Curriculum Intent
Within Engineering we encourage our learners to work as both leaders and as part of a team in order to meet the needs of clients through the design and manufacture of innovative solutions. Through our curriculum learners are encouraged to develop transferable skills such as good communication, organisation and leadership alongside their academic studies, life skills and career options.
The engineering curriculum meets the needs of the design and technology national curriculum in key stages 3 and 4 with emphasis on our 4 core pillars;
Employability
These core principles which are shared across the Art, Design and Technology faculty allow our learners to develop a whole appreciation for the design process within engineering and other related creative and technical disciplines. They provide learners with the opportunity to develop a deep understanding of analysis, design, manufacturing processes and evaluation of products whilst exploring the career opportunities that the subject brings.
Student Learning Journey
At KS3, in line with the National Curriculum students will:
Students will develop their graphical skills by learning to convey information using a range of free hand and technical styles such as orthographic and isometric projection.
They will be presented with a range of design problems and client briefs from which they will begin the design process, designing products that meet the needs of the intended user. Students will learn about how developments in modern technology and biomimicry have influenced the design of modern products, whilst applying their understanding of mathematical and scientific concepts to the development of their own innovative products.
Students will communicate design ideas using both manual and computer based drawing methods, developing their understanding of both 2D and 3D representation techniques used in design and manufacturing situations
Students will develop a strong understanding of health and safety within a manufacturing environment whilst being exposed to a wide range of manufacturing processes in order to produce products to specification.
Students will learn the importance of evaluation in all element of the iterative design process, developing the skills in order to be able to evaluate their own products and processes and that of others, offering constructive feedback so that product can evolve.
Students will look in to the engineering industry and how the subject could lead to a prosperous future career, exploring the different pathways now available to them and the vast variety of careers.
In Year 7 students will focus on (NB reference KS2)
- Introduction to the iterative design process.
- How a client brief influences the design process
- Analysing products in order to influence design decisions.
- Communicating design ideas using; free hand sketch; oblique projection; 2D computer aided design.
- The properties of common timbers
- How to work safely with hand tools and machinery in a manufacturing environment
- Introduction to the evaluation of products.
In Year 8 students will build on
- How the iterative design process can be used to innovate a design.
- How to extract key information from a client brief in order to develop a design specification.
- Communicating design ideas through the use of orthographic projection and “d computer aided design.
- The use of levers, linkages, pulleys and gears in basic mechanisms to transfer motions.
- Selecting and safely using appropriate hand tools and machinery for a given manufacturing situation.
- Evaluating both a product and manufacturing process in order to develop the design of a product.
By Year 9 students will be able
- To work with independence within the iterative design process to manufacture a product to a given specification.
- To be able to analyse existing products on the market in order to suggest improvements to a design.
- To understand electronic and electrical theory and apply this to the design of an electronic product.
- To be able to use tools and equipment specific to the electronic engineering sector to manufacture and then test a given electronic product.
- To be able to use both 2D and 3D CAD packages in order to control CAM and develop virtual models from which testing can take place to inform development.
- To be able to effectively evaluate a design and use this information to offer a design development with justification for the changes made.
Key Stage 4 in Engineering
At KS4, students will:
Students follow a vocational pathway (Btec Tech Award L1/2 in Engineering) designed to equip our students with applied knowledge and giving them a taste of the engineering sector. Students build sector-specific and transferable skills through a range of projects and assessed assignments. The curriculum provides our students with the opportunity to build their confidence in the subject and prepare to take their next steps, be that a level 3 qualification, apprenticeship or the world of work. Students are assessed in a modular design using a combination of vocational assignments, practical tasks and written assessments.
Key Stage 5 in Engineering
At KS5, students will:
Students follow a vocational pathway (Btec National, Extended certificate in Engineering) equivalent to that of one A level. Students undertake a course structure of 3 mandatory units and one optional assessed through a series of written, practical and CAD based assignments as well as external examinations. Students build upon their key stage 4 learning developing a greater awareness of the engineering industry as a whole. Students investigate engineering products, processes and scales of manufacture, developing not only their subject knowledge but also transferrable skills of organisation, team working, leadership, communication and time keeping. Over the four studied units students build their understanding of engineering principles and the engineering design process, applying their knowledge to engineering problems and evaluating their success or limitations in order to improve.
How is Engineering taught?
Key stage 3 ADT lessons follow a similar structure across the different subjects; however each is tailored to suit the individual skills and knowledge associated with each specialism. Delivered through a carousel system, students embark on a termly delivery of each of the ADT subjects in order to allow them to experience each subject.
Each lesson begins with an entry activity designed to allow students to recall previously taught skills and content in order to embed key content. Learning within the lesson is progressive, providing students with the opportunity to develop their abilities and then apply them to written, design or practical based activities. Assessment for learning and live marking is used each lesson in order to identify misconceptions in the classroom and allow students to progress their understanding of key topics and concepts. Opportunity for experimentation, creativity and the development of new practical based skills and techniques are fostered within lessons, encouraging students to try new things and take risks. Lessons end with a review of the learning that has taken place, with the information gathered used to inform future lessons.
Home learning
Home learning activities are used to support our students' learning, providing valuable opportunities for them to conduct research into careers, practice skills or build their wider understanding of the taught topics.
In key stage 3, students are set 5 home learning activities over a term. These are set using online and paper based methods dependent on the type of activity set. Feedback is provided via google classroom.
In key stages 4 and 5, home learning time is used predominantly during assignment completion weeks when students are expected to complete a minimum of 1 hr per week. Weekly revision of the topics delivered is also encouraged in order for students to begin planning their time effectively to recap material outside of the classroom.
