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Subject DESIGN & TECHNOLOGY – Engineering Curriculum Leader Mrs Ramage
Teaching staff Mr. Oliver
Mr. Blowman
Curriculum Team Vision Vocational: At OMA we believe education is for everyone, that all students irrespective of their backgrounds, will be exceptional
learners, so they are equipped with the necessary knowledge, skills, qualification, and mind-set to contribute positively to
society. Everything we do in the vocational facility is aimed at providing an ambitious and challenging curriculum which
inspires, motivates, and exploits the limitless potential of all our students. This will be achieved by us ‘being inspired by the
past- creating excellence in the present- by embracing the future’.
Our long-term aim is to produce thinking, adaptable adults capable of taking his / her place in a changing technological
society. We strive to create distinctive and dynamic partnerships between students and the world of work, forging active
relationship with industry-based external training providers and employers.
The vocational curriculum seeks to promote an educational culture which is scientific, technological, creative, healthy, and
entrepreneurial within the framework of the school and national curriculum. In addition, our faculty aims to provide the
excellent practical technological, scientific, and holistic communication skills needed by our manufacturing and service
industries within the UK and global markets. Thus, ensuring that our students will be well-educated and skilled, ready, and
able to progress into employment, further training, or higher education according to their individual aptitudes and
ambitions.
The faculty will be truly cross-curricular and will use aspects of many subjects to aid the students when developing
innovative ideas and solving problems individually or as a team. The only boundary to making an impact in the future is
our ‘imagination’ and our ability to ‘engineer’ the solutions that could affect peoples’ lives. Students arrive and leave our
faculty with a sense of wonder in learning...that they will carry with them for a lifetime.
ENGINEERING: Every engineer should good practical skills, including drawing and presenting ideas. Interest in
mathematics and science. Ability to work to strict deadlines, Awareness of Health and Safety issues.
Rationale behind the
curriculum chosen
The UK is regarded as a world leader in engineering, which covers a wide range of exciting and rapidly developing areas
such as renewable energy, space, low carbon, aerospace, automotive, agri-food and bioscience. People with engineering
skills are always in demand. Between 2010 and 2020, engineering companies are projected to have 2.74 million job
openings. Northeast Lincolnshire have an abundance of opportunities for young people in engineering and manufacturing.
Engineering is a huge part of the economy and there are numerous opportunities to study and work in engineering related
fields.
Key stage 3 Year Group Topics covered Links to careers Enrichment
entitlement
Dates of
assessments
Link to Knowledge
Organiser
Year 7 UNIT TITLE: BIRD HOUSE Project overview: In this project the pupils will look at creating a product that is made from hard materials (wood) using workshop tools. They will familiarize themselves with the workshop tools (hand tools and small machines), H&S rules and following a design plan (technical drawing) Students will also focus on Numeracy skills and their application in engineered products. Core knowledge will include: To reformulate problems, develop specifications to inform designs, use a variety of approaches to generate creative designs & avoid stereotypical responses. Develop and communicate functional, appealing products that respond to the needs of many. To be resourceful, creative, adaptable, and enterprising citizens with a catalogue of transferable, personal and specialist skills, preparing them for the world of further education, employment or beyond.
Jobs directly to do with
engineering/ D&T:
Key engineering
industries include:
aeronautical (flight)
automotive (road
vehicles)
built environment
(buildings and
infrastructure)
chemicals
(manufacturing
substances on a
large scale)
defense
electronics
energy
fast-moving
consumer goods
(manufacturing
items such as snack
foods and cleaning
products)
marine (ships)
D&T Club
weekly.
Breaks and
lunches free to
practice skill of
choice.
Wb 13th September
Wb 23rd May
https://herefordts.s
harepoint.com/:f:/s/
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Core practical skills will include:
Working with wood, measuring skills, using
hands tools, safe use of sharp edge tools.
Construction techniques (Lap joint)
materials and
metals (developing
new materials or
improving existing
ones)
pharmaceuticals
rail
telecoms
utilities (covering
water, sewerage,
energy and telecoms).
Also:
Architecture careers
Architects design
buildings while
landscape architects
design outdoor
environments, such as
parks or urban spaces.
Architects design the
structure, while
architectural
technologists ensure
that the technical
aspects of a design
work.
Building services
engineers make sure
Year 8 Unit Title: Project in a box (RM)
Project overview:
In this project the pupils will look at creating
a sample box that will include skills samplers
from mixed hard materials (wood, metal and
acrylic) using workshop tools, CAD and CAM.
They will familiarize themselves with the
wood workshop tools (hand tools and small
machines),
And be introduced to new tools that are
used for metal/ plastic.
Core knowledge will include:
To reformulate problems, develop
specifications to inform designs, use a
variety of approaches to generate creative
designs & avoid stereotypical responses.
Develop and communicate functional,
appealing products that respond to the
needs of many.
To be resourceful, creative, adaptable, and
enterprising citizens with a catalogue of
D&T Club
weekly.
Breaks and
lunches free to
practice skill of
choice.
Wb 31st January
Wb 23rd May
https://herefordts.s
harepoint.com/:f:/s/
VocationalDepartme
ntDrive/Er-
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transferable, personal and specialist skills,
preparing them for the world of further
education, employment or beyond.
To be empowered with the skills needed to
succeed and adapt to this increasingly
complex, changing, technological world, to
lead, to innovate and to invent.
Applying the necessary cross curricular skills
and knowledge to sustain our future in the
world around us and understand the impact
to people and every living thing on earth.
Discover how design and make skills help us
tackle complex real-world challenges, assure
quality standards and safety requirements
for all. Whilst nurturing excellence and
boosting our local, national, and global
economy, by applying practical
technological, scientific, and holistic
communication skills & knowledge. Applying
an understanding of a wide range of
materials – uses/ properties and limitations.
Core practical skills will include:
Working with hard materials, measuring
skills, using hands tools, safe use of sharp
edge tools.
Metal – measuring/ cutting/ filing/ drilling/
countersinking
that a building has
more than walls and a
roof. They ensure that
the lighting, power,
ventilation, heating,
cooling and water
systems work. They
might work on the
designs of a building or
ensure that the designs
are put into practice
correctly. They are
sometimes known as
mechanical and/or
electrical engineers.
Building surveyors
provide technical
advice relating to
construction and
property. They have
various roles, but the
core of their work is to
report on a building’s
condition (for example,
if there is damp and
what any repairs would
cost).
Civil, structural and
geotechnical engineers
Wood – shaping / sanding/ cutting
(mechanical)
Plastic – cutting, laser cutting/ inlaying
are essential in
ensuring that project
designs work in
practice.
Civil and structural
engineers tend to work
either in an office on
the technical aspects of
designs or out on site
making sure that the
designs are
implemented properly.
Structural engineers
have responsibility for
ensuring that the
structure (inner
framework) of the
project holds up.
Geotechnical
engineers are
responsible for
structures’
foundations. They
design foundations and
oversee foundation
work on site.
Landscape architects
aim to improve the
quality of the
Year 9 Unit Title: ENGINEERING
Project overview: In this project the pupils will look at:
Modelling
Disassemble Using a design brief for a standard product (that is engineered) Core knowledge will include: Pupils will investigate ‘what is Engineering’ The sectors: (e.g. Civil, mechanical, automotive) Linked to Careers and the ‘real world’ The job roles in the engineering world, and how they interconnect. Link to the Btec component 1 – LAA Core practical skills will include: Working with Metal/ Plastic and composite materials, apply measuring skills, using hand tools, safe use of sharp edge tools. Using Engineering tools, dissemble and modelling techniques (using card)
D&T Club
weekly.
Breaks and
lunches free to
practice skill of
choice.
Wb 29th November
Wb 18th April
https://herefordts.s
harepoint.com/:f:/s/
VocationalDepartme
ntDrive/EoYUKO5Jg
khGgBalBKPHLHIBG
N777GeT03jt_6-
MKTL4ZQ?e=NhIJ0e
environment by
designing and
managing the open
spaces around us. They
design and create
public areas in towns,
cities and the
countryside.
Quantity surveyors
help a construction
project to make a
profit. They are
involved in working out
either how much the
design would cost to
build in theory or how
much the project is
costing to build in
reality.
Site managers ensure
things get done on a
construction site. They
make sure that the
building work is
finished on time, within
budget and to a high
standard, managing
teams of workers.
Construction work.
Trades and crafts
include bricklaying,
stonemasonry,
carpentry, joinery,
demolition work,
electrical work,
painting and
decorating, plumbing,
scaffolding, steeple
jacking, and wall and
floor work.
Key Stage 4
Course Titles (as per
specification) Btec Tech Award Engineering (Level 1 / Level 2) - Pearsons
Year Group Topics covered Links to careers Enrichment
entitlement
Dates of
assessments
Link to Knowledge
Organiser
Year 10 Component 1: Exploring
engineering sectors and design
applications. (Internally assessed)
Learners will explore the links
between the various engineering
sectors and the role of design in
the production of engineered
products.
Unit 1 Learning Aim: B
Design solutions
Unit 1 Learning Aim: A
Engineering sectors
Component 2 Learning Aim: Investigating an engineering project. (Internally assessed) Learners will investigate the selection of materials, proprietary components, making processes and disassembly of a given engineered product. They will plan, reproduce, inspect, and test a single given component.
Studying D&T and
Engineering can lead to a
wide variety of careers,
such as;
mechanical engineers
Mechanical engineers
understand how forces
act on solid objects, how
liquids and gases behave,
and how energy is
converted from one form
to another. Mechanical
engineers use this
knowledge to design
machines that can cope
with the forces they are
placed under and to
develop systems such as
pumps, fans, turbines,
and power plants.
electrical engineers
Civil engineers
understand how to
Breaks and lunches
free to practice skill
of choice.
Virtual gallery nights – see artists and artwork from across the world. One-to-one expert session (bookable with Mr. Marsden) KS4 Art club
Wb 6th December
Wb 25th April
Unit 2 Learning Aim: A Materials, components & processes.
Unit 2 Learning Aim: C
Plan and manufacture a
product
design, construct, and
maintain the man-made
parts of our environment.
These include buildings,
bridges, roads, railways,
dams, tunnels, and
airports. Civil engineers
need to understand how
forces act on objects and
how fluids behave,
including how this relates
to geology.
power distribution
electronic engineers
Electrical engineers
understand how
electricity works and how
to generate and use it.
They might be involved in
generating electricity
from renewable
resources, working in a
traditional power station,
helping to electrify a
railway line, or providing
a building with heating
and power, among other
job options.
civil engineers
Year 11 Component 2 Learning Aim:
Investigating an engineering
project. (Internally assessed)
Learners will investigate the
selection of materials, proprietary
components, making processes
and disassembly of a given
engineered product. They will
plan, reproduce, inspect, and test
a single given component.
Unit 2 Learning Aim: B
Product disassemble
Component 3: Responding to an engineering brief. (Externally assessed in February and May of Year 11) Learners will investigate and create solutions to problems in response to given engineering briefs.
Breaks and lunches
free to practice skill
of choice.
Virtual gallery nights – see engineers from across the world. One-to-one expert session (bookable with Mr. Oliver/ Mr. Blowman) KS4 Engineering
club
Wb 4th October
Wb 21st February
Chemical engineers
understand both how
chemicals react to form
new substances and how
the facilities work that
perform these reactions
on an industrial scale.
These facilities produce a
vast array of everyday
products, including food,
fertiliser,
pharmaceuticals,
cosmetics, plastics, and
petrol.
Key engineering
industries include:
aeronautical (flight)
automotive (road
vehicles)
built environment
(buildings and
infrastructure)
chemicals
(manufacturing
substances on a large
scale)
defense
electronics
energy
fast-moving consumer
goods (manufacturing
items such as snack
foods and cleaning
products)
marine (ships)
materials and metals
(developing new
materials or
improving existing
ones)
pharmaceuticals
rail
telecoms
utilities (covering
water, sewerage,
energy and telecoms).
Links to useful website of interest for your subject Area:
https://technologystudent.com
http://www.mr-dt.com
https://www.bbc.com/bitesize/subjects
https://www.howstuffworks.com
http://www.tomorrowsengineers.org.uk/
https://nationalcareersservice.direct.gov.uk/job-profiles/manufacturing-and-engineering