Electrical and Electronic Engineering BEng
AAA at A level, Mathematics and Physics; graduates earn a median £37,000 three years on.
Typical A level offer
AAA
Mathematics and Physics · 90% of entrants came with A levels · 95% stay on after year 1 · Warwick course page, Discover Uni
Year 13 · applying
What do you need to get in?
AAAtypical A level offer; aaa to include mathematics and physics. applicants with a strong profile who are studying one from a level physics or a level mathematics may be considered.
Typical offer — the grades most applicants are asked for. Contextual offer: AAB, for applicants from under-represented backgrounds.
Warwick course page, read 19 September 2026 · Discover Uni entry profile
- 1Mathematics and Physics
Who actually got in: 90% with A levels, 10% with the IB. 25% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 25 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications4
| Qualification | Typical offer | Required subjects |
|---|---|---|
| IB | 36 points36 to include 6, 6 in Mathematics and Physics - at least one of these subjects should be at Higher Level. | 6, 6 in Mathematics and Physics - at least one of these subjects should be at Higher Level |
| BTEC | —We welcome applications from students who offer a combination of relevant BTEC and A level subjects. Applicants with a strong profile taking BTEC alongside A level Mathematics, Further Mathematics or | — |
| Advanced Highers | AAAA in Advanced Highers in Mathematics and Physics plus AAB in Highers in three further subjects. | — |
| Access | 45 Credits at Level 3, including Distinction in 33 Level 3 credits and Merit in We will consider applicants returning to study who are presenting a QAA-recognised Access to Higher Education Diploma on a case-by-case basis. Typically, we require 45 Credits at Level 3, including Di | — |
Years 1–3
What do you study?
8compulsory modules in year 1
Compulsory modules this year: engineering & manufacturing 53% · mathematics & statistics 14% · business & administration 9% · transversal skills 8%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
Warwick course page · optional modules vary by year
Year 1 · 8 core · 120 credits ≈ 1,200 hours
- Dynamics and Thermodynamics
What you learn (11)
- describe fundamental principles of dynamic mechanical systems
- analyse kinematic motion in one and two dimensions using different coordinate systems
- solve kinetics problems in one and two dimensions
- apply impulse-momentum and energy methods to dynamic systems
- explain thermodynamic properties of systems and heat transfer
- apply thermodynamic property concepts to engineering problems
- explain the first law of thermodynamics
- apply the first law of thermodynamics to closed and open systems
- apply the second law of thermodynamics to engineering problems
- conduct laboratory experiments and analyse resulting data
- simplify real-world engineering problems through reasonable assumptions
- Electrical and Electronic Circuits
What you learn (5)
- apply fundamental laws governing electrical and electronic circuits
- identify suitable simplifying assumptions for real electrical components
- construct simplified models of electronic components for analysis
- measure electrical parameters of components using laboratory instruments
- build electrical circuits to investigate their behaviour
- Engineering Design
What you learn (10)
- create innovative product concepts that meet functional requirements
- evaluate trade-offs between technical, commercial and regulatory design constraints
- integrate socio-environmental considerations into engineering design decisions
- apply a structured design process from concept to verification
- use computational tools to model functional components quantitatively
- plan and manage engineering design projects effectively
- communicate design ideas effectively within individual and team contexts
- design solutions that address health and safety requirements
- incorporate diversity, inclusion and cultural considerations into design solutions
- evaluate environmental and societal impacts of engineering design choices
- Engineering Mathematics
What you learn (4)
- apply mathematical techniques to solve engineering problems
- apply probability and statistical methods to solve engineering problems
- formulate simplifying assumptions to model real-world engineering scenarios
- analyse mathematical models using statistical and numerical methods
- Engineering Business Management & Professional Skills
What you learn (11)
- explain contemporary management concepts and practices
- identify security risks associated with management practices
- discuss ethical implications of management decisions
- evaluate a business's position within its market and economy
- formulate strategic recommendations for business development
- assess risk management approaches for a business
- explain the relevance of equality, diversity and inclusion in engineering
- analyse the process of management accounting
- explain the importance of costing in business management
- plan a personal self-learning and development strategy
- record evidence of continuing professional development
- Materials for Engineering
What you learn (9)
- explain how materials selection links to the engineering design process
- describe the characteristic properties of major families of engineering materials
- relate material property differences to underlying microstructure
- combine performance, cost and environmental impact criteria in materials selection
- describe strengthening mechanisms in structural engineering materials
- relate strengthening mechanisms to mechanical properties such as stiffness and toughness
- calculate predicted failure for engineering applications using material data
- describe methods used to measure fundamental mechanical properties of materials
- relate experimental test data to engineering design data in data sheets and CAE tools
- Engineering Structures
What you learn (11)
- explain engineering principles governing static structural behaviour
- apply structural analysis methods to solve static loading problems
- apply mathematical techniques to model structural behaviour under static loads
- solve engineering problems concerning structures using analytical methods
- record experimental data from practical structural tests
- interpret results of practical experiments on structures
- communicate experimental findings and discuss limitations of methods used
- perform laboratory and workshop techniques relevant to structural testing
- evaluate health and safety considerations in laboratory and workshop settings
- simplify real-life engineering problems using sound engineering judgement
- construct simplified models representing real engineering scenarios
- Systems Modelling, Simulation and Computation
What you learn (10)
- apply computational thinking techniques to structure modelling problems
- develop software to solve simulation and modelling tasks
- collaborate within a team to build a purpose-driven model
- present a developed model to a target user audience
- simplify a real engineering problem into manageable components
- formulate a mathematical approximation of an engineering problem
- derive mathematical relationships from experimental or observed data
- explain how a system responds to standard test inputs
- predict system behaviour using analytical calculation methods
- predict system behaviour using simulation-based methods
Year 2 · 7 core, 2 optional · 105 credits ≈ 1,050 hours
- Analogue Electronic Design
What you learn (6)
- identify common analogue electronic devices and circuits
- design analogue electronic systems to meet given specifications
- measure characteristics of analogue electronic components
- calculate expected performance of analogue circuits
- build analogue electronic circuits to test behaviour
- calculate operating parameters of analogue circuits
- Computer Architecture and Systems
What you learn (10)
- solve problems involving combinational logic circuits
- solve problems involving sequential logic circuits
- construct logic functions using basic digital building blocks
- break down complex programs into low-level processor instructions
- relate program decomposition to processor microarchitecture operation
- compare interface types connecting peripherals, memory and processors
- use technical documentation to evaluate interface specifications
- write structured C programs for general computing applications
- write structured C programs for microcontroller applications
- implement interrupts and timers within microcontroller programs
- Electromechanical System Design
What you learn (9)
- apply measurement techniques to electro-mechanical systems
- formulate a concept for an electro-mechanical system
- design an electro-mechanical system to meet requirements
- evaluate the performance of an electro-mechanical system design
- apply mathematical formulas to calculate electrical power types
- evaluate the efficiency of a power system containing transformers and motors
- describe how motors convert energy in electro-mechanical systems
- implement control using sensors, op-amps and actuators
- produce a sustainable design considering product life-cycle and societal impact
- Engineering Mathematics and Data Analytics
What you learn (5)
- identify suitable advanced mathematical techniques for engineering problems
- apply advanced mathematical methods to solve engineering problems
- construct mathematical models representing complex engineering systems
- use computational methods to solve complex engineering problems
- apply data analytics techniques to engineering-generated datasets
- Semiconductor Materials and Devices
What you learn (5)
- explain how combined physical effects create novel material properties and device concepts
- solve numerical problems relating to semiconductor materials and devices
- describe how realistic devices operate including non-ideal effects
- analyse the operation of electronic devices such as diodes, FETs, BJTs and solar cells
- evaluate the key parameters that determine semiconductor material properties
- Signal Processing
What you learn (13)
- apply mathematical techniques to analyse deterministic signals
- apply mathematical techniques to analyse random signals
- analyse the behaviour of signal processing systems mathematically
- use signal processing systems to classify different signal types
- extract key features from signals using processing techniques
- identify practical issues encountered in signal processing
- discuss practical challenges relevant to signal processing applications
- design signal processing systems that meet specified requirements
- model signals and filters using computational software tools
- implement signal processing systems using computational tools
- plan a personal programme of self-directed learning
- record evidence of ongoing self-learning activities
- demonstrate progress in lifelong learning development
- Electrical and Electronic Design Project
What you learn (17)
- design an innovative solution to a complex electrical/electronic engineering problem
- integrate existing and new technical knowledge to overcome design challenges
- discuss the role of quality management in meeting customer requirements
- evaluate incomplete or uncertain engineering data critically
- apply advanced problem-solving techniques to quantify data impact on a design
- use theory or research findings to address design deficiencies
- evaluate the environmental and societal impact of a design across its life cycle
- propose measures to reduce adverse environmental or societal effects of a design
- assess risk, safety, ethical and legal factors affecting a project solution
- apply relevant codes of practice and standards to inform engineering decisions
- plan and manage an engineering project from concept to final deliverable
- manage a project budget and associated costs
- explain the commercial and social context influencing a project
- present project outcomes to a diverse audience using digital tools
- collaborate with team members to achieve shared project goals
- monitor and adjust a personal work plan throughout a project
- write a technical report on complex engineering issues
2 optional modules
- Systems and Software Engineering Principles
What you learn (10)
- explain core systems engineering concepts and lifecycle models
- explain different lifecycle process models used in engineering projects
- compare strengths and weaknesses of lifecycle process models
- model a system's structure using a modelling language such as sysml
- model a system's behaviour using a modelling language such as sysml
- apply a systems approach to translate stakeholder needs into a product design
- apply quality techniques during product development and testing
- apply object-oriented techniques to solve complex engineering problems
- apply a structured process to assess risks across a system's lifecycle
- demonstrate effective collaboration within an engineering design project team
- Sensors
What you learn (6)
- analyse signal propagation behaviour in transmission lines
- explain the operational principles underlying different sensor types
- describe the design and function of sensor interface circuits
- solve engineering problems involving sensor applications
- design solutions incorporating sensors or sensor interfaces
- describe key concepts and practices in quality management
Year 3 · 6 core, 2 optional · 105 credits ≈ 1,050 hours
- Power Electronics
What you learn (10)
- simulate operation of power semiconductor devices
- design a basic dc/dc converter circuit
- analyse the operation of a dc/dc converter
- analyse power quality and harmonic distortion in converters
- design basic filters to smooth converter output
- explain practical challenges encountered in converter design
- measure the performance of a power electronic circuit
- describe the operation of power dc/ac inverters
- design a basic ac/dc converter circuit
- analyse the operation of an ac/dc converter
- Individual Project
What you learn (13)
- formulate project aims and objectives based on literature review
- evaluate project risks and constraints across technical, commercial and ethical domains
- create a project plan incorporating risk management strategies
- apply knowledge from multiple disciplines to analyse a complex engineering problem
- evaluate solutions considering production, operation, maintenance and disposal
- analyse project results using appropriate methods
- communicate findings and methodology to varied audiences
- plan and manage an individual project schedule and budget
- monitor and adjust project progress throughout its lifecycle
- identify ethical issues relevant to the project
- justify decisions based on professional ethical standards
- evaluate personal learning outcomes and skills gained from the project
- plan future learning goals based on project experience
- Communications Systems
What you learn (8)
- evaluate the significance of different signal transforms
- select an appropriate transform to solve a communications problem
- analyse factors affecting communication system performance such as noise and distortion
- design methods to improve communication system performance
- analyse the performance of a communications system using theoretical models
- evaluate a communications system's performance against theoretical criteria
- critically evaluate technical literature on communication technologies
- analyse modern communication technologies using core theoretical principles
- Digital Systems Design
What you learn (12)
- explain how arithmetic operations are realised in custom digital circuits
- analyse how simple circuit units combine into complex compute datapaths
- apply Verilog HDL to implement combinational and sequential circuit designs
- explain how combinational and sequential logic combine in digital computing circuits
- evaluate professional digital design flows used in industry
- devise an original testing strategy for verifying digital circuit behaviour
- design a testbench using Verilog HDL simulation tools to check circuit correctness
- reason about synchronous circuit performance based on component timing
- explain how pipelining influences digital circuit performance
- differentiate hardware performance measurement from software performance measurement
- communicate the complexity and creativity of an FPGA hardware implementation
- discuss ethical, societal and commercial considerations relevant to hardware design
- Power Systems and Electrical Machines
What you learn (5)
- apply mathematical methods to solve electrical machine problems
- evaluate the operating performance of electrical machines using research literature
- assess the design, operation and control of power systems
- analyse the working principles of transformers and transmission equipment
- evaluate electrical machine performance through laboratory experimentation
2 optional modules
- Systems Modelling and Control
What you learn (13)
- construct state space models for linear systems
- construct state space models for nonlinear systems
- design state space feedback control systems using analytical techniques
- derive differential equation models of physical systems from physical laws
- identify common behavioural patterns across different physical systems
- analyse time domain responses of linear and nonlinear systems to various inputs
- analyse frequency domain responses of linear and nonlinear systems to various inputs
- simulate dynamical behaviour of physical systems using MATLAB/Simulink
- predict steady-state and transient responses of systems to different inputs
- assess system stability using computational analysis
- analyse open loop physical system behaviour using MATLAB/Simulink
- design PID feedback controllers using computational tools
- evaluate stability and performance of designed control systems
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
After graduating
Where does it lead?
£37,000median pay three years after graduating
Lower quarter£32k
Median£37k
Upper quarter£46k
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 50 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 13, 14, 23
Half of graduates earned between £32,000 and £46,000. Five years on, the median is £53,500. 91% were in work or further study 15 months after finishing; 97% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 15% left | 95% | 25 |
| In work or study, 15 months on6% studying | 91% | 75 |
| Professional or managerial job | 97% | 60 |
| Pay 15 months on, median | £35,500 | 45 |
| Pay 3 years on, median | £37,000 | 50 |
| Pay 5 years on, median | £53,500 | 45 |
Money
What does it cost?
£10,050a year for UK students, 2027/28 entry
Tuition fee loan — paid straight to the university; repayments start the April after you leave, at 9% of income above the threshold. UK fees are capped by government and rise with inflation; placement and study-abroad years are usually charged at a lower rate.
Warwick fees page · source
About £30,150 in fees over 3 years, covered by a tuition fee loan you repay only when earning above the threshold.
National Student Survey 2025-26
What do students say?
100%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 73% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 20 students answered
Highest: 100% agreed on question 16; lowest: 68% on question 14.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 95% |
| Question 2 | 89% |
| Question 3 | 95% |
| Question 4 | 84% |
| Question 5 | 84% |
| Question 6 | 89% |
| Question 7 | 89% |
| Question 8 | 95% |
| Question 9 | 95% |
| Question 10 | 89% |
| Question 11 | 89% |
| Question 12 | 74% |
| Question 13 | 89% |
| Question 14 | 68% |
| Question 15 | 89% |
| Question 16 | 100% |
| Question 17 | 84% |
| Question 18 | 95% |
| Question 19 | 95% |
| Question 20 | 95% |
| Question 21 | 95% |
| Question 22 | 100% |
| Question 23 | 95% |
| Question 24 | 95% |
| Question 25 | 88% |
| Question 26 | 100% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of Warwick’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of Warwick is a trade mark of the university; sch.today is independent of it.