The main features of all GCSEs in vocational subjects are:

Size: Equivalent to two GCSEs (same size as Part One GNVQs and half the size of foundation and intermediate GNVQs)

Grading: A*A* to GG, with a U (unclassified)

Levels: Covers both level 1 (foundation) and level 2 (intermediate), as does GCSE

Assessment: Usually one third external assessment (one unit) Usually two thirds internal assessment (two units)

Certification: Aggregation of unit results gives overall qualification grade

The GCSE in Engineering meets the National Curriculum programme of study for design and technology. The qualification provides a sound basis for advanced level study and progression into vocational training, for example Modern Apprenticeships, and into further and higher level education. It is a three-unit qualification (the units are the same regardless of awarding body offering the qualification). The units, which are equally weighted, cover:

Unit 1 Design and Graphical Communication (Internal assessment)
Unit 2 Engineered Products (Internal assessment)
Unit 3 Application of Technology (External assessment)

The qualification is currently offered by three awarding bodies: AQA, Edexcel and OCR. Their specifications for the qualification are available on the awarding bodies’ websites and a summary of the content can be found on the Qualification page in this website.

Why GCSE in Engineering?

Engineering is one of the most satisfying and best rewarded careers in today’s changing world.

Pay for professional engineers compares very favourably with most other professions.

68% of all professionally qualified engineers in the UK would recommend engineering as a career to a young man and 62% to a young woman ­ and mainly cite the challenge that the job offers as the reason for doing so.

Engineering is one of the very best foundations for making it to the top. With the exception of accountants, there are more engineers on the Boards of quoted UK companies than any other profession.

(Adapted from the Engineering Council’s website)

The GCSE in Engineering provides students with opportunities to develop skills, knowledge and understanding relevant to engineering. They will learn about the principles and processes that underpin the design and manufacture of engineered products, systems and services, and put them into practice within an engineering context. Schools and colleges can choose contexts appropriate to their own situations and that represent the diversity of engineering in a modern world.

There is a clear relationship with GCSE Design and Technology; but there are some important differences:

The GCSE in Engineering carries two GCSE grades and requires more curriculum time than the single award GCSE Design and Technology. There is more time for the development of professional skills needed by an engineer:

using engineering and scientific principles to solve problems

communicating to a variety of audiences and in various forms

managing time

managing resources and working within budgets

managing relationships and working with increasing independence

This extra time also allows a broader exploration of the world of engineering, looking at engineering sectors, what engineers do and the business of engineering.

The GCSE in Engineering has two-thirds internal assessment. This coursework component allows activities to be matched to students’ abilities. Assessment, therefore, may be a blend of differentiation by outcome and differentiation by task. All students may enjoy success and be challenged to extend their achievements. (By comparison, the GCSE Design and Technology has 60% internal assessment.)

The two essential activities of engineers, designing and making, are assessed separately in the GCSE in Engineering. In the GCSE Design and Technology, internal assessment generally requires students to design and make.

The advantage of separating the assessment is that design activities may be about products that students do not have materials for, equipment or the necessary techniques to actually make. They might, for example, take on the design of a very large engineered product or one that makes use of the latest technology and advanced materials. Conversely they could make a product from a specification that they could never have produced. Of course, design and make is not precluded and some schools and colleges may prefer this route.

Skills and knowledge

Engineers must have skills and knowledge so that they can:

use scientific, mathematical and technological principles to solve problems

work in a team, be flexible and adaptable and to take responsibility for actions

use state-of-the-art technology and stay abreast of new developments

communicate to various audiences, in writing and by spoken word

understand business issues and the importance of value for money

deal with the management of time, resources, finances and working relationships

These skills will be developed most effectively if students have a sound grasp of the underpinning engineering and scientific principles.

The sequencing of activities in the modules provides a planned approach to learning the underpinning concepts and ideas and to developing relevant engineering skills. For example, activities in early modules are short, well-structured tasks where the students are given most or all of the necessary information, clear instructions as to what they must do and where the supervisor is the ‘manager’. In the second year the activities become assignments consisting of a number of tasks and requiring students to take increasing control over their work.

As a career option, engineering offers the following:

Engineering needs people who

are willing, and able, to keep abreast of new technology

are flexible and able to cope with changing demands

have the entrepreneurial skills needed to develop new business opportunities

have respect for the environment solve problems sometimes by experiment;

can negotiate and compromise

are willing to take on decisions on incomplete or conflicting data

have manual dexterity and can make things

are adaptable and able to take responsibility

show respect for the environment

People in engineering teams should be able to:

design and make products using the latest technologies

understand value for money

sometimes by using scientific, mathematical and technological principles

think in three dimensions

appreciate style

plan and organise design, manufacture, construction and maintenance speak and write clearly