REVISED GCSE SINGLE AWARD Scheme of Work Engineering

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1 REVISED GCSE SINGLE AWARD Scheme of Work Engineering This is an exemplar scheme of work which supports the teaching and learning of the Engineering (SA) specification

2 GCSE Engineering Single Award Contents Page Unit 1: Engineering Design and Graphical Communication 5 Unit 2: Engineering Production 15 Unit 3: Engineering Technology 25

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4 Introduction CCEA has developed new GCSE specifications for first teaching from September This scheme of work has been designed to support you in introducing the new specification. The scheme of work provides suggestions for organising and supporting students learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive. Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification. Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work. A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website ( You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students. I hope you find this support useful in your teaching. Best wishes Paddy McShane Subject Officer Engineering Single Award pmcshane@ccea.org.uk Telephone (ext: 2325) 1

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6 CCEA Exemplar Scheme of Work: GCSE Engineering Single Award 3

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8 Unit 1: Engineering Design and Graphical Communication 5

9 Specification: GCSE Single Award Engineering Unit 1: Engineering Design and Graphical Communication Design Briefs know that there may be more than one design solution that meets a client s needs; In order to appreciate the complexity of design choice students should be exposed to both good and bad design. know how to evaluate the strengths and weaknesses of different design solutions; and The resource website has numerous examples of bad design choices which students could investigate with a product re-design at the heart of the task. Through this type of activity it is hoped that the students would better understand the need for careful research and planning before committing to the design stage. 6

10 Design Briefs (cont.) analyse the client design brief for an engineered product or engineering service to identify its key features, for example: function: where and what the product will be used for; quality standards: sector and/or client quality standards; styling/aesthetics: the product s appearance and appeal; performance: how well the product has to perform; intended markets: who might use the product, competition with similar products and the client s own customer base; size: the approximate size in three dimensions; maintenance: how this is planned for in design; production methods and materials; cost: including design, production and material costs; regulations: including health and safety; and scale of production: the quantity required and use of mass or batch production. Students could develop the skill of identifying a product s key features by completing a series of reverse analysis tasks. This would involve the selection of a range of existing products from which the students would draw up a list of what they feel to be the original client s initial brief. To help manage this task each existing product may only be used to identify 3 4 key features. 7

11 Design Specifications and Solutions produce a design specification from the design brief and use it to produce a final design solution through: researching and analysing information and data; considering scientific principles, for example, the recognition and use of structures and how to support and reinforce them; generating ideas and solutions; evaluating ideas and solutions, testing and making subsequent modifications; using 2D and 3D drawing and sketching techniques; and using modelling techniques; Students should be discouraged from presenting unnecessary research. Students should be provided with reverse analysis tasks in order to analyse a relevant, existing product s performance, materials and components, processes and quality. Product analysis is an ideal focused research activity as it enables students to understand the work of professional designers and uncover the problems that they had to solve. Each specification point needs to be fully justified and not simply a statement. Most new electrical and electronic products come with a detailed specifications list these could be used to focus the students attention on real product specifications select the most appropriate final design solution from the range of initial design ideas; provide details of their final design idea; Present alternative initial design ideas that are realistic and detailed. This is the opportunity for students to demonstrate their creativity. A wide range of different concept sketches should be explored. 8

12 Design Specifications and Solutions (cont.) give justifications for their final choice that refer to the key features in the client design brief and their design specification; and explain how the solution meets the client s requirements and complies with sector standards. Students should demonstrate their understanding of materials, processes and techniques applicable to their initial design ideas. Annotation should clearly show students knowledge and understanding of workshop or industrial applications relevant to each design idea. Students should address specification points through their initial design ideas. Annotation should be clearly related to the specification points. Students should develop their initial design ideas into a single final design solution that shows improvement on any previous initial design idea. 9

13 Engineering Drawings read and use engineering drawings; produce a selection of engineering drawings that comply with sector specific standards and conventions (for example, BS8888 and BS3939) using both manual and computer techniques that include: freehand sketches; isometric projection; oblique projection; perspective drawing; block diagrams; flow diagrams; schematic diagrams; circuit diagrams; first angle orthographic projection; third angle orthographic projection; assembly diagrams; exploded diagrams. Students should present a final design solution in an appropriate format that communicates their design intentions. They should present technical details of materials and/or components, processes and techniques relating to their final design solution. Final drawings should be clearly annotated and dimensioned so that they can be understood by a third party. Development should refine technical aspects of the product design and not simply focus on cosmetic changes. Students should evaluate their ideas against relevant design criteria as they progress. 10

14 Engineering Drawings (cont.) read electrical/electronic, pneumatic/hydraulic and mechanical engineering drawings and diagrams; and recognise a selection of appropriate standard symbols, including: electrical/electronic components: resistors, thermistors, LEDs, capacitors, bulbs, batteries, motors, buzzers; variable resistors and diodes; mechanical features: holes and screw threads (internal and external); dimensions: toleranced dimensions, radii, centres and springs; pneumatic and hydraulic valves, cylinders, reservoirs, pipework and filters. Students should be introduced to a range of drawings, diagrams, symbols and terminology through practical tasks where interpretation from a drawing is required. Sample manufacturing tasks Institute of Electrical Engineers (IEE)/Institute of Mechanical Engineers (IMechE) 11

15 Choosing Engineering Drawing Techniques choose drawing techniques that take account of the purpose of the engineering drawing and the intended audience; choose suitable drawing techniques for: a working/manufacturing drawing; a servicing/repairing drawing; and/or an assembly drawing; and Students should be introduced to a range of drawing techniques through a range of design tasks. These drawings should be presented to a third party for feedback. Sample design tasks consider what type of engineering drawings would be most suitable for: service engineers; manufacturing engineers; and technical customers. We do not expect students to become expert in any of these techniques, but they must learn how to produce drawings, or appropriate parts of drawings and diagrams, by both manual and computer generated methods. They must be able to use computer-aided design (CAD) and link this with computer-aided manufacture (CAM). 12

16 Presenting a Design Solution explain their final design solution in their portfolio; give reasons for their final choice that refer to the key features in the design brief and their design specification; show details of their final design idea; explain how their final design solution meets the client design brief; and respond to feedback, checking against the design criteria and suitability for the user, and modifying their proposed solution, if necessary. Students should be given opportunities to devise and carry out a range of suitable tests to check the quality of their chosen solution. Students should evaluate their chosen solution objectively with reference to specification points and user group feedback. Students should be able to recognise at this stage that no solution is ever perfect, so they should discuss the positive and negative aspects of their chosen solution. 13

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18 Unit 2: Engineering Production 15

19 Specification: GCSE Engineering Single Award Unit 2: Engineering Production Using a Product Specification understand and use the information in a given product specification by extracting the following essential information required for a product: size, shape and form; materials, parts and components; process methods, where these are specified; quantity required, for example, single unit, batch or volume production; and time scales. Students could be tested on a variety of information related to the product, for example, matching part numbers with nominal dimensions or selecting appropriate processes for particular components. Students could work in small groups, with each member assigned a specific task to record and share component details working towards a combined production plan. 16

20 Production Planning use a production plan for their product that gives information about: the materials, parts and components to be used; the processes to be used; the tools, equipment and machinery to be used; the sequence of production, including critical production and quality control points; how quality will be checked and inspected; and the health and safety factors to be considered. Students could be given opportunities to reverse plan an existing product as a way of developing the skill of effective production planning prior to their own final outcome. Students could research existing production plans to gain an insight into the most effective way to layout and develop a successful production plan. Examples could include time charts and flow diagrams. It is important that students consider the most effective sequence of operations to minimise material waste and avoid costly bottlenecks at machines. designpro/timechart designpro/flowc1.htm gcsebitesize/design/ 17

21 Choosing Materials, Parts and Components use materials and components with suitable characteristics and properties; use alternative materials, parts or components if required and note that materials and their properties may be considered in the following groups: ferrous and non-ferrous metals and alloys; polymers, such as thermosetting polymers and thermoplastic polymers; hardwood, softwood and manufactured board; ceramics; composites which combine the properties of different materials, for example, bi-metal strips, carbon composites and sintered metals; Students should be introduced to these aspects of the course in a practical setting. There should be regular demonstrations given, and rationales for the choice of materials, parts and components to a set of sample practical tasks. Sample manufacturing tasks recognise and understand the function of mechanical, electrical/electronic and pneumatic/hydraulic parts and components; 18

22 Choosing Materials, Parts and Components (cont.) use appropriate parts and components for the development of an engineered product, including: mechanical components, such as nuts, bolts, screws, springs, rivets, pins, clips, keys and drive mechanisms, including gear trains; knock down fittings; electrical/electronic components, such as resistors, capacitors, diodes, LEDs, bulbs, wire, cable, insulators, batteries, motors, buzzers, variable resistors, thermistors, transistors and integrated circuits; pneumatic/hydraulic components, such as directional and flow control valves, cylinders, reservoirs and filters; and 19

23 Choosing Materials, Parts and Components (cont.) appreciate the properties, characteristics and features of the materials they select and use for their product, such as: the ability to be shaped and formed, for example, by hammering, casting, forging, forming, bending and coiling; the ability to be treated, for example, by heat or chemicals; the ability to be given a surface finish, for example by painting or chrome plating; their ease of handling, for example, by being small or light or having no sharp edges; their cost, for example, the relative cost compared with other alternative materials and components; their availability, form and supply, for example, by being available in standard sizes and standard values. 20

24 Using Processes use the following processes and understand their importance for functional and aesthetic reasons: material removal, such as turning, drilling, etching, milling and grinding; shaping and manipulation, such as hammering, forming and bending; joining and assembly, such as crimping, soldering, adhesion, wiring, threaded fasteners, welding and brazing; heat and chemical treatment, such as annealing, tempering, hardening, etching and plating; and surface finishing, such as polishing and coating. Students could develop the skills listed through observation and practical experience. These skills could be delivered through small focused tasks throughout the duration of the course. Each task could be paired with the delivery of knowledge required for Unit 3 Engineering Technology, for example, quality control techniques, material properties and function. Students could view video or graphics of processes in use. equip1/equipex1 21

25 Quality Control Techniques inspect, test, measure and compare engineered products to their product specification to ensure they comply with the standards required, taking into account that important features in a product specification include: the dimensions; the tolerances; the fit; the finish; the performance; and the quality. Students could develop the skills of reading measuring instruments like Vernier Calipers, and Micrometers through practical experience. It will be essential to check dimensions and tolerances frequently throughout the manufacturing process. c1lab/vernier1.html es/tolerance/tolerancing.htm Tools and Equipment use appropriate tools, equipment and/or computer-aided manufacture (CAM); and care for tools and equipment and maintain them where appropriate. The student s ability to use appropriate tools and equipment and care for them should be ongoing throughout the course. 22

26 Health and Safety consider health and safety issues relating to the use of materials, components, tools and equipment required for their engineering activities, including: taking reasonable care of themselves and others in an engineering environment; wearing appropriate clothing and using safety equipment as appropriate; following health and safety procedures and instructions; and keeping a safe, clean and tidy workplace. Students could record health and safety considerations throughout the development and realisation of their product by keeping a log detailing planned precautions, issues occurring through manufacturing and actions taken or solutions reached. The student s log could be a combination of witness statements, safety checklists and machine proficiency certificates. 23

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28 Unit 3: Engineering Technology 25

29 Specification: GCSE Single Award Engineering Unit 3: Engineering Technology Engineering Materials and Their Properties demonstrate knowledge and understanding of the following engineering materials and their properties: ferrous and non-ferrous metals and alloys; polymers, including plastics, adhesives and coatings; hardwood, softwood and manufactured board; ceramics; composites that combine the properties of different materials; demonstrate an effective working knowledge of the above materials as they relate to the manufacture of an engineering product; and appreciate how to source, specify and order materials, and know that the properties of these materials influence the design and manufacture of an engineered product. Students should be given the opportunity to experience the materials through a combination of focused workshop skills tasks in Year 11. Students may also complete research tasks in groups where they are required to report back on their findings about their chosen material and its properties information on each material could be shared with the other groups in the class. Students could be given a mock requisition task where they have to source and price materials from a given cutting list or engineering drawing. Cable Educational The works CD

30 Functions demonstrate knowledge and understanding of the functions of: mechanical components; electrical/electronic components; pneumatic/hydraulic components; and have knowledge and understanding of how standard components can be assembled and used in engineering. Focus Educational Resistant Materials CD The suggested resource above has an excellent library of material/component uses and properties. Students are able to research and record suitable information on a wide range of materials and standard components. Focus Educational Resistant Materials CD

31 Properties, Characteristics and Features of Materials demonstrate knowledge and understanding of the properties, characteristics and features of materials that affect their: ability to be shaped and formed; ability to be treated; ability to be given a surface finish; ease of handling; cost implications; availability, form and supply; and appreciate quality finish and accuracy in engineering products. The suggested resource opposite has an excellent library of material/component uses and properties. Students will be able to research and record suitable information on a wide range of materials and standard components. Focus Educational Resistant Materials 2 CD Quality Control Techniques apply quality control techniques by inspecting, testing and measuring when producing engineering products. is an excellent resource for many aspects of this course. By selecting the Design and Technology option students will have access to revision texts on a wide range of topics as well as terminal online tests which are a good source for learning and revision

32 New Technology Used in and by the Engineering Industries demonstrate knowledge and understanding of new technology used in and by the engineering industries, for example: information, communications and digital technologies; modern and smart materials and components; systems and control technology to organise, monitor and control production; demonstrate knowledge and understanding of process/quality control, automation, and embedded computers, such as those used in both industrial and domestic appliances; demonstrate knowledge and understanding of robotics, including continuous operation, improved reproducibility, increased speed and work in hazardous environments; and The Technology Enhancement Programme teaching resource Smart and modern materials sample pack is an excellent source of practical applications of a wide range of reactive materials and the benefits to Engineering and Manufacturing sectors. The pack includes small samples of smart and modern materials which adequately demonstrate their potential for use in many design and engineering solutions demonstrate knowledge and understanding of ICT as applied to integrated manufacturing/engineering systems, computer integrated engineering (CIE), computer integrated manufacturing (CIM), and CAD/CAM links. The student experience would be enriched when studying this aspect of the course via an industrial visit to a modern engineering company. Industrial visit to an engineering company Visiting speaker 29

33 Impact of Modern Technologies demonstrate knowledge and understanding of the impact of modern technologies on: engineering a product; engineered products; engineering industries; the stages in engineering a product; everyday life in modern societies; and Teamwork activity: Students could undertake a research project on the impact modern technology has had on a chosen product/system. They could then present their findings back to the group understand the impact of these modern technologies on: the range, types and availability of products; the design and development of products; the materials and components used; the safety and efficiency of modern methods of production in terms of materials, energy consumption and time; improved characteristics of products, such as size, weight/density, ease of use, disposability and reclaimability; markets for the products. is a good source for information computer control, CNC, PIC controllers and some basics in robotics technologies

34 Engineered Products develop and demonstrate knowledge and understanding of engineered products, and in particular: investigate a variety of engineered products that use modern technology; and investigate the impact of modern technology on the design and production of a range of engineered products. ex.html

35 All website addresses are correct at the time and date of issue. CCEA can not be held responsible for any change in domain name and content. CCEA accepts no responsibility or liability for any material supplied by or contained in any of the linked websites and does not necessarily endorse the views expressed within them. We cannot guarantee that these links will work all of the time and we have no control over availability of the linked pages