Quick Links

Useful Links

Knights Templar

Contact Us

Cambridge National in Engineering Design Level 2

Mathematics - Year 7

Click here to return to our Technology curriculum home page

Below you will find more specific information about the curriculum in Engineering Design for students who have chosen this subject, explaining to you what students will learn, when, why and how. There is also information about how parents/carers are able to support students in their learning, extra-curricular opportunities in this subject and how it links to other subjects and the wider world.

Subject Key Concepts

                                                                    #1 Creativity            #2 Planning         #3 Materials

                                                                           #4 Analysis        #5 Sustainable Futures

Please click here for Subject Key Concepts.

Curriculum Overview for the year 

Engineering Design Year 10

Engineering Design Year 11

Autumn Term

 

Topics and specific knowledge

 

During the autumn term students will learn about different design strategies and where they are used, as well as the stages that are involved in iterative design. Students will learn about the type of information needed to develop a design brief and specification and the manufacturing and other considerations that can influence a design.

Students will also develop knowledge of the types of drawing used in engineering to communicate design ideas and outcomes, including modelling methods.

 

Key concepts

 

Analysis- Analyse the work of others.

Creativity- Presentation and graphical skills.

Sustainable futures- Awareness and understanding of the 6’rs, understanding of sustainability

 

Specific skills

 

-          Practical skills

-          Drawing skills

-          Analytical and evaluative skills

-          Communication skills (a mixture of verbal, paper, and computer-based skills)

-          Teamwork

-          Problem solving

Autumn term

 

Topics and specific knowledge

 

Students will develop their skills to produce design ideas using sketches in 2D, 3D with shade, tone and texture and include annotation and labelling, they will also learn how to produce, modify and enrich design proposals with appropriate detail and rendering techniques in CAD.  Students will then be given a scenario which they will need to address for the R107 unit of work which will be submitted at the end of the Autumn term. The unit is a design-based task and students will be expected to use the skills they have learned so far to complete the scenario.

 

Key concepts

 

Creativity- Developing and presenting engineering designs

Analysis- Analyse and suggest improvements to own work. Resilience.

 

Specific skills

 

-          Drawing skills

-          Analytical and evaluative skills

-          Communication skills (a mixture of verbal, paper, and computer-based skills)

-          Problem solving

 

 

Spring term

 

Topics and specific knowledge

 

Students will learn how to develop techniques in sketching and gain industrial skills in engineering drawing using standard conventions that include dimensioning, line types, abbreviations, and representation of mechanical features.

Students will then be given a scenario which they will need to address for the R039 unit of work which will be submitted at the end of the spring term. The unit is a design-based task and students will be expected to use the skills they have learned so far to complete the scenario.

 

Key concepts

 

Creativity- Developing and presenting engineering designs

Analysis- Analyse and suggest improvements to own work. Resilience.

 

Specific skills

 

-          Drawing skills

-          Analytical and evaluative skills

-          Communication skills (a mixture of verbal, paper, and computer-based skills)

-          Problem solving 

Spring term

 

Topics and specific knowledge

 

Students will learn how to produce a plan of production for a prototype, then using appropriate tools, equipment and materials produce a quality prototype. Students will learn how to produce risk assessments for the tools and equipment they use and finally they will evaluate and recommend improvements for their prototype.

 

Key concepts

 

Planning- Awareness and application of health and safety, knowledge of materials, tools and processes, time management of tasks,

Ability to work independently

Materials- Application of health and safety, ability to choose and use appropriate materials, work within tolerances, satisfaction of making products.

 

Specific skills

 

-          Practical skills

-          Communication skills (a mixture of verbal, paper, and computer-based skills)

-           Health and safety awareness

-          Teamwork

-          Problem solving

Summer term

 

Topics and specific knowledge

 

Students will gain an understanding of how products are manufactured to ensure that their ideas can be produced effectively by creating and testing a prototype of a chosen product.  Students will learn how to choose appropriate materials and tools and read a scale drawing working within tolerances.

 

Key concepts

 

Planning- Awareness and application of health and safety, knowledge of materials, tools and processes, time management of tasks,

Ability to work independently

Materials- Application of health and safety, ability to choose and use appropriate materials, work within tolerances, satisfaction of making products.

 

Specific skills

 

-          Practical skills

-          Communication skills (a mixture of verbal, paper, and computer-based skills)

-           Health and safety awareness

-          Teamwork

-          Problem solving

Summer term

 

Topics and specific knowledge

  

Students will revise the requirements of design briefs and specifications, the design cycle, new and improved materials and manufacturing processes consumer requirements and market opportunities in preparation for the examination.

  

Key concepts

 

Planning- Awareness and application of health and safety, ability to choose and use appropriate materials.

Sustainable futures- Awareness and understanding of the 6’rs, awareness of energy sources, understanding of sustainability, cultural issues surrounding materials and processes.

 


Specific skills

 

-          Analytical and evaluative skills

-          Communication skills

-          Problem solving

-          Exam resilience

 

Useful documents:

Please click here for a PDF of curriculum overview.

While this information covers a broad range of areas, please do get in touch with the Subject Leader Mrs Ellis if you have any questions.

Please click on the questions below to find out more.

Which exam board will students be examined by?

OCR

How are groups organised?

We organise our classes by mixed ability. The students have five one-hour lessons per fortnight.

What characteristics does a successful student have in this subject?

The most successful students in this subject will enjoy working practically, will be passionate about creating useful products and will sustain their focus on long-term projects.

How will students learn at this level?

  • Watching practical demonstrations
  • Product disassembly
  • Practising different skills
  • Using the internet to support your learning
  • Recording your progression
  • Trial and error when experimenting with different materials
  • Observing your peers
  • YouTube videos of processes

How will students’ learning be assessed at this level?

Year 10

R038 is a written paper which is worth 40% of the final  qualification

R039 and R040 are coursework based units each are worth 60% of the final qualification

Current Year 11

R105 is a written paper which is worth 25% of the final  qualification

R106, R107 and R108 are coursework based units each are worth 25% of the final qualification

When do key assessments take place?

R106- Coursework to be submitted end of Year 10 (June) (TBC)

R107- Coursework to be submitted end of Year 11 (June) (TBC)

R108- Coursework to be submitted end of Year 11 (June) (TBC)

R105- End of year 11 (Written exam)

How can parents/carers support students’ learning?

Encourage you to work on your coursework at home, give feedback and suggestions at key stages of the projects, answer surveys and questionnaires, also look at products around the home and discuss how you think they have been made/put together, watch design and manufacturing programme on the TV and visit exhibitions.

What equipment do students need for this subject?

  • Essential school equipment
  • Apron

How does this subject link to other subjects?

Maths: accurate measurements

Art: drawing skills

What websites or resources may be helpful to support students’ learning?

Technologystudent.com

https://www.ocr.org.uk/qualifications/cambridge-nationals/engineering-design-level-1-2-award-certificate-j831-j841/

What extra-curricular or enrichment opportunities are available for students in this subject at this level?

We open our workshops to KS4 students at lunch and after school to work on projects.

What sort of careers can this subject lead to?

Too many to list here but they include:

  • Product Designer
  • All branches of engineering
  • Architect
  • Aerospace
  • Car design
  • Mechanic
  • Carpenter
  • Research and prototype developing
  • Safety and Quality assurance

What does student work look like in this subject at this level?

For samples of students work click here.

How does this subject support a broad and balanced curriculum, meeting the needs of all students, and developing traditional core skills?

Broad and balanced

We offer students the opportunity to develop a design specification and study the processes involved in designing new engineered products. Students will use a wide range of skills such as drawing, computer modelling and model making to communicate design ideas.

Meeting the needs of all students

Lessons are taught in mixed ability groups. Every lesson is differentiated to ensure students of all abilities are stretched and challenged. A combination of theoretical and practical lessons give students the opportunity to excel in different areas according to their own strengths. TAs are used effectively in lessons to support students according to their needs.

Traditional core skills

Science- investigations, electronics, materials and processes

Maths – Measuring, tolerances, scales, ratios, calculation of areas, dimensioning

English – reading, writing, communication

How does this subject promote creativity, critical thinking, practice, perseverance and resilience, and making links?

Creativity

Students are encouraged to design and make products with creativity and originality, using a wide range of materials and techniques when completing the R107 and R039 elements of the course.

Critical thinking

Whilst completing Unit R106 (Product analysis and research) students are encouraged to consider a range of issues such as the impact of different production processes and product end of life. Students are also expected to be able to identify strengths and weaknesses of existing products.

Practice, perseverance and resilience

Students are encouraged to experiment with their ideas through sketches and modelling, this inevitably leads to a mixture of successes and failures. Students are taught that through practice, perseverance and resilience good ideas evolve into great ideas!

Making links

During the R106 and R038 units, students are expected to consider the product life cycle of products, these environmental and social issues link to science.

How does this subject encourage enrichment and the development of cultural capital, deep learning, and inclusivity?

Enrichment/cultural capital

Students are encouraged to appreciate that engineering contributes to the development of different cultures and to a highly technological future.

Substance/deep learning

Students will learn about concepts such as how changes in working practices, due to developments in engineered products, have impacted upon the environment. This may include a reduction in carbon emissions due to improved production methods, the globalisation of manufacturing or the more efficient disposal techniques for engineered products that are used today.

Open and inclusive

Every topic within the course is fully accessible to all students through differentiation in lessons and a variation of teaching strategies when delivering lessons depending on the needs of individual student.