entry level certificate - abbot's lea school · 2017-05-03 · there are two alternative...

Entry Level Certificate

Specification Design and Technology Electronics and Systems (5941) Food Technology (5942) Graphic Products (5943) Product Design (5944) Resistant Materials (5945) Textiles Technology (5947)

Our specification is published every year on our website (http://www.aqa.org.uk). We will let centres know in writing about any changes to the specification. We will also publish changes on our website. The definitive version of our specification will always be the one on our website, this may differ from printed versions. You can get further copies of this specification from: AQA Logistics Centre (Manchester) Unit 2 Wheel Forge Way Ashburton Park Trafford Park Manchester M17 1EH Or, you can download a copy from our website (www.aqa.org.uk). Copyright © 2010 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications, including the specifications. However, registered centres for AQA are permitted to copy material from this specification booklet for their own internal use. The Assessment and Qualifications Alliance (AQA), is a company limited by guarantee registered in England and Wales (company number 3644723), and a registered charity (registered charity number 1073334). Registered address: AQA Devas Street, Manchester M15 6EX

ELC Design and Technology for certification from June 2013 (Version1.0)

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Contents 1 Introduction 3 1a Why choose AQA? 3

1b Why choose Entry Level Design and Technology? 4

1c How to start using this specification 4

1d How can I find out more? 5

2 Specification at a Glance 6

2a Specification at a Glance 6

2b Summary of Assessment 7

3 Subject Content 11 3a Rationale 11

3b Individual Component Unit Content 12

4 Scheme of Assessment 33 4a Aims 33

4b Assessment Objectives 34

4c Requirements 34

4d Differentiating Factors 35

4e National criteria 35

4f Previous learning requirements 36

4g Equality, access and inclusion 36

4h Progression 36

5 Administration 37 5a Availability of assessment units and certification 37

5b Entries 37

5c Private candidates 37

5d Access arrangements, reasonable adjustment and special consideration 38

5e Examination language 38

5f Qualification titles 39

5g Certification and reporting results 39

5h Re-sits 39

6 Internally assessed work administration 40 6a Authenticating that internally assessed work is genuine 40

6b Malpractice 41

6c Teacher standardisation 41

6d Internal standardisation 42

6e Annotation of internally assessed work 42

6f Submitting confirmation of achievement 42


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6g

Factors affecting individual candidates

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6h Keeping candidates’ work 43

7 Moderation 44 7a Moderation procedures 44

7b Procedures after moderation 44

Appendices 45 A Grade Descriptors 45

B Spiritual, Moral, Ethical, Social, Legislative, Sustainable Development, Economic and Cultural Issues, and Health and Safety Considerations 46

C Record Forms 46

D Wider Key Skills – Teaching, developing and providing opportunities for generating evidence 47

E Accrediting achievement of individual Entry Level Certificate component units through the Unit Award Scheme 48


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1 Introduction 1a Why choose AQA?

We are proud to be one of the United Kingdom’s largest awarding bodies with 3.5 million students sitting their examinations with us in any given year. As an independent registered educational charity, we invest all our income in the running of our examinations and in research and development to improve our qualifications and services. We focus on promoting education for the benefit of the public, drawing on years of experience of setting and marking public exams. We don’t aim to profit from education, we want you to. We are committed to delivering a straightforward and simple teaching experience, in a manageable timescale. Why choose AQA’s Entry Level Qualifications?

We work closely with teachers to make sure the introduction of a new qualification is straightforward, providing free resources to help them get ready to teach, and ongoing support throughout the life of the qualifications. We refine and develop qualifications which:

can help students to achieve their full potential are relevant to today’s challenges are manageable for schools and colleges facilitate progression are affordable and value for money.

Other benefits of choosing our qualifications include:

access to subject departments training for teachers, including practical teaching strategies and methods, presented by senior examiners support for internal assessment 24 hour support through our website and Ask AQA – which is an on-line searchable bank of frequently

asked questions a wide range of printed and electronic resources.

If you are already a customer we thank you for your support. If you are thinking of joining us we look forward to welcoming you.


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1b Why choose Entry Level Design and Technology?

This specification has been designed to provide an appropriate qualification for candidates with special needs, or those who benefit from following specific component units of work in a clearly focused framework which allows them to develop and practice their designing and making skills. It offers opportunities for these candidates to work alongside others following a GCSE course in Design and Technology. The specification offers flexibility for both teacher and student, allowing candidates to study 5 different specialist areas within Design and Technology and also to choose between a specialist qualification in one area or a broader Product Design qualification. This new specification has retained all the successful aspects of the previous specification, whilst at the same time being updated and streamlined to simplify the structure for administration and broadening the topics to allow more variety within component units. The changes are in response to a desire to make the specification more user-friendly for teachers and to give more freedom of choice to students. This specification allows progression opportunities for students in several ways. Year 9 candidates are regularly following the specification to give them grounding in structured work before progression to GCSE. It is also run as a dual specification, being embedded within the larger GCSE course which allows candidates to determine their strengths and ensure they are entered for the most appropriate qualification for their abilities. This qualification is aimed at candidates who are unable to fulfil the requirements of a two year GCSE course. This specification is unique in offering the candidates the flexibility of choosing between two alternative pathways through the specification. Candidates can choose to follow pathway one which allows them to mix and match the four units of work across the subject areas to obtain a generic Design and Technology: Product Design qualification. Alternatively they may choose to follow pathway two and specialise in a particular Design and Technology subject area and obtain a subject specialist qualification in that subject area, e.g. Design and Technology: Resistant Materials.

1c How to start using this specification

You need to register at www.aqa.org.uk/askaqa.php to ensure that you receive regular updates and have access to the various resources available.

Once you have decided to enter candidates you need to tell us so we can make sure that you get all

the material you need for the assessments. This is very important where assessment material is sent to you before the final entry deadline. You can let us know by filling in the appropriate ‘Intention to Enter’ and ‘Estimated Entry’ forms. If your centre is registered on e-AQA you will receive an email prompting you to submit entry information on-line. If you are not e-AQA registered we will send copies to your exams officer. Both forms can be downloaded from our website (www.aqa.org.uk/admin/p_entries.php).

If your centre has not used AQA for any examinations in the past, please contact our centre approval

team at [email protected].


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1d How can I find out more?

You can choose to find out more about this specification or the services that AQA offer in a number of ways. Ask AQA You have 24-hour access to useful information and answers to the most commonly asked questions at www.aqa.org.uk/askaqa.php. If the answer to your question is not available, you can submit a query through Ask AQA for our team. We will respond within 2 working days. Speak to your subject team You can talk directly to the Design and Technology subject team about this specification either by emailing [email protected] or by calling 0161 953 1180. Latest information online You can find out more including the latest news, how to register for support and downloadable resources, on our website at www.aqa.org.uk.


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2 Specification at a Glance 2a Specification at a Glance

This is the only specification in this subject offered by AQA.

Three levels of award are available: Entry 1, Entry 2 and Entry 3.

The scheme of assessment is not tiered.

There are two alternative pathways through this specification (see section 4c for details).

Candidates should submit for assessment and moderation evidence from four component units as follows:

Externally-Set Component Units 50% of total marks

Candidates should submit evidence for the two compulsory Externally-Set Component Units. Unit 1: Health and Safety in Design and Technology (Generic) Unit 2: Evaluating Existing Products (Generic)

Teacher-Controlled Component Units 50% of total marks

Entry Level Certificate

Candidates should submit evidence for two of the following optional Teacher-Controlled Component Units.

Unit 3 – Systems and Control in Design and Technology (Generic) Unit 4 – Food Handling, Preparation and Storage (FT) Unit 5 – Preparing Food for a Specified Function (FT) Unit 6 – Food Grains from Source to Table (FT) Unit 7 – Design and Make a Wooden Product (RMT) Unit 8 – Design and Make an Acrylic Product (RMT)

Unit 9 – Design and Make a Metal Product (RMT) Unit 10 – 2D and 3D Drawing (GP) Unit 11 – Using Colour in Design (GP) Unit 12 – Disassembly and Investigating Packaging (GP) Unit 13 – Disassembly and Investigating a Fashion Accessory (TT) Unit 14 – Enhancement of Fabrics through the Application of Colour, Pattern or Texture (TT) Unit 15 – Design and Make a Fabric Bag (TT) Unit 16 – Building Circuits from Basic Components (E&S) Unit 17 – Using Electronic Modules (E&S) Unit 18 – Making a Mechanical Model (E&S) Unit 19 – Using Robots (E&S)

Either: D&T: Product Design

Or D&T: Food Technology Or D&T: Resistant Materials Or D&T: Graphic Products Or D&T: Textiles Technology Or D&T: Electronics & Systems


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2b Summary of Assessment

There are two possible pathways through this specification: Pathway 1: Product Design Candidates may choose to follow a Product Design pathway, and attain a qualification which will be entitled ‘Design and Technology: Product Design’, by completing the externally-set compulsory units 1 and 2 in any of the Design and Technology specialist areas together with any two of the teacher-controlled optional units. e.g. Design and Technology: Product Design Externally-Set Unit 1 – Health and Safety In Design and Technology (RMT) Externally-Set Unit 2 – Evaluating Existing Products (GP) Teacher-Controlled Unit 4 – Food Handling, Preparation and Storage (FT) Teacher-Controlled Unit 15 – Design and Make a Fabric Bag (TT) Pathway 2: Specialist Area Alternatively, candidates may choose to specialise in a particular area, to attain a specific qualification, e.g. Textiles Technology. There are five certificates titled as follows: Design and Technology: Food Technology Design and Technology: Resistant Materials Design and Technology: Graphic Products Design and Technology: Textiles Technology Design and Technology: Electronics and Systems To attain a subject specific qualification, candidates need to choose both the externally-set units and the teacher-controlled units from the specific subject area in which they wish to gain their qualification. Selecting across the complete range of subject areas is not allowed in this pathway. e.g. Design and Technology: Graphic Products Externally-Set Unit 1 – Health and Safety in Design and Technology (GP) Externally-Set Unit 2 – Evaluating Existing Products (GP) Teacher-Controlled Unit 10 – 2D and 3D Drawing (GP) Teacher-Controlled Unit 12 – Disassembly and Investigating Packaging (GP)


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The subject content may be taught through a range of realistic and practical contexts, which could include the home, recreation, school, the community, public services, business and industry. The subject content is defined by the following 19 component units: Externally-Set Unit 1 Health and Safety in Design and Technology (Generic) Externally-Set Unit 2 Evaluating Existing Products (Generic) Teacher-Controlled Unit 3 Systems and Control in Design and Technology (Generic) Teacher-Controlled Unit 4 Food Handling, Preparation and Storage (FT) Teacher-Controlled Unit 5 Preparing Food for a Specified Function (FT) Teacher-Controlled Unit 6 Food Grains from Source to Table (FT) Teacher-Controlled Unit 7 Design and Make a Wooden Product (RMT) Teacher-Controlled Unit 8 Design and Make an Acrylic Product (RMT) Teacher-Controlled Unit 9 Design and Make a Metal Product (RMT) Teacher-Controlled Unit 10 2D and 3D Drawing (GP) Teacher-Controlled Unit 11 Using Colour in Design (GP) Teacher-Controlled Unit 12 Disassembly and Investigating Packaging (GP) Teacher-Controlled Unit 13 Disassembly and Investigating a Fashion Accessory (TT) Teacher-Controlled Unit 14 Enhancement of Fabrics through the Application of Colour, Pattern or Texture (TT) Teacher-Controlled Unit 15 Design and Make a Fabric Bag (TT) Teacher-Controlled Unit 16 Building Circuits from Basic Components (E&S) Teacher-Controlled Unit 17 Using Electronic Modules (E&S) Teacher-Controlled Unit 18 Making a Mechanical Model (E&S) Teacher-Controlled Unit 19 Using Robots (E&S) For further details, refer to each specific component unit as appropriate.


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Externally-Set Component Units Component Units 1 and 2 form the externally-set components, thus requiring a specified object for study/manufacture in the component unit. Component Unit 1, Health and Safety in Design and Technology, requires the study to take place in the specialist area of the unit, whilst Component Unit 2, Evaluating Existing Products, requires a specific object to be studied. These are listed below and cannot be varied.

Design and Technology:

Externally-Set Component Unit 1: Health and Safety in Design and

Technology

Externally-Set Component Unit 2:

Evaluating Existing Products

Food Technology Biscuits, pancakes or savoury snack

Bread product, pastry product or savoury sauce

Resistant Materials

Plastic key tag, door marker or jewellery item

Torch, MP3 player or battery powered drill

Graphic Products Business card, letter head or CD cover

Ball pen, felt marker or DVD case

Textiles Technology Soft toy, pencil case or draw-string bag

Handbag, hat or gloves

Electronics and Systems

Switched circuit for a light, motor or other device

Calculator, mobile phone or smoke alarm

Product Design Any one of the above Any one of the above

Teacher-Controlled Component Units Candidates should then choose another two units from the remaining 17 available. Details of the units are given in Section 3b. These will also be assessed by the teacher and moderated by AQA. Structure of Each Component Unit Each component unit contains a number of sections. The Component Unit Description indicates the learning objectives and processes involved. Emphasis is placed in each component unit in this specification on active learning including, where appropriate, practical and group work. The Procedures for Making and Recording Assessments indicate the person(s) responsible for the assessment of each outcome, the technique(s) or assessment used and the place where assessments are recorded. The numbers in brackets refer to the outcomes to be accredited. The outcomes of a component unit specify the abilities, areas of knowledge, understanding and experiences which are to be accredited The evidence section of the component unit specifies the evidence which must be offered by the centre to demonstrate the student’s achievement of the outcomes. All the outcomes must be met where separate unit accreditation is required (for AQA’s Unit Award Scheme). It is expected that the units will be undertaken in a variety of contexts and make full use of the practical applications and possibilities of Design and Technology.


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3 Subject Content Subject Content

Centres wishing to enter candidates for the complementary Unit Award Scheme units should check the outcomes/evidence required and the procedures for making and recording assessments etc at http://web.aqa.org.uk/qual/uas.php.

3a Rationale

It is recognised that GCSE Design and Technology is too demanding for some candidates. ELC Design and Technology is designed as an alternative qualification that offers candidates who are unlikely to achieve grade G in GCSE Design and Technology the opportunity to achieve a certificated award. This specification has been designed to build on work undertaken at Key Stage 3. The specification has been developed with reference to National Curriculum Attainment Targets and GCSE subject criteria for Design and Technology. It is intended that it can be used in conjunction with any GCSE Design and Technology specification, particularly those offered by AQA. It therefore offers opportunities for candidates to work alongside those following a GCSE course in Design and Technology.


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3b Individual component unit content

(Compulsory) Externally-Set Component Unit 1

Health and Safety in Design and Technology

Component Unit Description

This component unit is designed to introduce the student to Health and Safety issues in the school/college and the work area. The student will learn of Health and Safety issues and be able to identify a number of these. The student will suggest remedies for these issues, identify areas of concern in a making project, and work safely while making and completing the product/object. The student will draw up Health and Safety rules for the work area, design a poster, take part in a Health and Safety simulation exercise and write up the procedure for a Health and Safety incident.

Procedures for Making and Recording Assessment

Assessed by the teacher through inspection of the student’s folder of work containing worksheet(s) (2 – 4, 7), poster (8) and written statement (10), and by teacher signatures (1, 5, 6, 9). All assessments recorded on an AQA Check List The numbers in brackets refer to the outcomes to be accredited.

Outcomes to be Accredited

In successfully completing this component unit the student will have demonstrated the ability to:

1 participate in a discussion about Health and Safety issues in the work area

2 identify four areas of hazard on a given diagram

3 suggest a remedy for each of the areas of hazard identified on the diagram

4 identify four areas of hazard prior to making the product/object

5 work safely while making the specified product/object

6 complete the specified product/object

7 draw up a set of four safety rules for his/her work area

8 design a poster to illustrate at least one safety rule

9 participate in a Health and Safety simulation exercise

10 describe in writing the procedure for one specific Health and Safety related incident.


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Evidence to be offered

The evidence can be provided through a folder of work containing:

teacher signature (1, 5, 6, 9). student completed worksheet(s) (2 – 4, 7) student poster (8) student written statement (10)

Externally-Set Product/ Object for Study

The product/object to be made in this component unit is one of the following:

Food Technology

Biscuits, pancakes or savoury snack

Resistant Materials

Plastic key tag, door marker or jewellery item

Graphic Products

Business card, letter head or CD cover

Textiles Technology

Soft toy, pencil case or draw-string bag


Switched circuit for a light, motor or other device

Product Design

Any one of the above


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(Compulsory) Externally-Set Component Unit 2

Evaluating Existing Products


This component unit is designed to introduce the student to the process of evaluating an existing product or products. The student will talk about and recognise characteristics. The student will choose a product to evaluate, produce a checklist with which to evaluate it and suggest two areas of success and two of improvement. The student will produce a checklist to compare and contrast two similar products, write a report on the findings and present them to a group.


Assessed by the teacher through inspection of the student’s folder of work containing worksheet(s) (2 – 9), and by teacher signatures (1, 10). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.


In successfully completing this component unit the student will have demonstrated the ability to:

1 recognise characteristics of products through discussion

2 describe the characteristics of a given product by completing a worksheet

3 give a reason for choosing a specific product to evaluate

4 provide a checklist of characteristics to use in the evaluation of the chosen product

5 identify two ways in which the chosen product is successful

6 identify two ways in which the chosen product could be improved

7 produce a checklist of characteristics to compare and contrast two similar products

8 use the checklist to compare the products

9 complete a short report on the evaluation process

10 present the work to a small group.


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teacher signature (1, 10) student completed worksheet(s) (2 – 9)

Externally-Set The product/object to be evaluated in this component unit is one Product/Object of the following: for Study

Food Technology

Bread product, pastry product or savoury sauce

Resistant Materials

Torch, MP3 player or battery-powered drill

Graphic Products

Ball pen, felt marker or DVD case

Textiles Technology

Handbag, hat or gloves


Calculator, mobile phone or smoke alarm

Product Design

Any one of the above


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(Optional) Teacher-Controlled Component Unit 3

Systems and Control in Design and Technology


This component unit is designed to introduce the student to the concepts of Systems and Control. The student will understand the concept of systems and will design a simple system. The student will plan a system for implementation in manufacture. The student will make the object, evaluate it and work in a safe manner under supervision.


Assessed by the teacher through inspection of the student’s folder of work containing worksheet(s) (1 – 5, 7) and written statement (10), and teacher signatures (6, 8, 9). All assessments recorded on an AQA Check list. The numbers in brackets refer to the outcomes to be accredited.


In successfully completing this component unit the student (as appropriate) will have demonstrated the ability to:

1 identify the components of a system

2 design a simple system for the production of a product/object

3 plan a simple system for making the given product/object

4 produce a flow chart of the production system

5 identify input, process and output within the system

6 by way of a video/DVD, or visit, or simulation, recognise the use of systems and control in mass or batch production in industry

7 plan the manufacture of the product/object

8 follow the plan to make the product/object

9 work in a safe manner under supervision

10 write an evaluation of the making of the product/object.



teacher signature (6, 8, 9) student completed worksheet(s) (1 – 5, 7) student written statement (10)

This is a optional generic component unit and should be applied to either: Pathway 1: Design and Technology: Product Design Or Pathway 2: Design and Technology: Specialist Area


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(Optional)

Teacher Controlled Component Unit 4

Food Handling, Preparation and Storage


This component unit is designed to introduce the student to food handling, preparation and the storage of food. The student will learn about food spoilage and storage. The student will suggest remedies for these issues, identify areas of concern in a making project and identify and state the steps necessary for the safe handling of food, showing the correct storage of perishable and dry food. The student will select a food dish suitable for freezing and work safely while making the product for freezing, as well as stating the operating temperature of a refrigerator and where to store foods in the refrigerator.


Assessed by the teacher through inspection of the student’s folder of work containing worksheets, (3 – 7, 9) and diagram (1) and annotated diagram (10) and by teacher signatures (2, 8). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.



1 draw a diagram which shows the temperatures at which food is at risk from spoilage

2 store three specified foods in the appropriate places

3 list three personal hygiene rules to be followed when preparing food

4 identify three contributory factors to food poisoning

5 identify four steps necessary to ensure the safe handling of food

6 complete a chart to show the correct storage of two categories of food

7 select a food dish which is suitable for home freezing

8 prepare the chosen food dish

9 state the operating temperature of a domestic refrigerator

10 annotate a given diagram of a domestic refrigerator to show where five specified foods should be stored.


The evidence can be provided through a folder of work containing: student completed diagram (1) teacher signature (2, 8) student completed worksheet(s) (3 – 7, 9) student annotated diagram (10)


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(Optional)

Teacher-Controlled Component Unit 5

Preparing Food for a Specified Function


This component unit is designed to introduce the student to preparing food for a specified function. The student will learn about the types of functions at which food is served. The student will choose a suitable dish to prepare for a chosen function giving a reason for its suitability. The student will plan a flow chart and prepare and cook the chosen dish. The student will calculate the quantities needed for twelve people. The student will produce a menu card to attract the target audience.


Assessed by the teacher through inspection of the student’s folder of work containing worksheet(s) (2, 3, 4, 6, 7, 9) list (5) and menu card (10) and teacher signatures (1, 8). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.



1 participate in a discussion about the types of functions at which food is served

2 choose one function from a given list

3 identify one food dish that will be served at the specified function

4 give one reason why the food dish is suitable for the specified function

5 produce a list of ingredients needed to make the chosen dish

6 calculate the portion size of the dish

7 plan a simple flow chart for making the dish

8 prepare and cook the planned dish

9 work out the quantities needed to make the dish serve twelve people

10 design a menu card which includes three food dishes for the specified function which would attract the target audience.



teacher signature (1, 8) student completed worksheet(s) (2, 3, 4, 6, 7, 9) student produced list (5) student-produced menu card (10)


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Food Grains from Source to Table


In this component unit the student will learn through investigation and practical activity how a cereal is developed from raw materials into secondary product (cereals). Students will learn about types of cereal. The student will identify products made from a chosen cereal and plan a flow diagram for making one of the products. The student will make the product. The student will learn about primary to secondary processing of a cereal. The student will conduct a survey to find out which is the most popular breakfast cereal product and produce a bar chart to show the findings. The student will design a label for the cereal product produced.


Assessed by the teacher through inspection of the student’s folder of work containing worksheet(s) (3 – 5), annotated diagram (8), bar chart (10), survey, (9), label (6), sketch (2) and by teacher signatures (1, 7). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.



1 select a cereal for study from a given range

2 sketch the selected cereal

3 identify three products produced from the chosen cereal

4 select a cereal product to make from raw material

5 plan a flow diagram for making the cereal product to include preparation and cooking times

6 design a suitable label for the cereal product

7 produce the cereal product

8 complete a given manufacturing flow diagram for making a primary cereal product into a secondary product

9 conduct a survey to find out which is the most popular breakfast cereal product

10 produce a bar chart to show the results of the survey.


The evidence can be provided through the folder of work containing: teacher signature (1, 7) student annotated diagram (8) student completed worksheet(s) (3 – 5) student designed label (6) students survey (9) student sketch (2) student completed bar chart (10)


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. (Optional) Teacher-Controlled Component Unit 7

Design and Make a Wooden Product


This component unit is designed to introduce the student to working in wood, including methods of construction. The student will make a choice and produce design sketches. The student will develop one of their ideas and manufacture the components. The student will complete and apply a finish and write an evaluation of their product.


Assessed by the teacher through inspection of the student’s folder of work containing worksheet(s) (1 – 3, 9), and by teacher signatures (4 – 8, 10) and photograph(s) (5 – 8). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.



1 suggest /choose a method of construction for a wooden product

2 sketch three outline designs for this wooden product

3 choose one of the designs and develop it in preparation for making the wooden product

4 mark out the timber using appropriate methods

5 cut out the material using appropriate tools

6 smooth and shape the pieces of wood

7 join the wooden parts together using appropriate methods

8 apply a suitable finish to the wooden product

9 evaluate the finished product

10 work safely with wood-working tools.



student completed worksheet(s) (1 – 3, 9) teacher signatures (4 – 8, 10) single photograph of completed product (5 – 8)


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Design and Make an Acrylic Product


This component unit is designed to introduce the student to working with acrylic. Students will generate some designs, choose an object to make and give a reason for this choice. The student will develop the design and make the object. The student will heat mould, decorate, evaluate and show knowledge of plastic-forming methods.


Assessed by the teacher through inspection of the student’s folder of work containing worksheet(s) (1 – 3, 10) and written statement (9) and by teacher signatures (4 – 8) and photographs (5, 7, 8). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.


In successfully completing this unit the student (as appropriate) will have demonstrated the ability to:

1 produce three design sketches for an object in acrylic

2 decide which acrylic object to make and give a reason why

3 develop one final design in detail from the three sketches

4 mark out and cut the acrylic to the desired shape

5 smooth the edges of the acrylic by using hand and/or machine


7 heat and mould the acrylic to the desired shape

8 decorate the object, e.g. using transfers, stick-ons or markers

9 complete a written evaluation of the acrylic object

10 describe two different moulding techniques for plastics.


The evidence can be provided through a folder of work containing: student completed worksheet(s) (1 – 3, 10) teacher signatures (4 – 8) single photograph of completed object (5, 7, 8) student written statement (9)


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Design and Make a Metal Product


This component unit is designed to introduce the student to working with metal. Students will design and make a metal product that will have to be joined or assembled. Students will generate some designs, choose an object to make and give a reason for this choice. The student will develop the design and make the object, including simple bending. The student will use some form of fixing to join pieces together.


Assessed by the teacher through inspection of the student’s folder of work containing worksheet(s) (2, 10) written statement (9), sketches (1, 3) and teacher signatures (4 – 8). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.



1 produce three design sketches for a metal product

2 decide which metal product to make and give a reason for this choice

3 develop one final design in detail from the three sketches

4 mark out and cut the metal to the desired shape

5 form the metal by hand and/or machine


7 join the metal pieces by the preferred method

8 finish the metal product, e.g. by polishing, spray painting etc

9 complete a written evaluation of the metal product

10 describe two different metal joining techniques.



student completed worksheet(s) (2, 10) teacher signatures (4 – 8) single photograph of completed object (8) student written statement (9) student sketches (1, 3)


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(Optional)

Teacher-Controlled Component Unit 10

2D and 3D Drawing


This component unit is designed to introduce the student to Graphic Products – 2D and 3D. The student will learn to use freehand drawing techniques to produce a basic 2D construction to be used for graphical communication. The student will work more effectively in 2D and use instruments, including pen and pencil, to attempt a 3D drawing. The student will produce a coloured and shaded 3D drawing. The use of ICT and graphics software is regarded here as “techniques” and “instruments” and thus may be used in the production of this component unit of work.


Assessed by the teacher through teacher signature (5) and by inspection of the student’s folder of work containing student-completed worksheets (2, 8, 10) sketches (1, 3, 4, 6) and drawing(s) (7, 9). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.


In successfully completing this component unit the students (as appropriate) will have demonstrated the ability to:

1 attempt at least four simple 2D drawings or sketches

2 identify one shape or drawing and re draw it in more detail

3 complete effectively a neat 2D drawing or sketch

4 attempt a 3D drawing relating to the 2D drawing or sketch

5 use basic instruments when attempting the 3D drawing

6 use pen and/or pencil effectively in the presentation of the work

7 complete a neat and recognisable 3D drawing

8 describe the purpose of two pieces of equipment used to produce either the 2D or the 3D drawing

9 apply colour and/or shading effectively to enhance the drawings

10 produce a simple summary of his/her work.


The evidence can be provided through a folder of work containing: student completed worksheet(s) (2, 8, 10) student completed sketches (1, 3, 4, 6) teacher signature (5) student completed drawing(s) (7,9)


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Using Colour in Design


This component unit will introduce the student to the use of colour on a pattern or two-dimensional picture they will have produced using drawing equipment. The student will select light and/or dark colours and apply them to a given drawing. The student will mix and neatly apply primary or secondary colours to the pattern or picture. The student will produce another simple two-dimensional picture or pattern using drawing equipment and apply either warm or cool colours to that pattern or picture. The use of ICT and graphics software is regarded here as “techniques” and “instruments” and thus may be used in the production of this component unit of work.


Assessed by the teacher through inspection of student’s folder of work containing the student’s completed worksheet(s) (1, 4, 5, 9) and drawing(s) (2, 3, 6 – 8, 10). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.


In successfully completing this unit the student (as appropriate) will have demonstrated the ability to:

1 list three colours of their choice

2 colour in a given drawing or pattern using tones of their chosen colours

3 use instruments to divide and lay out a two-dimensional drawing or pattern

4 make a list of primary or secondary colours

5 identify the primary and/or secondary colours to use on the drawing or pattern

6 colour in the drawing or pattern using the colours they have identified

7 complete a drawing or pattern that has primary and/or secondary colours neatly applied

8 use drawing equipment to produce a different drawing or pattern

9 identify the warm and/or cool colours to use on the drawing or pattern

10 neatly apply either of these colours to the drawing or pattern.



student completed worksheet(s) (1, 4 – 5, 9) student completed drawing(s) (2 – 3, 6 – 8, 10)


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Disassembly and Investigation Packaging


This component unit will introduce the student to commercially produced packages. The student will produce a simple package to hold a single item, applying graphics and information to the package. The student will select an example of packaging from a given range of commercially produced packages. The student will investigate the package, identify the product information, how the package is fixed together, and list the graphics used on the package. The student will use the information gained to plan out a package to contain a single item. The student will produce a package to contain a single item, adding relevant graphics and product information to the package. ICT may be used as appropriate in the production of the outcomes.


Assessed by the teacher through inspection of student’s folder of work containing student-completed worksheet(s) (2, 4, 6, 7, 9) and student diagram (5, 8, 10) and by teacher signature (1, 3). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.



1 select an example of packaging from a given range

2 identify the information listed on the package

3 investigate the chosen package by taking it apart

4 draw around the package and add four measurements

5 produce a simple drawing of a package to contain a single item

6 identify how the package could be fixed together

7 list the items of graphics/information found on commercially produced item packaging

8 produce a neat surface development/net of a package to contain a single domestic item

9 identify three essential items of graphics/product information required on the package

10 neatly apply the graphics and product information to the packaging.



teacher signatures (1, 3) student completed worksheet(s) (2, 4, 6, 7, 9) student diagram (5, 8, 10)


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Disassembly and Investigating of a Fashion Accessory


In this component unit the student will learn about how fashion accessories are made up from component parts, through investigation. Students will discuss the reasons for the disassembly of a product and select a suitable product from a given range. The student will sketch the product, disassemble the product, and sketch and label the component parts. The students will learn about the function of at least one of the component parts, naming material used and possible developments to improve the product further.


Assessed by the teacher through inspection of student’s folder of work containing worksheet(s) (3, 8-10) sketches (5) and annotated sketches (6, 7) and by teacher signatures (1, 2, 4). All assessments recorded on an AQA Summary Sheet. The numbers in brackets refer to the outcomes to be accredited.



1 participate in a discussion about the reasons for product disassembly;

2 select, from a given range, a product to disassemble

3 sketch the product before disassembly

4 disassemble the product

5 sketch the component parts

6 label the component parts

7 annotate the sketch to indicate the function of at least one component part

8 name at least one material used in the product

9 identify one reason why the material used in the product is a good choice

10 suggest one possible development which could be made to the product to improve its function.



teacher signatures (1, 2, 4) student-completed worksheet(s) (3, 8 – 10) student-produced sketches (5) student-annotated sketches (6, 7)


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Enhancement of Fabrics through the Application of Colour, Pattern

or Texture


In this component unit the student will learn through teacher instruction and practical activity to demonstrate ways in which fabric can be enhanced through the application of colour, pattern or texture. Students will discuss ways of enhancing fabrics and identify a specific occasion for which a fabric may be produced. Students will select one technique and the tools and equipment needed to carry it out. The student will set up a safe working environment and prepare the fabric. The student will work safely to produce a sample of the technique chosen and suggest one improvement to it. The student will also learn about industrial printing.


Assessed by the teacher through inspection of student’s folder of work containing worksheet(s) (4, 5, 7, 9) and photograph of sample (8) and diagram (10) and by teacher signature (1 – 3, 6). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.



1 participate in a discussion about the ways in which fabric can be enhanced

2 identify a specific occasion for which a fabric may be produced

3 select one enhancing technique, e.g. tie dye, which is suitable for the specific occasion

4 identify appropriate tools and equipment needed for the technique

5 describe how to set up a safe working environment

6 prepare the fabric prior to the application of colour, pattern or texture

7 produce a safety checklist for use when making the product

8 produce one sample of enhanced fabric

9 suggest one development to improve the quality of the outcome

10 complete a given flow diagram to show the stages of one industrial method of printing fabric.


The evidence can be provided through the folder of work containing: teacher signatures (1 – 3, 6) student-completed worksheet(s) (4, 5, 7, 9) photo of student-produced sample (8) student-completed diagram (10)


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Design and Make a Fabric Bag


In this component unit the student will make a fabric bag. Students will learn about different types of fabric-constructed bags that could hold different objects. Students will research different designs and then design their own bag. The student will produce the paper pattern for the bag. The students will make the bag following their order of work and use the correct equipment.


Assessed by the teacher through inspection of student’s folder of work containing worksheet(s) (3, 5, 8, 9), design(s) (4), pattern piece(s) (6) and photograph(s) (10) and by teacher signature (1, 2, 7). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.



1 participate in a discussion about different types of fabric-constructed bags which could hold various items

2 identify the item(s) to be held in the containers

3 research one existing design and make comments on its fitness for purpose

4 produce two designs for a bag

5 select the most suitable design and give two reasons for the choice

6 produce a paper pattern to make the chosen bag

7 select and cut out the fabric for the chosen bag

8 make a list of equipment needed to make the bag

9 plan an order of work for making the bag

10 make the bag.


The evidence can be provided through the folder of work containing:

student produced design(s) (4) student completed worksheet(s) (3, 5, 8, 9) teacher signatures (1, 2, 7) photograph of a student’s bag (10) student produced pattern piece(s) (6)


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Building Circuits from Basic Components


This component unit is designed to introduce the student to working with electronic components. The student will learn about basic components and their symbols. The student will design and construct a circuit using a non-solder method, and be aware of the function of components. The student will solder components together in a further circuit and understand safety precautions when soldering.


Assessed by the teacher through inspection of the student’s folder of work containing worksheets (1, 2, 5, 6, 8, 9) diagram(s) (3, 6) photos (4, 7) and by teacher signature (10). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.


In successfully completing this component unit the student (as appropriate) will have demonstrated the ability to

1 recognise the physical appearance of a battery, switch, filament bulb and holder

2 identify the electronic symbols for a battery, switch and filament bulb

3 draw a circuit diagram of a battery, switch, filament bulb connected in series

4 construct the circuit of a battery, switch and filament bulb connected in series using a non-solder method

5 show knowledge of what “insulation” is in relation to wiring

6 draw a circuit diagram of a battery, resistor and LED connected in series

7 construct the circuit of a battery, resistor and LED connected in series using soldering

8 describe the function of one of the components

9 give one safety precaution needed when soldering

10 work safely while constructing circuits.



teacher signature (10) student completed worksheets (1, 2, 5, 6, 8, 9) student diagram (3, 6) photograph (4, 7)


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(Optional) Teacher Controlled Component Unit 17

Using Electronic Modules


This component unit is designed to introduce the student to electronic modules. The student will learn about simple electronic modules and their operation. The student will be able to design a device incorporating a module to perform a useful function. The student will build the device and evaluate its performance.


Assessed by the teacher through inspection of student’s folder of work containing teacher signature (1, 8, 9), student-completed worksheets (2 – 6, 10) photograph (7). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.



1 discuss the use of electronic devices within the home

2 have a knowledge of simple modules (light, sound etc)

3 suggest two possible uses for a module within a device

4 sketch two designs which use the module

5 make a choice as to which to undertake and give a reason

6 develop the final design for the device

7 construct the device


9 test the module within the completed device

10 evaluate the finished device.



teacher signature (1, 8, 9) student-completed worksheets (2 – 6 , 10) photograph (7)


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Making a Mechanical Model


This component unit is designed to introduce the student to mechanical systems. The student will learn to recognise the need for a mechanism. The student will generate designs for a mechanical model and attempt the construction of the same. The student will construct the model, evaluate its performance and suggest a possible improvement to it. The student will describe two situations where a mechanical system will be an advantage.


Assessed by the teacher through inspection of work in the student’s folder containing worksheets, (2 – 5, 8 – 10), photographs (6, 7) and by teacher signature (1). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.



1 discuss and recognise the need for a mechanism

2 identify where a simple mechanical system could be used

3 design two possible models

4 choose one model and give a reason for the choice

5 develop the design using sketches

6 attempt the construction of the model

7 complete the working model

8 evaluate the working model

9 suggest a possible improvement to the model

10 suggest an alternative to the mechanical system used.



teacher signature (1) student completed worksheets (2 – 5, 8 – 10) photograph(s) of the model (6, 7)


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Using Robots


This component unit is designed to introduce the student to robots. The student will learn about simple robotics as used within the home and workplace. The student will build a robot from a commercial kit and program it to perform simple directional tasks. The student will use sensors with the robot to inform its movements.


Assessed by the teacher through inspection of student’s folder of work containing worksheet(s) (2, 3, 5 – 10), by teacher signature (1, 4), photograph (4) and printed screen dump (5 – 10). All assessments recorded on an AQA Check List. The numbers in brackets refer to the outcomes to be accredited.



1 discus the use of robotic devices within the home and workplace

2 produce a simple chart depicting robots

3 suggest two uses for a robot

4 build a robot following instructions

5 design a program to cover a defined distance

6 program the robot to make a 90 degree turn

7 use the instructions to move the robot around a square

8 use a sensor to follow a line

9 use a sensor to stop at an object

10 program the robot to reverse when it hits an object.



teacher signature (1, 4) student written worksheets (2, 3) student produced screen dumps (5 – 10) photograph (4)


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4 Scheme of Assessment

Teachers are required to use their professional judgment to make an assessment on each of the component units completed before making a judgment of the work as a whole. Teachers should assess whether the candidate has successfully achieved the requirements of each outcome stated in each component unit. Marks are accumulated for each outcome and the final mark is aggregated from these marks. Each outcome is awarded 1 mark if successfully completed. Each unit has 10 outcomes and a maximum of 10 marks. The final total mark is out of a maximum of 40 marks. The level of award (Entry 1, or Entry 2 or Entry 3) will be based on the candidate’s total mark out of 40. On completion the level awarded will depend upon the extent to which the candidate has met the component unit outcomes overall. Therefore shortcomings in some component units may be balanced by better performance in others. An annual awarding meeting will be held to establish the relationship between the marks and the level of award. Candidates can submit for moderation a lesser number of component units, however the level of award available to them will be consequently lower.

4a Aims

A course based on this specification should encourage candidates to:

develop their design and making skills, and to combine these with knowledge and understanding to design and make quality products

develop and practice skills specific to work in Design and Technology investigate, disassemble and evaluate familiar products and applications consider the effects and implications of technological activity work both individually and as members of a team apply skills, knowledge and understanding from other subjects, where appropriate, including art

mathematics, science, and information technology evaluate products (their own and others) against specific criteria study industrial practices and the applications of systems and control.


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4b Assessment Objectives

Candidates should be able to:

use their designing and communication skills, and combine them with the application of knowledge and understanding to design products to suitable specifications (Designing)

select strategies and use materials, tools and equipment appropriate to the component unit and apply knowledge and understanding to relevant processes, materials and techniques to produce work to suitable specifications (Making).

The approximate relationship between the relative percentage weightings of the Assessment Objectives (AOs) and the overall scheme of assessment is shown in the following table:

Assessment Objectives Portfolio of Work Designing 50% Making 50%

It should be noted that component unit outcomes listed under the stem ‘demonstrated the ability to’ also assess underpinning knowledge and understanding and this has been taken into account in determining the weightings.

4c Requirements

The scheme of assessment allows attainment to be recognised at Entry 1, Entry 2 or Entry 3. These levels are the equivalent to National Curriculum Levels 1, 2 and 3. Candidates are encouraged to submit for assessment and moderation evidence from four of the component units in this specification. However if candidates are unable to complete all 4 component units, then submission of a lesser number of component units is acceptable. Assignments All assignments will be marked by the teacher/lecturer, in accordance with the instructions provided by AQA, and will subsequently be moderated by AQA. All assignments must be taken under conditions in which the teacher/lecturer can authenticate that they are the candidate’s own work. The conditions required for the supervision and authentication of internally assessed work are given in section 6. Each Component unit is worth 25% of the total mark submitted and evidence should be submitted as follows: Externally-Set Component Units Component units 1 and 2 form the compulsory board set assignments. They are generic and should be applied to the Design and Technology subject area chosen. Candidates must study the object/product specified for each subject area. These component units are internally assessed and externally moderated. Teacher-Controlled Component Units Candidates choose two other component units from the remaining 17 available. Details of these component units are given in Section 3b. These component units are internally assessed and externally moderated. For each of these units the product/object to be chosen is at the discretion of the teacher within the requirements of the unit.


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There are two possible pathways through this specification: Pathway 1: Product Design Candidates choosing to follow the Product Design pathway must complete the externally-set component units 1 and 2 in any of the Design and Technology specialist areas together with any two of the teacher-controlled component units to attain a qualification entitled ‘Design and Technology: Product Design’. Pathway 2: Specialist Area Candidates choosing this pathway must complete the externally set component units 1 and 2 and the two teacher controlled component units from the same specialist area in which they wish to gain their qualification, e.g. Textiles Technology. Choosing across the complete range of subject areas is not allowed in this pathway. Evidence Candidates entered for the Entry Level Certificate are not required to provide evidence for all the outcomes listed but should be encouraged to complete as much as possible as the level of award related to the number of outcomes successfully achieved. Evidence is not transferrable from one unit to another. Evidence must be presented for moderation for all component units undertaken. For all component units, it must be clear which outcomes have been achieved and how marks have been awarded. The evidence for each component unit must match that stipulated under the section ‘Evidence to be offered’. The work submitted for assessment should not include all the work completed by a candidate in preparation for assessment – only that which is required by each component unit. Centres wishing to enter candidates for the complementary Unit Award Scheme units should check the evidence required at http://web.aqa.org.uk/qual/uas.php. Portfolio of work At the end of the course candidates must submit a portfolio of work. The portfolio should contain evidence from of the outcomes achieved from all the component units submitted for moderation.

4d Differentiating factors

This Entry Level Certificate specification is designed to be embedded within the delivery of the relevant GCSE Design and Technology Specification. The outcomes which candidates are required to complete for the ELC units will form part of the broader range of study involved in preparation for a GCSE qualification. This allows centres to assess candidate’s needs and abilities fully and before directing the candidate towards the most suitable qualification for the individual.

4e National Criteria

This Entry Level specification complies with:

The Arrangements for the Statutory Regulation of External Qualifications in England, Wales and

Northern Ireland: Common Criteria. The requirements for qualifications to provide access to Levels 1 and beyond of the National

Qualifications Framework.


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4f Previous Learning Requirements

There are no previous learning requirements. Any requirements set for entry to a course based on this specification are at your centre’s discretion. However, it is recommended that candidates should have acquired literacy skills appropriate to the level at which each of the component units is aimed. Numeracy skills are required where appropriate but may be relevant to any component units where candidates are interpreting information. Teachers should provide appropriate and adequate guidance about the demands of the specification before candidates embark on their studies.

4g Equality, access and inclusion

Entry level qualifications enable learners to gain the most from life, learning and work.

Entry Level qualifications often need to assess a wide range of competences. This is because they are general qualifications designed to prepare candidates for a wide range of occupations and further study.

The revised qualification was reviewed to see whether any of the skills or knowledge needed by the

subject presented a possible difficulty to any candidates, whatever their ethnic background, religion, sex, age, disability or sexuality. If there were difficulties, the situation was reviewed again to make sure that such tests of specific competences were only included if they were important to the subject. The findings were discussed with groups who represented the interests of a diverse range of candidates.

Arrangements are made for candidates with special needs to help them access the assessments as

long as the competences being tested are not changed. Because of this, most candidates will be able to access any part of the assessment. More details are given in Section 5d.

4h Progression

The scheme of assessment allows attainment to be recognised at a standard broadly consistent with National Curriculum Level 1, and beyond. As an approved Entry Level Qualification, the specification provides excellent progression to GCSE studies particularly in Design and Technology. It will also lay an appropriate basis for study of related qualifications at Foundation Level. The skills and knowledge acquired will be relevant and transferable in both educational and career settings. The qualification, therefore, increases flexibility for candidates and makes a distinct contribution to the quality and coherence of qualifications on an identified progression pathway. In addition, it provides a worthwhile course for candidates of various ages and from diverse backgrounds in terms of general education and lifelong learning.


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5 Administration Administration

For centres wishing to use the Unit Award Scheme: separate registration and entry from that for the Entry Level Certificate are required – see Appendix E. Centres may join the Unit Award Scheme at any time of the year.

5a Availability of assessment units and certification

The first two component units, Health and Safety in Design and Technology and Evaluating Existing Products form the externally-set assignments and are within the specification. The compulsory product/object for study are also listed in the specification. The assessments are not timetabled, but are done at a time chosen to suit the centre. Certification for this specification is available once per year in the June series. Work is combined to create a single unit and centres should submit this one mark for certification.

5b Entries

Please check the current version of Entry Procedures and Codes for up-to-date entry procedures. The Subject Code for entry for this Entry Level Certificate is as follows: Design and Technology: Electronics and Systems (5941) Design and Technology: Food Technology (5942) Design and Technology: Graphic Products (5943) Design and Technology: Product Design (5944) Design and Technology: Resistant Materials (5945) Design and Technology: Textiles Technology (5947) Prohibited Combinations Candidates may only enter for one ELC in Design and Technology in the same series if they are selecting pathway 1 – ‘Design and Technology: Product Design’ qualification. Candidates may enter for more than one ELC in Design and Technology in the same series if selecting a pathway 2: Specialist Area qualification. Candidates may re-submit Component units which have already been certified as long as they are submitted in a different examination series.

5c Private Candidates

This specification is not available to private candidates.


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5d Access arrangements, reasonable adjustments and special consideration

We have taken note of the equality and discrimination legislation and the interests of minority groups in developing and administering this specification. We follow the guidelines in the Joint Council for Qualifications (JCQ) document: Access Arrangements, Reasonable Adjustments and Special Consideration: General and Vocational Qualifications. This document gives guidance to centres on how these arrangements should be administered. This is published on the JCQ website (www.jcq.org.uk) or you can follow the link from our website (www.aqa.org.uk). Access arrangements We can arrange for candidates with special needs to access an assessment. These arrangements must be made before the examination. For example, we can produce a Braille paper for a candidate with sight problems. Reasonable adjustments An access arrangement which meets the needs of a particular disabled candidate would be a reasonable adjustment for that candidate. For example a Braille paper would be a reasonable adjustment for a Braille reader but not for a candidate who did not read Braille. The Disability Discrimination Act requires us to make reasonable adjustments to remove or lessen any disadvantage affecting a disabled candidate. Special consideration We can give special consideration to candidates who have had a temporary illness, injury or serious problem such as death of a relative, at the time of the examination. We can only do this after the examination. The Examinations Officer at the centre should apply online for access arrangements and special consideration by following the e-AQA link from our website (www.aqa.org.uk).

5e Examination language

We will only provide component units for this specification in English.


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5f Qualification titles

The qualification based on this specification has one of the following titles depending on which pathway is chosen. For those students choosing Pathway 1: (Product Design) the title will be:

AQA Entry Level Certificate in Design and Technology: Product Design at Entry 1 AQA Entry Level Certificate in Design and Technology: Product Design at Entry 2 AQA Entry Level Certificate in Design and Technology: Product Design at Entry 3

For those students choosing Pathway 2: (Specialist Area) the title will be one of the following:

AQA Entry Level Certificate in Design and Technology: Food Technology at Entry 1 AQA Entry Level Certificate in Design and Technology: Food Technology at Entry 2 AQA Entry Level Certificate in Design and Technology: Food Technology at Entry 3

AQA Entry Level Certificate in Design and Technology: Resistant Materials at Entry 1 AQA Entry Level Certificate in Design and Technology: Resistant Materials at Entry 2 AQA Entry Level Certificate in Design and Technology: Resistant Materials at Entry 3

AQA Entry Level Certificate in Design and Technology: Graphic Products at Entry 1 AQA Entry Level Certificate in Design and Technology: Graphic Products at Entry 2 AQA Entry Level Certificate in Design and Technology: Graphic Products at Entry 3

AQA Entry Level Certificate in Design and Technology: Textiles Technology at Entry 1 AQA Entry Level Certificate in Design and Technology: Textiles Technology at Entry 2 AQA Entry Level Certificate in Design and Technology: Textiles Technology at Entry 3

AQA Entry Level Certificate in Design and Technology: Electronics and Systems at Entry 1 AQA Entry Level Certificate in Design and Technology: Electronics and Systems at Entry 2 AQA Entry Level Certificate in Design and Technology: Electronics and Systems at Entry 3

Candidates who fail to reach the minimum standard for a Level will be unclassified and will not receive a qualification certificate.

5g Certification and reporting results

Where a candidate’s performance is sufficient to meet the level requirements, an Entry Level qualification pass certificate is awarded. No grades are issued in respect of these qualifications. Centre will be informed of the existing grade boundary with the disclaimer that we reserve the right to change it. The candidate’s final mark is an aggregation of the marks for the individual component units. The level of award (Entry 1 or Entry 2 or Entry 3) will be based on the candidate’s total mark.

5h Re-sits

Candidates can re-sit the qualification as many times as they want within the shelf-life of the specification. Candidates may not make more than one attempt at the same externally-set unit in the same series, although they may attempt a second externally-set unit if they fail for whatever reason to complete the first externally-set unit. Candidates’ grades are based on the work they submit for assessment.


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6 Internally Assessed Work Administration

These regulations apply to all internally assessed work whether externally set component units or teacher-controlled component units.

6a Authenticating that internally assessed work is genuine

The Head of a centre is required to provide supervision. The precise means of supervision will inevitably differ from centre to centre, but it is expected that the teacher will be involved in on-going discussion with the candidate at all stages of the work. Candidates’ work for assessment must be undertaken under conditions which allow the teacher to supervise the work and enable the work to be authenticated. If it is necessary for some assessed work to be done outside the centre, sufficient work must take place under direct supervision to allow the teacher to monitor progress, prevent plagiarism and authenticate each candidate’s whole work with confidence. The work assessed must be solely that of the candidate concerned. Any assistance given to an individual candidate which is beyond that given to the group as a whole must be recorded on the Candidate Record Form.

Candidates must sign the Candidate Record Form to confirm that the work they have handed in is their own.

Teachers and assessors must confirm on the Candidate Record Form that the work marked is only that done by that candidate and was conducted in line with the conditions in the specification document (authentication declaration).

Centres must give a mark of zero if candidates cannot confirm the work handed in for assessment is their own.

You should attach the completed Candidate Record Form for each candidate to his or her work. All teachers who have marked the work of any candidate entered for each component must sign the declaration that the work is genuine. If you have doubts about signing the authentication declaration, you should follow these guidance points.

If you believe that a candidate had additional assistance and this is acceptable within the guidelines for the relevant specification, you should award a mark which covers only the candidate’s achievement without any help. (You should sign the authentication declaration and give information on the relevant form).

If you cannot sign the authentication declaration, the candidate’s work cannot be accepted for assessment.

If, during the external moderation process, there is no evidence that the work has been authenticated, we will award a mark of zero.


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6b Malpractice

You should let candidates know about our malpractice regulations. Candidates must not:

submit work that is not their own lend work to other candidates give other candidates access to, or the use of, their own independently-sourced research material (this

does not mean that candidates cannot lend their books to another candidate, but that candidates should be stopped from copying other candidates’ research)

include work copied directly from books, the internet or other sources without acknowledgement of the source

hand in work typed or word-processed by someone else without acknowledgement. These actions are considered malpractice, for which a penalty (for example being disqualified from the qualification) will be applied. If malpractice is suspected, your Examinations Officer should be consulted about the procedure to be followed. Where you suspect malpractice in internal assessments after the candidate has signed the declaration of authentication, your Head of Centre must submit full details of the case to us at the earliest opportunity. The form JCQ/M1 should be used. Copies of the form can be found on the JCQ website (http:/www.jcq.org.uk). Malpractice in internal assessments discovered prior to the candidate signing the declaration of authentication need not be reported to us, but should be dealt with in accordance with your centre’s internal procedures. We would expect you to treat such cases very seriously.

6c Teacher standardisation

We will hold standardising meetings for teachers each year, usually in the autumn term. At these meetings we will provide support in explaining component units in context and using the marking criteria. These materials will also be available on-line. All centres must send a representative to one of the meetings in the first year of entry. If you have told us you are a new centre, either by sending us an intention to enter or an estimate of entry, or by contacting the subject team, we will contact you to invite you to a meeting. It is likely that during the lifetime of this specification on-line teacher standardising meetings will be made available. Attendance is also mandatory in the following cases:

where there has been a serious misinterpretation of the specification requirements where the nature of the teacher-controlled assessments made by a centre has been inappropriate where there have been significant differences between recommendation made by the centre and

awards made by AQA in relation to one or more units in the previous year.

Otherwise attendance is at the discretion of centres. At these meetings support will be provided for centres in the development of appropriate assessment component units and assessment procedures.


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6d Internal standardisation

Centres must have consistent standards for all candidates. One person must be responsible for ensuring that work has been assessed to the same standard, and they need to sign the Centre Declaration Sheet to confirm that internal standardisation has taken place. These forms can be accessed at http://www.aqa.org.uk/admin/p_course.php . Internal standardisation may involve:

all teachers assessing some sample assessments and identifying differences in standards discussing any differences in assessment at a training meeting for all teachers involved in the assessment referring to reference and archive material, such as the commentaries from our standardising meetings.

6e Annotation of internally assessed work

It is a requirement of the specification that teachers assessing internally assessed work clearly show how the marks have been awarded in line with the marking guidance provided by AQA. This helps our advisers to see as precisely as possible where the teacher has identified that candidates have met the criteria in the specification. Assessment records for recording marks will be provided.

6f Submitting confirmation of achievement

The total mark for each candidate must be sent to us and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by 15 May. The moderator will contact to let you know which pieces of work must be sent to them as part of the sample (please see section 7a for more guidance on sending in samples). An individual Candidate Record Form (CRF) must be completed for each candidate. This individual Candidate Record Form should be used to record the component units completed and the total mark for the assessments as a whole. The CRF should be attached to each candidate’s folder of assignments. The Centre Mark Sheet (CMS) showing all candidates entered by the centre for ELC Design and Technology is sent to centres by 30 April in the year of certification. Centres need to indicate the final marks on the CMS. The top copy of the three-part CMS should be sent to AQA, and parts two and three to the moderator, as soon as possible and by no later than 15 May. An AQA Check List must be completed for each component unit the candidate had attempted. The AQA Check List is used to indicate each candidate’s achievement of the individual outcomes of each component unit and should be attached to each candidate’s folder of assignments. The requirements for those centres also making entries for the Unit Award Scheme can be found at http://web.aqa.org.uk/qual/uas.php. Copies of all forms and details re-submission can be found at http://www.aqa.org.uk/admin/p_course.php.


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6g Factors affecting individual candidates

You should be able to accept the occasional absence of candidates by making sure they have the chance to make up missed assignments. You may organise an alternative supervised time session for candidates who are absent at the time the centre originally arranged. Where special help which goes beyond normal learning support is given, use the Candidate Record Form to inform us that this help can be taken into account. Candidates who move from one centre to another during the course sometimes need additional help to meet the requirements of a scheme of internally assessed work. How this can be dealt with depends when the move takes place. If it happens early in the course the new centre should be responsible for the internally assessed work. If it happens late in the course it may be possible to accept the assessments made at the previous centre. Centres should contact us as early as possible ([email protected]) for advice about appropriate arrangements in individual cases.

6h Keeping candidates’ work

From the time the work is marked, your centre must keep the work of all candidates, with Candidate Record Forms attached, under secure conditions, to allow the work to be available during the moderation period or should there be an Enquiry about Results. You may return the work to candidates after the deadline for Enquiries about Results, or once any enquiry is resolved.


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7 Moderation 7a Moderation procedures

Internally and externally assessed work is moderated by inspecting a sample of candidates’ work sent (by post or electronically) from the centre to a moderator appointed by us. The centre marks must be sent to us and the moderator by the 15 May (see www.aqa.org.uk/deadlines.php). Centres entering fewer candidates than the minimum sample size (and centres submitting work electronically) should send the work of all of their candidates. Centres entering larger numbers of candidates will be told which candidates’ work must be sent as part of the sample sent in for moderation. Following the re-marking of the sample work, the moderator’s marks are compared with the centre marks to check whether any changes are needed to bring the centre’s assessments in line with our agreed standards. In some cases the moderator may need to ask for the work of other candidates in the centre. To meet this request, centres must keep the internally assessed work and Candidate Record Forms of every candidate entered for the examination under secure conditions, and they must be prepared to send it to us or the moderator when requested. Any changes to marks will normally keep the centre’s rank order, but where major differences are found, we reserve the right to change the rank order. Moderation will take place in May and June.

7b Procedures after moderation

When the results are published, we will give centres details of the final levels for the internally assessed work. You will receive a report at the time the results are issued giving feedback on the accuracy of the assessments made and the reasons for any adjustments to the marks. We may keep some candidates’ work for awarding, archive or standardising purposes and will inform you if this is the case.


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Appendices A Grade Descriptors

Level Descriptors The following level descriptors are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular levels. The descriptors must be interpreted in relation to the outcomes and content specified by the units set out in Sections 3b. They are not designed to define that content. On completion the level awarded will depend in practice upon the extent to which the candidate has met the unit outcomes overall. Shortcomings in some areas may be balanced by better performance in others. Entry 1 Candidates generate ideas and recognise characteristics of familiar products.

Candidates’ plans will show that, with help, they can put their ideas into practice. Candidates use pictures and words to describe what they want to do. Candidates explain what they are making and which tools they are using. Candidates use tools and materials with help, where needed. Candidates talk about their own and other people’s work in simple terms and

describe how a product works.

Entry 2 Candidates generate ideas and plan what to do next, based on their experience of working with materials and components.

Candidates use models, pictures and words to describe their designs. Candidates select appropriate tools, techniques and materials, explaining their

choices. Candidates use tools and assemble, join and combine materials and

components in a variety of ways. Candidates recognise what they have done well as their work progresses, and

suggest things they could do better in the future.

Entry 3 Candidates generate ideas and recognise that their designs have to meet a range of different needs.

Candidates make realistic plans for achieving their aims. Candidates clarify ideas when asked and use words, labelled sketches and

models to communicate the details of their designs. Candidates think ahead about the order of their work, choosing appropriate tools,

equipment, materials, components and techniques. Candidates use tools and equipment with some accuracy to cut shapes and

materials and to put together components. Candidates identify where evaluation of the design and make process and their

products has led to improvements.


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B Spiritual, Moral, Ethical, Social, Legislative, Sustainable Development, Economic and Cultural Issues, and Health and Safety Considerations

We have taken great care to make sure that any wider issues (for example, spiritual, moral, ethical, social, legal, sustainable development, economic and cultural issues), including those relevant to the education of students at Key Stage 4, have been taken into account when preparing this specification. They will only form part of the assessment requirements where they are relevant to the specific content of the specification and have been identified in Section 3: Content. European Dimension We have taken the 1988 Resolution of the Council of the European Community into account when preparing this specification and associated guidance documents. Environmental Education We have taken the 1988 Resolution of the Council of the European Community and the Report ‘Environmental Responsibility: An Agenda for Further and Higher Education’ 1993 into account when preparing this specification and associated guidance documents. Avoiding bias We have taken great care to avoid bias of any kind when preparing this specification and guidance documents.

C Record forms

Copies of the instructions for completing the CMFs and submitting work (under the heading “Instructions for Centre-assessed work”) can be accessed via the following link www.aqa.org.uk/coursework’


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D Wider Key Skills – Teaching, developing and providing opportunities for generating evidence

Introduction The Key Skills Qualification requires candidates to demonstrate levels of achievement in the Key Skills of Communication, Application of Number and Information and Communication Technology. The Wider Key Skills of Improving own Learning and Performance, Working with Others and Problem Solving are also available. The acquisition and demonstration of ability in these ‘wider’ Key Skills is deemed highly desirable for all candidates. Copies of Key Skills Standards may be downloaded from QCDA’s website: www.qcda.org.uk. The units for each key skill comprise three sections:

What you need to know What you must do Guidance.

Candidates following a course of study based on this specification for Design and Technology can be offered opportunities to develop and generate evidence of attainment in aspects of the Key Skills of:

Communication Application of Number Information and Communication Technology Working with Others Improving own Learning and Performance Problem Solving.

The above information is given in the context of the knowledge that Key Skills at levels 1 and 2 will be replaced by Functional Skills. The replacement of Key and Basic Skills with Functional Skills The Key and Basic Skills qualifications will gradually be replaced by Functional Skills (http://web.aqa.org.uk/qual/gcse/functional_skills.php) which is available in centres from September 2010. All Examination Officers in centres offering AQA Key Skills, Wider Key Skills and Basic Skills have been sent a letter outlining the details of the end dates of these subjects. Copies of the letters have also been sent to the Head of Centre and Key Skills or Basic Skills coordinator. This is a brief outline of that information. It is correct as at March 2010 and replaces the information on the same subject found in other documents on this website:

Key Skills Levels 1, 2 and 3 Test and Portfolio The final opportunity for candidates to enter for a level 1, 2 or 3 Key Skills test or portfolio will be June 2011 with last certification in 2012. No new learners are to be enrolled after 31 August 2010 when accreditation ends.

Key Skills Level 4 The last series available to candidates entering for the Key Skills Level 4 test and portfolio will be June 2010 with the last certification in August 2012.

Basic Skills Adult Literacy Levels 1 and 2, Adult Numeracy Levels 1 and 2

AQA Basic Skills qualifications will now be available until the June 2012 series.

Wider Key Skills The AQA Wider Key Skills qualifications in their present form will continue to be available until June 2011 with last certification in August 2012.

Further updates to this information will be posted on the website as it becomes available.


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E Accrediting achievement of individual Entry Level Certificate component units through the Unit Award Scheme

The Unit Award Scheme provides the facility for students to receive credit for each individual component unit which they complete as they progress through the Entry Level Certificate course. In formally recognising the smaller steps of achievement which each completed component unit represents, the Unit Award Scheme serves to encourage and motivate students for whom the final award of the Entry Level Certificate may seem a distant goal. Also, those students who cannot, for whatever reason, produce enough work across the required number of component units to be entered for an Entry Level Certificate may still receive formal recognition, through the Unit Award Scheme, for any component units which they have completed. Students at centres which are registered to participate in the Unit Award Scheme will obtain a Unit Award Statement for each component unit that they complete. The Statement reproduces the title and outcomes of the component unit at the particular level of attainment (in this case, Entry Level). A student could thus obtain a series of Unit Award Statements for each AQA unit-based Entry Level Certificate that he/she is following. To receive accreditation for an individual component unit under the Unit Award Scheme, a student must demonstrate achievement of all the outcomes of that unit. This is different to the requirement for the evidence required for Entry Level Certificate component units where candidates are not required to provide evidence for all the outcomes listed, but are encouraged to complete as much as possible, as failure to do so may prevent them demonstrating the qualities needed to reach Entry 1, Entry 2 or Entry 3. Unit Award Statements can be issued shortly after the student has completed a component unit and can be included within a student’s Progress File or equivalent. When a student ceases to use the Scheme, he/she will receive, from AQA, a Letter of Credit which lists the titles of all the component units he/she has achieved and for which Unit Award Statements have been issued. If a student has been credited with component units from Entry Level qualifications, these will therefore be listed on the Letter of Credit, together with any other units which he/she may have gained. Centres wishing to use the Unit Award Scheme must be specifically registered for that purpose with the Unit Award Scheme department in Harrogate. Separate registration and entry from that for the Entry Level Certificate are required, as centres may choose to enter students for: the Entry Level Certificate only or the Entry Level Certificate and the Unit Award Scheme or the Unit Award Scheme only. Centres may join the Unit Award Scheme at any time of the year. To register to participate in the Unit Award Scheme, a centre must complete a Centre Registration Form and attend a day’s training from AQA on how to use the Scheme. AQA makes a charge for this training. Further information can be found at: http://web.aqa.org.uk/qual/uas.php. If in doubt, contact the Unit Award Scheme department at the address below for advice. AQA Unit Award Scheme Department 31-33 Springfield Avenue Harrogate HG1 2HW Tel: 01423 534235 Fax: 01423 564875 e-mail: [email protected].

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