UNIT 2: DELIVERY OF ENGINEERING PROCESSES SAFELY AS A TEAM

Unit 2: Delivery of Engineering Processes

Safely as a Team
Delivery guidance
This unit is a mandatory unit and it is envisaged it will be delivered quite early in
the programme to allow development of engineering and team working skills.
This unit will be the start of practical engineering learning for many learners and
will give a starting point for many other units. It also allows learners to start to
consider their preferred vocational pathway. Some learners may bring their
knowledge and experience of different products, processes and servicing
technologies to bear, gained from employment or previous learning.
This unit, like the other mandatory units, could be delivered in a specialist context such as
aeronautical, manufacturing or electrical and electronic engineering. For example, a centre
wanting to deliver the mandatory units in an electrical/electronic context could explore a range
of basic electrical products such as an iron, or a food blender to explore design and
manufacturing processes applied. However, care must be taken to ensure learners are
prepared for the task based external assessment that is set by Pearson.
You should encourage learners to develop their knowledge of various processes
and the related practical skills. It will be necessary to focus on a limited range of
processes given the time available for delivering this unit. A large amount of the
content of the unit involves practical activities - manufacturing/servicing items
and Computer Aided Draughting. For assessment, it is recommended that
learners spend no more than fifteen hours on learning aim C, which requires
them to manufacture a product or deliver a service effectively as a member of a
team.
To complete this unit your learners will need access to various resources and the
consumables and materials associated with them. Your learners will need to
understand and apply safe working practices designed to protect them from
various hazards that are inherent to engineering processes.
You can use a range of delivery methods in this unit, such as:

discussions class and small group discussions

individual or group presentations discussing the technical documentation,

performance and progress

demonstrations of the set up of various equipment/processes and safety

issues associated with the processes that may be used

case studies illustrating components, systems and activities created by the

team working processes

internet sources learners may benefit from using internet sources, such as
videos

specialist books that cover engineering principles, processes and service

activities.

You can involve local employers in the delivery of this unit if there are local
opportunities to do so.

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

UNIT 2: DELIVERY OF ENGINEERING PROCESSES SAFELY AS A TEAM

Approaching the unit

Delivering the learning aims
For learning aim A, introduce the topics by indicating what a batch of a product
or service is, including reference to the support documentation, drawings and
possible tooling required. At this point it would be advisable to define what a
service or a product is. The unit defines a product as a tangible and discernible
item, eg a car, and a service as an intangible benefit, either in its own right or
as a significant element of a tangible product, eg a car service. The engineering
processes to be considered could be relevant to the final product or service to be
produced (learning aim C), but do not have to be.
Discuss and use practical examples of the common processes used for
manufacturing processes, for example turning, fitting and milling, or the
common processes for services for example, installation or disassembly. It is
essential that all safety aspects are discussed and embedded within the delivery
of the content, with particular reference to legislation/regulations.
At this point introduce human factors. This can be introduced to learners by
setting up role play activities. These can be used to examine and teach areas
such as ethical principles that could include rigour, honesty, integrity, respect
and responsibility. This can be achieved by setting up a workshop scenario
relating to a missing item.
For learning aim B, first introduce the concept of 2D drawing and the principle
involved. It is probably best to give learners a series of existing drawings and
explain the different conventions and then allow learners to identify conventions
such as line types, dimensions and develop these towards identifying different
views and projections. Move on to explain how items are drawn to real world size
in CAD package, and scaled to fit a sheet of drawing paper on a 2D paper
drawing.
Then introduce the topic by demonstrating what can be achieved with a 2D CAD
package and the benefits of 2D CAD models to businesses across different
sectors. Have learners share their knowledge and experiences of working within
different 2D CAD environments. You could then give initial input for your
learners on the different CAD packages available and introduce them to setting
up the various parameters, such as grid, snap and layers, and explain that CAD
drawings are created full size and scaled for output to a printer or plotter. In
small groups your learners could carry out small tasks to draw various items
such as a drawing template. These could be produced to show absolute, relative
and polar co-ordinates. These tasks could then be extended to develop the use
of geometric drawing tools and dimensioning, by creating a simple part like a
drill gauge, complete with different line types, dimensioning, and all orthogonal
views, including cross-hatching.
At this point, it may be beneficial to introduce layers, so that learners can
practise creating the template or dimensioning on separate layers. You also need
to introduce the creation of a final output as a printed or plotted drawing within a
template to the relevant scale. The use of layers can then be extended further to
create individual symbols for electronic items, and these can be inserted into a
drawing to create circuit diagrams, and finally inserted into a drawing template.
For learning aim C, learners could complete a practice project to manufacture a
product or to deliver a service as a team. The essence of team working is
planning, communication and an ability to work with others. Once the teams are
2

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

UNIT 2: DELIVERY OF ENGINEERING PROCESSES SAFELY AS A TEAM

selected, they will need encouragement to choose a leader and plan alternate
leaders in rotation. Teams will need encouragement and appropriate
documentation so they can keep diaries or logs to determine the appropriate
way forward and record and review team and individual activities, strengths,
weaknesses and contributions. It is important that learners are familiar with the
relevant safety legislation, as the team leader and team members will be
responsible for the creation of the HSE 5 step risk assessments, identifying
hazards and risks, and reviewing the identified risks.
The learners will need to be given direction in using the given planning, drawing
and other documentation, to ensure they are fully aware of the processes that
they will need to use. This will lead them into the manufacture of their product
or delivery of their service as a team, where they will require support and some
direction.
Learning aim

Key content areas

Recommended
assessment approach

A Examine common
engineering processes to
create products or deliver
services safely and
effectively as a team

A1 Common engineering
processes

A report, prepared as an
individual, detailing
engineering processes and
the impact that human
factors can have on their
performance, using a case
study based on a given
engineered product/products
or a given engineering
service/services.

B Develop twodimensional computeraided drawings that can be

used in engineering
processes

B1 Principles of engineering
drawing

C Carry out engineering

processes safely to
manufacture a product or
to deliver a service
effectively as a team

A2 Health and safety

requirements
A3 Human factors affecting
the performance of
engineering processes

B2 2D computer-aided
drawing

C1 Principles of effective
teams
C2 Team set-up and
organisation
C3 Health and safety risk
assessment
C4 Preparation activities for
batch manufacture or batch
service delivery
C5 Delivery of
manufacturing or service
engineering processes

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

Practical activities to be
undertaken as an individual
to produce 2D computeraided drawings. The
drawings should include an
orthographic projection and
an electrical circuit diagram.
The evidence will include the
drawings, observation
records/witness statements
and annotated screenshots.
Complete practical
engineering processes as a
leader and a member of a
team. The evidence will
include records of team
meetings (minutes), activity
logs, a risk assessment, setup planning notes, quality
control charts/annotated
drawings, modified
production plans, annotated
photographs of the processes
and observation
records/witness statements.

UNIT 2: DELIVERY OF ENGINEERING PROCESSES SAFELY AS A TEAM

Assessment guidance
This unit is internally assessed through a number of tasks. Each task should
cover one entire learning aim and it is essential that a learning aim is assessed
as a whole and not split into tasks or sub-tasks per criterion. There are three
suggested assignments for this unit, each covering one learning aim.
All learners must independently generate individual evidence that can be
authenticated. The main sources of evidence are likely to be a portfolio
containing reports, drawings, records of team meetings (minutes), activity logs,
a risk assessment, set-up planning notes, quality control charts/annotated
drawings, modified production plans, annotated photographs of the processes
and observation records/witness statements. Learners should also produce
screenshots to show process and editing on the CAD system. BTEC assessors
should complete observation records and learners' colleagues in placements or
part-time work could complete witness statements. Note that observation
records alone are not sufficient sources of learner evidence. The original learnergenerated evidence must also support them.

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

UNIT 2: DELIVERY OF ENGINEERING PROCESSES SAFELY AS A TEAM

Getting started
This gives you with a starting place for one way of delivering the unit, based
around the recommended assessment approach in the specification.

Unit 2: Delivery of Engineering Processes Safely as a Team

Introduction
Begin by introducing the unit to learners through a group discussion exploring their
knowledge of the use of common engineering processes and the possible skills that
they will need or they have developed. This can be followed by outlining the overall
learning aims of the unit.
It is essential that you ensure throughout this unit that learners understand all the
safety aspects of the processes and the typical safe working practices required.

Learning aim A: Examine common engineering processes to create

products or deliver services safely and effectively as a team

Introduce the learning aim by showing products and services the learners could
produce for learning aim C. This puts relevance into the consideration and use of
the different processes.

Ask learners to collaborate in small groups to come up with examples of different

possible products or services that they could manufacture or deliver.

Introduce the next topic by examining the support documentation required to

manufacture a product or deliver a service. Learners need to be familiar with
engineering drawings, planning sheets and quality control documents. These can often
be explained in context, using the creation of a small product or service. This can also
be used to develop knowledge and awareness of engineering processes and standards.

Lead the group to use some of the common engineering processes. These should
be practical exercises to create awareness of engineering activities such as the use
of machinery, hand tools, forming operations, and disassembly and inspection
tasks.

During every activity and certainly prior to every practical activity, all the
necessary safety considerations should be emphasised and reinforced. The health
and safety considerations of and from the H&S at Work Act 1974 that need to be
covered, as a minimum, are RIDDOR, PPE, COSHH and Manual Handling.

Show learners how coercion and undue influence can affect single team members
or the whole team. Role play may be a good way to emphasise these points to the
learners. Create a boss who is only interested in output and profit, placing these
both before the quality of the product or service and the individual or teams
personal feelings, or the safety of the individual or team.

Learning aim B: Develop two-dimensional computer-aided drawings

that can be used in engineering processes

Using the examples from earlier, demonstrate how to create simple 2D engineering
drawings and the basic principles that must be followed (views, dimensions, layout
etc). Explain the basic structure of a 2D drawing package and guide learners
through the completion of setting up a 2D computer-aided drawing system.

Using items like grid, snap, and coordinate systems, allow learners to create a
simple shape using drawing commands such as line, arc, circle and text. Learners
will also discover that the undo and erase commands are very useful.

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

UNIT 2: DELIVERY OF ENGINEERING PROCESSES SAFELY AS A TEAM

These basic commands will allow the learner to create a drawing template to be
used in conjunction with the layers command to output drawings.

Ensure that learners understand the advantage of creating drawings in the correct
orientation and the order of creating centre lines, dimensions and the object to be
drawn. Give learners graduated tasks to develop their use of the 2D drawing
software commands.

You could then enhance the practical skills by demonstrating the creation of
different chamfers, radii, springs and threads, to an appropriate scale.

You could demonstrate further commands and skills to allow learners to utilise the
layers. Ensure that learners understand the advantage of creating drawings by
layers to switch drawn items on and off and symbols to aid drawing and placement
of multiple objects, particularly within the construction of electronic circuits. Give
learners further graduated tasks to develop their use of the software commands in
the creation of drawings and circuit diagrams.

Ensure that learners understand features like hatching. Give learners graduated
tasks to develop their use of the software commands.

You could demonstrate how to set up and output drawings to a printer or plotter
from within a drawing template, to allow learners to create orthographic views.

Learning aim C: Carry out engineering processes safely to manufacture

a product or to deliver a service effectively as a team

Support learners with the main elements of team working which are planning,
communication and an ability to work with others. Show them how to minute
meetings and perhaps use internet-based videos to show teams that work well
together, and the approaches they take.

Once teams are selected, they will need encouragement to choose an initial leader
and plan alternate leaders in rotation.

Give learners a series of tasks so the teams can choose their product or service.
Give them the required documentation, to create the given batch of products or
service, and support them with their technical understanding of what is required
and how to divide up the activities.

The teams will need encouragement and appropriate documentation so they can
keep diaries or logs to determine the appropriate way forward and record and
review team and individual activities, strengths, weaknesses and contributions.
They will also need support in planning time effectively

It is important that the learners are very familiar with the relevant safety
legislation. The team leader and team members must recognise that they will be
responsible for creating the HSE 5 step risk assessments for the processes to be
used, identifying hazards, risks and reviewing. Make a suitable proforma available
and support them through the creating risk assessments.

As learners become ready to start their practical tasks, it is essential that all safety
considerations are explained and demonstrated and that they have an
understanding as to how to set up each of the processes to be used.

Support the learners in creating a practice product or service. Enhance their

technical knowledge and practical skills where appropriate as they create their
product or service, and encourage them to support each other where difficulties or
issues arise.

Support learners through their technical errors and emphasise the need for
iteration, review and adaptation as the product or service develops.

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

UNIT 2: DELIVERY OF ENGINEERING PROCESSES SAFELY AS A TEAM

Support the teams and learners as they further develop their practice batch of the
product or service and refer them back to the technical specification at appropriate
points, so that the product or service meets the fitness for purpose criteria or their
documentation shows what corrective action would be required to overcome issues and
problems.

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

UNIT 2: DELIVERY OF ENGINEERING PROCESSES SAFELY AS A TEAM

Details of links to other BTEC units and qualifications,

and to other relevant units/qualifications
Pearson BTEC Level 3 Nationals in Engineering (NQF):

Unit 3: Engineering Product Design and Manufacture

Unit 5: A Specialist Engineering Project

Resources
In addition to the resources listed below, publishers are likely to produce
Pearson-endorsed textbooks that support this unit of the BTEC Nationals in
Engineering. Check the Pearson website
(http://qualifications.pearson.com/en/support/published-resources.html) for
more information as titles achieve endorsement.
The special resources needed for this unit are access to:

a range of technical documentation (such as engineering drawings,

production plans, specifications, health and safety regulations), components
and circuits

suitable CAD workstations and output devices, eg printers and plotters, as

well as 2D CAD software that is capable of professional 2D drawings and
their output, eg AutoCAD 2D, AutoCAD Lt, TurboCAD Deluxe, DraftSight

standard engineering workshop equipment and resources (as specified in the

learning aims and unit content section), so learners can carry out common
engineering processes to manufacture a batch of an engineered product or to
deliver an engineering service, as a member of a team.

Websites
Many software houses produce CAD software, some of which offer free
educational software to download:

www.autodesk.co.uk

www.solidworks.co.uk

www.solidworks.com/sw/products/draftsight-getting-started-guide.htm

www.turbocad.co.uk/windows-range/turbocad-deluxe-2d-3d.

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016