Engineering Curriculum Overview
Curriculum Aim & Intent
Aim
The NCFE Level 1/2 Technical Award in Engineering introduces students to key engineering principles and practical skills. It offers hands-on experience with tools, materials, and processes used in the industry. Learners also explore different sectors within engineering and how the industry impacts the modern world. The course supports progression to further education, apprenticeships, or employment in engineering-related fields. It also helps students develop valuable transferable skills like problem-solving, teamwork, and communication.
Intent
The intent of the NCFE Level 1/2 Technical Award in Engineering is to provide learners with an accessible and engaging introduction to the world of engineering. The qualification is designed for Key Stage 4 students and aims to spark interest in engineering by blending theoretical knowledge with practical experience. It supports learners in understanding how engineering principles apply to real-world situations and encourages creativity and innovation in problem-solving.
This qualification develops core knowledge of materials, tools, and processes commonly used in engineering. It provides learners with hands-on opportunities to plan, design, and make products using industry-standard techniques. By completing projects and practical tasks, students gain confidence and begin to understand the expectations and workflows of the engineering industry.
A key part of the qualification’s intent is to build transferable skills that are valuable both within and beyond engineering. These include critical thinking, communication, time management, and collaboration. By fostering these skills, the course prepares students for a range of post-16 pathways, including A-levels, vocational qualifications, and apprenticeships.
Ultimately, the qualification aims to inspire learners to consider careers in engineering or related technical fields. It promotes a strong foundation of knowledge and practical ability that helps bridge the gap between school and further education or employment in the sector.
In the NCFE Level 1/2 Technical Award in Engineering, there are two main assessment components: the NEA (Non-Exam Assessment) and the written exam. Here’s a clear breakdown of the difference between them:
NEA (Non-Exam Assessment)
- What it is: A practical, internally assessed project set by NCFE and completed under controlled conditions.
- Focus: Tests the learner’s ability to apply their engineering knowledge and skills to a real-life design and make task.
- Skills assessed: Designing, planning, problem-solving, making, and evaluating a product.
- Weighting: Usually worth 60% of the final grade.
- Assessment method: Marked by the school/teacher and externally moderated by NCFE.
Written Exam
- What it is: A written paper set and marked by NCFE.
- Focus: Tests theoretical knowledge of engineering principles, processes, tools, materials, and safety.
- Skills assessed: Recall of facts, understanding concepts, applying knowledge to scenarios.
- Weighting: Usually worth 40% of the final grade.
- Assessment method: Taken under exam conditions and marked externally. This is 90 minutes.
Coursework is a key component of the qualification (60%) and must be completed under supervision in school, in controlled conditions, as required by the exam board. This ensures all students complete their assignments independently and fairly, following strict assessment guidelines.
Brief Overview of Curriculum Content for Each Term
Autumn term Spring Term Summer Term Yr 10 - Engineering disciplines
- Health and safety legalisation
- Hand, CAD and reading engineering drawings
- Engineering tools, equipment, machines and techniques
- Hand, CAD and reading engineering drawings
- Engineering tools, equipment, machines and techniques
- Properties, characteristics and selection of engineering materials
- Impact on the environment
- Engineering tools, equipment, machines and techniques
- Mock NEA
Yr 11 - Applied science and mathematics in engineering
- NEA
- NEA
- Revision and Preparation for GCSE Exams
How Our Curriculum Caters For SEND Students
How does our Curriculum cater for students with SEND?
Southmoor Academy is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)
Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.
Specific approaches which are used within the curriculum areas include:
- 1:1 support with practical tasks e.g. LSA within lessons to allow students to access controlled assessment and exam content
- Resources adapted to accommodate a range of SEND needs
- Seating plans to allow for peer/teacher support
- A range of learning roles used to embed understanding e.g. practical participant, role play taking the role of health care practitioners
- Differentiated and feedback tasks outlined clearly on the board or in teaching resources and linked to assessment criteria at KS4.
- Group work and discussion tasks to develop confidence in leadership and ownership of learning
How Our Curriculum Caters For Disadvantaged Students
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy.
More specifically within the teaching of Engineering we;
- In Engineering, each member of staff holds a teaching handbook that identifies disadvantaged pupils.
- Pupils are placed in the classrooms with careful consideration so that they receive high quality focus and support from staff and peers.
- Targeted support for under-performing students
- Intervention available throughout the week
- Technician support with practical tasks
- Engagement through the use of practical learning
Knowledge Organisers
Other Related Curriculum Documents
