Subject DESIGN & TECHNOLOGY Engineering

Subject DESIGN & TECHNOLOGY – Engineering Curriculum Leader Mrs Ramage

Teaching staff Mr. Oliver

Mr. Blowman

Curriculum Team Vision Vocational: At OMA we believe education is for everyone, that all students irrespective of their backgrounds, will be exceptional

learners, so they are equipped with the necessary knowledge, skills, qualification, and mind-set to contribute positively to

society. Everything we do in the vocational facility is aimed at providing an ambitious and challenging curriculum which

inspires, motivates, and exploits the limitless potential of all our students. This will be achieved by us ‘being inspired by the

past- creating excellence in the present- by embracing the future’.

Our long-term aim is to produce thinking, adaptable adults capable of taking his / her place in a changing technological

society. We strive to create distinctive and dynamic partnerships between students and the world of work, forging active

relationship with industry-based external training providers and employers.

The vocational curriculum seeks to promote an educational culture which is scientific, technological, creative, healthy, and

entrepreneurial within the framework of the school and national curriculum. In addition, our faculty aims to provide the

excellent practical technological, scientific, and holistic communication skills needed by our manufacturing and service

industries within the UK and global markets. Thus, ensuring that our students will be well-educated and skilled, ready, and

able to progress into employment, further training, or higher education according to their individual aptitudes and

ambitions.

The faculty will be truly cross-curricular and will use aspects of many subjects to aid the students when developing

innovative ideas and solving problems individually or as a team. The only boundary to making an impact in the future is

our ‘imagination’ and our ability to ‘engineer’ the solutions that could affect peoples’ lives. Students arrive and leave our

faculty with a sense of wonder in learning...that they will carry with them for a lifetime.

ENGINEERING: Every engineer should good practical skills, including drawing and presenting ideas. Interest in

mathematics and science. Ability to work to strict deadlines, Awareness of Health and Safety issues.

Rationale behind the

curriculum chosen

The UK is regarded as a world leader in engineering, which covers a wide range of exciting and rapidly developing areas

such as renewable energy, space, low carbon, aerospace, automotive, agri-food and bioscience. People with engineering

skills are always in demand. Between 2010 and 2020, engineering companies are projected to have 2.74 million job

openings. Northeast Lincolnshire have an abundance of opportunities for young people in engineering and manufacturing.

Engineering is a huge part of the economy and there are numerous opportunities to study and work in engineering related

fields.

Key stage 3 Year Group Topics covered Links to careers Enrichment

entitlement

Dates of

assessments

Link to Knowledge

Organiser

Year 7 UNIT TITLE: BIRD HOUSE Project overview: In this project the pupils will look at creating a product that is made from hard materials (wood) using workshop tools. They will familiarize themselves with the workshop tools (hand tools and small machines), H&S rules and following a design plan (technical drawing) Students will also focus on Numeracy skills and their application in engineered products. Core knowledge will include: To reformulate problems, develop specifications to inform designs, use a variety of approaches to generate creative designs & avoid stereotypical responses. Develop and communicate functional, appealing products that respond to the needs of many. To be resourceful, creative, adaptable, and enterprising citizens with a catalogue of transferable, personal and specialist skills, preparing them for the world of further education, employment or beyond.

Jobs directly to do with

engineering/ D&T:

Key engineering

industries include:

aeronautical (flight)

automotive (road

vehicles)

built environment

(buildings and

infrastructure)

chemicals

(manufacturing

substances on a

large scale)

defense

electronics

energy

fast-moving

consumer goods

(manufacturing

items such as snack

foods and cleaning

products)

marine (ships)

D&T Club

weekly.

Breaks and

lunches free to

practice skill of

choice.

Wb 13th September

Wb 23rd May

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Core practical skills will include:

Working with wood, measuring skills, using

hands tools, safe use of sharp edge tools.

Construction techniques (Lap joint)

materials and

metals (developing

new materials or

improving existing

ones)

pharmaceuticals

rail

telecoms

utilities (covering

water, sewerage,

energy and telecoms).

Also:

Architecture careers

Architects design

buildings while

landscape architects

design outdoor

environments, such as

parks or urban spaces.

Architects design the

structure, while

architectural

technologists ensure

that the technical

aspects of a design

work.

Building services

engineers make sure

Year 8 Unit Title: Project in a box (RM)

Project overview:

In this project the pupils will look at creating

a sample box that will include skills samplers

from mixed hard materials (wood, metal and

acrylic) using workshop tools, CAD and CAM.

They will familiarize themselves with the

wood workshop tools (hand tools and small

machines),

And be introduced to new tools that are

used for metal/ plastic.

Core knowledge will include:

To reformulate problems, develop

specifications to inform designs, use a

variety of approaches to generate creative

designs & avoid stereotypical responses.

Develop and communicate functional,

appealing products that respond to the

needs of many.

To be resourceful, creative, adaptable, and

enterprising citizens with a catalogue of

D&T Club

weekly.

Breaks and

lunches free to

practice skill of

choice.

Wb 31st January

Wb 23rd May

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transferable, personal and specialist skills,

preparing them for the world of further

education, employment or beyond.

To be empowered with the skills needed to

succeed and adapt to this increasingly

complex, changing, technological world, to

lead, to innovate and to invent.

Applying the necessary cross curricular skills

and knowledge to sustain our future in the

world around us and understand the impact

to people and every living thing on earth.

Discover how design and make skills help us

tackle complex real-world challenges, assure

quality standards and safety requirements

for all. Whilst nurturing excellence and

boosting our local, national, and global

economy, by applying practical

technological, scientific, and holistic

communication skills & knowledge. Applying

an understanding of a wide range of

materials – uses/ properties and limitations.

Core practical skills will include:

Working with hard materials, measuring

skills, using hands tools, safe use of sharp

edge tools.

Metal – measuring/ cutting/ filing/ drilling/

countersinking

that a building has

more than walls and a

roof. They ensure that

the lighting, power,

ventilation, heating,

cooling and water

systems work. They

might work on the

designs of a building or

ensure that the designs

are put into practice

correctly. They are

sometimes known as

mechanical and/or

electrical engineers.

Building surveyors

provide technical

advice relating to

construction and

property. They have

various roles, but the

core of their work is to

report on a building’s

condition (for example,

if there is damp and

what any repairs would

cost).

Civil, structural and

geotechnical engineers

Wood – shaping / sanding/ cutting

(mechanical)

Plastic – cutting, laser cutting/ inlaying

are essential in

ensuring that project

designs work in

practice.

Civil and structural

engineers tend to work

either in an office on

the technical aspects of

designs or out on site

making sure that the

designs are

implemented properly.

Structural engineers

have responsibility for

ensuring that the

structure (inner

framework) of the

project holds up.

Geotechnical

engineers are

responsible for

structures’

foundations. They

design foundations and

oversee foundation

work on site.

Landscape architects

aim to improve the

quality of the

Year 9 Unit Title: ENGINEERING

Project overview: In this project the pupils will look at:

Modelling

Disassemble Using a design brief for a standard product (that is engineered) Core knowledge will include: Pupils will investigate ‘what is Engineering’ The sectors: (e.g. Civil, mechanical, automotive) Linked to Careers and the ‘real world’ The job roles in the engineering world, and how they interconnect. Link to the Btec component 1 – LAA Core practical skills will include: Working with Metal/ Plastic and composite materials, apply measuring skills, using hand tools, safe use of sharp edge tools. Using Engineering tools, dissemble and modelling techniques (using card)

D&T Club

weekly.

Breaks and

lunches free to

practice skill of

choice.

Wb 29th November

Wb 18th April

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environment by

designing and

managing the open

spaces around us. They

design and create

public areas in towns,

cities and the

countryside.

Quantity surveyors

help a construction

project to make a

profit. They are

involved in working out

either how much the

design would cost to

build in theory or how

much the project is

costing to build in

reality.

Site managers ensure

things get done on a

construction site. They

make sure that the

building work is

finished on time, within

budget and to a high

standard, managing

teams of workers.

Construction work.

Trades and crafts

include bricklaying,

stonemasonry,

carpentry, joinery,

demolition work,

electrical work,

painting and

decorating, plumbing,

scaffolding, steeple

jacking, and wall and

floor work.

Key Stage 4

Course Titles (as per

specification) Btec Tech Award Engineering (Level 1 / Level 2) - Pearsons

Year Group Topics covered Links to careers Enrichment

entitlement

Dates of

assessments

Link to Knowledge

Organiser

Year 10 Component 1: Exploring

engineering sectors and design

applications. (Internally assessed)

Learners will explore the links

between the various engineering

sectors and the role of design in

the production of engineered

products.

Unit 1 Learning Aim: B

Design solutions

Unit 1 Learning Aim: A

Engineering sectors

Component 2 Learning Aim: Investigating an engineering project. (Internally assessed) Learners will investigate the selection of materials, proprietary components, making processes and disassembly of a given engineered product. They will plan, reproduce, inspect, and test a single given component.

Studying D&T and

Engineering can lead to a

wide variety of careers,

such as;

mechanical engineers

Mechanical engineers

understand how forces

act on solid objects, how

liquids and gases behave,

and how energy is

converted from one form

to another. Mechanical

engineers use this

knowledge to design

machines that can cope

with the forces they are

placed under and to

develop systems such as

pumps, fans, turbines,

and power plants.

electrical engineers

Civil engineers

understand how to

Breaks and lunches

free to practice skill

of choice.

Virtual gallery nights – see artists and artwork from across the world. One-to-one expert session (bookable with Mr. Marsden) KS4 Art club

Wb 6th December

Wb 25th April

Unit 2 Learning Aim: A Materials, components & processes.

Unit 2 Learning Aim: C

Plan and manufacture a

product

design, construct, and

maintain the man-made

parts of our environment.

These include buildings,

bridges, roads, railways,

dams, tunnels, and

airports. Civil engineers

need to understand how

forces act on objects and

how fluids behave,

including how this relates

to geology.

power distribution

electronic engineers

Electrical engineers

understand how

electricity works and how

to generate and use it.

They might be involved in

generating electricity

from renewable

resources, working in a

traditional power station,

helping to electrify a

railway line, or providing

a building with heating

and power, among other

job options.

civil engineers

Year 11 Component 2 Learning Aim:

Investigating an engineering

project. (Internally assessed)

Learners will investigate the

selection of materials, proprietary

components, making processes

and disassembly of a given

engineered product. They will

plan, reproduce, inspect, and test

a single given component.

Unit 2 Learning Aim: B

Product disassemble

Component 3: Responding to an engineering brief. (Externally assessed in February and May of Year 11) Learners will investigate and create solutions to problems in response to given engineering briefs.

Breaks and lunches

free to practice skill

of choice.

Virtual gallery nights – see engineers from across the world. One-to-one expert session (bookable with Mr. Oliver/ Mr. Blowman) KS4 Engineering

club

Wb 4th October

Wb 21st February

Chemical engineers

understand both how

chemicals react to form

new substances and how

the facilities work that

perform these reactions

on an industrial scale.

These facilities produce a

vast array of everyday

products, including food,

fertiliser,

pharmaceuticals,

cosmetics, plastics, and

petrol.

Key engineering

industries include:

aeronautical (flight)

automotive (road

vehicles)

built environment

(buildings and

infrastructure)

chemicals

(manufacturing

substances on a large

scale)

defense

electronics

energy

fast-moving consumer

goods (manufacturing

items such as snack

foods and cleaning

products)

marine (ships)

materials and metals

(developing new

materials or

improving existing

ones)

pharmaceuticals

rail

telecoms

utilities (covering

water, sewerage,

energy and telecoms).

Links to useful website of interest for your subject Area:

https://technologystudent.com

http://www.mr-dt.com

https://www.bbc.com/bitesize/subjects

https://www.howstuffworks.com

http://www.tomorrowsengineers.org.uk/

https://nationalcareersservice.direct.gov.uk/job-profiles/manufacturing-and-engineering