BTEC Tech Award Engineering Level 2 Curriculum Overview .

BTEC Tech Award Engineering Level 2Curriculum Overview 2020-2021Core aims of the subject at Key Stage 4Our curriculum at Brine Leas strives to present a range of opportunities for students to develop their breadth and depth of technical skills andknowledge. The students can then apply these along with scientific principles and mathematical skills to project-based problems andtheoretical scenarios, establishing good habits of learning which encourage life-long learning. The Pearson BTEC Level 1/Level 2 TechAward in Engineering provides technical knowledge and technical skills through vocational contexts by studying mechanical and engineeringdesign. Students develop practical and technical skills as they design and make prototypes and products that solve real life problems within avariety of contexts, considering both their own and others’ needs, wants and values. The specification covers modern engineeringtechnologies, materials and processes, and established engineering practices. The ‘hands on’ and project-based areas of this course providechallenging opportunities for personal development and opportunities for the academic learning to be seen and experienced as applied to areal situation. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. Thequalification will broaden the learner’s experience and engineering concepts to aid their understanding of the real-world in order to developinformed opinions and varied progression options available to them. We deliver life skills, engineering skills, health and safety, teamwork,facilitated learning, confidence, workshop skills, Computer Aided Design and Computer Aided Manufacture, management skills, workingindependently. We have fantastic facilities with engineering machinery that mirrors industry. The core skills of English, Maths and Sciencesare applied to engineering problem solving, designing and building.The three components focus on the assessment of knowledge, skills and practices. These are all essential to developing a basis forprogression and, therefore, learners need to achieve all components in order to achieve the qualification. The components are interrelatedand they are best seen as part of an integrated course rather than as totally distinct study areas.Students are given the opportunity to build their confidence in understanding the sector, vocational contexts and vocational attributes over along period during the course of study before they are assessed. Students taking this course are exposed to a wide range of engineeringprocesses including Computer Aided Design, machining, heat treatment, welding, Fabrication. Students will be inspired by these experiencesand motivated to develop and apply their gained engineering knowledge during the project tasks. Most pupils experience a massive sense ofachievement as they complete the tasks and look back at their journey over the making of a product and on their personal development.Engineering is an essential key component of industry locally, nationally and globally. With the delivery of our engineering course, the currentLabour Market trends and the development of our careers provision, we are using engineering to help the students gain important skills andchoose their desired pathway. The skills learned in engineering support many industry and employment types vocationally and academically.Completing this BTEC Engineering course provides advantageous preparation for students wishing to undertake further Engineering ortechnology based education at KS5 and also provides experience and knowledge sought by employers in the industrial engineeringcommunity.

Trips and visitsNot applicableAssessmentInternal assessmentComponents 1 and 2 are assessed through internal assessment. This assessment is related to the achievement of knowledge andunderstanding through the application of practical and written tasks and activities. This style of assessment promotes deep learning throughensuring the connection between knowledge and practice.The components focus on: the development of core knowledge and understanding of engineering sectors knowledge and skills of the stages involved in planning and implementing an engineering project the development and application of skills such as problem solving, design, creativity, communication and collaboration.Internal assessment is through assignments that are subject to external standards verification.External assessmentComponent 3 is an external unit. It provides the main assessment for the qualification. Component 3 builds directly on Components 1 and 2,and enables learning to be brought together and related to a real-life situation. Students apply performances skills and techniques inresponse to a brief set by the exam board enabling the assessment of knowledge and understanding at the end of the learning period. Theexternal assessment comprises 40 per cent of the qualificationHomeworkStudents are set home work to reinforce and practice the learning completed during lessons and to prepare for the internal and external units.Clubs and/or interventionStudents are welcome to attend the weekly Blacksmithing and Engineering club, to make use of the workshop facilities, computers and CNCmachines.Parental/Carer supportMonitor progress and encourage the completion of the unit portfolio. Encourage the watching of ‘how it’s made’, ‘Forged in Fire’, ‘MegaEngineering’ type of programs.Helpful sources of informationThe intranet contains various files and documents to assist with completion of this course and is available via the school computers and alsofrom any internet linked home computers via the portal.Useful o.uk/

.technologystudent.comYear 10 OverviewBTEC Level 1/2 Tech Award Engineering.TermKnowledgeAssessmentConnections to learningConnections to futurepathwaysWhat is Engineering?It is vital for students to develop their knowledge of what engineering is about in order for them to make informed decisions for theirfuture position within the national and global economy. The UK is aiming to develop a new smart style of engineering for whichengineers are needed, and the country is short of engineers. Engineering covers a wide range of disciplines that will enablestudents to apply their mathematical, scientific and engineering skills to real-life problems.Develop core knowledgeof:Autumn1 Orthographic drawings,including engineeringconventionsdimensions andtolerances. Marking out methods,datum lines, centrumlines, co-ordinates. Turning, using manualor CNC lathe. Comparison of theapplication of knowledgeto manufacture a soft jawagainst their drawing. Application of knowledgeand skills: outcomecompared to drawingstandards for accuracy Application of knowledgeand skills: both outcomescompared to drawing andproduct for accuracy.Prior learning in D&T (Y7-9) Templates and drawings tofollow and create. Manufacture of products Evaluation of outcomesFuture learning in Engineering Read an engineering drawingwhen responding to anengineering brief (Y11)Careers Mechanical technician Maintenance technician Mechanical engineer Production engineer Automotive engineer Maintenance engineer Design engineer Structural engineerFuture learning Level 3 BTEC National inEngineering Technical certificate inEngineering

Cutting using handtools. Test pieces of techniqueand actual product. Joining of materialsusing a range oftechniques Test pieces of techniqueand actual product.Degrees, including Engineering Product Design Physics Maths Application of knowledgethrough written questions,design challenges andproduction of technicaldrawings, Drilling, using bothpillar drill and lathe,Using a jig. Applying surfacefinishes. Shaping and finishing,filing, milling, use ofabrasives Application of skillsthrough completion of setpractical tasks. Following a providedproduction plan Awareness of healthand safety. Using PPEand risk assessments Workshop safety.ProcedureIntroduction to Unit 1. Exploring Engineering Sectors and Design ApplicationsAutumn2Students will develop knowledge and understanding of the engineering industry, the links within engineering sectors, and howthese are integrated to enable organisations to find solutions to real-life problems. The final of this unit will take place in term 2 ofyear 11 as this will be the content completion date.Continuation of practical tasks from Autumn term

To broaden knowledgeand understanding of: Engineering definitionin context: the safeapplication of technicaland practicalknowledge to transformideas and materialsinto products. The need for qualifiedpeople in anengineering discipline(e.g.electrical/electronicsengineer), and can usetheir skills to help solvereal-world problems. Produce a presentation todiscuss your prospectsand the thoughts you haveabout a career choice inengineering.Prior learning in D&T (Y7-9) Templates and drawings tofollow and create. Manufacture of products Evaluation of outcomes Evidence must fully meetthe requirements of theassessment criteria andcould include a portfolio ofnotes and images. It mustinclude sections on:Future learning in Engineering Read an engineering drawingwhen responding to anengineering brief (Y11) Describe engineeringsectors and a engineeredproduct they produce. Describe different sizedengineeringorganisations and typicaljob roles. Develop anunderstanding ofsectors Engineering,e.g. ctronic,mechanical,environmental,transport, rail, marine. Explain howengineers from differentsectors generate anengineered product, withreference to sizes oforganisations and the jobroles involved. UnderstandEngineered productsfrom different sectorsand combinations ofsectors, e.g. aerospace(engines, wings,navigation systems), Evaluate howengineers from differentsectors cooperate togenerate an engineeredproduct, with reference tosizes of organisations andthe job roles involved.Careers Mechanical technician Maintenance technician Mechanical engineer Production engineer Automotive engineer Maintenance engineer Design engineer Structural engineerFuture learning Engineering Product Design Physics Maths

(engines, suspension,braking system, fuelinjection, enginemanagement), (satellitedish, smartphone,wireless router)Continuation of Exploring Engineering Sectors and Design ApplicationsStudents will develop knowledge and understanding of the engineering industry, the links within engineering sectors, and howthese are integrated to enable organisations to find solutions to real-life problems. The final of this unit will take place in term 2 ofyear 11 as this will be the content completion date.Continuation of practical tasks from Autumn term The design process. Development of anengineering brief, e.g.physical requirements,aesthetics, size,Springfunction1 PerformancerequirementsProducing initial designproposals, e.g.researching existingproducts, producingdesign sketches in 2Dand 3D Create Computer-aideddesign (CAD) drawingsusing drawing, editing,modification designs to Describe engineeringsectors and an engineeredproduct they produce. Describe differentsized engineeringorganisations and typicaljob roles. Explain howengineers from differentsectors generate anengineered products Evaluate howengineers from differentsectors. Produce designproposals

the appropriatestandard. Generating final designsolution using 2Ddrawing techniques and3D models Describe successfulfeatures of the designprocess Justify thedevelopment of animprovedfinal solution and evaluate Making final designsolution decisions, e.g.selection of materials,selection of makingtechniques, consideringquality requirements How employees work ina team and peer reviewduring the engineeringdesign and makeprocess with thecustomer as a focusCompletion of practical tasks from Autumn termSpring2