The Duke of York Award for Technical Education

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1 The Duke of York Award for Technical Education Introduction His Royal Highness the Duke of York has given his name to an Award for Technical Education administered by the Baker Dearing Educational Trust (Baker Dearing). The Duke of York Award recognises achievement in technical education supported by real-world projects, challenges and links with employers. The awards take into account students qualifications, work experience and wider competencies such as communication skills, problem solving and taking responsibility. At the end of Key Stage 4, students may qualify for a Bronze or Silver Award, based on achievements in GCSEs and technical qualifications and an assessment of their wider competencies. The Gold Award is based on level 3 technical qualifications and/or A Levels and, again, an assessment of their wider competencies. Year 13 candidates who fall short of the Gold Award may qualify for a Silver or Bronze Award instead. Every successful candidate receives a certificate bearing the crest of HRH the Duke of York. The certificate also incorporates a QR code, which can be used to access an online personalised record of the qualifications that contributed to the award. What do you mean by competencies? Competencies are the wider skills and personal attributes which help young people move successfully into employment, apprenticeships and higher education and, importantly, to work towards membership of a professional institution in their chosen field. Examples of competencies include finding, understanding and applying information; solving problems; working professionally; taking responsibility; and communication and interpersonal skills. The framework can be found here. Who developed the competency framework? The framework was initially developed by the Engineering Council, Science Council and Gatsby Charitable Foundation. It has been adjusted slightly to fit the curriculum offered by UTCs. The framework introduces young people to the skills, knowledge and personal attributes they will need to demonstrate when they apply for membership of a professional institution representing engineers, technicians, IT specialists or scientists. Some former students of UTCs will join as Registered Technicians (eg EngTech or RSciTech) after further professional development and experience in the workplace. Some will eventually achieve chartered status. 1

2 How are competencies assessed? With the support of their UTC teachers and mentors, students assess and record their own competencies. We have prepared templates for this to help students reflect on what they have learned and describe supporting evidence. Towards the end of Year 11 (age 15-16) or Year 13 (age 17-18), UTC staff review the templates and make a provisional judgement about the level reached (Bronze, Silver or Gold). Candidates are then interviewed by someone other than UTC staff, using the competency framework as a benchmark. Interviewers may include UTC governors, STEM Ambassadors, members of professional institutions, and volunteers from businesses which support the UTC. Baker Dearing provides volunteers with guidance and feedback forms. Each interview lasts around 15 minutes. Volunteers are asked to donate a minimum of half a day of their time and carry out at least 10 interviews. The interview has a dual purpose. First, it is a way of verifying or amending the provisional judgements made by UTC staff. Second, it provides valuable interview practice: many of the questions mimic those asked at job interviews and later, in interviews for membership of a professional institution. If interviewers disagree with the provisional judgements made by UTC staff, Baker Dearing convenes a moderation meeting with the relevant UTC Principal or a senior colleague. How do candidates achieve the Bronze Award? Students achieve the Bronze Award when they: Have been awarded an approved level 1 or 2 Technical Award equivalent in size to a single award GCSE (120 guided learning hours) and Have achieved Grade A* to G passes in at least four GCSEs and Can show evidence that they have achieved the bronze level competencies: Are able to describe: What they have learned as a result of taking part in a team project Have completed at least one week s work experience, either as a single block or spread over a longer period Have clear plans for what they will do next How do candidates achieve the Silver Award? Students achieve the Silver Award when they: Have been awarded one or more approved level 2 Technical Award(s) which require (individually or cumulatively) at least 240 guided learning hours and Have achieved Grade A* to C passes in at least four GCSEs including English and maths and Can show evidence that they have achieved the silver level competencies: 2

3 Are able to describe: What they have learned as a result of taking part in team projects How they tackled a problem during a team project Have completed at least two weeks work experience, either as a single block or spread over a longer period Have clear plans for what they will do next and can describe the options and careers open to them in future How do candidates achieve the Gold Award? Students achieve the Gold Award when they: Have completed a two-year programme of learning which emphasises practical and applied forms of learning, including strong links with employers and Have been awarded at least: Level 3 Technical Level or Applied General Qualification equivalent in size to three A Levels or Level 3 Technical Level or Applied General Qualification equivalent in size to two A Levels and a full A Level or Three full A Levels, at least two of which must be in science, engineering or technology and Have evidence that they have achieved the gold level competencies: Are able to describe: What they have learned as a result of taking part in team projects How they tackled a problem during a team project Have made a formal presentation to an adult audience Have completed at least two weeks work experience, either as a single block or spread over a longer period Have clear plans for what they will do next and can describe the options and careers open to them in future Team projects Team projects must: Be devised and delivered in partnership with one or more employers or a university Last between 2 and 8 weeks Require students to work in teams of between 2 and 6 people Involve a range of skills and abilities including: Enquiry/research, solving problems and delivering a defined outcome (eg. the production of components, completing a complex laboratory experiment, producing a video, making a team presentation to employers, etc) 3

4 The Competency Framework Knowledge, understanding, application, action and professional practice Bronze Silver Gold Abilities Say where you find information relevant to your area of study. Select and use appropriate scientific, technical or engineering information, techniques, procedures and methods to undertake straightforward tasks and explain what you did. Use relevant scientific, ICT or engineering & technology understanding, methods, skills and procedures to complete well-defined, routine tasks. Identify and/or respond to tasks, problems or opportunities and apply appropriate methods to identify causes and to guide the development of satisfactory solutions. Use resources effectively to complete tasks, with consideration for (for example) cost, performance, confidentiality, security, quality and availability, health, safety and environmental impact. Identify whether actions have been effective. Say where you find different types of information that are relevant to the area of study. Interpret and use knowledge of underlying concepts and principles associated with area of study. Analyse and evaluate evidence, identify solutions, make reasoned judgements and draw conclusions. Identify, gather and use appropriate scientific, ICT or engineering & technology information, techniques, procedures and methods to undertake tasks. Explain what you did (and why). Use relevant scientific, ICT or engineering & technology understanding, methods skills and procedures to complete well-defined, generally routine tasks and address straightforward problems. Identify and/or respond to tasks, problems or opportunities and apply appropriate methods to identify causes and to guide the development of Be aware of the nature of the area of study and of different perspectives or approaches within the area of study. Interpret, synthesise and use knowledge of underlying concepts and principles associated with area of study. Assess the validity, reliability and credibility of information. Review, interpret, evaluate and select appropriate scientific, ICT or engineering & technology data, techniques, procedures and methods to undertake tasks, make sound judgements and provide detailed explanations. Use relevant scientific, ICT or engineering & technology understanding, methods and skills to complete tasks and address problems that, while well defined, may be complex and non-routine. Identify and/or respond to tasks, problems and opportunities and apply appropriate diagnostic methods to identify causes and to guide the development of satisfactory solutions. 4

5 satisfactory solutions. Select and use information and other resources effectively to inform actions, with consideration for (for example) cost, performance, confidentiality, security, quality and availability, health, safety and environmental impact. Identify how effective actions have been. Be aware of the concept of continuous performance improvement. Select, organise and use information and other resources effectively to complete tasks, with consideration for (for example) cost, performance, confidentiality, security, quality and availability, health, safety and environmental impact. Review the effectiveness of methods and actions. Be able to describe the concept of and reasons for continuous performance improvement. Supporting evidence e.g. Evidence that you are able to use your initiative and experience to solve a problem or improve a process. Describe something in your work you were involved in which didn t quite work and explain why. Drawing from your direct experience, explain how a piece of equipment, system or mechanism works. Provide an example of how you have used measurement, monitoring and assessment to identify the source of a problem or to identify an opportunity. Show how you chose from a selection of materials, components or equipment. 5

6 Accept and exercise personal responsibility Bronze Silver Gold Assessment evidence e.g. Take responsibility for completing tasks or processes subject to direction or guidance as needed. Work reliably and effectively under supervision and, where applicable, follow appropriate codes of practice (eg. health and safety). Accept responsibility for the quality of your own work and understand how it might affect other people s work. Take responsibility for completing tasks or processes. Exercise autonomy and judgement subject to overall direction or guidance. Work reliably and effectively without close supervision and, where applicable, following appropriate codes of practice (eg. health and safety). Accept responsibility for the quality of your own work and the work of others. Take responsibility for initiating and completing tasks or processes, including, where relevant, responsibility for supervising or guiding others. Exercise autonomy and judgement within limited parameters. Work reliably and effectively without close supervision and, where applicable, follow appropriate codes of practice. Accept responsibility for the quality of your own work and the work of others. Describe a time when you have accepted personal responsibility for seeing a process through to completion within agreed targets. Explain how you have helped others with their work. You can also use evidence from outside the UTC (eg team sport, Duke of Edinburgh Award, etc). 6

7 Communication and interpersonal skills Bronze Silver Gold Communicate technical and other information appropriately and effectively. Work effectively and appropriately with staff and other students. Communicate technical and other information appropriately and effectively. Work effectively and appropriately with staff, other students and external contacts (eg. employers). Make a presentation to UTC staff and students. Communicate technical and other information appropriately and effectively. Work effectively and appropriately with staff, other students and external contacts (eg. employers). Make a presentation to external contacts. Assessment evidence e.g. Show you can contribute to discussions; summarise information; develop different types of documents (eg reports, drawings, instructions, etc). Work undertaken as part of a team - evidence should show how you contributed to decisions such as deciding what to do and how to do it, and how you worked with team members to adjust plans in the light of events (eg setbacks). Evidence of presentations (eg Powerpoints). 7

8 Professional standards Bronze Silver Gold Know about essential codes of conduct and practice (eg. health and safety). Know about relevant codes of conduct and practice. Follow instructions on (eg.) safe working practices. Demonstrate awareness of good practices that protect other people and the environment from harm. Know what professional institutions do, and name at least one which is relevant to your chosen area of study. Use and apply safe working practices. Undertake your work in a way that helps protect other people and the environment (eg. recycling waste materials). Explain the concept of continuing professional development. Comply with relevant codes of conduct and practice. Know which professional institutions might consider you as a member in due course. Use, apply and supervise safe working practices. Explain sustainability and describe how your work contributes to it. Carry out continuing professional development. Assessment evidence e.g. Show that you understand the term Code of Conduct. Show that you know about one or more professional institutions (their names; what they do etc). Evidence of applying current safety requirements, such as examples of good practice you adopt in your work. Examples of actions you take to minimise risks to other people (eg. health, safety, the environment). Demonstrate that you keep yourself up to date by studying new techniques, using on-line resources, reading magazines etc. 8