Tech-Level in Engineering Scheme of Work
Tech-level in Engineering – Scheme of Work
AQA Level 3 Technical Level Engineering:
•Mechatronic Engineering
•Design Engineering
Unit Name: Engineering DesignUnit type:Centre assessed and externally quality assured
Guided Learning hours: 90
Guidance Notes:
This Scheme of Work (SOW) illustrates how the unit content could be delivered using a three term, 10 weeks per term, approach. Consideration should be given to the content in other units within this qualification when planning your unit and lessons – the content in some units, for example, would benefit from being covered prior to others – especially the knowledge and theory elements contained within the externally assessed units.
Within this unit, learners will be presented with two opportunities to successfully evidence the transferable skills of Problem Solving (unit grading criteria P2, P3, P11 and P13) and Communication (unit grading criteria P9 and P13) to the required standard in order to achieve the qualification. The required standards and associated recording documentation for all transferable skills covered within this qualification can be found at:
It is important that sufficient time is spent developing this skill, and that teachers familiarise themselves with the AQA Technical Level standard for team working. See Appendix A of the specification for more information about transferable skills.
This unit would logically be taught after, or concurrently with, units 1 (Materials Technology and Science), 2 (Mechanical Systems) and 5 (Production and
Manufacturing) and there are opportunities for learners to demonstrate synoptic knowledge and learning from those other units in their evidence for this unit.
The assessment amplification section within the unit in the specification identifies where the centre should consider opportunities for synoptic learning and assessment.
This unit forms part of both the Mechatronic Engineering and Design Engineering qualifications. For the Design Engineering qualification, the teaching and assessment of this unit could be linked to unit 6 (Design Visualisation), unit 7 (Advanced Design for Manufacture) and unit 8 (Design Engineering Project Management).
Weekno. / Specification
reference
Performance outcome (PO) / Key learning objectives
Consider inclusion and differentiation (as appropriate and relevant) Equality & Diversity in BLUE (to be enhanced by unit teacher as
appropriate for learner group) / Learning activities and resources
What will be learner led? What will be Tutor led? Topics for plenary? Homework?
Classroom based or off-site? Employer engagement?
Stretch and challenge in RED (to be enhanced by unit teacher as appropriate for learner group) / Plenary
How will learner progress be checked?
Evidence requirements? / Embedding or
contextualising (opportunities for skills development)
Maths in PURPLE English in GREEN
Transferable Skills in
ORANGE
Autumn Term
1 / Identify
Customer
Requirements
(PO1) / Engineering design problem solving / Overview by the teacher of methods to identify and describe the end user.
Possible resource: entrepreneurship.org/resource- center/customer-profile.aspx.
Comparisons of various engineering products will allow various end-user types to be identified.
Focussed research activity: learners should be divided into groups. Each group should be allocated the
same design problem but will explore the problem
from the viewpoint of different types of end user – with each group being allocated one type of end user who can be identified by socio-economic status, age, sex, ability etc.
Individual learners should share their findings with / Learners presentations of
their individual research activities to the group / Speaking and listening
skills used in the presentation.
An understanding of the engineering context is an outcome of the research activity.
their own group. Each group will then prepare a presentation of their findings to share with the other
groups.
Care must be taken not to anticipate design solutions at this stage.
Focussed research activity: learners should be divided into groups. Each group should be allocated two competing products that fulfil the same design problem. They will analyse each product in turn and use the headings of a pro-forma table to estimate, measure and analyse:
•physical dimensions of each product and overall size
•mass of each product
•product use and function
•whether it is a mass produced or low production item
•styling/aesthetics
•any safety issues arising in use
•whether the product can be maintained by the end user or requires a specialist
•product life
•marketplace positioning.
2 / Identify Customer Requirements
(PO1) / Customer Design Briefs
(CDB) / Introduction by the teacher on Customer Design Briefs and what they contain – illustrated with an example taken from industry if possible.
Possible resource: designinstruct.com/articles/project- management/client-design-brief-questions/. / Peer and teacher review of the CDBs / CDB provides evidence
of written communication skills.
Industry context provided by using Customer Design Briefs.
Introductory example should identify ways of tackling
design problems and also illustrate various methods used to plan and implement ways of solving design problems.
Learners should carry out an analysis of a problem that requires the design of an engineered product as the solution. Learners should identify:
•the reasons or application for the design
•target customers
•the target market for the product
•functional requirements and quality criteria
•key customer benefits
•any constraints
•business goals
•other stakeholders in the design.
Learners to produce a Customer Design Brief. Group plenary to be used to review the design
problem-solving approach used to create the CDB. / Stakeholders: link to
Design Engineering Unit
8 (Design Engineering
Project Management).
Contributes to problem- solving standard PS1.
3 / Business goals Assignment (P1/P2/M1) / Teacher to provide key notes on the introductory
timing of a product into the market place, market share and how businesses use the desired financial performance when considering the design of a product.
Learners will be asked to reflect how these approaches might affect their CDB created in the previous lesson.
Learners to write one Customer Design Brief (CDB) / Summative assessment / Written communication skills evidenced by the CDB.
CDB activity gives background understanding and experience of Problem Solving.
for two related specific problems addressing
P1/P2/M1, describing:
•the end user of the item being designed
•customer requirements, key business goals and desired financial performance for a specific customer need
•explore additional internal and external stakeholder requirements that may influence the CDB.
The time allocated for this assignment is 2 hours.
4 / Initial Ideas & Concept
Generation
(PO2) / Product Design
Specification Document
(PDS) / Introduction by the teacher to the Product Design
Specification document and what it should contain and how it relates to the CDB.
Learners to work in pairs using an example CDB. Each pair should discuss and match each element of the CDB to each required element of a PDS.
The final result will be a list of both CDB and PDS
elements, highlighting any linking elements.
Learners should analyse their results using a mind map or fishbone diagram to identify which elements require further research and devise an individual research plan.
Learners should individually expand on each of the
PDS elements, so that each is fully described.
Learners to shown examples of industry layouts for PDS documents and use these as a basis to design their own PDS documentation.
Learners should present the findings of their / Finished CDB/PDS
matching exercise
Finished PDS
example
Learner presentations of their activity to the group / Learners will have to
specify physical dimensions and
calculate, or estimate,
power requirements for the PDS.
Opportunity to demonstrate verbal communication skills when working together.
Speaking, listening and written communication skills used in the presentation.
Context will depend upon the example used.
Product Design Specification (PDS): link to Design Engineering
expanded PDS to the whole group. / Unit 8 (Design
Engineering Project
Management).
5 / Initial Ideas &
Concept Generation (PO2) / Design considerations
Design proposals / Teacher to introduce and demonstrate freehand
sketching – relating these two elements of the PDS to fitness for purpose, manufacturability, aesthetics and ergonomics.
Learners to individually produce sketches of three concepts based on their PDS. / Sketch production
and quality / Translating written
requirements into another format.
Sketching: link to Design Engineering Unit 6 (Design Visualisation).
6 / Initial Ideas & Concept Generation
(PO2) / Design considerations
Design proposals / Presentation by visiting designer to illustrate how analysis of similar products can help with the PDS. Production of real-time freehand sketches of design
concepts should be used to help illustrate the process.
An alternative approach is for the teacher to use product case studies. / Evaluation of the questions asked by the learners / Context will be
determined by the visiting company.
Speaking and listening skills used to question and interact with the personnel from the company.
7 / Initial Ideas & Concept
Generation
(PO2) / Design considerations / Teacher to introduce the concept of ergonomics and how it influences the Product Design Specification of a
product.
Learners to work in pairs analysing an established engineering product that incorporates various components and systems, eg, a radio, to establish the customer and their ergonomic requirements and how this has influenced the operation and performance of their product, and its reliability.
Learners will now disassemble the product (as far as possible) to identify and list various components including the power supply and other supporting systems. Analysing each item in turn, the learners / Learner presentations of
their findings to the group / Speaking and listening
skills used in the presentation.
An understanding of the engineering context is an outcome of the research activity.
shall identify its main material group and manufacturing method, and estimate its parts cost, or
cost per unit. Each pair will share their findings with the main group.
Whole group discussion on the environmental considerations of each component – whether it can be safely disposed of or recycled and whether the disassembly has identified if the product was
designed for its end of life, as well as for the user.
8 / Initial Ideas &
Concept Generation (PO2) / Design considerations / Teacher to introduce legislation, standards and codes
of practice as used in the engineering industry, and relate the already familiar concept of health and safety in the workplace (Health and Safety at Work Act, Control of Substances Hazardous to Health (COSHH) Regulations) to show how it directly relates to the design of products through the choice of materials, parts and manufacturing constraints influenced by the design.
Learners to prepare an individual research plan to investigate other standards and legislation, including:
•British Standards (BS)
•electromagnetic compatibility (EMC) directive
•CE marking
•patent compliance.
Learners to work in pairs and analyse an engineering product to identify materials and parts, and also identify which legislation and standards apply to the design, and why they are necessary. Each pair will / Learner
presentations of their findings to the group / Speaking and listening
skills used in the presentation and group discussion.
An understanding of the engineering context is an outcome of the research activity.
share their findings with the main group.
Whole group discussion on whether the manufacture of the analysed product would be constrained by its legal requirements. Does this necessarily lead to ethical considerations? How might these be minimised?
9 / Assignment
(P3/M2/P13) / Produce a PDS that addresses the design problem highlighted by the CDB and covers all of the key
requirements using relevant terminology that demonstrates consideration of technical feasibility and costs.
The time allocated for this assignment is 3 hours. / Summative assessment / Written communication
skills evidenced by the
PDS.
10 / Produce
Detailed Engineering Designs (PO3) / Computer Aided Design
(CAD) / Teacher to introduce 2D engineering drawings, eg,
general arrangement drawing, diagrams, drawing conventions and BS8888, and datasheets.
Possible reference resources: BS8888:2013 and technologystudent.com/gprep07/phortho13.html
Working in pairs, learners to match products against supplied 2D engineering drawings.
Working individually, learners to produce a general arrangement drawing from a supplied orthographic sketch of a simple engineering assembly.
Learners shall create a datasheet for their assembly. Using supplied components and material suppliers’
catalogues, learners could specify pre-manufactured / Evaluation of the
matching exercise
Design diary/log book demonstrates learner understanding of process / Verbal communication
skills evidenced by pair discussion.
Written communication in design documentation and design diaries.
2D engineering drawings: link to Unit 2 (Mechanical Systems).
Design diaries/logbooks: link to Design Engineering Unit 8 (Design Engineering Project Management).
components for the design and complete a data sheet for the design. They could also specify alternative choices for some components.
Each learner to be issued with a design diary or logbook.
Learners to use design diaries to analyse the range of uses of orthographic sketching and any limitations to their use. / Applying principles within real-world restrictions.
Spring Term
11 / Initial Ideas and
Concept
Generation
(PO2) / Design proposals
Design considerations / Teacher to introduce orthographic drawing, either using freehand drawing or digital CAD facilities.
Learners to start by completing a partial drawing of a simple shape provided by the teacher, and then go on to draw a simple single component engineering product.
Learners should then proceed to draw a more complex engineering product.
The teacher to ensure that all conventions are covered in the drawing.
Learners to individually create an orthographic drawing based around one of the concept sketches produced in week 5. / What went well, even better if… :
review of work in progress / Orthographic sketches
to highlight dimensions.
Sketching utilises written and drawing skills.
Sketching: link to Design Engineering unit 6 (Design Visualisation) and unit 8 (Design Engineering Project Management).
Verbal communication skills evidenced by pair discussion.
Written communication in design documentation and design diaries.
2D engineering drawings:
link to unit 2 (Mechanical
Systems).
Design diaries/logbooks: link to Design Engineering Unit 8 (Design Engineering Project Management).
12 / Produce Detailed Engineering
Designs (PO3) / Computer Aided Design
(CAD) / Following on from the previous week.
Learners to complete the 2D engineering drawing with details of dimensions. Design documentation and design diaries should also be maintained.
Learners to create further orthographic sketches
based on the remaining two concept sketches created in week 5. / Component
dimensions used in the detail drawings.
Written communication in design documentation and design diaries.
13 / Initial Ideas and
Concept
Generation
(PO2) / Design proposals
Design considerations / Teacher to introduce isometric sketching techniques through a discussion of ergonomics by demonstrating,
through adding dimensions to sketches, how a sitting human torso fits onto a chair.
Learners to individually create either an isometric drawing of one the concept sketches created in week
5, or alter one of the drawings to accommodate a different end user's set of ergonomic requirements
(eg, differing reach, and sight capabilities).
Learners to use design diaries to analyse the range of uses of isometric sketching and any limitations. / Sketch production and quality / Sketching utilises
written and drawing skills.
Written communication skills within design diaries.
Ability to summarise technical information.
Sketching: link to Design Engineering unit 6 (Design Visualisation) and unit 8 (Design Engineering Project Management).
14 / Initial Ideas and Concept Generation
(PO2) / Design proposals
Design considerations / Teacher to introduce oblique sketching techniques, following on from the discussion of ergonomics in the preceding week.
Learners to individually create either an oblique drawing of one the concept sketches created in week
5, or alter one of the drawings to accommodate a different end user's set of ergonomic requirements
(eg, differing reach, sight capabilities). / Sketch production and quality / Sketching utilises written and drawing skills.
Sketching: link to Design Engineering unit 6 (Design Visualisation) and unit 8 (Design Engineering Project Management).
15 / Initial Ideas and
Concept
Generation
(PO2) / Design proposals
Design considerations / Teacher to introduce SWOT analysis.
Possible resource: businessnewsdaily.com/4245- swot-analysis.html .
Using a supplied example of an engineering design problem, learners to work in pairs to determine the internal and external strengths, weaknesses, opportunities and threats of solving the problem.
Each pair to complete the SWOT analysis of the product, taking into account environmental considerations (eg, disposal, recycling and design for end of life, and sustainability).
Pairs to present their SWOT analysis and SWOT
tables to the rest of the group.
Learners to individually create a SWOT analysis of a more complex engineering design problem.
Individual learners to identify any design legislation and standards that could apply to the SWOT. / What went well, even better if… :
learners to describe what went well during the activity / Speaking and listening
skills will be used to communicate with the
rest of the group in this
activity.
16 / Initial Ideas and
Concept / Design proposals / Visit a design department of an engineering company. / Evaluation of the questions asked by / Context will be
determined by the visiting