Revision of GCSE Specifications. Draft Proposals. Engineering and Manufacturing

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1 Revision of GCSE Specifications Draft Proposals Engineering and Manufacturing Draft Proposals for Consultation 2016

2 Content Page Introduction... 3 A. Specification at a Glance... 4 B. Subject Content for each Unit... 5 C. Summary of Changes... 8 D. Assessment External Assessment Internal Assessment Marking the tasks E. Progression from Key Stage F. Progression to GCE G. Support

3 Introduction Awarding Bodies are revising their GCSE and GCE specifications to ensure that both content and assessment continue to reflect the needs of learners and the society, economy and environment in which they live and work. The revision programme is now underway to review our GCSE and produce revised specifications for first teaching from September The new specification should provide opportunities for students to build upon the knowledge, understanding and skills developed at Key Stage 3, and the relevant requirements of the Northern Ireland Curriculum at Key Stage 4. This document has been designed to provide you with an outline of our draft proposals for the revised GCSE specification. For further information on the revision of GCSE Specifications go to: 3

4 A. Specification at a Glance The table below summarises the structure of this GCSE course: Content Assessment Weighting Availability Unit 1 Engineering and Manufacturing: Design Unit 2 Engineering and Manufacturing: Production Unit 3 Engineering and Manufacturing: Materials, Processes and Systems Non-Exam assessment Internal assessment based on one of two pre-release scenarios Non-Exam assessment Internal assessment based on one of two pre-release scenarios Externally assessed written examination Examined by 2 papers. Paper 1: (Similar to current one) Duration: 1 hour 30 minutes Total Marks: 90 Weighting: 30% Paper 2: Pre-release paper (Similar to current one) Duration: 1 hour Total Marks: 60 Weighting: 20% NOTE: Both examinations are to be tested on the same day, one in the morning and one in the afternoon. 25% Every Summer 25% Every Summer 50% Summer Terminal At least 40% of the assessment must be taken at the end of the course as terminal assessment. 4

5 B. Subject Content for each Unit We have divided the course into three units. A brief description of each unit is provided below. All three units are compulsory. Unit 1: Engineering and Manufacturing: Design The aim of this unit is to give students an introduction to the planning, designing and evaluation of an engineering/manufactured product. Students will learn how to: Analyse a client brief; Produce a detailed specification; Generate a range of design solutions; Research appropriate production methods; Create a final solution; Produce a variety of engineering/manufacturing drawings; and Critically evaluate and modify their final design solution. Specification Generation of Ideas Testing Final Solution Evaluation Content Description Unit 2: Engineering and Manufacturing: Production In this unit students manufacture a product using a minimum of two different materials. By completing this unit, students demonstrate their understanding of the process of production by manufacturing a specified product. Students should be able to: Read, interpret and use engineering drawings before and during production; Produce an outline production plan; Use a variety of materials, parts and components in the manufacture of a product; Use and apply a variety of tools, equipment and processes (both manually and with CAM) in the manufacture of a product; Apply appropriate quality control techniques during production in order to ensure the conformity of a specified product; Apply relevant health and safety procedures; and Evaluate the manufacturing process. 5

6 Content Description Read, interpret and use Engineering Drawings Production Planning Using Materials, Parts and Components specified within the Product s Engineering Drawings Using Tools and Equipment and processes Quality Control Health and Safety Manufacturing Evaluation 6

7 Unit 3: Engineering and Manufacturing: Materials, Processes and Systems This unit is externally examined by two papers. It comprises materials, components and resources related to engineering and manufacturing practices. Students must be able to apply knowledge and understanding to solve problems and to analyse, research and develop existing products. Students must also be able to apply their knowledge and understanding of mathematical concepts. In this unit, students will learn about: product specifications; engineered and manufactured sectors and products production details, planning, schedules and mathematical skills; materials and their properties; parts and components and their function; tools, machinery and equipment; engineering and manufacturing processes; quality control; new technology in engineering and manufacturing Industries; the impact of modern technologies; and health, safety and hygiene. There may be some links examined within this unit and Unit 1: Engineering Manufacturing: Design and Unit 2: Engineering and Manufacturing: Production. Content Description Product Specification Engineered and Manufactured Sectors and Products Production Details, Planning, Schedules and Mathematical Skills Materials and their Properties Systems Parts and Components and their Function Graphic Communication and Engineering Drawings Tools, Equipment and Machinery Engineering and Manufacturing Processes Quality Control New Technology in Engineering and Manufacturing Industries Impact of Modern Technologies Health, Safety and Hygiene 7

8 C. Summary of Changes What s new at a Glance There are no longer separate GCSE Engineering and Manufacturing qualifications. The specifications have now been combined into one qualification. There will be an increase in the mathematical content tested within this new specification. There is greater detail and clarity provided on what should be studied. There will be a greater number of AO2 and AO3 within unit 3. There will be a greater emphasis placed on AO2 and AO3 within the controlled assessment units 1 and 2. There will be a strict time control limit applied to the manufacture of the unit 2 controlled assessment. There will be a strict page control limit applied to the production of the design portfolio in unit 1. 8

9 Content Remaining Unit 1: Engineering Manufacturing: Design What is remaining from the current specification? Changes have been made to the marking criteria and requirements of this controlled assessment unit. There will be a greater emphasis on the assessment of AO2 and AO3 within the unit. There will be a choice of two tasks issued by CCEA. Unit 2: Engineering and Manufacturing: Production What is remaining from the current specification? Changes have been made to the marking criteria and requirements of this controlled assessment unit. There will be a greater emphasis on the assessment of AO2 and AO3 within the unit. There will be a choice of two tasks issued by CCEA. Unit 3: Engineering and Manufacturing Materials, Processes and Systems What is remaining from the current specification? Exam Assessment There will be a greater emphasis on AO2 and AO3 type questions within the unit. There will be more mathematical content within the specification. There will be increased clarity/detail surrounding the specification content. 9

10 D. Assessment External Assessment Number of Papers Unit 3: Engineering and Manufacturing Materials, Processes and Systems Paper 1: The duration of this paper has been increased by 30 minutes and now lasts 1½ hours. All questions are compulsory. It has 10 questions with sub questions. Paper 2: This exam paper has 1 question based on pre-release material. The question has a number of sub questions. All questions are compulsory. NOTE: Both examinations are to be tested on the same day, one in the morning and one in the afternoon. Types of Questions All questions styles and type within the papers are similar to the current offerings from the GCSE Engineering/Manufacturing specification. Questions in the papers will require short responses, structured questions, and extended writing. There will be a greater emphasis within the two papers on higher order A02 and A03 type questions. There will be a greater emphasis placed on mathematical type questions and content. Quality of Written Communication will be assessed across all units in responses to questions and tasks that require extending writing. Students are expected to demonstrate their quality of written communication by : - Ensuring that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clear; - Select and use a form and style of writing that suit their purpose and complex subject matter; and - Organise information clearly and coherently, using specialist vocabulary where appropriate. Length / Time Paper 1: 1 hour 30 minutes Paper 2: Pre-released material 1 hour Weighting Paper 1: 30% Paper 2: 20% Additional Information / Description Paper 1: Mark Allocation: 90 Paper 2: Mark Allocation: 60 10

11 Internal Assessment In this revised GCSE Engineering and Manufacturing specification CCEA intends on reviewing the non-exam assessment task every year to ensure that they continue to set an appropriate challenge and remain valid, reliable and stimulating. In this revised GCSE Engineering and Manufacturing specification the proposed control for non-exam assessment is as follows: Setting the tasks The level of control for task setting is high. This means that we set the task. We provide two themes in May of each of year of study. Centres must submit the completed task for Unit 1 and 2 in May of their final year. The unit 1 controlled assessment(s) gives centres the opportunity to put their tasks contexts that best suit their specific circumstances. We will provide centres with details of controlled assessment themes and guidance on how to complete and submit them. Taking the tasks Unit 1 For unit 1 the level of control for task taking is medium. Information is supplied in the table below. Areas of Control Detail of Control Authenticity Candidates can carry out research outside of the classroom. Candidates can complete their portfolio within and outside the classroom environment, but teachers must be able to authenticate this work. Teachers must be able to authenticate the work as being the candidate s own. Teachers must ensure that candidates acknowledge and reference any ideas and sources used. Feedback Teachers must guide and supervise candidates in relation to the following: - monitoring progress; - preventing plagiarism; - ensuring compliance with health and safety requirements; - ensuring work is completed in accordance with the specification requirements; and - ensuring work can be assessed in accordance with the procedures and marking criteria. 11

12 Candidates should reach their own conclusions. Teachers must record any support or guidance they give to candidates on the Candidate Record Sheet and mark their work appropriately. Page Limit Candidates must produce a design folder. Portfolio Requirements The design portfolio should be a maximum of fifteen A3 sheets one side only or equivalent. All text must be size 12. All titles should not exceed size 16. Candidates must submit their completed work in May of their final year of study. Collaboration Candidates must submit their own individual responses; however this work may be informed through discussion/working with others. Resources Candidates should be able to access and avail of the necessary resources available to the centre. Centres with limited resources or with candidates who need to use special equipment must contact us for advice on how to proceed before offering this course to their candidates. Candidates must reference all resources that they access and use. 12

13 Unit 2 For unit 2 the level of control for task taking is high and medium. Information is supplied in the table below. Areas of Control Detail of Control Authenticity Candidates must complete their manufactured product within the classroom/workshop environment under supervision. Candidates can complete their 2 A3 pages within and outside the classroom environment, but teachers must be able to authenticate this work. Teachers must be able to authenticate the work as being the candidate s own. Teachers must ensure that candidates acknowledge and reference any ideas and sources used. Feedback Teachers must guide and supervise candidates in relation to the following: - monitoring progress; - preventing plagiarism; - ensuring compliance with health and safety requirements; - ensuring work is completed in accordance with the specification requirements; and - ensuring work can be assessed in accordance with the procedures and marking criteria. Candidates should reach their own conclusions. Teachers must record any support or guidance they give to candidates on the Candidate Record Sheet and mark their work appropriately. Page Limit Candidates must produce a manufactured product to specified drawings supplied by CCEA. Candidates must also produce two A3 pages one side only or equivalent documenting, analysing and evaluating their production process. All text must be size 12. All titles should not exceed size 16. Candidates must submit their completed work in May of their final year of study. 13

14 Time Limit Unit 1 No time control is applied but an approximate guide is provided. Unit 2 Candidates must complete the manufactured product within 20 hours. Candidates should practice and be taught the skills required before starting both tasks. Collaboration Candidates must submit their own individual responses; however this work may be informed through discussion/working with others. Resources Candidates should be able to access and avail of the necessary resources available to the centre. Centres with limited resources or with candidates who need to use special equipment must contact us for advice on how to proceed before offering this course to their candidates. Candidates must reference all resources that they access and use. Marking the tasks Teachers mark the controlled assessment task(s) using assessment criteria that we provide. They should use professional judgement to select and apply the criteria in each successive mark band appropriately and fairly to candidates work. Half marks should not be used. They should follow a best fit approach when selecting a candidate s mark, making allowance for balancing strengths and weaknesses in each response. 14

15 E. Progression from Key Stage 3 Cross Curricular Skills at Key Stage 4 Communication Through the pursuit of this specification, students should be able to: - Communicate meaning, feelings and viewpoints in a logical and coherent manner, for example explain how user requirements affect material choice and the manufacturing process, explain how standard components can be assembled and used in the engineering and manufacturing sectors, and identify, explain and compare quality control techniques by inspecting, testing and measuring products against their product specification; - Making organ, visual and written summaries, reports and presentations that take account of audience and purpose, for example producing a design folder based on a pre-set design brief, analyse and produce production plans and schedules (Gantt charts) for engineered/manufactured products, and generate imaginative design ideas and design solutions; - Interpreting, analysing and presenting information in oral, visual, written and ICT forms for example, communicate testing against the design criteria to select and justify the final design solution, and produce a detailed Gantt chart that shows relevant stages of the design process appropriate to the design solution - Exploring and responding, both imaginatively and critically to a variety of information for example, evaluate key aspects of production, analyse and investigate a variety of manufacturing and engineering products and analyse a range of tests to assess the fitness for purpose and performance of a completed product, taking into account how areas for improvement/modification could be identified and alternative solutions clearly shown Using ICT Through the pursuit of this specification, students should be able to: Make effective use of information and communications technology (ICT) to access, manage, select and present information, including mathematical information, for example applying CAD and CAM in product manufacture; produce, draw and analyse gantt charts; engage in computer modelling and CAD; develop skills to include the use of 2D and 3D design software. Using Mathematics Key Stage 3 requirements for Using Mathematics are that students must: - Chose the appropriate materials, equipment and mathematics to use in a particular situation; - Use mathematical knowledge and concepts accurately; - Work systematically and check their work; - Use mathematics to solve problems and make decisions; - Develop methods and strategies, including mental mathematics; - Explore ideas, make and test predictions and think creatively; - Identify and collect information; - Read, interpret, organise and present information in mathematical formats; - Use mathematical understanding and language to ask and answer questions, talk about and discuss ideas and explain ways of working; - Develop financial capability; and - Use ICT to solve problems and/or present their work. The following aims of the current GCSE Engineering and Manufacturing specifications have links to the KS3 requirements for Using Mathematics (highlighted in yellow): 15

16 - actively engage in manufacturing/engineering processes and develop as effective and independent learners; - gain an understanding of the contribution that manufacturing/engineering makes to society and the economy; - develop an awareness and appreciation of commercial and industrial issues, and emerging technologies, in the context of manufacturing/engineering; - develop and use a range of transferable skills when designing and making manufactured/engineered products, to enable them to become effective and independent learners; - develop an awareness and understanding of environmental issues and sustainable development; - develop applied manufacturing/engineering skills as a foundation for future learning and progression; and - apply their knowledge and understanding of manufacturing/engineering by using evaluation and problem-solving skills. Key Stage 4 Using Mathematical Skills Based on this specification the following skills can be mapped to the given content (in italics): - Using mathematical language and notation with confidence, for example appropriate use of units (mm, m, etc); ability to read fractions, decimals, and percentages; represent calculations clearly and calculate the upper and lower tolerance limits for key dimensions; - Assessing probability and risk in a range of simulated and real-life contexts, for example determine the likelihood and/or probability of finding a successful solution through effective planning, and identifying the required materials and processes needed to realise a design. - Presenting mathematical data in a variety of formats that take account of audience and purpose, for example communicate their planning, calculations, measurements, solutions, data handling and evaluations using appropriate mathematical notation, techniques and language given the purpose of design and outcome. Thinking Skills and Personal Capabilities at Key stage 4 Through the pursuit of this specification, students will: - Construct their own learning; - Gain a deeper understanding of concepts and issues; and - Make progress in their learning. Self-Management In the area of self-management students will be able to through the pursuit of this specification: Plan work; Set personal learning goals and targets to meet deadlines; Monitor, review and evaluate their progress and improve their learning; and Effectively manage their time. Working with Others In the area of working with others students will be able to through the pursuit of this specification: Learn with and from others through co-operation; 16

17 Participate in effective teams and accept responsibility for achieving collective goals; and Listen actively to others and influence group thinking and decision-making, taking account of others opinions. Problem Solving In the area of thinking, problem solving, decision making students will be able to through the pursuit of this specification: Identify and analyse relationships and patterns, for example analyse the strengths and weaknesses of existing design solutions; Propose justified explanations, for example test each design solution against the specification to justify a final outcome; Reason, form opinions and justify their views, for example critically evaluate the final solution against the specification to include all relevant key terms; Analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example analyse and produce production plans and schedules for engineering/manufactured products; Analyse and evaluate multiple perspectives, for example analyse different products across a range of manufacturing and engineering sectors; Weigh up options and justify decisions, for example evaluate and modify final design solutions; and Apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example use an effective range of engineering/manufacturing drawing techniques to communicate final solutions. In the area of managing information students will be able to through the pursuit of this specification: Communicate effectively in oral, visual (including graphic), written, mathematical and ICT formats showing clear awareness of audience and purpose, for example test each design solution against the specification to justify a final outcome; Structure information in order to communicate meaning, for example produce gantt charts; and Carry out research and present their findings, for example explain their final design solution. In the area of being creative students will be able to through the pursuit of this specification: Demonstrate creativity and initiative when developing ideas and following them through, for example create imaginative design ideas that fulfils the specification; Develop their creativity and innovative practice, for example evaluate each design solution; Develop higher order thinking skills for example creative thinking, problem solving and independent learning, for example modify the proposed solution in response to the outcome of evaluation; Develop a critical understanding, from a contemporary perspective, of the influence of Engineering and Manufacturing, for example analyse different products across a range of engineering and manufacturing sectors; Develop their knowledge, understanding and skills in making processes and apply these to a range of design and technological activities, for example apply appropriate surface finishes; Recognise and overcome challenges and constraints when working towards making high quality products, for example apply quality control techniques by inspecting, testing and measuring when producing manufactured products; Develop an interest in Engineering and Manufacturing. 17

18 Progression from relevant Areas of Learning The specification facilitates progression from the minimum content and statutory requirements for Key Stage 3, however there are no specific Engineering/Manufacturing minimum content. The Technology and Design minimum content is very similar and states: Students should have opportunities to develop creative thinking and problem solving skills through: o Design identifying problems; investigating, generating, developing, modelling and evaluating design proposals; giving consideration to form, function and safety o Communication use of free-hand sketching and formal drawing techniques and ICT tools (including 3D modelling); o Manufacturing selecting and using materials fir for purpose; safe use of a range of tools and processes appropriate to materials, demonstrating accuracy and quality of outcome; This specification can be mapped very closely to this. Through this specification at Key stage 4, students will build on this foundation and have opportunities to further develop these cross curricular skills and the other skills (Thinking Skills and Personal Capabilities) outlined above. Students will be able to through the pursuit of this subject: Demonstrate practical skills in the safe use of a range of tools, machines and equipment, for example identify health and safety issues relating to the use of materials, components, tools and equipment required for manufacturing a product; Research and manage information effectively to investigate design issues, including using Mathematics, and ICT where appropriate, for example using data and information to calculate the resistance of two resistors in parallel; Show a deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, demonstrating using Mathematics and ICT where appropriate, for example show an understanding of the use of the relationship between current, voltage and resistance and perform calculations; Demonstrate creativity and initiative when developing ideas and following them through, for example improve solutions by a process of development and modification; Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving their own performance, for example producing, drawing and analysing a Gantt chart; Communicate effectively in oral, visual (including graphic), written, mathematical and ICT formats showing clear awareness of audience and purpose. Relevance of Learning to Everyday Life and Work Through the pursuit of this specification, students will develop skills that prepare them for life and work. Personal Development Students will develop a range of personal skills, through opportunities to work independently and collaboratively. Students will develop the skills of: - Problem-solving; - Research and analysis; - Decision making; - Developing concepts; - Independent learning; - Creative and innovative thinking - Design, engineering and manufacturing skills; and - Working with others. 18

19 Employability Students will have opportunities to evaluate personal strengths and weaknesses and to develop a range of skills that will equip them to fulfil roles in the workplace. 19

20 F. Progression to GCE Opportunities for progression to GCE This specification facilitates progression to CCEA s GCE Technology and Design and Environmental Technology it also allows progression to closely related GCE design, technology, manufacturing and engineering based qualifications offered by all of the other awarding organisations. G. Support The range of support provided by CCEA includes: Past papers; Mark schemes; Chief Examiner s report; Principal Moderator s report; Guidance on progression from Key Stage 3; Schemes of work; Centre support visits; Support days for teachers; Agreement trials; Controlled assessment guidance for teachers and candidates; Resource list; and Exemplification of standards. Additional support may also include: Possible additional support 20

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