Why is the Engineering curriculum as it is?
Bede Academy’s Christian ethos underpins our Engineering curriculum; such as the awareness of the interaction between God and His people. Students will come to understand both the loving and wayward behaviours of humanity, mankind’s role in stewardship; mankind’s fallibility and tendencies; and the interpretation of patterns of blessing and adversity.
At Bede Academy, we recognise the importance of Engineering in everyday life. All our topics are linked to the National Curriculum with the view to inspire, engage and challenge students.
Our aim is to give all children an understanding of how Engineering has been used to shape the world and the difficulties often linked to these developments. They will also gain an understanding of their own identity and that of the people around them; exploring cultural and religious influences that have shaped a tolerant society. Engineering advance over the centuries has allowed us to live in harmony with each other and the planet. However, Engineering has also been wrongly utilised to divide and conquer. Students are made to consider not only how it has been used rightly or wrongly in the past, but also how we need to utilise Engineering in the future to protect and sustain our planet and all of its inhabitants. Substantive knowledge is developed to ensure our students can develop their skills as an Engineer and be able to create solutions to a variety of problems and briefs. Key concepts are built on and re-visited in order to ‘make it stick’. This model allows children to build on prior knowledge and increases their enthusiasm for topics whilst embedding this knowledge into their long-term memory and allowing them to make connections.
Disciplinary knowledge, such as project work, designing, planning and practical work, are embedded into each topic the children study and are re-visited and developed throughout the school. All children are encouraged to develop and use a range of skills including how the Engineering method of identifying, deciphering and evaluating existing solutions establishes many of the strategies used in a products life cycle.
Specialist vocabulary for topics is taught and built upon, and effective questioning to communicate ideas is encouraged. To promote respect for truth and to provide students with a foundation in certainty, Engineering teaching at Bede Academy begins by emphasising that knowledge underpins the subject, before moving to consider the role of designers and movements.
Where possible, links are made to our local context of Blyth- especially the port of Blyth – where we strive to enthuse our students into thinking of careers in the future.
Enrichment opportunities, such as visits and day events are planned for in order to provide broader provision and the acquisition and application of both substantive and disciplinary knowledge. Some of these events also involve families and the wider community.
Through our teaching of Engineering, we seek to reveal the fascinating variety of human experience by teaching about a broad spectrum of topics and issues to show the students how wonderful diversity can be and the problems caused by the fear of change or of those who are deemed as different.
Engineering initiates young people into the educated community by transmitting the knowledge and skills deemed central to ‘engineering literacy’ and social participation.
Relevant values to be developed in students include: honesty, integrity, responsible stewardship, cooperation, clarity, validity, discernment and logical reason, creativity, beauty, perseverance, respect for life, precision, judgement in interpretation and accuracy.
Subjects include GCSE Design & Technology, GCSE Food Preparation and Nutrition, BTEC First Engineering, A-level Product Design, A-level Design Technology: Fashion and Textiles and BTEC Nationals Engineering