Engineering Design introduces learners to engineering principles and systems through an integrated Science, Technologies, Engineering and Mathematics (STEM) inquiry
STEM education integrates concepts that are usually delivered as separate subjects in different classes and emphasises the application of knowledge to real-life situations. STEM learning is typically based around finding a solution to a real-world problem and tends to emphasise project based learning.
“Engineering is an occupation with extremely wide reach. The term 'engineering' covers many fields and, by extension, many skills. Engineers are scientists, inventors, designers, builders and great thinkers. They improve the state of the world, amplify human capability and make people's lives safer and easier.
Engineering skills include:
• the scientific method
• social, cultural and economic awareness
• mathematics
• biology, chemistry, physics and other areas of science
• creativity
• teamwork.
Engineering disciplines cover:
•mechanics and the construction of tools and machines of all sizes, from the nano scale to entire manufacturing facilities
• the creation of cars, trains, ships, boats, aircraft and all other vehicles
• the design and production of chemical compounds
• operations of businesses and cities
• entertainment, industry, construction, transport, healthcare, defence and more.”
https://www.engineersaustralia.org.au/For-Students-And-Educators/Engineering-Careers/What-Is-Engineering
Engineering Design will impart a specific skill set upon learners that will enable them to confidently identify a problem and develop a well-structured and well thought-out solution in an engineering context. This will be achieved through a rigorous design process. This means that learners will not only gain valuable experience in designing engineered components but also gain experience in project management.
On successful completion of this course, learners will be able to:
For the content areas of Engineering Design, the three (3) interrelated strands –
These three strands draw upon the specific skill sets of both disciplines that are directly related to the identification, analysis, understanding and problem solving techniques of a specific problem.
These three strands will be integrated into four (4) general areas of study based on the themes of Engineering and Design in the real world:
The course consists of three interconnected content units plus a major project that relies on knowledge from those content areas.
UNIT 1: DESIGN THINKING
This content area includes the engineering design process known as design thinking, how it is applied to create solutions, and how it is documented and communicated.
UNIT 2: ENGINEERING FUNDAMENTALS
This content area includes core engineering concepts, as well as the science, technology, and mathematics that underpins the technical aspects of engineering.
UNIT 3: ENGINEERING AND SOCIETY
This content area includes social and ethical issues associated with the engineering solutions, as well as the engineering profession and career pathways.
UNIT 4: MAJOR PROJECT
In the major project, learners use a design thinking process to solve a problem they have identified. This can include development of engineering solution to meet a client need, or application of engineering tools and resources to solve a problem identified by the student.
Learners must complete the work requirements as listed in the Course Content section of this document.
Content from Units 1 and 2 may be integrated in their delivery and must be completed before undertaking Unit 3 then Unit 4, as each unit builds upon skills gained from the previous unit.
Initial design challenges will be scaffolded by providers, giving support for learners as they develop their knowledge and skills of working through the design process. To facilitate this, course providers may choose to focus on particular stages of the engineering design process at different times, depending on the needs of students. Learners will develop their skills in responding to design challenges throughout this course, working towards a more learner-initiated and managed approach in the major project.
While each general area of study is compulsory, the method of delivery is not prescribed. The course may be delivered in a number of ways, for example:
Work submitted for assessment must be:
and not be work submitted for assessment in any other course.
Literacy is of fundamental importance in the study of the Engineering Design, Level 2 course. Learners access engineering and technological content through a variety of print, oral, visual, spatial and electronic forms, including data books, texts, computer software, images, and written technical materials. They learn to investigate, interpret, and apply engineering principles from a variety of sources to design solutions for engineering tasks. They analyse and evaluate information for authority, reliability, relevance and accuracy. They learn to monitor their own language use for accuracy in the use of design principles and technological terms, for clarity of ideas, processes and explanations of engineering activities, and for development and evaluation of functioning prototypes.
Numeracy is fundamental in calculating and evaluating engineering processes. Learners develop their understanding and skills of numeracy while undertaking tasks to produce, test and evaluate engineered products. Core and specialist area theory continues to be studied to forge greater understanding of the scientific, mathematical and technical concepts that explain and investigate how engineered products function.
Information and communication technology (ICT) capability is important in all stages of the design process. Learners use digital tools and strategies to locate, access, process and analyse information. They use ICT skills and understandings to investigate, devise and test design ideas. Learners access information from websites and software programs to develop design solutions. Learners use computer‐aided drawing software to assist in the design and production engineered products.
Critical and creative thinking is integral to the design process. Design thinking methodologies are fundamental to the Engineering Design, Level 2 course. Learners develop understandings and skills in critical and creative thinking during periods of evaluation at various stages of the design process. They devise plausible solutions to problems, and then through interrogation, critically assess the performance of the most efficient solution. Learners identify possible weaknesses in their design solutions, and analyse, evaluate and modify the developing solution to construct a functioning prototype.
Personal and social capability skills are developed and practiced in the Engineering Design, Level 2 course by learners enhancing their communication skills and participating in teamwork. Learners have opportunities to work collaboratively during stages of investigation and when producing engineering products. Learners develop increasing social awareness through the study of the impact of engineering in society and on the environment.
Learners have opportunities to explore and understand the diverse perspectives and circumstances that shaped engineering technology, the actions and possible motivations of people in the past compared with those of today. Learners have opportunities, both independently and collaboratively, to explore the values, beliefs and principles that have influenced engineering achievements and global engineering activities of today.
Learners have opportunities to explore the different beliefs and values of a range of cultural groups and develop an appreciation of cultural diversity. Learners have opportunities to develop an understanding of different contemporary perspectives with regard to contexts such as: building materials, styles of structures, energy supply and use, automation and control, and engineering and technological influences on different groups within society, and how they contribute to individual and group actions in the contemporary world.
Unit 1 – Design Thinking 25 hours |
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Unit Outline |
Design underpins all engineering solutions. In this Unit learners develop an understanding of design thinking and how this is applied to develop design solutions. The importance of working to a design brief within this process is pivotal. Learners will develop visual communication skills to communicate their ideas and understandings through the process of design development and the presentation of a final product. |
Key Knowledge and skills |
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Work requirements |
Design and production of an engineered solution (examples can be found below) to a specified project brief as provided by the course provider. The size, complexity and scale of the engineering solution will be appropriate to a guided figure of 25 hours for this Unit. Through this area of study, learners will also develop skills in documentation and communication. In particular, they will learn how to record the creation of an engineering solution through a production diary or equivalent (e.g. a folio or blog), that includes:
This is to be presented in an appropriate format including evidence of design development though sketching and annotated photos of production process and documentation of testing processes. |
The Engineering Design Process
Learners will respond to engineering design challenges by applying a design process, such as the one detailed below. This process is an iterative process that uses a design brief, is informed by research and impacting factors and documents the development and presentation of an engineered solution.
Teachers will scaffold initial design challenges more heavily and provide more significant support in sections for learners as they develop their knowledge and skills of working through the design process. Teachers may also combine sections or unpack and further expand sections in their delivery and expectations of the project response in order to meet the needs of their learners. Learners develop their skills in responding to a design brief throughout this course, working towards a more learner-initiated and managed approach to the major design project.
The brief is usually the starting point of a design, and is a statement of the project’s purpose and the need it is being designed to fulfil. This details the requirements of the project or can be an explanation of a design problem to unpack and work from. The brief forms part of the criteria by which the final design solution is appraised. Learners will begin by having design briefs given to them to work from and work up to developing their own design brief for their final project.
Research involves the collection of information, including data and background information to assist in the understanding of the brief and development of the design solution. This can include research to:
· further understand the intended design scenario or audience
· consider existing similar products, problems or solutions
· develop understanding of technologies that might be used in the product development phase.
This includes preliminary sketch designs and concept designs drawn as sketches with annotations which relate back to the brief and needs. Following on from sketches this can also include photographs of prototypes. This documents the learner’s design progression, reflection and refinement of ideas. This is part of the iterative approach which can cycle back through further research to inform concept development, and testing of product development which may then go back to the development stage to further refine concepts.
This shows the development of the designed solution. There needs to be evidence of decision making that gives reasoning for final design decisions. This section should include well annotated drawings or photos of the development of the final solution.
An appraisal reflecting on how well the brief and aims have been met by the final design, identifying any aims that have not been fully resolved.
Learners must reference all images information, ideas and words which they use that are not their own creation. Images include, but are not limited to, pictures, tables, graphs, charts and graphics. This includes creations that are based on the works of others that learners manipulate, edit or otherwise transform.
Unit 2 – Engineering Fundamentals 25 hours |
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Unit Outline |
Now that learners are familiar with the fundamentals of engineering and the impact of engineering on society. The second unit focuses on their skills around applying science, technology and mathematics to explain, test and refine an engineering solution. Learners will be allowed to choose from a variety of solutions (including their solution from Unit 1). They must provide detailed summary of: the application of the key science, technology and mathematics principles associated with the engineering solution, the data and information gathered and investigate its use and impact on society. |
Key Knowledge and skills |
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Work requirements |
Learners are required to keep a diary of the process of explanation, planning, testing, and interpretation of the engineering process when examining their chosen engineering solution (examples can be found below), including:
It is expected that this process will form an inquiry cycle where application of science, technology and mathematics to explain, data collected and conclusions are refined through an iterative process. The completed diary entries should reflect this process and document the learner’s evolution of knowledge and exploration, including the role and value of failure of engineering systems to behave as expected. The learning from this unit is also embedded and assessed in the projects produced using the skills developed and work requirements specified in Units 3 and 4. |
Unit 3 – Engineering Solutions 50 hours |
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Unit Outline |
Once learners are familiar with the design process and the fundamentals of engineering, the third unit focuses on their skills around engineering an appropriate solution to a set problem. Learners will be allowed to choose from a variety of design challenges and will be required to design and produce an appropriate solution. They must then conduct a full review and appraisal of their final solution. |
Key Knowledge and skills |
|
Work requirements |
Design and production of an engineered solution (examples can be found below) to a specified project brief as provided by the course instructor. The size, complexity and scale of the engineering solution should be appropriate to a guided figure of 50 hours for this Unit. The process that learners have followed must be documented in a production diary. The production diary must be presented as a design folio, including:
This is to be presented in an appropriate format including evidence of design development sketching and annotated photos of production process and documentation of testing processes The learning from this unit is also embedded and assessed in the projects produced using the skills developed and work requirements specified in Unit 4. |
Unit 4 – Learner Project 50 hours |
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Unit Outline |
Having completed the previous three units learners will now be responsible for proposing a third and final design engineering project. As with the previous two units they will have to conduct their own research, design and construct a prototype and then perform an evaluation of their final product. |
Key Knowledge and skills |
|
Work requirements |
Design and production of an engineered solution (examples can be found below) to a specified project brief as provided by the course instructor. The size, complexity and scale of the engineering solution should be appropriate to a guided figure of 50 hours for this Unit. The process that learners have followed must be documented in a production diary. The production diary must be presented as a design folio, including:
This is to be presented in an appropriate format including evidence of design development sketching and annotated photos of production process and documentation of testing processes. |
Example Problems and Solutions (providing guidance around size and scale of problems and solutions)
Type of Problem |
Practical Example of Problem to solve |
Possible Engineering Solution |
How close can we be to energy independence? |
Energy independence at our school or in my home |
A plan to adapt a building that generates more energy than it consumes |
Building a machine that can learn and remember |
If I showed a toaster my perfect piece of toast could I have consistently perfect toast forever? |
A toaster that can see and interpret colour |
Providing solutions for multistep mundane tasks |
Needing sufficient quantities of usable pencils for a primary school at the start of every day |
A robotic pencil sharpener |
Solving a problem I have specific knowledge about |
Get me to class on time - it knows my timetable, it knows where I am - how long can I hang before hot-footing it? |
A app that connects the calendar and GPS features of a mobile device |
Challenging the limitations of a design through extreme conditions |
My model boat is not fast enough to break the world speed record |
Redesign the model boat to improve speed through considering the impact of shape, materials and balance |
Using shared experience to make our lives better |
How do I stop my screen from smashing when I drop my phone? |
A way to use my phone so I don’t drop it |
Looking at environmental issues as a possible resource |
How do I capture and reuse or recycle plastic microbeads |
Reusable egg cartons made from captured plastic microbeads |
Imagining how a common problem could be solved |
How do I feed my pets while I’m away from home? |
A way of determining which pet is feeding when and what it needs to eat |
Producing solutions that could be used around the world |
How do I produce clean drinking water at low cost? |
An easy to clean, gravity fed filter |
Adapted from Australian Curriculum – Science Inquiry Skills (https://www.australiancurriculum.edu.au/f-10-curriculum/science/structure/)
Identifying and predicting
Identifying what is going to be tested and suggesting possible outcomes.
Making decisions about how to test an engineering solution and carrying out an investigation; including the collection of data.
Representing data in meaningful and useful ways; identifying trends, patterns and relationships in data, and using this evidence to justify conclusions.
Considering and communicating the quality and nature of available evidence, what was being tested, and improvements to an engineering solution with reference to that evidence.
Making changes to an engineering solution to optimise performance.
Science Technology and mathematics as a basis for engineering
Science, Technology, and Mathematics, especially through formula and symbolic representation, underpin the technical aspects of Engineering. Learners are expected to apply appropriate scientific, technological and mathematical concepts to each engineering solution they encounter. These will differ widely between each system and include but are not restricted to:
This course will be delivered on a project basis. The format will be one teacher directed project, one learner selected project and one learner initiated project. The projects that learners select will be from a list of teacher approved briefs. The learner initiated projects will be from a teacher approved area of inquiry. Learners will be required to produce a folio of work for each project as detailed in the course content section.
Unit |
Work Requirement |
Unit 1 Design Foundation |
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Unit 2 Engineering Fundamentals |
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Unit 3 Engineering Solutions |
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Unit 4 Learner Project |
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The following processes will be facilitated by TASC to ensure there is:
Process
TASC will verify that the provider’s course-delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:
This process may also include interviews with past and present students. It will be scheduled by TASC using a risk-based approach.
Additionally:
TASC will undertake on-site visits of selected providers in order to collect specific evidence regarding the complexity and scope of major project products, and this evidence informs consideration of continued accreditation of the course.
The assessment for Engineering Design Level 2 will be based on the degree to which the learner can:
Rating A | Rating B | Rating C |
---|---|---|
explains scientific and technological concepts* related to observations and theories | describes scientific and technological concepts* related to observations and theories | recognises and identifies scientific and technological concepts* related to observations and theories |
explains engineering concepts related to own observations | describes engineering concepts related to own observations | recognises and identifies engineering concepts related to own observations |
explains and utilises appropriate engineering applications when solving problems | describes and utilises appropriate engineering applications when solving problems | identifies appropriate basic engineering applications when solving problems |
explains relationships between components of an engineering system and utilises them to solve engineering problems. | describes simple relationships between components of an engineering system and utilises them to solve engineering problems. | identifies simple relationships between components of an engineering system. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
explains the purpose and process of testing | describes the purpose and process of testing | identifies the purpose and process of testing |
explains safety considerations and possible outcomes of testing | describes safety considerations and possible outcomes of testing including | identifies safety considerations and possible outcomes of testing |
draws valid and reasoned conclusions, based on evidence and correct engineering concepts | draws valid conclusions based on evidence and appropriate engineering concepts | draws valid conclusions based on evidence |
comments on the validity of conclusions, identifies sources of uncertainty and describes ways to improve the prototype and further evidence required. | identifies sources of uncertainty and describes ways to improve the prototype and further evidence required. | makes limited suggestions for improvement to the prototype and further testing required. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
documents a wide range of ideas and appraises these ideas by reflecting on a design brief, aims and other related design principles to produce an effective engineering solution |
documents a range of ideas and appraises these ideas with reference to a design brief and related design principles to produce an engineering solution | documents a limited range of ideas in response to a design brief to produce an engineering solution |
adjusts and modifies initial design ideas to develop design solutions that meet the requirements of a brief |
adjusts and modifies initial design ideas to develop design solutions that meet most of the requirements of a brief |
makes modifications, as directed, when developing design solutions |
sequences and clearly presents graphics and detailed annotations to clearly show problem solving processes and identify pivotal points in design decisions |
sequences and presents graphics and annotations to clearly show problem solving processes and identify pivotal points in design decisions | sequences and presents graphics and annotations to show problem solving processes |
explains engineering solutions with supportive evidence in familiar and unfamiliar contexts | describes engineering solutions, with supportive evidence, to problems within familiar contexts | describes engineering solutions to problems within familiar contexts |
appraises the suitability and appropriateness of solution(s) in meeting the success indicators for a brief, and identifies competing design factors. | appraises the suitability and appropriateness of solution(s) in meeting the success indicators for a brief. |
makes some realistic conclusions about suitability and appropriateness of solution(s) in meeting success indicators for a brief. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
selects appropriate resources and initiates actions to effectively and efficiently solve problems | selects appropriate resources and uses them to effectively solve engineering problems | identifies and selects resources to solve basic engineering problems |
selects appropriate techniques and processes, and initiates actions to effectively and efficiently solve problems | selects appropriate techniques and processes, and uses them to effectively solve problems | identifies and selects techniques and processes to solve problems |
acts with a level of awareness of the safety of self and others to apply health and safety procedures, including using appropriate personal protective equipment (PPE) | selects and uses established safety procedures for the use of equipment and facilities, including using appropriate personal protective equipment (PPE) | follows established safety procedures for the use of equipment and facilities including using appropriate personal protective equipment (PPE), as directed |
produces prototypes appropriate to the brief and provides detailed supporting evidence of testing |
produces prototypes appropriate to the brief and provides limited supporting evidence of testing | produces prototypes appropriate to the brief |
plans and sequences the construction process, making appropriate adjustments as required |
plans and sequences the construction process | lists, orally and in writing, the sequence of a construction process |
explains the purpose and actions intended by plans, and monitors and assesses progress towards meeting goals and timelines in order to complete tasks. | describes the purpose and actions intended by plans, and monitors progress towards meeting goals and timelines in order to complete tasks. |
identifies purpose and actions intended by plans, and monitors progress towards meeting goals and timelines in order to complete tasks.
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The learner:
Rating A | Rating B | Rating C |
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discusses how engineering solutions meet needs in society | describes ways in which an engineering solutions meet needs in society | identifies ways in which engineering solutions meet needs in society |
explains social, economic, cultural and ethical issues related to engineering solutions | describes social, economic, cultural and ethical issues related to engineering solutions | identifies social, economic, cultural and ethical issues related to engineering solutions |
describes in detail components of issues and presents balanced discussions | identifies key components of issues and presents balanced discussions | identifies components of issues and lists points in favour, and against |
argues reasoned, valid conclusions using relevant evidence. | presents valid conclusions using relevant evidence. | presents valid conclusions using limited evidence. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
collects and records data accurately and systematically | collects and records data accurately | collects and records data accurately in given formats |
correctly identifies, utilises and appropriately converts units of measure when solving problems | correctly identifies and utilises appropriate units of measure when solving problems | identifies appropriate units of measure when solving problems |
interprets mathematical information and data when selecting and applying mathematical techniques to solve problems | interprets mathematical information and data when applying basic mathematical techniques to solve problems | uses mathematical information and data to solve simple problems |
selects and constructs appropriate graphs or tables from data | selects from a range of given formats and constructs graphs and tables from data | following given instructions, constructs graphs and tables from data |
accurately reads and interprets multiple representations of data to explain trends and relationships. | accurately reads and interprets representations of data to describe trends and relationships. | accurately reads representations of data to identify trends and relationships. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
selects and correctly applies drawing conventions in the process of constructing accurate scale drawings | correctly applies key drawing conventions when constructing accurate scale drawings | applies appropriate drawing conventions when constructing accurate scale drawings, as directed |
accurately estimates and calculates resources using measurements from scale drawings | accurately estimates quantities of resources using measurements from scale drawings | estimates quantities of resources using measurements from scale drawings |
correctly transposes linear mathematical equations, or selects appropriate transpositions from non-linear equations, to calculate answers | correctly selects appropriate transpositions of mathematical equations to calculate answers | substitutes correctly into given mathematical equations to calculate answers |
accurately interprets diagrams and symbols, and uses them to correctly model and explain behaviour when solving problems. | accurately and appropriately interprets diagrams and symbols to model and describe behaviour when solving problems. | accurately uses diagrams and symbols to model and explore behaviour when solving problems. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
uses a range of planning and self-management strategies to enable the effective completion of tasks within agreed time frames | uses planning strategies to facilitate successful completion of tasks within agreed time frames | uses limited planning strategies to facilitate completion of key elements of tasks within agreed time frames |
reflects, orally and in writing, upon planning timelines; suggesting and making modifications for improvement | reflects, orally and in writing, upon planning timelines; suggesting and making minor modifications intended for improvement | reflects, orally and in writing, upon planning timelines, and makes minor modifications as directed |
collects and discusses the reliability of information using a variety of relevant resources | collects information using a variety of relevant resources | collects information using a limited range of relevant resources |
explains own and other learners’ contributions to the successful completion of group activities | describes own contribution to the successful completion of group activities | identifies own contribution to the successful completion of group activities |
selects and correctly uses accurate terminology to clearly communicate key concepts and ideas from engineering | uses key terminology to clearly communicate key concepts and ideas from engineering | uses given terminology to clearly communicate key concepts and ideas from engineering |
selects and uses appropriate conventions for communication of information | from a range, selects and uses appropriate conventions for communication of information | uses appropriate conventions for communication of information, as directed |
accurately records sources of information. | records sources of information. | records sources of information as directed. |
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 8 ratings from the internal assessment.
The minimum requirements for an award in Engineering Design Level 2 are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
7 ‘A’ ratings, 1 ‘B’ rating
HIGH ACHIEVEMENT (HA)
3 ‘A’ ratings, 4 ‘B’ ratings, 1 ‘C’ rating
COMMENDABLE ACHIEVEMENT (CA)
4 ‘B’ ratings, 3 ‘C’ ratings
SATISFACTORY ACHIEVEMENT (SA)
6 'C' ratings
PRELIMINARY ACHIEVEMENT (PA)
4 ‘C’ ratings
A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment. In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forward by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
The accreditation period for this course has been renewed from 1 January 2019 until 31 December 2021.
During the accreditation period required amendments can be considered via established processes.
Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.
Version 1 - Accredited on 5 March 2018, effective from 1 January 2018.
Accreditation renewed on 22 November 2018 for the period 1 January 2019 until 31 December 2021.
Line of Sight - Engineering Design - Level 2
Learning Outcome | Criteria | Criteria Element/s | Content areas / Work requirements |
Science | |||
* describe and apply engineering concepts involved in the design and testing of engineering solutions [Criterion 1] | 1. describe and apply engineering concepts | all | Unit
2 – Engineering Fundamentals Unit 3 – Engineering Solutions Unit 4 – Learner Project |
* use prototypes to assess the effectiveness of proposed solutions. [Criterion 2] | 2. plan, interpret and review prototype testing | Elements 2 and 3 | Unit
2 – Engineering Fundamentals Unit 3 – Engineering Solutions Unit 4 – Learner Project |
*respond appropriately to the imperative nature of failure when testing prototypes [Criterion 2] | 2. plan, interpret and review prototype testing | Elements 1 and 4 | Unit
2 – Engineering Fundamentals Unit 3 – Engineering Solutions Unit 4 – Learner Project |
Technology | |||
*apply design thinking to real world engineering scenarios [Criterion 3] | 3. apply design thinking to generate engineering solutions | Elements 2, 4 and 5 | Unit
1 – Design Foundation Unit 3 – Engineering Solutions Unit 4 – Learner Project |
*produce appropriate prototypes. [Criterion 4] | 4. use materials, techniques and processes to create engineering solutions | Elements 2, 4, 5 and 6 | Unit
1 – Design Foundation Unit 3 – Engineering Solutions Unit 4 – Learner Project |
*select the appropriate resources to use for a project based on a set of criteria such as durability, strength and cost effectiveness [Criterion 4] | 4. use materials, techniques and processes to create engineering solutions | Element 1 | Unit
1 – Design Foundation Unit 3 – Engineering Solutions Unit 4 – Learner Project |
Engineering | |||
*skilfully use techniques and equipment relating to engineering and design [Criteria 3/4] | 3.
apply design thinking to generate engineering solutions 4. use materials, techniques and processes to create engineering solutions |
3.
Elements 1 and 3 4. Element 3 |
Unit
1 – Design Foundation Unit 3 – Engineering Solutions Unit 4 – Learner Project |
*describe how engineering solutions are utilised and their impact on society [Criterion 5] | 5. describe the application and impact of engineering on society | all | Unit
2 – Engineering Fundamentals Unit 3 – Engineering Solutions Unit 4 – Learner Project |
Mathematics | |||
*collate, represent and interpret data from experimentation [Criterion 6] | 6. collect, represent and interpret data | all | Unit
2 – Engineering Fundamentals Unit 3 – Engineering Solutions Unit 4 – Learner Project |
*plan and model engineering solutions using graphic, algebraic and symbolic communication techniques [Criterion 7] | 7. utilise and apply scales, plans and models | all | Unit
1 – Design Foundation Unit 2 – Engineering Fundamentals Unit 3 – Engineering Solutions Unit 4 – Learner Project |
Core Skills for work | |||
*organise and complete activities including practical tasks [Criterion 8] | 8. apply skills to organise and complete activities and communicate information | Elements 1 and 2 | Unit
1 – Design Foundation Unit 2 – Engineering Fundamentals Unit 3 – Engineering Solutions Unit 4 – Learner Project |
*collect, process, communicate and organise detailed research about a specific problem [Criterion 8] | 8. apply skills to organise and complete activities and communicate information | Elements 3, 5, 6 and 7 | Unit
1 – Design Foundation Unit 2 – Engineering Fundamentals Unit 3 – Engineering Solutions Unit 4 – Learner Project |
*work cooperatively with others [Criterion 8] | 8. apply skills to organise and complete activities and communicate information | Element 4 | Unit
1 – Design Foundation Unit 2 – Engineering Fundamentals Unit 3 – Engineering Solutions Unit 4 – Learner Project |