Engineering
CURRICULUM INTENT
At Holmfirth High School our intent for the GCSE Engineering curriculum is to provide students with a high-quality education that equips them with the necessary knowledge, skills, and understanding to become proficient engineers, while nurturing their creativity and problem-solving abilities. We aim to instill a passion for engineering among our students, fostering a deep appreciation for the field and its potential to contribute to society.
Our intent is built upon the following key principles:
1. Relevance: We want to ensure that our students’ learning experiences closely mirror real-world engineering practices, enabling them to make connections between theory and practical application.
2. Rigour: We strive for academic excellence by delivering a demanding curriculum that challenges students, promoting critical thinking, and encouraging independent learning.
3. Inclusivity: We will provide equal opportunities for all students to access and succeed in engineering, irrespective of their background or personal circumstances.
4. Holistic Development: Our curriculum will foster students’ personal and social skills, as well as their technical abilities, enabling them to flourish as well-rounded individuals.
Implementation
To translate our intent into effective implementation, we will follow a structured approach that encompasses the following components:
1. Well-structured Curriculum
Our engineering curriculum will be carefully designed to build upon prior knowledge and progressively develop students’ skills and understanding. It will include a blend of academic theory, practical skills, and creative problem-solving approaches. The curriculum will incorporate the following key elements:
– Core Knowledge: A detailed syllabus aligned with national standards, covering key concepts and principles across various engineering disciplines.
– Practical Application: Hands-on activities, project work, and workshops that encourage students to apply their theoretical understanding to real-world scenarios and develop technical expertise.
– Cross-curricular Links: Integration with other subjects, such as mathematics, physics, and design and technology, to highlight the interdisciplinary nature of engineering and demonstrate its real-life applications.
– Industry Connections: Collaboration with local engineering businesses and professional engineers to provide insights into the industry and expose students to authentic engineering practices.
– Career Pathways: Guidance and information about further education and career options within the engineering field, including apprenticeships and higher education routes.
2. High-Quality Resourcing
We will ensure access to a range of high-quality resources tailored to support the delivery of our engineering curriculum. These resources will include textbooks, digital tools, engineering software, modern equipment, and access to relevant industry journals and publications. Regular reviews and updates will be conducted to ensure the resources remain current and relevant.
3. Enrichment Opportunities
To enrich our students’ experience and promote their personal and professional development, we will offer various enrichment activities, including:
– STEM Clubs: Opportunities for students to engage in extra-curricular engineering activities, such as robotics, coding, and engineering challenges.
– Site Visits: Organized visits to engineering facilities, construction sites, and relevant industrial exhibitions to expose students to real-world engineering practices.
– Guest Speakers: Arranging talks and presentations by eminent engineers, researchers, and industry professionals to share their expertise and inspire students.
– Competitions: Encouraging students to participate in local, regional, and national engineering competitions to showcase their skills and compete with peers.
Impact
Our dedicated implementation of the intent for our Engineering curriculum will have a profound impact on our students. Through this approach, we aim to achieve the following outcomes:
1. Exceptional Attainment: Students will demonstrate excellent subject knowledge in engineering, achieving academic success both within the subject and in associated disciplines.
2. Enthusiasm and Engagement: Students will develop a genuine passion for engineering, demonstrating enthusiasm and motivation to learn, explore, and pursue careers within this field.
3. Problem Solving and Creativity: Students will acquire and apply a range of problem-solving strategies and creative thinking techniques, enabling them to identify and develop innovative solutions to engineering challenges.
4. Independent Learners: Students will become confident, independent learners, capable of conducting research, critically analyzing information, and effectively applying knowledge to real-world engineering problems.
5. Attributes for Success: Students will develop important personal and social skills essential for success, such as teamwork, leadership, effective communication, resilience, and adaptability.
6. Career Aspirations: Students will be well-informed about the potential career pathways within engineering, with a clear understanding of the qualifications and skills required to succeed in these careers.
7. Cultural Capital: Students will develop a broad understanding of the impact of engineering on various aspects of society, including economic, environmental, and social factors.
By adhering to our intent and implementing our Engineering curriculum effectively, we will enable students at Holmfirth High School to become skilled engineers of the future, equipped with the knowledge, understanding, and passion to contribute to society and pursue successful careers within the engineering industry.
KEY STAGE 4
Our GCSE introduces students to a host of new modern technologies and skills, helping them to gain knowledge and understanding to inspire a lifelong interest in all sectors of the engineering profession. GCSE Engineering is a rigorous and exciting subject for students who enjoy being creative, using new tools and equipment and also possess an affinity for drawing, design, science, maths and problem-solving. The GCSE is comprised of an examination component and a coursework component (NEA) which begins in June at the end of Year 10.
AO1:
Demonstrate knowledge and understanding of engineering principles and processes.
AO2:
Apply knowledge, understanding and skills in different contexts, including through the use of a range of tools, equipment, materials, components and manufacturing processes.
AO3:
Apply knowledge, understanding and skills in different contexts, including through the use of a range of tools, equipment, materials, components and manufacturing processes.
ASSESSMENT OBJECTIVE WEIGHTINGS FOR GCSE ENGINEERING
Assessment objectives (AOs)
| Assessment objectives (AOs) | Written Paper | NEA | Overall weighting |
| AO1 | 25 | 0 | 25 |
| AO2 | 20 | 30 | 50 |
| AO3 | 15 | 10 | 25 |
| Overall weighting of components | 60 | 40 | 100 |
ASSESSMENT WEIGHTINGS
The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.
| Component | Maximum raw mark | Scaling factor | Maximum scaled mark |
| Written paper | 120 | x1 | 120 |
| NEA | 80 | x1 | 80 |
| Total scaled mark: | 200 |
EXAM SPECIFICATIONS
AQA
CURRICULUM LEADER
Miss K Greaves
WHAT CAREER?
Careers within the engineering sector are wide and varied, for engineering maintenance careers, please click below: