plts in engineering - teachfindarchive.teachfind.com/qcda/orderline.qcda.gov.uk/gemp… · ·...

The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority © QCA 2010 - 1 -

PLTS in engineering

This document shows how you can embed the PLTS into your curriculum. The skills are listed at the end of each level below.

Curriculum aimsLearning and undertaking activities in the Diploma contribute to achievement of the curriculum aims for young people to become:

• successful learners who enjoy learning, make progress and achieve

• confident individuals who are able to live safe, healthy and fulfilling lives

• responsible citizens who make a positive contribution to society.

The importance of engineeringIn an advanced global economy, everyday human activity and economic growth are dependent upon developments in engineering. Engineering impacts upon everybody’s life and creates the infrastructure in which we live, work and spend leisure time (See • LE5 ). Through this Diploma, learners have an opportunity to develop real enthusiasm and interest in engineering.Through the engineering Diploma, learners have the opportunity to develop an understanding of the importance of engineering in our rapidly evolving world and the benefits of engineering to humanity and the global economy (See • LE3 ).Learners will be able to experience all facets of engineering and gain an understanding of the diverse sectors of engineering, such as mechanical, electrical/electronics, telecommunication, biomedical, aerospace, transport, design, environmental, oil, gas, chemical and nuclear energy and utilities, engineering manufacture and building services (See • LE2 ).Working through the world of engineering, learners will develop essential employability skills of independent enquiry, problem solving (See • LE1 and LE4 ), creative thinking (See • CT1 ), self-management (See • SM1 ) and team work (See • TW ).


Level 1

The principal and additional learning within the engineering Diploma provides learners with a clear understanding of the progression possibilities and career pathways within the various sectors. This will allow learners to make informed decisions about their future as well as providing them with a wealth of general employability skills. The study of mathematics and science is integral to the engineering Diploma and is developed through a range of engineering concepts.

Level 1

Key themesThe key themes are central to the study of the engineering Diploma. Understanding them enables learners to deepen and broaden their knowledge, skills and understanding. The key themes give the whole course its coherence and underpin effective teaching and learning.The key themes listed below are interdependent and should not be delivered in isolation. A holistic approach to teaching and learning, which is contextualised within the ‘real world of engineering’, is required.

The engineered world ● Understanding the importance of engineering to social and economic development (See • LE5 ) ● Investigating the different engineering sectors (See • LE2 ) ● Understanding the types of jobs and career pathways available within the engineering industry ● Recognising the requirement for the engineering industry to operate in a sustainable and accountable way (See • EP1 ).

Discovering engineering technology ● Understanding the importance of safe working in an engineering environment (See • SM4 ) ● Understanding the safe use of simple hand tools and basic manufacturing equipment. ● Understanding the importance of scheduled maintenance procedures (See • SM4 ) ● Producing engineered products using cutting, forming and joining processes ● Understanding the techniques required to work effectively in the assembly and disassembly of basic products ● Producing simple engineering drawings and diagrams to communicate technical information (See • RL6 ) ● Understanding how computer software packages and systems are used in designing and manufacturing engineering components.

Engineering the future ● Understanding that developments in engineering technology have an impact on quality of life (See • EP4 ) ● Recognising the impact of recycling and safe disposal of engineered products (See • EP4 )


Level 1

Key processesThe key processes of critical thinking and enquiry and of taking informed and responsible action (an essential part of citizenship) are at the heart of the Diploma, and are developed through the applied and the experiential learning. As they acquire them, learners will be able to make progress within the engineering Diploma, and beyond it.Learners should be able to:

● appreciate the applied nature of the learning they are undertaking and relate their learning to the world of work in the engineering sector

● appreciate the importance of engineering in local, regional, national and global contexts (See • LE5 ) and the need to operate in a sustainable and accountable way (See • EP4 )

● identify the different engineering sectors and the range of jobs and career paths available (See • LE2 ) ● follow given instructions in order to complete engineering tasks ● plan and organise activities in order to carry them out in a safe and efficient way (See • SM4 ) ● work independently and with others to carry out a range of practical investigative activities (See • TW1 ) ● select and use, with increasing efficiency, the appropriate hand tools for a given task ● develop understanding of fault- finding techniques and procedures (See • SM4 ) ● apply knowledge and understanding to solve simple engineering problems (See • LE1 ) ● interpret engineering drawings and specifications (See • LE4 ) ● use appropriate software packages to design and manufacture products (See • CT5 ) ● use appropriate methods, including ICT to communicate engineering concepts and contribute to presentations and discussions on

engineering issues (See • TW5 and RL6 ).

Range and contentWhen planning and delivering the engineering Diploma, teachers and others should draw on the range and content to develop the key themes and processes. Other sources will include awarding body specifications and statements of content from Diploma development partnerships.

The world of engineeringThe study of the world of engineering should include:

● the importance of engineering to social and economic development ● different engineering sectors (See • LE3 ) ● types of jobs and career pathways available within the engineering industry ● recognising the requirement for the engineering industry to operate in a sustainable and accountable way (See • EP2 ).


Level 1

Marking out and measuringThe study of marking out and measuring should include:

● types of measuring equipment ● identification and use of measuring equipment ● using correct units of measurement ● marking out equipment and products ● accurate measurement and making out from datums ● the importance of dimensional tolerances.

Working in engineeringThe study of working in engineering should include:

● the importance of adhering to safe working practices at all times ● selecting and using tools safely and effectively (See • SM4 ) ● cutting forming and joining processes ● assembling and disassembling engineered products ● producing and interpreting drawings.

Properties of materialsThe study of properties of materials should include:

● using the correct type of material to enable a product to be manufactured ● types of materials that engineers use and the basic properties of these materials ● forming processes applicable to particular materials ● testing materials to investigate basic properties (See • LE4 ).

Design and manufactureThe study of design and manufacture should include:

● computer software packages and system used in designing and manufacturing engineering components ● engineering component drawings, including circuit diagrams, using a computer aided drawing system ● computer software packages that are used to control the operation of machine tools ● producing a simple engineering product using computer aided manufacturing software package.


Level 1

ElectronicsThe study of electronics should include:

● standard symbols used to represent electronic components and applying this knowledge in working with circuit diagrams ● testing electronic circuits using a range of test equipment ● assembling circuits using correct tools and test equipment (See • CT5 ).

Maintenance proceduresThe study of maintenance procedures should include:

● importance of effective maintenance in ensuring safe working practices ● understanding that equipment and systems must be maintained to ensure they operate correctly to specification ● understanding the types of maintenance procedures ● understanding the importance of keeping maintenance records (See • SM4 ).

Engineering in the futureThe study of engineering in the future should include:

● developments in engineering technology that have an impact on quality of life (See • LE3 ) ● the impact of recycling and safe disposal of engineered products (See • EP2 ).

Curriculum opportunitiesThe aims, structure, nature and scope of the engineering Diploma provide a range of curriculum opportunities. They should be offered to learners as an integral part of their learning, to enhance their engagement with the themes, processes and content of the Line of Learning.A minimum of 50 per cent of the learning must be applied learning.The curriculum should provide opportunities for learners to:

● develop and achieve functional skills in English, mathematics and ICT ● use real life examples which contextualise engineering principles ● experience engineering outside the school/college environment including in the workplace ● study engineering in local, national and global contexts to appreciate the importance of the engineering sector and its contribution to

society and economy (See • LE3 and LE5 ) ● become aware of the range of activities undertaken by the different engineering sectors (See • LE2 ) ● recognise the importance of health and safety in all engineering activities (See • SM4 ) ● undertake focused engineering tasks that develop skills, knowledge and understanding in relation to engineering materials,

tools and equipment ● experience the use of computers in a range of engineering applications (See • CT3 ) ● recognise the importance of sustainability in engineering developments (See • EP1 ) ● work individually and in teams taking on different roles and responsibilities (See • TW1 ).

Focus:Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes.

Young people:LE1 identify questions to answer and problems to resolveLE2 plan and carry out research, appreciating the

consequences of decisionsLE3 explore issues, events or problems from different

perspectivesLE4 analyse and evaluate information, judging

itsrelevance and valueLE5 consider the influence of circumstances, beliefs and

feelings on decisions and eventsLE6 support conclusions, using reasoned arguments

and evidence.

Focus:Young people work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes.

Young people:TW1 collaborate with others to work towards

common goals TW2 reach agreements, managing discussions to

achieve resultsTW3 adapt behaviour to suit different roles and

situations, including leadership rolesTW4 show fairness and consideration to othersTW5 take responsibility, showing confidence in

themselves and their contributionTW6 provide constructive support and feedback

to others.

Focus:Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value.

Young people:CT1 generate ideas and explore possibilitiesCT2 ask questions to extend their thinkingCT3 connect their own and others’ ideas and

experiences in inventive waysCT4 question their own and others’ assumptionsCT5 try out alternatives or new solutions and follow

ideas throughCT6 adapt ideas as circumstances change.

Focus:Young people organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities.

Young people:SM1 seek out challenges or new responsibilities and

show flexibility when priorities changeSM2 work towards goals, showing initiative, commitment

and perseveranceSM3 organise time and resources, prioritising actionsSM4 anticipate, take and manage risksSM5 deal with competing pressures, including personal

and work-related demandsSM6 respond positively to change, seeking advice and

support when neededSM7 manage their emotions, and build and maintain

relationships.

Focus:Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning.

Young people:RL1 assess themselves and others, identifying

opportunities and achievementsRL2 set goals with success criteria for their development

and workRL3 review progress, acting on the outcomesRL4 invite feedback and deal positively with praise,

setbacks and criticismRL5 evaluate experiences and learning to inform

future progressRL6 communicate their learning in relevant ways for

different audiences.

Focus:Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves.

Young people:EP1 discuss issues of concern, seeking resolution

where neededEP2 present a persuasive case for actionEP3 propose practical ways forward, breaking these

down into manageable stepsEP4 identify improvements that would benefit othersas

well as themselvesEP5 try to influence others, negotiating and balancing

diverse views to reach workable solutionsEP6 act as an advocate for views and beliefs that

maydiffer from their own.

Independent enquirers

Team workers

Creative thinkers

Self-managers

Reflective learners

Effective participators

© Qualifications and Curriculum Authority


Level 2

Level 2


The engineered world ● Understanding the Importance of engineering to social and economic development (See • LE5 ) ● Investigating the different engineering sectors (See • LE2 ) ● Understanding the types of jobs and career pathways available within the engineering industry ● Recognising the requirement for the engineering industry to operate in a sustainable and accountable way.

Discovering engineering technology ● Understanding the importance of safe working in an engineering environment ● Understanding the safe use of simple hand tools and basic manufacturing equipment ● Understanding the importance of scheduled maintenance procedures (See • SM4 ) ● Producing engineered products using cutting, forming and joining processes. ● Understanding the techniques required to work effectively in the assembly and disassembly of basic products ● Producing simple engineering drawings and diagrams to communicate technical information (See • RL6 ) ● Understanding how computer software packages and systems are used in designing and manufacturing engineering components.

Engineering the future ● Recognising the importance of innovation and creativity in engineering design and development of new products and services

(See • EP4 ) ● Understanding how developments in engineering technology have had a significant impact on quality of life (in the home, businesses,

the economy and society) (See • LE3 ) ● Recognising the impact of recycling and safe disposal of engineered products (See • EP4 ).


Level 2



● appreciate the importance of engineering in local, regional, national and global contexts (See • LE5 ) and the need to operate in a sustainable and accountable way (See • EP4 )

● identify the different engineering sectors and the range of jobs and career paths available (See • LE2 ) ● follow given instructions in order to complete engineering tasks ● develop self-management skills to plan and organise practical activities and to carry them out in a safe and efficient way

(See • SM3 and SM4 ) ● work independently and with others to carry out a range of practical investigative activities ● select and use, with increasing efficiency, the appropriate tools and equipment for a given task ● apply knowledge and understanding to analyse and solve engineering problems (See • LE4 ) ● interpret and use engineering drawings and specifications (See • LE4 ) ● dismantle engineering products ● perform quality checks and apply statistical methods for testing ● use appropriate methods including ICT to communicate engineering concepts and evaluate engineering data (See • RL6 ) ● contribute to presentations and discussions on engineering issues (See • LE3 ) ● use appropriate software packages to design and manufacture products ● use appropriate computer systems in process control and manufacture ● produce a product design specification and present a design solution from this (See • CT5 ).

Importance and impact of engineering The study of importance and impact of engineering should include:

● the sectors of engineering and their products and services ● job roles and career opportunities in engineering ● engineering achievements in the 19th, 20th and 21st centuries ● rights and responsibilities of employers and employees (See • LE3 ).


Level 2

Marking out and measuringThe study of marking out and measuring should include:

● types of measuring equipment ● correct selection and use of measuring equipment ● using correct units of measurement ● marking out equipment and products ● accurate measurement and making out from datums ● the importance of dimensional tolerances and their industrial application.

Working in engineeringThe study of working in engineering should include:

● the importance of safe working practices and adhering to safe working practices at all times ● selecting and using tools safely and effectively ● cutting, forming and joining processes ● assembling and disassembling engineered products ● producing and interpreting drawings (See • SM4 ).

Properties of materialsThe study of properties of materials should include:

● selecting and using the correct type of material to enable a product to be manufactured ● types of materials that engineers use and the basic properties of materials ● forming processes applicable to particular materials ● testing materials to investigate basic properties (See • LE4 ).

Engineering designThe study of engineering design should include:

● the importance of performance/functions of an engineered product ● key requirements and key factors influencing design briefs and product specifications (See • LE5 ) ● how standards and legislation effect design ● techniques for producing and presenting design solutions ● the importance of mathematical and materials knowledge in producing design solutions.


Level 2

Engineering applications of computersThe study of applications of computers should include:

● use of computers in process control and manufacturing ● use of microprocessor controllers in domestic products ● use of computers in maintenance operations.

Construct electronic and electrical systemsThe study of electronic and electrical systems should include:

● basic principles and techniques used in the construction of electronic and electrical systems ● testing electronic circuits using a range of test equipment ● assembling circuits using correct tools and test equipment ● how applied mathematical skills are required to perform calculations.

Production engineeringThe study of production engineering should include:

● basic principles and techniques of multiple production processes ● importance of planning for multiple production (See • SM3 ) ● importance of and how to undertake quality checks ● how to programme and set up machines for multiple production.

Maintenance proceduresThe study of maintenance procedures should include:

● the basic principles and techniques of engineering maintenance (See • SM4 ) ● how to interpret manufacturers’ information and use statistical methods in fault finding ● the implications of poor maintenance and the importance of a range of preventative maintenance techniques (See • SM4 ).

Engineering in the futureThis should look at:

● the importance of innovation and creativity in engineering design and development of new products and services (See • CT5 ) ● the role of research and development when designing and developing products (See • LE2 ) ● environmental and social impact of engineering and sustainability of resources (See • LE3 and EP1 ).


Level 2


● develop and achieve functional skills in English, mathematics and ICT ● use real-life examples that contextualise engineering principles ● experience engineering outside the school/college environment including in the workplace ● study engineering in local, national and global contexts to appreciate the importance of the engineering sector and its contribution to

society and the economy ● explore contemporary and historical engineering developments and how they have contributed to social and economic development

(See • LE5 and LE3 ) ● specialise in a range of engineering disciplines, perhaps with a regional context (See • LE3 ) ● recognise the importance of health and safety in all engineering activities (See • SM4 ) ● undertake focused engineering tasks that develop skills, knowledge and understanding in relation to engineering materials,

tools and equipment ● discuss and subsequently produce a design specification and design solution against a given design brief (See • CT6 ) ● experience the use of computers in a range of engineering applications ● use creativity and innovation in producing engineering solutions (See • CT1 ) ● recognise the importance of sustainability in engineering developments (See • EP1 ) ● work individually and in teams taking on different roles and responsibilities (See • TW3 ).







and evidence.







to others.











relationships.
















Team workers

Creative thinkers

Self-managers

Reflective learners




Level 3

Level 3


The engineered world ● Understanding how engineering businesses operate, including the process of project management (See • LE2 ) ● Understanding the importance of working as a competent and responsible employee (See • SM1 ) ● Understanding the career pathways within the various engineering sectors ● Understanding the need for legislation and regulation within engineering industries.

Engineering and the environment ● Recognising the requirement for the engineering industry to operate in a sustainable and accountable way to minimise

environmental impact (See • EP4 ) ● Applying mathematical methods to analyse engineering processes and environmental data (See • LE4 ).

Discovering engineering technology ● Understanding and applying knowledge to ensure safe working practices are followed in all engineering activities and in the use of all

engineering technologies (See • SM4 ) ● Developing and applying the use of computer-aided design (CAD) in a range of engineering contexts ● Understanding the impact of material properties with regard to design, cost and availability ● Recognising the principal components in instrumentation, measurement and control engineering ● Understanding the importance of planned maintenance in terms of efficiency, cost, environmental impact and loss of production ● Understanding manufacturing and production systems (See • LE2 ).

Engineering the future ● Exploring the relationship between innovative engineering design and business success (See • LE3 ) ● An appreciation and understanding of the importance of new technologies (See • CT3 ) ● Recognising the importance of entrepreneurship and innovation for all engineering businesses, from small or medium firms to large

multinational companies (See • CT5 ).


Level 3



● understand and evaluate how engineering businesses operate and the need for this to be in a sustainable and accountable way (See • EP4 )

● evaluate the different engineering sectors and the range of jobs and career pathways available (See • LE4 ) ● follow given instructions in order to complete engineering tasks, taking into account time and project management considerations

(See • SM3 ) ● plan and organise complex activities in order to carry them out in a safe and efficient way, understanding the importance of and the

need for risk assessment (See • SM4 ) ● work independently to carry out a range of complex engineering activities (See • LE2 ) ● work in a team situation, taking responsibility for decisions that affect others to solve engineering problems and complete practical

investigations (See • TW5 ) ● carry out primary research through activities such as sample collection and subsequent analysis (See • LE2 ) ● carry out secondary research through the use of data, information in research reports, newspapers, magazine and journals (See • LE2 ) ● select and use appropriate electronic components ● develop understanding of the importance of planned maintenance ● develop understanding of critical failure analysis in the maintenance process ● apply knowledge and understanding to plan a maintenance regime and carry out required maintenance activities (See • SM4 ) ● develop knowledge of different manufacturing processes, assembly systems and techniques ● use a range of equipment and new technologies in different manufacturing processes ● apply knowledge to develop production plans ● apply knowledge and understanding to ensure the correct selection of materials for different engineering applications ● interpret, use and produce engineering drawings and specifications to meet required standards (See • LE4 ) ● use appropriate software packages in designing, modelling, testing and production of drawings


Level 3

● use appropriate methods, including ICT, to communicate engineering concepts, and contribute to presentations and discussions on a range of engineering issues (See • RL6 )

● develop knowledge and understanding of engineering design and enterprise, identifying opportunities for technological or commercial advantage

● use mathematical modelling and mathematical techniques to solve engineering problems ● conduct scientific experiments in order to investigate engineering principles and solve engineering problems (See • LE3 ).

Range and contentWhen planning and delivering the engineering Diploma, teachers and others should draw on the range and content to develop the key themes and processes. Other sources will include awarding body specifications and statements of content from Diploma development partnerships.

Engineering businesses and career pathways The study of businesses should cover:

● the organisation of engineering businesses and the influence of internal and external factors ● the career pathways in engineering ● the need for regulation ● the role of project management and contractual arrangements ● legislation in engineering business ● the importance and function of risk assessment (See • SM4 ) ● the importance and function of quality assurance.

Engineering and the environment This should look at:

● the problem of resource depletion ● pollution control, preventing both air and water contamination ● management to reduce environmental effects of solid and hazardous waste ● waste water and changes in the environment (See • EP1 ) ● managing changes in the environment ● water supply and land management methods ● solutions, such as maximising the use of renewable resources, minimising waste and clean manufacturing ● design and development of environmentally friendly products (See • EP4 ).


Level 3

Applications of computer-aided designing This looks at:

● the use of 2D and 3D software ● drawing to industrial standards ● designing for manufacture ● computer systems and data storage ● the integration of CAD into combined design/manufacturing systems ● the use of concurrent engineering systems.

Selection and application of engineering materials This considers:

● atomic structures, amount of bonding, periodicity and classification of engineering materials ● mechanical and thermal properties and durability of materials ● destructive and non-destructive testing methods ● effects of processing on structure and behaviour of materials ● factors of safety and modes of failure of engineering materials ● the standard forms in which materials are supplied ● using information sources to select materials for engineering applications ● key features of new and smart materials, and their potential applications.

Instrumentation and control engineering This looks at:

● signals and wave guides ● open loop, closed loop, feed-forward and feedback control theory ● data communications and multiplexers ● sensors and transducers ● AD/DA converters, operational amplifiers, PID controllers and PLCs ● actuators and instrumentation displays ● industrial and domestic applications of control engineering.


Level 3

Maintaining engineering systems and productsThis looks at:

● the consequences of plant and equipment failure ● cost analysis of poor maintenance ● effective maintenance strategies ● planning a maintenance activity (See • SM4 ) ● closed loop engineering systems ● risk assessment ● probability (See • SM4 ) ● application of statistics ● work and energy.

Production and manufacturing This considers:

● different types of manufacturing processes ● computer-aided engineering (CAE), CAM and CNC ● assembly systems and techniques ● the wide-ranging manufacturing/production systems used within engineering industries ● production planning considerations ● quality control and quality assurance requirements in manufacturing ● production, including statistical process control.

Innovative design and enterprise This looks at:

● innovative engineering designs and new technologies (See • CT1 ) ● the commercial issues of developing, marketing and selling a new product or idea ● successful engineering entrepreneurs (See • CT5 ) ● the environmental and social impact of engineering and sustainability of resources (See • EP1 ) ● designing for the environment (See • CT6 ).


Level 3

Mathematical techniques and applications for engineers This includes:

● trigonometric identities and equations for statics and dynamics, electrical laws, power factor correction, signals, phasors ● geometry, coordinate systems, vectors ● algebra, quadratic equations, indices, binomial expansion, partial fractions ● calculus, differentiation, integration, maxima and minima, rates of change, exponential decay, applications in mechanics ● mathematical modelling, moments and centres of mass, kinematics, Newton’s laws of motion ● statistics, data analysis ● work, energy, friction and machines.

Scientific principles and applications for engineers Subjects covered include:

● electrical properties of solids, resistance and resistivity, dielectric constants and capacitance, basic device characteristics, electric fields, electromagnetic induction, Ohm’s law, Kirchhoff’s laws, Lenz’s law, Lorentz force, semiconductors

● mechanics, statics and structures, kinematics, laws of motion ● thermodynamics, expansion and compression of gases, heat of combustion and changes in state ● inorganic chemical reactions, oxidation and reduction, pH, exothermic and endothermic reactions, and metallurgical principles ● organic chemistry, Friedel-Crafts reaction, alkylation of benzene ● hydrostatic systems, fluids in motion, aerodynamics ● radiation, particles, sound, light and waves.


Level 3


● further develop and achieve functional skills in English, mathematics and ICT ● use real-life examples that contextualise engineering principles ● experience engineering outside the school/college environment including in the workplace ● study engineering in local, national and global contexts to appreciate the importance of the engineering sector and its contribution to

society and the economy ● experience local contextualisation in terms of engineering companies and businesses ● become aware of the range of activities undertaken by the different engineering sectors (See • LE3 and LE5 ) ● study innovative engineering designs and new technologies (See • CT1 ) ● recognise the importance of health and safety in all engineering activities (See • SM4 ) ● undertake focused engineering tasks and solve engineering problems that develop skills, knowledge and understanding in relation to

engineering materials, equipment and technology ● experience the use of computers in a range of engineering applications ● recognise the importance of sustainability in engineering developments ● work individually and in teams, taking on different roles and responsibilities ● use mathematical modelling and mathematical techniques to solve engineering problems ● conduct scientific experiments in order to investigate engineering principles and solve engineering problems.







and evidence.







to others.











relationships.
















Team workers

Creative thinkers

Self-managers

Reflective learners



plts in engineering - teachfindarchive.teachfind.com/qcda/orderline.qcda.gov.uk/gemp… · ·...

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