BTEC LEVEL 1/LEVEL 2 TECH AWARD
COMPONENT 1: EXPLORING ENGINEERING SECTORS AND DESIGN APPLICATIONS
Component 1: Exploring Engineering Sectors and
Design Applications
Levels: 1/2
Assessment type: Internal
Guided learning hours: 36
Component in brief
Learners will explore the links between the various engineering sectors and the role of design in the
production of engineered products.
Introduction
A range of people with different skill sets work together during the production of electrical,
electronic and mechanical engineered products, such as mobile phones and mountain bikes.
In this component, you will develop knowledge and understanding of the engineering industry, the
interconnections within engineering sectors, and how these are integrated to enable organisations
to find solutions to real-life problems.
You will explore the role that design applications play in the production of engineered products.
Through practical exercises, you will produce solutions to problems using different combinations
of design and modelling engineering skills.
This component will support you in progressing to a Level 2 or 3 qualification in a range of
engineering sectors, for example aerospace, automotive, electrical, electronic, manufacturing,
marine, mechanical or telecommunications. You will develop transferable skills such as problem
solving, communication and aspects of critical thinking, all of which will support your progression
to Level 2 or 3 vocational or academic qualifications.
Learning aims
A Understand engineering sectors, products and organisations, and how they interrelate
B Explore engineering skills through the design process.
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BTEC LEVEL 1/LEVEL 2 TECH AWARD
COMPONENT 1: EXPLORING ENGINEERING SECTORS AND DESIGN APPLICATIONS
Teaching content
Learning aim A: Understand engineering sectors, products and
organisations, and how they interrelate
A1 Engineering sectors, engineered products and interconnections
Learners will examine the interconnection between engineering sectors and engineered products.
• Engineering definition in context: the safe application of technical and practical knowledge
to transform ideas and materials (as part of a team) into products.
• The need for people who are qualified in an engineering discipline and if possible are
experts in more than one discipline (e.g. electrical/electronics engineer), and can use their
skills to help solve real-world problems.
• Engineering sectors, e.g. aerospace, automotive, communications, electrical/electronic,
mechanical, environmental, transport, rail, marine.
• Engineered products from different sectors and combinations of sectors, e.g. aerospace
(engines, wings, rotor blades, landing gear, fuselage, navigation systems), automotive
(engines, suspension, braking system, fuel injection, engine management, cruise control),
communications (satellite dish, smartphone, wireless router, transmission mast, set top
box), electrical/electronic (drone, remote-controlled car/helicopter, television, games
console, wireless speaker/headphones).
A2 Engineering organisations, functions, job roles and career progression
Learners will examine organisations, functions and job roles, developing their understanding of
how these contribute to career progression in engineering.
• Examples of engineering organisations:
o size, e.g. global/large, small to medium-sized enterprise (SME),
small jobbing workshops
o range of examples covering the sectors, e.g. research and development
organisations, manufacturing organisations, service organisations.
• Specialist organisations in sectors, e.g. manufacturer of aircraft wings, hydraulic systems.
• Functions in organisations, e.g. research, design, planning, making, quality, marketing,
selling, customer service, installation.
• Engineering job roles, e.g. maintenance technician, machine operator, aircraft fitter,
design engineer, manufacturing engineer, installation engineer, process engineer,
telecommunications engineer.
• Career progression opportunities, e.g. apprentice, operator, technician; technical,
professional, management.
• Role definitions:
o unskilled
o skilled
o technical
o managerial.
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BTEC LEVEL 1/LEVEL 2 TECH AWARD
COMPONENT 1: EXPLORING ENGINEERING SECTORS AND DESIGN APPLICATIONS
Learning aim B: Explore engineering skills through the design process
B1 The design process
Through practical exercises, learners will produce solutions to problems using different
combinations of engineering skills, including designing as part of the engineering design
and make process.
The engineering design and make process: define the problem, develop possible solutions,
choose a solution, design and model the solution, evaluate outcome of project, work in a team.
• Interpreting an engineering brief, e.g. physical requirements, aesthetics, size, function,
performance requirements.
• Producing initial design proposals, e.g. researching existing products, producing design
sketches in 2D and 3D, using creative thinking and evaluation techniques to generate the
best solution given the brief.
• Computer-aided design (CAD) drawings using drawing, editing, modification and
manipulation commands to generate engineering drawings and circuit diagrams on
templates to the appropriate standard.
• Generating final design solution using 2D drawing techniques and 3D models,
e.g. detailed drawings, circuit diagrams, 3D printing, physical modelling.
• Making final design solution decisions, e.g. selection of materials, selection of making
techniques, considering quality requirements.
• How employees work in a team and peer review during the engineering design and make
process with the customer as a focus, using generic skills, e.g. behaviours, attitudes,
limitations, respect for others, professionalism, working relationships, collaborative skills.
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BTEC LEVEL 1/LEVEL 2 TECH AWARD
COMPONENT 1: EXPLORING ENGINEERING SECTORS AND DESIGN APPLICATIONS
Suggestions for delivery
Successful delivery of this component will allow learners to develop their knowledge and
understanding of engineering sectors, engineered products and the engineering design process.
You may choose to deliver this component before Component 2. Assignments can focus on each
learning aim or you can combine them within or across components.
Essential information for setting assignments
The recommended structure for setting assignments is one for each learning aim, however you may
combine learning aims within or across components. Suggested examples of how assignments may
be set are outlined here. You should also refer to the authorised assignment briefs on our website.
See Section 5 of this specification for more information.
Learning aim A: Understand engineering sectors, products and organisations, and
how they interrelate
Description
Learners will explore the interconnections between engineering sectors, organisations and job
roles.
Example tasks
• From the list given to you, select an engineered product and:
o research the engineering sectors in which two of the major components/assemblies
have been manufactured
o identify links between the sectors.
• For two identified sectors, identify an organisation and from its website investigate:
o how many people it employs
o how it is organised, e.g. is it single site in the UK or does it have manufacturing
facilities in different countries
o the different departments in the organisation and the links between them
o job roles and career progression opportunities.
Evidence
Evidence must fully meet the requirements of the assessment criteria and could include:
• block diagrams showing interconnectivity
• written commentary
• researched information
• flow charts.
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BTEC LEVEL 1/LEVEL 2 TECH AWARD
COMPONENT 1: EXPLORING ENGINEERING SECTORS AND DESIGN APPLICATIONS
Learning aim B: Explore engineering skills through the design process
Description
Learners will produce a design proposal for an engineered product to meet the requirements
of a customer.
Example tasks
• Look at the engineering brief and produce a specification for an engineered product that
you think will meet its requirements.
• Using your specification as a starting point, investigate if there are any products on the
market that would be suitable or are similar.
• Make 2D and 3D sketches of possible designs, review them against the customer brief,
and select the best one to develop into a final design solution.
• Using a CAD package, produce 2D drawings of your design solution.
• Develop your solution into a 3D model, e.g. a 3D CAD drawing, physical model built
from card or modelling compound, 3D printing.
• Put together a design proposal portfolio that contains the product specification,
CAD drawings, images of models, information about materials and making processes,
and quality standards.
• Set up a design review meeting with a number of your colleagues, present your
portfolio and ask them what they think about your design proposal. Does it meet the
requirements of the customer brief, can it be made, will it meet quality standards –
these are some of the questions they may ask you.
• Now think about your design and the comments made by your colleagues. Have they
identified any flaws in your design, do they think it meets the requirements of the
customer brief, would your design benefit from being modified?
• Review the design proposal of one of your colleagues by sitting in on their design review
meeting and give feedback to them.
Evidence
Evidence must fully meet the requirements of the assessment criteria and could include:
• a logbook/diary, to include design sketches and CAD drawings
• design proposal notes
• images of 3D models
• observation records
• peer review feedback forms.
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BTEC LEVEL 1/LEVEL 2 TECH AWARD
COMPONENT 1: EXPLORING ENGINEERING SECTORS AND DESIGN APPLICATIONS
Assessment criteria
The assessment criteria determine the standard required to achieve the component.
Level 1 Pass Level 1 Merit Level 2 Pass Level 2 Merit Level 2 Distinction
Learning aim A: Understand engineering sectors, products and organisations, and how they interrelate
A.1P1 Identify an A.1M1 Outline an A.2P1 Describe engineering
engineering sector linked to engineering sector and an sectors and an engineered A.2M1 Explain how A.2D1 Evaluate how
a given engineered product. engineered product it product they produce. engineers from different engineers from different
produces. sectors generate an sectors cooperate to
engineered product, with generate an engineered
A.1P2 Identify an A.1M2 Outline an A.2P2 Describe different reference to sizes of product, with reference to
engineering organisation engineering organisation sized engineering organisations and the job sizes of organisations and
and a typical job role in it. and a typical job role in it. organisations and typical roles involved. the job roles involved.
job roles.
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BTEC LEVEL 1/LEVEL 2 TECH AWARD
COMPONENT 1: EXPLORING ENGINEERING SECTORS AND DESIGN APPLICATIONS
Level 1 Pass Level 1 Merit Level 2 Pass Level 2 Merit Level 2 Distinction
Learning aim B: Explore engineering skills through the design process
B.1P3 Use CAD to prepare B.1M3 Use CAD to B.2P3 Produce design B.2M2 Produce design
a final design solution, with communicate a final design proposals, compare in proposals, compare in
limited reference to the solution, with some relation to the engineering relation to the engineering
engineering brief. reference to the brief and use CAD to brief and develop an B.2D2 Justify the
engineering brief. produce a final solution. improved final solution development of an improved
using CAD and modelling. final solution and evaluate
use of the design process,
B.1P4 Identify some B.1M4 Outline successful B.2P4 Describe successful B.2M3 Explain successful with reference to the
successful features of features of the design features of the design features of the design engineering brief and
the design process, with process, with some process, with reference to process, with reference to peer review.
limited reference to the reference to the the engineering brief and the engineering brief and
engineering brief. engineering brief. some reference to peer peer review.
review.
Overall component grade
Learner evidence satisfies all Learner evidence satisfies Learner evidence satisfies all Learner evidence satisfies Learner evidence satisfies all
Level 1 Pass criteria. either: Level 2 Pass criteria. either: Level 2 Distinction criteria.
all Level 1 Merit criteria all Level 2 Merit criteria
or or
All Level 1 Pass criteria All Level 2 Pass criteria
and B.2P3, B.2P4. and B.2D2.
Please refer to Section 5 of the specification for further guidance on internal assessment including how to apply criteria to evidence at Level 1 and Level 2.
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BTEC LEVEL 1/LEVEL 2 TECH AWARD
COMPONENT 1: EXPLORING ENGINEERING SECTORS AND DESIGN APPLICATIONS
Essential information for assessment decisions
Assessors must take account of these definitions and examples in reaching assessment decisions.
It is important that learners are able to submit work that is their own. Best practice would be to
use a number of engineering sectors and/or to assign learners to investigate different engineered
products.
Learning aim A: Understand engineering sectors, products and
organisations, and how they interrelate
Evidence for the assignment: learners will produce a written commentary with block diagrams
or flow charts (or other similar evidence) to show an understanding of cooperation between
engineering sectors for a given product.
At Level 2, learners will use appropriate research skills while investigating sectors and the roles
within them, whereas at Level 1 these will not always be effective.
For Level 2 Distinction: learners will present a detailed evaluation of why an engineered product
is made collaboratively by a number of different organisations of different sizes. Learners will show
a detailed understanding of specialist engineering organisations in given sectors and the reasons
why they are needed when producing a complex product.
Learners will present detailed reasons why engineers from different sectors, such as mechanical
and electrical/electronic, cooperate to produce an engineered product that contains numerous
components that link together.
Learners will present detailed explanations of why certain job roles are required when producing
an engineered product so that activities can be carried out at the correct time and in the correct
manner, and the skills of those involved are best utilised.
For Level 2 Merit: learners will present an explanation of why engineered products are made by
a number of different organisations of different sizes. They will show an understanding of specialist
engineering organisations in given sectors and the reasons why they are needed when producing a
complex product.
Learners will present valid reasons why engineers from different sectors, such as mechanical
and electrical/electronic, are needed to produce an engineered product made up from linked
components.
Learners will present accurate explanations of why certain job roles are required when producing
an engineered product so that activities can be carried out at the correct time and in the correct
manner, and the skills of those involved are best utilised.
For Level 2 Pass: learners will present a description that may contain errors of why making an
engineered product can involve different organisations of different sizes. They will describe different
engineering sectors and a product manufactured by them. Learners will accurately describe job
roles in engineering organisations.
For Level 1 Merit: learners will outline an engineering sector and an engineered product it
produces. Learners will produce an outline of an engineering organisation in terms of size and how
it is structured, giving an outline of a selected engineering job role. There can be some inaccuracies
in the outlines.
For Level 1 Pass: learners will identify an engineering sector linked to a given engineered product.
They will identify an engineering organisation in terms of size and identify a selected engineering
job role.
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BTEC LEVEL 1/LEVEL 2 TECH AWARD
COMPONENT 1: EXPLORING ENGINEERING SECTORS AND DESIGN APPLICATIONS
Learning aim B: Explore engineering skills through the design process
Evidence for the assignment: learners will produce a portfolio of design sketches/CAD drawings
with screenshots, design proposal notes and images of 3D models.
During practical work, learners can record observations and results in logbooks or diaries.
At Level 2, learners will use appropriate engineering skills during practical tasks, whereas at
Level 1 these will not always be appropriate.
Peer reviewing will be evidenced through learners’ transcripts, review feedback forms or
observation records.
For Level 2 Distinction: learners will produce sketches of a minimum of two design proposals.
They will be detailed and include sufficient information so that a third party can make an informed
decision about which proposal to develop into a detailed final design, meeting the requirements of
the engineering brief. Learners will produce sketches that are fully dimensioned and set out to an
appropriate standard. They will prepare design proposals that are significantly different.
Learners will display detailed annotation of sketches that show how each design fully meets the
requirements of the engineering brief. They will select and justify the design proposal and present
further ideas for its development. Learners will produce a final 2D CAD design using a full range of
commands to a suitable standard. They will model a physical 3D solution that is accurate, using
materials and techniques that are the most appropriate for the chosen design. Learners will present
detailed, accurate reasons for their decisions when specifying materials, making processes and
quality requirements.
Learners will evaluate the successful features of the design process, such as interpreting the brief,
preparing design proposals, utilising all types of feedback and using a range of modification tools,
again with reference to the engineering brief.
Learners will provide detailed feedback to other learners about their chosen design solution and
justify how it relates to all elements of the engineering brief. Feedback will take the form of written
commentary, graphics and verbal communication.
For Level 2 Merit: learners will produce sketches of a minimum of two design proposals that are
detailed and include enough information for a third party to make a decision about which proposal
to develop into a final design. They will produce sketches that may have some dimensional errors
but can be easily understood.
Learners will annotate their design sketches so that there is enough information to show how each
design meets the more important requirements of the engineering brief. Learners will produce a
final 2D CAD design using a range of commands to a suitable standard. They will model a physical
3D solution that is accurate, using suitable materials and techniques.
Learners will explain the successful features of the design process, such as interpreting the brief,
preparing design proposals, utilising feedback and using a range of modification tools, again with
reference to the engineering brief.
Learners will consider feedback from other learners about their chosen design solution and explain
how it relates to the engineering brief. Feedback will take the form of written commentary, graphics
and verbal communication.
For Level 2 Pass: learners will produce sketches of a minimum of two design proposals that a
third party can understand but the sketches may contain errors. Their sketches will include some
dimensions and different views that may not be set out to an approved standard. They will produce
design proposals that are different, although could show some similarities in approach. Annotation
of sketches will be reviewed, using basic statements on how each proposal meets the requirements
of the engineering brief. Not all of the elements of the engineering brief may be covered.
Learners will select the most appropriate design proposal to develop, giving reasons that may not
always be related to the engineering brief. They will produce a final CAD design using a range of
commands to a suitable standard.
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BTEC LEVEL 1/LEVEL 2 TECH AWARD
COMPONENT 1: EXPLORING ENGINEERING SECTORS AND DESIGN APPLICATIONS
Learners will describe the successful features of the design process, such as interpreting the brief,
preparing design proposals and using a range of modification tools, again with reference to the
engineering brief.
Learners will consider feedback on their final design solution that is related to the engineering brief.
Feedback could take the form of written commentary or verbal communication.
For Level 1 Merit: learners will produce a final CAD design using a suitable range of commands
with some reference to the engineering brief. They will outline some of the successful features of
the design process, such as the ability to use a range of modification tools, again with some
reference to the engineering brief. Some minor mistakes will be evident in the CAD drawing.
For Level 1 Pass: learners will produce a final CAD design using a limited range of commands and
with limited reference to the engineering brief. They will identify some of the successful features of
the design process, such as the ability to edit or delete features, again with limited reference to the
engineering brief. Some clear mistakes will be evident in the CAD drawing.
Resource requirements
For this component, learners must have access to:
• the internet to carry out research about engineering organisations
• case studies for a number of well-known companies – national and local to centre
• 2D and 3D CAD packages, e.g. AutoCAD®, SolidWorks®, Pro/DESKTOP, Multisim™,
DraftSight®
• modelling materials such as card, moulding compound
• an interactive presentation facility.
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