Speaker notes
Learners need to know that the first stage of planning involves defining a goal which should be realistic, achievable and easily measurable. Using the example in the Candidate handbook (page XX), remind them that a plan was easily arrived at by asking a series of simple questions, such as:
1. What am I being asked to do?
2. What measurements do I need to make in order to perform the task?
3. What documentation and additional information do I require?
4. How will I go about making the measurements?
5. What additional equipment will I require?
6. How will I be able to identify a working device?
7. How will I record my results?
Speaker notes
Ask learners to suggest reasons why planning is important – then check that these are encapsulated by the bullet points listed. Any additional advantages could be summarised on a white board and/or grouped under the headings given in the slide.
Learners should be asked to think of an activity that they planned and carried out. This does not need to be an engineering activity as the important aspect here is planning rather than engineering. Possible activities might include finding and purchasing a second hand car, planning and purchasing a holiday, arranging a sporting activity or making arrangements to go to a concert.
Speaker notes
Learners should now be able to summarize the various aspects of the planning process in relation to an engineering context. They should understand that these aspects can then be used as headings which could form the basis of a more detailed work plan for a particular task or activity.
Speaker notes
This is the ‘Hands on’ activity in the Candidate handbook. Where learners have difficulty in itemising the individual tasks that make up a particular engineering activity, they could construct a flow chart and use this in order to construct a meaningful list.
Speaker notes
Remind students of the points that they should have learned and how these relate to the learning objectives for the unit.