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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

http://www.edexcel.com/�

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

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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

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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)





14-16

16-18

19+

Credit value 13






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Qualification title Edexcel BTEC Level 1 Diploma in Engineering (QCF)





14-16

16-18

19+

Credit value 37





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.



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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.


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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.


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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


7


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.


8


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.



9


Unit 5: Developing Skills in Assembling Mechanical Components


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.


Unit 6: Developing Skills in Joining Materials Using Welding


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.


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.



10


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.


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.


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.


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.


11


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.


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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


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

http://register.ofqual.gov.uk/Unit/Details/T_600_9131�

http://register.ofqual.gov.uk/Unit/Details/D_600_9138�

http://register.ofqual.gov.uk/Unit/Details/H_600_9139�

http://register.ofqual.gov.uk/Unit/Details/Y_600_9140�


http://register.ofqual.gov.uk/Unit/Details/K_601_0096�


http://register.ofqual.gov.uk/Unit/Details/L_601_0124�

http://register.ofqual.gov.uk/Unit/Details/R_601_0125�




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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



http://register.ofqual.gov.uk/Unit/Details/M_501_5824�


http://register.ofqual.gov.uk/Unit/Details/A_501_5826�



http://register.ofqual.gov.uk/Unit/Details/F_501_5942�


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Edexcel BTEC Level 1 Certificate in Engineering (QCF)


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.










Hours


1 4 40


1 4 40


1 6 60


1 3 30


1 3 30


1 3 30


1 3 30


1 3 30


1 3 30














15




Hours






1 1 10



1 1 10











16

Edexcel BTEC Level 1 Diploma in Engineering (QCF)


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 at level 1 or above 37









Hours


1 4 40


1 4 40


1 6 60


1 3 30


1 3 30


1 3 30


1 3 30


1 3 30


1 3 30














17









1 1 10



1 1 10



Optional units Group C


20 T/600/0378 Interpreting and Using Engineering Information

2 5 30

21 J/600/0417 Engineering Marking Out 2 5 30










http://register.ofqual.gov.uk/Unit/Details/J_600_0417�


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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.


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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.


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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.


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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.

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�


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.


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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.


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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


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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.


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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.


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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


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


32


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.


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.


34


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


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

http://www.hse.gov.uk/�


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


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.


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.


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


40


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.




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.


41


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



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


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


Websites

www.hse.gov.uk



43

Unit 3: Developing Skills in Using a Bench/Pedestal Drilling Machine

Unit reference number: H/600/9139

QCF level: 1

Credit value: 4


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.


44

Essential resources


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.



45


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.




Confirm with a supervisor what has to be done before drilling activities are carried out safely in a work area.


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.



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.


46


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.


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


49

Suggested resources

Books










Websites

www.hse.gov.uk



50

Unit 4: Developing Skills in Planning and Making a Machined Product

Unit reference number: Y/600/9140

QCF level: 1

Credit value: 6


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.


51

Essential resources


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.


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


55


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.




List the type of equipment used when making machined products.


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.


56


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.


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 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.


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.


57


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.


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.



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 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.


58

Suggested resources

Books




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





Other publications

British Standard PP 8888 – 1: 2001 (A school version)



Websites

www.hse.gov.uk



59

Unit 5: Developing Skills in Assembling Mechanical Components


QCF level: 1

Credit value: 3


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.


60

Essential resources


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.


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


63


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.




Confirm with a supervisor what has to be done before assembly operations are carried out safely.


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.



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.


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.


64


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.



Assessment



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


Salmon D – NVQ Engineering Level 2 Mandatory Units (Longman, 1997) ISBN 9780582302983

Salmon D – NVQ Engineering Level 2 Mechanical Units (Longman, 2002) ISBN 9780750654067


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)



Websites

www.hse.gov.uk



66

Unit 6: Developing Skills in Joining Materials Using Welding

Unit reference number: K/601/0096

QCF level: 1

Credit value: 3


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.


67

Essential resources


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.


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


70


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.




Confirm with a supervisor what has to be done before welding operations are carried out safely


Tutor-led overview of the welding skills learners will develop.

Tutor-led introduction about how engineers plan the manufacture of basic fabricated structures.



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.


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).


71


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


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



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


Galvery – Welding Essentials: Question and Answers (Industrial Press, 2002) ISBN 9780831131234






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

http://www.twi.co.uk/�


73

Unit 7: Developing Skills in Electronic Assembly


QCF level: 1

Credit value: 3


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.


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


76


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.




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.


77

Assessment



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


78

Unit 8: Developing Skills in Wiring Electrical Circuits and Components

Unit reference number: L/601/0124

QCF level: 1

Credit value: 3


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.


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


81


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.




Be able to prepare for and carry out an electrical wiring activity


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


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.


82

Assessment



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



Websites

www.rapidonline.com

www.maplin.co.uk/

http://uk.rs-online.com/web/


83

Unit 9: Developing Skills in Routine Servicing of Mechanical Equipment

Unit reference number: R/601/0125

QCF level: 1

Credit value: 3


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



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


86


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.




Know about routine mechanical servicing operations


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.


87


Be able to service mechanical equipment and systems safely


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



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.


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



Other publications

Manufacturers’ manuals and data sheets


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


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



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

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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


92


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.




Know about routine electrical/electronic servicing operations


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.


93


Be able to service electrical/electronic equipment and systems safely


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



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.


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



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)


95

Unit 11: Starting Work in Engineering


QCF level: 1

Credit value: 4


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.

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Iss

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tem

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imited

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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 –

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atio

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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


98


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.


99




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.


100

Assessment



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.


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



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


102

Unit 12: Searching for a Job


QCF level: 1

Credit value: 1


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

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te/D

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ma

in

Engin

eeri

ng -

Iss

ue

2 –

Sep

tem

ber

2012 ©

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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

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ertifica

te/D

iplo

ma

in

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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


105


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



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.


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 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


Suggested resources

Websites

www.direct.gov.uk/en/Employment

www.learndirect.co.uk

www.monster.co.uk

www.yourcareerguide.co.uk/engineer.asp

http://www.learndirect.co.uk/�

http://www.monster.co.uk/�


107

Unit 13: Applying for a Job

Unit reference number: Y/501/5848

QCF level: 1

Credit value: 1


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


109


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.


110

Assessment



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.


111







Unit 6: Applying for a Job Unit 7: Preparing for an Interview

Unit 5: Applying for a Job,







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

http://www.worksmart.org.uk/career/job_advertisements�


112


Unit reference number: M/501/5824

QCF level: 1

Credit value: 1


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


114


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 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


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.







Unit 6: Applying for a Job Unit 6: Applying for a Job Unit 5: Applying for a Job







Suggested resources

Websites

http://www.direct.gov.uk/en/YoungPeople/DG_10016186


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


116


Unit reference number: R/501/5847

QCF level: 1

Credit value: 1


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


118


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 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.


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.







Unit 6: Applying for a Job Unit 6: Applying for a Job Unit 5: Applying for a Job








Suggested resources

Websites


www.open.ac.uk/careers/interviews.php

www.worksmart.org.uk/career/interviews


120

Unit 16: Positive Attitudes and Behaviours at Work

Unit reference number: A/501/5826

QCF level: 1

Credit value: 1


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


122


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.


123

Assessment



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.


124




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 16: Working in a Team



Suggested resources

Websites

www.lifecoachexpert.co.uk/

www.worketiquette.co.uk/

www.worksmart.org.uk/career


125



QCF level: 1

Credit value: 3


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


128


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


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.




Unit 12: Conduct at Work Unit 16: Positive Attitudes and Behaviours at Work





Suggested resources

Websites

www.lifecoachexpert.co.uk/

www.projectsmart.co.uk/team-building.html

www.worksmart.org.uk/career


130



QCF level: 1

Credit value: 1


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


133


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



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.


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.)




Unit 2: Working as a Volunteer






Unit 12: Conduct at Work Unit 16: Positive Attitudes and Behaviours at Work



Unit 22: Managing Your Health at Work



Unit 28: Preparing for Work Placement



Unit 30: Safe Learning in the Workplace


Unit 22: Safe Learning in the Workplace


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


136

Unit 19: Planning an Enterprise Activity

Unit reference number: F/501/5942

QCF level: 1

Credit value: 1


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


138


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.


139

Assessment



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.





Unit 32: Running an Enterprise Activity



Unit 33: Producing a Product





140

Suggested resources

Websites

www.businesslink.gov.uk


www.enterprise-education.org.uk/

www.enterpriseinschools.org.uk/enterpriseinschools/index.php

www.speakeasydragons.com/

www.stridingout.co.uk


141


Unit reference number: T/600/0378

QCF level: 2

Credit value: 5


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.


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 ©

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rson E

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tion L

imited

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14

4

Learn

ing

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phys

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docu

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and

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par

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amag

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FL033246 –

Spec

ific

atio

n –

Edex

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evel

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war

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ertifica

te/D

iplo

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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

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the

lear

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pre

sents

for

asse

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en

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ad

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the learn

er

is a

ble

to

:

P1

extr

act

info

rmat

ion f

rom

engin

eering

dra

win

gs

and r

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ocu

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[IE4]

P2

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es t

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4]

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iden

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P4

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ork

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des

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e th

e ca

re a

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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

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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

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e learn

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is g

oin

g o

n t

o B

TEC

level 2

PLTS

: This

sum

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y re

fere

nce

s w

her

e ap

plic

able

, in

the

squar

e bra

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s, t

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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

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criter

ia,

lear

ner

s w

ill h

ave

dem

onst

rate

d e

ffec

tive

applic

atio

n o

f th

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fere

nce

d

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ents

of

the

skill

s.

Key

IE –

indep

enden

t en

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s

CT –

cre

ativ

e th

inke

rs

RL

– r

efle

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e le

arner

s

TW

– t

eam

work

ers

SM

– s

elf-

man

ager

s

EP –

eff

ective

par

tici

pat

ors


147


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.


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.


148


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.


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.


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).


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.


149



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 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


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


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.


152


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.


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.


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.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


154


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


155


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.


156

Unit 21: Engineering Marking Out

Unit reference number: J/600/0417

QCF level: 2

Credit value: 5


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

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evel

1 A

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d/C

ertifica

te/D

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Engin

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ng -

Iss

ue

2 –

Sep

tem

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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

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unit.

The

asse

ssm

ent

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det

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ine

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stan

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equired

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unit.

Learn

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ou

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Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

se

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quip

men

t fo

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ree

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rent

applic

atio

ns

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met

hods:

equip

men

t re

quired

; w

ork

-hold

ing

met

hod a

nd d

evic

e(s)

; m

ater

ials

and c

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required

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1

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mar

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t fo

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des

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nd

mar

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men

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d

for

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thre

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ns

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arki

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ut

equip

men

t: t

ools

eg e

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rule

, sc

riber

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ntr

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allip

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squar

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lock

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rnie

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ators

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ip g

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are

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angle

pla

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v-

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cks

and c

lam

ps;

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ibra

tion o

f m

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ring a

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arki

ng o

ut

equip

men

t;

mar

king o

ut

med

ium

s eg

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quer

, w

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ash

Applic

atio

ns:

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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

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evel

1 A

war

d/C

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te/D

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in

Engin

eeri

ng –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

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8

Learn

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it a

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2.1

pre

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work

pla

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each

of

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thre

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applic

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Work

pla

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and/o

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2.2

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pla

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sel

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clea

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was

te;

stora

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of

mea

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equip

men

t

FL033246 –

Spec

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Edex

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1 A

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Gra

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In o

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the

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:

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evid

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at,

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ad

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to

:

P1

sele

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easu

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met

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and e

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men

t fo

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[IE1]

M1

reco

mm

end c

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men

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just

ify

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choic

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f dat

um

, w

ork

-hold

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d m

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ent

tech

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use

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thre

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equip

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d f

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carr

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the

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the

requirem

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the

dra

win

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des

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P3

pre

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each

of

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thre

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to t

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SM

2]

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TEC

level 2


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


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.


161


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.


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


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:


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.


162


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:


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


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.




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.




Hand Out Assignment 1 Task 3 Drawing No 3 CAM PLATE

P1 part, P2 part,P3 part, P4 part, P5, M1 part, M2 part.


163




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



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


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


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.


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.


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: 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.


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


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


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.

http://www.edexcel.com/contactus�

http://www.edexcel.com/quals/BTEC/Pages/Contactus.aspx�

http://www.pearsonwbl.com/contactus�

http://www.pearsonschools.co.uk/contactus�

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

http://www.edexcel.com/resources/Pages/home.aspx�

http://www.edexcel.com/resources�


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.

http://www.edexcel.com/resources/training/Pages/home.aspx�

http://www.btec.co.uk/training�

http://www.edexcel.com/subjectadvisors�

http://www.edexcel.com/ask�

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Unit 16

Unit 17

Unit 18

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Unit 11

Unit 12

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Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

Unit 19

Unit 20

Unit 21

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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


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