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Engineering


		11-16 schools

		6th form schools

		Colleges

Examples of enterprise learning in key stage 4

Case study 1

A group of year 10 GCSE engineering students visited a local company with an international reputation for designing and constructing lifts. After a tour of the company the group were introduced to their challenge which was to produce a working model of a lift capable of carrying one pound in weight to a height of two metres. Company engineers were on hand to give advice and a wide range of materials were made available. Drawings were also available showing different systems and designs. Working in groups of three or four the students had one hour to come up with their design and model. They then had another 30 minutes to plan a presentation including a costing of the project and how much they would sell it for. The presentations to the company engineers were made in the company’s board room. The project supported enterprise skills such as design and make, selling, team working, problem solving and gave the students an interesting insight into the world of work.

Case study 2

The head of technology in a mixed comprehensive school decided to start a Young Engineers club for key stage 4 students to encourage their creative and practical talents. The club met after school once a week and was open to both genders. It had a workshop atmosphere, where students had opportunities to explore ideas and develop practical techniques. Once established the club started entering a range of challenges set by Young Engineers. One challenge involved club members planning and writing their own design brief, carrying out the necessary research and making and testing a prototype. Recent challenges have resulted in the making of a safe hi-tech robot from recyclable materials; a mobile bird scarer that is effective in all weathers and a miniature bus for infant school children to sit on. At the same time, the club members have taken more responsibility for organising and running the club, in particular the recruiting of new members. These activities promoted many enterprise skills including research, designing and making, organising and managing as well as the attributes of commitment, perseverance and a ‘can do’ attitude.

Case study 3

A group of students on a one-day-a-week engineering placement at a local FE college were given an assignment to design a small glider. A prize would be awarded to the glider that flew the greatest distance. All designers had the same materials to choose from. Before starting the project the group visited an aeronautical company where they saw the wings of a new double-decker plane being manufactured. This opportunity to witness state-of-the-art engineering and cutting-edge technology in a real working environment encouraged the students to commence their designs. Engineers at the company were happy to give some tips on what designs would be best and the type of materials to choose. It was agreed that this contact would continue with the students being able to send their preliminary ideas and designs to the engineers for feedback by email or fax. The activity and visit promoted business and economic understanding.

Case study 4

A marine challenge was organised in the South West for year 10 students, with the objectives of giving them a team-building experience and developing their knowledge of graphical communication and construction. Ten schools participated, each with groups of three or four students. Each group received boxes of motors, solar cells, an internal combustion engine and radio-control equipment. Before starting the students were taught computer-aided design (CAD) and manual design techniques. They also visited a local marine company to find out more about boat design and construction. On a subsequent visit the students’ own designs were evaluated and improvements suggested. Working in teams the students set about producing their own boats and fitting them out to run on solar power. Prizes were awarded to the winners of the race and for the best designs. Not only did the students find the experience highly motivating but it also led to good links being set up with local industry. The challenge supported the development of enterprise skills such as organisation, innovation, team work and the students learned more about competition and making judgements.

Case study 5

New starters to the GCSE engineering course in a mixed comprehensive school undergo an induction. The students get to know more about each other, find out more about the course structure, associated vocabulary, resources and facilities, as well as the type of work they will be expected to produce. Health and safety is well covered and to highlight its importance, a visit is arranged to a local engineering company where for the first time many students see a real work environment. As well as emphasising the importance of health and safety the visit also introduces students to the scope of the engineering world and the range of engineering activity locally. Back in school, students are given their first assignment to research and establish a database of local engineering companies and activity. The visits give the students the chance to meet contacts in the engineering industry including health and safety and trade unions reps. They also promoted business and economic understanding.

Case study 6

A group of year 11 engineering students were presented with a real problem to solve by the motorbike team at a nearby university. The bikes’ cast aluminium foot rests were regularly breaking off. The brief was demanding; not only had they to come up with prototypes capable of supporting a rider, they had to exceed the models the racers currently used, in terms of weight reduction and adjustability. Working in groups the students had to produce concept sketches and outline a clear methodology and then produce a solid model of their chosen design. This had to survive demanding load-bearing tests as part of their final assessment. During the work the students undertook a detailed evaluation of what they did. The project made up a significant portion of their coursework portfolios. The students found it an enjoyable challenge that also drew on knowledge from other subjects, especially maths and physics; it also required good understanding of metals. Design and make skills and problem solving were very evident.

Case study 7

As a project for a national charity, a group of year 11 students asked if they could produce and sell bird boxes for the garden. They decided to set themselves up as a business and started by deciding who would have which responsibilities: finance, design, marketing or selling. They also drew up a business plan outlining the main costs of the project and their anticipated sales and revenue. They obtained a simple design from the local ecology centre and a supply of wood from a local packaging contractor. They decided to have a basic model and a deluxe model. These were marketed through posters, adverts in the school magazine and letters to parents and were put on sale at lunchtime for staff and students. The venture finished in profit and the proceeds were given to the charity. As well as using some of their design and make skills the students gained insight into what it might be like to start up a business – the advantages and disadvantages.

Case study 8

A group of year 10 students worked on a GCSE engineering project in partnership with a global engineering company – one of the UK’s leading specialists in mechanical and electrical engineering. Working with the school’s engineering team leader, the company developed a project for students to design and construct a lighting system. This gave students an insight into building services engineering. A senior engineer set out the project brief to the group and gave them helpful technical information. The group had four weeks to complete design work for and produce a basic model of a lighting system for St Pancras station. On a later visit another engineer reviewed designs and gave further help. The students then constructed the final lighting system in suitable materials. A visit to the company’s lighting laboratories to test the chosen designs signalled the end of the project. Each student reviewed their work and participated in a presentation to the company engineers evaluating their work. Positive outcomes from the project were that students saw at first hand how companies worked and were able to practise the key skills of communication, numeracy, team working and problem solving.