineering materials, focusing on non-ferrous alloys and composite materials. It covers the processing, heat treatment, microstructure and properties of Al, Ti and Ni alloys. It introduces constituent materials, manufacturing methods, test methods and mechanical response of composite materials.
The Aims of this module are as follows:
To introduce the student to various aspects of advanced modern management.
To develop a knowledge and understanding of modern management tools.
To stimulate an appreciation of management and its importance in organisational success.
To provide students with an understanding of aerodynamic theories (conservation laws, hierarchy of aerodynamic models, potential flow theory, thin aerofoil theory and the generation of lift, lifting line theory, shock/expansion theory, boundary layer theory).
Aircraft design is a complex process and requires knowledge and skills in a number of topics, e.g. aerodynamics, structures, materials, flight mechanics and control. Starting with a pre-completed customer brief, students on this course will build upon the methods of Year 2 Design course and proceed with an advanced Conceptual Design of the vehicle. This will include the use of analysis tools and the creation of a simple simulation model of the aircraft. The module will be taught largely in lecture format but is supported by pc-based laboratory support sessions.
Aerostructures for aerospace engineering
The module introduces key techniques and concepts used in the analysis of the trim, stability, and dynamic response characteristics of conventional fixed-wing aircraft. It builds on the point-performance theory taught in year two, but whereas in the latter, point mass models suffice, it now becomes necessary formally to treat rigid-body motion in three dimensions; this is done by introducing angular momentum, rotating frames of reference, and the Newton-Euler equations.
Notions of trim and of static and dynamic stability are introduced using various simplified reduced degree-of-freedom models, axis systems, and state and control variables. The standard six degree-of-freedom (6-DOF) equations of motion of a rigid aeroplane are developed; it is shown how these can be solved numerically to enable accurate flight simulation, and how they can be linearized. The relationship between the linearizations and the aircraft’s natural modes is studied. Also introduced are a several important feedback control design methods, useful for modifying and improving aircraft stability and control characteristics. These include the Root Locus, Bode and Nyquist based design methods, and gain and phase margins as design goals. Also discussed are linear state-space methods.
The Year 3 individual research project; 300 hours student work over 2 semesters; 3 assessment stages (proposal 5%, interim 20%, final 75%).
Avionics includes pretty much all of the electrical sensors and systems that are present on modern aircraft. The aim of tbis module is to provide the opportunity for students to apply their knowledge and creative skills to design and evaluate a practical design solution to meet a given requirement and to further develop their team-working and presentation skills. The module includes 5 weeks lectures to review the fundamentals of avionic systems, and 5 week group project to study/design one of the following 3 avionic systems:i) Instrument Landing System (ILS) ii) Automated Direction Finding (ADF)iii) Distress Frequency Monitoring
This module extends the coverage of Matlab and introduces Simulink as a tool for creating simulation models of dynamical systems.
This module will introduce students to the fundamental concepts of high frequency electromagnetics, and circuit design techniques that must be considered in the design of high frequency circuits and systems.
Students will learn in-depth knowledge of transmission lines, the Smith Chart, standing waves and scattering parameters etc.
After this module, students will be able to appreciate the microwave and RF circuit design for contemporary communication systems.
The module will introduce the common types of rotorcraft configuration, and will cover the basic theory of helicopter performance and flight dynamics. It will explain how rotorcraft behave in flight, and the roles of some of the main constituent components. The lectures will explain how basic physical and mathematical principles (e.g. fluid mechanics, dynamics, differential equations) can be applied to the analysis of helicopter flight. There is also some discussion of other rotary wing types such as the tilt-rotor and the autogyro.
An introduction to the main concepts of space flight is provided, including princples of space propulsion, space launch vehicles and orbital mechanics of spacecraft.
This module covers broad aspects of uncertainty quantification methods, reliability analysis and risk assessment in engineering applications. It also provides understanding of statistical analysis of engineering data and computational methods for dealing with uncertainty in engineering problems.
We are leading the UK’s involvement in the international Conceive-Design-Implement-Operate (CDIO) initiative – an innovative educational framework for producing the next generation of engineers.
Our degree programmes encompass the development of a holistic, systems approach to engineering. Technical knowledge and skills are complemented by a sound appreciation of the life-cycle processes involved in engineering and an awareness of the ethical, safety, environmental, economic, and social considerations involved in practicing as a professional engineer.
You will be taught through a combination of face-to-face teaching in group lectures, laboratory sessions, tutorials, and seminars. Our programmes include a substantial practical component, with an increasing emphasis on project work as you progress through to the final year. You will be supported throughout by an individual academic adviser.
Assessment takes many forms, each appropriate to the learning outcomes of the particular module studied. The main modes of assessment are coursework and examination. Depending on the modules taken, you may encounter project work, presentations (individual and/or group), and specific tests or tasks focused on solidifying learning outcomes.
We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.
Studying with us means you can tailor your degree to suit you. Here's what is available on this course.
The School of Engineering has world-class, modern, engineering teaching and learning facilities. Within the School there are traditional lecture theatres as well as teaching laboratories, PC teaching centres, smaller study rooms and one of the University’s largest PC teaching/study rooms with over 160 high-specification workstations with specialist engineering software installed. The School also houses impressive specialist engineering research laboratories and research facilities that provide the setting for student practical work and many student projects.
From arrival to alumni, we’re with you all the way:
I chose engineering because even if I decided not to do engineering, the skills I learn are very transferable, which gives me wider variety of job prospects. My placement has given me an insight into what I want my future to look like. Working in a company is not like anything I have experienced at university and it has changed how I want my career to look.
Want to find out more about student life?
Chat with our student ambassadors and ask any questions you have.
As a student you will have maximum opportunities for career prospects, graduate opportunities, student summer placements specifically during the annual engineering careers fair with 30 blue chip companies attending (including Jaguar Land Rover, Nestle, Toyota, JCB, British Army, United Utilities, ABB Ltd, Network Rail, BAE Systems and many more).
Our research-led teaching ensures that we incorporate the latest advances in cutting edge engineering research. As well as achieving a degree qualification, you will graduate as an industry-ready engineer who has both practical experience and highly desirable skills to the engineering industry.
Many students undertake placements during the summer or for a full academic year in leading engineering companies.
A number of our graduates go on to postgraduate study at MSc or PhD level, either remaining at Liverpool or going to another institution of their choice.
Our teaching programmes are highly rated and this is underpinned by an extensive programme of research. All of our programmes are strongly linked with industry, both formally through our industrial advisory boards, and informally through industry contacts and alumni.
At Liverpool, our goal is to support you to build your intellectual, social, and cultural capital so that you graduate as a socially-conscious global citizen who is prepared for future success. We achieve this by:
Hear what graduates say about their career progression and life after university.
Neha is the founder of Aviotron Automations, an education technology company that focuses on imparting practical education for K-12 level using trending technologies such as design thinking methodology, space education, aeromodelling and 3D printing.
Your tuition fees, funding your studies, and other costs to consider.
|UK fees (applies to Channel Islands, Isle of Man and Republic of Ireland)|
|Full-time place, per year||£9,250|
|Year in industry fee||£1,850|
|Year abroad fee||£1,385|
|Full-time place, per year||£25,750|
|Year in industry fee||£1,850|
|Year abroad fee||£12,875|
Tuition fees cover the cost of your teaching and assessment, operating facilities such as libraries, IT equipment, and access to academic and personal support. Learn more about tuition fees, funding and student finance.
We understand that budgeting for your time at university is important, and we want to make sure you understand any course-related costs that are not covered by your tuition fee. This includes the cost of flight training, an aircraft checklist, and a study pack. All safety equipment, other than boots, is provided free of charge by the department.
Find out more about the additional study costs that may apply to this course.
We offer a range of scholarships and bursaries to help cover tuition fees and help with living expenses while at university.
Scholarships and bursaries you can apply for from the United Kingdom
The qualifications and exam results you'll need to apply for this course.
My qualifications are from: United Kingdom.
AAB including Mathematics and a second science.
Applicants with the Extended Project Qualification (EPQ) are eligible for a reduction in grade requirements. For this course, the offer is ABB with A in the EPQ.
You may automatically qualify for reduced entry requirements through our contextual offers scheme.
If you don't meet the entry requirements, you may be able to complete a foundation year which would allow you to progress to this course.
Available foundation years:
|GCSE||4/C in English and 4/C in Mathematics|
Mathematics and a second science.
Applicants following the modular Mathematics A Level must be studying A Level Physics or Further Mathematics as the second science (or must be studying at least one Mechanics module in their Mathematics A Level).
Accepted Science subjects are Biology, Chemistry, Computing, Economics, Electronics, Environmental Science, Further Mathematics, Geography, Geology, Human Biology, Physics and Statistics.
For applicants from England: For science A levels that include the separately graded practical endorsement, a "Pass" is required.
|BTEC Level 3 National Extended Certificate||
Acceptable at grade Distinction* alongside BB in A Level Mathematics and a second science.
|BTEC Level 3 Diploma||
Distinction* Distinction* in relevant BTEC considered alongside A Level Mathematics grade B. Accepted BTECs include Aeronautical, Aerospace, Construction, Mechanical, Mechatronics and Engineering.
|BTEC Level 3 National Extended Diploma||
D*DD in acceptable BTEC, plus B in A level Maths (not accepted without B in A level Maths)
35 overall including 5 in Higher Level Mathematics and 5 in Higher Level Physics.
|Irish Leaving Certificate||H1,H1,H2,H2,H2,H3, including H2 in Higher Maths and Higher Second Science. We also require a minimum of H6 in Higher English or O3 in Ordinary English|
|Scottish Higher/Advanced Higher||
Pass Scottish Advanced Highers with grades AAB including Mathematics and a second science
|Welsh Baccalaureate Advanced||Acceptable at grade B alongside AA in A Level Mathematics and a second science|
|Cambridge Pre-U Diploma||D3 in Cambridge Pre U Principal Subject is accepted as equivalent to A-Level grade A M2 in Cambridge Pre U Principal Subject is accepted as equivalent to A-Level grade B Global Perspectives and Short Courses are not accepted.|
|Access||Considered if taking a relevant subject. 42 Level 3 credits at Distinction, including 15 Level 3 credits in Mathematics is required. GCSE English and Mathematics grade C/4 or above also required.|
Many countries have a different education system to that of the UK, meaning your qualifications may not meet our direct entry requirements. Although there is no direct Foundation Certificate route to this course, completing a Foundation Certificate, such as that offered by the University of Liverpool International College, can guarantee you a place on a number of similar courses which may interest you.
Have a question about this course or studying with us? Our dedicated enquiries team can help.
Last updated 16 February 2023 / / Programme terms and conditions /