Teacher Notes – Master Class GCSE to AS to A2 ... - Junior University


Teacher Notes – Master Class GCSE to AS to A2 ... - Junior University

Junior University Electronics OSFC

Tutor: Introduction (2m)

Teacher Notes Lesson 2 Service Engineers

• Aim

Provide experience of the service Engineers role.

• Objectives

Listen to 3 Service Engineers and answer

• ‘Why become a Service Engineer?’

Visualize prospects salaries available to Engineers

• ‘How well paid are Engineers?’

Visit a training Academy virtually

• ‘How does the organization work?’

Identify personal skills and relate them to Brain work.

• ‘What skills do I have already?’

Through a case study relate to the needs of basic Science and


• ‘Why is science necessary?’

The role of Psychometric tests in competitive application.

• ‘What does an Aptitude Test look like?’

Visit the Training environment.

• ‘How will I be trained?’

Visit the Professional body supporting Gas Service Engineers.

• ‘Why do I need to be Corgi registered?’

Consider ‘Is the Profession open to ALL ethnic groups’

Tutor: Navigation ( 2m)

Possible Questions for open discussion. Leave ANSWERS open keep to 2


‘What do Service Engineers do?’

‘Why do Service Engineers apply for the job, How well paid are they, How do

they apply, Why are tests used at point of applying, What skills and knowledge

do Engineers need, What training takes place (Where and how this occurs).

What is the purpose of the professional bodies.

Brief Tutor guided navigation of interactive site. All actions occur from front

Service Engineers mapping page. This introduction should present the role of the

service Engineer from which brief discussion can occur of chosen facets of job

and application.

Tutor: Guide students to first activity:- 1. Service Engineers

Students to follow links and listen to personal anecdotes given by 3 Service

Engineers, then to return to Activity, during which their observational skills are

tested and they answer ‘Why become a Service Engineer?’

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Junior University Electronics OSFC

Overview and Service Engineers (18m)

Having completed the first study students should be encouraged to visit each of

the main Activities, completing the initial shorter activity, yet being made aware

of the links to more extended sites and studies for further professional practice.

Where time then allows during the 5 lessons students should go back to these

sites and complete the Activities, so extending their depth of understanding,

knowledge and rigour.

2. Salary Tree (4m)

A short activity intended to answer ‘How well paid are Engineers?’ The salaries

quoted are correct for January 2005.

3. The Brain Test (10m + 30m with links)

The initial Brain test is intended to establish whether students are left or right

brained but gives insights into the skills a person uses in every day life. The

results obtained are not rigorous and come from a study of 3 brain types left,

balanced and right A more complete analysis can be completed through

www.Tickle.com however on entering the site the students would be expected to

give personal details including a web contact. The initial registration period can

take up to 6minutes, and leaves the user receiving spam mail. The site still gives a

full analysis of Brain type, which would extend under standing of personality.

The activity is intended to provide some insight into ‘What skills do I have


4. Training (video 5m + 5m Questionnaire)

Through watching the training video and complete the Training Map students

will gain insight into ‘How will I be trained?’ and review vital elements such as

team building.

5. The Science (Case Study 4m → Basic science 6m →Advanced study // what is

a Combi boiler 6m → ‘Greenstar’ study 8m)

This consists of a number of distinct changes in activity. Initially the students

will read about ‘Imran’ a Service Engineer and a typical problem he meets

during the winter months the breaking down of old central heating systems. (

4m) This leads on to a traditional hot water system showing basic convection

currents moving within a closed system. (2m) The students are now encouraged

to check their understanding of the science through a ‘fill in the gaps’ test. (4m)

A tougher exercise now follows where the students go off to Worcester and Bosch

and are able to find out from a single web page the types of Boilers now in use

and in particular look at the advantages of ‘condenser combi boilers’. This is

followed by another ‘fill in the gaps’ test. (12m) and further in depth research

through a technical pdf file on the Greenstar Combi boiler (8m).

Through the exercises the students will use their Science, Research skills and

come to appreciate the need for ‘Why is science necessary’ in the Engineering


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Junior University Electronics OSFC

6. Aptitude Test (6m + 40m with links)

The initial 4 questions in the website are provided as a taster of Psychometric

tests that might be used to test for both practical and thinking ability, and only

take minutes to complete. Students should be encouraged to follow up on these in

order to fully appreciate the range of thinking involved in testing. These should

also provide confidence and not deter a student from similar tests.

The 2 links provided are professional organisations which supply more complete

banks of tests with answers and are more thorough than those provided on the

OSFC site.

Following these 4 questions and links will answer ‘What does an Aptitude Test

look like?’

7. The Engineering Academy (video 3m39s)

This is a chatty video on how the Business of BrGas functions, and provided

background to the organisation as a whole. No questions have been added here,

the overall feel of a working organisation comes over through the video.

8. Corgi (Research 10m + Key word search 2m) Provided as an Extension


This comprises of a set of loose links which a student uses to investigate the Role

of the professional organisation involved with gas installation and maintenance.

At the end of the short study, students are asked to identify 5 key ideas

associated with the role of corgi.

9. Ethnicity ( Extension 4m) Allows students to consider their own ethnic

background and review number of students employed within Engineering in


The initial timings for this lesson exceed the 45m allowed, with key Activities

taking 61m and with the Extension Activities this increases by another 96m. In

practice students move quickly though intranet activities and will have different

threads they will want to follow. This should be allowed for in the use of this

open activity. It can also be used at the end of Lesson 1 where the timing is more

generous and as a top up when students have completed Lessons 4 and 5, when a

number of the personal skills may more fully be appreciated.

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