Sample Schemes of Work and
Lesson Plans
Engineering
OCR Level 2 Principal Learning in Engineering H810
Unit F548: The engineered world
This Support Material booklet is designed to accompany the OCR Engineering Diploma
specification for teaching from September 2008.
© OCR 2009
Contents
Contents
2
Sample Scheme of Work: OCR Level 2 Principal Learning in Engineering H810
Unit: F548 The engineered world
3
Sample Lesson Plan: OCR Level 2 Principal Learning in Engineering H810
Unit: F548 The engineered world
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Engineering Diploma
Sample Diploma Scheme of Work
OCR Level 2 Principal Learning in Engineering H810 Unit F548: The
engineered world
Suggested
teaching time
60 GLH
Topic outline
Topic
The engineered world
Suggested teaching and homework
activities
Suggested resources
Points to note
Unit Overview: This unit will be assessed in a 10-minute digitally recorded viva-voce. Learners are required to give verbal responses to a set of questions,
cues and allowable prompts provided to the presenter by OCR for each examination session. The questions will be based on the assessment criteria and
will require learners to provide specific information based on investigations as well as analysis and reflection. It is anticipated at this level that learners may
require some prompting and that the learning activity will be under direct supervision. The focus for the viva-voce is “The engineered world”.
Where possible, links should be made with Engineering companies to allow candidates’ access and exposure to ‘real-life’ Engineering practice.
Essentially the Engineering Diploma should be as hands on as possible with learners engaged in as many practical activities as is possible. The content of
this unit should not be taught as excessive theory but in order to satisfactorily cover the required content some of the 60 GLH will, by necessity be of a
“theoretical nature”. However care should be taken to not over face learners with such content and so teaching some aspects of this unit alongside other
units to ensure a balanced and exciting learning experience.
With this in mind the SOW and the exemplar Lesson plan compartmentalise content into a 30 minute learning activities to be interlaced with other more
practical activities wherever possible.
It is most desirable at this level of study learners are given a variety of activities and stimulus to fully engage them with Engineering.
= Innovative teaching idea
Engineering Diploma
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Sample Diploma Scheme of Work
OCR Level 2 Principal Learning in Engineering H810 Unit F548: The
engineered world
Suggested
teaching time
60 GLH
Topic
The engineered world
Suggested teaching and homework
Suggested resources
Points to note
activities
PLT’s are flagged in the topic outline but other opportunities for learners to develop and demonstrate their PLT’s exist in this unit.
Likewise Functional skills are flagged but are generally fully integrated into the learning activities for this unit.
Topic outline

Learners will be able to:

Identify and assess
engineering achievements
from two engineering sectors
that have/have had
demonstrable social and
economic effects
Identify the engineers
associated with the
development of the
engineering achievements
Identify and assess the social,
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


H/W Each Learner is given a different but
specific topic e.g. “The engineering work of
Sir Alexander Issigonis”, and asked to
research as much as they can about the
topic over a two week period. They will be
asked to make notes and possibly have
some visual images prepared to support
their findings.
Presenters will be selective of the topics
given to learners which must be form the
list in the points to note column.
These should be topics which the presenter
has some background or specific

Resources will differ from sector to sector.
However many generic resources are
available at minimal cost to all centres.
Newspaper and trade articles, together with
many videos and CD-ROM support
materials which are available e.g. on the
North Sea Gas industry.
The WWW should be used but in a
controlled manner to discourage learners
from the practise of downloading copious
amounts of materials without understanding,
applying or realising the true value of the
materials.
The learner should understand the
contribution made by two of the following
engineering sectors to social and economic
development It is anticipated the presenter
will select contributors to match the needs of
the learner
Transport
 railways, roads and bridges, steam ships:
Brunel, Stephenson, Telford, Macadam,
 motorways, Channel Tunnel, Millau Viaduct
Power and Utilities
 electricity generation: Faraday, power
stations and high tension transmission, S
Ferranti, steam turbine, Charles Parsons,
nuclear power, E Fermi, The National Grid
 gas: North Sea gas
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Engineering Diploma
Sample Diploma Scheme of Work
OCR Level 2 Principal Learning in Engineering H810 Unit F548: The
engineered world
Suggested
teaching time
60 GLH
Topic outline
Topic
Suggested teaching and homework
activities
understand of and also ones which they are
sure will be of interest to the group of
learners.
human, economic and political
effects of a particular
engineering achievement
Identify and assess the social,
human, economic and political
issues that drove the
achievement
Identify and assess the
technical issues faced by the
developing engineer and any
technical advances that the
engineer relied/acted on
(IE5, IE6)
(Eng, ICT)
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Engineering Diploma
The engineered world

A dedicated lesson of 1 hour needs to be
set aside for all the learners’ feedback
which takes the form of the learner sitting in
the front of the group and being asked
several specific questions by the presenter
which are designed to elicit appropriate
information from the learners about the
topic. (This is a prelude to the viva voce)
– the same questions should therefore be
asked to all the learners.

This is followed by discussion with the
presenter.

Within the group, decisions are then made
as to a smaller, select number (6 are
suggested) of the topics that learners select
Suggested resources
Points to note

water and sewerage treatment: J
Bazalgette, D Cameron
Civil Engineering and Building
 steel: Henry Bessemer, B Huntsman
 concrete: J Aspdin
 reinforcing: J Monier
 steel frame buildings: J Paxton, W L
Jenney
 elevators: eg Otis
 environmental building controls: James
Harrison
 commercial refrigeration: John Gorrie
 concept of air-conditioning: Franz Sangalli
 modern central heating
Automotive
 automobiles: Daimler, F Lanchester, H Ford,
A Issigonis, F Porsche, Mary Anderson –
= ICT opportunity
5 of 16
Sample Diploma Scheme of Work
OCR Level 2 Principal Learning in Engineering H810 Unit F548: The
engineered world
Suggested
teaching time
60 GLH
Topic outline
Topic
The engineered world
Suggested teaching and homework
activities
as their two own to carry out further work
on.

They may work as part of a team when
researching but evidence presented for
assessment must be the sole ownership of
each individual learner.
Suggested resources
Points to note
windscreen Wipers
Aircraft
 Frank Whittle, gas turbine, Barnes Wallis,
geodetic airframe, John Stringfellow, Wright
Brothers, heavier than air flight, Concorde,
Airbus
Biomedical
 Charles Dotter, cardiac stent, Willem Kollf,
kidney dialysis, patient-controlled
pacemaker, Leon Abrams and Ray
Lightwood
 portable defibrilator, Frank Pantridge
 MRI Paul Lauterbur and Peter Mansfield
Chemical and process
 Carl von Linde, liquefaction of air (related to
refrigeration)
 William Perkin, Aniline Dyes
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= ICT opportunity
Engineering Diploma
Sample Diploma Scheme of Work
OCR Level 2 Principal Learning in Engineering H810 Unit F548: The
engineered world
Suggested
teaching time
60 GLH
Topic outline
Topic
The engineered world
Suggested teaching and homework
activities
Suggested resources
Points to note




fractional distillation, B. Silliman
oil refining, plastics moulding: Edith
Flanigen
Stephanie Kwolek: ‘Kevlar’
Patsy Sherman: ‘scotchgard’
Machine tools
 Whitworth, precision measuring machine
 Maudslay, centre lathe
 Ramsden, screw cutting lathe
 J Nasmyth, steam hammer and milling
machine
 Jacquard, automated loom
 robots, CNC, CAD/CAM
Lifestyle and household
 automatic washing machines, vacuum
cleaner, Hoover, Dyson, Kenwood
 Braun, Remington, electric toothbrush,
= Innovative teaching idea
Engineering Diploma
= ICT opportunity
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Sample Diploma Scheme of Work
OCR Level 2 Principal Learning in Engineering H810 Unit F548: The
engineered world
Suggested
teaching time
60 GLH
Topic outline
Topic
The engineered world
Suggested teaching and homework
activities
Suggested resources
Points to note
Gillette, razor
Electronics
 thermionic valve, Edison and De Forrest
 radio, Tesla and Marconi, T Baylis
(sustainable)
 RADAR, cavity magnetron, H Boot and J
Randall, microwave heating
 transistor, Brattain, Shockley and Bardeen
 microchip, W Dummer and J Kilby
 Ruby Laser, Theodore Maiman, Robert
Dennard, memory chip
 optical fibre, John Tyndall and Narinder S
Kapany
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= ICT opportunity
Engineering Diploma
Sample Diploma Scheme of Work
OCR Level 2 Principal Learning in Engineering H810 Unit F548: The
engineered world
Suggested
teaching time
60 GLH
Topic
The engineered world
Topic outline
Suggested teaching and homework
activities
As part of a team and
individually:
Learners should understand the activities of the
following engineering sectors and also the
products and services within each sector:
The learner should understand the purpose and
contribution made by the following engineering
sectors:
Identify the industries
represented by each of the
sector skills councils













Identify the products and
services provided by each of
the engineering sectors
Identify the main engineering
professional bodies and
assess the nature of the work
they do
Identify and assess the merits
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Engineering Diploma
energy and utility
automotive
built environment
petrochemical
manufacturing and scientific
transport
associated sub-sectors
Suggested resources
Points to note
energy and utility
automotive
built environment
petrochemical
manufacturing and scientific
transport
Associated sub-sectors:
 engineering professional bodies and Skills
Councils


Lesson Plan 1 Card games.

Presenter to follow up on selected product
Learners should also appreciate that some
aspects of engineering do not sit
conveniently within the above sectors; they
may fall outside or relate to more than one
sector
= ICT opportunity
9 of 16
Sample Diploma Scheme of Work
OCR Level 2 Principal Learning in Engineering H810 Unit F548: The
engineered world
Suggested
teaching time
60 GLH
Topic outline
Topic
The engineered world
Suggested teaching and homework
activities
Suggested resources
Points to note
and sectors in future lessons and supported
by industrial visits.
of the registration schemes
associated with different
engineering trades
(IE4, TW1, TW2, TW6)
(Eng, ICT)
As part of a team and
individually:

A structured industrial visit / work placement
with “questions to answer” as one of the foci
during the visit / placement.
Assess the different craft
roles, their basic duties and
responsibilities

The ideal situation would be comparative
activity for learners from several such visits
to be able to compare roles and
responsibilities and the application of rights
etc. as they apply to different sized
companies and sectors.

Theory top up activities should be delivered
in as integrated and fun manner as
Assess the different technician
roles, their basic duties and
responsibilities
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Basic calculation
 For a basic calculation of your leave
allowance multiply the number of days you
work a week by 5.6. For example, if you
work a five day week you would be entitled
to 28 day' annual leave a year:
 5 days x 5.6 weeks = 28 days
 For more complex holiday entitlement
calculations you can use the employee
The learner should understand and recognise
the importance and purpose of:
 craft, technical and professional roles
training and careers
 basic rights and responsibilities of
employees
 rights and duties of employers
 terms of employment
 pay
 holiday entitlement
 benefits
 health & safety
= ICT opportunity
Engineering Diploma
Sample Diploma Scheme of Work
OCR Level 2 Principal Learning in Engineering H810 Unit F548: The
engineered world
Suggested
teaching time
60 GLH
Topic outline
Assess the different
professional roles, their basic
duties and responsibilities
Topic
The engineered world
Suggested teaching and homework
activities
possible.

Identify and assess the basic
rights of individuals in paid
employment
Suggested resources
Points to note
holiday calculator on businesslink.gov.uk.
An example might be to ask each learner to
write down how many days per week they
would ideally like to work. Then the info in
column 3 of this document could be
projected on a screen and learners asked to
work out how much paid holiday they would
then get.
Identify and assess the
 This exercise should last no more than 10
responsibilities of individuals in
minutes to avoid prolonged “theory”
paid employment
activities.
Identify and assess the rights
and duties of employers

There is considerable content in the points
to note column and the content should be
broken down and covered in a series of
short exposures to learners as appropriate.
(IE4, TW1, TW2, TW6, EP2)
(Eng, ICT)
= Innovative teaching idea
Engineering Diploma
= ICT opportunity
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Sample Diploma Scheme of Work
OCR Level 2 Principal Learning in Engineering H810 Unit F548: The
engineered world
Suggested
teaching time
60 GLH
Topic outline
Identify and assess at least
one environmental effect and
its cause. Express views from
the perspective of each of the
two chosen engineering
sectors
Identify and assess ways in
which engineering protects the
environment
Discriminate between
renewable and non-renewable
resources
Identify and assess methods
of recycling Materials
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Topic
The engineered world
Suggested teaching and homework
activities
Suggested resources
Points to note
The learner should understand environmental
effects of different industries:




Newspaper article, (copied for each learner
or on PowerPoint) ideally controversial,
dealing with any one aspect of
environmental effects which apply to
engineering businesses as per points to
note column.
Either projected via DPL or a photocopy of
article for each small group of learners to
read, digest and discuss in larger forum.
Presenter discussion and technical content
delivered on the aspects of the
environmental issues concerned.

gas emissions, chemical use in processes
and agriculture, building, mining, quarrying
and landfill operations

waste treatment and disposal, natural
resources and petroleum dependence,
renewable resources

Statistical and mathematical derivation of
information from a scenario or graphical
situation is an important aspect of this unit
There is considerable content in the points
to note column and the content should be
broken down and covered in a series of
= ICT opportunity
Engineering Diploma
Sample Diploma Scheme of Work
OCR Level 2 Principal Learning in Engineering H810 Unit F548: The
engineered world
Suggested
teaching time
60 GLH
Topic outline
Topic
The engineered world
Suggested teaching and homework
activities
Suggested resources
Points to note
exposures to learners as appropriate.
Identify and assess methods
of conserving materials
Interpret numerical and
graphical information to derive
information on environmental
effects and conservation of
resources
= Innovative teaching idea
Engineering Diploma
= ICT opportunity
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Sample Diploma Lesson Plan
OCR Level 2 Principal Learning in
Engineering H810 Unit F548: The
engineered world
Engineering sectors and associated job roles
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be 30 minutes (See overarching comments in SOW.).
Learning Objectives for the Lesson
Objective 1
Learners to know the 10 engineering sectors
Objective 2
Learners to identify products and services within each engineering sector
Objective 3
Learners to be able to understand that there are a number of different engineering
activities within each sector
Recap of Previous Experience and Prior Knowledge
Engineering:
The industry is concerned with the design, maintenance, production and selling of
a vast range of different engineered products
Sectors
Engineering is a generic term and for ease of understanding is broken down in to
“material and process” based sectors
Focus area:
The knowledge that there are many different products and services within
engineering.
Prior to this basic introduction the presenter will have prepared a series of “playing cards” possibly
laminated (reason for lamination 1: can be re-used reason 2: shows the importance of the activity).
Intro level: Blue cards will have the ten sectors / sub-sectors boldly printed on them. Two
duplicates per game so 20 cards in total.
Intro level: Brown cards will have a number of different products and services which are
identified on the cards. Each product or service is directly related to a specific engineering sector
(sub-sector). An example might be “Rack and pinion steering mechanism” which is related to the
“automotive sector”.
Two specific products or services cards per sector so 20 cards in total.
The use of images as well as text will also support some learners.
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Engineering Diploma
Sample Diploma Lesson Plan
Content
Time
Content
5 minutes
Explanation of proposed lesson structure:
A card game for two players plus a referee (3rd player).
Player 1 has a pack of Blue cards (sector cards)
Player 2 has the pack of Brown cards (product and services cards)
Player 3 has a definitive list of the sectors and the products and services used in
the game and acts as a referee.
10 minutes
Phase 1: Learners Activity: In pairs (2 players):
Each of the 2 players has the 20 cards at their disposal.
The referee has a definitive printed list of the relationships between sectors and
products / services which only includes the products and services used in the
game.
Player 1 lays a sector card on the table and player 2 then lays a product / service
card on the table. The first player to shout “engineering” to correctly identify a
relationship between the sector and the product / service gains 1 point.
If a player makes an incorrect decision they lose 1 point.
The referee decides if the relationship is correct.
Once a correct relationship is identified those particular cards are discarded and
the game continues with the remaining cards each pack shuffled at the end of
the cycle.
10 minutes
Phase 2: Cards are put back into the two packs. Pack 2 is shuffled and placed
face down on the table in front of both players.
The sectors pack (Pack 1) is temporally discarded and the brown pack (Pack 2 products and services is used).
Player 2 turns over a product or services card.
Player 1 orally states: which sector the product or service is associated with.
If correct they gain 1 point and have the extension opportunity for 3 extra points.
If player 1 incorrectly makes the association between the product or service the
extension opportunity goes to player 2 *.
Extension opportunity: The player can now state up to three different products or
services associated with the same sector. If correct they gain 1 point for each
correct response. BUT as soon as an incorrect response is made no marks are
gained for that round and the extension opportunity goes to the other player.
* Player 2 now has the opportunity to correctly identify up to three different
Engineering Diploma
15 of 16
Sample Diploma Lesson Plan
products or services for the same sector and they can gain up to 3 points.
BUT as soon as an incorrect response is made no marks are gained for that
round and the extension opportunity goes to player 1.
The player with the highest number of marks wins the game.
Consolidation
Time
Content
5 minutes
Learners reset the packs of cards in colour order for future activity and return
them to the presenter.
Presenter summarises lessons activity and explains what will happen next
lesson.
Next lesson, working in workbook or on pre-printed worksheets, learners will
have to identify the correct sector for the products and services identified by the
presenter. This could be done using PowerPoint, holding up the cards or reading
them from the cards.
Images rather than text or oral communication can deepen the challenge.
This to be done in test conditions to assess general learning.
End of lesson.
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Engineering Diploma