Subject Course Unit title Duration

Engineering Preliminary Module 1: Engineering 3 lessons per week for 6 weeks

Studies Stage 6 Fundamentals

Key concepts / big ideas The importance of this learning

Role, range, and influence of The students will be introduced to the role of engineers in society, along with the knowledge and skills they possess. The students will
engineers in society. be exposed to problem solving, economic and global awareness, together with mathematical, scientific, and technological skills. They
will discover that engineers communicate all of this experience and understanding through reports that must be understood by those
outside of their team, and without their skills and understanding.
Unit context within Scope and
Targeted Syllabus Outcomes
Sequence/Purpose

The aim of module 1 is to introduce A student:

students to engineering, and to lead P1.2 explains the relationship between properties, structure, uses and applications of materials in engineering.
into Module 2: engineered products. P2.1 describes the types of materials, components and processes and explains their implications for engineering development.
Students should grasp the basics of P3.1 uses mathematical, scientific and graphical methods to solve problems of engineering practice.
engineering materials, manufacturing P3.3 applies graphics as a communication tool.
processes, design models/drawings, P4.1 describes developments in technology and their impact on engineering products.
P4.2 describes the influence of technological change on engineering and its effect on people.
and influence of engineers on society
P4.3 identifies the social, environmental and cultural implications of technological change in engineering.
and history.

Literacy Numeracy ICT CCP / GC Assessment

Engineering Calculation of Graphical Literacy, Formative Assessment:

reports and mathematical representation, numeracy, Throughout the unit students will be assessed through in-class activities, participation in class
metalanguage problems research, ICT, critical and group discussions, and exit slips. These will form
relevant to collaborative and creative Summative Assessment:
engineering work practices thinking, No formal assessment takes place during this module (due to preliminary assessment
mechanics. sustainability, restrictions), however an informal summative assessment should take place before the next
social module commences, in the form of a topic test.
capability and
ethical
understanding.
Week/Sequence Syllabus Content / Teaching and learning strategies including assessment for learning Resources
Learning intention &
Key Concepts Success criteria

Week 1 OUTCOMES: Begin with activities to activate student’s prior knowledge of engineers and -Student BYOD
Engineering P4.1, P4.2, P4.3 engineering. Example activities could focus on engineering vocabulary through -Short YouTube video with
STUDENTS LEARN ABOUT: game format (everyone standing in a circle, each person must say a word related
Practice, and examples of engineering
-Nature and range of the work of engineers to engineering, and if they can’t think of one or repeat a word they sit, winner is
Historical and from different areas.
-Historical developments of engineering last remaining) or through brainstorming (groups get post-its and write words or
Societal -Effect of engineering innovation on people’s lives phrases on separate notes, the class then collates and sorts the information). -Nature and Range of
Influence STUDENTS LEARN TO: Engineering PowerPoint
-Identify areas of engineering Teacher directed introduction to the nature and range of engineering.
-Outline historical uses and appropriateness of
-YouTube video with
materials in the design and production of engineering
Introduce the PEEL paragraph scaffold before delivering the group task. This is examples of engineering
their practice task for paragraph development.
projects through history
-Demonstrate an understanding of the historical Miniature Research task: Case study of an engineer and their impacts on history
developments of engineering
-PEEL (paragraph scaffold)
and society. Students will work in groups and spend class time researching an -Miniature Research Task
Learning intentions engineer of their choosing who has made contributions to society. (Extension
Scaffold/worksheet
overlaps with third learning intention.)
1. To understand the nature and range of -ALARM (understanding
engineering work. Introduce the ALARM model of understanding NESA verbs, as demonstrate is
2. To understand the historical developments and
NESA verbs)
higher-order thinking than just recalling knowledge by listing.
contributions of engineers. -Changing Technology
3. To understand the effect of engineers on Teacher directed overview of changing technology throughout history. Throughout History
society.
PowerPoint
Success criteria -Exit slips are used to
1. I can list the engineering areas assess success criteria at
2. I can list the historical contributions of an the end of each lesson.
engineer.
3. I can explain the function of engineers and list
their impacts on history.
Week/Sequence Syllabus Content / Teaching and learning strategies including assessment for learning Resources
Learning intention &
Key Concepts Success criteria

Week 2 OUTCOMES: Teacher directed introduction to the physics of gravitational force and mass. -Student BYOD
Engineering P3.1
Students interact with PHET simulation (Forces and Motion: Basics) and -Physics of Gravitational
STUDENTS LEARN ABOUT:
Mechanics complete worksheet problems. Force and Mass
-Mass and force
-Scalar and vector quantities Teacher directed introduction to scalar and vector quantities, and their PowerPoint
-Simple machines: levers, inclined plane, screws,
relationship to forces. -PHET simulation (Forces
wheel and axle, pulley systems and gears
and Motion: Basics)
STUDENTS LEARN TO: Students interact with PHET simulation (Vector Addition) and complete
-Use mathematical and graphical methods to solve worksheet problems. -Scalar and Vector
problems in engineering Quantities PowerPoint
-Examine the function of simple machines Teacher directed instruction on the function of simple machines, including how -PHET simulation (Vector
levers, inclined planes, screws, wheel and axles, pulley systems and gears are
Learning intention vital to mechanical devices. Addition)
1. To understand how engineers manipulate -Function of Simple
mass and forces Machines PowerPoint
2. To understand scalar and vector quantities -PEEL (paragraph scaffold)
3. To understand simple machines and their
impact.
-ALARM (understanding
NESA verbs)
Success criteria
-Exit slips are used to
1. I can solve mass and force engineering assess success criteria at
problems using mathematical and graphical
methods. the end of each lesson.
2. I can solve scalar and vector engineering
problems using mathematical and graphical
methods.
3. I can analyse the effect and impact of simple
machines and explain their function and purpose.
Week/Sequence Syllabus Content / Teaching and learning strategies including assessment for learning Resources
Learning intention &
Key Concepts Success criteria

Week 3 OUTCOMES: Teacher directed instruction on material classification. -Student BYOD

Engineering P1.2, P2.1
Teacher directed instruction on physical and mechanical properties of materials -Material Classification
STUDENTS LEARN ABOUT:
Materials PowerPoint
-Classification of materials Demonstration and hands-on presentation of material samples exhibiting
-Properties of materials: physical and mechanical properties. -Material Properties
properties PowerPoint
-Structure of materials: atomic structure, bonding, Teacher directed instruction on atomic structure, bonding, and crystalline and -Material Structure and
crystalline and non-crystalline structure non-crystalline structure
STUDENTS LEARN TO: Bonding PowerPoint
-Classify a variety of materials Demonstration and hands-on presentation of material samples exhibiting visible -Samples of materials with
-Identify the properties of materials and explain the structure. clearly defined structure
reason for their selection
-Describe the structure and bonding of materials
and properties
-PEEL (paragraph scaffold)
Learning intention
-ALARM (understanding
1. To understand how materials are classified. NESA verbs)
2. To understand the physical and mechanical
properties of materials.
-Exit slips are used to
3. To understand the atomic structure, bonding, assess success criteria at
crystalline and non-crystalline structure of the end of each lesson.
materials.

Success criteria
1. I can describe features of a variety of material
classifications.
2. I can list material properties and explain the
reason for their selection.
3. I can describe the structure and bonding of
materials.
Week/Sequence Syllabus Content / Teaching and learning strategies including assessment for learning Resources
Learning intention &
Key Concepts Success criteria

Week 4 OUTCOMES: Teacher directed instruction on metals -Student BYOD

Engineering P1.2, P2.1
Demonstration and hands-on presentation of ferrous and non-ferrous metals. -Metals PowerPoint
STUDENTS LEARN ABOUT:
Materials -Samples of ferrous and
-Metals: ferrous metals including mild steels, non- Teacher directed instruction forming processes
ferrous metals including copper, brass, bronze and non-ferrous metals that
aluminium Demonstration and hands-on presentation of greater metal samples. Students undergone different
-Basic forming processes suitable for materials: participate in rudimentary metal forming processes.
casting, rolling, extruding, cutting, joining, fabricating manufacturing processes
STUDENTS LEARN TO: -Forming processes
-Distinguish between and explain reasons for the use of PowerPoint
ferrous and non-ferrous metals as component in
engineering
-Metal samples for students
-Describe the suitability of basic forming processes to form
used on materials -YouTube Video displaying
Learning intention additional processes (ie
1. To understand ferrous and non-ferrous metals.
forging, welding)
2. To understand the forming processes of -PEEL (paragraph scaffold)
casting, rolling, and extruding. -ALARM (understanding
3. To understand the forming processes of NESA verbs)
cutting, joining, and fabricating.
-Exit slips are used to
Success criteria assess success criteria at
1. I can analyse the impact of, and explain the end of each lesson.
reasons for, the use of ferrous or non-ferrous
metals.
2. I can describe the casting, rolling, and
extruding processes.
3. I can describe the cutting, joining, and
fabricating processes.
Week/Sequence Syllabus Content / Teaching and learning strategies including assessment for learning Resources
Learning intention &
Key Concepts Success criteria

Week 5 OUTCOMES: Teacher directed instruction on polymers. -Student BYOD

Engineering P1.2, P2.1
Demonstration and hands-on presentation of polymer samples. Students -Polymers PowerPoint
STUDENTS LEARN ABOUT:
Materials participate in shaping processes. Students watch a demonstration on the -Samples of polymers
-Polymers: thermo softening, thermosetting
-Ceramics: common types used, forming and shaping difference between thermosetting and thermo softening polymers. -Ceramics PowerPoint
-Composites: timber, concrete
Teacher directed instruction on ceramics -Samples of ceramics
STUDENTS LEARN TO: -Plaster and casting
-Distinguish between thermo softening polymers and Demonstration and hands-on presentation of ceramic samples. Students create a
thermosetting polymers simple ceramic using casting process and plaster. materials
-Identify the types of engineering ceramics -Composites PowerPoint
-Identify forming and shaping methods Teacher directed instruction on composite materials -Materials for students to
-Outline the properties and uses of composites in In groups, students participate in creating their own composite material, and must create their own
engineering
justify their reasoning behind their creation. composites
Learning intention -PEEL (paragraph scaffold)
1. To understand thermo softening and -ALARM (understanding
thermosetting polymers.
NESA verbs)
2. To understand the types and manufacturing
processes of ceramics. -Exit slips are used to
3. To understand timber and concrete composite assess success criteria at
materials. the end of each lesson.
Success criteria
1. I can analyse and explain the difference
between types of polymers.
2. I can list types of ceramics and forming and
shaping methods.
3. I can list the properties and uses of
composites.
Week/Sequence Syllabus Content / Teaching and learning strategies including assessment for learning Resources
Learning intention &
Key Concepts Success criteria

Week 6 OUTCOMES: Teacher directed instruction on engineering sketches. -Student BYOD

Communication P3.3
Students participate in creating detailed and accurate third angle orthogonal -Engineering Sketches
STUDENTS LEARN ABOUT:
-Freehand sketching in three-dimensional and third projection drawings of sample objects. PowerPoint Slides
angle orthogonal projection
Teacher directed instruction on Engineering Reports -Selection of objects for
-Engineering Reports and their significance in students to sketch
engineering practice Students work in groups to identify the purposes of each section of an
STUDENTS LEARN TO:
-Spare pencils, rulers, and
Engineering Report and create examples for each in multiple engineering areas.
-Identify third angle orthogonal projection sketching paper
-Draw freehand, orthogonal and three-dimensional -Engineering Reports
pictorial drawings of objects PowerPoint
-Outline the use and basic structure of an
Engineering report -PEEL (paragraph scaffold)
-ALARM (understanding
Learning intention
NESA verbs)
1. To understand sketching in third angle -Exit slips are used to
orthogonal projection.
2. To understand Engineering Reports and assess success criteria at
their significance. the end of each lesson.
Success criteria
1. I can list and draw the features of third angle
orthogonal projection.
2. I can list the purpose of the basic structure of
an Engineering Report
 Three Original Resources

Week 1. Case Study Scaffold

Week 4. Exit slips
Week 6. Engineering Sketches PowerPoint
 Unit Rationale

The aim of the engineering studies syllabus is to develop knowledge and understanding, as well as appreciation for, engineering processes and methodology,

and to prepare students for future study in engineering. The purpose of this unit is to provide students with a basic understanding of the fundamentals of

engineering and the work various roles that engineers perform, in addition to developing basic engineering skills. Subsequent modules will take a more

focussed look at product design and specific engineering fields, and so the overall goal of this unit is to prepare students for future units.

As is the nature of stage 6 technical and applied studies (TAS) subjects, there are no prerequisite stage 5 subjects, which will result in a wide variety of skills

and understanding of TAS processes, with Mandatory Technology having been some students’ last experience with engineered systems. However, as this

unit covers the fundamentals of engineering, it makes no assumptions that students are familiar with any of the content, teaching to the reasonably lowest

expected student understanding. Engineering studies has a wide scope, with attractive aspects for mathematically minded, creative, and inquisitive students,

however it does have a literacy focus as communication is a significant aspect of engineering work. This unit introduces the engineering report, a document

which communicates an engineer’s work across disciplines and professions, and which students will be required to produce in future units. While the unit

does not require a report, it does expect students to complete research tasks, and effectively communicate their findings through literary means. As

mentioned previously, a considerable portion of most engineering fields require competency in numeracy, and this unit introduces this with calculation tasks

centred on basic kinematics (i.e., mass and force calculations), and mathematical concepts (scalar and vector quantities), and future units will develop

numeracy further, exploring more complex concepts.

This unit aims to differentiate student learning in literacy, through the implementation of scaffolding strategies, and numeracy through experimentation and

investigation with digital simulations. The literacy scaffolding [ CITATION Bru66 \l 3081 ] strategies utilised in this unit are the PEEL paragraph structure, and

the ALARM framework for responding to NESA key verbs. These strategies are intended to be taught overtly to demonstrate to students their relevancy to

fulfilling stage 6 expectations. The PEEL paragraph structure will be introduced during the lesson of the research task, before the task is delivered to students,

as a way of cementing the newly presented information [ CITATION Cos20 \l 3081 ]. This transforms the task into a formative assessment of their literacy

competency, and aids teaching staff in diagnosing literacy levels in the class. The ALARM framework is to be introduced after this task, as this is the moment

where the syllabus content statements begin to use higher-order verbs [ CITATION Mat18 \l 3081 ], in this case demonstrate. Both of these resources should

be delivered to the students for constant future reference. While this unit contains limited numeracy focus, differentiation is delivered through digital means

with the inclusion of graphical simulations. The flexibility and accessibility of these simulations allows for use by students with widely varying numeracy skills.
As mentioned in the previous sections, the ALARM framework was introduced as a strategy for scaffolding literacy in this subject. It is an essential resource

for any stage 6 student in accurately responding to key NESA verbs and has also impacted the development of this unit. The syllabus content statements

have been separated into multiple lower-order statements to enable students to build upon previous understanding, in their zone of proximal development

[ CITATION Vyg78 \l 3081 ].

Engineering is a key component of Science Technology Engineering and Mathematics (STEM), and essentially integrates understanding from the other three

components. As both a TAS subject and a STEM subject, engineering studies should be taught with either a project-based learning focus, or a problem-based

learning focus (Espey et al., 2007; Menter, 2016; Struyf et al, 2019). However, this unit implements neither. The reasoning for avoiding these teaching

strategies is due to the broad focus of the engineering fundamentals module. If this module can be covered quickly and effectively, then there is a greater

opportunity to implement project-based learning with one of the engineering focus modules by combining the project with a deliverable engineering report.

The unit uses both individual and collaborative tasks which takes advantage of the individualistic reality of stage 6 and introduces an essential part of STEM

professions. Individual tasks are essential in stage 6; not only are they mandated by NESA, but they also demonstrate individual student understanding and

development, acting as formative assessment which drives the progression of the units. However, professional engineers are not experts in every field that

their projects intersect with, and so they must work collaboratively. To authentically teach students, which increases affective engagement [ CITATION Att14 \l

3081 ], collaborative tasks are essential.

As engineering studies is a TAS subject, this unit includes demonstrations, hands-on activities and practical tasks [ CITATION Fle92 \l 3081 ]. Students are

introduced to samples of various materials throughout the materials portion of unit, and attempt creating a composite and ceramics, and forming metal sheet.

However, this unit is not designed with a deliverable project or summative assessment. The intention of the unit is for teaching staff to assess student

achievement of content statements and progress with course outcomes via formative assessment. Every single lesson should involve some type of formative

assessment, which is the purpose of the exit slips, however all tasks and class discussions can be useful for formative assessment. Exit slips are designed to

directly test the success criteria of each lesson, which were developed from the syllabus content statements. The information that the teaching staff receive

from all formative assessment should determine how quickly the unit progresses through the content, and which topics require revisiting.

In conclusion, this unit aims to introduce students to the course aims of effective communication, engineering processes and methodology, and the scope of

engineering, by developing student engineering skills and understanding through individual and collaborative tasks. Tasks are presented digital, literal and

physical modes, and scaffolding strategies are used to enable students to excel in stage 6.
References
Attard, C. (2014). "I don't like it, I don't love it, but I do it and I don't mind" : introducing a framework for engagement with mathematics. Australian Curriculum

Studies Association, 34(3), 1-14.

Bruner, J. S. (1966). Toward a theory of instruction. Cambridge: Belkapp Press.

Costello, C. (2020, October 1). PEEL Paragraph Writing. Retrieved from Virtual Library: https://www.virtuallibrary.info/peel-paragraph-writing.html

Espey, E., Ogburn, T., Kalishman, S., Zsemlye, M., & Cosgrove, E. (2007). Revitalizing problem based learning: student and tutor attitudes towards a

structured tutorial. Medical Teacher, 143-149.

Fleming, N. D., & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11, 137-155.

Matrix Education. (2018). How to Respond to NESA Key Words to Ace Your HSC. Retrieved from Matrix Education: https://www.matrix.edu.au/how-to-

respond-to-nesa-key-words-to-ace-your-hsc/

Menter, I. (2016, April 18). What is a Teacher in the 21st Century and What does a 21st Century Teacher Need to Know. Retrieved from Australian

Association for Research in Education: https://www.aare.edu.au/blog/?p=1516

Struyf, A., De Loof, H., Boeve-de Pauw, J., & Van Petegem, P. (2019). Students' engagement in different STEM learning environments: integrated STEM

education as promising practice? International Journal of Science Education, 41(10), 1387-1407.

Vygotsky, L. S. (1978). Mind in society: The development of high psychological processes. Massachusetts: Harvard University Press.