Decided that it was about time to ensure this information was brought up to date with the passage of time; hence I am posting here slightly revised documents to reflect the situation in 2015.
I have left the original versions of both documents in the above post; overall there are not huge differences, but certain specific sections have been significantly changed to reflect the changes in the exam over the intervening years.
The checklist at the end of the "student status" document was my attempt at trying to present the syllabus for all the non- Telecoms papers to present a holistic picture, but also to add some specific example detail because I have found that some students have difficulty relating what are often unfamiliar, rather abstract terms to things that they do encounter. However of necessity this has tended to make the list rather more UK mainline specific and therefore this element may mean that it has the opposite effect for someone from a different railway environment, so if referring to it then keep this in mind- it is not intended to imply that this knowledge is essential for the exam, but to give a specific example of what it could mean.
I have left the original versions of both documents in the above post; overall there are not huge differences, but certain specific sections have been significantly changed to reflect the changes in the exam over the intervening years.
The checklist at the end of the "student status" document was my attempt at trying to present the syllabus for all the non- Telecoms papers to present a holistic picture, but also to add some specific example detail because I have found that some students have difficulty relating what are often unfamiliar, rather abstract terms to things that they do encounter. However of necessity this has tended to make the list rather more UK mainline specific and therefore this element may mean that it has the opposite effect for someone from a different railway environment, so if referring to it then keep this in mind- it is not intended to imply that this knowledge is essential for the exam, but to give a specific example of what it could mean.
PJW