NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Practical
Metalworking
Fabrication and Thermal Joining
Techniques: MIG Welding
Advice for Practitioners
[NATIONAL 4;
NATIONAL 5]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in
any format or medium, under the terms of the Open Government Licence. To view this licence,
visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail:
psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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Contents
Introduction
4
Safety in the workshop
11
Learner tasks
Learner task
Learner task
Learner task
Learner task
Learner task
Learner task
Learner task
13
13
14
14
14
15
15
15
1:
2:
3:
4:
5:
6:
7:
Welding run practice
Lap joint
T joint
Butt weld
Outside corner
Action figure
Wheel chock
Appendix 1: Reflective questions
16
Appendix 2
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Introduction
These materials form part of Education Scotland’s commitment ‘to develop
practical advice and guidance to support the profession with the delivery of
courses where there are aspects of significant change within the new
National Qualifications ‘.
The materials build on and develop earlier advice and guidance on
Curriculum for Excellence, both generic and specific to the technologies and
Practical Metalworking with a particular focus on National 4 and 5. The
materials complement other key support materials including, for example, the
relevant Unit and Course Support Notes provided by SQA. They aim to
reinforce key themes where appropriate, but without unnecessary repetition.
It is clearly important that practitioners are familiar with those key materials
which relate to Practical Metalworking. Crucially, this advice and guidance
tries to meet the challenge of conveying the spirit of learning in the
technologies and Practical Metalworking, with their focus on problemsolving, real-world relevance, and the world of work, within the framework
of principles of Curriculum for Excellence.
The materials aim to be accessible, practical and attractive, exemplifying
effective and dynamic approaches to learning and teaching. They invite
teachers, young people and others to explore them and reflect on the value
they might add to learning, teaching and achievement in Practical
Metalworking, to the extent that individuals’ need or wish. These materials
are offered as a starting point and are interactive by design. They actively
invite users to edit them (for example in the style of Wikis), and enhance the
contents for their own purposes, but then to share them with other
practitioners in a spirit of partnership. The summary pages 3-5 will be helpful
for users since they exemplify generic positive influences on learning and
teaching in the technologies contexts of craft, design, engineering and
graphics. Other practitioners will wish to consider pages 6-7 which set out
ideas directly relevant to Practical Metalworking. At the heart of this
resource, ‘Fabrication and Thermal Joining Techniques ; MIG welding’
provides the insights and approaches adopted by one experienced practitioner,
focusing on an area of the course which will, for some practitioners, represent
an area of change. Practitioners will note, at this point, that the advice and
guidance reflects the specific context of a school with particular facilities and
equipment. Whilst these materials may not be available in all schools,
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practitioners may be able to source them or access them in different ways,
such as through partnership or consortium arrangements with colleges and
other schools.
Going still further, some practitioners may wish to use the reflective
questions in appendix 1, or explore the links in appendix 2. These exemplify
the much wider range of learning and teaching approaches, some of which
may be well known and of proven effectiveness, which is available to support
studies in the technologies and Practical Metalworking.
It is important that practitioners bear in mind that the materials relate only to
a specific aspect of Practical Metalworking which may differ from their
experience, to avoid disproportionate attention to the chosen aspect.
Practitioners may also recognise that the focus on skills development in the
new National Qualifications requires a different approach to planning and
delivering programmes, to ensure that learners are given well -designed
opportunities to develop key skills for learning, life and work.
Effective and dynamic learning and teaching in Practical
Metalworking
Planning
The importance of careful planning of programmes in Practical Metalworking
is paramount and, in key respects, Curriculum for Excellence raises different
challenges and expectations. Reflecting the principles of Curriculum for
Excellence, and effective practice more generally, practitioners may wish to
consider the following features of positive programme planning.
Evaluation of previous relevant experience (stakeholder views, analysis of
data on achievement and attainment, direct observation of quality of learners’
experiences). In the context of Curriculum for Excellence, practitioners may
wish to give particular emphasis to involving partner agencies and learners,
present and past, when planning the programme in Practical Metalworking.
The act of involving partners and learners in itself provides a valuable
learning experience consistent with the capacities and principles of
Curriculum for Excellence.
Delivery – learning and teaching influences for Practical Metalworking
Practitioners may wish to consider the range of powerful influences,
promoting positive learning in the technologies, which have become
increasingly recognised in recent years. These influences include the
responsibility within all programmes to seek ways of building learners’ skills
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in literacy, numeracy and Health and Wellbeing. Practitioners can emphasise
to learners that a strong performance in literacy and numeracy, in the context
of metalworking, will add to their standing and credibility in any contacts for
example with higher education and employers.
For literacy, Practical Metalworking offers positive opportunities to enhance
literacy skills associated with its specifically ‘technical’ vocabulary.
Practitioner professionals may wish to reflect on key principles of learning in
literacy, including the need for young people to listen, speak, read and write
using technological language, to build their skills systematically and
progressively. Practitioners may wish to reflect on the value added to
learners’ experiences where they have the opportunity, individually or in
teams, to present oral reports on aspects of their studies in Practical
Metalworking.
Numeracy features strongly in Practical Metalworking, and effective
programmes at National 4 and 5 can make a significant contribution to
developing the relevant numeracy skills. These skills, in the context of
Practical Metalworking and the technologies and STEM (science, technology,
engineering and mathematics) subjects more generally, have high currency
across learning, life and work. Examples of applications in Practical
Metalworking include straightforward measurement skills required in
practical and graphical work, and estimations and calculations for resource
requirements for tasks.
Health and wellbeing
Practitioners might find value in using Health and Wellbeing as a reference
point and source of ideas for programmes in Practical Metalworking. For
example, consideration of issues of health and safety is particularly relevant ,
both in the classroom context but also as a related, motivating theme based in
real-world practice. Examples in areas such as motor vehicle engineering, or
structural steelwork in the construction or oil extraction industries, provide
contexts which may add motivation and purpose to learning. The equipment
in a modern gym similarly illustrates the relevance of metalworking skills and
knowledge to health and fitness, and underlines the importance of learning
about properties of metalworking materials, processes, structures and
machines.
The ‘big issues’ and Practical Metalworking
A number of major social issues also provide helpful prompts for
practitioners, suggesting new ‘angles’ and learning activities as they plan
programmes. These issues include sustainability, citizenship and enterprise,
all of which have clear relevance to learning across the technologies and
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Practical Metalworking specifically. Each of these issues provides contexts in
which the skills inherent in Practical Metalworking are clearly relevant, and
which in turn may suggest strong features for practit ioners to integrate in
their programmes.
 Issues of sustainability have particular relevance in Practical
Metalworking in that programmes can offer well -structured learning about
managing resources. This can be linked to real-world concerns and
ambitions such as those associated with recycling and conservation of
finite resources. Recognising its central importance socially and
economically, the partner resource for these materials for Design and
Make includes a ‘flagship’, major suite of support items focusing on
sustainability. A link is provided in appendix 2.
 The application of relevant technological skills and knowledge can
contribute significantly to active citizenship through, for example, wellinformed actions to enhance a local amenity or facility , or to discourage
litter and vandalism.
 Enterprising ways of thinking and acting are inherent features of high
quality programmes in Practical Metalworking, deriving from the
fundamentally creative nature of this area of learning. Importantly,
consideration of enterprise and entrepreneurial approaches can give a
helpful, new direction to learning which takes the problem -solving nature
of Practical Metalworking and relates it to social, business or financial
themes.
The rise in popularity of Skills for Work programmes offers another
important reference point for practitioners designing learning in Practical
Metalworking. Whilst its general relevance to the world of work is obvious,
there is ample scope which practitioners may wish to exploit, within specific
learning activities, to reinforce the links with careers, work, employment and
life after school.
Practical Metalworking– aspects of significant change
The following section focuses on specific features of Practical Metalworking,
which may differ from practitioners’ prior experience. Firstly, this section
identifies the course structure and differences, and provides some initial links
to materials which promote effective approaches to learning and teaching.
This initial advice and guidance is then developed through exemplification,
developed by an experienced practitioner, of a selected aspect of the National
4 and 5 courses in Practical Metalworking. Taken with the previous section,
these suggestions are offered to practitioners to access to the extent that they
need and wish.
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Outline of the Courses
The Courses are essentially workshop-based, practical, exploratory and
experiential in nature. They combine elements of practical metalworking
techniques and standard practice with elements of creativ ity. The focus on
creativity represents an important change in emphasis from previous practical
courses. The courses provide opportunities for learners to gain skills in
reading drawings and diagrams. They allow learners to plan activities through
to the completion of a finished artefact, which may be of their own choosing,
using a variety of tools, equipment and materials. Taken together, these
features help to define appropriate learning and teaching approaches.
The aims of the Courses are to enable learners to develop:





skills in metalworking techniques
skills in measuring and marking out metal sections and sheet materials
safe working practices in workshop environments
practical creativity and problem solving skills
knowledge and understanding of sustainability issues in a practical
metalworking context.
Units
Each of the four mandatory units, listed below, covers a set of metalworking
skills. All include skills in measuring, marking-out, cutting and joining
techniques. Learners will develop an appreciation of safe working practices in
a workshop environment and an understanding of sustainability issues in a
practical metalworking context.
Bench Skills
 This Unit helps learners to read and interpret drawings and diagrams, and
to develop a range of metalworking hand skills including bench -fitting
work, basic sheet-metal work and simple measuring and marking-out work.
Machine Processes
 This Unit builds learners’ measuring and marking -out skills and to develop
skills in setting up and using common metalwork machines, equipment and
related processes, working with an appropriate range of metals.
Fabrication and Thermal Joining Techniques
 This Unit develops learners’ skills in fabrication, forming and joining of
metalwork components and thermal joining techniques, whilst also
building skills in measuring and marking-out.
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Added Value Unit: Practical Metalworking Project
 This Unit requires learners to apply their practical metalworking skills, in
broader and more challenging contexts, to create an appropriate project .
Approaches to learning and teaching in Practical Metalwork
Courses
Learning and teaching activities should be designed to stimulate learners’
interest, and to develop skills and knowledge to the necessary standards. High
quality practical demonstrations and direct teaching will continue to play
important roles, in balance with approaches which suit the experiential,
exploratory and creative nature of the courses. Against that background, the
increased emphasis on creativity, personalisation and choice, reflecting the
principles of Curriculum for Excellence, should result in projects which differ
significantly from learner to learner. Wherever possible, partnerships with,
and visits to relevant local industrial/workshop and specialist college
environments should be undertaken. Video, simulation and online materials
will provide valuable enhancements to other resources , at times supporting
delivery of aspects which are not otherwise available in a particular school .
Throughout learning and teaching, it will be important to involve learners in
judging their progress and making decisions about next steps. Key features of
ongoing dialogue with learners will include:




sharing learning intentions/success criteria
using assessment information to set learning targets and next steps
adapting teaching and learning activities based on assessment information
boosting learners’ confidence by providing supportive feedback
Practical Metalworking Exemplar
This exemplar has been developed by an experienced practitioner reflecting
the resources, skills and needs in a particular school. The example focuses on
Fabrication and Thermal Joining Techniques; MIG welding . The thinking and
planning processes, implicit in the design and preparation of this exemplar,
demonstrate some helpful principles for materials development. These
include most obviously the resources, skills and context in which the courses
are being delivered.
Key references:
practitioners may also wish to refer to the following resources.
 Reflective questions for Practical Metalworking (appendix 1)
 Technologies resources weblinks (appendix 2)
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Fabrication and Thermal Joining Techniques; MIG welding
Practitioners may wish to view the associated PowerPoint presentation prior
to possible use with learners.
This guidance supports learners’ use of Magnesium Inert Gas (MIG) welders
(as shown in the illustration) for a range of purposes. The guidance, which
comprises this text and the accompanying PowerPoint presentation, includes
coverage of how to prepare material for welding correctly, using a variety of
techniques available in educational and industrial settings. The resource
emphasises the key feature of safety in the workshop and exemplifies some
possible project tasks for learners.
Welding is a very important part of manufacturing in th e modern world that
we live in and includes contexts in industries such as oil and gas exploration
and extraction, and energy engineering businesses more generally .
Recognising the importance of high quality, precise standards, oil companies
and others involved in fabrication industries require welders to be highly
qualified. In oil and gas industries, and in energy engineering more generally
there are two main types of welding jobs. In the first, welders have a
permanent contract and regular work on company sites such as oil rigs. Their
job involves repairing existing structures and fabricating new ones , working
both above the surface and undersea. The second form of contract is for
freelance welders who are called in for specific commissions and emergency
work, a form of employment which typically attracts high levels of financial
reward.
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Safety in the workshop
There are significant risks involved in welding, including those using MIG
techniques. The subject is covered in considerable detail in the advice offered
by relevant trade bodies, unions and government. The following notes
highlight some of the key issues and effects.
Radiation from the arc
Ultraviolet and heat rays from the arc, i f not properly screened, may produce
the following effects.
 Skin effects
These are similar to those from over-exposure to the sun, which may be
painful and result in severe blisters.
Precautions
Ensure that no part of the skin is exposed to the direct r ays of the arc.
 Eye effects
An extremely painful condition of the eye known as ‘arc eye’ or ‘eye
flash’ may be caused by looking at an unscreened arc, even from a
distance of some metres and for only a few seconds. Symptoms include
watering of the eyes, sensitivity or intolerance to light, stinging effects
which feel like sand in the eyes, intense pain, headache and, occasionally,
temporary loss of vision. The symptoms occur 4 to 8 hours after exposure
and, provided the exposure is not repeated, recovery is generally complete
within 24 to 48 hours, usually with no permanent damage.
Precautions
Protect the face and eyes with an appropriate welding helmet. This is made of
a lightweight, non-ignitable material that insulates against heat and
electricity, and is impervious to the rays of the arc, complying with the
recommendations of BS 1542.
Together with appropriate screening, such as that provided by a welding
booth, a suitable helmet is essential.
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Personal Protective Equipment – PPE
Safety clothing
Special precautions must be adhered to at all times when completing any
welding exercise. Appropriate clothing and footwear are essential - trainers
are not acceptable. It is important to use the correct PPE, for example
including welding jackets which provide protection against metal splashes,
flames, sparks and ultraviolet radiation. These are usually manufactured from
flameproof natural fibres and heat-resistant materials.
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Learner tasks
Learner task 1: Welding run practice
This task provides practice in holding the welder gun correctly to achieve
parallel welding.
Provide the learners with a piece of mild steel approximately 100 × 70 mm.
Ask the learners, with staff support, to carry out equipment safety checks.
Remind them of the importance of correct use of the mask and other PPE, and
monitor that they are doing so.
If the learner is right-handed he/she should start at the right-hand side and
move the gun smoothly and steadily to the left . Learners should then wait for
a short period until the metal is no longer red hot, and then apply another run.
For those who are left handed, these positions and directions should be
reversed. The learner should repeat this process until the metal is completely
covered with practice runs.
Learning Prompt
Invite the learners to speculate on the effects of inappropriate speed of
welding, or inaccurate selection of current.
Learner task 2: Lap joint
This task provides practice in joining two overlapping pieces of metal
effectively. By the end of this task learners should be able to produce one
continuous, even weld. This task requires learners to ‘tac-weld’ the metal
together, using a process very similar to task 1 on welding runs, prior to
creating the full joint.
Provide two pieces of mild steel approximately 100 × 70 mm. Ensure that
learners carry out the appropriate safety checks .
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Learner task 3: T joint
This task is a progression from the first two tasks. Once again learners will be
joining two pieces of metal together, but this time positioned at right angles
to each other. Provide two pieces of metal approximately 100 × 70 mm.
Learners should carry out the relevant safety under close staff supervision.
Staff should demonstrate the process, offering key information on the correct
techniques.
Learning prompt
At this stage, where learners now have some practical experience of welding,
involve them in group discussions and comparisons of what they think are the
key features of skilful welding. In discussion, produce a list of five ‘bullets’
with the agreed five most important features of skilful work in welding.
Learner task 4: Butt weld
In this task, learners will weld two pieces of metal together in one constant,
smooth run.
Provide two pieces of mild steel approximately 100 × 70 mm. Monitor
learners as they carry out the preliminary safety checks, including their use of
PPE. Learners should first file a 45 angle chamfer on the edges to be joined.
The butt weld joint is most commonly used in joining together large sheets of
metal, such as ship hulls. The importance of a very steady and constant weld
is obvious.
Learner task 5: Outside corner
This final practice joint requires welding two pieces of metal together to form
a right angled corner.
Learners should use two pieces of mild steel approximately 100 × 30 mm.
Provide them with a jig (such as the box section shown below) to ensure the
metal is joined at right angles. Monitor learners closely as they carry out the
safety checks and use PPE.
As in previous tasks, learners should, tac weld the two pieces of metal
together, forming the join on the outside of the jig. Encourage learners to
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achieve a constant, steady weld. When the process is complete encourage
learners to explore whether the weld has penetrated into both pieces of me tal.
Tasks 6–7
These tasks are directed at learners. They offer practice in the context of
some projects which provide for progression and which learners might find of
interest
Learner task 6: Action figure
In this task you will design and create your own steel action figure.
Your teacher will be able to offer design ideas, and you can suggest some of
your own. You might also find some ideas on the website:
www.steelman24.co.uk
Once you have a suitable idea, make a full-size drawing (no taller than 150
mm) and prepare a cutting list. The next stage is to prepare all your metal for
welding. Ensure all metal is clean and free from any rough sections.
The model can be manufactured using a mixture of welding techniques which
you have now experienced. On completion, make sure that it is well finished,
for example taking care to avoid any dangerous edges.
Learner task 7: Wheel chock
A wheel chock is used to keep a vehicle stationary, for example for safety
reasons when the vehicle is being repaired. The welds must be very strong
and penetration of the metal is very important.
Follow all the instructions on the working drawings provided. It is worth
checking all dimensions thoroughly before cutting the component parts for
welding.
On completion, the chock must be finished to a good standard, for example
with no sharp corners or edges that would damage a tyre or the user’s hand.
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Appendix 1: reflective questions
 Does your course take account of the ‘purposes of learning in the
technologies’ for example to ensure that learners: ‘become informed
consumers and producers who have an appreciation of the merits and
impacts of products and services’?
 How do you currently develop literacy/ numeracy/enterprise/ life skills?
What new opportunities might you provide? How do you best use an
appropriate range of texts (spoken, heard, written, visual, mixed media)?
Where might these texts be used and how might they develop pupils’ skills
in literacy?
 Which learning and assessment approaches and activities are you using
that take advantage of a workshop setting and build confidence to enable
the learners’ to progress through the Units and towards the Project?
 In what ways can you provide opportunities for young people to learn to
work together collaboratively? Which examples have the biggest impact on
learners’ skills development?
 When undertaking the more complex elements of the Units are there
opportunities for the young people to explain their thinking to show their
understanding of processes and concepts? (particularly relevant in
preparing for the project task in the N4 Added Value Unit)
 What range of learning activities could you use more effectively to help to
develop young people’s higher order thinking skills?
 How can you design activities to help young people evaluate the quality of
their own work?
 Which experiences and outcomes could you link to, within the
technologies, across other curriculum areas, and into the world of work, to
provide a coherent experience for learners?
 Which partners do you work with effectively? Are there other partners in
school and the local and wider community with whom you could establish
working relationships to support young people’s skills development ( skills
for learning, life and work)?
 What opportunities do learners have to investigate the world of work,
including with employers and entrepreneurs, and to think about how this
relates to their future learning and career options? How best might you
link with local employers, colleges and Skills Development Scotland?
 How best can you capitalise on learners’ knowledge of the internet and
search engines to help identify appropriate on -line resources?
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Appendix 2
Technologies: hyperlinks to key documents for selected N4 and N5 Courses
 CfE Principles and Practice: Technologies
 Design Principles of new and revised National Qualifications
National 4 Design and Manufacture
 Course Specification
 Course and Unit Support Notes
Unit Specification
 Design and Manufacture: Design
 Design and Manufacture: Materials and Manufacturing
Added Value Unit:
 Design and Manufacture Assignment
National 4 Engineering Science
 Course Specification
 Course and Unit Support Notes
Unit Specification
 Engineering: Contexts and Challenges
 Electrical and Electronic Systems
 Mechanical Systems
Added Value Unit:
 Engineering Science Assignment
National 4 Practical Metalworking
 Course Specification
 Course and Unit Support Notes
Unit Specification:
 Practical Metalworking: Bench Skills
 Practical Metalworking: Machine Processes
 Practical Metalworking: Fabrication and Thermal Joining Techniques
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Added Value Unit:
 Making a Finished Product from Metal
National 4 Practical Woodworking
 Course Specification
 Course and Unit Support Notes
Unit Specification
 Practical Woodworking: Flat-frame Construction
 Practical Woodworking: Carcase Construction
 Practical Woodworking: Machining and Finishing
Added Value Unit:
 Making a Finished Product from Wood
National 5 Design and Manufacture
 Course Specification
 Course and Unit Support Notes
Unit Specification
 Design and Manufacture: Design
 Design and Manufacture: Materials and Manufacturing
 Course Assessment Specification
National 5 Engineering Science
 Course Specification
 Course and Unit Support Notes
Unit Specification
 Engineering: Contexts and Challenges
 Electrical and Electronic Systems
 Mechanical Systems
 Course Assessment Specification
National 5 Practical Metalworking
 Course Specification
 Course and Unit Support Notes
Unit Specification
 Practical Metalworking: Bench Skills
 Practical Metalworking: Machine Processes
 Practical Metalworking: Fabrication and Thermal Joining Techniques
 Course Assessment Specification
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National 5 Practical Woodworking
 Course Specification
 Course and Unit Support Notes
Unit Specification
 Practical Woodworking: Flat-frame Construction
 Practical Woodworking: Carcase Construction
 Practical Woodworking: Machining and Finishin g
 Course Assessment Specification
 STEM Central provides a number of relevant and stimulating engineering
topics that could be used or adapted to support the units.
 Skills Development Scotland has useful links for career opportunities at
‘My World of Work’ and which may help further contextualised learning.
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