Diploma in Engineering

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Diploma in Engineering
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Employers in the driving seat
Sector Skills Councils (SSCs) are leading the
development of Specialised Diplomas in
partnership with stakeholders including (higher
education, schools, colleges, trade
bodies.) Six SSCs with an interest in
engineering have formed the Engineering Diploma
Development Partnership Representing engineers
currently at work in automotive, oil and gas,
nuclear, chemicals manufacturing, polymer,
petroleum, energy and utilities, passenger
transport, engineering manufacture, and building
services industries
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Timeline
Feb 2003 The Tomlinson Working Group
established by Sec. of State for Education and
Skills Feb 2005 Government publishes White Paper
14-19 Education and Skills Dec 2005 First
meeting of the Engineering Diploma Development
Partnership June 2006 Vision, Purpose,
Structure and Learning Outcomes June
2007 Diploma Qualification Developed Sept
2008 First teaching of Pilot Diplomas
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Consultation to Date

• With employers on
• Vision, structure purpose of the diploma
• What the content should be
• What knowledge skills and attributes do they
  want to see from young people at key points
• With higher education institutions
• With practitioners

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Vision of the Diploma

• a rigorous future orientated program that offers
  the leading edge thinking from across the
  engineering sector
• a gold standard 14-19 qualification attracting
  the most gifted and talented students
• offering industry related content through a mix
  of academic and work oriented learning

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Qualifications Landscape
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Structure of the Diploma
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Generic Learning

• Functional Skills Maths, English, ICT
• Skills Framework
• Team players
• Self managers
• Reflective learners
• Creative thinkers
• Effective participators

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Level 1 Introduction

• 600 Guided Learning Hours (2 days a week)
• Principal Engineering Learning 50
• Functional skills Project with PLTS 30
• Specialist Additional Learning 20
• Work experience 10 days (local flexibility)
• National curriculum core subjects

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Level 1 Purpose Aims

• Introduce the world of engineering to 14-16 year
  old learners, and
• captivate and excite their imagination to the
  potential of a career
• in the world of Engineering.
• Stimulate learner interest to pursue a career in
  the world of
• Engineering
• Engage learners to remain in education in the
  pursuit of
• knowledge and learning.
• Maintain a broad outlook to embrace diverse types
  of learners.
• Prepare learners for progression into employment
  or continuing
• education at 16 within a range engineering
  sectors and to promote
• the development of the individual and their
  personal, learning and
• thinking skills.

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Level 1 Principal learning
The Engineered World Careers, Sectors, Products,
Contribution to society Discovering Engineering
Technology Health and safety, Use of
tools/manual skills, Working with engineering
data, Engineering materials, Calculations for
engineers, Design principles, Electronic and
electrical systems, Appreciation of Maintenance
Engineering of the future New materials,
Energy Sources Alternative Energy, Recycling
and Sustainability
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Level 1 Content rationale

• Provide for a wide range of learning styles
• Challenge preconceptions about engineering
• Arouse curiosity and challenging thinking

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Level 1 Progression

• Level 2 Diploma
• Apprenticeship or other employment
• Further Education e.g. GCSEs or other

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Level 2

• 800 Guided Learning Hours (2.5 days a week)
• Principal Engineering Learning 50
• Functional skills Project with PLTS 30
• Specialist Additional Learning 20
• Work experience 20 days (local flexibility)
• National curriculum core subjects

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Level 2 Introduction

• Learners can start at Level 2
• 14-16 yr olds who have achieved greater than a 5
  at Keystage 3 SATs
• Or it can be a progression route for
• Post 16 students who have achieved a Level 1
  Diploma at 14-16 or have 5 GCSEs at D-G

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Level 2 Purpose and Aims

• Purpose
• Develop the learner interest to pursue a career
  in the world of Engineering employment or
  academia
• To provide a gateway to the different sectors of
  engineering and the underlying processes, systems
  and structures
• Aims
• Provide learners with increasingly rigorous
  programme of study to enable progression
• Provide learners with some degree of engineering
  specialism appropriate to cross sector needs
• Promote further development of the individual and
  their personal, learning and thinking skills

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Level 2 Content of Principal Learning

• Introduction to the world of Engineering
• Technology Maths and Science
• Technology (Engineering) of the future
• Design principles
• Computer Aided Engineering (CAE)
• Produce an Engineered system, solution or product
  
• Electronic and Electrical systems
• Quality control and Maintenance

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Level 2 Reasons for content

• General engineering principles that cover all
  the sectors and industries
• Maths and science repeatedly the most important
  content

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Level 2 Progression

• Level 3 Diploma in Engineering
• Another Level 3 Diploma
• A-levels
• Vocationally related qualification
• Apprenticeship
• Work

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Level 3 Principal Learning Overview

• Level 3 Principal Learning will
• Build upon Level 2 content. Further develop
  interest and wider understanding of engineering
• Captivate and excite learner with challenging and
  interesting content
• Open the door to a variety of progression routes

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Aims

• Prepare learners for employment/training at 18-19
  (trainee or management training scheme)
• Provide learners with academically rigorous study
  sufficient for H.E progression
• Provide learners with sub sector specific
  pathways for specialism appropriate to
  employer/sector needs
• Promote advancement of learners essential skills
  (eg maths, problem solving etc)

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Content of Principal Learning

• Level 3 Principal Learning Units will consist of
  
• Health Safety
• Business Improvement
• Technology Maths Science
• Design Principles for Computer Aided Engineering
  (CAE)
• Materials Technology

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Content of Principal Learning

• Innovative Design and Enterprise
• Contracting and Tendering
• Organisational Behaviour
• Process control systems
• Maintenance Planning
• Work experience element 10 days minimum, 30
  days suggested

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Reasons for Content

• Feedback from various sources (including previous
  consultations)
• Captivate and excite learners hence excitable
  content (eg new materials and
  nano-technology in Material Tech unit etc)
• Emphasis on Engineering Science and Maths
  sufficient to satisfy H.E and employer
  requirements
• Health Safety employer feedback highlighted
  importance. Enable learner to enter the workplace
  better prepared.
• Challenging content enable learner to build
  upon existing skills and knowledge (eg
  Problem-solving in Innovative Design
  Enterprise unit)

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Progression Focussing on Level 3
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Timeline
Jan Feb Development of the learning
outcomes Mar April Mapping learning
objectives with existing units and
establishing HE entry requirements April
May Draft reports prepared on work
related learning links with apprenticeships
progression routes May June Consultation
on the draft content of the Diploma June
onwards Phase Two - Awarding bodies begin
developing the diploma qualification with DDPs
and consultation continues with employers and
stakeholders
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Next Steps

• Collate and analyse consultation feedback -
• ( http//www.engineeringdiploma.com/ )
• Revise draft Specification based on feedback for
  19 June Steering Group
• Final Specification ready by 30th June for
• Phase 2