BTEC Level 3 National Engineering Teaching Resource Pack Unit 3

john.mulhaney
Published on September 4, 2014

BTEC Level 3 National Engineering 60 © Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. Links to other units ● Unit 2 Communications for engineering technicians ● Unit 8 Engineering design ● Unit 16 Engineering drawing for technicians Unit delivery The scheme of work is set out exactly in the same order as the content that is listed in the BTEC unit specification. This then aligns the scheme of work with the outline learning plan given on pages 9 and 10 of the specification, which should be followed exactly. From early in delivery of this unit the learner will be working on the development of their own chosen project topic. While there will be whole-class teaching, for much of the delivery time the tutor will act as a critical friend providing support to the learner as required. It is important that learners use expertise gained in other units to support their project activities particularly: ● Unit 2 Communications for engineering technicians: o LO1 Be able to interpret and use engineering sketches/circuit/network diagrams to communicate technical information o LO2 Be able to use verbal and written communication skills in engineering settings o LO3 Be able to obtain and use engineering information o LO4 Be able to use information and communication technology (ICT) to present information in engineering settings ● Unit 8 Engineering design: o LO1 Be able to prepare design proposals that meet the requirements of a PDS o LO2 Be able to produce and present a final design solution The scheme of work is presented as a 30-week delivery. Centres may think it more appropriate to front-load Units 2 and 8 before starting on the project so that learners have time to develop supportive skills. Where learners are on a two-year programme, it is recommended that the project be carried out in the second year. Learners must be given strong guidance about good time management. They should also be made fully aware of the requirement that a significant part of the assessment of the project relates to its management and monitoring and documenting its progress. Keeping a logbook will be the main method for recording progress and should be considered as a working document that contains notes and other records made at the time of doing something; paper or ‘e’ formats are acceptable. The importance of keeping it up to date and having it regularly reviewed should be emphasised to learners. A significant number of the guided learning hours are intended to be used for self-directed activities – effectively working on their own but with a high degree of supervision from the tutor and centre support tutors. There are opportunities throughout this unit to develop the personal, learning and thinking skills of self-management, and from day one it should be made clear to learners that they must take ownership of the project. This should influence their choice of topic, with a better outcome being achieved if it is one which really interests them.