Upload
nguyentuong
View
233
Download
0
Embed Size (px)
Citation preview
Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering (QCF)
Specification
First teaching August 2010
Issue 2
Pearson Education Limited is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers BTEC qualifications.
Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.
This specification is Issue 2. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com
References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this specification is correct at time of publication.
Authorised by Martin Stretton Prepared by Aamra Ghafoor
Publications Code FL033246
All the material in this publication is copyright © Pearson Education Limited 2012
Contents
1 Introducing BTEC Specialist qualifications 1
What are BTEC Specialist qualifications? 1
2 Qualification summary and key information 2
QCF qualification title and Qualification Number 3
Objective of the qualifications 3
Edexcel BTEC Level 1 Award (QCF) (7 credits) 4
Edexcel BTEC Level 1 Certificate (QCF) (13 credits) 4
Edexcel BTEC Level 1 Diploma (QCF) (37 credits) 4
Progression opportunities through Edexcel qualifications 4
Industry support and recognition 5
Relationship with National Occupational Standards 5
3 Centre resource requirements 6
General resource requirements 6
Specific resource requirements 6
4 Qualification structures 12
Edexcel BTEC Level 1 Award in Engineering (QCF) 12
Edexcel BTEC Level 1 Certificate in Engineering (QCF) 14
Edexcel BTEC Level 1 Diploma in Engineering (QCF) 16
5 Assessment 18
6 Recognising prior learning and achievement 19
Recognition of Prior Learning 19
Credit transfer 19
7 Centre recognition and approval centre recognition 20
Approvals agreement 20
8 Quality assurance of centres 21
9 Programme delivery 22
10 Access and recruitment 23
11 Access to qualifications for learners with disabilities or specific needs 24
12 Units 25
Unit title 25
Unit reference number 25
QCF level 25
Credit value 25
Guided learning hours 25
Unit aim 25
Essential resources 25
Learning outcomes 25
Assessment criteria 26
Unit amplification 26
Information for tutors 26
Unit 1: Working Safely in Engineering 27
Unit 2: Developing Skills in Making Engineering Components Using Hand Tools 36
Unit 3: Developing Skills in Using a Bench/Pedestal Drilling Machine 43
Unit 4: Developing Skills in Planning and Making a Machined Product 50
Unit 5: Developing Skills in Assembling Mechanical Components 59
Unit 6: Developing Skills in Joining Materials Using Welding 66
Unit 7: Developing Skills in Electronic Assembly 73
Unit 8: Developing Skills in Wiring Electrical Circuits and Components 78
Unit 9: Developing Skills in Routine Servicing of Mechanical Equipment 83
Unit 10: Developing Skills in Routine Servicing of an Electrical/Electronic System 89
Unit 11: Starting Work in Engineering 95
Unit 12: Searching for a Job 102
Unit 13: Applying for a Job 107
Unit 14: Preparing for an Interview 112
Unit 15: Interview Skills 116
Unit 16: Positive Attitudes and Behaviours at Work 120
Unit 17: Working in a Team 125
Unit 18: Investigating Rights and Responsibilities at Work 130
Unit 19: Planning an Enterprise Activity 136
Unit 20: Interpreting and Using Engineering Information 141
Unit 21: Engineering Marking Out 156
14 Professional development and training 169
Annexe A 170
Mapping with National Occupational Standards 170
Purpose of this specification
The purpose of a specification as defined by Ofqual is to set out:
the qualification’s objective
any other qualification which a learner must have completed before taking the qualification
any prior knowledge, skills or understanding which the learner is required to have before taking the qualification
units that a learner must have completed before the qualification will be awarded and any optional routes
any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded
the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)
the method of any assessment and any associated requirements relating to it
the criteria against which learners’ level of attainment will be measured (such as assessment criteria)
any specimen materials
any specified levels of attainment.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
1
1 Introducing BTEC Specialist qualifications
For more than 25 years, BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. BTECs also provide progression routes to the next stage of education or to employment.
What are BTEC Specialist qualifications?
BTEC Specialist qualifications are qualifications from Entry to level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full time or part time courses in schools or colleges. Training centres and employers may also offer these qualifications.
Some BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks ie Technical Certificates.
There are three sizes of BTEC specialist qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit is based on:
one credit for every 10 hours of learning time
learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
2
2 Qualification summary and key information
Qualification title Edexcel BTEC Level 1 Award in Engineering (QCF)
QCF Qualification Number (QN) 500/8859/2
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 1st September 2010
Age range that the qualification is approved for
14-16
16-18
19+
Credit value 7
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 70-90
Grading information The qualification and units are at pass grade.
Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Edexcel Access and Recruitment policy (see Section 10, Access and recruitment)
Qualification title Edexcel BTEC Level 1 Certificate in Engineering (QCF)
QCF Qualification Number (QN) 501/0305/2
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 1st September 2010
Age range that the qualification is approved for
14-16
16-18
19+
Credit value 13
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 130-150
Grading information The qualification and units are at pass grade.
Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Edexcel Access and Recruitment policy (see Section 10, Access and recruitment)
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
3
Qualification title Edexcel BTEC Level 1 Diploma in Engineering (QCF)
QCF Qualification Number (QN) 500/9859/7
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 1st September 2010
Age range that the qualification is approved for
14-16
16-18
19+
Credit value 37
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 330-370
Grading information The qualification and units are at pass grade.
Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Edexcel Access and Recruitment policy (see Section 10, Access and recruitment)
QCF qualification title and Qualification Number
Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification title, units and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. Further information about certification is in the Edexcel Information Manual on our website at www.edexcel.com
Objective of the qualifications
The Edexcel BTEC Level 1 Award, Certificate and Diploma in Engineering (QCF) have been developed to give learners the opportunity to:
engage in learning which is relevant to them and will provide opportunities to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life
achieve a nationally recognised Level 1 vocationally related qualification
progress to employment in a particular vocational sector
progress to related general and/or vocational qualifications.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
4
Edexcel BTEC Level 1 Award (QCF) (7 credits)
The 7-credit Edexcel BTEC Level 1 Award (QCF) provides an introduction to the skills, qualities and knowledge that may be required for employment in a particular vocational sector.
Edexcel BTEC Level 1 Certificate (QCF) (13 credits)
The 13-credit Edexcel BTEC Level 1 Certificate (QCF) extends the work-related focus from the Edexcel BTEC Level 1 Award (QCF) and covers some of the knowledge and practical skills required for a particular vocational sector.
The Edexcel BTEC Level 1 Certificate (QCF) offers an engaging programme for those who are clear about the vocational area that they wish to learn more about. These learners may wish to extend their programme through the study of a related GCSE, a complementary NVQ or other related vocational or personal and social development qualification. These learning programmes can be developed to allow learners to study complementary qualifications without duplication of content.
For adult learners the Edexcel BTEC Level 1 Certificate (QCF) can extend their knowledge and understanding of work in a particular sector. It is a suitable qualification for those wishing to change career or move into a particular area of employment following a career break.
Edexcel BTEC Level 1 Diploma (QCF) (37 credits)
The 37-credit Edexcel BTEC Level 1 Diploma (QCF) extends the work-related focus from the Edexcel BTEC Level 1 Certificate (QCF). There is potential for the qualification to prepare learners for employment in a particular vocational sector and it is suitable for those who have decided that they wish to enter a specific area of work.
Progression opportunities through Edexcel qualifications
The intended destinations for learners successfully achieving these qualifications include:
GCSEs and/or A Levels
Diplomas
apprenticeships
supported employment
independent living.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
5
Industry support and recognition
These qualifications are supported by the SSB and the SSC.
Relationship with National Occupational Standards
These qualifications relate to the National Occupational Standards in Level 1 Performing Engineering Operations. The mapping document in Annexe A shows the links between the units within this qualification and the National Occupational Standards.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
6
3 Centre resource requirements
As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.
General resource requirements
Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualifications.
Staff involved in the assessment process must have relevant expertise and occupational experience.
There must be systems in place to make sure continuing professional development for staff delivering the qualifications.
Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.
Centres must deliver the qualifications in accordance with current equality legislation.
Specific resource requirements
As well as the general requirements above, there are specific resource requirements that centres must meet:
Unit Resources required
Unit 1: Working Safely in Engineering
Learners will need access to workshops and other facilities to consider health and safety issues.
A range of health and safety policies and procedures from local companies.
A range of legislation and health and safety regulations including:
Health and Safety at Work etc Act 1974
Management of Health and Safety at Work Regulations 1999
Provision and Use of Work Equipment Regulations (PUWER) 1998
Control of Substances Hazardous to Health (COSHH) Regulations 2002
Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
7
Unit Resources required
Videos/DVDs
957 Safety and the Human Factor
966 Safety Awareness
994 Personal Protective Equipment
999 Manual Handling
1005 Electrical Safety in the Workplace
Risk Assessment
Dealing with Chemical Safety
Noise and Hearing Conservation
COSHH.
All available from:
Safetycare (UK) Ltd 1st Floor Greencoat House 183 Clarence Street Kingston upon Thames Surrey KT1 1QT
Unit 2: Developing Skills in Making Engineering Components Using Hand Tools
It would be extremely useful if learners had access to a range of tools and equipment commonly used in engineering. It may be possible to arrange a visit to an engineering company to extend learners awareness of the range of resources used in engineering.
A typical centre engineering workshop should be equipped with the basic requirements of this unit. Including marking out equipment, hand tools, measuring equipment and benches. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
8
Unit Resources required
Unit 3: Developing Skills in Using a Bench/Pedestal Drilling Machine
In this unit learners will be introduced to the practical skills needed to carry out drilling operations using a bench or pedestal drilling machine. They will explore the need to understanding what they are going to carry out and prepare the machine, tools and holding devices correctly. Learners will then drill holes to given specifications and check for size and positional accuracy using rules, calipers and other measuring equipment which they have selected.
Learners will consider the importance of working safely with powered machinery and the need to check that guards, isolation switches, tools and equipment are in a safe and useable condition at all times. They will also appreciate that before they start to drill a component they must check that it is suitable for holding down and is made from the correct material.
This unit helps learners to appreciate the importance of following given instructions when carrying out activities and recognise what might go wrong when drilling holes in basic engineering components.
Unit 4: Developing Skills in Planning and Making a Machined Product
It would be extremely useful if learners had access to a range of equipment commonly used in engineering. It may be possible to arrange a visit to an engineering company to extend learner awareness of the range of resources used in engineering.
A typical centre engineering workshop should be equipped with the basic requirements of this unit including a range of grinding machines, milling machines and turning machines. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
9
Unit Resources required
Unit 5: Developing Skills in Assembling Mechanical Components
It would be extremely useful if learners had access to a range of equipment commonly used in engineering. It may be possible to arrange a visit to an engineering company to extend learner awareness of the range of resources used in engineering.
A typical centre engineering workshop should be equipped with the basic requirements of this unit including a range of mechanical fastening devices, tools and equipment for assembly operations. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
Unit 6: Developing Skills in Joining Materials Using Welding
It would be extremely useful if learners had access to a range of equipment commonly used in engineering. It may be possible to arrange a visit to an engineering company to extend learner awareness of the range of resources used in engineering.
A typical centre engineering workshop should be equipped with the basic requirements of this unit including a range of welding process equipment, for example oxy fuel-gas, manual metal arc, gas-shielded arc. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
Unit 7: Developing Skills in Electronic Assembly
A typical centre engineering workshop should be equipped with the basic requirements of this unit including a range of electronic assembly equipment and components, tools and equipment for assembly operations. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
10
Unit Resources required
Unit 8: Developing Skills in Wiring Electrical Circuits and Components
A typical centre engineering workshop should be equipped with the basic requirements of this unit including a range of electrical wiring equipment and components, cables, tools and equipment for assembly operations. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
Unit 9: Developing Skills in Routine Servicing of Mechanical Equipment
A typical centre engineering workshop should be equipped with the basic requirements of this unit including a range of mechanical systems or equipment and components, tools and equipment for servicing operations. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
Unit 10: Developing Skills in Routine Servicing of an Electrical/Electronic System
A typical centres engineering workshop should be equipped with the basic requirements of this unit including a range of electrical/electronic systems or equipment and component, tools and equipment for servicing operations. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
Unit 11: Starting Work in Engineering
People working in the engineering sector are likely to be a very useful resource to motivate and inspire learners. Centres are encouraged to invite external speakers to talk about their experiences of companies and work. Paper-based information such as directories of organisations, job descriptions and job adverts from newspapers are all sources of useful information for learners.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
11
Unit Resources required
Unit 12: Searching for a Job Learners will need access to sources of information about where and how to search for specific types of jobs (such as magazines, newspapers, the internet, other people, Jobcentres). They will also need access to examples of relevant job advertisements (real or simulated).
Unit 13: Applying for a Job Learners will need access to examples of real or simulated job application forms and examples of other job application documents such as CVs and covering letters.
Unit 14: Preparing for an Interview In order to prepare for an interview, learners will need a given brief for an appropriate job, placement or place on a training course.
Unit 15: Interview Skills Learners need the opportunity to participate in a real-life or simulated interview.
Unit 16: Positive Attitudes and Behaviours at Work
Copies of organisational procedures for different types of organisation as appropriate – for example centres procedures for staff and/or learners relating to conduct and behaviour (or if in the workplace, copies of workplace procedures).
Relevant training or developmental courses relating to good conduct (for example assertiveness, communication skills).
Copies of any appraisal systems which recognise good conduct/performance.
Unit 17: Working in a Team Learners will need the opportunity to participate in a team-working task.
Unit 20: Interpreting and Using Engineering Information
Learners will need access to sources of information (eg drawings, charts, tables, manuals) as defined by the content section. Wherever possible, centres should ensure that this data is relevant to the learner’s current or expected work-based experience. Centres will need to have their own drawing/document storage facilities as an example of a typical care and control process for drawings and related documentation.
Unit 21: Engineering Marking Out Access to a fully equipped workshop with access to the range of measurement and marking out equipment identified in the unit content is essential. A range of workpiece materials, components and drawings will also be required to enable the learner to gain the range of experience and coverage expected.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
12
4 Qualification structures
Edexcel BTEC Level 1 Award in Engineering (QCF)
The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.
At least 4 additional credits must be achieved by completing optional units, of which no more than 3 credits may be achieved from option group B.
Minimum number of credits that must be achieved 7
Number of mandatory credits that must be achieved 3
Number of optional credits that must be achieved 4
Unit Unique Reference Number
Mandatory units Level Credit Guided Learning Hours
1 T/600/9131 Working Safely in Engineering 1 3 30
Unit Unique Reference Number
Optional units Group A
Level Credit Guided Learning
Hours
2 D/600/9138 Developing Skills in Making Engineering Components Using Hand Tools
1 4 40
3 H/600/9139 Developing Skills in Using a Bench/Pedestal Drilling Machine
1 4 40
4 Y/600/9140 Developing Skills in Planning and Making a Machined Product
1 6 60
5 H/600/9142 Developing Skills in Assembling Mechanical Components
1 3 30
6 K/601/0096 Developing Skills in Joining Materials Using Welding
1 3 30
7 H/601/0095 Developing Skills in Electronic Assembly
1 3 30
8 L/601/0124 Developing Skills in Wiring Electrical Circuits and Components
1 3 30
9 R/601/0125 Developing Skills in Routine Servicing of Mechanical Equipment
1 3 30
10 D/601/0127 Developing Skills in Routine Servicing of an Electrical/Electronic System
1 3 30
11 L/503/3425 Starting Work in Engineering 1 4 40
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
13
Unit Unique Reference Number
Optional units Group B
Level Credit Guided Learning Hours
12 L/501/5958 Searching for a Job 1 1 10
13 Y/501/5848 Applying for a Job 1 1 10
14 M/501/5824 Preparing for an Interview 1 1 10
15 R/501/5847 Interview Skills 1 1 10
16 A/501/5826 Positive Attitudes and Behaviours at Work
1 1 10
17 L/501/5832 Working in a Team 1 3 30
18 L/501/6382 Investigating Rights and Responsibilities at Work
1 1 10
19 F/501/5942 Planning an Enterprise Activity 1 1 10
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
14
Edexcel BTEC Level 1 Certificate in Engineering (QCF)
The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.
At least 10 additional credits must be achieved by completing optional units, of which no more than 3 credits may be achieved from option group B.
Minimum number of credits that must be achieved 13
Number of mandatory credits that must be achieved 3
Number of optional credits that must be achieved 10
Unit Unique Reference Number
Mandatory units Level Credit Guided Learning Hours
1 T/600/9131 Working Safely in Engineering 1 3 30
Unit Unique Reference Number
Optional units Group A
Level Credit Guided Learning
Hours
2 D/600/9138 Developing Skills in Making Engineering Components Using Hand Tools
1 4 40
3 H/600/9139 Developing Skills in Using a Bench/Pedestal Drilling Machine
1 4 40
4 Y/600/9140 Developing Skills in Planning and Making a Machined Product
1 6 60
5 H/600/9142 Developing Skills in Assembling Mechanical Components
1 3 30
6 K/601/0096 Developing Skills in Joining Materials Using Welding
1 3 30
7 H/601/0095 Developing Skills in Electronic Assembly
1 3 30
8 L/601/0124 Developing Skills in Wiring Electrical Circuits and Components
1 3 30
9 R/601/0125 Developing Skills in Routine Servicing of Mechanical Equipment
1 3 30
10 D/601/0127 Developing Skills in Routine Servicing of an Electrical/Electronic System
1 3 30
11 L/503/3425 Starting Work in Engineering 1 4 40
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
15
Unit Unique Reference Number
Optional units Group B
Level Credit Guided Learning
Hours
12 L/501/5958 Searching for a Job 1 1 10
13 Y/501/5848 Applying for a Job 1 1 10
14 M/501/5824 Preparing for an Interview 1 1 10
15 R/501/5847 Interview Skills 1 1 10
16 A/501/5826 Positive Attitudes and Behaviours at Work
1 1 10
17 L/501/5832 Working in a Team 1 3 30
18 L/501/6382 Investigating Rights and Responsibilities at Work
1 1 10
19 F/501/5942 Planning an Enterprise Activity 1 1 10
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
16
Edexcel BTEC Level 1 Diploma in Engineering (QCF)
The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.
At least 34 additional credits must be achieved by completing optional units, of which a minimum of 21 credits must be chosen group A, no more than 3 credits may be achieved from option group B and no more than 10 credits may be achieved from option group C.
Minimum number of credits that must be achieved 37
Minimum number of credits that must be achieved at level 1 or above 37
Number of mandatory credits that must be achieved 3
Number of optional credits that must be achieved 34
Unit Unique Reference Number
Mandatory units Level Credit Guided Learning Hours
1 T/600/9131 Working Safely in Engineering 1 3 30
Unit Unique Reference Number
Optional units Group A
Level Credit Guided Learning
Hours
2 D/600/9138 Developing Skills in Making Engineering Components Using Hand Tools
1 4 40
3 H/600/9139 Developing Skills in Using a Bench/Pedestal Drilling Machine
1 4 40
4 Y/600/9140 Developing Skills in Planning and Making a Machined Product
1 6 60
5 H/600/9142 Developing Skills in Assembling Mechanical Components
1 3 30
6 K/601/0096 Developing Skills in Joining Materials Using Welding
1 3 30
7 H/601/0095 Developing Skills in Electronic Assembly
1 3 30
8 L/601/0124 Developing Skills in Wiring Electrical Circuits and Components
1 3 30
9 R/601/0125 Developing Skills in Routine Servicing of Mechanical Equipment
1 3 30
10 D/601/0127 Developing Skills in Routine Servicing of an Electrical/Electronic System
1 3 30
11 L/503/3425 Starting Work in Engineering 1 4 40
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
17
Unit Unique Reference Number
Optional units Group B
Level Credit Guided Learning Hours
12 L/501/5958 Searching for a Job 1 1 10
13 Y/501/5848 Applying for a Job 1 1 10
14 M/501/5824 Preparing for an Interview 1 1 10
15 R/501/5847 Interview Skills 1 1 10
16 A/501/5826 Positive Attitudes and Behaviours at Work
1 1 10
17 L/501/5832 Working in a Team 1 3 30
18 L/501/6382 Investigating Rights and Responsibilities at Work
1 1 10
19 F/501/5942 Planning an Enterprise Activity 1 1 10
Unit Unique Reference Number
Optional units Group C
Level Credit Guided Learning Hours
20 T/600/0378 Interpreting and Using Engineering Information
2 5 30
21 J/600/0417 Engineering Marking Out 2 5 30
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
18
5 Assessment
The table below gives a summary of the assessment methods used in the qualifications.
Units Assessment methods
All units Centre-devised assessment
Centre-devised assessment (internal assessment)
Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the assessment criteria. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.
Centres need to write assignment briefs for the learners to show what evidence is required. Assignment briefs should indicate clearly, which assessment criteria are being targeted.
Assignment briefs and evidence produced by learners must also meet any additional requirements in the Information for tutors section of the unit.
Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (eg performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.
To avoid over assessment centres are encouraged to link delivery and assessment across units.
There is more guidance about internal assessment on our website. See Section 13. Further information and useful publications.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
19
6 Recognising prior learning and achievement
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
Further guidance is available in the policy document Recognition of Prior Learning Policy, which is on the Edexcel website.
Credit transfer
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.
If learners achieve units with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
20
7 Centre recognition and approval
Centres that have not previously offered Edexcel qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications. New centres must complete an Edexcel Vocational Centre & Qualification Approval Form (VCQA).
Existing centres get ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres that already hold Edexcel Centre approval are able to apply for qualification approval for a different level or different sector via Edexcel Online, up to and including level 3 only.
In some circumstances, qualification approval using Edexcel Online may not be possible. In such cases, guidance is available as to how an approval application may be made.
Approvals agreement
All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Edexcel will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
21
8 Quality assurance of centres
Quality assurance is at the heart of vocational qualifications. The centre assesses Edexcel BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.
For the qualifications in this specification, the Edexcel quality assurance model will follow one of the processes listed below.
1 Delivery of the qualification as part of a BTEC apprenticeship (‘single click’ registration):
an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions
2 Delivery of the qualification outside the apprenticeship:
an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems
Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate annually a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.
For further details, go to the UK BTEC Quality Assurance Handbook on our website.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
22
9 Programme delivery
Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.
Those planning the programme should aim to enhance the vocational nature of the qualification by:
liaising with employers to make sure a course is relevant to learners’ specific needs
accessing and using non-confidential data and documents from learners’ workplaces
developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector
giving learners the opportunity to apply their learning in practical activities
including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment
making full use of the variety of experience of work and life that learners bring to the programme.
Centres must make sure that any legislation is up to date and current.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
23
10 Access and recruitment
Edexcel’s policy regarding access to our qualifications is that:
they should be available to everyone who is capable of reaching the required standards
they should be free from any barriers that restrict access and progression
there should be equal opportunities for all those wishing to access the qualifications.
Centres are required to recruit learners to BTEC specialist qualifications with integrity.
Applicants will need relevant information and advice about the qualification to make sure it meets their needs.
Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.
For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.
Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
24
11 Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. Edexcel’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.
We are committed to making sure that:
learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.
Details on how to make adjustments for learners with protected characteristics are given in the policy documents Application of Reasonable Adjustment for BTEC and Edexcel NVQ Qualifications and Application for Special Consideration: BTEC and Edexcel NVQ Qualifications.
The documents are on our website at www.edexcel.com/policies
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
25
12 Units
Units have the following sections.
Unit title
The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.
QCF level
All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.
Credit value
When a learner achieves a unit, they gain the specified number of credits.
Guided learning hours
Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in for example open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.
Unit aim
This gives a summary of what the unit aims to do.
Essential resources
This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Edexcel to offer the qualification.
Learning outcomes
Learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
26
Assessment criteria
Assessment criteria specify the standard required by the learner to achieve each learning outcome.
Unit amplification
This section clarifies what a learner needs to know to achieve a learning outcome.
Information for tutors
This section gives tutors information on delivery and assessment. It contains the following subsections.
Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.
Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.
Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
27
Unit 1: Working Safely in Engineering
Unit reference number: T/600/9131
QCF level: 1
Credit value: 3
Guided learning hours: 30
Unit aim
This unit is designed to introduce learners to health and safety issues in engineering. It will help them to be aware of the potential hazards they may be exposed to in engineering environments and cope with and reduce risks. This unit provides some of the knowledge, understanding and skills for the Level 1 Performing Engineering Operations NOS Unit 1: Working Safely in an Engineering Environment.
Unit introduction
This unit introduces learners to the health and safety issues associated with developing practical skills in an engineering environment.
Learners will carry out work activities in accordance with instructions and use safe working practices and procedures. They will cover the identification of hazardous situations, equipment, materials or conditions and how to take appropriate action to eliminate/minimise the risks to life, property and the environment within the immediate work surroundings. They will need to recognise the hazards in the engineering environment they work in, appreciate the level of risk involved with those hazards and the precautions they can take to lower the risk of injury or damage to plant and equipment.
Learners will need to demonstrate that they can take actions required in emergency situations such as accidents involving injury and the sounding of fire/evacuation alarms.
Essential resources
Learners will need access to workshops and other facilities to consider health and safety issues.
A range of health and safety policies and procedures from local companies.
A range of legislation and health and safety regulations including:
Health and Safety at Work etc Act 1974
Management of Health and Safety at Work Regulations 1999
Provision and Use of Work Equipment Regulations (PUWER) 1998
Control of Substances Hazardous to Health (COSHH) Regulations 2002
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
28
Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995
Videos/DVDs
957 Safety and the Human Factor
966 Safety Awareness
994 Personal Protective Equipment
999 Manual Handling
1005 Electrical Safety in the Workplace
COSHH.
Dealing with Chemical Safety
Noise and Hearing Conservation
Risk Assessment
All available from:
Safetycare (UK) Ltd 1st Floor Greencoat House 183 Clarence Street Kingston upon Thames Surrey KT1 1QT
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
29
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Li
st t
hre
e gen
eral
re
gula
tions
and t
wo s
pec
ific
re
gula
tions
that
hav
e a
stat
uto
ry r
equirem
ent
under
re
leva
nt
sect
ions
of
the
Hea
lth a
nd S
afet
y at
Work
Act
1974
□
Sta
tuto
ry r
egula
tions:
rel
evan
t se
ctio
ns
of
the
Hea
lth a
nd S
afet
y at
W
ork
etc
. Act
1974;
gen
eral
reg
ula
tions
eg C
ontr
ol of
Subst
ance
s H
azar
dous
to H
ealth 2
002,
Rep
ort
ing o
f In
juries
, D
isea
ses
and
Dan
ger
ous
Occ
urr
ence
s Reg
ula
tions
1995,
Provi
sion a
nd U
se o
f W
ork
Equip
men
t Reg
ula
tions
1998,
Man
agem
ent
of
Hea
lth a
nd S
afet
y Reg
ula
tions
1999;
spec
ific
reg
ula
tions
eg A
bra
sive
Whee
l Reg
ula
tions,
Ele
ctrici
ty R
egula
tions,
Woodw
ork
ing R
egula
tions
1.2
Li
st o
rgan
isat
ional
gen
eral
pra
ctic
es a
nd p
roce
dure
s re
leva
nt
to a
n e
ngin
eering
envi
ronm
ent
□
Org
anis
atio
nal
req
uirem
ents
: gen
eral
pra
ctic
es a
nd p
roce
dure
s of
the
org
anis
atio
n e
g s
afet
y polic
ies,
codes
of
pra
ctic
e, s
afe
work
ing
pra
ctic
es;
1.3
Id
entify
the
seve
n w
arnin
g
signs
for
subst
ance
s th
at a
re
har
mfu
l
□
War
nin
g s
igns
eg f
or
subst
ance
s th
at a
re h
arm
ful, h
ighly
fla
mm
able
, co
rrosi
ve,
toxi
c, e
xplo
sive
, irrita
nt,
oxi
dis
ing,
radio
active
1
Know
about
stat
uto
ry
regula
tions
and
org
anis
atio
nal
re
quirem
ents
1.4
D
escr
ibe
when
appro
priat
e so
urc
es o
f in
form
atio
n w
ould
as
sist
com
plia
nce
with
stat
uto
ry r
egula
tions
and
org
anis
atio
nal
req
uirem
ents
□
Sourc
es o
f in
form
atio
n:
off
icia
ls e
g s
afet
y off
icer
s, s
afet
y re
pre
senta
tive
s, h
ealth a
nd s
afet
y in
spec
tors
; so
urc
e of
hea
lth a
nd
safe
ty liter
ature
eg o
n n
otice
boar
ds,
saf
ety
surv
eys;
the
seve
n m
ain
gro
ups
of
haz
ardous
subst
ance
s def
ined
by
Cla
ssific
atio
n,
Pack
agin
g a
nd
Label
ling o
f D
anger
ous
Subst
ance
s Reg
ula
tions
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
30
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
escr
ibe
the
corr
ect
pro
cedure
for
a giv
en
acci
den
t in
volv
ing inju
ry t
o
self o
r oth
ers
□
Proce
dure
s fo
r ac
ciden
ts:
pro
cedure
s fo
r re
ceiv
ing f
irst
aid
tre
atm
ent;
w
ho t
he
qual
ifie
d f
irst
aid
per
son is
in t
he
work
are
a an
d w
her
e th
ey c
an
be
found;
the
loca
tion o
f firs
t ai
d f
acili
ties
eg f
irst
aid
box,
first
aid
tr
eatm
ent
room
s; t
he
acci
den
t re
port
ing a
nd r
ecord
ing p
roce
dure
s to
be
follo
wed
; how
to d
eal w
ith v
ictim
s of
elec
tric
shock
2
Know
about
acci
den
t an
d
emer
gen
cy
pro
cedure
s
2.2
D
escr
ibe
the
corr
ect
pro
cedure
when
an
emer
gen
cy a
larm
is
sounded
□
Em
ergen
cy p
roce
dure
s: e
mer
gen
cy p
roce
dure
s w
ith r
egar
d t
o f
ire
and
pre
mis
e ev
acuat
ion;
what
the
emer
gen
cy a
larm
s so
und lik
e; w
her
e th
e al
arm
butt
ons
are
site
d in t
he
work
are
a; w
her
e th
e es
cape
route
s ar
e an
d w
her
e per
sonnel
should
ass
emble
aft
er lea
ving t
he
pre
mis
es e
g f
ire
asse
mbly
poin
t; t
he
loca
tion a
nd u
se o
f th
e va
rious
fire
ext
inguis
hin
g
equip
men
t an
d t
he
org
anis
atio
nal
polic
y re
gar
din
g its
use
3.1
Id
entify
haz
ards
in t
he
engin
eering w
ork
shop
□
Iden
tify
haz
ards:
the
use
of
haz
ard c
hec
klis
ts;
types
of
haz
ards
eg
haz
ards
asso
ciat
ed w
ith m
ovin
g p
arts
of
mac
hin
ery,
ele
ctrici
ty,
slip
per
y an
d u
nev
en s
urf
aces
, dust
and f
um
es,
han
dlin
g a
nd t
ransp
ort
ing,
conta
min
ants
and irr
itan
ts,
mat
eria
l ej
ection,
fire
, w
ork
ing a
t hei
ght,
en
viro
nm
ent,
pre
ssure
/sto
red e
ner
gy
syst
ems,
vola
tile
or
toxi
c m
ater
ials
, unsh
ield
ed p
roce
sses
3
Know
about
contr
olli
ng h
azar
ds
in t
he
engin
eering
work
pla
ce
3.2
Id
entify
the
contr
ol
mea
sure
s to
be
use
d t
o
min
imis
e risk
for
a giv
en
engin
eering e
nvi
ronm
ent
□
Contr
ol m
easu
res:
eg iso
lation o
f th
e haz
ard,
stoppin
g w
ork
ing
activi
ties
, lo
ck o
ff a
nd p
erm
it t
o w
ork
/entr
y pro
cedure
s, p
rovi
sion o
f sa
fe a
cces
s an
d e
gre
ss,
use
of
guar
ds
and f
um
e ex
trac
tion e
quip
men
t,
use
of
per
sonal
pro
tect
ive
equip
men
t
□
Engin
eering e
nvi
ronm
ent:
typ
ical
engin
eering e
nvi
ronm
ent
wher
e haz
ards
will
be
pre
sent
eg t
he
use
of
tools
, m
ater
ials
and e
quip
men
t,
move
men
t of
oil
and c
hem
ical
s, lifting e
quip
men
t, n
ois
y en
viro
nm
ent,
dea
ling w
ith e
lect
rica
l or
mec
han
ical
par
ts
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
31
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Pr
epar
e yo
urs
elf
read
y to
ca
rry
out
an a
ctiv
ity
in t
he
engin
eering w
ork
shop
□
Prep
arat
ion f
or
an e
ngin
eering a
ctiv
ity:
pre
par
atio
n e
g w
earing
pro
tect
ive
cloth
ing,
chec
king t
hat
this
fits
corr
ectly
and is
free
fro
m
loose
or
torn
mat
eria
l, r
emova
l of
ties
, rings,
jew
elle
ry a
nd n
eck
chai
ns,
w
earing o
f sa
fety
equip
men
t as
req
uired
by
the
work
act
ivitie
s; h
ealth
and h
ygie
ne
eg s
kin c
are
(such
as
bar
rier
cre
ams
and g
love
s);
resp
irat
ory
mat
ters
(su
ch a
s fu
me
extr
action,
face
mas
ks,
bre
athin
g
appar
atus)
; ey
esig
ht
pro
tect
ion (
such
as
safe
ty g
lass
es,
goggle
s, f
ull
face
mas
ks);
hea
ring p
rote
ctio
n (
such
as
ear
plu
gs,
ear
def
ender
s);
hea
d p
rote
ctio
n (
such
as
caps
with h
air
rest
rain
ts,
pro
tect
ive
hel
met
s);
safe
ty f
ootw
ear;
dan
ger
s of
inges
tion a
nd t
he
nee
d f
or
was
hin
g h
ands
4
Be
able
to a
pply
sa
fe w
ork
ing
pra
ctic
es a
nd
pro
cedure
s
4.2
W
ork
res
ponsi
bly
and u
se
corr
ect
man
ual
han
dlin
g
tech
niq
ues
when
m
ainta
inin
g a
saf
e w
ork
ing
area
□
Work
res
ponsi
bly
: m
ove
men
t w
ithin
the
work
are
a eg
obse
rvin
g
rest
rict
ed a
rea
notice
s, w
alki
ng n
ot
runnin
g;
acting r
esponsi
bly
at
work
eg
usi
ng e
quip
men
t only
for
its
inte
nded
purp
ose
, fo
llow
ing a
ppro
ved
safe
ty p
roce
dure
s, c
om
ply
ing w
ith w
arnin
g s
igns
□
Man
ual
han
dlin
g t
echniq
ues
: han
dlin
g o
f lo
ads
eg p
ush
ing,
pulli
ng,
leve
ring;
lifting p
osi
tions
eg f
rom
gro
und lev
el,
wai
st h
igh,
ove
rhea
d,
reac
hin
g o
ver;
the
use
of
lifting a
ids;
when
to s
eek
hel
p w
ith lifting a
lo
ad
□
Mai
nta
inin
g a
saf
e w
ork
ing a
rea:
good h
ouse
keep
ing a
rran
gem
ents
eg
mai
nta
inin
g c
lean
lines
s of
the
work
are
a, r
emova
l of
was
te m
ater
ials
, st
ora
ge
of
mat
eria
ls,
tools
, eq
uip
men
t an
d p
roduct
s; m
ainte
nan
ce o
f ac
cess
and e
gre
ss e
g c
lear
wal
kway
s, e
mer
gen
cy e
xits
; co
ntr
ol of
haz
ards
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
32
Information for tutors
Delivery
This unit is about working safely in an engineering environment. It therefore lends itself to being delivered alongside one of the other practical units that need due regard to operating safely. The unit is designed to enable a range of different engineering applications to be used to embed and assess learners’ knowledge about and ability to work safely.
Statutory and organisational requirements must be covered in enough detail to ensure learners know their and others’ responsibilities. They should recall their knowledge of these aspects to confirm their awareness of these things before they are exposed to practical activities to demonstrate the safe working. It may be appropriate to devise activities that are straightforward but allow learners to engage in their learning. Activities such as the use of crossword puzzles or simple gapped handouts may be appropriate and/or research of internet sites. This approach may also be suitable for learning outcome 3 where learners need to know about hazards and their control.
The other two learning outcomes, about following accident and emergency procedures and applying safe working practices, may be best addressed through role-play exercises and visits from professional people such as talks from the fire brigade or first aid officers. Practical ‘walk throughs’ in the workshop set up with hazards would also engage learners when spotting the hazards. Competitions could be set up so learners participate fully. Alternatively, a visit to a local engineering company with a strong focus on health and safety would also be useful. There are many videos and DVDs available to support good health and safety practices.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
33
Outline learning plan
The outline learning plan has been included in this unit as guidance.
Topic and suggested assignments/activities
Know about statutory regulations and organisational requirements
Whole-class, tutor-led discussions supported by small-group internet research into different regulations and organisational requirements.
Individual activity run a competition to see who can find the most useful sources of information about complying with regulations and organisational requirements.
Learners devise and play each others’ crossword games on the terminology found in health and safety regulations.
Either watch DVD/video or arrange for a visiting speaker to talk/present the importance of regulation in health and safety.
Some of the assessment of this part of the unit is likely to be achieved within activities for one of the other practical units where learners could reflect on their practical activity and list the regulations and general practices and procedures appropriate to their activity, providing they meet the number required by the assessment criteria. However, this must include a further activity to identify the seven warning signs of substances and a written activity to describe when officials and health and safety literature would be used to assist compliance with statutory regulations and organisational requirements.
Know about accident and emergency procedures
Individual activity completing ‘gapped handouts’ about location points, name and location of first aider etc.
Workshop walk through to identify emergency alarms and escape routes etc.
Visiting speaker, for example fire officer/brigade or safety officer.
Evaluation of example company policies and procedures.
Whole-class, tutor-led discussions supported by small-group role play relating to procedures for accidents and emergency.
Although assessment of this part of the unit could be achieved within activities for one of the other practical units, when learners could be asked questions about the correct procedures, it is more likely that a scenario or role play will be needed that allows learners to reflect on and then describe the correct procedures, as required by the assessment criteria.
Know about controlling hazards in the engineering workplace
Whole-class presentation about hazards and controls.
Visit to an engineering company to see how hazards are controlled – this would complement any learning from learning outcome 1.
Paired activity, walk through the workshop to ‘spot’ potential hazards. Set up a competition and reward best answers with points.
Individual activity – match hazards with a control.
Assessment of this part of the unit is likely to be achieved through a straightforward knowledge-based assignment involving the identification of hazards and the control measure used to minimise risk for these hazards in an engineering environment.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
34
Topic and suggested assignments/activities
Be able to apply safe working practices and procedures
Run a competition of 2 or 3 groups, with say, 4 or 5 learners in each group, ask them to prepare themselves to carry out different given engineering activities and award points according to how well prepared they are from a safety point of view.
Individual activity – use a gapped handout to identify different safety equipment found in an engineering workshop (see content under learning outcome 4).
Individual activity – practise manual handling for a range of scenarios.
Whole-class, tutor-led activity to identify good health and safety practice in DVD/video.
Assessment of this part of the unit is likely to be achieved within activities for one of the other practical units. Alternatively, a straightforward engineering activity could be devised to ensure learners have opportunities to prepare themselves for a work activity and work responsibly when carrying out a given task, as required by the assessment criteria.
Assessment
Due to the nature of the assessment requirements for this unit it is likely that some evidence could come from activities being carried out in other units. If this is not the case, engineering activities that will have to be arranged to meet the requirements of this unit as a stand-alone assessment instrument. 1.1 and 1.2 could be assessed through a practical activity which involves the need to comply with statutory regulations and organisational requirements but will also need to cover sources of information to be used to meet 1.4. Learners could reflect on their practical experience before listing the regulations and general practices and procedures and describing when sources of information would best be used. Consideration of statutory regulations should be based on the application of the Health and Safety at Work etc Act 1974 but should also include general and specific regulations as listed in the unit content. It would be best to link assessment of the criteria associated with learning outcome 1 with those for learning outcome 4 where learners need to apply safe working practices and procedures. Additionally, learners need to identify the seven warning signs for 1.3 which could be achieved by them recognising a range of images and stating which are which. Further activities could be added to address 4.1 and 4.2 when learners must prepare themselves to carry out an engineering activity and work responsibly when using manual handling techniques and maintaining a safe working area. The evidence would be mainly based on a witness statement/observation record supported by annotated photographs for 4.1 and 4.2 and lists for 1.1 and 1.2, along with an identification of the warning signs and a description of the use of sources of information for 1.3 and 1.4 respectively. Sources of information must include officials, literature and the seven main groups of labelling hazardous substances. Practical work must involve preparation that covers the content listed under learning outcome 4.
A second assignment could be developed to cover 2.1, 2.2, 3.1 and 3.2. This assignment could comprise a practical scenario for the criteria associated with learning outcome 2 where a simulated activity should be arranged to allow learners to follow a procedure for an accident and to react in response to an emergency alarm. They could then be asked to describe the procedures. Alternatively, a ‘case
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
35
study’ could be given and learners asked to describe the correct procedures. It is likely that evidence for this part of this assignment would be a written description. However, for learners unable to respond in this manner a witness statement/observation record could be used. After identifying a range of hazards with a hazard checklist, a further written activity should be developed to allow learners to identify the controls required to reduce the risk in these hazards. Evidence could be in the form of an annotated workshop layout identifying the hazards and a written list of control measures for each.
Suggested resources
Health and Safety Executive – Essentials of Health and Safety at Work (HSE Books, 2006) ISBN 0717661792
Health and Safety Executive – Management of Health and Safety at Work (HSE Books, 2000) ISBN 0717624889
Health and Safety Executive – A Guide to Risk Assessment Requirements: Common Provisions in Health and Safety Law (HSE Books, 1996) ISBN 0717612112
Websites
www.hmso.gov.uk
www.hse.gov.uk
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
36
Unit 2: Developing Skills in Making Engineering Components Using Hand Tools
Unit reference number: D/600/9138
QCF level: 1 1
Credit value: 4
Guided learning hours: 40
Unit aim
This unit will enable learners to develop practical skills when working with hand tools and measuring equipment, so that they can apply them to the manufacture of a small range of basic engineering components. This unit provides some of the knowledge, understanding and skills for the Level 1 Performing Engineering Operations NOS Unit 4: Making Components Using Hand Tools and Fitting Techniques.
Unit introduction
In this unit learners will be introduced to the practical skills needed to carry out basic manufacturing tasks in an engineering workshop. They will explore the need to understand what they are going to carry out and prepare the work area correctly. Learners will then make basic components to given specifications using hand tools and measuring equipment which they have selected.
Learners will consider the importance of working safely in an engineering workshop and the need to check that tools and measuring equipment are in a safe and useable condition at all times. They will also appreciate the need to check that raw materials are of the correct type and size, and are in good condition. Cleaning down work areas on completion of activities, the return of tools and measuring equipment into safe storage, are considered in the context of good housekeeping and efficient working.
This unit helps learners to appreciate the importance of following given instructions when carrying out activities and to recognise what might go wrong when manufacturing a basic engineering product.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
37
Essential resources
It would be extremely useful if learners had access to a range of tools and equipment commonly used in engineering. It may be possible to arrange a visit to an engineering company to extend learners awareness of the range of resources used in engineering.
A typical centre engineering workshop should be equipped with the basic requirements of this unit. Including marking out equipment, hand tools, measuring equipment and benches. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
38
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Confirm
with a
super
viso
r w
hat
has
to b
e done
bef
ore
han
d c
utt
ing a
nd s
hap
ing
activi
ties
are
car
ried
out
safe
ly in a
work
are
a
□
Bef
ore
sta
rtin
g w
ork
: under
stan
d t
he
task
eg w
hat
nee
ds
to b
e ca
rrie
d
out,
ord
er o
f oper
atio
ns,
tools
and e
quip
men
t, q
ual
ity
chec
ks;
per
sonal
pro
tect
ion e
g e
ye p
rote
ctio
n,
hai
r pro
tect
ion,
footw
ear,
use
of
bar
rier
cr
eam
, re
mova
l of
loose
clo
thin
g a
nd jew
elle
ry;
regula
tions
and s
afet
y pro
cedure
s; m
ainte
nan
ce o
f ac
cess
eg c
lear
wal
kway
s, e
mer
gen
cy e
xits
; th
e nee
d f
or
good h
ouse
keep
ing e
g c
lean
lines
s of
work
are
a, r
emova
l of
was
te m
ater
ials
; w
hat
mig
ht
go w
rong e
g d
amag
ed m
ater
ials
, to
ol
bre
akag
e, f
inis
hed
pro
duct
s not
to s
tandar
d;
confirm
pro
pose
d a
ctio
ns
with a
super
viso
r
1.2
Pr
epar
e a
work
are
a so
that
han
d c
utt
ing a
nd s
hap
ing
activi
ties
can
be
carr
ied o
ut
□
Work
are
a pre
par
atio
n:
pre
par
atio
n o
f ar
ea e
g t
idyi
ng u
p t
he
ben
ch,
retu
rnin
g u
nw
ante
d m
ater
ials
to s
tore
s, fitting p
rote
ctio
n p
late
s to
vic
e ja
ws;
obta
in m
ater
ials
to b
e use
d;
obta
in t
ools
and e
quip
men
t eg
m
arki
ng f
luid
, ru
le,
scriber
, sc
ribin
g b
lock
, pro
trac
tor,
div
ider
s, p
unch
, sq
uar
e, v
ernie
r in
stru
men
t, e
xter
nal
mic
rom
eter
, hac
ksaw
, file
s, h
amm
er,
abra
sive
tap
e, v
ice
jaw
s, c
entr
e drill,
tw
ist
drill,
die
set
, ta
p s
et;
obta
in
corr
ect
per
sonal
pro
tect
ive
equip
men
t eg
eye
pro
tect
ion,
hai
r pro
tect
ion,
ove
ralls
, sa
fety
footw
ear
1
Be
able
to p
repar
e a
work
are
a fo
r han
d c
utt
ing a
nd
shap
ing a
ctiv
itie
s
1.3
Chec
k th
at r
aw m
ater
ials
are
co
rrec
t an
d t
ools
are
saf
e to
use
□
Chec
k th
at r
aw m
ater
ials
are
corr
ect
and t
ools
are
saf
e to
use
: ch
eck
mat
eria
ls t
o e
nsu
re r
ight
type
and s
ize;
vis
ual
ly c
hec
k m
ater
ials
for
obvi
ous
signs
of
dam
age
or
conta
min
atio
n e
g f
law
s, d
irt,
rust
, ex
cess
ive
burr
s; c
hec
k to
ols
and e
quip
men
t to
ensu
re t
hat
they
are
in a
saf
e an
d
usa
ble
conditio
n e
g c
onditio
n o
f sa
w b
lades
, file
s, f
ile h
andle
s, c
entr
e drill,
tw
ist
drills
, han
d d
ies,
han
d t
aps;
chec
k hold
ing a
nd s
ecuring
arra
ngem
ents
eg v
ice,
cla
mps,
fix
ture
s, c
huck
s, t
aper
, sl
eeve
s
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
39
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
M
ark
out
com
ponen
ts f
or
required
oper
atio
ns
□
Mar
king o
ut:
pre
par
ing m
ater
ials
for
mar
king o
ut
eg d
eburr
ing,
pro
duci
ng
suitab
le d
atum
fac
es/e
dges
, ap
ply
ing a
suitab
le m
arki
ng m
ediu
m;
mar
king o
ut
work
pie
ces
eg d
atum
s, c
entr
e lin
es,
cutt
ing g
uid
e lin
es,
hole
posi
tions,
pro
file
s; m
arki
ng o
ut
tools
eg e
ngin
eer’s
rule
, sc
riber
, ce
ntr
e punch
, ham
mer
, div
ider
s, o
dd-l
eg c
allip
ers,
engin
eer’s
squar
e
2.2
U
se a
ppro
priat
e han
d t
ools
to
saf
ely
mak
e co
mponen
ts
□
Mak
ing c
om
ponen
ts:
com
ponen
ts w
hic
h c
om
bin
e diffe
rent
fitt
ing
oper
atio
ns
eg d
rill
drift
, drill
poin
t an
gle
gau
ge,
drill
stan
d,
jaw
pla
tes
for
toolm
aker
s’ c
lam
ps,
oth
er s
uitab
le c
om
ponen
ts;
sim
ple
pro
file
s eg
rad
ii,
corn
ers,
bev
els,
angle
s, s
quar
e ed
ges
; hold
ing d
evic
es e
g b
ench
vic
e,
clam
ps,
fix
ture
; han
d t
ools
eg h
acks
aw,
han
d d
rill,
drill
bits,
ham
mer
, ta
ps,
die
s, f
iles,
abra
sive
clo
th
2.3
Chec
k th
at c
om
ponen
ts
mee
t th
e st
andar
d r
equired
□
Com
ponen
t ch
ecks
: ap
pea
rance
eg c
uts
, burr
s, s
har
p e
dges
; to
lera
nce
eg
linea
r +
/- 0
.25 m
m,
flat
and s
quar
e +
/-0.1
mm
/25 m
m,
angle
+/-
1
deg
ree,
surf
ace
finis
h 1
.6 μ
m;
mea
suring e
quip
men
t eg
mic
rom
eter
, ve
rnie
r, r
ule
, sq
uar
e, p
rotr
acto
r, g
auges
2
Be
able
to p
roduce
co
mponen
ts u
sing
han
d t
ools
saf
ely
2.4
Cle
an d
ow
n w
ork
are
as a
nd
retu
rn t
ools
to s
tora
ge
□
Cle
anin
g d
ow
n a
nd p
utt
ing a
way
: co
llect
ion o
f sw
arf
eg b
rush
, co
llect
ion
pan
, re
cycl
ing c
onta
iner
; to
ols
and e
quip
men
t eg
cle
anin
g c
loth
, to
ol
case
, to
olb
ox;
ret
urn
to s
tore
s eg
tools
, eq
uip
men
t, s
urp
lus
mat
eria
ls;
insp
ection o
f w
ork
are
a eg
vis
ual
, si
gn o
ff
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
40
Information for tutors
Delivery
This unit is essentially practical and learners would benefit from practising their skills before being assessed. Learners should be encouraged to think about the processes needed and actions to be taken to prepare their workplace and then make basic engineering components. Learners should have opportunities to talk about what they are going to do and how they propose to overcome any problems which may occur while they are manufacturing components. It is important that they understand where hand tools can be used and the safety aspects of using these tools.
A small number of components should be made which learners can keep and perhaps use later in their engineering studies or at work. At this level learners do not need to produce components that are complicated.
Outline learning plan
The outline learning plan has been included in this unit as guidance.
Topic and suggested assignments/activities
Confirm with a supervisor what has to be done before hand cutting and shaping activities are carried out safely in a work area.
Tutor-led unit introduction covering content, method of working and assessment.
Tutor-led overview of the hand tool skills learners will develop.
Whole class, tutor-led discussion about how engineers plan the manufacture of engineering products. Using one or two basic components as exemplars tutor presents drawing(s)/sketch(es), list of tools, materials, sequence of operations, quality checks.
Tutor-led discussion about PPE, where and when it is necessary and how it works.
Tutor-led discussion about the need to confirm proposed activities with a supervisor.
Small-group activity to plan the production of a single given component.
Prepare a work area so that hand cutting and shaping activities can be carried out.
Whole-class, tutor-led discussion about the need to prepare work areas – present exemplars of poor and good preparation.
Paired activity to identify hazards/bad practices in workshops – presented as images with a checklist to complete.
Check that raw materials are correct and tools safe to use.
Whole-class, tutor-led discussion about why raw materials and tools should be checked before being used. Tutor presents a small range of exemplars which show the consequences of working with materials and tools which are not fit for purpose.
Small-group activity to identify, from images or actual hardware, raw materials which are damaged or contaminated and hand tools which are unsafe and should not be used.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
41
Topic and suggested assignments/activities
Mark out components for required operations.
Tutor-led demonstration of marking out followed by individual activity.
Use appropriate hand tools to make components safely.
Tutor demonstration of how to use the hand tools learners will be working with.
Individual activities to develop skills when using hand tools – cutting, filing, drilling and thread cutting exercises.
Check that components meet the required standard.
Whole-class, tutor-led discussion about why components should be checked against the specification.
Paired activity to check the dimensions of a basic component against its specification.
Clean down work areas and return tools to storage.
Tutor-led discussion about the need for ‘good housekeeping’ in engineering workshops.
Assessment activity – prepare a work area and manufacture basic components using hand tools.
Individual activity to manufacture components using processes, tools and procedures which address the unit content and the seven assessment criteria.
Seek and respond to guidance from their tutor.
Tutors should encourage learners to have a dialogue with them. This could be prompted by the tutor asking learners to explain what they are doing, why they are doing it and how they are able to work safely. This does not require a formal allocation of time and should occur during delivery and assessment of the unit.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Learners will benefit from access to a range of assessment opportunities. Examples might include observed practice, recorded explanations, checklists and annotated photographic records. Entries within a logbook and a finished product inspection record, both validated by the tutor, are also appropriate methods for recording achievement. Competence when carrying out practical activities should be evidenced through witness testimonies or observation records signed by the tutor.
Suggested resources
Books
Boyce et al – Engineering Level 1 Foundation Diploma (Edexcel/Pearson, 2008) ISBN 9780435756253
Chapman et al – GNVQ Intermediate Engineering (Longman, 2000) ISBN 9780582381384
Darbyshire et al – GNVQ Intermediate Engineering (Nelson Thornes, 1997) ISBN 9780748729364
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
42
Timings R L – Basic Manufacturing (Newnes, 1998) ISBN 9780750659901
Timings R L – Manufacturing Technology Volume One (Longman, 1998) ISBN 9780582356931
Tooley M – Engineering GNVQ Intermediate (Butterworth-Heinemann, 2006) ISBN 9780750625975
Waters F – Fundamentals of Manufacturing for Engineers (UCL Press, 1996) ISBN 9781857283389
Tutor resource disks
Boyce et al – Engineering Level 1 Foundation Diploma (Edexcel/Pearson, 2008) ISBN 9780435756260
Websites
www.hse.gov.uk
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
43
Unit 3: Developing Skills in Using a Bench/Pedestal Drilling Machine
Unit reference number: H/600/9139
QCF level: 1
Credit value: 4
Guided learning hours: 40
Unit aim
This unit will enable learners to develop the skills needed to produce holes with positional and dimensional accuracy in basic engineering components, using marking out equipment and a bench/pedestal drilling machine. This unit provides some of the knowledge, understanding and skills for the Level 1 Performing Engineering Operations NOS Unit 4: Making Components using Hand Tools and Fitting Techniques.
Unit introduction
In this unit learners will be introduced to the practical skills needed to carry out drilling operations using a bench or pedestal drilling machine. They will explore the need to understanding what they are going to carry out and prepare the machine, tools and holding devices correctly. Learners will then drill holes to given specifications and check for size and positional accuracy using rules, calipers and other measuring equipment which they have selected.
Learners will consider the importance of working safely with powered machinery and the need to check that guards, isolation switches, tools and equipment are in a safe and useable condition at all times. They will also appreciate that before they start to drill a component they must check that it is suitable for holding down and is made from the correct material.
This unit helps learners to appreciate the importance of following given instructions when carrying out activities and recognise what might go wrong when drilling holes in basic engineering components.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
44
Essential resources
It would be extremely useful if learners had access to a range of equipment commonly used in engineering. It may be possible to arrange a visit to an engineering company to extend learner awareness of the range of resources used in engineering.
A typical centre engineering workshop should be equipped with the basic requirements of this unit including marking out equipment, hand tools, measuring equipment and bench/pillar drilling machines. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
45
Information for tutors
Delivery
This unit is essentially practical and learners will benefit from practising their skills before being assessed. Learners should think about the drilling operations to be carried out and actions to be taken to prepare their workplace. Learners should have opportunities to talk about what they are going to do and how they propose to overcome any problems when using a drilling machine. It is important that learners understand the hazards involved when working with powered machinery and the measures which must be taken in order to minimise risk. They should also be fully aware of what to do in the case of an emergency.
At this level it is not appropriate for learners to work with complicated components.
Outline learning plan
The outline learning plan has been included in this unit as guidance.
Topic and suggested assignments/activities
Confirm with a supervisor what has to be done before drilling activities are carried out safely in a work area.
Tutor-led unit introduction covering content, method of working and assessment.
Tutor-led overview of the drilling skills learners will develop.
Whole-class, tutor-led discussion about the steps involved when using a bench/pedestal drill to make holes in materials.
Tutor-led discussion about PPE, where and when it is necessary and how it works.
Tutor-led discussion about the need to confirm proposed activities with a supervisor.
Small-group activity to plan how to drill different types of hole.
Prepare a work area ready for drilling activities to be carried out.
Whole-class, tutor-led discussion about the need to prepare work areas – present exemplars of good and bad preparation.
Paired activity to identify hazards/bad practices when working with drilling machines – presented as images with a checklist to complete.
Tutor-led discussion about the emergency procedures that apply to rotating machinery.
Check that machinery and tools are safe to use.
Whole-class, tutor-led discussion about why machinery and tools should be checked before being used. Tutor presents a small range of examples which show the consequences of working with machinery and tools that are not fit for purpose.
Small-group activity to identify the risks involved when drilling holes and the measures which should be taken to reduce these risks.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
46
Topic and suggested assignments/activities
Set up a bench/pedestal drilling machine which can be used to carry out drilling activities.
Tutor-led demonstration of setting up and using a bench/pedestal drilling machine.
Paired activity setting up a bench/pedestal drilling machine – selecting tools and holding device, selecting and adjusting spindle speed, adjusting table height, fitting chucks and tapers.
Use a bench/pedestal drilling machine to carry out drilling activities safely to a required specification.
Paired and individual activities to develop skills when working with a bench/pedestal drilling machine – positioning drill bits, trial cuts, checking accuracy, different types of hole, application of lubricants.
Paired activity – machine isolation and clean down.
Check that drilled holes are to the required standard.
Whole-class, tutor-led discussion about why machined features should be checked against the specification.
Paired activity to check the positional accuracy and diameters of drilled/reamed holes.
Assessment activity – prepare a work area and carry out drilling activities using a bench/pedestal drilling machine.
Individual activity to drill holes and carry out inspection checks which address the unit content and six assessment criteria.
Seek and respond to guidance from the tutor.
Tutors should encourage learners to have a dialogue with them. This could be prompted by the tutor asking learners to explain what they are doing, why they are doing it and how they are able to work safely. This does not require a formal allocation of time and should occur during delivery and assessment of the unit.
Assessment
Learners will benefit from access to a range of assessment opportunities. Examples might include observed practice, recorded explanations, checklists and annotated photographic records. Entries within a logbook and an inspection record for each drilling operation, validated by the tutor, are also appropriate methods for recording achievement. Competence when carrying out practical activities should be evidenced through witness testimonies or observation records signed by the tutor.
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
47
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Confirm
with a
super
viso
r w
hat
has
to b
e done
bef
ore
drilli
ng a
ctiv
itie
s ar
e ca
rrie
d
out
safe
ly in a
work
are
a
□
Bef
ore
sta
rtin
g w
ork
: under
stan
d t
he
task
eg w
hat
nee
ds
to b
e ca
rrie
d
out,
ord
er o
f oper
atio
ns,
tools
and e
quip
men
t, q
ual
ity
chec
ks;
per
sonal
pro
tect
ion e
g e
ye p
rote
ctio
n,
hai
r pro
tect
ion,
rem
ova
l of
loose
clo
thin
g
and jew
elle
ry,
footw
ear,
use
of
bar
rier
cre
am;
regula
tions
and s
afet
y pro
cedure
s; m
ainte
nan
ce o
f ac
cess
eg c
lear
wal
kway
s, e
mer
gen
cy e
xits
; th
e nee
d f
or
good h
ouse
keep
ing e
g c
lean
lines
s of
work
are
a, r
emova
l of
was
te m
ater
ials
; w
hat
mig
ht
go w
rong e
g d
amag
ed m
ater
ials
, to
ol
bre
akag
e, f
inis
hed
hole
s not
to s
tandar
d;
confirm
pro
pose
d a
ctio
ns
with a
su
per
viso
r
1.2
Pr
epar
e a
work
are
a re
ady
for
drilli
ng a
ctiv
itie
s to
be
carr
ied o
ut
□
Work
are
a pre
par
atio
n:
single
spin
dle
ben
ch/p
edes
tal drilli
ng m
achin
e;
obta
in c
om
ponen
ts t
o b
e drille
d;
sele
ct t
ools
and e
quip
men
t eg
mar
king
out
fluid
, ru
le,
squar
e, c
entr
e punch
, ham
mer
, dep
th a
nd p
lug g
auges
, ch
uck
, ta
per
sle
eve,
drill
bits,
rea
mer
s, lubrica
nt;
obta
in c
orr
ect
per
sonal
pro
tect
ive
equip
men
t eg
eye
pro
tect
ion,
hai
r pro
tect
ion,
ove
ralls
, sa
fety
fo
otw
ear;
iden
tify
pro
cedure
for
mac
hin
e st
art/
stop in b
oth
norm
al a
nd
emer
gen
cy s
ituat
ions
1
Be
able
to p
repar
e a
work
are
a fo
r pro
duci
ng
com
ponen
ts u
sing
a ben
ch/p
edes
tal
drilli
ng m
achin
e
1.3
Chec
k th
at m
achin
ery
and
tools
are
saf
e to
use
□
Chec
k th
at m
achin
ery
and t
ools
are
saf
e to
use
: co
nditio
n o
f m
achin
e eg
guar
ds,
iso
lato
r sw
itch
, st
art/
stop s
witch
, em
ergen
cy s
top s
witch
, lim
it
switch
, cu
ttin
g lubrica
nts
, drill
chuck
, sp
indle
tap
er s
leev
es,
table
; co
nditio
n o
f cu
ttin
g t
ools
eg s
har
pnes
s, t
ip a
ngle
, sh
ank
stra
ightn
ess,
su
rfac
e co
nditio
n o
f sh
ank;
conditio
n o
f hold
ing d
evic
es e
g h
and v
ice,
m
achin
e vi
ce,
angle
bra
cket
s, c
lam
ps
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
48
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Set
up a
ben
ch/p
edes
tal
drilli
ng m
achin
e w
hic
h c
an
be
use
d t
o c
arry
out
drilli
ng
activi
ties
□
Set
up a
ben
ch/p
edes
tal drilli
ng m
achin
e: m
achin
e is
ola
tion b
efore
m
ounting c
utt
ing t
ools
or
work
han
dlin
g d
evic
es;
adju
stm
ent
of
table
hei
ght
and p
osi
tion;
mounting w
ork
pie
ce e
g h
and v
ice,
mac
hin
e vi
ce,
angle
bra
cket
s, c
lam
pin
g t
o m
achin
e ta
ble
; m
ounting a
nd s
ecuring o
f to
ols
eg c
huck
, ta
per
sle
eve,
cen
tre
drill,
tw
ist
drill,
pilo
t drill,
rea
mer
, co
unte
rbore
tool, c
ounte
rsin
king t
ool;
drill
shan
ks e
g s
trai
ght,
mors
e ta
per
; m
achin
e se
ttin
gs
and a
dju
stm
ents
eg s
pin
dle
spee
d,
feed
rat
e,
guar
ds,
saf
ety
dev
ices
; cu
ttin
g lubrica
nts
eg f
luid
s, c
om
pounds
2.2
U
se a
ben
ch/p
edes
tal drilli
ng
mac
hin
e to
saf
ely
carr
y out
drilli
ng a
ctiv
itie
s to
a
required
spec
ific
atio
n
□
Use
a b
ench
/ped
esta
l drilli
ng m
achin
e: t
echniq
ues
of
posi
tionin
g d
rills
to
mar
king o
ut
eg u
se o
f ce
ntr
e drills
, boxe
d h
ole
s, t
akin
g t
rial
cuts
, ch
ecki
ng a
ccura
cy;
drilli
ng t
echniq
ues
eg t
hro
ugh h
ole
s, h
ole
s w
ith a
giv
en d
epth
, flat
bott
omed
hole
s, c
ounte
rbore
s, c
ounte
rsin
ks,
ream
ed
hole
s, c
orr
ecting h
ole
s w
hic
h a
re o
ff-c
entr
e; d
rill
feed
ing e
g m
anual
, pow
er;
apply
ing c
utt
ing lubrica
nts
eg p
ress
ure
fed
, by
bru
sh;
good
house
keep
ing e
g m
achin
e is
ola
tion,
clea
nin
g d
ow
n,
retu
rn o
f to
ols
and
equip
men
t in
to s
afe
stora
ge
2
Be
able
to s
afel
y ca
rry
out
drilli
ng
activi
ties
usi
ng a
ben
ch/p
edes
tal
drilli
ng m
achin
e.
2.3
Chec
k th
at d
rille
d h
ole
s ar
e to
the
required
sta
ndar
d.
□
Use
a b
ench
/ped
esta
l drilli
ng m
achin
e: t
echniq
ues
of
posi
tionin
g d
rills
to
mar
king o
ut
eg u
se o
f ce
ntr
e drills
, boxe
d h
ole
s, t
akin
g t
rial
cuts
, ch
ecki
ng a
ccura
cy;
drilli
ng t
echniq
ues
eg t
hro
ugh h
ole
s, h
ole
s w
ith a
giv
en d
epth
, flat
bott
omed
hole
s, c
ounte
rbore
s, c
ounte
rsin
ks,
ream
ed
hole
s, c
orr
ecting h
ole
s w
hic
h a
re o
ff-c
entr
e; d
rill
feed
ing e
g m
anual
, pow
er;
apply
ing c
utt
ing lubrica
nts
eg p
ress
ure
fed
, by
bru
sh;
good
house
keep
ing e
g m
achin
e is
ola
tion,
clea
nin
g d
ow
n,
retu
rn o
f to
ols
and
equip
men
t in
to s
afe
stora
ge
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
49
Suggested resources
Books
Boyce et al – Engineering Level 1 Foundation Diploma (Edexcel/Pearson, 2008) ISBN 9780435756253
Chapman et al – GNVQ Intermediate Engineering (Longman, 2000) ISBN 9780582381384
Darbyshire et al – GNVQ Intermediate Engineering (Nelson Thornes, 1997) ISBN 9780748729364
Timings R L – Basic Manufacturing (Newnes, 1998) ISBN 9780750659901
Timings R L – Manufacturing Technology Volume One (Longman, 1998) ISBN 9780582356931
Tooley M – Engineering GNVQ Intermediate (Butterworth-Heinemann, 1996) ISBN 9780750625975
Waters F – Fundamentals of Manufacturing for Engineers (UCL Press, 1996) ISBN 9781857283389
Tutor resource disks
Boyce et al – Engineering Level 1 Foundation Diploma (Edexcel/Pearson, 2008) ISBN 9780435756260
Websites
www.hse.gov.uk
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
50
Unit 4: Developing Skills in Planning and Making a Machined Product
Unit reference number: Y/600/9140
QCF level: 1
Credit value: 6
Guided learning hours: 60
Unit aim
This unit will enable learners to develop the skills needed to plan and carry out the manufacture of a product using a small range of materials, machinery and tools. This unit provides some of the knowledge, understanding and skills for the Level 1 Performing Engineering Operations NOS Unit 7: Using Lathes for Turning Operations, NOS Unit 8: Using Milling Machines and NOS Unit 9: Using Grinding Machines.
Unit introduction
In this unit learners will be introduced to some of the practical skills needed to carry out machining operation using machine tools. They will consider the importance of communicating in technical terms by using and interpreting engineering drawings, and investigate what is involved when planning the manufacture of a product. Learners will then go on to manufacture a product and carry out inspection procedures to check that it conforms to a given specification.
Learners will consider the importance of using the correct raw materials, working safely with powered machinery and the need to check that guards, isolation switches, tools and equipment are in a safe and useable condition at all times. They will appreciate that before they start up a machine they must ensure that the work piece is fixed correctly, tools are mounted properly and the appropriate personal protective equipment (PPE) is being used.
This unit will help learners to appreciate the importance of following give instructions when carrying out activities and recognise what might go wrong when working with machine tools. Cleaning down work areas on completion of activities and the return of tools and equipment to safe storage are considered in the context of good housekeeping and efficient working.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
51
Essential resources
It would be extremely useful if learners had access to a range of equipment commonly used in engineering. It may be possible to arrange a visit to an engineering company to extend learner awareness of the range of resources used in engineering.
A typical centre engineering workshop should be equipped with the basic requirements of this unit including a range of grinding machines, milling machines and turning machines. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
52
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Li
st t
he
types
of
equip
men
t use
d w
hen
mak
ing
mac
hin
ed p
roduct
s
□
Equip
men
t: c
entr
e la
the;
mill
ing m
achin
e eg
ver
tica
l, h
orizo
nta
l,
univ
ersa
l; g
rindin
g m
achin
e eg
cyl
indrica
l, s
urf
ace;
key
fea
ture
s of
the
equip
men
t eg
moto
r, d
rive
sys
tem
, ro
tating p
arts
, sl
idew
ays,
tab
le,
tool
hold
ing,
guar
ds,
work
hold
ing,
star
t/st
op
1.2
Li
st t
he
tools
and w
ork
hold
ing d
evic
es u
sed w
hen
m
akin
g m
achin
ed p
roduct
s
□
Toolin
g:
cutt
ing t
ools
eg s
ingle
poin
t, p
arting o
ff,
end m
ill,
side
cutt
er,
face
cutt
er,
end m
ill,
slot
mill
, ce
ntr
e drill,
tw
ist
drill,
rea
mer
, ta
p,
die
, grindin
g w
hee
ls;
work
hold
ing e
quip
men
t eg
vic
e, a
lignm
ent
tennons,
ch
uck
s, c
entr
es,
clam
ps,
angle
pla
tes,
spec
ial fixt
ure
s, m
agnet
ic p
late
s
1
Know
about
equip
men
t, t
ools
an
d m
ater
ials
re
quired
to m
ake
mac
hin
ed p
roduct
s
1.3
Li
st t
he
types
of
mat
eria
ls
from
whic
h m
achin
ed
pro
duct
s ca
n b
e m
ade
□
Mat
eria
ls:
ferr
ous
eg c
ast
iron,
pla
in c
arbon s
teel
s; n
on-f
erro
us
eg
alum
iniu
m,
copper
, bra
ss;
non-m
etal
lic e
g p
oly
then
e, P
VC,
nyl
on,
bak
elite,
mel
amin
e
2.1
Id
entify
fea
ture
s of
a co
mponen
t by
inte
rpre
ting
an e
ngin
eering d
raw
ing
□
Engin
eering d
raw
ings:
2D
pro
ject
ion e
g 1
st a
ngle
, 3rd
angle
; is
om
etric
pro
ject
ion;
det
ails
eg d
imen
sions,
tex
t, a
bbre
viat
ions,
hid
den
det
ail,
sect
ions;
ske
tches
2
Be
able
to u
se
sim
ple
engin
eering
dra
win
gs
to p
lan
the
man
ufa
cture
of
a m
achin
ed
pro
duct
2.2
Li
st t
he
step
s in
a p
lan
whic
h c
an b
e fo
llow
ed w
hen
m
anufa
cturing a
pro
duct
□
Pla
nnin
g:
raw
mat
eria
ls;
pro
cess
es;
tool
ing;
sequen
ce o
f oper
atio
ns;
m
achin
e se
ttin
gs
eg s
pee
d,
feed
, dep
th o
f cu
t; s
afe
work
ing
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
53
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Confirm
with a
super
viso
r w
hat
has
to b
e done
bef
ore
m
anufa
cturing a
ctiv
itie
s ar
e ca
rrie
d o
ut
□
Bef
ore
sta
ting w
ork
: under
stan
d t
he
task
eg w
hat
nee
ds
to b
e ca
rrie
d,
ord
er o
f oper
atio
ns,
tools
and e
quip
men
t, q
ual
ity
chec
ks;
per
sonal
pro
tect
ion e
g e
ye p
rote
ctio
n,
hai
r pro
tect
ion,
rem
ova
l of
loose
clo
thin
g
and jew
elle
ry,
footw
ear,
use
of
bar
rier
cre
am;
regula
tions
and s
afet
y pro
cedure
s; m
ainte
nan
ce o
f ac
cess
eg c
lear
wal
kway
s, e
mer
gen
cy e
xits
; under
stan
d t
he
nee
d f
or
good h
ouse
keep
ing e
g c
lean
lines
s of
work
are
a,
rem
ova
l of
was
te m
ater
ials
; under
stan
d w
hat
mig
ht
go w
rong e
g
dam
aged
mat
eria
ls,
tool bre
akag
e, f
inis
hed
pro
duct
s not
to s
tandar
d;
confirm
pro
pose
d a
ctio
ns
with a
super
viso
r
3.2
Pr
epar
e a
man
ufa
cturing
work
are
a □
W
ork
are
a pre
par
atio
n:
sele
ct a
ppro
priat
e m
achin
ery
eg m
illin
g m
achin
e,
centr
e la
the,
grindin
g m
achin
e; o
bta
in r
aw m
ater
ials
eg f
erro
us,
non-
ferr
ous,
non-m
etal
lic;
sele
ct t
ools
and e
quip
men
t; o
bta
in c
orr
ect
per
sonal
pro
tect
ive
equip
men
t eg
eye
pro
tect
ion,
hai
r pro
tect
ion,
ove
ralls
, sa
fety
fo
otw
ear;
iden
tify
pro
cedure
for
mac
hin
e st
art/
stop in b
oth
norm
al a
nd
emer
gen
cy s
ituat
ions
3
Be
able
to p
repar
e a
work
are
a fo
r pro
duci
ng a
m
achin
ed p
roduct
3.3
Chec
k ra
w m
ater
ials
are
co
rrec
t an
d t
hat
mac
hin
ery
and t
ools
are
saf
e to
use
□
Chec
k ra
w m
ater
ials
are
corr
ect
and t
hat
mac
hin
ery
and t
ools
are
saf
e to
use
: ch
eck
mat
eria
ls e
g c
orr
ect
type,
corr
ect
size
, fr
ee f
rom
def
ects
; co
nditio
n o
f m
achin
e eg
guar
ds,
iso
lato
r sw
itch
, st
art/
stop s
witch
, em
ergen
cy s
top s
witch
, lim
it s
witch
, cu
ttin
g lubrica
nts
; co
nditio
n o
f cu
ttin
g t
ools
eg s
har
pnes
s, t
ip a
ngle
, dam
aged
tee
th;
conditio
n o
f grindin
g w
hee
ls e
g d
amag
e, c
rack
s, b
alan
ce,
requirin
g d
ress
ing,
conditio
n
of
hold
ing d
evic
es e
g c
huck
s eg
3 jaw
, 4 jaw
, co
llets
, ce
ntr
es,
mac
hin
e vi
ce,
angle
pla
te,
blo
cks,
cla
mps,
mag
net
ic p
late
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
54
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
U
se m
achin
es,
tools
and
equip
men
t to
man
ufa
cture
a
pro
duct
□
Mak
ing a
mac
hin
ed c
om
ponen
t: t
urn
ing e
g p
lain
and s
tepped
dia
met
ers,
fa
ces,
drille
d a
nd r
eam
ed h
ole
s, c
ham
fers
and r
adii,
knurlin
g,
gro
ove
s an
d u
nder
cuts
, par
ting o
ff;
mill
ing e
g h
orizo
nta
l fa
ces,
par
alle
l fa
ces,
ve
rtic
al f
aces
, open
-ended
slo
t, e
ncl
ose
d s
lot;
grindin
g e
g f
lat
surf
ace,
cy
lindrica
l su
rfac
e, s
hould
er;
mac
hin
e se
ttin
gs
and a
dju
stm
ents
eg
spin
dle
spee
d,
feed
rat
e, g
uar
ds,
saf
ety
dev
ices
; cu
ttin
g lubrica
nts
eg
fluid
s, c
om
pounds
4.2
Chec
k th
at t
he
pro
duct
m
eets
the
stan
dar
d r
equired
□
Com
ponen
t ch
ecks
: ap
pea
rance
eg c
uts
, burr
s, s
har
p e
dges
; to
lera
nce
s fo
r tu
rnin
g e
g d
imen
sions
+/-
0.2
5 m
m,
surf
ace
finis
h 1
.6 u
m;
tole
rance
s fo
r m
illin
g e
g d
imen
sions
+/-
0.2
5 m
m,
flat
nes
s an
d s
quar
enes
s w
ithin
0.1
25 m
m p
er 2
5 m
m,
surf
ace
finis
h 1
.6 u
m;
tole
rance
s fo
r grindin
g e
g
dim
ensi
ons
+/-
0.1
, flat
nes
s an
d s
quar
enes
s w
ithin
0.0
25 p
er 2
5 m
m,
surf
ace
finis
h 0
.4 u
m;
mea
suring e
quip
men
t eg
mic
rom
eter
, ve
rnie
r, r
ule
, gau
ges
, dia
l te
st indic
ator
4
Be
able
to m
ake
an e
ngin
eere
d
pro
duct
to a
sp
ecific
atio
n,
usi
ng
appro
priat
e eq
uip
men
t an
d
pro
cess
es w
hic
h
are
carr
ied o
ut
in a
sa
fe m
anner
4.3
Cle
an d
ow
n w
ork
are
a an
d
retu
rn t
ools
to s
tora
ge
□
Cle
anin
g d
ow
n a
nd p
utt
ing a
way
: co
llect
ion o
f sw
arf
eg b
rush
, co
llect
ion
pan
, re
cycl
ing c
onta
iner
; to
ols
and e
quip
men
t eg
cle
anin
g c
loth
, to
ol
case
, to
olb
ox,
rem
ove
cutt
ing t
ools
; re
turn
to s
tore
s eg
tools
, eq
uip
men
t,
surp
lus
mat
eria
ls;
mac
hin
e is
ola
tion,
insp
ection o
f w
ork
are
a eg
vis
ual
, si
gn o
ff
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
55
Information for tutors
Delivery
This unit is essentially practical and learners would benefit from practising their skills before being assessed. Learners should think about the processes needed and actions to be taken to prepare their workplace and then make basic components. Learners should have opportunities to talk about what they are going to do and how they propose to overcome any problems which may occur while they are using machine tools. It is important that learners understand the hazards involved when working with powered machinery and the measures which must be taken in order to minimise risk. They should also be fully aware of what to do in the case of an emergency.
The development of a production plan should be encouraged together with the use of engineering drawings which detail the features to be machined.
The product should be relatively simple and made up from a small number of components which will allow use of the different machining processes to be demonstrated and assessed, for example a small hand vice, toolmaker’s clamp, adjustable square. It will add interest if learners can keep what they manufacture.
Outline learning plan
The outline learning plan has been included in this unit as guidance.
Topic and suggested assignments/activities
List the type of equipment used when making machined products.
Tutor-led unit introduction covering content, method of working and assessment.
Tutor-led overview of the manufacturing skills learners will develop.
Small-group activity to identify the key features of a small range of given machine tools.
List the tools and work holding devices used when making machined products.
Whole-class, tutor-led discussion about tools and work holding equipment.
Paired activity to match tools and work holding devices to appropriate machinery.
List the types of materials machined products can be made from.
Whole-class, tutor-led discussion about the types of materials which are available to use in a workshop.
Paired activity to identify samples of given materials. Follow up by looking at machined components – identify the material and think about the manufacturing process it is used within.
Assessment activity – types of equipment, tools and materials used when manufacturing products.
Individual activity based on a given engineered product which addresses the unit content and assessment criteria 1.1,1.2 and 1.3.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
56
Topic and suggested assignments/activities
Identify features of a component by interpreting an engineering drawing.
Tutor-led discussion about different types of engineering drawings – present simple exemplars.
Paired activity to extract information from a given engineering drawing.
Paired activity to identify key features of components from 2D orthographic and isometric projection drawings.
List the steps in a plan to follow when manufacturing a product.
Whole-class, tutor-led discussion about how engineers plan the manufacture of engineering products. Using one or two basic components as examples – tutor presents drawing(s)/sketch(es), list of tools, machines, materials, sequence of operations, quality checks.
Paired activity to plan the manufacture of a given product.
Assessment activity – identify features of a component and plan its manufacture.
Individual activity based on a given engineered product which is made up from a small number of basic components. The activity should address the unit content and assessment criteria 2.1 and 2.2.
Confirm with a supervisor what has to be carried out before manufacturing activities are carried out.
Tutor-led discussion about PPE, where and when it is necessary and how it works.
Individual activity – identify specific risks when operating a lathe, milling machine and a grinding machine and the actions to take reduce risk of injury.
Tutor-led discussion about the need to confirm proposed activities with a supervisor.
Tutor-led discussion about emergency procedures to be followed if problems arise when working with machine tools.
Prepare a manufacturing work area.
Whole-class, tutor-led discussion about the need to prepare manufacturing work areas – present exemplars of poor and good preparation.
Paired activity to identify hazards/bad practices in workshops – presented as images with a checklist to complete.
Check raw materials are correct and that machinery and tools are safe to use.
Whole-class, tutor-led discussion about why raw materials, machinery and tools should be checked before use. Tutor presents a small range of examples which show the consequences of working with materials, machinery and tools that are not fit for purpose.
Small-group activity to identify the risks involved when working with lathes, milling machines and grinding machines and the measures which should be taken to reduce these risks.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
57
Topic and suggested assignments/activities
Use machines, tools and equipment to manufacture a product.
Paired and individual activities to develop skills when working with machine tools – work and tool holding, trial cuts, checking accuracy, different type of machining process, application of lubricants.
Individual manufacture of components using machine tools.
Setting up and adjusting machine settings, cutting materials and carrying out dimensional checks.
Paired activity – machine isolation and clean down.
Check that the product meets the required standard.
Whole-class, tutor-led discussion about why machined features should be checked against the specification.
Paired activity to check that the manufactured product meets the specification.
Clean down work area and return tools to storage.
Tutor-led discussion about the need for ‘good housekeeping’ in engineering workshops.
Paired activity – machine isolation, clean down, return of tools, equipment and unused raw materials to storage.
Assessment activity – prepare a work area and manufacture a product using machine tools.
Individual activity to manufacture a product using processes, tools and procedures which address the unit content and assessment criteria 3.1, 3.2, 3.3, 4.1, 4.2, 4.3. This assessment activity is linked to the previous one covering 2.1 and 2.2.
Seek and respond to guidance from the tutor.
Tutors should encourage learners to have a dialogue with them. This could be prompted by the tutor asking learners to explain what they are doing, why they are doing it and how they are able to work safely. This does not require a formal allocation of time and should occur during delivery and assessment of the unit.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Learners will benefit from access to a range of assessment opportunities. Examples might include observed practice, recorded explanations, checklists and annotated photographic records. Entries within a logbook and a finished product inspection record, both validated by the tutor, are also appropriate methods for recording achievement. Competence in practical activities should be evidenced through witness testimonies or observation records signed by the tutor.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
58
Suggested resources
Books
Boyce et al – Engineering Level 1 Foundation Diploma (Edexcel/Pearson, 2008) ISBN 9780435756253
Chapman et al – GNVQ Intermediate Engineering (Longman, 2000) ISBN 9780582381384
Darbyshire et al – GNVQ Intermediate Engineering (Nelson Thornes, 1997) ISBN 9780748729364
Jensen C – Interpreting Engineering Drawings (Delmar, 2001) 9781418055738
Simmons C and Maguire D – Manual of Engineering Drawing to British and International Standards (Butterworth-Heinemann, 2003) ISBN 9780750651202
Timings R L – Basic Manufacturing (Newnes, 1998) ISBN 9780750659901
Timings R L – Manufacturing Technology Volume One (Longman, 1998) ISBN 9780582356931
Tooley M – Engineering GNVQ Intermediate (Butterworth-Heinemann, 1996) ISBN 9780750625975
Waters F – Fundamentals of Manufacturing for Engineers (UCL Press, 1996) ISBN 9781857283389
Other publications
British Standard PP 8888 – 1: 2001 (A school version)
Tutor resource disks
Boyce et al – Engineering Level 1 Foundation Diploma (Edexcel/Pearson, 2008) ISBN 9780435756260
Websites
www.hse.gov.uk
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
59
Unit 5: Developing Skills in Assembling Mechanical Components
Unit reference number: H/600/9142
QCF level: 1
Credit value: 3
Guided learning hours: 30
Unit aim
This unit will enable learners to develop manual skills when working with basic assembly tools, so that they can apply them to assembling a product from a small number of mechanical components. This unit provides some of the knowledge, understanding and skills for the Level 1 Performing Engineering Operations NOS Unit 5: Assembling Mechanical Components.
Unit introduction
In this unit learners will be introduced to the practical skills needed to assemble components in an engineering workshop. They will explore why they need to understand what they are going to carry out and prepare the work area correctly. Using basic hand tools and measuring equipment, which they have selected, learners will assemble components into finished products which meet given specifications.
Learners will consider the importance of working safely in an engineering workshop and the need to check that tools and equipment are in a safe and useable condition at all times. They will also understand the requirement to check that components are the correct type and in good condition before starting work. Selection of the correct fastening devices and special tools, such as a torque wrench, is also covered in this unit. As assembly processes may involve the use of cleaning substances and lubricants, learners will need guidance on the precautions to take when using them.
Cleaning down work areas on completion of activities and the return of tools and equipment into safe storage are considered in the context of good housekeeping and efficient working.
This unit will help learners to appreciate the importance of following given instructions carrying out activities and to recognise the problems which may occur when assembling mechanical components.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
60
Essential resources
It would be extremely useful if learners had access to a range of equipment commonly used in engineering. It may be possible to arrange a visit to an engineering company to extend learner awareness of the range of resources used in engineering.
A typical centre engineering workshop should be equipped with the basic requirements of this unit including a range of mechanical fastening devices, tools and equipment for assembly operations. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
61
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Confirm
with a
super
viso
r w
hat
has
to b
e done
bef
ore
as
sem
bly
oper
atio
ns
are
carr
ied o
ut
safe
ly
□
Bef
ore
sta
rtin
g w
ork
: under
stan
d t
he
task
eg w
hat
nee
ds
to b
e ca
rrie
d
out,
ord
er o
f oper
atio
ns,
tools
and e
quip
men
t, q
ual
ity
chec
ks;
per
sonal
pro
tect
ion e
g e
ye p
rote
ctio
n,
hai
r pro
tect
ion,
footw
ear,
use
of
bar
rier
cr
eam
, re
mova
l of
loose
clo
thin
g a
nd jew
elle
ry;
regula
tions
and s
afet
y pro
cedure
s; m
ainte
nan
ce o
f ac
cess
eg c
lear
wal
kway
s, e
mer
gen
cy e
xits
; under
stan
d t
he
nee
d f
or
good h
ouse
keep
ing e
g c
lean
lines
s of
work
are
a,
rem
ova
l of
was
te m
ater
ials
; under
stan
d w
hat
mig
ht
go w
rong e
g
dam
aged
com
ponen
ts,
short
age
of
fast
enin
g d
evic
es,
finis
hed
ass
embly
not
to s
tandar
d;
confirm
pro
pose
d a
ctio
ns
with a
super
viso
r
1.2
Pr
epar
e a
work
are
a re
ady
for
the
asse
mbly
of
com
ponen
ts
□
Work
are
a pre
par
atio
n:
ben
ch p
repar
atio
n e
g t
idy
up,
pla
n lay
out
of
com
ponen
ts;
consu
mab
les
eg o
il, g
reas
e, s
eala
nt,
gas
ket;
ser
vice
s eg
el
ectr
ical
, co
mpre
ssed
air;
obta
in c
omponen
ts t
o b
e as
sem
ble
d;
obta
in
inst
ruct
ional
mat
eria
ls e
g a
ssem
bly
dra
win
g,
par
ts lis
t, a
ssem
bly
in
stru
ctio
ns;
obta
in a
ppro
priat
e fa
sten
ing d
evic
es;
sele
ct t
ools
and
equip
men
t; o
bta
in c
orr
ect
per
sonal
pro
tect
ive
equip
men
t eg
eye
pro
tect
ion,
hai
r pro
tect
ion,
ove
ralls
, sa
fety
footw
ear
1
Be
able
to p
repar
e a
work
are
a in
re
adin
ess
for
asse
mbly
oper
atio
ns
1.3
Chec
k co
mponen
ts a
re
corr
ect
and t
hat
tools
and
equip
men
t ar
e sa
fe t
o u
se
□
Chec
k th
at c
om
ponen
ts a
re c
orr
ect
and e
quip
men
t sa
fe t
o u
se:
chec
k co
mponen
ts e
g c
orr
ect
quan
tity
, sc
rew
thre
ads
undam
aged
, fr
ee f
rom
co
nta
min
atio
n,
def
ects
, burr
s, s
har
p e
dges
; co
nditio
n o
f to
ols
eg
scre
wdrive
rs,
plie
rs,
feel
er g
auges
, m
alle
ts,
span
ner
s, k
eys,
alig
nm
ent
dev
ices
, punch
es,
mea
suring e
quip
men
t, lifting e
quip
men
t
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
62
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
U
se a
ppro
priat
e to
ols
to
asse
mble
com
ponen
ts
□
Ass
emblin
g c
om
ponen
ts:
asse
mbly
pro
cedure
s eg
posi
tionin
g,
alig
nm
ent,
sh
im a
dju
stm
ent,
sec
uring,
torq
ue
tighte
nin
g;
fast
enin
g/s
ecuring d
evic
es
eg s
crew
s, n
uts
, bolts,
mac
hin
e sc
rew
s, w
asher
s, r
ivet
s, t
ab w
asher
s,
wire
lock
s, lock
ing n
uts
, ci
rclip
s, p
ins,
dow
els,
key
s, r
ivet
s; m
inim
um
of
six
com
ponen
ts e
g p
ulle
y m
echan
ism
, si
mple
cra
nk
mec
han
ism
, si
mple
gea
rbox
asse
mbly
, bea
rings,
sea
ls,
shaf
ts,
chai
ns,
spro
cket
s, c
ams
and
follo
wer
s, s
prings,
bel
ts,
gas
kets
2.2
Chec
k th
at t
he
finis
hed
as
sem
bly
confo
rms
to
spec
ifie
d lim
its
of
accu
racy
□
Chec
k as
sem
bly
mee
ts r
equired
sta
ndar
d:
chec
king f
or
oper
atio
n e
g
corr
ect
move
men
t of
slid
ing a
nd r
ota
ting p
arts
, co
rrec
t to
rque
applie
d t
o
critic
al f
aste
nin
gs,
end f
loat
of
shaf
ts,
oper
atin
g c
lear
ance
s on v
alve
s or
actu
ators
; vi
sual
insp
ection e
g c
orr
ectn
ess
of
fit
at c
ritica
l st
ages
during
asse
mbly
, co
rrec
t orien
tation o
f co
ver
pla
tes
2
Be
able
to c
arry
out
asse
mbly
oper
atio
ns
usi
ng
mec
han
ical
co
mponen
ts
2.3
Cle
an d
ow
n w
ork
are
a an
d
retu
rn t
ools
and e
quip
men
t to
sto
rage.
□
Cle
anin
g d
ow
n a
nd p
utt
ing a
way
: to
ols
and e
quip
men
t eg
cle
anin
g c
loth
, to
ol ca
se,
toolb
ox;
ret
urn
to s
tora
ge
eg t
ools
, eq
uip
men
t, s
urp
lus
fast
enin
gs;
clo
se d
ow
n s
ervi
ces
eg e
lect
rica
l, c
om
pre
ssed
air e
g
insp
ection o
f w
ork
are
a eg
vis
ual
, si
gn o
ff
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
63
Information for tutors
Delivery
This unit is essentially practical and learners would benefit from practising their skills before being assessed. Learners should think about the processes needed and actions to be taken to prepare their workplace and then assemble components into a basic assembly. Learners should have opportunities to talk about what they are going to do and how they propose to overcome any problems which may occur while they are assembling components. It is important that they understand the safety aspects of using hand and powered assembly tools and the measures which must be taken in order to minimise risk. They should also be fully aware of what to do in the case of an emergency.
Outline learning plan
The outline learning plan has been included in this unit as guidance.
Topic and suggested assignments/activities
Confirm with a supervisor what has to be done before assembly operations are carried out safely.
Tutor-led unit introduction covering content, method of working and assessment.
Tutor-led overview of the hand assembly skills learners will develop.
Whole-class, tutor-led discussion about how engineers plan the assembly of engineering products. Using one or two simple products as examples – tutor presents drawing(s)/sketch(es), list of tools, components, fastening, sequence of operations, quality checks.
Tutor-led discussion about PPE, where and when it is necessary and how it works.
Tutor-led discussion about the need to confirm proposed activities with a supervisor.
Small-group activity to plan the assembly of a single given product.
Prepare a work area ready for the assembly of components.
Whole-class, tutor-led discussion about the need to prepare work areas – present examples of poor and good preparation.
Paired activity to identify hazards/bad practices in workshops – presented as images with a checklist to complete.
Check components are correct and that tools and equipment are safe to use.
Whole-class, tutor-led discussion about why components, tools and equipment should be checked before being used. Tutor presents an example which shows the consequences of working with assembly tools that are not fit for purpose.
Small-group activity to identify, from images, problems which can occur when assembling components.
Tutor-led discussion about special precautions to take when working with lubricants, cleaning substances, hydraulic oil and compressed air.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
64
Topic and suggested assignments/activities
Use appropriate tools to assemble components.
Tutor demonstration of assembly techniques followed by assembly of a product.
Individual activities to develop basic assembly skills using hand tools.
Individual and paired activities to assemble products from given components referring to parts schedules, drawings and manuals.
Check that the finished assembly conforms to specified limits of accuracy.
Whole-class, tutor-led discussion about why assembled components should be checked against the specification.
Individual activity to check an assembled product against its specification – dimensional and operational features.
Clean down work area and return tools and equipment to storage.
Tutor-led discussion about the need for ‘good housekeeping’ in engineering workshops and the correct storage of tools and equipment.
Assessment activity – prepare a work area and assemble components using hand tools.
Individual activity to assemble components using tools and procedures which address the unit content and six assessment criteria.
Seek and respond to guidance from the tutor.
Tutors should encourage learners to have a dialogue with them. This could be prompted by the tutor asking learners to explain what they are doing, why they are doing it and how they are able to work safely. This does not require a formal allocation of time and should occur during delivery and assessment of the unit.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Learners will benefit from access to range of assessment opportunities. Examples might include observed practice, recorded explanations, checklists and annotated photographic records. Entries within a logbook and a finished assembly inspection report, both validated by the tutor, are also appropriate methods for recording achievement. Competence in practical activities should be evidenced through witness testimonies or observation records signed by the tutor.
Suggested resources
Textbooks
Boyce et al – Engineering Level 1 Foundation Diploma (Edexcel/Pearson, 2008) ISBN 9780435756253
Salmon D – NVQ Engineering Level 2 Mandatory Units (Longman, 1997) ISBN 9780582302983
Salmon D – NVQ Engineering Level 2 Mechanical Units (Longman, 2002) ISBN 9780750654067
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
65
Other publications
SEMTA – Trainees Book, Training Module for Maintaining Mechanical Devices and Systems (Training Publications Ltd 2001)
SEMTA – Instructors Manual, Training Module for Maintaining Mechanical Devices and Systems (Training Publications Ltd 2001)
Tutor resource disks
Boyce et al – Engineering Level 1 Foundation Diploma (Edexcel/Pearson, 2008) ISBN 9780435756260
Websites
www.hse.gov.uk
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
66
Unit 6: Developing Skills in Joining Materials Using Welding
Unit reference number: K/601/0096
QCF level: 1
Credit value: 3
Guided learning hours: 30
Unit aim
This unit will enable learners to develop manual skills when working with welding equipment so that they can apply them to joining metals with joints which have recognised configurations and acceptable levels of accuracy and quality. This unit provides some of the knowledge, understanding and skills for the Level 1 Performing Engineering Operations NOS Unit 15: Using Manual Arc Welding Equipment, NOS Unit 16: Using TIG Welding Equipment, NOS Unit 17: Using Manual MIG or MAG Welding Equipment and Unit 18: Using Manual Oxy-fuel Gas Welding Equipment.
Unit introduction
In this unit learners will be introduced to the practical skills needed to weld metals. They will explore the need to understand what they are going to carry out and prepare the work area correctly. Using appropriate edge preparation and welding equipment learners will produce simple fabrications which meet given specifications.
Learners will consider the importance of working safely in an engineering workshop and the need to check that tools and equipment are in a safe and useable condition at all times. They will understand the special requirements relating to the use of welding equipment, the handling of hot materials and the personal protection of themselves and other people.
Cleaning down work areas on completion of activities and the return of tools and equipment to safe storage are considered in the context of good housekeeping, efficient working and health and safety.
This unit will help learners to appreciate the importance of following given instructions when carrying out activities and to recognise the problems which may occur when working with welding equipment.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
67
Essential resources
It would be extremely useful if learners had access to a range of equipment commonly used in engineering. It may be possible to arrange a visit to an engineering company to extend learner awareness of the range of resources used in engineering.
A typical centre engineering workshop should be equipped with the basic requirements of this unit including a range of welding process equipment, for example oxy fuel-gas, manual metal arc, gas-shielded arc. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
68
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Confirm
with a
super
viso
r w
hat
has
to b
e done
bef
ore
w
eldin
g o
per
atio
ns
are
carr
ied o
ut
safe
ly
□
Bef
ore
sta
rtin
g w
ork
: under
stan
d t
he
task
eg w
hat
nee
ds
to b
e ca
rrie
d
out,
ord
er o
f oper
atio
ns,
tools
and e
quip
men
t, q
ual
ity
chec
ks;
per
sonal
pro
tect
ion e
g e
ye p
rote
ctio
n,
lens
filter
s, h
air
pro
tect
ion,
footw
ear,
use
of
bar
rier
cre
am,
rem
ova
l of
loose
clo
thin
g a
nd jew
elle
ry;
regula
tions
and
safe
ty p
roce
dure
s eg
han
dlin
g h
ot
mat
eria
l, f
um
e ex
trac
tion,
pro
tect
ive
scre
ens,
initia
ting a
rc/f
lam
e; m
ainte
nan
ce o
f ac
cess
eg c
lear
wal
kway
s,
emer
gen
cy e
xits
; under
stan
d t
he
nee
d f
or
good h
ouse
keep
ing e
g
clea
nlin
ess
of
work
are
a, e
limin
atin
g p
ote
ntial
haz
ards;
under
stan
d w
hat
m
ight
go w
rong e
g m
ater
ials
of
the
wro
ng s
ize,
an e
quip
men
t fa
ult
dev
elops,
consu
mab
les/
gas
es r
un o
ut,
fin
ished
wel
ds
not
to s
tandar
d;
confirm
pro
pose
d a
ctio
ns
with a
super
viso
r
1.2
Pr
epar
e a
work
are
a re
ady
for
the
wel
din
g o
f m
ater
ials
□
W
ork
are
a pre
par
atio
n:
sele
ct a
ppro
priat
e w
eldin
g e
quip
men
t eg
man
ual
m
etal
arc
, oxy
fuel
-gas
, TIG
, M
IG/M
AG
; obta
in m
ater
ials
to b
e w
elded
eg
carb
on s
teel
, st
ainle
ss s
teel
, al
um
iniu
m;
sele
ct a
ppro
priat
e co
nsu
mab
les
eg f
iller
wire,
fill
er r
od,
elec
trode;
sel
ect
han
d t
ools
eg c
lam
ps,
vic
e,
ham
mer
s, r
ule
, sq
uar
e, w
ire
bru
sh;
obta
in c
orr
ect
per
sonal
pro
tect
ive
equip
men
t eg
eye
pro
tect
ion,
hai
r pro
tect
ion,
ove
ralls
, sa
fety
footw
ear;
id
entify
pro
cedure
s fo
r eq
uip
men
t st
art
up/c
lose
dow
n in b
oth
norm
al a
nd
emer
gen
cy s
ituat
ions
1
Be
able
to p
repar
e a
work
are
a in
re
adin
ess
for
wel
din
g o
per
atio
ns
1.3
Chec
k th
at m
ater
ials
are
co
rrec
t an
d t
ools
and
equip
men
t ar
e sa
fe t
o u
se
□
Chec
k th
at m
ater
ials
are
corr
ect
and e
quip
men
t is
saf
e to
use
: ch
eck
mat
eria
ls t
o e
nsu
re r
ight
type
and s
ize;
chec
k m
ater
ials
are
fre
e fr
om
ex
cess
ive
conta
min
atio
n e
g r
ust
, oil,
gre
ase,
dirt;
chec
k co
nditio
n a
nd
corr
ect
asse
mbly
of
equip
men
t eg
pow
er c
able
s, e
arth
ret
urn
s, g
as h
ose
s,
regula
tors
, sa
fety
val
ves,
torc
h/e
lect
rode
hold
ers,
gas
lea
ks,
lens
filter
s,
clam
ps
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
69
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
U
se a
ppro
priat
e eq
uip
men
t to
saf
ely
wel
d m
ater
ials
to
get
her
□
Use
equip
men
t to
wel
d m
ater
ials
toget
her
saf
ely:
wel
ded
join
ts e
g f
illet
la
p,
tee
fille
t, c
lose
corn
er,
butt
; w
eldin
g p
osi
tion e
g f
lat
han
d d
ow
n,
horizo
nta
l, v
ertica
l; 1
00 m
m m
inim
um
wel
d len
gth
; fo
rms
of
mat
eria
l eg
pla
te,
sect
ion,
tube;
run w
elds
eg s
ingle
, m
ulti, s
top,
rest
art;
edge
pre
par
atio
n e
g f
lat,
squar
e, b
evel
led;
set
up a
nd r
estr
ain m
ater
ials
eg
posi
tion,
alig
nm
ent,
gap
pin
g,
clam
ps,
fix
ture
s; s
tart
ing t
he
wel
d e
g
striki
ng,
initia
ting,
torc
h lig
hting,
adju
st/c
ontr
ol ar
c/flam
e; t
ack
wel
d;
contr
olli
ng t
he
wel
d e
g s
pee
d,
direc
tion,
angle
, ble
ndin
g
stops/
star
ts/t
acks
, dis
tort
ion,
finis
hed
appea
rance
2.2
Chec
k th
at t
he
wel
ded
join
ts
mee
t th
e st
andar
ds
required
□
Chec
k th
at w
elded
join
ts m
eet
the
required
sta
ndar
ds:
dim
ensi
onal
ch
ecks
eg p
osi
tional
acc
ura
cy,
size
, pro
file
of w
eld,
dis
tort
ion;
visu
al
chec
ks e
g u
niform
ity,
alig
nm
ent,
corr
ect
fusi
on,
fille
t of
appro
priat
e si
ze,
poro
sity
, sl
ag incl
usi
ons,
par
ent
met
al s
ubst
antial
ly f
ree
from
arc
ing o
r ch
ippin
g m
arks
2
Be
able
to p
roduce
w
elded
join
ts t
o
the
required
st
andar
d
2.3
Fo
llow
corr
ect
pro
cedure
s to
cl
ose
dow
n a
nd s
afel
y st
ore
w
eldin
g e
quip
men
t
□
Follo
w c
orr
ect
pro
cedure
s to
clo
se d
ow
n a
nd s
tore
wel
din
g e
quip
men
t sa
fely
: cl
osi
ng d
ow
n e
quip
men
t eg
iso
lation o
f el
ectr
ical
supplie
s,
extinguis
hin
g t
he
wel
din
g f
lam
e, t
urn
ing o
ff g
as c
ylin
der
s/su
pply
; st
oring
equip
men
t sa
fely
eg c
able
s, g
as h
oses
, cy
linder
s, w
eldin
g s
ets,
fill
er
wires
, el
ectr
odes
, han
d t
ools
; re
turn
ing a
nd s
toring s
afet
y eq
uip
men
t;
good h
ouse
keep
ing e
g c
lean
ing d
ow
n,
shutt
ing o
ff f
um
e ex
trac
tion,
retu
rn
of
tools
and e
quip
men
t in
to s
afe
stora
ge
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
70
Information for tutors
Delivery
This unit is essentially practical and learners would benefit from practising their skills before being assessed. Learners should think about the processes needed and actions to be taken to prepare their workplace and then weld materials into basic fabrications. Learners should have opportunities to talk about what they are going to carry out and how they propose to overcome problems which may occur whilst they are assembling components. It is important that they understand the safety aspects of working with welding equipment and the measures which must be taken in order to minimise risk. They should also be fully aware of what to do in the case of an emergency.
Outline learning plan
The outline learning plan has been included in this unit as guidance.
Topic and suggested assignments/activities
Confirm with a supervisor what has to be done before welding operations are carried out safely
Tutor-led unit introduction covering content, method of working and assessment.
Tutor-led overview of the welding skills learners will develop.
Tutor-led introduction about how engineers plan the manufacture of basic fabricated structures.
Tutor-led discussion about PPE, where and when it is necessary and how it works.
Tutor-led discussion about the need to confirm proposed activities with a supervisor.
Small-group activity to plan the production of a simple fabricated component.
Prepare a work area ready for the welding of materials
Whole-class, tutor-led discussion about the need to prepare work areas – present examples of poor and good preparation.
Paired activity to identify hazards/bad practices in workshops – presented as images with a checklist to complete.
Check that materials are correct and tools and equipment are safe to use
Whole-class, tutor-led discussion about why welding equipment and materials should be checked before use. Tutor presents a small range of examples which show the consequences of working with equipment and materials that are not fit for purpose.
Small-group activity to identify, from images, unsafe welding practices.
Use appropriate equipment to safely weld materials together
Tutor demonstration of how to use the equipment learners will be working with.
Individual activities to develop welding skills. Simple edge preparation and joint welding using available equipment (oxy-gas and/or electric arc).
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
71
Topic and suggested assignments/activities
Check that the welded joints meet the required standards
Whole-class, tutor-led discussion about why welded joints need to be checked for accuracy, distortion and general quality.
Paired activity to check the quality of pre-prepared joints and those that learners have produced.
Follow correct procedures to close down and store welding equipment safely
Tutor-led discussion about the need for ‘good housekeeping’ in engineering workshops.
Assessment activity – prepare a work area and produce welded joints
Individual activity: set up welding equipment, edge prepare materials, weld joints, carry out checks, close down and put away. The activity should address the unit content and six assessment criteria.
Seek and respond to guidance from their tutor
Tutors should encourage learners to have a dialogue with them. This could be prompted by tutors asking learners to explain what they are doing, why they are doing it and how they are able to work safely. This does not require a formal allocation of time and should occur during delivery and assessment of the unit.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Learners will benefit from access to a range of assessment opportunities. Examples might include observed practice, recorded explanations, checklists and annotated photographic records. Entries within a logbook and weld inspection reports, both validated by the tutor, are also appropriate methods for recording achievement. Competence in practical activities should be evidenced through witness testimonies or observation records signed by the tutor.
Suggested resources
Books
Boyce et al – Engineering Level 1 Foundation Diploma (Edexcel/Pearson, 2008) ISBN 9780435756253
Galvery – Welding Essentials: Question and Answers (Industrial Press, 2002) ISBN 9780831131234
Timings R L – Basic Manufacturing (Newnes, 1998) ISBN 9780750659901
Waters F – Fundamentals of Manufacturing for Engineers (UCL Press, 1996) ISBN 9781857283389
Tutor resource disks
Boyce et al – Engineering Level 1 Foundation Diploma (Edexcel/Pearson, 2008) ISBN 9780435756260
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
72
Videos
The Video Skill – Guide to Gas Welding (1991)
Websites
www.diywelding.co.uk
www.hse.gov.uk
www.mig-welding.co.uk/tutorial.htm
www.twi.co.uk
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
73
Unit 7: Developing Skills in Electronic Assembly
Unit reference number: H/601/0095
QCF level: 1
Credit value: 3
Guided learning hours: 30
Unit aim
This unit introduces learners to the skills needed to assemble electronic components into simple circuits. It will give them the opportunity to think about the precautions and safety requirements needed when using electronic assembly activities. This unit provides some of the knowledge, understanding and skills for the Level 1 Performing Engineering Operations NOS Unit 23: Assembling Electronic Circuits.
Unit introduction
In this unit learners will explore the activities involved in assembling electronic components and making circuits. When preparing for electronic assembly activities they will learn about the necessary safety requirements, components, tools and equipment, and use soldering techniques.
Learners will be involved in the practical activities associated with assembling a simple electronic circuit. They will be able to demonstrate that they can prepare for the activity and also take the necessary precautions to ensure the assembly is carried out safely and correctly. They will have an opportunity to check a range of components, tools and equipment before the circuit is assembled. Having carried out an electronic assembly activity learners will show that they can leave the work area in a safe and tidy condition and that they have produced an assembly to a reasonable standard.
Essential resources
A typical centre engineering workshop should be equipped with the basic requirements of this unit including a range of electronic assembly equipment and components, tools and equipment for assembly operations. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
74
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Tak
e pre
cautions
read
y to
ca
rry
out
an e
lect
ronic
as
sem
bly
act
ivity
□
Prep
arat
ion a
ctiv
itie
s: p
reca
utions
eg t
idy
ben
ch a
nd f
loor
area
, pla
nnin
g
asse
mbly
are
a la
yout,
chec
king a
vaila
bili
ty o
f se
rvic
es s
uch
as
elec
tric
al
or
air
supplie
s, p
utt
ing t
ools
and e
quip
men
t in
to s
afe
stora
ge
afte
r use
; pre
par
atio
n e
g c
orr
ect
com
ponen
ts a
nd h
ow
they
fit into
the
asse
mbly
, how
to u
se t
ools
and e
quip
men
t; c
hec
king e
g b
ent
pin
s, b
roke
n lea
ds,
dam
aged
housi
ng,
oth
er d
amag
e to
com
ponen
ts,
quan
tity
of
com
ponen
ts
1.2
Pr
epar
e co
mponen
ts,
tools
an
d e
quip
men
t re
ady
for
an
elec
tronic
ass
embly
act
ivity
1
Be
able
to p
repar
e fo
r an
d c
arry
out
an e
lect
ronic
as
sem
bly
act
ivity
1.3
Chec
k co
mponen
ts b
efore
th
ey a
re u
sed in a
n
elec
tronic
ass
embly
act
ivity
□
Ele
ctro
nic
ass
emblie
s: e
lect
ronic
circu
its
eg a
udio
am
plif
iers
, si
gnal
co
nve
rter
s, s
ignal
gen
erat
ors
, co
unte
r/tim
ers,
sen
sor/
actu
ator
circ
uit,
dig
ital
circu
it,
signal
pro
cess
ing c
ircu
it,
alar
m a
nd p
rote
ctio
n c
ircu
it;
connec
t per
ipher
al c
om
ponen
ts a
nd w
irin
g;
asse
mblie
s to
conta
in
com
ponen
t boar
d incl
udin
g a
ran
ge
of co
mponen
ts e
g r
esis
tor
(such
as
fixe
d,
variab
le),
cap
acitor
(such
as
fixe
d,
variab
le,
elec
troly
tic)
, dio
des
, se
mic
onduct
or
dev
ice,
inte
gra
ted c
ircu
it I
C,
connec
tors
, in
sula
tors
, ca
ble
s, c
lips
and s
trap
s
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
75
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Li
st t
he
safe
ty a
spec
ts f
or
an
elec
tronic
ass
embly
act
ivity
□
Corr
ect
asse
mbly
: usi
ng p
liers
, w
ire
stripper
s, s
ide
or
end c
utt
ers,
spec
ial
tools
for
inse
rtin
g c
om
ponen
ts;
sold
erin
g c
om
ponen
ts a
nd t
he
use
of
hea
t si
nks
/shunts
; usi
ng a
nti-s
tatic
pro
cedure
s; r
emovi
ng c
orr
ect
length
of
insu
lation;
avoid
ing d
amag
e to
conduct
ors
; tinnin
g c
onduct
or
ends
when
ap
pro
priat
e; t
erm
inat
ing c
able
s to
con
nec
tors
; se
curing c
able
s usi
ng c
lips
and s
trap
s; m
akin
g v
isual
chec
ks e
g p
osi
tionin
g o
f co
mponen
ts a
nd
wirin
g,
dam
aged
/burn
t in
sula
tion,
exce
ssiv
e so
lder
or
sold
er
spik
es/b
ridges
whic
h m
ay c
ause
short
circu
its
to o
ccur;
chec
king c
ircu
it
funct
ion u
sing s
imple
tes
t eq
uip
men
t an
d/o
r sp
ecific
tes
t to
ols
2
Be
able
to
asse
mble
el
ectr
onic
co
mponen
ts
corr
ectly
and
safe
ly.
2.2
Pr
oduce
an e
lect
ronic
as
sem
bly
corr
ectly
and
safe
ly.
□
Saf
ety:
per
sonal
pro
tect
ion e
g w
earing p
rote
ctiv
e cl
oth
ing,
rem
ova
l of
loose
clo
thin
g a
nd jew
elle
ry,
use
of
bar
rier
cre
am,
eye
pro
tect
ion,
safe
ty
footw
ear;
pre
par
atio
n o
f as
sem
bly
are
a; f
um
e ex
trac
tion;
good
house
keep
ing e
g c
lean
lines
s of
work
are
a, r
emova
l of
was
te m
ater
ials
, st
ora
ge
of
mat
eria
ls a
nd t
ools
; m
ainte
nan
ce o
f ac
cess
eg c
lear
wal
kway
s,
emer
gen
cy e
xits
; an
ti-s
tatic
pre
cautions;
hea
t dam
age
eg u
se o
f hea
t si
nk;
han
dlin
g c
ircu
it b
oar
ds
to a
void
conta
min
atio
n;
insp
ecting s
old
erin
g
equip
men
t fo
r dam
aged
/burn
t in
sula
tion
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
76
Information for tutors
Delivery
This unit is about preparing for and carrying out an electronic assembly activity correctly and safely. It therefore lends itself to be delivered in a holistic way and by learners practising in the workshop and reflecting on the experiences gained relating to safety and the correct use of components, tools and equipment when carrying out activities.
A key part of delivery is likely to be demonstration and practice. Although some awareness raising may be needed in a safe environment such as a classroom. Although both learning outcomes are practical in nature, some underpinning knowledge will need to be established before learners are allowed access to the practical activities. Checking of this may be best achieved through question and answer sessions. Other activities such as ‘card games’ or ‘word searches’ may also be appropriate and helpful.
Outline learning plan
The outline learning plan has been included in this unit as guidance.
Topic and suggested assignments/activities
Be able to prepare for and carry out an electronic assembly activity
Whole-class, tutor-led discussions about the importance of good preparation.
Whole-class, tutor-led demonstration of good practice and preparation in the electronics workshop.
Individual activity: learners visit a poorly laid out assembly area and establish all points of bad practice, set this up as a competition.
Individual activity: learners devise and play each others’ crossword games about the precautions to take and the checking of components.
Assessment of this part of the unit is likely to be achieved within activities to meet the requirement of the second learning.
Be able to assemble electronic components correctly and safely
Individual activity completing ‘gapped handouts’ about safety aspects etc.
Whole-class, tutor-led demonstration of electronic assembly activities.
Individual learners activity: practise producing electronic assemblies, with formative checks until learners show a reasonable level of competence and safety.
Individual summative assessment activity. This will take a large proportion of the time for this part of the unit.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
77
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Due to the nature of the assessment requirements of this unit it is likely that summative assessment will take a large proportion of the 30 hours assigned to the unit. Learners should only be assessed once the tutor is comfortable with their level of competence developed during the formative stages of the practical activities.
A single assignment could be developed to address all the assessment criteria. It should be based on the practical activity of assembling electronic components correctly and safely. This does mean that most of the evidence will be in the form of witness statements/observation records supported by annotated photographs of what learners carried out, and work area layout, along with component listings etc, 2.1 will, however, require either a written list of safety aspects produced by learners or a list written by the tutor and extracted from the learner, and authenticated as such.
The circuit given to each learner must include a range of opportunities for them to take appropriate precautions before they prepare for and start the assembly activity in a correct and safe manner. The electronic assembly must include a range of components to be assembled from those listed in the unit content. Whilst the circuit does not need to contain all those listed it should have a simple function. This would add relevance to this activity. When designing the circuit to be assembled, and components to be used, care must be taken, to ensure that learners have opportunities to demonstrate correct assembly methods as defined in the unit content. It would also be sensible to include some components that are not ‘fit for purpose’ for example have bent pins, so that learners can demonstrate they have checked components before assembling and requested an exchange. The opportunity to check the assembly for correct function is also important and part of the requirements of 2.2.
Suggested resources
Books
Bishop O – Electronics: A First Course (Newnes, 2006) ISBN 0750669608
Bishop O – Electronics: Circuits and Systems (Newnes, 2003) ISBN 0750658452
Duncan T – Success in Electronics (Hodder Murray, 1997) ISBN 0719572053
Sladdin and Johnson – Elementary Electronics: Basic Electronics (Hodder & Arnold, 1990) ISBN 978-0340513736
Tooley M – Electronic Circuits: Fundamentals and Applications (Newnes, 2006) ISBN 0750669233
Magazines
Engineering – (The Engineering Magazine) ISSN 0013-7782
Engineering & Technology Magazine
Websites
www.maplin.co.uk/
uk.rs-online.com/web/
www.rapidonline.com
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
78
Unit 8: Developing Skills in Wiring Electrical Circuits and Components
Unit reference number: L/601/0124
QCF level: 1
Credit value: 3
Guided learning hours: 30
Unit aim
This unit introduces learners to the skills required to carry out the wiring and terminating of electrical circuits and components. It will give them the opportunity to think about the necessary precautions and safety requirements when preparing for wiring activities by learning about components, cables, tools and equipment when using appropriate terminations. This unit provides some of the knowledge, understanding and skills for the Level 1 Performing Engineering Operations NOS Unit 21: Wiring Electrical Equipment and Circuits.
Unit introduction
In this unit learners will explore the activities involved in wiring simple electrical circuits and components. When preparing for electrical wiring activities they will learn about the necessary safety requirements, components, cables, tools, equipment, and any documentation that may be required.
Learners will be involved in the practical activities associated with wiring a simple electrical assembly. They will be able to demonstrate that they can prepare for the activity and also take the necessary precautions to ensure the assembly is carried out safely and correctly. Learners will have an opportunity to check a range of components, cables, tools and equipment before the wiring is carried out. Having completed an electrical wiring activity learners will show that they can leave the work area in a safe and tidy condition and that they have produced an assembly to a reasonable standard.
Essential resources
A typical centre engineering workshop should be equipped with the basic requirements of this unit including a range of electrical wiring equipment and components, cables, tools and equipment for assembly operations. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
79
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Tak
e pre
cautions
read
y to
ca
rry
out
an e
lect
rica
l w
irin
g
activi
ty
□
Prep
arat
ion a
ctiv
itie
s: p
reca
utions
eg t
idy
ben
ch a
nd f
loor
area
, pla
nnin
g
asse
mbly
are
a la
yout,
chec
king a
vaila
bili
ty o
f se
rvic
es s
uch
as
elec
tric
al
or
air
supplie
s, p
utt
ing t
ools
and e
quip
men
t in
to s
afe
stora
ge
afte
r use
; pre
par
atio
n e
g c
orr
ect
com
ponen
ts a
nd c
able
s an
d h
ow
they
fit into
the
asse
mbly
, how
to u
se t
ools
and e
quip
men
t eg
ele
ctrici
an’s
scr
ewdrive
r (p
aral
lel sl
ott
ed a
nd P
hill
ips
hea
d),
adju
stab
le w
rench
, cr
aft
knife,
plie
rs
with insu
late
d h
andle
s, w
ire
stripper
s, junio
r hac
ksaw
, dig
ital
multim
eter
, ta
pe
mea
sure
; ch
ecki
ng e
g d
amag
ed h
ousi
ng,
bro
ken insu
lation,
mis
sing
term
inal
scr
ews,
quan
tity
of
com
ponen
ts;
pre
par
atio
n f
or
term
inat
ion
activi
ties
eg d
eter
min
ing t
he
size
s an
d len
gth
s of
required
cab
les
1.2
Pr
epar
e co
mponen
ts,
cable
s,
tools
and e
quip
men
t re
ady
for
an e
lect
rica
l w
irin
g
activi
ty
1
Be
able
to p
repar
e fo
r an
d c
arry
out
an e
lect
rica
l w
irin
g
activi
ty
1.3
Chec
k co
mponen
ts a
nd
cable
s bef
ore
they
are
use
d
in a
n e
lect
rica
l w
irin
g
activi
ty
□
Wirin
g e
lect
rica
l ac
tivi
ty:
wirin
g a
circu
it e
g lig
hting,
pow
er,
contr
ol,
dom
estic
lighting c
ircu
its,
dom
estic
pow
er c
ircu
its,
moto
r st
art
and
contr
ol, v
ehic
le h
eating o
r ve
ntila
ting,
vehic
le lig
hting,
vehic
le s
tart
ing
and ignitio
n,
inst
rum
enta
tion a
nd c
ontr
ol ci
rcuits,
ala
rm s
yste
ms
(such
as
fire
, in
truder
, pro
cess
contr
ol)
, el
ectr
o-p
neu
mat
ic o
r el
ectr
o-h
ydra
ulic
co
ntr
ol ci
rcuits,
oth
er c
ontr
ol ci
rcuits
(such
as
pum
ps,
fan
s, b
low
ers,
ex
trac
tors
), lig
hting,
air
conditio
nin
g c
ontr
ol ci
rcuits,
ref
riger
atio
n c
ontr
ol
circ
uits,
hea
ting/b
oile
r co
ntr
ol ci
rcuits,
aircr
aft
lighting c
ircu
its,
pow
er
gen
erat
ion a
nd c
ontr
ol ci
rcuits,
avi
onic
circu
its
and s
yste
ms,
em
ergen
cy
lighting s
yste
ms,
com
munic
atio
n s
yste
ms,
com
pute
r sy
stem
s in
cludin
g
eart
hin
g p
roce
dure
s an
d c
ircu
it p
rote
ctio
n;
wirin
g c
ircu
it o
r as
sem
bly
to
conta
in c
ablin
g;
sim
ple
tes
t to
ensu
re w
irin
g m
eets
the
stan
dar
d e
g
continuity
test
, in
sula
tion r
esis
tance
tes
t; m
akin
g v
isual
chec
ks e
g
posi
tionin
g o
f co
mponen
ts,
for
dam
aged
sle
evin
g,
loose
and e
xpose
d
conduct
ors
, st
rain
on t
erm
inat
ions,
insu
ffic
ient
slac
k ca
ble
at
sock
ets
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
80
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Li
st t
he
safe
ty a
spec
ts f
or
an
elec
tric
al w
irin
g a
ctiv
ity
□
Ele
ctrica
l ci
rcuit o
r as
sem
bly
: ci
rcuit c
onta
inin
g f
our
com
ponen
ts e
g
isola
tors
, sw
itch
es,
sock
ets,
lam
p h
old
ers,
junct
ion b
oxe
s/te
rmin
al b
lock
s,
pan
el lam
ps,
circu
it b
reak
ers/
fuse
s, r
elay
s/co
nta
ctors
, al
arm
dev
ices
, m
oto
rs/s
tart
ers,
pum
ps,
hea
ters
, blo
wer
s, lum
inar
ies,
bal
last
choke
s,
consu
mer
unit,
resi
dual
curr
ent
dev
ice
(RSD
), inst
rum
ents
, tr
ansf
orm
er,
pan
el/s
ub-a
ssem
bly
, se
nso
r, a
ctuat
or,
sole
noid
s; p
osi
tionin
g a
nd s
ecuring
of
equip
men
t an
d c
om
ponen
ts;
cable
s eg
PVC,
flex
ible
, si
ngle
core
, m
ultiw
ay,
dat
a/co
mm
unic
atio
ns,
fib
re o
ptics
, sc
reen
ed/c
oax
ial, r
ibbon
cable
s, w
irin
g loom
/har
nes
s; p
repar
ing c
able
s eg
str
ippin
g o
ute
r co
atin
g
without
dam
age
to c
onduct
or
insu
lation,
strippin
g c
able
conduct
or
insu
lation/p
rote
ctio
n;
secu
ring c
able
s eg
clip
s, p
last
ic s
trap
pin
g,
laci
ng,
har
nes
sing,
clip
s, p
rote
ctiv
e sl
eevi
ng,
coded
tab
s; c
rim
pin
g e
g s
pad
e en
d,
loops,
tag
s, p
ins;
mak
ing m
echan
ical
/scr
ewed
/ cl
amped
connec
tions;
so
lder
ing a
nd d
e-so
lder
ing;
inst
alla
tion e
g f
ixed
, as
on a
wal
l, p
ort
able
, as
on a
ben
ch e
xerc
ise
boar
d o
r sp
ecia
l fixt
ure
2
Be
able
to w
ire
and t
erm
inat
e el
ectr
ical
co
mponen
ts
corr
ectly
and
safe
ly
2.2
W
ire
up e
lect
rica
l co
mponen
ts c
orr
ectly
and
safe
ly
□
Saf
ety:
per
sonal
pro
tect
ion e
g w
earing p
rote
ctiv
e cl
oth
ing,
rem
ova
l of
loose
clo
thin
g a
nd jew
elle
ry,
use
of
bar
rier
cre
am,
eye
pro
tect
ion,
safe
ty
footw
ear;
pre
par
atio
n o
f as
sem
bly
are
a; g
ood h
ouse
keep
ing e
g
clea
nlin
ess
of
work
are
a, r
emova
l of w
aste
mat
eria
ls,
stora
ge
of
mat
eria
ls
and t
ools
; m
ainte
nan
ce o
f ac
cess
eg c
lear
wal
kway
s, e
mer
gen
cy e
xits
; usi
ng c
able
str
ippin
g a
nd t
erm
inat
ing t
ools
saf
ely
and c
orre
ctly
; ad
her
ing
to s
afet
y pro
cedure
s or
syst
ems
eg r
isk
asse
ssm
ent,
CO
SH
H
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
81
Information for tutors
Delivery
This unit is about preparing for and carrying out an electrical wiring activity correctly and safely. It therefore lends itself to be delivered in a holistic way and by learners practising in the workshop and reflecting on the experiences gained relating to safety and the correct use of components, cables, tools and equipment when carrying out these activities.
A key part of delivery is therefore likely to be demonstration and practice although some awareness raising may be needed in a safe environment such as a classroom. Although both learning outcomes are practical in nature, some underpinning knowledge will need to be established before learners are allowed access to the practical activities. Checking of this may be best achieved through question and answer sessions. Other activities such as ‘card games’ or ‘word searches’ etc may also be appropriate and helpful.
Outline learning plan
The outline learning plan has been included in this unit as guidance.
Topic and suggested assignments/activities
Be able to prepare for and carry out an electrical wiring activity
Whole-class, tutor-led discussions about the importance of good preparation.
Whole-class, tutor-led demonstration of good practice and preparation in the electrical workshop.
Individual activity: learners visit a poorly laid out wiring or assembly area and establish all points of bad practice, set this up as a competition.
Individual activity: learners devise and play each others’ crossword games about the precautions to take and the checking of components and cables.
Assessment of this part of the unit is likely to be achieved within activities to meet the requirements of the second learning outcome.
Be able to wire up electrical components correctly and safely
Individual activity completing ‘gapped handouts’ about safety aspects etc.
Whole-class, tutor-led demonstration of electrical wiring activities.
Individual activity: learners practise producing electrical wiring assemblies, with formative checks until learners show a reasonable level of competence and safety.
Individual summative assessment activity. This will take a large proportion of the time for this part of the unit.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
82
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Due to the nature of the assessment requirements of this unit it is likely that summative assessment will take a large proportion of the 30 hours assigned to the unit. Learners should only be the assessed once the tutor is comfortable with their level of competence developed during the formative stages of the practical activities.
A single assignment could be developed to address all the assessment criteria. It should be based on the practical activity of assembling electrical components and cables correctly and safely. This does mean that most of the evidence will be in the form of witness statements/observation records supported by annotated photographs of what learners carried out, and work area layout, along with component and cable listings etc. 2.1 will however require either a written list of safety aspects produced by learners or a list written by the tutor and extracted from the learner, and authenticated as such.
The wiring assembly given to each learner must include a range of opportunities for them to take appropriate precautions before they prepare for and start the assembly activity in a correct and safe manner. The electrical wiring assembly must include four different components and have a cable type from those listed in the unit content. Whilst the circuit does not need to contain all those listed it should have a simple function. Typical circuits are given in the unit content under learning outcome 1. This would add relevance to this activity. When designing the circuit to be assembled, and the components and cables to be carried out used care must be taken to ensure a protection device is included, and that learners have opportunities to show that the assembly is carried out correctly and checked using simple tests and visual checks. It would also be sensible to include some components or cables that are not ‘fit for purpose’ for example broken insulation, so that learners can demonstrate they have checked components and cables before assembling and requested an exchange. The opportunity to check the wiring for correct function is also important and part of the requirements of 2.2.
Suggested resources
Books
Linsley R – Basic Electrical Installation Work (Butterworth-Heinemann, 1998) ISBN 978-0340705742
Meredith B – Ortho – Wiring Basics (Ortho Books, 2000) ISBN 978-0897214407
Magazines
Engineering – (The Engineering Magazine) ISSN 0013-7782
Engineering & Technology Magazine
Websites
www.rapidonline.com
www.maplin.co.uk/
http://uk.rs-online.com/web/
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
83
Unit 9: Developing Skills in Routine Servicing of Mechanical Equipment
Unit reference number: R/601/0125
QCF level: 1
Credit value: 3
Guided learning hours: 30
Unit aim
This unit introduces learners to the skills needed to carry out the routine servicing of mechanical equipment. It will give them the opportunity to think about the necessary precautions and safety requirements when carrying out a routine service on mechanical systems or equipment by learning about equipment, fluid systems, components and operating mechanisms. This unit provides some of the knowledge, understanding and skills for the Level 1 Performing Engineering Operations NOS Unit 10: Carrying Out Routine Servicing of Mechanical Equipment.
Unit introduction
In this unit learners will explore the activities involved in the routine servicing of mechanical systems or equipment. When carrying out servicing activities they will learn about the necessary safety requirements, and routine servicing equipment, components and systems.
Learners will be involved in the practical activities associated with the routine servicing of a mechanical system or piece of equipment. They will be able to demonstrate that they can prepare for the service, and also take the necessary precautions to ensure the service is carried out safely and correctly. Learners will have an opportunity to make adjustments, such as setting a belt tension, check and fill fluid levels, test and check for leaks and replace components. Having carried out a routine service on a mechanical system or piece of equipment learners will show that they can leave the work area in a safe and tidy condition and that they have carried out the service to a reasonable standard.
Essential resources
A typical centre engineering workshop should be equipped with the basic requirements of this unit including a range of mechanical systems or equipment and components, tools and equipment for servicing operations. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
84
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Li
st w
hat
to d
o f
or
the
routine
serv
icin
g o
f a
giv
en
mec
han
ical
sy
stem
/equip
men
t
1
Know
about
routine
mec
han
ical
se
rvic
ing
oper
atio
ns
1.2
Tel
l yo
ur
super
viso
r w
hat
yo
u a
re g
oin
g t
o d
o w
hen
se
rvic
ing a
diffe
rent
giv
en
mec
han
ical
sy
stem
/equip
men
t
□
Mec
han
ical
ser
vici
ng o
per
atio
ns:
mak
ing a
dju
stm
ents
to e
quip
men
t eg
ad
just
ing c
lear
ance
s, s
etting b
elt
tensi
ons,
set
ting o
per
atin
g m
echan
ism
s lik
e le
vers
and lin
kages
, se
ttin
g a
ir lin
e pre
ssure
s; c
hec
king a
nd f
illin
g
fluid
and/o
r lu
brica
tion s
yste
ms
eg t
oppin
g u
p o
il, f
luid
or
coola
nt
leve
ls,
rem
ovi
ng e
xces
s dirt
and g
rim
e; m
akin
g p
resc
ribed
tes
ts a
nd c
hec
ks e
g
chec
ks o
n s
elf-
dia
gnost
ic s
yste
ms,
tes
ts f
or
air
or
fluid
lea
ks,
funct
ional
ity
chec
ks;
carr
ying o
ut
visu
al c
hec
ks e
g f
or
dam
age,
exc
essi
ve w
ear
on
bel
ts o
r ch
ains,
lea
king s
eals
, co
nta
min
ated
lubrica
nts
; ch
angin
g ‘lif
ed’
com
ponen
ts f
or
exam
ple
filt
er lubrica
nts
, hyd
raulic
flu
ids,
coola
nts
, se
als,
gas
kets
, lo
ckin
g d
evic
es;
chec
king a
ll pip
ework
and f
lexi
ble
hose
s eg
ch
ecki
ng p
ipe
join
ts a
nd c
onnec
tors
are
tig
ht
and f
ree
from
dam
age
and
leak
s; r
epla
cing a
nd/o
r re
mak
ing a
ll se
als,
join
ts a
nd p
ipe
work
whic
h is
not
serv
icea
ble
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
85
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Fo
llow
saf
e w
ork
ing
pra
ctic
es a
nd p
roce
dure
s w
hen
car
ryin
g o
ut
mec
han
ical
ser
vici
ng
oper
atio
ns
□
Saf
e w
ork
ing p
ract
ices
and p
roce
dure
s: m
akin
g s
ure
equip
men
t is
saf
e to
w
ork
on e
g iso
late
d,
out
of
serv
ice
and u
se;
wea
ring p
rote
ctiv
e cl
oth
ing
eg o
vera
lls,
safe
ty s
hoes
, ey
e pro
tect
ion,
glo
ves
and/o
r bar
rier
cre
ams;
co
mply
ing w
ith r
egula
tions
and o
rgan
isat
ional
saf
ety
pro
cedure
s eg
per
mit t
o w
ork
; ke
epin
g t
he
work
are
a fr
ee o
f w
aste
mat
eria
ls,
surp
lus
mat
eria
ls,
tools
/equip
men
t; c
hec
king t
hat
all
serv
icin
g o
per
atio
ns
hav
e bee
n c
om
ple
ted,
all guar
ds
and c
ove
rs h
ave
bee
n r
epla
ced a
nd t
her
e ar
e no o
il or
fluid
lea
ks
2
Be
able
to s
ervi
ce
mec
han
ical
eq
uip
men
t an
d
syst
ems
safe
ly.
2.2
Car
ry o
ut
a ro
utine
serv
ice
for
a giv
en m
echan
ical
sy
stem
/equip
men
t
□
Mec
han
ical
equip
men
t an
d s
yste
ms:
exa
mple
s of
suitab
le e
quip
men
t co
uld
incl
ude
pum
ps,
val
ves,
engin
es,
gea
rboxe
s, f
luid
pow
er s
yste
ms,
hea
ting,
ventila
ting a
nd r
efriger
atio
n s
yste
ms,
drive
and c
ontr
ol
syst
ems/
mec
han
ism
s; s
yste
ms
incl
udin
g f
luid
s eg
lubrica
nts
, co
ola
nts
, hyd
raulic
s; n
on-s
ervi
ceab
le c
om
ponen
ts/’
lifed
’ co
mponen
ts e
g b
elts
, filter
s, g
aske
ts;
oper
atin
g m
echan
ism
s eg
bel
ts,
chai
ns,
lev
ers,
cam
s
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
86
Information for tutors
Delivery
This unit is about preparing for and carrying out routine mechanical servicing operations correctly and safely. It therefore lends itself to be delivered in a holistic way and by learners practising in the workshop and reflecting on the experiences gained relating to safety and correct adjustments, checking and filling fluid and/or lubrication systems, carrying out prescribed tests and checks, and changing components when carrying out these operations.
A key part of delivery is therefore likely to be demonstration and practice which should be carried out on more than one system or piece of equipment. This is where the major part of the time will be spent during delivery although some awareness raising may be needed in a safe environment such as a classroom. Although the second learning outcome is practical in nature some underpinning knowledge will need to be established before learners are allowed access to the practical activities. This, in fact, is the essence of the first learning outcome which is knowledge based. Further checking of this may be best achieved through question and answer sessions. Other activities such as ‘card games’ or ‘word searches’ etc may also be appropriate and helpful.
Outline learning plan
The outline learning plan has been included in this unit as guidance.
Topic and suggested assignments/activities
Know about routine mechanical servicing operations
Whole-class, tutor-led discussions about the importance of good preparation.
Whole-class, tutor-led demonstration of good practice and preparation in the servicing or mechanical workshop.
Individual practice of routine operations, led by the tutor. Individuals work on different servicing operations such as making adjustments, checking and filling fluid and/or lubrication systems, carrying out prescribed tests and checks, and changing components on simple mechanical equipment or systems, such as pumps, valves, engines, gearboxes, fluid power systems, heating, ventilating and refrigeration systems, drive and control systems/mechanisms and systems including fluids.
Individual activity listing what learners carried out, what safety issues arose and the precautions taken etc.
Whole-class discussion on what each individual carried out during the servicing operations.
Individual summative assessment activity – listing what needs to be carried out for a given servicing operation, addressing 1.1.
Assessment 1.2 is likely to be achieved within activities to meet the requirements of the second learning outcome, where learners should be asked what they are going to do when servicing a different given mechanical system/piece of equipment.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
87
Topic and suggested assignments/activities
Be able to service mechanical equipment and systems safely
Individual activity completing ‘gapped handouts’ about safety aspects etc.
Further whole-class, tutor-led demonstration of the routine servicing of mechanical systems/equipment.
Further individual activity, practising servicing mechanical systems/equipment, with formative checks until learners show a reasonable level of competence and safety.
Individual summative assessment activity. This will take a large proportion of the time for this part of this learning outcome.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Due to the nature of the assessment requirements of this unit it is likely that the summative assessment will take a large proportion of the time assigned to the unit. Learners should only be assessed once the tutor is comfortable with their level of competence developed during the formative stages of the practical activities.
Two assignments could be developed to address the assessment criteria. The first assignment could address 1.1 as a stand-alone activity listing what to carry out for the routine service of given mechanical system/equipment. The second assignment should be based on the practical activity of routine servicing a mechanical system or piece of equipment correctly and safely. The given mechanical system or equipment must be different to that given for 1.1. This does mean that most of the evidence for 2.1 and 2.2 will be in the form of witness statements/observation records supported by annotated photographs of what learners carried out and work area layout and system or equipment serviced, along with notes, servicing logs or listings etc 1.2 will also require a statement about what learners said during the activity, and authenticated as such.
The routine service allocated to each learner must include a range of opportunities for them to take appropriate precautions before they prepare for and start the service activity in a correct and safe manner. The mechanical system/equipment must enable learners to make adjustments, check and fill fluid and/or a lubrication system, carry out prescribed tests and checks, including visual checks, change ‘lifed’ components, and check all pipework and flexible hoses. Typical systems and equipment are given in the unit content under learning outcome 2. This would add relevance to this activity. When designating the service to be carried out care must be taken to ensure a non-serviceable component is included, and that learners have opportunities to show that the service is carried out correctly, checked and returned to use.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
88
Suggested resources
Books
Mobley R K – Maintenance Fundamentals (Butterworth-Heinemann, 2004) ISBN 978-0750677981
Salmon D – NVQ Engineering Level 2 Mechanical Units (Longman, 1998) ISBN 978-0582302990
Salmon, Powdril – Mechanical Engineering: Level 2 NVQ: Performing Engineering Operations (Newnes, 2002) IBSN 978-0750654067
The following are examples of materials that support understanding of more complex equipment and systems.
Dixon G – Dishwasher Manual: DIY Plumbing, Fault-finding, Repair and Maintenance (Hardcover) (Haynes, 2009) ISBN 978-1844255559
Dixon G – The Washing Machine Manual: DIY Plumbing, Fault-finding, Repair and Maintenance (Hardcover) (Haynes, 2007) ISBN 978-1844253487
Magazines
Engineering – (The Engineering Magazine) ISSN 0013-7782
Engineering & Technology Magazine
Other publications
Manufacturers’ manuals and data sheets
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
89
Unit 10: Developing Skills in Routine Servicing of an Electrical/Electronic System
Unit reference number: D/601/0127
QCF level: 1
Credit value: 3
Guided learning hours: 30
Unit aim
This unit introduces learners to the skills needed to carry out routine servicing of electrical/electronic systems. It will give them the opportunity to think about the necessary precautions and safety requirements when carrying out a routine service on electrical or electronic systems or equipment by learning about equipment, routine tests and checks, and components. This unit provides some of the knowledge, understanding and skills for the Level 1 Performing Engineering Operations NOS Unit 24: Carrying Out Routine Servicing on Electrical Electronic Equipment.
Unit introduction
In this unit learners will explore the activities involved in the routine servicing of electrical or electronic systems or equipment. When carrying out servicing activities they will learn about the necessary safety requirements, and routine servicing equipment, components and systems.
Learners will be involved in the practical activities associated in the routine servicing of electrical/electronic system or/and equipment. They will be able to demonstrate that they can carry out prepare for the service also take the necessary precautions to ensure the service is carried out safely and correctly. Learners will have an opportunity to carry out routine tests and checks, including visual checks on power leads or extension cables, and to replace components. Having carried out a routine service on an electrical/electronic system or piece of equipment learners will show that they can leave the work area in a safe and tidy situation and that they have carried out the service to a reasonable standard.
Essential resources
A typical centre engineering workshop should be equipped with the basic requirements of this unit including a range of mechanical systems or equipment and components, tools and equipment for servicing operations. All supporting auxiliary equipment should also be available together with appropriate safety equipment.
Workshops should be staffed appropriately to ensure health and safety requirements are met. Technician support may be required during practical work.
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
90
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Li
st w
hat
to d
o f
or
the
routine
serv
icin
g o
f a
giv
en
elec
tric
al/e
lect
ronic
sy
stem
/equip
men
t
1
Know
about
routine
elec
tric
al/
elec
tronic
ser
vici
ng
oper
atio
ns
1.2
Tel
l yo
ur
super
viso
r w
hat
yo
u a
re g
oin
g t
o d
o w
hen
se
rvic
ing a
diffe
rent
giv
en
elec
tric
al/e
lect
ronic
sy
stem
/equip
men
t
□
Ele
ctrica
l/el
ectr
onic
ser
vici
ng o
per
atio
ns:
car
ryin
g o
ut
routine
test
s an
d
chec
ks e
g c
arry
ing o
ut
test
s on p
ort
able
tools
and e
quip
men
t,
inst
rum
enta
tion,
senso
rs o
r in
dic
ators
, ca
rryi
ng o
ut
chec
ks o
n s
elf-
dia
gnost
ic s
yste
ms,
car
ryin
g o
ut
test
s fo
r co
rrec
t ea
rthin
g,
insu
lation
resi
stan
ce a
nd o
per
atio
n o
f al
arm
and p
rote
ctio
n e
quip
men
t; c
hec
king
and/o
r ch
angin
g ‘lif
ed’ co
mponen
ts e
g e
quip
men
t an
d/o
r em
ergen
cy b
ack
up b
atte
ries
, co
mm
uta
tor
bru
shes
, ove
rload
pro
tect
ion d
evic
es,
pan
el/w
arnin
g lig
hts
, ch
ecki
ng b
uild
ing a
nd e
mer
gen
cy lig
hting s
yste
ms
and c
han
gin
g lam
ps
or
tubes
as
appro
priat
e; c
arry
ing o
ut
visu
al c
hec
ks
eg c
uts
or
dam
age
to c
able
s, c
rack
ed,
bro
ken o
r lo
ose
plu
gs
and/o
r co
nnec
tors
, ex
cess
ive
arci
ng o
f sw
itch
es o
r co
nta
ctors
, ove
rhea
ting o
r dam
age
to c
ircu
it b
oar
d c
om
ponen
ts,
impac
t dam
age
to c
asin
gs,
entr
y of
wat
er o
r fo
reig
n b
odie
s; r
emovi
ng e
xces
sive
dirt
and g
rit;
mak
ing
adju
stm
ents
to c
om
ponen
ts,
connec
tions
or
fast
enin
gs
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
91
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Fo
llow
saf
e w
ork
ing
pra
ctic
es a
nd p
roce
dure
s w
hen
car
ryin
g o
ut
elec
tric
al/e
lect
ronic
ser
vici
ng
oper
atio
ns
□
Saf
e w
ork
ing p
ract
ices
and p
roce
dure
s: w
earing p
rote
ctiv
e cl
oth
ing a
nd
equip
men
t; c
om
ply
ing w
ith r
egula
tions
and o
rgan
isat
ional
saf
ety
pro
cedure
s eg
adher
ing t
o r
isk
asse
ssm
ents
and C
OSH
H r
egula
tions,
per
mit t
o w
ork
pro
cedure
s, t
akin
g a
nti-s
tatic
pre
cautions;
kee
pin
g t
he
work
are
a cl
ean a
nd t
idy
and in a
saf
e co
nditio
n;
ensu
ring e
quip
men
t is
ola
tion f
rom
ele
ctrica
l su
pply
and t
hat
acc
ess
has
bee
n p
rovi
ded
; ch
ecki
ng t
hat
all
serv
icin
g o
per
atio
ns
hav
e bee
n c
om
ple
ted a
nd t
he
serv
ice
area
is
free
of
tools
use
d a
nd e
xces
s m
ater
ials
, al
l co
vers
hav
e bee
n r
epla
ced a
nd,
wher
e ap
pro
priat
e, t
hat
pow
er h
as b
een r
esto
red
2
Be
able
to s
ervi
ce
elec
tric
al/
elec
tronic
eq
uip
men
t an
d
syst
ems
safe
ly
2.2
Car
ry o
ut
a ro
utine
serv
ice
for
a giv
en
elec
tric
al/e
lect
ronic
sy
stem
/equip
men
t
□
Ele
ctrica
l/el
ectr
onic
equip
men
t an
d s
yste
ms:
exa
mple
s co
uld
incl
ude
port
able
pow
er t
ools
, te
st e
quip
men
t, low
voltag
e lig
hting s
yste
ms,
hea
ting o
r ve
ntila
ting s
yste
ms,
sw
itch
gea
r an
d d
istr
ibution p
anel
s, m
oto
rs
and s
tart
ers,
ala
rm a
nd p
rote
ctio
n e
quip
men
t/ci
rcuits,
ele
ctrica
l pla
nt,
w
irin
g e
ncl
osu
res,
contr
ol sy
stem
s an
d c
om
ponen
ts,
lum
inai
res;
sys
tem
s in
cludin
g p
ow
er lea
ds
or
exte
nsi
on c
able
s; n
on-s
ervi
ceab
le
com
ponen
ts/’
lifed
’ co
mponen
ts e
g b
atte
ries
, lig
hts
, sw
itch
es,
sock
ets,
plu
gs/
connec
tors
, ci
rcuit b
oar
d,
fuse
s/ove
rload
pro
tect
ion d
evic
es
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
92
Information for tutors
Delivery
This unit is about preparing for and carrying out routine electrical/electronic servicing operations correctly and safely. It therefore lends itself to be delivered in a holistic way and learners by practising in the workshop and reflecting on the experiences gained relating to safety, carrying out prescribed tests and checks and changing components when carrying out these operations.
A key part of delivery is therefore likely to be demonstration and practice which should be carried out on more than one system or piece of equipment. This is where the major part of the time will be spent during delivery although some awareness raising may be needed in a safe environment such as a classroom. Although the second learning outcome is of practical in nature some underpinning knowledge will need to be established before learners are allowed access to the practical activities. This, in fact, is the essence of the first learning outcome which is knowledge based. Further checking of this may be best achieved through question and answer sessions. Other activities such as ‘card games’ or ‘word searches’ etc may also be appropriate and helpful.
Outline learning plan
The outline learning plan has been included in this unit as guidance.
Topic and suggested assignments/activities
Know about routine electrical/electronic servicing operations
Whole-class, tutor-led discussions about the importance of good preparation.
Whole-class, tutor-led demonstration of good practice and preparation in the servicing or electrical/electronic workshop.
Individual practice of routine operations, led by the tutors, individuals working on different servicing operations such as carrying out routine tests and checks and changing components on simple electrical/electronic equipment or systems, such as portable power tools, test equipment, low voltage lighting systems, heating or ventilating systems including power leads or extension cables.
Individual activity listing what learners carried out what safety issues arose and the precautions taken etc.
Whole-class discussion on what each individual carried out during the servicing operations they carried out.
Individual summative assessment activity involving the listing of what was carried out for a given servicing operation addressing 1.1.
Assessment 1.2 is likely to be achieved within activities to meet the requirements of the second learning outcome where learners should be asked what they are going to carry out when servicing a different given electrical/electronic system/ piece of equipment.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
93
Topic and suggested assignments/activities
Be able to service electrical/electronic equipment and systems safely
Individual activity completing ‘gapped handouts’ about safety aspects etc.
Further whole-class, tutor-led demonstration of the routine servicing of electrical/electronic systems/equipment.
Further individual activity, learners practise servicing of electrical/electronic systems/equipment, with formative checks until learners show a reasonable level of competence and safety.
Individual summative assessment activity. This will take a large proportion of the time for this part of this learning outcome.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Due to the nature of the assessment requirements of this unit it is likely that summative assessment will take a large proportion of the 31 hours assigned to the unit. Learners should only be assessed once the tutor is comfortable with their level of competence developed during the formative stages of the practical activities.
Two assignments could be developed to address the assessment criteria. The first assignment could address 1.1 as a stand-alone activity listing what to carry out for a routine service of a given electrical/electronic system/equipment. The second assignment should be based on the practical activity routine servicing an electrical or electronic system or piece of equipment correctly and safely. The given electrical/electronic system or equipment must be different to that given for 1.1. This does mean that most of the evidence for 2.1 and 2.2 will be in the form of witness statements/observation records supported by annotated photographs of what learners carried out, and work area layout and system or equipment serviced, along with notes, servicing logs or listings etc, 1.2 will also require a statement of what the learner said during the activity, and authenticated as such.
The routine service given to each learner must include a range of opportunities for them to take appropriate precautions before they prepare for and start the service activity in a correct and safe manner. The electrical/electronic system/equipment given must include an opportunity for learners to carry out routine tests and checks, including visual checks on power leads or extension cables, and change ‘lifed’ components. Typical systems and equipment are given in the unit content under learning outcome 2. This would add relevance to this activity. When designating the service to be carried out care must be taken to ensure a non-serviceable component is included, and learners have opportunities to show that the service is carried out correctly, checked and returned to use.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
94
Suggested resources
Books
Anderson J S – Electronics Servicing (Butterworth-Heinemann, 1997) ISBN 978-0750635547
Bishop O – Getting Started in Practical Electronics (Babani Publishing, 1994) ISBN 978-0859343459
Dixon G – Dishwasher Manual: DIY Plumbing, Fault-finding, Repair and Maintenance (Hardcover) (Haynes, 2009) ISBN 978-1844255559
Dixon G – The Electrical Appliance Manual (Haynes, 2000) ISBN 978-1859608005
Dixon G – The Washing Machine Manual: DIY Plumbing, Fault-finding, Repair and Maintenance (Hardcover) (Haynes, 2007) ISBN 978-1844253487
Sinclair I – Electronic and Electrical Servicing: Consumer and Commercial Electronics (Paperback) (Newnes, 2007) ISBN 978-0750669887
Sinclair I and Lewis G – Electronic and Electrical Servicing: Level 2: Consumer and Commercial Electronics Core Units Level 2 (Newnes, 2002) ISBN 978-0750654234
The following are examples of materials that support understanding of more complex equipment and systems.
Magazines
Engineering – (The Engineering Magazine) ISSN 0013-7782
Engineering & Technology Magazine
Other publications
Manufacturers’ manuals and data sheets
The following SEMTA publications may not be available for purchase but are still a useful resource.
SEMTA – Instructors Manual, Training Module for Maintaining Electrical Equipment and Systems (Training Publications Ltd 2001)
SEMTA – Trainees Book, Training Module for Maintaining Electrical Equipment and Systems (Training Publications Ltd 2001)
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
95
Unit 11: Starting Work in Engineering
Unit reference number: L/503/3425
QCF level: 1
Credit value: 4
Guided learning hours: 40
Unit aim
This unit introduces learners to career opportunities in engineering and the organisations that provide these opportunities. It encourages learners to make informed choices about their potential career options.
Unit introduction
This unit introduces learners to the different specialist areas that make up the engineering sector and helps learners identify the various careers available in each of these specialist areas, at all levels.
Learners will have the opportunity to explore the different types of organisation that operate within the engineering sector in terms of their size and the type of work they undertake. Learners will use this information to make decisions concerning possible career choices in engineering, and to reflect on the effect of these choices on their preferred lifestyle.
Although learners will work independently when making decisions about their career options, they will also function as effective members of a team by working responsibly and cooperatively with others.
When preparing for work in the engineering industry it is important that learners are able to seek, and respond to, guidance from colleagues and tutors during the learning process. This unit will help learners to develop an understanding of the personal qualities that employers value.
Essential resources
People working in the engineering sector are likely to be a very useful resource to motivate and inspire learners. Centres are encouraged to invite external speakers to talk about their experiences of companies and work. Paper-based information such as directories of organisations, job descriptions and job adverts from newspapers are all sources of useful information for learners.
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
96
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1
Know
about
the
diffe
rent
types
of
care
er
opport
unitie
s av
aila
ble
in
engin
eering
1.1
D
escr
ibe
the
diffe
rent
types
of
care
er o
pport
unitie
s in
en
gin
eering
□
Typ
es o
f ca
reer
opport
unity:
fullt
ime
or
par
t-tim
e; e
mplo
yed o
r se
lf-
emplo
yed;
per
man
ent
or
tem
pora
ry;
pro
fess
ional
and t
echnic
al e
g d
esig
n
engin
eer,
pro
duct
ion m
anag
emen
t, d
evel
opm
ent
engin
eer,
mai
nte
nan
ce
man
agem
ent,
fac
ilities
man
agem
ent;
cra
ft o
r oper
ativ
e eg
mac
hin
ist,
fitt
er,
CAD
oper
ator;
ski
lled o
r unsk
illed
2
Know
about
the
diffe
rent
types
of
org
anis
atio
n
offer
ing c
aree
r opport
unitie
s in
en
gin
eering
2.1
D
escr
ibe
the
diffe
rent
types
of
org
anis
atio
n t
hat
offer
ca
reer
opport
unitie
s in
en
gin
eering in t
erm
s of
thei
r si
ze a
nd t
he
nat
ure
of
the
work
they
under
take
□
Typ
es:
smal
l busi
nes
ses
eg s
tart
-up c
om
pan
ies,
sole
tra
der
s; lar
ge
priva
tely
or
public
ly o
wned
org
anis
atio
ns
eg p
artn
ersh
ips,
lim
ited
co
mpan
ies/
PLC
s, m
ulti-
nat
ional
s
□
Work
under
take
n:
man
ufa
cturing,
serv
icin
g,
contr
acto
rs e
g p
riva
te
busi
nes
ses
and p
ublic
sec
tor
3
Under
stan
d h
ow
ca
reer
choic
es c
an
impac
t on a
n
indiv
idual
’s
lifes
tyle
3.1
Exp
lain
how
an indiv
idual
’s
lifes
tyle
may
be
influen
ced
by
thei
r ca
reer
choic
es t
hey
m
ake
□
Life
styl
e is
sues
: am
bitio
ns
and a
spirat
ions;
job s
atis
fact
ion;
sense
of
iden
tity
; finan
cial
and s
oci
al b
enef
its
□
Impac
t of
care
er c
hoic
e: r
equirem
ents
eg e
duca
tion,
trai
nin
g a
nd
dev
elopm
ent,
robust
men
tal an
d p
hys
ical
hea
lth;
conditio
ns
of
work
eg
har
d w
ork
, tight
dea
dlin
es,
work
ing a
way
fro
m h
om
e or
abro
ad,
wee
kend
work
ing,
flex
itim
e, long h
ours
of
work
, tim
e sp
ent
trav
ellin
g t
o w
ork
; im
pac
t eg
eff
ect
on f
amily
life,
soci
al life
and p
erso
nal
rel
atio
nsh
ips,
st
ress
lev
els,
men
tal an
d p
hys
ical
dem
ands
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
97
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4
Be
able
to m
ake
info
rmed
car
eer
choic
es
4.1
M
ake
real
istic
care
er c
hoic
es
bas
ed o
n p
rovi
ded
in
form
atio
n
□
Car
eer
choic
es:
care
er c
hoic
e fr
om
lea
rnin
g o
utc
om
e 1 a
bove
, pote
ntial
em
plo
yers
fro
m c
onte
nt
lear
nin
g o
utc
om
e 2 a
bove
, im
plic
atio
ns
of
care
er
choic
e fr
om
lea
rnin
g o
utc
om
e 3 a
bove
5
Be
able
to w
ork
re
sponsi
bly
with
oth
ers
5.1
D
emonst
rate
good t
eam
w
ork
ing s
kills
by
work
ing
resp
onsi
bly
and
cooper
ativ
ely
□
Beh
avio
ur:
eg r
esponsi
bili
ty,
reco
gnitio
n o
f st
rength
s, k
now
ledge
and
under
stan
din
g o
f se
lf a
nd o
ther
tea
m m
ember
s, c
ooper
atio
n
6.1
Fo
llow
inst
ruct
ions
when
w
ork
ing w
ith o
ther
s 6
Be
able
to s
eek,
an
d r
espond t
o,
guid
ance
when
w
ork
ing a
s par
t of
a te
am
6.2
Com
munic
ate
appro
priat
ely
with o
ther
s
□
Att
itudes
: eg
enth
usi
asm
; ap
pro
achab
ility
; co
mm
unic
atio
n s
kills
eg
liste
nin
g,
ques
tionin
g,
spea
king c
lear
ly;
follo
win
g inst
ruct
ions
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
98
Information for tutors
Delivery
The purpose of this unit is to encourage learners to think realistically about what it would be like to work in engineering and, more particularly, to help learners match their skills, qualities and aspirations to a job they feel they might want to do. The unit describes a wide range of jobs at all levels but delivery should focus on those jobs learners could access upon completion of a programme based on Level 1 units. Progression issues should be examined by consideration of the ambitions of individual learners and by matching these ambitions to further training and development opportunities.
The unit is designed to provide an overview of the work available in the engineering sector, starting with the range of available jobs, their skill requirements and the different types of organisation that employ people to perform these jobs and offer good training and employment opportunities. In this unit the learners only need to consider job roles and responsibilities in the broadest sense. This could include the difference between craft and technician roles, engineering craft or technical apprenticeships, together with examples of the above.
Learners should be made aware that whilst there are large organisations which dominate the industry, much of the UK engineering sector is made up of smaller organisations which prevail. The reasons why people must work together as a team to plan, design and make products, artifacts and components should be stressed throughout. The unit gives learners the opportunity to think about factors that affect job choice from a variety of perspectives including:
their personal skills and qualities
the skills and qualities they might wish to acquire
the different types of organisation in the engineering sector
the needs and wants of different organisations in terms of work undertaken, physical location, size and structure
how a job could affect their lifestyle
how their lifestyle might have to change
the relationship between lifestyles and job choices.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
99
Outline learning plan
The outline learning plan has been included in this unit as guidance.
Topic and suggested assignments/activities
Know about the different types of career opportunities available in engineering
Whole-class, tutor-led discussions supported by small-group research into the different types of career opportunities available, followed by group presentations of their findings. Source material to include books, CD ROMs, newspapers, trade magazines and the internet. Presentations by experienced engineering personnel will be useful.
Know about the different types of organisation offering career opportunities in engineering
Whole-class, tutor-led discussions supported by small-group research into the different types of organisation working in engineering, followed by group presentations of their findings. Source material to include newspapers, trade magazines and the internet. Presentations by representatives from these organisations will be useful.
Understand how career choices can impact upon an individual’s lifestyle
Whole-class, tutor-led, discussions with a question and answer session to draw out learners’ thoughts on the potential personal impact of several different career choices at both professional/technical and craft/operative level. Presentations by experienced engineering personnel on the personal advantages and disadvantages of their career choices will be useful.
Be able to make informed career choices
Career choices must be based on the information gathered above and should be realistic and coherent. Evidence should take the form of clear choice of career(s), identification of at least one organisation that offers these careers and evidence that learners have investigated the impact of their career choice on their preferred lifestyle.
Be able to work responsibly with others
Discussion of the benefits of behaving in a cooperative and responsible manner towards staff and other learners. This does not require a formal allocation of time and should occur during both delivery and assessment.
Be able to seek and respond to guidance when working as part of a team
Tutors should encourage learners to ask questions about their work. This could be prompted by tutors asking learners to explain as they work what they are doing, why they are doing it, the nature of the careers they are contemplating and the potential impact of these careers on their preferred lifestyle. Learners should be aware that their attitude, and the nature of their response to any advice, will comprise part of the evidence required to achieve the unit. This does not require a formal allocation of time and should occur during delivery and assessment.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
100
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
The use of one assessment instrument is suggested as being sufficient to allow full coverage of the learning outcomes, although assessment may be conducted in two discrete parts to avoid assessment overload for learners. The assessment instrument would therefore comprise all assessment criteria. Assessment could be divided into two parts: firstly 1.1 and 2.1 and, secondly, 3.1 and 4.1. 5.1, 6.1 and 6.2 can be assessed over the whole period of assessment and will not require extra time.
For 1.1, learners must describe two different types of career opportunities in engineering in terms of the skills and abilities needed. One career should relate to professional and technical opportunities and the other should relate to craft and operative job opportunities. A highly detailed answer is not required but the two types of job role must be clearly differentiated.
For 2.1, learners must describe two different types of organisation that offer career opportunities in engineering in terms of their size and the nature of the work they undertake. One organisation should be a large organisation engaged in major engineering projects and the other a small or medium enterprise (SME) engaged in smaller engineering projects. A highly detailed answer is not required but the two types of organisation, and the nature of their work, must be clearly differentiated.
For 3.1, learners must explain how an individual’s lifestyle may be influenced by their career choices, in terms of the training and development they will need, their general state of health, the conditions under which they will work, the possible effect on their personal relationships and the general demands of the chosen career. The treatment can be broad as learners do not need to make a career or job choice at this point.
For 4.1, learners must make two realistic career choices. This does not need to relate to their own desired career path as it is unlikely that this will be clear to learners at this stage. Learners must demonstrate the ability to make career choices based on information provided by their tutor. This information should relate to the training and development needed for a range of different jobs and the nature of the different organisations they might work for. As for 1.1 above, a highly detailed answer is not required but learner choices should be essentially correct and clearly differentiated from each other.
For 5.1, learners must demonstrate good teamworking skills by working in a responsible and co-operative manner and by sharing resources and ideas with other learners. They must however produce their own individual evidence which could take the form of a witness statement or observation record.
For 6.1 and 6.2, learners must demonstrate responsibility by seeking and listening to guidance and clarification from tutors, as and when appropriate, and by acting on the guidance received. They should communicate appropriately with both tutors and other learners at all times. Evidence again could take the form of a witness statement or observation record.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
101
Suggested resources
Books
A wealth of careers information exists, much of it of a local nature. School, college and public libraries will have useful material and trade magazines, local and regional newspapers which will all help learners to assess the job market at any given time.
Basta N – Opportunities in Engineering Careers, Rev. Ed. (Opportunities In! Series) (McGraw-Hill Professional; 2nd edition, 2002) ISBN 978-0071390460
Echaore-McDavid & McDavid – Career Opportunities in Engineering (Career Opportunities) (Facts On File Inc, 2007) ISBN 978-0816061525
Garner G – Careers in Engineering (McGraw-Hill Contemporary, 2008) ISBN 978-0071545556
Magazines
Engineering – (The Engineering Magazine) ISSN 0013-7782
Engineering & Technology Magazine
Websites
www.direct.gov.uk/en/YoungPeople/index.htm
www.scenta.co.uk/engineering.cfm
www.semta.org.uk
www.summitskills.org.uk
www.thecareerengineer.com
www.yourcareerguide.co.uk/engineer.asp
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
102
Unit 12: Searching for a Job
Unit reference number: L/501/5958
QCF level: 1
Credit value: 1
Guided learning hours: 10
Unit aim
Looking for a job can be challenging and time consuming. Before starting the search, it is important to know what skills you have, what you are interested in and where to look for appropriate employment opportunities. The focus of this unit is for learners to demonstrate their skills in knowing where and how they can identify potential jobs most effectively. Learners will find out how to choose the most appropriate ways to search for jobs and the most appropriate jobs to search for, based on an understanding of their own skills and interests.
Essential resources
Learners will need access to sources of information about where and how to search for specific types of jobs (such as magazines, newspapers, the internet, other people, Jobcentres). They will also need access to examples of relevant job advertisements (real or simulated).
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
10
3
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
diffe
rent
types
of
sourc
es o
f em
plo
ymen
t av
aila
ble
for
job-s
eeke
rs
□
Pote
ntial
job s
ourc
es:
eg job c
entr
es,
recr
uitm
ent
agen
cies
, lo
cal
com
munity
notice
boar
ds,
adve
rtis
emen
ts insi
de
or
outs
ide
shops,
offic
es,
rest
aura
nts
or
oth
er p
lace
s of
work
, lo
cal new
spap
ers
and o
ther
loca
l public
atio
ns,
nat
ional
pre
ss,
inte
rnet
, se
lf-e
mplo
ymen
t, H
R d
epar
tmen
ts
of
org
anis
atio
ns/
com
pan
ies,
word
of
mouth
1
Know
pote
ntial
job
sourc
es
1.2
D
escr
ibe
the
role
s/fu
nct
ions
of
thes
e so
urc
es
□
Role
s/fu
nct
ions
of
diffe
rent
job s
ourc
es:
sourc
es w
hic
h p
rovi
de
a re
cruitm
ent
serv
ice
to e
mplo
yers
and jobse
eker
s eg
em
plo
ymen
t ag
enci
es,
job c
entr
es;
sourc
es w
hic
h r
ecru
it d
irec
tly
for
an
org
anis
atio
n/c
om
pan
y eg
HR d
epar
tmen
ts,
com
pan
y w
ebsi
tes;
sourc
es
whic
h p
rovi
de
adve
rtis
emen
ts o
r oth
er info
rmat
ion a
bout
pote
ntial
job
opport
unitie
s eg
com
munity
notice
boar
ds,
new
spap
ers
2
Know
pote
ntial
job
role
s re
late
d t
o
thei
r sk
ills
and
inte
rest
s
2.1
M
atch
thei
r sk
ills
and
inte
rest
s to
pote
ntial
job
role
s
□
Ski
lls a
nd inte
rest
s: ‘har
d’ sk
ills
gai
ned
thro
ugh e
g c
om
ple
ting a
tra
inin
g
cours
e or
thro
ugh e
duca
tion o
r pre
vious
work
exp
erie
nce
; ‘s
oft
’ sk
ills
eg
per
sonal
qual
itie
s an
d t
alen
ts,
inte
rest
s eg
hobbie
s, p
refe
rence
s an
d
aspirat
ions
□
Mat
chin
g t
o p
ote
ntial
job r
ole
s: t
he
pote
ntial
job r
ole
should
idea
lly m
atch
th
e le
arner
’s ‘har
d’ an
d ‘so
ft’ sk
ills;
im
port
ant
and les
s im
port
ant
fact
ors
in
dec
idin
g t
he
appro
priat
enes
s of a
pote
ntial
job r
ole
eg loca
tion,
work
ing h
ours
, sa
lary
, jo
b d
escr
iption,
type
of
indust
ry,
size
of
org
anis
atio
n
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
10
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
U
nder
stan
d t
he
layo
ut
and
form
at o
f jo
b a
dve
rts
in
rela
tion t
o t
hei
r per
sonal
ci
rcum
stan
ces
□
Layo
ut
and f
orm
at o
f jo
b a
dve
rts:
rel
evan
t te
rmin
olo
gy
such
as
abbre
viat
ions
and d
escr
ipto
rs c
om
monly
use
d in job a
dve
rts
eg ‘CV’, ‘M
D’,
‘O.T
.E’, ‘PA
’, ‘te
am p
laye
r’,
‘han
ds-
on a
ppro
ach’, ‘flex
ible
att
itude’
; diffe
rent
types
of
info
rmat
ion c
onta
ined
in a
job a
dve
rt e
g loca
tion,
skill
s nee
ded
for
the
job,
sala
ry a
nd b
enef
its,
len
gth
of
contr
act,
opport
unitie
s to
rec
eive
tra
inin
g,
pro
motion o
r le
arn n
ew s
kills
; re
cognis
ing k
ey w
ord
s in
job a
dve
rts
that
mat
ch o
wn s
kills
, in
tere
sts
and p
erso
nal
circu
mst
ance
s eg
‘w
ould
suit s
om
eone
with a
n inte
rest
in s
port
’, ‘fu
ll drivi
ng lic
ence
re
quired
’
3.2
Id
entify
sourc
es o
f in
form
atio
n a
vaila
ble
for
carr
ying o
ut
job s
earc
hes
□
Sourc
es f
or
job s
earc
hes
: th
ere
are
a ra
nge
of
diffe
rent
sourc
es w
hic
h
pro
vide
info
rmat
ion o
n job v
acan
cies
eg r
ecru
itm
ent
agen
cies
, in
tern
et
site
s, n
ewsp
aper
s, m
agaz
ines
and journ
als,
jobce
ntr
es;
diffe
rent
sourc
es
carr
y diffe
rent
types
of
job a
dve
rts
eg t
rade
journ
als
carr
y jo
b a
dve
rts
spec
ific
to a
par
ticu
lar
sect
or
or
indust
ry
3
Be
able
to s
earc
h
for
job v
acan
cies
.
3.3
Sel
ect
appro
priat
e m
ethods
to s
earc
h f
or
par
ticu
lar
job
vaca
nci
es.
□
Appro
priat
e m
ethods
to s
earc
h f
or
jobs:
conduct
ing t
he
job s
earc
h
acco
rdin
g t
o w
hat
lea
rner
s re
quire
from
a job e
g u
sing loca
l so
urc
es s
uch
as
loca
l new
spap
ers,
Jobce
ntr
es,
nei
ghbours
and f
rien
ds
to s
earc
h f
or
jobs
in t
he
loca
l ar
ea,
sear
chin
g t
he
vaca
nci
es s
ection o
f a
com
pan
y or
org
anis
atio
ns
web
site
if
the
lear
ner
wis
hes
to w
ork
for
that
par
ticu
lar
com
pan
y or
org
anis
atio
ns,
usi
ng inte
rnet
job s
ites
or
nat
ional
new
spap
ers
if t
he
lear
ner
wis
hes
to f
ind a
job o
uts
ide
thei
r lo
cal ar
ea
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
105
Information for tutors
Delivery
A wide range of delivery methods may be used in this unit, including tutorials, presentations, videos, discussions with those in the world of work, worksheets and internet sources. As many practical activities as possible should be included to help learners relate to the unit content.
By combining various aspects of the unit, tutors should be able to cover all the learning outcomes through practical activities.
As the emphasis of this unit is on allowing the learner to identify potential jobs, based on an understanding of their own skills and interests, the tutor could start delivery of this unit by asking learners to make a list of jobs that interest them.
Learners should be encouraged to describe their skills and interests through group discussion or with a tutor. In describing their skills and interests, they should understand how these can be used to identify potential job roles – this could be related to the type of job they are interested in (for example administration, customer service) or specifically to a sector area (for example health and social care, construction, retail) and the particular features of individual job roles such as working hours, work location etc. The learner’s skills and interests may also be related to other qualifications they are undertaking which may help to identify potential job roles.
To develop knowledge of potential job sources, learners should investigate the range of job sources available to them. These could be job agencies such as employment agencies or Jobcentres, services such as careers advisers, or sources of information such as newspapers, trade journals and internet sites. Learners should also know that some job vacancies can be brought to their attention by other means such as word of mouth.
Learners could visit the Jobcentre or an employment agency. On returning to the college, school or place of learning, learners could record their information about the roles and functions of these services and potential jobs to suit their skills, abilities and interests.
In order to identify appropriate job roles, learners could carry out further directed investigation into potential job roles, for example by reading about potential areas of work on the internet or in careers publications, or by talking to people who work in a similar area.
For learning outcome 3, learners could work in groups to analyse the information in real job adverts and answer questions on a worksheet about the key words and terminology used.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
To achieve 1.1, the learner must describe clearly four different sources of job vacancies. This could take the form of a presentation, leaflet or poster which includes the information required for 1.2.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
106
To meet 1.2, the learner needs to give clear, detailed information about what the four different job sources described in 1.1 do or what type of service they provide.
To achieve 2.1, the learner will need to identify their own ‘hard’ and ‘soft’ skills, and match these skills to two potential job roles. Learners should be able to select the most appropriate job roles based on how closely they match their skills and interests. This information could be presented in the form of a chart or checklist.
For 3.1, the learner needs to identify information in job adverts which will help them in carrying out a job search to match their skills and interests, for example how the skills requirements section of a job advert can help them to narrow down their search.
The learner may use either job vacancies for which they will be applying or in which they have a genuine interest.
To achieve 3.2, the learner needs to identify three sources of information available to search for potential jobs (although they will not be expected to use all of these to search for potential jobs). Tutors may wish to give learners a range of appropriate sources to choose from at this level.
For 3.3, the learner needs to identify two methods which are appropriate to search for two potential jobs.
Links to other BTEC units, other BTEC qualifications and other relevant units and qualifications
This unit forms part of the WorkSkills from Edexcel suite. This unit has particular links with:
Entry Level Level 1 Level 2
Unit 5: Searching for a Job
Unit 6: Applying for a Job Unit 4: Searching for a Job
Unit 6: Applying for a Job Unit 7: Preparing for an Interview
Unit 5: Applying for a Job
Unit 7: Preparing for an Interview
Unit 8: Interview Skills Unit 6: Preparing for an Interview
Unit 8: Interview Skills Unit 11: Career Progression
Unit 7: Interview Skills
Unit 11: Career Progression
Unit 10: Career Progression
Suggested resources
Websites
www.direct.gov.uk/en/Employment
www.learndirect.co.uk
www.monster.co.uk
www.yourcareerguide.co.uk/engineer.asp
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
107
Unit 13: Applying for a Job
Unit reference number: Y/501/5848
QCF level: 1
Credit value: 1
Guided learning hours: 10
Unit aim
The various methods of applying for a job differ in their requirements and the type of information requested of the applicant. The focus of this unit is for learners to understand how to apply for a range of job vacancies but they will only need to actually apply for one job to achieve the unit. Learners will gain an understanding of how and when different types of methods are used for applying for employment. They will find out how to gather the relevant information to support a job application and will also look at the importance of presenting job application information in an appropriate and accurate way.
Essential resources
Learners will need access to examples of real or simulated job application forms and examples of other job application documents such as CVs and covering letters.
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
10
8
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
diffe
rent
met
hods
of
apply
ing f
or
a jo
b
1
Under
stan
d
diffe
rent
met
hods
of
apply
ing f
or
jobs
1.2
D
escr
ibe
how
and w
hen
diffe
rent
met
hods
of
apply
ing f
or
a jo
b a
re u
sed
□
Diffe
rent
met
hods
of
apply
ing:
diffe
rent
form
ats
for
applic
atio
ns
eg
applic
atio
n f
orm
s, C
Vs,
cove
ring let
ters
, ap
plic
atio
ns
via
a w
ebsi
te,
apply
ing in p
erso
n;
met
hod o
f ap
ply
ing m
ay b
e lin
ked t
o t
he
type
of
job
eg r
equirem
ent
to p
rovi
de
cove
ring let
ter
may
sugges
t jo
b r
ole
req
uires
good c
om
munic
atio
n o
r w
ritt
en s
kills
, use
of
onlin
e ap
plic
atio
n f
orm
may
su
gges
t jo
b r
ole
req
uires
bas
ic c
om
pute
r sk
ills
2.1
Id
entify
the
info
rmat
ion
nee
ded
to p
repar
e th
e jo
b
applic
atio
n f
orm
2
Know
how
to
com
ple
te a
job
applic
atio
n f
orm
2.2
Ass
emble
the
rele
vant
info
rmat
ion f
or
the
job
applic
atio
n f
orm
□
Req
uirem
ents
for
job a
pplic
atio
n:
diffe
rent
types
of
info
rmat
ion n
eeded
fo
r a
job a
pplic
atio
n e
g p
erso
nal
det
ails
, sk
ills,
pre
vious
work
exp
erie
nce
, ed
uca
tion a
nd t
rain
ing;
know
ing w
hic
h ite
ms
of
per
sonal
info
rmat
ion t
o
incl
ude
and w
hat
to lea
ve o
ut
eg a
ge,
gen
der
, ad
dre
ss,
tele
phone
num
ber
; kn
ow
ing w
het
her
you a
re e
ligib
le t
o w
ork
in t
he
countr
y le
gal
ly;
reco
gnis
ing t
hat
cer
tain
ite
ms
of
info
rmat
ion f
it c
erta
in p
arts
of
the
job
applic
atio
n f
orm
; usi
ng t
empla
tes
and e
xam
ple
s as
a g
uid
elin
e
3.1
D
escr
ibe
the
conve
ntions,
fo
rmat
s an
d s
tyle
s of
pre
senting info
rmat
ion in
job a
pplic
atio
ns
(for
eith
er
real
or
sim
ula
ted job
applic
atio
n)
3
Be
able
to a
pply
fo
r a
job u
sing t
he
appro
priat
e m
ethod
3.2
Pr
esen
t th
e jo
b a
pplic
atio
n
info
rmat
ion a
ccura
tely
and
in a
suitab
le f
orm
at
□
Apply
for
a jo
b u
sing a
n a
ppro
priat
e m
ethod:
incl
udin
g o
nly
rel
evan
t an
d
appro
priat
e in
form
atio
n;
follo
win
g a
ccep
ted g
uid
elin
es f
or
the
form
at a
nd
conte
nt
of
a CV,
follo
win
g a
ccep
ted g
uid
elin
es f
or
the
form
at a
nd c
onte
nt
of
a co
vering let
ter
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
109
Information for tutors
Delivery
The unit has been designed to make delivery of the key topics practically based wherever possible.
The tutor could start delivery of this unit by providing a range of job application forms and CV templates of a suitable level for learners working at level 1. Learners could work in groups to think about the information they will need to prepare to be able to complete them. Alternatively, learners could collect different application forms for different jobs. They could telephone, email or write to request the forms.
Examples of covering letters could be provided. Learners could work in groups to produce a checklist of the information to be provided in a covering letter.
As part of learning outcome 1, a question and answer session could determine reasons why different methods of applying for job are used. For example, some employers will want to see more of a learner’s ability to express themselves in writing hence a request for a CV and covering letter, whilst other employers will simply need to see the learner’s experience to date with some writing on an application form.
Reasons raised in the question and answer session could be collated on a board/flipchart.
For learning outcome 2, learners could work independently to collect the information required to complete a job application. The job application may be real or simulated, and can either have been chosen by the learner or given to them. However, the learner and the tutor must discuss and agree that this is a suitable job based on the learner’s skills and interests, so that the application is relevant to them.
Learners may be given a CV template and a template for a covering letter into which they can put their personal information.
Guest speakers could be invited to speak to learners about the importance of correctly presenting information on applications forms, CVs and covering letters and correctly following specific instructions.
Learners should be encouraged to practise presenting applications appropriately and discuss with their tutor any concerns they may have so that they are able to present documents in a format which is suitable for the employer. They should also be encouraged to proofread their job applications for accuracy, using resources such as a spellchecker, peers or friends.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
110
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
To achieve 1.1, the learner needs to give clear details about two different ways to apply for a job.
For 1.2, the learner will need to explain how and when each of the two different ways to apply for a job (described in 1.1) are used.
For 2.1, the learner should identify the information they need in order to prepare their job application form or for use in a CV with covering letter. The learner may receive guidance in finding the relevant information but must be able to extract it independently.
For 2.2, the learner will need to allocate the identified information to the appropriate part of the job application document or documents. They may discuss and agree with the tutor how best to use the identified information. However, the learner must subsequently be able make their own decisions regarding how to use the information in their job application. The learner at this level may use a CV template into which they can put their personal information. They may also use a template for a covering letter, but must show independence in being able to fill in the sections correctly.
For 3.1, the learner will need to describe the usual way of presenting information so that it is legible, concise, clearly understood by the employer and follows specific instructions given in the job application method.
To achieve 3.2, the job application should be presented accurately with care and attention paid to correct spelling, grammar (and legibility of handwriting if used). Where information is submitted electronically, learners should be familiar with the use of formatting and the spellchecker. The final application document should show that the learner understands the importance of using relevant information when filling in application documentation. If a covering letter is included, it should cover the relevant aspects of the job such as why the learner is applying and how they meet the criteria of the job description.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
111
Links to other BTEC units, other BTEC qualifications and other relevant units and qualifications
This unit forms part of the WorkSkills from Edexcel suite. This unit has particular links with:
Entry Level Level 1 Level 2
Unit 5: Searching for a Job
Unit 5: Searching for a Job
Unit 4: Searching for a Job
Unit 6: Applying for a Job Unit 7: Preparing for an Interview
Unit 5: Applying for a Job,
Unit 7: Preparing for an Interview
Unit 8: Interview Skills Unit 6: Preparing for an Interview
Unit 8: Interview Skills Unit 11: Career Progression
Unit 7: Interview Skills
Unit 11: Career Progression
Unit 10: Career Progression
Suggested resources
Websites
www.direct.gov.uk/en/Employment/Jobseekers/LookingForWork
www.direct.gov.uk/en/YoungPeople/Workandcareers/Gettingyourfirstjob
www.open.ac.uk/careers/applying-for-jobs.php
www.worksmart.org.uk/career/job_advertisements
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
112
Unit 14: Preparing for an Interview
Unit reference number: M/501/5824
QCF level: 1
Credit value: 1
Guided learning hours: 10
Unit aim
Preparation and planning are vital aspects of the interview process and go a long way towards improving the chances of a successful outcome. In this unit, learners will develop the skills of planning appropriate questions to ask an interviewer as well as preparing responses to likely questions ahead of an interview. They will also look at how to make effective travel plans for an interview to help them arrive at the correct time and place.
Essential resources
In order to prepare for an interview, learners will need a given brief for an appropriate job, placement or place on a training course.
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
3
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1
Know
how
to
resp
ond t
o
ques
tions
they
m
ight
be
aske
d a
t th
e in
terv
iew
1.1
Pr
epar
e an
swer
s to
ques
tions
they
mig
ht
be
aske
d a
t th
e in
terv
iew
□
Purp
ose
of
the
inte
rvie
w:
eg f
or
emplo
ymen
t, a
cou
rse,
work
pla
cem
ent,
vo
lunte
erin
g
□
Res
pond t
o q
ues
tions:
eg e
nsu
re t
hey
under
stan
d t
he
ques
tion b
efore
th
ey a
nsw
er,
ensu
re a
nsw
ers
are
appro
priat
e an
d c
lear
, how
to r
espond
when
they
don’t k
now
the
answ
er t
o a
ques
tion
□
Ques
tions
they
mig
ht
be
aske
d:
whic
h q
ues
tions
are
most
lik
ely
to b
e as
ked;
not
all ques
tions
can b
e pla
nned
for
ahea
d o
f tim
e
2
Be
able
to p
repar
e ap
pro
priat
e ques
tions
to a
sk
the
inte
rvie
wer
2.1
Id
entify
ques
tions
to a
sk
whic
h s
how
thei
r in
tere
st in
the
job,
pla
cem
ent
or
cours
e
□
Prep
are
appro
priat
e ques
tions
to a
sk t
he
inte
rvie
wer
: ques
tions
should
use
appro
priat
e la
nguag
e re
gis
ter;
conte
nt
of
ques
tions
should
be
rele
vant
to t
he
cours
e/pla
cem
ent/
job;
lear
ner
show
s th
eir
inte
rest
in t
he
cours
e/pla
cem
ent/
job b
y as
king q
ues
tions;
ques
tions
should
be
aske
d in
appro
priat
e to
ne
of
voic
e an
d a
ttitude
3.1
Confirm
the
tim
e an
d p
lace
w
her
e th
e in
terv
iew
will
be
hel
d
3
Plan
to a
rriv
e at
th
e in
terv
iew
on
tim
e.
3.2
Pl
an a
route
and m
eans
of
tran
sport
whic
h w
ill a
llow
th
em t
o a
rriv
e on t
ime.
□
Plan
to a
rriv
e on t
ime:
fin
din
g o
ut
journ
ey t
imes
, usi
ng s
ourc
es o
f tr
avel
in
form
atio
n,
consi
der
ing d
iffe
rent
modes
of
trav
el,
choosi
ng b
est
route
, al
low
ing f
or
poss
ible
del
ays,
usi
ng inte
rvie
w info
rmat
ion o
r docu
men
tation
to c
onfirm
inte
rvie
w d
etai
ls
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
114
Information for tutors
Delivery
Delivery methods could include learner-centred tasks such as group work, research tasks and learner-led presentations.
During the delivery of this unit, learners should be given as much practical experience as possible in preparing for an interview.
To develop an understanding of how to answer questions at an interview for learning outcome 1, learners need to be aware of the purpose of the interview. This could be explored using practical activities, for example learners could work in groups to consider different interview situations and discuss possible questions that might be asked and appropriate answers. Learners could create guidelines which work as a factsheet for other learners to follow.
Role-play could be used to help learners to understand how to respond to questions they do not know the answers to.
For learning outcome 2, learners could work in small groups to discuss questions to ask the interviewer in different interview situations. Learners could then report back to the rest of the group.
Learners working in small groups could be given an interview venue, date and time and complete research using the internet or local transport information leaflets to select a route and means of transport to allow them to arrive at the interview on time. Learners can present their travel plans to the group and discuss the reasons for their choices.
The interview being prepared for may be for a job, placement or place on a training course. It could be a real situation but a simulated interview is equally acceptable. Whether real or simulated, every effort should be made to provide an interview opportunity that relates directly to the learner’s current or intended work or training interests.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
The assessment criteria for this unit may be combined into one assessment task. The learner may present all the required information as a leaflet. Alternative methods of evidencing may be used.
The assessment for this unit could take the form of preparing for and participating in a ‘mock’ interview. The learner could either choose a job that they have seen themselves or examples of job vacancies could be provided by the tutor. The learner could prepare answers to possible interview questions and go on to prepare questions they would like to ask the interviewer. The learner could then be given a time and place for the mock interview. They should arrive in good time for the interview, appropriately dressed.
To achieve 1.1, the learner will need to state the purpose of the interview for example applying for a job as a sales assistant, and give answers to four questions which are relevant to the purpose of the interview. The questions may be those
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
115
agreed in class discussions but the learner’s response must reflect their own understanding of the stated purpose of the interview.
For 2.1, the learner will need to give four questions to ask the interviewer which are relevant to the stated job, placement or course. The learner might identify a range of possible questions through group discussion or other guidance, but should select the final set of questions independently.
For 3.1, the learner needs to give (independently) a precise interview time and venue from information given to them.
For 3.2, the learner needs to give, from a given range of resources, the correct information about a route and means of transport which would allow them to arrive at the interview on time.
Links to other BTEC units, other BTEC qualifications and other relevant units and qualifications
This unit forms part of the WorkSkills from Edexcel suite. This unit has particular links with:
Entry Level Level 1 Level 2
Unit 5: Searching for a Job
Unit 5: Searching for a Job
Unit 4: Searching for a Job
Unit 6: Applying for a Job Unit 6: Applying for a Job Unit 5: Applying for a Job
Unit 7: Preparing for an Interview
Unit 8: Interview Skills Unit 6: Preparing for an Interview
Unit 8: Interview Skills Unit 11: Career Progression
Unit 7: Interview Skills
Unit 11: Career Progression
Unit 10: Career Progression
Suggested resources
Websites
http://www.direct.gov.uk/en/YoungPeople/DG_10016186
www.direct.gov.uk/en/Employment/Jobseekers/LookingForWork
www.direct.gov.uk/en/TravelAndTransport/PlanningYourJourney
www.direct.gov.uk/en/YoungPeople/Workandcareers/Gettingyourfirstjob
www.open.ac.uk/careers/preparing-for-an-interview.php
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
116
Unit 15: Interview Skills
Unit reference number: R/501/5847
QCF level: 1
Credit value: 1
Guided learning hours: 10
Unit aim
The purpose of this unit is for learners to acquire the basic communication skills needed for an interview, be it for a job, work placement or training course. Learners are presented with an interview as a multi-faceted experience which includes the use of both verbal and non-verbal communication. Learners will learn about the importance of answering interview questions clearly and appropriately. The emphasis is on being able to apply all the acquired interview skills in a way that is appropriate for the interview context. Learners will also be guided through a post-interview reflection so that they understand the value of learning from the interview experience.
Essential resources
Learners need the opportunity to participate in a real-life or simulated interview.
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
7
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Arr
ive
in g
ood t
ime
for
the
inte
rvie
w
1
Pres
ent
them
selv
es
appro
priat
ely
at a
n
inte
rvie
w
1.2
U
se a
ppro
priat
e m
eans
of
non-v
erbal
com
munic
atio
n
such
as
body
languag
e,
faci
al e
xpre
ssio
ns
and t
one
of
voic
e
□
Pres
ent
them
selv
es a
ppro
priat
ely:
tim
ekee
pin
g;
the
role
of
non-v
erbal
co
mm
unic
atio
n a
nd b
ody
languag
e in
cre
atin
g t
he
corr
ect
impre
ssio
n,
awar
enes
s of
tone
of
voic
e an
d fac
ial ex
pre
ssio
ns;
show
ing t
he
inte
rvie
wer
you a
re p
ayin
g a
tten
tion t
o t
he
ques
tions
2
Answ
er t
he
inte
rvie
wer
’s
ques
tions
appro
priat
ely
2.1
Res
pond c
lear
ly t
o t
he
ques
tions
aske
d b
y th
e in
terv
iew
er,
usi
ng lan
guag
e ap
pro
priat
e to
an inte
rvie
w
situ
atio
n
□
Answ
er t
he
inte
rvie
wer
’s q
ues
tions
appro
priat
ely:
lan
guag
e ap
pro
priat
e to
an
inte
rvie
w c
onte
xt w
hen
answ
erin
g t
he
inte
rvie
wer
’s q
ues
tions;
cla
rity
an
d p
olit
enes
s in
com
munic
atio
n;
liste
nin
g c
aref
ully
to t
he
ques
tions
bef
ore
answ
erin
g
3
Under
stan
d t
hei
r per
form
ance
in a
n
inte
rvie
w
3.1
D
escr
ibe
what
wen
t w
ell an
d
what
did
not
□
Answ
er t
he
inte
rvie
wer
’s q
ues
tions
appro
priat
ely:
lan
guag
e ap
pro
priat
e to
an
inte
rvie
w c
onte
xt w
hen
answ
erin
g t
he
inte
rvie
wer
’s q
ues
tions;
cla
rity
an
d p
olit
enes
s in
com
munic
atio
n;
liste
nin
g c
aref
ully
to t
he
ques
tions
bef
ore
answ
erin
g
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
118
Information for tutors
Delivery
By combining various aspects of the unit, tutors/line managers should be able to cover all the learning outcomes through practical activities.
A question and answer session could determine different situations that require interviews. Learners could work in groups to discuss the general purposes of interviews.
Guest speakers could be invited to speak to learners about the importance of timekeeping and personal presentation at interviews. Learners would find it helpful to prepare questions to ask the speaker about their expectations of someone in an interview situation. Learners could also create guidelines which work as a factsheet for other learners to follow.
To develop knowledge and understanding of the effect of non-verbal communication during an interview, learners could watch videos of interviews and complete a related worksheet. In groups, learners could discuss cultural differences in non-verbal communication which would be relevant in an interview situation and report back to the rest of the group. Examples could include cultural differences about whether or not to make eye contact with a senior or older person or whether or not to shake someone’s hand at the beginning or end of an interview.
Learners could practise their interview skills using role-play exercises of different interview situations. Learners could be involved in peer assessment of verbal and non-verbal communication skills, which would be helpful to learners when understanding their performance in an interview for learning outcome 3.
The interview may be for a job, placement or place on a training course. It could be a real situation but a simulated interview is equally acceptable. The interview should last for around 10 minutes. The interviewer should use straightforward language and make sure that questions are clearly phrased and unambiguous. The interviewer may be familiar to the learner but it would be helpful if it was not the learner’s usual tutor for this area of learning or their immediate line supervisor in the workplace.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
The learner should be dressed appropriately for the interview. The definition of ‘appropriately’ will differ from one workplace or course to another, depending on the nature of the job, placement or course applied for. The learner’s appearance should be consistent with that normally expected of interviewees in the particular setting. Regardless of setting, learners should have paid attention to their personal hygiene and be wearing clean clothes.
Appropriate body language may include polite tone of voice, sitting up straight, sitting still and clearly paying attention to the interviewer, for example by nodding the head, taking papers passed to them. Tutors or line managers should assess the appropriateness of the learner’s non-verbal communication in the light of any relevant cultural factors.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
119
During the interview, the learner should concentrate on the interviewer, avoiding distractions and listening carefully to the questions they are asked. They should give their answers clearly, making sure that their responses are relevant.
Evidence to support observation of the learner’s performance in the interview could be a written statement by the tutor, line manager or interviewer or could be a video with supporting commentary from the tutor or line manager.
For 3.1, the learner should be able to identify parts of their performance that went well and not so well. This might relate to particular questions or to aspects such as body language or listening carefully. They might reflect on the interview by watching it back on video, listening to it on a recording, or discussing it with the interviewer or other observers. It is appropriate for any of these parties to offer constructive criticism and for the learner to include this feedback in their review of their performance, should they wish to do so. However, their self-evaluation should represent their own views on their performance and should be recorded independently. Evidence to support this can be either written, for example through written statements from the learner on the review of their performance and/or supporting statements from the tutor, line manager or other person involved in the discussion and review, or through a video or taped discussion.
Links to other BTEC units, other BTEC qualifications and other relevant units and qualifications
This unit forms part of the WorkSkills from Edexcel suite. This unit has particular links with:
Entry Level Level 1 Level 2
Unit 5: Searching for a Job
Unit 5: Searching for a Job
Unit 4: Searching for a Job
Unit 6: Applying for a Job Unit 6: Applying for a Job Unit 5: Applying for a Job
Unit 7: Preparing for an Interview
Unit 7: Preparing for an Interview
Unit 6: Preparing for an Interview
Unit 8: Interview Skills Unit 11: Career Progression
Unit 7: Interview Skills
Unit 11: Career Progression
Unit 10: Career Progression
Suggested resources
Websites
www.direct.gov.uk/en/Employment/Jobseekers/LookingForWork
www.open.ac.uk/careers/interviews.php
www.worksmart.org.uk/career/interviews
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
120
Unit 16: Positive Attitudes and Behaviours at Work
Unit reference number: A/501/5826
QCF level: 1
Credit value: 1
Guided learning hours: 10
Unit aim
In any workplace, it is important to have a positive attitude and behave in an appropriate manner. Employers and employees expect certain types of conduct to be demonstrated within the workplace, making constructive attitudes and behaviours essential employability skills.
This unit focuses on the importance of positive attitudes and behaviours and their impact on the workplace. Learners will need to show that they understand and can demonstrate appropriate behaviours in the workplace. They will also need to carry out some analysis of their strengths and weaknesses by conducting a review of their performance.
Essential resources
Copies of organisational procedures for different types of organisation as appropriate – for example centres procedures for staff and/or learners relating to conduct and behaviour (or if in the workplace, copies of workplace procedures).
Relevant training or developmental courses relating to good conduct (for example assertiveness, communication skills).
Copies of any appraisal systems which recognise good conduct/performance.
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
12
1
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
why
it is
import
ant
to f
ollo
w a
n o
rgan
isat
ion’s
ru
les
and p
roce
dure
s
□
Import
ance
of
follo
win
g o
rgan
isat
ion’s
rule
s an
d p
roce
dure
s: e
g a
void
s bre
akin
g t
he
law
, co
mply
ing w
ith h
ealth a
nd s
afet
y re
quirem
ents
, av
oid
s co
nfu
sion in c
arry
ing o
ut
task
s
1
Under
stan
d h
ow
posi
tive
att
itudes
an
d b
ehav
iours
at
work
ben
efit
them
selv
es a
nd
thei
r org
anis
atio
n
1.2
D
escr
ibe
the
ben
efits
of
posi
tive
att
itudes
and
beh
avio
urs
for
them
selv
es
and t
hei
r org
anis
atio
n
□
Ben
efits
of
posi
tive
att
itudes
and b
ehav
iours
to t
he
emplo
yee
and t
hei
r org
anis
atio
n:
eg e
nhan
ces
how
oth
ers
view
you,
pay
or
rew
ard c
ould
be
linke
d t
o p
erso
nal
appra
isal
and p
erfo
rman
ce,
hel
ps
keep
yours
elf
and
colle
agues
hea
lthy
and s
afe,
incr
ease
d p
roduct
ivity
for
org
anis
atio
n,
ple
asan
t w
ork
ing a
tmosp
her
e
2.1
In
tera
ct a
ppro
priat
ely
with
colle
agues
and c
ust
om
ers
□
Inte
ract
ing a
ppro
priat
ely
with c
olle
agues
: co
mm
unic
atin
g w
ith a
ran
ge
of
fam
iliar
peo
ple
eg m
ember
s of
team
, lin
e m
anag
er,
super
viso
r, p
eople
fr
om
oth
er d
epar
tmen
ts;
inte
ract
ing a
ppro
priat
ely
with o
ther
colle
agues
eg
car
ryin
g o
ut
task
acc
ura
tely
and c
hee
rfully
, lis
tenin
g p
olit
ely
to o
pin
ion
giv
en b
y a
team
mem
ber
□
Inte
ract
ing a
ppro
priat
ely
with c
ust
om
ers:
com
munic
atin
g w
ith a
ran
ge
of
cust
om
ers
in n
on-c
om
ple
x an
d f
amili
ar s
ituat
ions
eg d
ealin
g w
ith r
outine
enquirie
s fr
om
cust
om
ers,
tak
ing m
essa
ges
2
Dem
onst
rate
a
range
of
posi
tive
at
titu
des
and
beh
avio
urs
in t
he
work
pla
ce
2.2
Fo
llow
org
anis
atio
nal
pro
cedure
s gove
rnin
g
attitu
des
and b
ehav
iours
at
work
□
Follo
win
g o
rgan
isat
ional
pro
cedure
s fr
om
the
lear
ner
’s w
ork
pla
ce o
r fr
om
sc
hool/
colle
ge:
appro
priat
e m
ethods
for
tim
ekee
pin
g e
g t
imes
hee
ts,
clock
ing in/o
ut,
appro
priat
e use
of
IT e
g p
assw
ord
s, u
se o
f th
e in
tern
et
and e
mai
l, a
ppro
priat
e beh
avio
ur
and g
ener
al c
onduct
eg d
ress
code,
at
titu
des
tow
ards
colle
agues
3
Eva
luat
e th
eir
ow
n
conduct
3.1
D
escr
ibe
what
wen
t w
ell an
d
what
did
not
□
Eva
luat
ion o
f ow
n c
onduct
: id
entify
ing a
spec
ts o
f ow
n p
erfo
rman
ce t
hat
w
ent
wel
l eg
pas
sed o
n a
ll phone
mes
sages
cle
arly
to m
anag
er;
iden
tify
ing a
spec
ts o
f ow
n p
erfo
rman
ce t
hat
did
not
go s
o w
ell eg
forg
ot
to f
ill in t
imes
hee
t fo
r th
e day
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
122
Information for tutors
Delivery
This unit may be delivered in the workplace, as part of a work placement or volunteering commitment, or in a simulated situation in a school or college. The positive behaviours described in the unit are those expected of learners within an educational context as well as of employees in a workplace. It is therefore likely that learners will already be aware of the need for appropriate conduct in a general context.
Learning outcome 1 could be delivered through group discussion or discussion between the learner and their line manager/tutor or another appropriate person familiar to the learner. Tutors or line managers might wish to support the group or individual learner by facilitating a discussion to help learners think about the importance of following an organisation’s rules and procedures. Tutors or line managers could begin by explaining that every organisation has rules and procedures governing the behaviours of its employees. The group/individual could be given copies of organisational procedures and asked to discuss an aspect of them,( for example expectations on dress, behaviour towards colleagues) and explain why these are important (for example why it is important that employees treat each other with respect, why it is important not to be aggressive or abusive to other employees). They could also consider the consequences of not following procedures such as health and safety (for example if they or someone else did not work with due care and attention, this could compromise their own safety and that of others), or the impact on themselves of disciplinary or other measures.
Tutors or line managers could then explore the benefits of having a positive attitude by asking learners to think about how exhibiting positive attitudes and behaviours can benefit themselves and their organisation. Learners could create posters or leaflets to record their ideas.
Learning outcome 2 could be demonstrated in a variety of ways. In a work situation, learners could carry out their normal daily activities whilst being observed by their line manager, supervisor or another responsible person. In a simulated situation, learners could be provided with (or agree with their tutor) a scenario for the workplace which enables them to demonstrate the required positive attitudes and behaviours.
For learning outcome 2, learners in the workplace could be observed interacting with members of their team, their line manager, supervisor or familiar people from other departments (eg their contact in finance or HR). These may not be regular contacts but will be known to the learner. If this is a simulated exercise, learners may be observed interacting with a range of people – some familiar and some less familiar to them.
Tutors/line managers could use the organisational procedures from the learner’s own workplace, college or other place of training, provided the procedures address matters of attitude and behaviour.
Learning outcome 3 could be delivered through a one-to-one discussion between the tutor or line manager and the learner.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
123
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
To achieve 1.1, the learner must explain at least two reasons why it is important to follow organisational procedures. For 1.2, the learner must describe the benefits of positive attitudes and behaviours for an individual (at least one benefit for the individual) and for an organisation (at least one benefit for the organisation). Evidence to support this could be records of group or individual discussion. These could either be written by the tutor or line manager, written by the learner with sign-off from the tutor/line manager, or via video or audio recording.
To achieve 2.1 and 2.2, the learner needs to demonstrate that they can interact appropriately with colleagues and customers and follow organisational procedures. Tutors and others may support them in this. Interactions should form part of the learner’s day-to-day activities, which need not be complex or demanding. The positive attitudes and behaviours demonstrated by the learner could include examples such as passing on a telephone message to a colleague, turning up to a team meeting on time, answering a routine query from a customer, recording information about a customer complaint, using organisational systems to record annual or sick leave, knowing about organisational rules on the use of IT (for example use of the internet and email), understanding general organisational procedures for conduct and behaviour (for example dress code) or knowing who to contact if they are unable to get to work or need advice on a work-related matter. Whilst the learner may seek clarification from others regarding organisational procedures, they must know how to access the relevant sources of information and use them independently.
The demonstration needs to be observed either by the tutor or another person designated to assess the learner (for example a line manager or supervisor). The observation should form the basis of a discussion with the learner after the demonstration, about their performance. This observation could be a written statement by the tutor or line manager (which would support good practice for appraisal and review in the workplace) or a video with supporting commentary from the tutor or line manager.
To achieve 3.1, the learner must carry out an evaluation of their performance in which they describe what went well and what that did not go well in demonstrating the positive conduct referred to in 2.1 and 2.2. They might discuss this with their tutor or other observers; it is appropriate for any of these people to offer constructive criticism and for the learner to include this feedback in their review of performance, if they wish to do so. Their self-evaluation must, however, represent their own views on their performance and should be recorded independently.
Evidence to support this can either be written, for example through written statements from the learner on the review of their performance and/or supporting statements from the tutor, line manager or other person involved in the discussion and review, or through video or taped discussion.
Written statements by the learner do not have to be lengthy and can be discussed and agreed by the tutor/line manager and the learner in advance.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
124
Links to other BTEC units, other BTEC qualifications and other relevant units and qualifications
This unit forms part of the WorkSkills from Edexcel suite. This unit has particular links with:
Entry Level Level 1 Level 2
Unit 12: Conduct at Work Unit 17: Working in a Team
Unit 20: Investigating Rights and Responsibilities at Work
Unit 9: Self-management Skills
Unit 19: Building Working Relationships with Colleagues
Unit 15: Effectiveness at Work
Unit 9: Self-management Skills
Unit 16: Working in a Team
Unit 19: Building Working Relationships with Colleagues
Unit 8: Self-management Skills
Suggested resources
Websites
www.lifecoachexpert.co.uk/
www.worketiquette.co.uk/
www.worksmart.org.uk/career
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
125
Unit 17: Working in a Team
Unit reference number: L/501/5832
QCF level: 1
Credit value: 3
Guided learning hours: 30
Unit aim
Since very few people work in complete isolation in the workplace, most employers seek employees who are able to work effectively with others in a team or group setting. An effective team depends on the cooperation and skills of all team members. This unit helps the learner to understand how they can contribute to the success of a team, based on an understanding of their own strengths, skills and experiences, as well as the nature of the task at hand. Additionally, learners will develop an understanding of the key behaviours and attitudes required in order to communicate and cooperate with others in a team. The learner will also learn about the roles and responsibilities of all team members by completing a team task. Learners will consider their own effectiveness as a team member and identify areas for improvement.
Essential resources
Learners will need the opportunity to participate in a team-working task.
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
12
6
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1
Under
stan
d t
hat
ef
fect
ive
team
-w
ork
req
uires
te
am m
ember
s to
beh
ave
in c
erta
in
way
s
1.1
D
escr
ibe
posi
tive
beh
avio
urs
nec
essa
ry f
or
effe
ctiv
e te
amw
ork
□
Beh
avio
urs
for
effe
ctiv
e te
amw
ork
: en
coura
gin
g,
consi
der
ate,
abili
ty t
o
liste
n,
resp
ectf
ul, t
ole
rant,
pat
ient,
fle
xible
, lo
yal, a
bili
ty t
o a
ccep
t co
nst
ruct
ive
critic
ism
, ab
le t
o m
otiva
te o
ther
s
2.1
O
utlin
e th
eir
ow
n s
tren
gth
s,
skill
s an
d e
xper
ience
s th
at
mig
ht
be
rele
vant
to a
par
ticu
lar
task
□
Str
ength
s, s
kills
and e
xper
ience
s: o
rgan
isin
g s
kills
; pra
ctic
al s
kills
eg
com
pute
r lit
erat
e, p
hoto
gra
phy
skill
s; p
revi
ous
exper
ience
s eg
exp
erie
nce
of
pla
nnin
g a
n e
vent;
com
munic
atio
n s
kills
eg m
ulti-
lingual
, sk
illed
write
r;
inte
rper
sonal
ski
lls e
g g
ood lis
tener
, co
nfiden
t, p
unct
ual
, re
liable
, pat
ient
2
Under
stan
d h
ow
ow
n s
tren
gth
s,
skill
s an
d
exper
ience
s m
ay
contr
ibute
to a
te
am t
ask
2.2
Sta
te s
om
e as
pec
ts o
f a
par
ticu
lar
task
that
they
th
ink
they
could
do w
ell,
bas
ed o
n t
hei
r id
entified
st
rength
s, s
kills
and
exper
ience
s
□
Asp
ects
of
a ta
sk t
hey
could
do w
ell, b
ased
on iden
tified
str
ength
s, s
kills
an
d e
xper
ience
: eg
good s
pel
ling a
nd lan
guag
e sk
ills
suited
to t
ask
of
pro
ofr
eadin
g w
ritt
en w
ork
pro
duce
d b
y te
am,
org
anis
ing s
kills
suited
to
dra
win
g u
p t
imel
ine
for
com
ple
tion o
f th
e te
am p
roje
ct
3.1
D
escr
ibe
what
the
task
is
about
and w
hat
the
team
is
work
ing t
o a
chie
ve
□
What
tea
m is
work
ing t
o a
chie
ve:
aim
or
aim
s of
the
team
’s t
ask,
as
signm
ent
or
pro
ject
; goal
s, d
eadlin
es,
tim
elin
es;
par
ticu
lar
qual
ity
or
stan
dar
d o
f w
ork
req
uired
3.2
D
escr
ibe
ow
n r
ole
and
resp
onsi
bili
ties
and t
hose
of
oth
ers
in t
he
team
□
Res
ponsi
bili
ties
within
the
team
: ow
n indiv
idual
role
s an
d r
esponsi
bili
ties
ag
reed
with w
hole
tea
m;
indiv
idual
role
s an
d r
esponsi
bili
ties
of
oth
er
team
mem
ber
s
3
Under
stan
d t
he
role
s an
d
resp
onsi
bili
ties
of
team
mem
ber
s (i
ncl
udin
g t
hei
r ow
n)
in r
elat
ion t
o
a giv
en t
ask
3.3
Exp
lain
how
thei
r ow
n r
ole
co
ntr
ibute
s to
the
work
of
the
team
as
a w
hole
□
Contr
ibution o
f ow
n r
ole
to w
ork
of
whole
tea
m:
how
ow
n r
ole
aff
ects
ro
les
of
oth
ers
in t
he
team
; how
ow
n r
ole
affec
ts o
vera
ll te
am s
ucc
ess
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
12
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
G
ive
exam
ple
s of
when
they
lis
tened
to t
he
idea
s an
d
sugges
tions
of
oth
ers
□
List
en t
o t
he
idea
s an
d s
ugges
tions
of
oth
ers:
pay
ing a
tten
tion t
o a
nd
show
ing r
espec
t fo
r th
e ad
vice
, id
eas,
sugges
tions
or
opin
ions
put
forw
ard b
y oth
ers
eg b
y not
inte
rrupting,
aski
ng q
ues
tions
to c
larify
what
w
as s
aid
4.2
G
ive
idea
s an
d s
ugges
tions
as t
o h
ow
the
team
mig
ht
com
ple
te t
hei
r ta
sk
□
Giv
e id
eas
and s
ugges
tions
as t
o h
ow
the
team
mig
ht
com
ple
te t
hei
r ta
sk:
eg b
y par
tici
pat
ing in g
roup d
iscu
ssio
ns,
pro
ble
m s
olv
ing o
r ‘thought
show
er’ se
ssio
ns,
fin
din
g o
ut
info
rmat
ion a
nd r
eport
ing b
ack
to t
he
gro
up
4.3
O
utlin
e ex
ample
s of
when
th
ey o
ffer
ed t
o h
elp o
r su
pport
oth
er t
eam
m
ember
s
□
Offer
hel
p t
o o
ther
tea
m m
ember
s: e
g o
ffer
to h
elp o
ther
tea
m m
ember
s co
mple
te t
hei
r ta
sk,
volu
nte
er t
o t
ake
on t
he
task
of
a te
am m
ember
who
is a
bse
nt
4.4
O
utlin
e ex
ample
s of
when
th
ey a
ccep
ted t
he
hel
p o
r ad
vice
of
oth
ers
□
Acc
ept
hel
p o
r ad
vice
fro
m o
ther
tea
m m
ember
s: e
g t
ry o
ut
idea
s or
sugges
tions
put
forw
ard b
y oth
ers,
lis
ten r
espec
tfully
to a
dvi
ce f
rom
an
oth
er t
eam
mem
ber
, ac
cept
hel
p f
rom
oth
er t
eam
mem
ber
s in
ord
er t
o
get
indiv
idual
tas
k finis
hed
on t
ime
4
Be
able
to w
ork
posi
tive
ly a
s a
mem
ber
of
a te
am
4.5
Com
ple
te t
he
aspec
ts o
f th
e ta
sk t
hey
wer
e al
loca
ted,
in
line
with t
he
brief
□
Com
ple
te o
wn t
ask
in lin
e w
ith t
he
giv
en b
rief
: co
mple
te t
ask
to r
equired
st
andar
d a
nd w
ithin
stipula
ted t
imef
ram
e
5.1
D
escr
ibe
whic
h p
osi
tive
te
amw
ork
ing b
ehav
iours
th
ey d
emonst
rate
d in
under
taki
ng t
he
task
□
Posi
tive
tea
mw
ork
ing b
ehav
iours
dem
onst
rate
d:
liste
ned
to o
pin
ions
of
oth
ers,
res
ponded
polit
ely
to q
ues
tions,
sat
isfa
ctorily
com
ple
ted t
he
indiv
idual
tas
k as
signed
to t
hem
, hel
ped
oth
ers
carr
y out
thei
r ta
sks
or
resp
onsi
bili
ties
, off
ered
sugges
tions
as t
o h
ow
the
team
’s g
oal
s co
uld
be
achie
ved,
acce
pte
d a
dvi
ce f
rom
oth
ers,
lea
rner
’s o
wn c
ontr
ibution
contr
ibute
d t
o s
ucc
ess
of
whole
tas
k
5
Be
able
to c
onsi
der
th
eir
per
form
ance
as
a m
ember
of
a te
am.
5.2
Id
entify
som
e te
amw
ork
ing
skill
s th
at t
hey
could
im
pro
ve.
□
Iden
tify
tea
mw
ork
ing s
kills
that
could
be
impro
ved:
eg b
e m
ore
pat
ient
with o
ther
tea
m m
ember
s, d
on’t inte
rrupt
when
oth
ers
are
mak
ing
sugges
tions,
pay
more
att
ention t
o t
imin
gs
allo
cate
d f
or
com
ple
tion o
f ow
n indiv
idual
tas
k
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
128
Information for tutors
Delivery
The emphasis in this unit is on developing the learner’s knowledge and understanding of teamwork through a practical teamworking task.
In order for learners to understand the positive behaviours necessary for effective teamwork in learning outcome 1, it would be useful for learners to compare two different teamworking scenarios. This could be done in small groups. A question and answer session could determine the positive behaviours. Key words could be collated on a board or flipchart. Teams could work to design a poster or presentation which identifies positive behaviour. The posters or presentations could be displayed in the class or working area for learners to refer to during the rest of the unit. Alternatively, line managers could discuss with individual learners their impressions of different teamworking scenarios within the workplace. The learner could obtain input from other colleagues regarding their ideas on positive behaviours required for teamwork.
Learning outcomes 2, 3, 4 and 5 require the identification of team and individual tasks which would enable the participation of all group members. Learners could be involved in selecting the group task. Teams could be made up of around four to seven people. In teams, learners could discuss possibilities for tasks and then report back to the rest of the group. Learners could develop a whole group discussion to decide which tasks are manageable, achievable and match the skills and interests of the team members in ‘what if?’ scenarios.
For learning outcome 2, learners could make a list of their own strengths, skills and experiences and match them to individual tasks in the chosen group task.
For learning outcome 3, learners could work with team members for the group task to develop a mind map or flow chart-type diagram, using prompts and question and answer sessions until a picture of the whole task and the individual roles and responsibilities of each member is complete. Learners could present their ideas about how their own role contributes to the work of the team as a whole to the rest of the group.
Learners will need to implement the agreed team task for learning outcome 4. Learners could work in groups to devise a checklist to log their involvement in the task.
Learners should be encouraged to analyse their own performance in the team task for learning outcome 5, using evidence from their checklist. Individual learners should concentrate on their behaviour and skills as a member of the team rather than how well the outcome was achieved. Ways for learners to develop teamworking skills could be explored through tutorials, small-group discussions or discussions with a line manager or supervisor.
Assessment
For 1.1, the learner must explain why three different positive behaviours are needed for teamwork to be effective. This information could be evidenced in a number of different ways for example a leaflet, presentation or poster.
For 2.1 and 2.2, the learner will need to refer to the identified group task when identifying their own strengths, skills and experiences and how these may help
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
129
them complete aspects of the task. A chart could be suitable evidence for these criteria. The learner needs to be able to make the link between their own strengths, skills and experiences and the group task. Alternative methods of evidencing learning may be used.
The evidence required for 3.1, 3.2 and 3.3 could be combined into one task. The information could be evidenced in a number of ways such as PowerPoint slides, a poster or through one-to-one discussion with the tutor or line manager. The learner will need to refer to the chosen task and give clear details about the task and its intended outcome, and the role and responsibilities of all members of the team for 3.1 and 3.2.
For 3.3, the learner will need to give at least two reasons why their own role is necessary for the successful completion of the group task.
The evidence required for 4.1, 4.2, 4.3, 4.4 and 4.5 may be provided in a logbook completed by the learner during the task. The logbook may take a variety of formats, depending on the needs of individual learners. The logbook will need to be verified by the tutor/line manager. Alternative methods of evidencing may be used for example a witness statement or observation.
For 5.1, the learner will need to provide details about which positive teamworking behaviours (identified in 1.1) they demonstrated during the completion of the task. Two ways the learner could improve their teamworking skills would provide the evidence for 5.2. Both these criteria could be assessed through one-to-one discussion with the tutor/line manager. Responses should be recorded for verification purposes.
Links to other BTEC units, other BTEC qualifications and other relevant units and qualifications
This unit forms part of the WorkSkills from Edexcel suite. This unit has particular links with:
Entry Level Level 1 Level 2
Unit 12: Conduct at Work Unit 16: Positive Attitudes and Behaviours at Work
Unit 16: Working in a Team
Unit 13: Working in a Team
Unit 15: Effectiveness at Work
Unit 18: Building Working Relationships with Colleagues
Suggested resources
Websites
www.lifecoachexpert.co.uk/
www.projectsmart.co.uk/team-building.html
www.worksmart.org.uk/career
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
130
Unit 18: Investigating Rights and Responsibilities at Work
Unit reference number: L/501/6382
QCF level: 1
Credit value: 1
Guided learning hours: 10
Unit aim
Everyone has the right to be able to work in a healthy and safe environment, the right to be treated fairly and the right to be respected. The area of rights and responsibilities at work and how it affects the people you work with, is an extensive subject. This unit provides an introduction to the concept by discussing basic rights at work and how these rights can be enforced through guidelines, company policies and legislation.
This unit also challenges individual’s perceptions of others and how employers and employees should respect the rights of others. The laws that have been introduced to support employees will be considered. However it is not anticipated that these laws will be considered in depth. The learner will know about the law and how to find more information on the content if ever they needed to refer to it.
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
13
1
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
what
‘rights
’ ar
e □
Rig
hts
: bas
ic h
um
an r
ights
eg r
ight
to life,
fre
edom
, ed
uca
tion,
resp
ect
and d
ignity,
to o
wn p
roper
ty,
equal
ity
bef
ore
the
law
; rights
at
work
eg
hea
lthy
and s
afe
envi
ronm
ent,
work
ing c
onditio
ns,
res
pec
t, p
riva
cy o
f per
sonal
info
rmat
ion,
fair p
ay/w
ages
, pai
d h
olid
ay t
ime,
rig
ht
to join
and
form
tra
de
unio
ns
1
Under
stan
d w
hat
‘rig
hts
’ an
d
‘res
ponsi
bili
ties
’ ar
e
1.2
Exp
lain
what
‘res
ponsi
bili
ties
’ ar
e □
Res
ponsi
bili
ties
: re
sponsi
bili
ty t
o p
rote
ct,
impro
ve a
nd n
ot
infr
inge
oth
er’s
rights
; w
ork
res
ponsi
bili
ties
eg c
ontr
actu
al o
blig
atio
ns,
hea
lth a
nd s
afet
y re
quirem
ents
2.1
Exp
lain
the
fact
ors
that
may
af
fect
the
rights
of
indiv
idual
s
□
Fact
ors
aff
ecting r
ights
of
indiv
idual
s: p
osi
tive
im
ages
; per
ceptions
eg
ster
eoty
pin
g,
label
ling;
unfa
ir d
iscr
imin
atio
n a
nd inju
stic
e; c
ultura
l bac
kgro
und;
ignora
nce
or
lack
of
hum
an r
ights
2
Under
stan
d h
ow
to
resp
ect
the
rights
of
indiv
idual
s
2.2
Exp
lain
how
to r
espec
t th
e rights
of
indiv
idual
s □
H
ow
to r
espec
t oth
ers:
appro
priat
e beh
avio
ur
eg u
se o
f ap
pro
priat
e la
nguag
e, p
olit
enes
s in
com
munic
atin
g w
ith o
ther
s, n
ot
putt
ing o
ther
s in
dan
ger
or
at r
isk
thro
ugh inap
pro
priat
e beh
avio
ur
in t
he
work
pla
ce,
show
ing t
ole
rance
and r
espec
t fo
r diffe
rence
s an
d d
iver
sity
, av
oid
ing
unfa
ir d
iscr
imin
atio
n a
gai
nst
oth
ers,
chal
lengin
g o
wn p
erce
ptions
to
ensu
re f
airn
ess
of
thought
and a
ctio
n
3
Know
law
s th
at
can p
rote
ct t
he
rights
of
emplo
yees
3.1
Id
entify
law
s th
at c
an
pro
tect
em
plo
yee
rights
□
La
ws:
law
s re
lating t
o e
mplo
yee
rights
eg h
ealth a
nd s
afet
y, w
ork
ing
conditio
ns,
sal
ary,
equal
ity
of
opport
unity,
dis
crim
inat
ion,
priva
cy o
f per
sonal
info
rmat
ion (
Dat
a Pr
ote
ctio
n A
ct)
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
13
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4
Know
that
em
plo
yers
hav
e ce
rtai
n
resp
onsi
bili
ties
.
4.1
Id
entify
em
plo
yer
resp
onsi
bili
ties
in r
egar
d t
o:
-
fulfill
ing a
contr
act
-
hea
lth a
nd s
afet
y
-
equal
opport
unitie
s an
d p
reve
ntion o
f dis
crim
inat
ion.
□
Em
plo
yee’
s re
sponsi
bili
ties
: hea
lth a
nd s
afet
y; w
ork
ing c
onditio
ns;
co
ntr
actu
al;
equal
ity
of
opport
unity,
confiden
tial
ity
of
com
pan
y or
org
anis
atio
nal
info
rmat
ion
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
133
Information for tutors
Delivery
Tutors will need to be creative in their approach to this unit which is largely based on knowledge and understanding rather than skills. Active learning, however, can still be achieved, for example through learners going into the workplace to interview employers and employees or through role-playing scenarios. Debate and discussion should also be encouraged, particularly when defining the terms and considering rights and responsibilities beyond those enshrined in law.
Learners should be introduced briefly to the concept of rights and responsibilities in general before they focus on those that relate to the workplace. Discussion might include human rights, rights and responsibilities set out in legislation and those that are less formal such as those relating to particular groups or settings (for example within a school, college, society or club).
Learners would benefit from the opportunity to discuss terms associated with respecting the rights of others for example stereotyping, labelling, prejudice, positive images, discrimination, ageism, racism, sexism, diversity, cultural background. Simple tasks may be used to help the learner understand these concepts, for example they could make a list of the things they believe in and value. They could then consider how this might affect their work. Learners could also be encouraged to discuss how television or radio or magazine advertisements influence the way people think of others for example through gender stereotyping or generalised perceptions of various cultures, nationalities or age groups. Discussions could then follow on how this could affect work for example women are often seen taking on a domestic role at home and a much smaller percentage of women receive high-paid jobs.
Scenarios could be used as a basis for research into what laws have been put in place to protect the rights of individuals at work for example a colleague or partner has become pregnant. What are your colleague’s rights and what rights does the partner have? What laws are in place to support this? This learning outcome could also be linked with learning outcome 4. Learners could find out where they can get help and advice both within the workplace and outside.
Learners will probably find it useful to relate employer responsibilities to the particular aspects of rights and responsibilities they have covered when looking at them from an employee’s perspective. They should be encouraged to think about how the employer, through meeting their responsibilities, allows employees to exercise their rights. (For example an employer’s responsibility to maintain a healthy and safe workplace is put in place to ensure that employees’ right to work in a healthy and safe environment is observed.)
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
In order to achieve 1.1 and 1.2, the learner must explain what rights and responsibilities are. Practical examples may help to support the learner’s response to these criteria.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
134
In order to achieve 2.1, the learner should be able to identify three different factors that may affect the rights of an individual. They should then be able to explain how each factor may affect the rights of the individual.
The evidence provided for 2.2 could be in the form of an information leaflet or booklet which explains how we should respect our colleagues at work. Alternatively, a written explanation may be given or an oral presentation could be an effective method of assessment.
To achieve 3.1, the learner must identify three different laws relating to the rights of individuals at work. The learner should name the law and provide a brief, basic outline of the purpose of the law.
4.1 focuses on the employer’s responsibilities. The learner must be able to describe the employer’s responsibilities at work in regard to fulfilling a contract, health and safety and equal opportunities/prevention of discrimination. Practical examples should be given to support each of these areas. (At least one example is required for each area.)
Links to other BTEC units, other BTEC qualifications and other relevant units and qualifications
This unit forms part of the WorkSkills from Edexcel suite. This unit has particular links with:
Entry Level Level 1 Level 2
Unit 2: Working as a Volunteer
Unit 2: Working as a Volunteer
Unit 2: Working as a Volunteer
Unit 9: Self-management Skills
Unit 9: Self-management Skills
Unit 8: Self-management Skills
Unit 12: Conduct at Work Unit 16: Positive Attitudes and Behaviours at Work
Unit 15: Effectiveness at Work
Unit 14: Investigating Rights and Responsibilities at Work
Unit 22: Managing Your Health at Work
Unit 20: Investigating Rights and Responsibilities at Work
Unit 15: Managing Your Health at Work
Unit 28: Preparing for Work Placement
Unit 21: Managing Your Health at Work
Unit 20: Preparing for Work Placement
Unit 30: Safe Learning in the Workplace
Unit 26: Preparing for Work Placement
Unit 22: Safe Learning in the Workplace
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
135
Suggested resources
Websites
www.acas.org.uk
www.citizensadvice.org.uk
www.direct.gov.uk/en/youngpeople
www.direct.gov.uk/en/RightsAndResponsibilities/Yourrights
www.tuc.org.uk
www.worksmart.org.uk
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
136
Unit 19: Planning an Enterprise Activity
Unit reference number: F/501/5942
QCF level: 1
Credit value: 1
Guided learning hours: 10
Unit aim
Enterprise activities offer opportunities to learn and develop the entrepreneurial characteristics of tenacity, independence, innovation, imagination, risk taking, creativity, intuition and leadership. The aim of this unit is for learners to develop an understanding of how to set up an enterprise activity to sell a product or service, including the costs and responsibilities involved. Learners will also consider the skills required for the enterprise activity and how to promote the activity.
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
13
7
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1
Know
how
to
sele
ct a
suitab
le
ente
rprise
act
ivity
1.1
D
escr
ibe
the
stre
ngth
s an
d
wea
knes
ses
of
gen
erat
ed
idea
s fo
r an
ente
rprise
ac
tivi
ty
□
Str
ength
s an
d w
eakn
esse
s of
ente
rprise
act
ivity
idea
s: a
vaila
bili
ty a
nd
cost
of
reso
urc
es e
g h
um
an a
nd f
inan
cial
res
ourc
es,
mat
eria
ls,
faci
litie
s,
equip
men
t, t
imes
cale
s, s
pec
ific
ski
lls a
nd k
now
ledge
required
, pote
ntial
dem
and f
or
pro
duct
or
serv
ice,
pote
ntial
com
pet
itio
n
2
Know
appro
priat
e ro
les
and s
kills
re
quired
for
the
ente
rprise
act
ivity
2.1
Li
st r
ole
s an
d t
he
pra
ctic
al
and p
erso
nal
ski
lls r
equired
fo
r th
e en
terp
rise
act
ivity
□
Role
s re
quired
: eg
pla
nner
, sa
lesp
erso
n,
man
ufa
cture
r, a
dm
inis
trat
or,
finan
cial
contr
olle
r
□
Pra
ctic
al a
nd p
erso
nal
ski
lls r
equired
: pla
nnin
g s
kills
, budget
ing a
nd
finan
cial
ski
lls,
man
ufa
cturing s
kills
, co
mm
unic
atio
n,
confiden
ce,
know
ledge
of
pro
duct
or
serv
ice,
cust
om
er s
ervi
ce s
kills
, pro
motional
and
selli
ng s
kills
3.1
U
se b
asic
cal
cula
tions
to
show
the
cost
of
item
s an
d
pro
cess
es r
elat
ed t
o
pro
duci
ng a
nd s
ellin
g t
he
pro
duct
or
serv
ice
3
Under
stan
d t
he
cost
s in
volv
ed in
pro
duci
ng a
nd
selli
ng a
pro
duct
or
serv
ice
3.2
U
se b
asic
cal
cula
tions
to
show
the
final
prici
ng o
f th
e pro
duct
or
serv
ice
□
Pro
duct
ion c
ost
s: ingre
die
nts
, co
mponen
ts,
equip
men
t, f
acili
ties
, sk
ills,
tim
e
□
Sel
ling c
ost
s: a
dve
rtis
ing,
printing o
f le
afle
ts o
r flye
rs,
faci
litie
s eg
hire
of
stal
l at
char
ity
even
t or
loca
l m
arke
t
□
Prici
ng o
f th
e pro
duct
or
serv
ice:
rea
listic
prici
ng;
cove
ring c
ost
s an
d
mak
ing a
pro
fit
4
Know
appro
priat
e pro
motional
te
chniq
ues
.
4.1
Pr
ovi
de
appro
priat
e pro
motional
mat
eria
ls a
nd
met
hods
for
pro
moting t
he
pro
duct
or
serv
ice.
□
Pro
motional
mat
eria
ls a
nd m
ethods:
sel
ection o
f re
leva
nt
med
ia f
or
pro
motion e
g p
ost
er,
leaf
let,
fly
er,
launch
eve
nt;
usi
ng a
logo o
r bra
ndin
g;
usi
ng p
rici
ng s
trat
egie
s eg
spec
ial in
troduct
ory
dis
count;
co
nve
ying info
rmat
ion a
bout
pro
duct
or
serv
ice
in a
way
that
is
clea
r,
accu
rate
and a
ttra
ctiv
e eg
info
rmat
ion a
bout
loca
tion,
avai
labili
ty,
conta
ct
info
rmat
ion,
feat
ure
s of
pro
duct
or
serv
ice
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
138
Information for tutors
Delivery
This unit has been designed to make the key topics practically based wherever possible. Learners should be encouraged to gain an understanding of the relevant enterprise concepts in a highly applied way. Group working and group discussion would be appropriate, even where the learner’s own assessment evidence needs to be recorded separately.
An enterprise activity does not have to be a large-scale activity. The activity can either be producing a product for example greeting cards or gift wrap, or providing a service for example selling ice cream or car washing. During the delivery of this unit, learners should be given as much practical experience as possible.
To introduce the unit, tutors could stimulate discussion as to what is needed for a successful enterprise activity and, through the discussion, ideas could be generated regarding different types of products and services. It is important to emphasise that the activity must be possible within the learner’s current skills. These ideas could be explored individually or through group activity.
A question and answer session could determine the strengths and weaknesses of different enterprise ideas. The advantages and disadvantages of ideas could also be explored through the form of a Dragons Den type of presentation to a group, with peers commenting on the ideas.
Group discussion could be used to explore roles within an enterprise activity and the personal skills involved. Learners could also interview business people or consult entrepreneur websites for ideas on the kind of roles and skills needed for different types of enterprise activities.
In order for learners to understand the importance of promotional techniques and selling skills, it would be useful for them to watch clips of TV adverts and/or review advertising from a range of sources such as the internet, radio, newspapers and magazines. Point of sale advertising could be a useful resource which is also readily available. Specific information on selling skills could be gained from a range of services including books, internet and media articles. Personal skills in enterprise could be observed through TV documentaries on business start-ups and TV programmes such as Dragons’ Den.
Learners could investigate costs of their chosen enterprise idea by active research via the internet or interaction with possible suppliers. Setting prices could be a result of research (such as questionnaires or a small-scale focus discussion), exploring what prices customers are prepared to pay for a product or service. Business people could also be interviewed for advice on how to set a realistic profit margin.
To complete this unit, learners could explore and research a variety of advertising media and promotional events as they decide on the appropriate promotion materials for their enterprise activity.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
139
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
This unit can be assessed through a series of structured tasks or activities including a mixture of theory-based and practical application.
For 1.1, the learner should be given the opportunity to discuss possible ideas for an enterprise activity before deciding on the strengths and weaknesses of the ideas. This could be part of a group discussion with a tutor or take place as an individual activity. The learner must identify more than one type of product or service before choosing one enterprise idea to pursue further in this unit. To achieve 1.1, the learner needs to identify at least one strength and one weakness in two different enterprise ideas.
To achieve 2.1, the learner needs to identify the different key roles for their enterprise activity. These could include examples such as the role of researcher, promoter, salesperson and keeping financial records. Additionally, the learner must be able to identify at least two different skills that would be required in the enterprise activity.
To achieve 3.1, the learner needs to identify a range of costs involved in producing their product or service. This could be presented as a brief poster or written presentation.
To achieve 3.2, the learner is required to use basic calculations to show how their product or service will be priced for sale. This could be included as part of the poster or presentation produced for 3.1. The level of calculations used and accuracy should be consistent with the Functional Skills for mathematics at level 1.
For 4.1, the learner must produce some promotional material for their product or service such as a flyer or poster which contains key information. This information should include an accurate description of the product or service, logo or branding, price, location and availability of the product or service and/or contact information.
Links to other BTEC units, other BTEC qualifications and other relevant units and qualifications
This unit forms part of the WorkSkills from Edexcel suite. This unit has particular links with:
Entry Level Level 1 Level 2
Unit 23: Planning an Enterprise Activity
Unit 32: Running an Enterprise Activity
Unit 28: Planning an Enterprise Activity
Unit 24: Running an Enterprise Activity
Unit 33: Producing a Product
Unit 29: Running an Enterprise Activity
Unit 25: Producing a Product
Unit 30: Producing a Product
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
140
Suggested resources
Websites
www.businesslink.gov.uk
www.direct.gov.uk/en/youngpeople
www.enterprise-education.org.uk/
www.enterpriseinschools.org.uk/enterpriseinschools/index.php
www.speakeasydragons.com/
www.stridingout.co.uk
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
141
Unit 20: Interpreting and Using Engineering Information
Unit reference number: T/600/0378
QCF level: 2
Credit value: 5
Guided learning hours: 30
Unit aim
This unit aims to give learners the knowledge and skills needed to use engineering information such as drawings and working instructions to carry out manufacturing or engineering process operations.
Unit introduction
The ability to access and use information is probably one of the most critical skills required in engineering. This unit will enable learners to understand how to make effective use of textual, numeric and graphical information when working with engineering drawings, technical manuals, reference tables, specifications, charts or electronic displays, in accordance with approved procedures. Learners will consider how best to extract information from engineering drawings and related documents and also how to use drawings and related documentation to establish the work that needs to be done, carry out the work requirements and check their own work output.
A good, well-documented product, is generally more useful and more successful than an excellent product that has been poorly documented. But simply creating engineering drawings and recording engineering data is insufficient. To be useful, engineering drawings and related documentation must be stored, reviewed and approved, published and maintained. Document control for engineering drawings comprises document attributes as well as a clearly defined control process.
This unit will enable learners to identify, work within and comply with appropriate organisational policies and procedures for obtaining and using the documentation that applies to given activities. It is expected that learners will be able do this with minimum supervision, taking responsibility for their own actions and the quality and accuracy of the work that they undertake.
The first learning outcome takes the learner through the steps required to extract information from a range of given sources to enable specified tasks to be carried out. The second learning outcome requires that the learner makes use of the information from the view of their own activity/work output, identifying the information required to enable them to both carry out and check their own work. This second learning outcome also requires the learner to consider the care, control and security of information.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
142
The unit can be delivered and assessed in a range of engineering settings and disciplines depending upon the learner’s circumstances. However, it is important that the information used by the learner is relevant, realistic and current for a typical engineering context.
Essential resources
Learners will need access to sources of information (eg drawings, charts, tables, manuals) as defined by the content section. Wherever possible, centres should ensure that this data is relevant to the learner’s current or expected work-based experience. Centres will need to have their own drawing/document storage facilities as an example of a typical care and control process for drawings and related documentation.
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
3
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1
Know
how
to
inte
rpre
t dra
win
gs
and r
elat
ed
docu
men
tation
1.1
ex
trac
t in
form
atio
n f
rom
en
gin
eering d
raw
ings
and
rela
ted d
ocu
men
tation t
o
enab
le a
giv
en t
ask
to b
e ca
rrie
d o
ut
□
Info
rmat
ion:
mat
eria
ls o
r co
mponen
ts e
g loca
tion/o
rien
tation o
f par
ts,
connec
tions
to b
e m
ade,
circu
it c
har
acte
rist
ics
(pre
ssure
, flow
, cu
rren
t,
voltag
e, s
pee
d);
dim
ensi
onal
det
ail eg
im
per
ial an
d m
etric
syst
ems
of
mea
sure
men
t, p
hys
ical
dim
ensi
ons,
tole
rance
s, f
ixed
ref
eren
ce p
oin
ts,
surf
ace
text
ure
; m
anufa
cturing/p
roduct
ion d
etai
l eg
pro
cess
es o
r tr
eatm
ents
, as
sem
bly
seq
uen
ce o
r in
stal
lation r
equirem
ents
; sy
mbols
and
abbre
viat
ions
eg s
urf
ace
finis
h,
elec
tronic
com
ponen
ts,
wel
d s
ymbols
, lin
ear
and g
eom
etric
tole
rance
s, p
ress
ure
and f
low
char
acte
rist
ics,
torq
ue
valu
es
□
Engin
eering d
raw
ings:
work
ing d
raw
ings
eg c
om
ponen
t, g
ener
al
asse
mbly
/sub-a
ssem
bly
, fa
brica
tion,
wel
din
g,
repai
r/m
odific
atio
n,
fluid
pow
er,
inst
alla
tion,
wirin
g/c
ircu
it d
iagra
ms;
gra
phic
al r
epre
senta
tions
eg
sket
ches
, sc
hem
atic
dia
gra
ms,
flo
w c
har
ts,
phys
ical
lay
out
dia
gra
ms,
ill
ust
rations
from
man
ufa
cture
rs’ m
anual
s
□
Rel
ated
docu
men
tation:
work
ing inst
ruct
ions
eg o
per
atio
n s
hee
ts/j
ob
card
s, t
est
sched
ule
s, m
anufa
cture
rs’ m
anual
s fo
r as
sem
bly
/tes
t/in
stal
lation,
wel
d p
roce
dure
spec
ific
atio
ns;
qual
ity
contr
ol
info
rmat
ion e
g n
atio
nal
, in
tern
atio
nal
and o
rgan
isat
ional
sta
ndar
ds,
re
fere
nce
tab
les/
char
ts
□
Tas
ks:
rele
vant
to a
man
ufa
cturing o
r en
gin
eering p
roce
ss o
per
atio
n e
g
pro
duct
man
ufa
cture
or
modific
atio
n, eq
uip
men
t in
stal
lation o
r re
pai
r,
syst
em o
r se
rvic
e pla
nnin
g
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.2
se
lect
and u
se o
ther
in
form
atio
n s
ourc
es t
o
support
and c
hec
k in
form
atio
n p
rovi
ded
□
Oth
er info
rmat
ion:
sourc
es r
elev
ant
to t
ask
eg e
lect
ronic
com
ponen
t pin
co
nfigura
tion s
pec
ific
atio
ns,
sta
ndar
d r
efer
ence
char
ts f
or
limits
and f
its,
ta
ppin
g d
rill
refe
rence
char
ts,
ben
d a
llow
ance
s re
quired
for
mat
eria
l th
ickn
ess,
met
al s
pec
ific
atio
ns,
man
ufa
cture
rs’ dat
a fo
r th
e use
of
wel
din
g
rods/
bondin
g/f
inis
hin
g m
ater
ials
2.1
id
entify
and o
bta
in r
elev
ant
dra
win
gs
and r
elat
ed
docu
men
tation t
o c
arry
out
and c
hec
k ow
n w
ork
outp
ut
□
Work
outp
ut:
man
ufa
cturing o
r en
gin
eering p
roce
ss o
per
atio
n e
g p
roduct
m
anufa
cture
/ass
embly
/des
ign,
mai
nte
nan
ce p
lannin
g o
r pro
cedure
2.2
co
mple
te a
ll nec
essa
ry
pro
duct
ion d
ocu
men
tation
rela
ted t
o o
wn w
ork
outp
ut
□
Product
ion d
ocu
men
tation:
rele
vant
to m
anufa
cturing o
r pro
cess
oper
atio
n e
g job c
ards,
tes
t re
por
ts,
qual
ity
contr
ol docu
men
tation
2
Be
able
to u
se
info
rmat
ion f
rom
dra
win
gs
and
rela
ted
docu
men
tation
2.3
des
crib
e th
e ca
re a
nd
contr
ol pro
cedure
s fo
r th
e dra
win
gs
and r
elat
ed
docu
men
tation u
sed w
hen
ca
rryi
ng o
ut
and c
hec
king
ow
n w
ork
outp
ut
□
Dra
win
g a
nd d
ocu
men
t ca
re a
nd c
ontr
ol:
loca
tion a
nd s
ecurity
eg s
tora
ge
conditio
ns,
acc
ess
poin
ts a
nd r
eturn
pro
cedure
s, r
eport
ing d
iscr
epan
cies
in
dat
a an
d d
ocu
men
ts;
phys
ical
han
dlin
g e
g d
amag
e an
d e
ffec
ts f
rom
gra
ffiti, c
lean
lines
s, f
old
ing m
ethods;
docu
men
t co
ntr
ol eg
iss
ue
and
amen
dm
ent
dat
es,
par
t/pat
tern
num
ber
s, r
eport
ing o
f lo
ss/d
amag
e
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
5
Gra
din
g c
rite
ria
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
criter
ia f
or
a pas
s gra
de
des
crib
e th
e le
vel of
achie
vem
ent
required
to p
ass
this
unit.
Gra
din
g c
rite
ria
To
ach
ieve a
pass
gra
de t
he e
vid
en
ce
mu
st s
ho
w t
hat
the learn
er
is a
ble
to
: To
ach
ieve a
meri
t g
rad
e t
he e
vid
en
ce
mu
st s
ho
w t
hat,
in
ad
dit
ion
to
th
e p
ass
cr
iteri
a,
the learn
er
is a
ble
to
:
To
ach
ieve a
dis
tin
ctio
n g
rad
e t
he
evid
en
ce m
ust
sh
ow
th
at,
in
ad
dit
ion
to
th
e p
ass
an
d m
eri
t cr
iteri
a,
the learn
er
is a
ble
to
:
P1
extr
act
info
rmat
ion f
rom
engin
eering
dra
win
gs
and r
elat
ed d
ocu
men
tation
to e
nab
le a
giv
en t
ask
to b
e ca
rrie
d
out
[IE4]
P2
sele
ct a
nd u
se o
ther
info
rmat
ion
sourc
es t
o s
upport
and c
hec
k in
form
atio
n p
rovi
ded
[IE
4]
P3
iden
tify
and o
bta
in r
elev
ant
dra
win
gs
and r
elat
ed d
ocu
men
tation t
o c
arry
out
and c
hec
k ow
n w
ork
outp
ut
[IE4]
P4
com
ple
te a
ll nec
essa
ry p
roduct
ion
docu
men
tation r
elat
ed t
o o
wn w
ork
outp
ut
P5
des
crib
e th
e ca
re a
nd c
ontr
ol
pro
cedure
s fo
r th
e dra
win
gs
and
rela
ted d
ocu
men
tation u
sed w
hen
ca
rryi
ng o
ut
and c
hec
king o
wn w
ork
outp
ut.
M1
iden
tify
gap
s or
def
icie
nci
es in t
he
info
rmat
ion o
bta
ined
that
nee
d t
o b
e re
solv
ed t
o e
nab
le a
giv
en t
ask
to b
e ca
rrie
d o
ut
M2
iden
tify
im
pro
vem
ents
in t
he
care
and
contr
ol pro
cedure
s use
d f
or
dra
win
gs
and r
elat
ed d
ocu
men
tation.
D1
just
ify
valid
solu
tions
to m
eet
iden
tified
gap
s or
def
icie
nci
es w
ith t
he
info
rmat
ion o
bta
ined
.
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
6
Meri
t o
r D
isti
nct
ion
ach
ieved
on
L2
un
its
will n
ot
eff
ect
a B
TEC
L1
cert
ific
ate
un
less
th
e learn
er
is g
oin
g o
n t
o B
TEC
level 2
PLTS
: This
sum
mar
y re
fere
nce
s w
her
e ap
plic
able
, in
the
squar
e bra
cket
s, t
he
elem
ents
of
the
per
sonal
, le
arnin
g a
nd t
hin
king s
kills
, w
hic
h
are
embed
ded
in t
he
asse
ssm
ent
of
this
unit.
By
achie
ving t
he
criter
ia,
lear
ner
s w
ill h
ave
dem
onst
rate
d e
ffec
tive
applic
atio
n o
f th
e re
fere
nce
d
elem
ents
of
the
skill
s.
Key
IE –
indep
enden
t en
quirer
s
CT –
cre
ativ
e th
inke
rs
RL
– r
efle
ctiv
e le
arner
s
TW
– t
eam
work
ers
SM
– s
elf-
man
ager
s
EP –
eff
ective
par
tici
pat
ors
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
147
Information for tutors
Delivery
This unit should provide learners with a formal introduction to the selection and use of a range of engineering information sources such as drawings and related documentation. It is intended that the unit should be delivered in the order of the learning outcomes. That is, to first introduce the learner to the typical range of information required to carry out specific tasks, the way that engineering drawings are produced and used, and the information that they can convey and other related documentation. Second, to use this understanding of the range of information available and apply it to specific engineering tasks.
The setting of this unit will be determined in part by the focus of the qualification (for example operations and maintenance, mechanical/manufacture, electronic engineering) but also the particular needs of the local industries that centres work with. The relevance of the unit may be significantly enhanced through the centre’s ability to link with these local industries to obtain working examples of engineering data and documentation.
As far as possible, centres should deliver the unit through practical application rather than theory and to achieve this the unit can be linked effectively with other BTEC Level 2 practical units (eg Unit 5: Engineering Maintenance Procedures and Planning, Unit 9: Engineering Assembly Techniques, Unit 19: Electronic Circuit Construction and Testing). The practical activities undertaken in these units could then provide a focus for the ‘interpretation’ required by learning outcome 1 and the context for the learner’s ‘own work output’ related skills of learning outcome 2.
Note that the use of ‘eg’ in the content is to give an indication and illustration of the breadth and depth of the area or topic. As such, not all content that follows an ‘eg’ needs to be taught or assessed.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan gives an indication of the volume of learning it would take the average learner to the achieve the learning outcomes. It is indicative and is one way of achieving the credit value.
Learning time should address all learning (including assessment) relevant to the learning outcomes, regardless of where, when and how the learning has taken place.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
148
Topic and suggested assignments/activities
Whole-class teaching:
introduction to the unit content, method of working and assessment
introduction to the use of engineering drawings and related documentation
explain the methods and range of use of engineering drawings and related documentation in manufacturing and process operations.
Group work:
activities to examine examples of different types of engineering drawing and related documentation.
Whole-class teaching:
introduction to interpretation of engineering drawings. Consider the style and presentation of drawings and graphical representations and the information that they convey.
Group work:
activities to investigate given engineering drawings and present findings.
Whole-class teaching:
introduction to engineering documentation. Consider the documentation used for working instructions and quality control information.
Group work:
activities to investigate the documentation used to support and control given manufacturing and engineering process operations.
Preparation for and carry out assignment 1 – (P1, P2, M1 and D1).
Whole-class teaching:
introduction to the use of drawings and related documentation to carry out and check own work
whole-class teaching – use of production drawings and associated documentation.
Group work:
investigation of manufacturing case study. Presentation of findings to the group.
Industry visit or guest speaker:
to gain first-hand experience of production drawings and associated documentation in use.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
149
Topic and suggested assignments/activities
Whole-class teaching:
introduction drawing and document care and control. Explore methods used for the location and security of drawings and related documentation, physical handling of drawing and impact of damage/loss and document control techniques.
Group work:
investigation of drawing and document control case studies. Presentation of findings to the group.
Industry visit or guest tutor:
gain first-hand experience of drawing and document control.
Group work:
carry out simple engineering tasks using drawings and related documentation and following document control procedures.
Preparation for and carry out assignment 2 (P3, P4, P5 and M2).
Feedback on assessment, unit evaluation and close.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
The assessment and grading criteria of this unit are all closely linked and as such, the summative assessment of the unit could possibly be achieved through one ‘project style’ activity. However, a staged approach could also be adopted using two assignments. The first assignment could consider the interpretation of engineering drawings and related documentation for learning outcome 1 (covering P1, P2, M1 and D1). The assignment would involve the extraction of information from the engineering drawings as well as the production of notes, annotation and sketches identifying specific features extracted from drawings and associated documentation. In addition, the learner would need to make relevant references to other information sources. It may be appropriate to use tutor observation and/or oral questioning to capture this evidence of the use of other information sources to ensure authenticity.
The second assignment, for LO2 and covering P3, P4, P5 and M2, could be based around a specified task that enables the learner to use information from drawings and related documentation to carry out the task and check their own work output. It will be necessary to have a sample of the learners own work output together with associated drawings, specifications and other documentation.
Whichever approach is used, single project or two assignments, it is important that the activities provide sufficient scope to cover the depth and breadth defined by the content.
To achieve a merit grade, the learner will need to identify gaps or deficiencies in the information obtained and which need to be resolved to enable a given task to be carried out. Learners will also need to identify improvements in the drawings and related documentation care and control procedures used. Centres will need to consider how best to prepare the learner for these two criteria. Both are strongly linked to the skills at pass level but they require the learner to be able to apply a
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
150
higher level of analysis and evaluation. Activities chosen for summative assessment will need to be carefully chosen to provide suitable opportunities for these two criteria to be achieved. For example, important dimensions not provided in drawings, components missed-off or additional to the drawing’s parts list information, incorrect parts given, damaged/poor quality/graffiti-covered drawings or data books, or out-of-date information provided. The delivery methods used by the centre and, in particular, formative assessment can help in the development of these merit-level skills.
To achieve a distinction grade, the learner needs to demonstrate the ability to justify valid solutions to meet identified gaps or deficiencies with the information obtained. This will be reflected by the learner’s ability to work with limited supervision and solve problems independently. The assessment activities will need to have these opportunities built into them to be effective in the same way as the merit criteria, as it would be wrong for centres to leave this to chance.
It is likely that the assessments will need to be carried out under controlled conditions and adequate time should be allowed for this within the learning programme. Tutors will also need to ensure that learners can access all of the relevant information required. Such information might consist of a library of drawings and other diagrams, specifications, manuals, job cards and other production documentation as appropriate to the context. Computer-based information sources and a technical library should be made available to learners as well as relevant standards available from BSI.
Note:
Merit or Distinction achieved on L2 units will not effect a BTEC L1 certificate unless the learner is going on to BTEC level 2
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
151
Assignments
The following table shows how the suggested assignments match and cover the assessment grading criteria.
Criteria covered Assignment title Scenario Assessment method
P1, P2, M1, D1 Engineering Drawings and Documentation
An activity requiring learners to investigate, select, use, and extract information from a range of engineering drawings and related information.
A report containing written responses about the information extracted from engineering drawings and related documentation to enable a manufacturing or engineering process operation to be carried out.
Tutor observation record of the learner’s use of sources relevant to the task.
Report to include specific mention of any gaps or deficiencies in the information clearly indicating how these problems were resolved in order to carry out the task. Assessment to be carried out under controlled conditions.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
152
Criteria covered Assignment title Scenario Assessment method
P3, P4, P5, M2 Using Engineering Information
An activity requiring learners to identify, obtain and make appropriate use of relevant drawings and documentation in order to check their own work output, completing all of the associated production documentation and observing appropriate care and control procedures.
A report containing written responses about the manufacturing or engineering process operation undertaken together with completed production documentation and a description of the documentation care and control procedures.
Report identifying any improvements that could be made to the procedures. Assessment to be carried out under controlled conditions.
Links to other BTEC units, other BTEC qualifications and other relevant units and qualifications
This unit forms part of the BTEC Engineering sector suite. This unit has particular links with units from BTEC First in Engineering and BTEC Nationals in Engineering:
Level 2 Level 3
Unit 5: Engineering Maintenance Procedures
Unit 3: Engineering Project
Unit 9: Engineering Assembly Methods and Techniques
Unit 8: Engineering Design
Unit 10: Using Computer Aided Drawing Techniques in Engineering
Unit 16: Engineering Drawing for Technicians
Unit 19: Electronic Circuit Construction Unit 17: Computer Aided Drafting in Engineering
The unit supports aspects of the SEMTA Level 2 National Occupational Standards, particularly:
Unit 2: Using and Interpreting Engineering Data and Documentation.
The nature of this unit means that it will support most areas of engineering study and work. In particular, it will underpin the work of most of the practical based units in the BTEC Firsts in Engineering.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
153
Employer engagement and vocational contexts
This unit should be delivered and assessed in a vocational context. Case studies should be drawn from an appropriate range of different engineering contexts. For example, drawings and related documentation should not be restricted to a particular production sector and wherever possible learners should, as a minimum, be introduced to materials that support production in a range of different sectors including mechanical components and assemblies, electrical/electronic components and assemblies as well as hydraulic/pneumatic components and systems. In addition, both learning outcomes can be enhanced by industry visits and visiting speakers that can bring the subject to life by providing sector specific examples of the use and interpretation of engineering information.
Suggested resources
Books
Barclay, J and Griffiths, B – Engineering Drawing for Manufacture (Butterworth Heinemann, 2002) ISBN 9781857180336
Simmons, D, Maguire, D and Phelps, N – Manual of Engineering Drawing (Butterworth Heinemann, 2009) ISBN 9780750689854
Websites
www.asee.org
www.direct.gov.uk/en/youngpeople
www.standardsuk.com
www.theiet.org
Functional skills — Level 2
Skill When learners are …
ICT — Use ICT systems
Select, interact with and use ICT systems independently for a complex task to meet a variety of needs
Use ICT to effectively plan work and evaluate the effectiveness of the ICT system they have used
Manage information storage to enable efficient retrieval
Follow and understand the need for safety and security practices
Troubleshoot
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
154
Skill When learners are …
ICT — Find and select information
Select and use a variety of sources of information independently for a complex task
Extracting information from engineering drawings, related documentation and other sources to enable a given task to be carried out.
Access, search for, select and use ICT-based information and evaluate its fitness for purpose
Accessing, selecting and using other information sources, that are considered fit for purpose, to support and check information provided.
ICT — Develop, present and communicate information
Enter, develop and format information independently to suit its meaning and purpose including:
□ text and tables
□ images
□ numbers
□ records.
Bring together information to suit content and purpose
Present information in ways that are fit for purpose and audience
Evaluate the selection and use of ICT tools and facilities used to present information
Select and use ICT to communicate and exchange information safely, responsibly and effectively including storage of messages and contact lists
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
155
Skill When learners are …
Mathematics
Understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations
Identify the situation or problem and the mathematical methods needed to tackle it
Select and apply a range of skills to find solutions
Use appropriate checking procedures and evaluate their effectiveness at each stage
Interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations
Draw conclusions and provide mathematical justifications
English
Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts
Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions
Reading engineering drawings, related documentation and other sources to gather sufficient information to enable a given task to be carried out.
Reading relevant drawings and related documentation to gather information to carry out and check own work output.
Writing – write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively
Writing about the care and control procedures for the drawings and related documentation used to carry out and check own work output.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
156
Unit 21: Engineering Marking Out
Unit reference number: J/600/0417
QCF level: 2
Credit value: 5
Guided learning hours: 30
Unit aim
This unit aims to give learners the skills needed to carry out marking out operations in a practical environment, in preparation for machining operations and component manufacture.
Unit introduction
The manufacture of a product always starts from raw materials that have to be formed and shaped into the components parts. The aim of this unit is to give learners the knowledge and use of skills needed for the measurement and marking out of components in preparation for machining operations. This first step in the manufacture or development of a product is critical to all the processes that follow.
The unit gives learners an opportunity to consider how to care for and use measuring and marking out equipment. It also introduces learners to work planning skills to enable them to carry out a range of marking out exercises including the selection of appropriate measuring, marking out and work-holding equipment. Learners will work with square, rectangular, circular and irregular shaped workpieces.
An important aspect of this unit is the consideration of safe working practices and good housekeeping in an engineering workplace environment delivered, where possible, in a practical context.
Essential resources
Access to a fully equipped workshop with access to the range of measurement and marking out equipment identified in the unit content is essential. A range of workpiece materials, components and drawings will also be required to enable the learner to gain the range of experience and coverage expected.
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
7
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
se
lect
suitab
le m
easu
ring
and m
arki
ng o
ut
met
hods
and e
quip
men
t fo
r th
ree
diffe
rent
applic
atio
ns
Mea
suring a
nd m
arki
ng o
ut
met
hods:
equip
men
t re
quired
; w
ork
-hold
ing
met
hod a
nd d
evic
e(s)
; m
ater
ials
and c
onsu
mab
les
required
; dat
um
fac
e(s)
an
d/o
r re
fere
nce
poin
ts t
o b
e use
d
1
Know
about
mar
king o
ut
met
hods
and
equip
men
t fo
r diffe
rent
applic
atio
ns
1.2
des
crib
e th
e m
easu
ring a
nd
mar
king o
ut
equip
men
t use
d
for
the
thre
e diffe
rent
applic
atio
ns
Mea
suring a
nd m
arki
ng o
ut
equip
men
t: t
ools
eg e
ngin
eer’s
rule
, sc
riber
, ce
ntr
e punch
, div
ider
s, o
dd-l
eg c
allip
ers,
engin
eer’s
squar
e, s
crib
ing b
lock
, ve
rnie
r pro
trac
tor,
ver
nie
r hei
ght
gau
ge,
dia
l te
st indic
ators
, sl
ip g
auges
; use
an
d c
are
of
work
-hold
ing d
evic
es e
g s
urf
ace
table
s/pla
tes,
angle
pla
tes,
v-
blo
cks
and c
lam
ps;
cal
ibra
tion o
f m
easu
ring a
nd m
arki
ng o
ut
equip
men
t;
mar
king o
ut
med
ium
s eg
lac
quer
, w
hitew
ash
Applic
atio
ns:
squar
e/re
ctan
gula
r eg
bar
sto
ck,
shee
t m
ater
ials
; ci
rcula
r/cy
lindrica
l eg
bar
sto
ck,
tubes
, tu
rned
com
ponen
ts,
flat
dis
ks;
irre
gula
r sh
apes
eg c
astings,
for
gin
gs,
odd s
hap
ed c
om
ponen
ts
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
pre
par
e a
work
pla
n f
or
mar
king o
ut
each
of
the
thre
e diffe
rent
applic
atio
ns
Work
pla
n:
read
ing e
ngin
eering d
raw
ings
and/o
r jo
b inst
ruct
ions;
pla
nnin
g
the
sequen
ce o
f m
arki
ng o
ut
oper
atio
ns;
iden
tify
ing m
ater
ials
and e
quip
men
t re
quired
2.2
m
ark
out
the
thre
e diffe
rent
applic
atio
ns
to t
he
pre
par
ed
work
pla
n
Mar
king o
ut:
pre
par
atio
n o
f m
ater
ial eg
iden
tifica
tion o
f ty
pe
of
mat
eria
l (s
teel
, ca
st iro
n,
alum
iniu
m,
pla
stic
s),
chec
king f
or
visu
al d
efec
ts,
clea
nin
g
com
ponen
t to
rem
ove
pro
tect
ive
coat
ings/
rust
/gre
ase/
dust
, re
movi
ng b
urr
s an
d s
har
p e
dges
; se
ttin
g a
nd p
osi
tionin
g w
ork
pie
ces
eg u
sing s
quar
es,
dia
l te
st indic
ators
, sl
ip g
auges
, pac
king p
iece
s, jac
ks;
mar
king o
ut
to a
pla
nned
se
quen
ce o
f oper
atio
ns
eg d
atum
and c
entr
e lin
es,
squar
e/re
ctan
gula
r pro
file
s, a
ngle
s/an
gula
r pro
file
s, c
ircl
es,
linea
r hole
posi
tions,
rad
ial hole
posi
tions,
pat
tern
dev
elop
men
t (c
ones
, pyr
amid
s);
centr
e punch
ing o
f hole
ce
ntr
es
2
Know
about
mar
king o
ut
met
hods
and
equip
men
t fo
r diffe
rent
applic
atio
ns
2.3
dem
onst
rate
saf
e w
ork
ing
pra
ctic
es a
nd g
ood
house
keep
ing
Saf
e w
ork
ing p
ract
ices
: per
sonal
pro
tect
ion a
nd h
ygie
ne
pro
cedure
s eg
ove
ralls
, ey
e pro
tect
ion,
bar
rier
cre
ams;
appro
priat
e beh
avio
ur
in t
he
work
ing e
nvi
ronm
ent;
mai
nta
inin
g a
tid
y an
d s
afe
work
are
a; a
ppra
isal
of
hea
lth a
nd s
afet
y risk
s to
sel
f an
d o
ther
s
House
keep
ing:
leav
ing t
he
work
are
a in
a s
afe
conditio
n;
clea
nin
g o
f eq
uip
men
t; d
isposa
l of
was
te;
stora
ge
of
mea
suring a
nd m
arki
ng o
ut
equip
men
t
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
9
Gra
din
g c
rite
ria
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
criter
ia f
or
a pas
s gra
de
des
crib
e th
e le
vel of
achie
vem
ent
required
to p
ass
this
unit.
Gra
din
g c
rite
ria
To
ach
ieve a
pass
gra
de t
he e
vid
en
ce
mu
st s
ho
w t
hat
the learn
er
is a
ble
to
: To
ach
ieve a
meri
t g
rad
e t
he e
vid
en
ce
mu
st s
ho
w t
hat,
in
ad
dit
ion
to
th
e p
ass
cr
iteri
a,
the learn
er
is a
ble
to
:
To
ach
ieve a
dis
tin
ctio
n g
rad
e t
he
evid
en
ce m
ust
sh
ow
th
at,
in
ad
dit
ion
to
th
e p
ass
an
d m
eri
t cr
iteri
a,
the learn
er
is a
ble
to
:
P1
sele
ct s
uitab
le m
easu
ring a
nd
mar
king o
ut
met
hods
and e
quip
men
t fo
r th
ree
diffe
rent
applic
atio
ns
[IE1]
M1
reco
mm
end c
orr
ective
act
ion f
or
unsa
fe o
r def
ective
mar
king o
ut
equip
men
t
D1
just
ify
the
choic
es o
f dat
um
, w
ork
-hold
ing e
quip
men
t an
d m
easu
rem
ent
tech
niq
ues
use
d t
o m
ark
out
the
thre
e diffe
rent
applic
atio
ns.
P2
des
crib
e th
e m
easu
ring a
nd m
arki
ng
out
equip
men
t use
d f
or
the
thre
e diffe
rent
applic
atio
ns
M2
carr
y out
chec
ks t
o e
nsu
re t
hat
the
mar
ked o
ut
com
ponen
ts m
eet
the
requirem
ents
of
the
dra
win
g o
r jo
b
des
crip
tion.
P3
pre
par
e a
work
pla
n f
or
mar
king o
ut
each
of
the
thre
e diffe
rent
applic
atio
ns
P4
mar
k out
the
thre
e diffe
rent
applic
atio
ns
to t
he
pre
par
ed w
ork
pla
n [
SM
2]
P5
dem
onst
rate
saf
e w
ork
ing p
ract
ices
an
d g
ood h
ouse
keep
ing.
[EP1
]
Meri
t o
r D
isti
nct
ion
ach
ieved
on
L2
un
its
will n
ot
eff
ect
a B
TEC
L1
cert
ific
ate
un
less
th
e learn
er
is g
oin
g o
n t
o B
TEC
level 2
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
160
PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills which are embedded in the assessment of this unit. By achieving the criteria, learners will have demonstrated effective application of the referenced elements of the skills.
Key IE – independent enquirers
CT – creative thinkers
RL – reflective learners
TW – team workers
SM – self-managers
EP – effective participators
Information for tutors
Delivery
This unit should be delivered using lectures, tutor demonstrations and practical engineering activities. A practical approach to delivery should be used and access to a fully equipped workshop with measurement and marking out equipment is essential. Learners should be given an opportunity to work with the full range of equipment as listed in the unit content and mark out raw material and components across the full range of applications including square/rectangular, circular/cylindrical and irregular shapes.
The delivery approach taken may be to introduce and develop the skills, methods, techniques and equipment to use when working with square bar and/or sheet metal then carry out an assessment activity. Once this has been achieved, move on to circular/cylindrical shaped workpieces, etc.
When delivering the unit, centres should endeavour to provide the widest possible range of experiences with marking out and measuring tools and, also with the range of workpieces and materials (eg steel, cast iron, aluminium, plastics). This experience should not be limited to current or planned employment sectors but used to extend the learner’s appreciation of other areas of engineering.
Delivery of the practical marking out activity will require access to an engineering workshop environment, relevant tools and equipment. During the delivery of this phase of the unit, the learners could be provided with a range of simple marking out task to complete to enable them to practise their skills and to provide an opportunity for support and guidance to be given. Each task should be designed so that it requires the learners to plan and then complete the work activity. The opportunity to work with individuals during the delivery of this practical work can be used to good effect to underpin learning. In particular, it can be used to reinforce planning, marking out practices and skills, help them to deal with problems experienced or to support them in order to achieve the task.
Note however, that the use of ‘eg’ in the content is to give an indication and illustration of the breadth and depth of the area or topic. As such, not all content that follows an ‘eg’ needs to be taught or assessed.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
161
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan gives an indication of the volume of learning it would take the average learner to the achieve the learning outcomes. It is indicative and is one way of achieving the credit value.
Learning time should address all learning (including assessment) relevant to the learning outcomes, regardless of where, when and how the learning has taken place.
Topic and suggested assignments/activities
Introduction to unit content assessment model, workshops, library and IT resources
Introduction
Whole-class teaching to:
explain safe working practices, personal protection, hygiene procedures, appropriate behaviour in the working environment and importance of maintaining a tidy and safe work area
explanation of the engineering drawing terms and abbreviations used in the marking out process.
Individual exercises to identify drawing types, terms and abbreviations.
Introduction to work planning
Whole-class teaching to:
explain importance of work planning prior to marking out operations
explain planning the sequence of marking out operations
identify marking out equipment material requirements.
Individual activity:
reading engineering drawings and plan equipment requirements and marking out operations
Tutor demonstration:
marking out sequence simple component drawing on paper using drawing equipment.
Individual learner practise marking using equipment to mark out basic components on drawing paper.
Introduction to measuring and marking out methods and equipment:
Whole-class teaching to:
explain marking out work holding methods, equipment requirements, materials and mediums used
explain how to use, calibrate, and care for marking out equipment and tools.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
162
Topic and suggested assignments/activities
Workshop activity tutor demonstration:
demonstration of equipment, work holding equipment and marking out methods.
Workshop activity:
learners practise using measuring and marking out tools and equipment.
Workshop practice continued
lecturer demonstration and learners practise mark out simple component using equipment.
Introduction to marking out applications:
Whole-class teaching to:
explain procedures, equipment requirements and marking out applications for square round and irregular shapes (theory).
Workshop activity, tutor demonstration
procedures, equipment and marking out techniques used to mark out square round and irregular shapes.
Workshop activity – learners
learners practise using techniques and equipment to mark out square round and irregular shapes (practical).
Marking out engineering workpieces to specification
Whole-class teaching:
explain sequence of operations and material preparation prior assignment marking out exercises
Workshop activity – learners marking out: (practical)
practical assessment activity 1 learners plan and mark out component prior to manufacture
Hand Out Assignment 1 TASK 1 Drawing No 1 COVER PLATE
P1 part, P2 part,P3 part, P4 part, P5 part, M1 part , M2 part.
Marking out engineering workpieces to specification
Workshop activity – learners marking out: (practical)
practical assessment activity 2 learners plan and mark out component prior to manufacture
Hand Out Assignment 1 TASK 2 Drawing No 2 ROUND FLANGE
P1 part, P2 part,P3 part, P4 part, P5 part, M1 part, M2 part.
Marking out engineering workpieces to specification
Workshop activity – learners marking out: (practical)
practical assessment activity 3 learners plan and mark out component prior to manufacture
Hand Out Assignment 1 Task 3 Drawing No 3 CAM PLATE
P1 part, P2 part,P3 part, P4 part, P5, M1 part, M2 part.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
163
Topic and suggested assignments/activities
Marking out engineering workpieces to specification
Whole-class teaching to:
explain importance of leaving the work area in a safe and clean condition
explain storage of equipment and documentation requirements.
Workshop activity – learners complete worksheets
Hand Out Assignment 2
Written report justifying choices of equipment and techniques used to mark out components D1
Feedback on all assessment tasks and guidance on remedial action if necessary
Unit evaluation and close
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
It may be possible to integrate the work of this unit with other units in the qualification or to use work-based assessment evidence. The assessment criteria require the learner to carry out three different measuring and marking out activities for different applications including square/rectangular, circular/cylindrical and irregular shapes (note that square/rectangular means either square or rectangular application). For example, marking out a piece of sheet metal for an inspection cut-out and inspection cover location holes, marking out a circular shaft that needs to be drilled through its diameter and marking out a casting for holes to be drilled and tapped to receive a flange. Careful choice of components ensures full coverage of all the learning outcomes, criteria and unit content with just these three tasks. However, in the unlikely situation that this cannot be achieved, then more components could be introduced in either practise or theory as applicable to the criteria and content covered. The preferred approach would be to increase the range of actual marking out exercises carried out by the learner to cover the missing criteria/content item. Choice of the three different applications should also provide for the widest possible coverage of the examples in the unit content. That is, the range of work-holding devices required for the three applications may include for task 1 – the use of a surface plate only; task 2 – surface plate, v-block and clamps; task 3 – surface table, angle plate and clamps or other variations applicable to the task. This should also be applied to the measuring and marking out equipment. Likewise, if sheet metal is chosen for the square/rectangular application then bar stock should be used for the circular/cylindrical application. It would not be acceptable or sufficient to carry out three very similar tasks with similar marking out requirements and similar equipment demands.
To achieve a pass learners should be able to select suitable measuring and marking out methods and equipment for three different applications – square/rectangular, circular/cylindrical and irregular shapes. Learners should then describe the measuring and marking out equipment to be used for these three different applications. Learners must then prepare a work plan for marking out each of the three different applications and mark them out using the prepared work plan. For
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
164
each of these tasks to be completed satisfactorily learners should be able to demonstrate safe working practice and good housekeeping at all times.
To achieve a merit grade learners should be able to recommend corrective action for unsafe or defective marking out equipment; this could be for the tools being used or the measuring instruments. Ideally, the evidence would be gathered naturally during work with the three applications and would be captured through a tutor observation record. This record would need to identify the equipment defect and the context within which it occurred plus the corrective action recommended by the learner. However, if this is not appropriate then centres may wish to simulate this by ensuring that a piece of defective marking out equipment is issued to the learner. It will be for centres to determine sufficiency in this and it is not intended that this should be assessed in each of the applications. However, the is trying to determine learners’ understanding of the correct function of the equipment and their independence of action when something is not as it should be.
The second merit requires the learner to be able to carry out checks to ensure that the marked out components meet the requirements of the drawing or job description. To be fully achieved, this should be applied to all three applications undertaken by the learner. However, it is expected that if the learner fails to make sufficient checks on the first task but through their development, based on the first assessment feedback, they were then able to demonstrate this level of achievement in the remaining two tasks, then the assessor would be able to make the judgement that the had been achieved. Again, the is about independence and quality of work being the responsibility of the technician and not something that needs to be imposed.
To achieve a distinction grade the learner should be able to justify the choices of datum, work-holding equipment and measurement techniques used to mark out the three different applications. Clearly, this needs to be applied to each task set (application) and is intended to determine the ability of the learner to reflect on the what, why and how of each task. The evidence for this is most likely to be in the form of a critically evaluative write-up of the task undertaken. Success in this should be measured through determining the learner’s ability to develop the skills of measurement and marking out through application. If learners are able to give good reasons for and substantiate their actions then they have achieved the highest level of independence expected of this unit at this level. It would be reasonable to assume that whatever marking out tasks these learners were subsequently set they would be able to apply to them this level of analysis and evaluation.
Note:
Merit or distinction achieved on level 2 units will not effect a BTEC level 1 certificate unless the learner is going on to BTEC level 2
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
165
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the pass, merit and distinction criteria in the grading grid. This is for guidance and it is recommended that centres either write their own assignments or adapt any Edexcel assignments to meet local needs and resources.
Criteria covered Assignment title Scenario Assessment method
Assignment 1 Task 1
P1, P2, P3, P4 and P5
Engineering marking out
A practical activity requiring learners to prepare a work plan select suitable measuring and marking out methods and equipment. Carry out marking out activities for three different applications including square/rectangular circular/cylindrical and irregular shapes.
Ideally, the evidence would be gathered naturally during work with the three applications and would be captured through a tutor observation record.
A work plan.
Assignment 1 Task 2
M2
A written activity carrying out checks to ensure that the marked out components meet the requirements of the drawing or job.
Completed work log sheet for each task identifying sequence of operation description of equipment, materials used and quality checks.
Assignment 1 Task 3
M1
Activity requiring learners to recommend corrective action for unsafe or defective marking out equipment.
Tutor observation record identifying the equipment defect plus the corrective action recommended by the learner.
Assignment 2
D1
Choices of datum, work holding equipment and measuring techniques
A written activity requiring learners to justify the choices of datum, work-holding equipment and the measurement techniques used.
A report containing a critically evaluative write-up of the task the report will Identifying problems encountered and suggested improvements.
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
166
Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications
This unit forms part of the BTEC Engineering sector suite. This unit has particular links with:
Level 1 Level 2 Level 3
Unit 2: Interpreting and Using Engineering Information
Unit 2: Communications for Technicians
Unit 17: Fabrication Techniques and Sheet Metal Work
Unit 16: Engineering Drawing for Technicians
This unit has close links with the NVQ Level 2 Performing Engineering Operations, particularly:
Unit 1: Working Safely in An Engineering Environment
Unit 5: Marking Out for Engineering Activities.
Employer engagement and vocational contexts
The use of vocational context is essential in the delivery and assessment of this unit. Learners will require access to workshops equipped with materials and marking out equipment to enable learners to gain a practical awareness and enable them to apply their knowledge and understanding in a practical situation and this could be in he workplace. The use of witness statements enabling the learner to carry out assessment in their own place of work is recommended.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
167
Suggested resources
Books
Timings, R L – Engineering Fundamentals (Newnes, 2002) ISBN 0750656093
Tooley, M – BTEC First in Engineering (Newnes, 2006) ISBN 0750680601
Functional skills — Level 2
Skill When learners are …
Mathematics
Use appropriate checking procedures and evaluate their effectiveness at each stage
measuring marking out and carrying out checks for accuracy
English
Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts
discussing safe working and good housekeeping. practices
Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions
reading information and drawings for component marking out applications
Writing – write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively
describing measuring and marking out equipment
writing a report justifying the choices of datum work holding and equipment used for marking out applications
FL033246– Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering – Issue 2 – September 2012 © Pearson Education Limited 2012
168
13 Further information and useful publications
To get in touch with us visit our ‘Contact us’ pages:
Edexcel: www.edexcel.com/contactus
BTEC: www.btec.co.uk/contactus
Work-based learning: www.pearsonwbl.com/contactus
Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus
Other sources of information and publications available include:
Edexcel Equality Policy
Edexcel Information Manual (updated annually)
Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications
Recognition of Prior Learning Policy
Quality Assurance Handbook (updated annually)
Publications on the quality assurance of BTEC qualifications are on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx
Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx
Additional resources
If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available. Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources.
FL033246 – Specification – Edexcel BTEC Level 1 Award/Certificate/Diploma in Engineering - Issue 2 –September 2012 © Pearson Education Limited 2012
169
14 Professional development and training
Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.
The support we offer focuses on a range of issues, including:
planning for the delivery of a new programme
planning for assessment and grading
developing effective assignments
building your team and teamwork skills
developing learner-centred learning and teaching approaches
building functional skills into your programme
building in effective and efficient quality assurance systems.
The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Edexcel team via Customer Services to discuss your training needs.
BTEC training and support for the lifetime of the qualifications
Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.
Your BTEC support team
Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our BTEC support team to help you whenever – and however – you need, with:
Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert – at: www.edexcel.com/subjectadvisors
Ask Edexcel: submit your question online to our Ask Edexcel online service www.edexcel.com/ask and we will make sure your query is handled by a subject specialist.
FL033246– S
pec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
17
0
An
nexe A
Map
pin
g w
ith
Nati
on
al O
ccu
pati
on
al S
tan
dard
s
The
grid b
elow
map
s th
e kn
ow
ledge
cove
red in t
he
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in E
ngin
eering a
gai
nst
the
under
pin
nin
g
know
ledge
of
the
Nat
ional
Occ
upat
ional
Sta
ndar
ds
in L
evel
1 P
erfo
rmin
g E
ngin
eering O
per
atio
ns.
Cen
tres
can
use
this
map
pin
g w
hen
pla
nnin
g h
olis
tic
del
iver
y an
d a
sses
smen
t ac
tivi
ties
.
KEY
#
indic
ates
par
tial
cove
rage
of
know
ledge
in t
he
NO
S u
nit
A b
lank
spac
e in
dic
ates
no c
ove
rage
of
the
know
ledge
BTEC
Sp
eci
alist
un
its
NO
S
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
Unit 16
Unit 17
Unit 18
Unit 19
Unit 20
Unit 21
PEO
Lev
el 1
NVQ
NO
S in U
nit 1
#
PEO
Lev
el 1
NVQ
NO
S in U
nit 4
#
#
PEO
Lev
el 1
NVQ
NO
S in U
nit 5
#
PEO
Lev
el 1
NVQ
NO
S in U
nit 7
#
PEO
Lev
el 1
NVQ
NO
S in U
nit 8
#
PEO
Lev
el 1
NVQ
NO
S in U
nit 9
#
PEO
Lev
el 1
NVQ
NO
S in U
nit 1
0
#
PEO
Lev
el 1
NVQ
NO
S in U
nit 1
5
#
PEO
Lev
el 1
NVQ
NO
S in U
nit 1
6
#
PEO
Lev
el 1
NVQ
NO
S in U
nit 1
7
#
FL033246 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
1 A
war
d/C
ertifica
te/D
iplo
ma
in
Engin
eeri
ng -
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
17
1
BTEC
Sp
eci
alist
un
its
NO
S
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
Unit 16
Unit 17
Unit 18
Unit 19
Unit 20
Unit 21
PEO
Lev
el 1
NVQ
NO
S in U
nit 1
8
#
PEO
Lev
el 1
NVQ
NO
S in U
nit 2
0
#
PEO
Lev
el 1
NVQ
NO
S in U
nit 2
1
Sb210812G
:\W
ORD
PRO
C\L
T\P
D\E
NTRY L
EVEL\
FL033246_EN
TRY_LV
L_L1
_EN
G_IS
SU
E_2\F
L033246_EN
TRY_LV
L_L1
_EN
G_IS
SU
E_2.D
OC.1
–180/2
Publications Code FL033246 September 2012 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121