Entry Level Certificate

Transcription

1 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)

2 Our specification is published every year on our website ( 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 ( 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 ), and a registered charity (registered charity number ). Registered address: AQA Devas Street, Manchester M15 6EX

3 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 1

4 6g Factors affecting individual candidates 43 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 C Record Forms 46 D E Wider Key Skills Teaching, developing and providing opportunities for generating evidence Accrediting achievement of individual Entry Level Certificate component units through the Unit Award Scheme

5 1 Introduction ELC Design and Technology for certification from June 2013 (Version1.0) 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. 3

6 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 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 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 ( If your centre has not used AQA for any examinations in the past, please contact our centre approval team at centreapproval@aqa.org.uk. 4

7 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 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 ing dandt@aqa.org.uk or by calling Latest information online You can find out more including the latest news, how to register for support and downloadable resources, on our website at 5

8 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 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 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) 6

9 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 teachercontrolled 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) 7

10 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 Externally-Set Unit 2 Teacher-Controlled Unit 3 Teacher-Controlled Unit 4 Teacher-Controlled Unit 5 Teacher-Controlled Unit 6 Teacher-Controlled Unit 7 Teacher-Controlled Unit 8 Teacher-Controlled Unit 9 Teacher-Controlled Unit 10 Teacher-Controlled Unit 11 Teacher-Controlled Unit 12 Teacher-Controlled Unit 13 Teacher-Controlled Unit 14 Teacher-Controlled Unit 15 Teacher-Controlled Unit 16 Teacher-Controlled Unit 17 Teacher-Controlled Unit 18 Teacher-Controlled Unit 19 Health and Safety in Design and Technology (Generic) Evaluating Existing Products (Generic) Systems and Control in Design and Technology (Generic) Food Handling, Preparation and Storage (FT) Preparing Food for a Specified Function (FT) Food Grains from Source to Table (FT) Design and Make a Wooden Product (RMT) Design and Make an Acrylic Product (RMT) Design and Make a Metal Product (RMT) 2D and 3D Drawing (GP) Using Colour in Design (GP) Disassembly and Investigating Packaging (GP) Disassembly and Investigating a Fashion Accessory (TT) Enhancement of Fabrics through the Application of Colour, Pattern or Texture (TT) Design and Make a Fabric Bag (TT) Building Circuits from Basic Components (E&S) Using Electronic Modules (E&S) Making a Mechanical Model (E&S) Using Robots (E&S) For further details, refer to each specific component unit as appropriate. 8

11 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. 9

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13 3 Subject Content Subject Content ELC Design and Technology for certification from June 2013 (Version1.0) 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 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. 11

14 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. 12

15 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 Electronics and Systems Switched circuit for a light, motor or other device Product Design Any one of the above 13

16 (Compulsory) Externally-Set Component Unit 2 Evaluating Existing Products Component Unit Description 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. Procedures for Making and Recording Assessment 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. 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. 14

17 Evidence to be offered The evidence can be provided through a folder of work containing: teacher signature (1, 10) student completed worksheet(s) (2 9) Externally-Set Product/Object for Study The product/object to be evaluated in this component unit is one of the following: 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 Electronics and Systems Calculator, mobile phone or smoke alarm Product Design Any one of the above 15

18 (Optional) Teacher-Controlled Component Unit 3 Systems and Control in Design and Technology Component Unit Description 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. Procedures for Making and Recording Assessment 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. 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. Evidence to be offered The evidence can be provided through a folder of work containing: 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 16

19 (Optional) Teacher Controlled Component Unit 4 Food Handling, Preparation and Storage Component Unit Description 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. Procedures for Making and Recording Assessment 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. Outcomes to be Accredited In successfully completing this component unit the student (as appropriate) will have demonstrated the ability to: 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. Evidence to be offered 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) 17

20 (Optional) Teacher-Controlled Component Unit 5 Preparing Food for a Specified Function Component Unit Description 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. Procedures for Making and Recording Assessment 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. Outcomes to be Accredited In successfully completing this component unit the student (as appropriate) will have demonstrated the ability to: 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. Evidence to be offered The evidence can be provided through a folder of work containing: teacher signature (1, 8) student completed worksheet(s) (2, 3, 4, 6, 7, 9) student produced list (5) student-produced menu card (10) 18

21 (Optional) Teacher-Controlled Component Unit 6 Food Grains from Source to Table Component Unit Description 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. Procedures for Making and Recording Assessment 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. Outcomes to be Accredited In successfully completing this component unit the student (as appropriate) will have demonstrated the ability to: 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. Evidence to be offered 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) 19

22 . (Optional) Teacher-Controlled Component Unit 7 Design and Make a Wooden Product Component Unit Description 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. Procedures for Making and Recording Assessment 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. Outcomes to be Accredited In successfully completing this component unit the student (as appropriate) will have demonstrated the ability to: 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. Evidence to be offered The evidence can be provided through a folder of work containing: student completed worksheet(s) (1 3, 9) teacher signatures (4 8, 10) single photograph of completed product (5 8) 20

23 (Optional) Teacher-Controlled Component Unit 8 Design and Make an Acrylic Product Component Unit Description 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. Procedures for Making and Recording Assessment 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. 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 6 work in a safe manner under supervision 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. Evidence to be offered 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) 21

24 (Optional) Teacher-Controlled Component Unit 9 Design and Make a Metal Product Component Unit Description 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. Procedures for Making and Recording Assessment 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. Outcomes to be Accredited In successfully completing this component unit the student (as appropriate) will have demonstrated the ability to: 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 6 work in a safe manner under supervision 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. Evidence to be offered The evidence can be provided through a folder of work containing: student completed worksheet(s) (2, 10) teacher signatures (4 8) single photograph of completed object (8) student written statement (9) student sketches (1, 3) 22

25 (Optional) Teacher-Controlled Component Unit 10 2D and 3D Drawing Component Unit Description 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. Procedures for Making and Recording Assessment 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. 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. Evidence to be offered 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) 23

26 (Optional) Teacher-Controlled Component Unit 11 Using Colour in Design Component Unit Description 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. Procedures for Making and Recording Assessment 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. 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. Evidence to be offered The evidence can be provided through a folder of work containing: student completed worksheet(s) (1, 4 5, 9) student completed drawing(s) (2 3, 6 8, 10) 24

27 (Optional) Teacher-Controlled Component Unit 12 Disassembly and Investigation Packaging Component Unit Description 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. Procedures for Making and Recording Assessment 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. Outcomes to be Accredited In successfully completing this component unit the student (as appropriate) will have demonstrated the ability to: 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. Evidence to be offered The evidence can be provided through a folder of work containing: teacher signatures (1, 3) student completed worksheet(s) (2, 4, 6, 7, 9) student diagram (5, 8, 10) 25

28 (Optional) Teacher-Controlled Component Unit 13 Disassembly and Investigating of a Fashion Accessory Component Unit Description 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. Procedures for Making and Recording Assessment 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. Outcomes to be Accredited In successfully completing this component unit the student (as appropriate) will have demonstrated the ability to: 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. Evidence to be offered The evidence can be provided through a folder of work containing: teacher signatures (1, 2, 4) student-completed worksheet(s) (3, 8 10) student-produced sketches (5) student-annotated sketches (6, 7) 26

29 (Optional) Teacher-Controlled Component Unit 14 Enhancement of Fabrics through the Application of Colour, Pattern or Texture Component Unit Description 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. Procedures for Making and Recording Assessment 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. Outcomes to be Accredited In successfully completing this component unit the student (as appropriate) will have demonstrated the ability to: 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. Evidence to be offered 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) 27

30 (Optional) Teacher-Controlled Component Unit 15 Design and Make a Fabric Bag Component Unit Description 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. Procedures for Making and Recording Assessment 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. Outcomes to be Accredited In successfully completing this component unit the student (as appropriate) will have demonstrated the ability to: 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. Evidence to be offered 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) 28

31 (Optional) Teacher-Controlled Component Unit 16 Building Circuits from Basic Components Component Unit Description Procedures for Making and Recording Assessment 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. 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. Evidence to be offered The evidence can be provided through a folder of work containing: teacher signature (10) student completed worksheets (1, 2, 5, 6, 8, 9) student diagram (3, 6) photograph (4, 7) 29

32 (Optional) Teacher Controlled Component Unit 17 Using Electronic Modules Component Unit Description 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. Procedures for Making and Recording Assessment 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. Outcomes to be Accredited In successfully completing this component unit the student (as appropriate) will have demonstrated the ability to: 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 8 work in a safe manner under supervision 9 test the module within the completed device 10 evaluate the finished device. Evidence to be offered The evidence can be provided through a folder of work containing: teacher signature (1, 8, 9) student-completed worksheets (2 6, 10) photograph (7) 30