GCSE Construction DesignVersion - CCEA · 2019-09-20 · architectural technologist; and landscape architect; - engineering: civil engineer; structural engineer; and building services

GCSE

CCEA GCSE Specification in

Constructionand the BuiltEnvironment

For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 0006

Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations

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2 Specification at a Glance

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3 Subject Content 6 3.1 Unit1:IntroductiontotheBuiltEnvironment 63.2 Unit2:SustainableConstruction 113.3 Unit3:TheConstructionCraftProject 143.4 Unit4:ComputerAidedDesigninConstruction

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4 Scheme of Assessment 17 4.1 Assessmentopportunities 174.2 Assessmentobjectives 174.3 Assessmentobjectiveweightings 174.4 Qualityofwrittencommunication 184.5 Reportingandgrading

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5 Grade Descriptions

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6 Guidance on Controlled Assessment 21 6.1 Controlledassessmentreview 216.2 Skillsassessedbycontrolledassessment 216.3 Levelofcontrol 216.4 Tasksetting 216.5 Tasktaking 226.6 Taskmarking 236.7 Internalstandardisation 236.8 Moderation 246.9 Drafting/Redrafting

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7 Curriculum Objectives 25 7.1 Cross-CurricularSkillsatKeyStage4 257.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4

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8 Links and Support 28 8.1 Support 288.2 Examinationentries 288.3 Equalityandinclusion 288.4 Contactdetails

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Appendix 1 30 GlossaryofTermsforControlledAssessmentRegulations

Appendix 2 32 ListofMainMaterialsUsedinConstructionofDomesticBuildingsforUnit1:IntroductiontotheBuiltEnvironment

Appendix 3 34 AssessmentandMarkingCriteriaforUnit3:TheConstructionCraftProject

Appendix 4 36 AssessmentandMarkingCriteriaforUnit4:ComputerAidedDesigninConstruction

SubjectCodeQAN

0006603/1372/9

ACCEAPublication©2017

Thisspecificationisavailableonlineatwww.ccea.org.uk

CCEAGCSEConstructionandtheBuiltEnvironmentfromSeptember2017

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1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinConstructionandtheBuiltEnvironment.Wehavedesignedthisspecificationtomeettherequirementsof:

• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:

• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk


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1.1 Aims Thisspecificationaimstoencouragestudentsto:

• developabroadbackgroundknowledgeandcoreknowledgeoftheconstructionindustry;

• applytheirdevelopingknowledgeinrelevant,enjoyableandwork-relatedcontextsforcraftproductsandcomputeraideddesign(CAD)projects;

• investigateopportunitiestoprogressintofurthereducation,trainingoremploymentintheconstructionindustry;

• experiencesuccesswhenapplyingtheirknowledgeinwork-relatedcontexts;• developandpractisethekeytransferableskillsthatareimportantinworkinglife;and

• developknowledgeofthematerialsandsustainablemethodsusedindomesticandcommercialconstruction.

1.2 Key features Thefollowingareimportantfeaturesofthisspecification.

• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.

• Itencouragesstudentstodevelopandpractisekeytransferableskillsandtohaveapositiveattitudetowardssustainableconstructiontechniques.

• Ithelpsraiseachievementinawiderangeoflearnersduetoitshighpracticalcontent.

• Itoffersstudentsanextensiveknowledgeoftheconstructionindustry.• Itencouragesstudentstodevelopcraftskills,CADskillsandtechnicalskills,andknowledgeandunderstandingoftheconstructionindustry.

• Itencouragesastudent-centredapproachtolearningandenablesstudentstoapplytheirdevelopingknowledgeinenjoyableandwork-relatedcontexts.

1.3 Prior attainment Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis0006.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.


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2 Specification at a Glance ThetablebelowsummarisesthestructureofthisGCSEcourse.

Content Assessment Weightings Availability

Unit1:

Introductiontothe

BuiltEnvironment

Externalwrittenexamination

1hour

20% Summerfrom2018

Unit2:

Sustainable

Construction

Externalwrittenexamination

1hour30mins

Thepaperincludesquestionsbasedonpre-releasematerials.

30% Summerfrom2019

Unit3:

TheConstruction

CraftProject

Controlledassessment

Wevisitcentrestomoderatetheresults.

25% Summerfrom2018

Unit4:

ComputerAided

Designin

Construction


Teachersmarkthetaskandwemoderatetheresults.

25% Summerfrom2019

Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.


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3 Subject Content Wehavedividedthiscourseintofourunits.Thecontentofeachunitandtherespectivelearningoutcomesappearbelow.3.1 Unit 1: Introduction to the Built Environment Inthisunit,studentsdevelopunderstandingofconstructionandthebuiltenvironment,theimportanceofhealthandsafetyintheconstructionindustry,andtheemploymentopportunitiesintheindustry.

Content

LearningOutcomes

Introductionto

thebuilt

environment

Studentsshouldbeableto:

• definethebuiltenvironment;• identifyanddiscussthefollowingmainstagesoftheconstructioncycleasdetailedintheRoyalInstituteofBritishArchitects(RIBA)PlanofWork(POW)2013:- StrategicDefinition;- PreparationandBrief;- ConceptDesign;- DevelopedDesign;- TechnicalDesign;- Construction;- HandoverandCloseOut;and- InUse;and

• identifythefollowingtypesoflow-risebuildingandidentify,compareandcontrastthemaincharacteristicsofeach:- residential,forexamplehousesandapartments;- commercial,forexampleshopsandoffices;- industrial,forexamplewarehousesandfactories;- agricultural,forexamplefarmoutbuildings;- community,forexampleschools,hospitals,librariesandhealthcentres;and

- recreationalandreligious,forexamplecinemas,sportsamenitiesandchurches.


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Content

LearningOutcomes

Introductiontothebuiltenvironment(cont.)


• demonstrateknowledgeandunderstandingofthemainmaterials(forthedefinitivelist,seeAppendix2)usedinthefollowingindomesticbuildings:- roofstructureandjoinerycomponents,includinghardwoodsandsoftwoods;

- thefollowinginternalfinishes:selffinish;appliedfinish;wetfinish;anddryfinish;

- plumbingandelectricalinstallations;and- wallconstruction,forexampleconcreteandsteel;

• demonstrateknowledgeandunderstandingofthepropertiesandfunctionsofthesematerials;

• analysetheadvantagesofeachofthesematerials;• identifythefollowingformsofdomesticdwellingandexplainthemaincharacteristicsthatdefineeachtype:- terracedandtownhouses;- semi-detachedhouses;- detachedhouses;- apartments,flats,high-risebuildingsandmultistoreybuildings;and

- bungalows;and

• demonstrateknowledgeandunderstandingofthefollowingmainactivitiesintheconstructionindustryandtheircontributiontothebuiltenvironment:- building;- civilengineering,includinginfrastructure,forexampleroads,bridges,watersuppliesandwastewaterfacilities;and

- buildingservices.


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Content

LearningOutcomes

Introductionto

thebuilt

environment

(cont.)


• demonstrateknowledgeandunderstandingofthefollowingstructuralformsusedinarangeofbuildingtypes:- cellular;- rectangularframedconcreteandrectangularframedsteel;

- portalframed;and- moderntimberframed;

• evaluatetheadvantagesanddisadvantagesofusingeachofthesestructuralforms,referringtothebuilding’sfunction;

• demonstrateknowledgeandunderstandingofhowtoprovidestructuralstabilitytoeachofthestructuralforms;

Employmentin

theconstruction

industry

• identifytheroleoftheclient;and

• demonstrateknowledgeandunderstandingofthefollowingmaintechnical,managerialandprofessionaloccupationsintheconstructionindustry,andidentifythemainrolesforeachoccupationalarea:- architecture:

architect;architecturaltechnologist;andlandscapearchitect;

- engineering:civilengineer;structuralengineer;andbuildingservicesengineer;

- constructionmanagement:sitemanager;contractsmanager;facilitiesmanager;programmer;buyer;buildinginformationmodelling(BIM)co-ordinator;andhealthandsafetyofficer;and

- surveying:buildingcontrolofficer;buildingsurveyor;andquantitysurveyor.


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Content

LearningOutcomes

Employmentin

theconstruction

industry(cont.)


• demonstrateknowledgeandunderstandingofthefollowingmaincraftoccupationsandsubcontractorroles:- bricklayer;- electrician;- joiner;- plasterer;- walldryliningspecialist;- plumber;- domesticgasengineer;and- tiler;

Resource

considerations

• demonstrateknowledgeandunderstandingofthefollowingresourceconsiderationsinconstruction,evaluatingtheimportanceofeachandtheirinterdependence:- supplychain;- costing;- planning;- plantlabourandmaterials;and- socialandenvironmentalissues;

Healthandsafety • identifythedutiesandresponsibilitiesofemployers,employees,theself-employedandthepublicinrelationtoconstructionandthebuiltenvironmentasoutlinedintheHealthandSafetyatWork(NorthernIreland)Order1978;

• demonstrateknowledgeandunderstandingoftherisksforemployers,employees,theself-employedandthepublicinrelationtoconstructionandthebuiltenvironment;and

• demonstrateknowledgeandunderstandingofthefollowingwaysofmitigatingtheserisks:- providinginformation;- followingcorrectprocedures;and- carryingoutriskassessments.


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Content

LearningOutcomes

Healthandsafety

(cont.)


• demonstrateknowledgeandunderstandingoftheHealthandSafetyatWork(NorthernIreland)Order1978,thecurrentWorkatHeightRegulationsandotherrelevantregulationsinrelationtothefollowing:- slips,trips,falls,excavations,andworkingonscaffoldingandladders;

- sitesafetysigns;- personalprotectiveequipment(PPE);- dutiesofdesigners,manufacturersandsuppliers;and- safetywhenworkingwithwaterandgas;

• demonstrateknowledgeandunderstandingoftheElectricityatWorkRegulations(NorthernIreland)1991onusingelectricityandpowertoolsonsite,includingworkingnearoverheadpowercables;and

• demonstrateknowledgeandunderstandingofthecurrentControlofSubstancesHazardoustoHealth(COSHH)Regulations.


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3.2 Unit 2: Sustainable Construction Inthisunit,studentsinterpretthepre-releasedrawingsofdomesticbuildingsanddemonstrateawarenessoftheissuessurroundingsustainabledevelopmentintheconstructionindustry.

Content

LearningOutcomes

Technicalskills,

sketchingskills

andinterpreting

drawings


• prepareacuttinglistforaspecifiedtaskassetoutinthepre-releasematerials;

• preparematerialcostsassociatedwiththecuttinglist;• interpretdrawingsofsimpledomesticbuildingsandcarryoutthefollowing:- identifydifferentelevationsandhowtheyrelatetotheplanand/ordrawing;

- readdimensionsfromthedrawing,including runningdimensions,individualdimensions,floorareaandwallarea;

- useascaleruletocalculateaccuratemeasurementsfromplans;

- interpretthestructuralmake-upofabuildingassetoutinthepre-releasematerials;and

- producefreehandsketchestocommunicateandexplaintheirresponsestoagivenscenario;and

Sustainable

constructionand

renewable

energy

• demonstrateknowledgeandunderstandingofthefollowingissuessurroundingsustainabledevelopment:- impactonthenaturalenvironment;- impactonthecommunity;- socialbenefits;- regenerationofbuildings;- pollution;- impactonlocalresources;and- carbonfootprint.


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Content

LearningOutcomes

Sustainable

constructionand

renewable

energy(cont.)


• discussanddemonstrateknowledgeandunderstandingofwhyplanningpermissionmayormaynotbegrantedforconstructionprojectsand/orplans,referringtothefollowing:- currentplanninglegislation;- environmentalprotection;- greenbeltsandconservationareas;- design,scaleandmassing;- typesofplanningpermission;and- enforcementofplanninglegislation;

• demonstrateknowledgeandunderstandingofusingthefollowinginsustainableconstruction:- timberframedconstruction;- wallstructures;- roofstructures;- water;and- recycling;

• demonstrateknowledgeandunderstandingofthefollowingrenewableenergytechnologiesand/ormaterialsandidentifytheircomponentparts,usingexamplesfromlocal,Europeanand/orglobalcontextsrelatedtothebuiltenvironment:- heatpumps(groundsourceandairsource);- windturbines;- solarpanels,includingphotovoltaiccellsandwaterheaters;and

- biomass;

• identifyhoweachofthesetechnologiesand/ormaterialscanbeusedinconstructionandthebuiltenvironment;and

• analyseandevaluatetheadvantagesanddisadvantagesofusingthesetechnologiesand/ormaterialsasalternativestofossilfuels,referringtothefollowing:- cost;- performance;and- reliability.


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Content

LearningOutcomes

Sustainable

constructionand

renewable

energy(cont.)


• demonstrateknowledgeandunderstandingoftheneedtoreducetheenvironmentalimpactofbuildingmaterials;

• demonstrateknowledgeandunderstandingofthefollowingmethodsusedtoreducetheenvironmentalimpactofbuildingmaterials:- modernquarryingpractice;- recycling;- reusing;and- managingsitewasteeffectively;

Construction

technology

• describethefollowingmainelementsandcomponentpartsoflow-risebuildingsandevaluatetheirpurposesandperformancerequirements,providingstandardconstructiondetailsthatcomplywiththebuildingregulationsintheBuildingRegulations(NorthernIreland)2012:- stripfoundations,includingsettingout;- domesticpilefoundations;- walls,includingheadandsill(block,brick,timberandstud);

- damp-proofcourse(DPC)ormembrane;- insulation(wall,roofandfloor);- floors(solidandsuspended);- roofs(pitchedandflat);- doors(timber,uPVC,flush,panelled,framed,legged,bracedandsheeted,andassociatedironmongery);

- windows(uPVCandhardwood)andstyles;and- stairdesignfordomesticdwellingsusingmathematicalformulae;

• describeandevaluatehowconstructionmethodsforthefollowingarechangingovertime(includingthedevelopmentofsustainableconstructionmethods):- walls,includingstone,brick,blockandtimberwalls;- roofs;and- floors,includingsubfloorsandsuspendedfloors;and

• demonstrate,throughcontextualisedscenarios,knowledgeandunderstandingofthetermretrofit.


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3.3 Unit 3: The Construction Craft Project Inthisunit,usingtheA3drawingsthatweprovide,studentsmustcompleteaprojectbasedononeofthefollowingcrafts:

• woodwork;or• brickworkorblockwork.Thecraftprojectismadeupofaproductandanevaluation.Formoredetails,seeAppendix3.

Content

LearningOutcomes

Craftproject Studentsshouldbeableto:

• completeasuitablecraftproject;• demonstrateknowledgeandunderstandingofhowtoselectthemostappropriatematerialsfortheirchosencraft;

• demonstrateknowledgeandunderstandingofhowtoselectthemostappropriatetools(handandpowertools)fortheirchosencraft;

• demonstrateknowledgeandunderstandingofhowtoadheretohealthandsafetyrequirementswhenusingtheirchosentoolsandmaterials;

• demonstrateknowledgeandunderstandingofhowtofollowthecorrectjoinerymethodsforthewoodworktaskandthecorrectconstructionmethodsforthebrickworkorblockworktask;

• demonstrateknowledgeandunderstandingofhowtouseappropriatejoints,fixings,componentsandprocessesfortheirchosenproject;

• demonstrateknowledgeandunderstandingofthequalitycontrolissuesrelatedtotheirchosenproject;and

• evaluatetheirownwork.


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3.4 Unit4: Computer Aided Design in Construction Inthisunit,studentsdevelopunderstandingandaworkingknowledgeofcomputeraideddesign(CAD)intheconstructionindustry.Theymustproduceaportfolioofworkundercontrolledconditions,includingworkingdrawingsforadomesticbuildingandonedetaildrawing.

Formoredetails,seeAppendix4.

Content

LearningOutcomes

IntroductiontoCAD


• demonstrateunderstandingoftheuseofCADintheconstructionindustry;

Setupadrawingenvironmentappropriately

• setupadrawingenvironmentappropriatelysothatalldimensionscanbeenteredfullsize;

UseaCADpackagetocreatesimpletwo-dimensionalconstructiondrawings

• usebasicCADcommands,forexample:- line;- circle;- arc;- ellipse;- polyline;- rectangle;- offset;- move;and- erase;

• drawarangeofbasicbuildingcomponents,forexample:- cavitywall;- concretesill;- window;- door;and- chimney;and

Usethemodificationcommandsinanindustry-standardCADpackage

• usemodificationcommands,forexample:- trim;- stretch;- break;- extend;- scale;and- explode.


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Content

LearningOutcomes

Selecthatch

patterns


• selecthatchpatternstoshowthedifferentmaterialsusedforbuildingcomponentssuchas:- rooftiles;- insulation;- blockworkorbrickwork;- hardcore;and- concrete;

Retrieveandplot

adrawingto

scale

• demonstrateknowledgeandunderstandingofmodelspaceandpaperspacebyplottingadrawingtoscale;

Producea

two-dimensional

sectionaldrawing

thatconformsto

appropriate

standardsand

conventions

• produceanannotatedtwo-dimensionaldrawingthatconformstoappropriatestandardsandconventions,andshowstypicalsectionaldetailsforthefollowing:- foundations;- floors;- sill;- head;- eaves;- firstfloor;and- parapet;

Drawafloorplan

andanelevation

ofadomestic

dwelling,andplot

andprinttoscale

• demonstrateknowledgeandunderstandingofdomesticelevationsandplans;

• drawafloorplanandanelevationofadomesticdwellingtosuitablescale,usingthecomponentsthattheyhavepreviouslymadeandstoredinanappropriatelibrary;

• demonstrateknowledgeandunderstandingofhowtoplotandprinttoasuitablescale;

• evaluateagivenbriefandmakereasonedjudgements;

• produceanappropriatedrawingoutput;and

• savethecompletedworkinaneasilyaccessibleelectronicformat,usinganappropriatetitle.


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4 Scheme of Assessment 4.1 Assessment opportunities Fortheavailabilityofexaminationsandcontrolledassessment,seeSection2.Thisisaunitisedspecification;candidatesmustcompleteatleast40percentoftheoverallassessmentrequirementsattheendofthecourse,intheexaminationseriesinwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule.Candidatesmayresitindividualassessmentunitsoncebeforecash-in.ThebetterofthetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredtomeetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whetherornotitisthebetterresult).ResultsforindividualassessmentunitsremainavailabletocounttowardsaGCSEqualificationuntilwewithdrawthespecification.4.2 Assessment objectives Therearethreeassessmentobjectivesforthisspecification.Candidatesmust:

AO1 recall,selectandcommunicatetheirknowledgeandunderstandingofconcepts,issuesandterminology;

AO2 applytheirskills,knowledgeandunderstanding,includingqualitystandards,inavarietyofcontextsandinplanningandcarryingoutinvestigationsandtasks;and

AO3 analyseandevaluateevidence,makereasonedjudgementsandpresentconclusions.

4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.

Assessment

Objective

UnitWeighting(%) Overall

Weighting(%)External

Assessment

Controlled

Assessment

Unit1 Unit2 Unit3 Unit4

AO1 8 12 5 5 30

AO2 8 12 15 15 50

AO3 4 6 5 5 20

Total

Weighting20 30 25 25 100


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4.4 Quality of written communication InGCSEConstructionandtheBuiltEnvironment,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;

• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and

• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.

Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.

4.5 Reporting and grading Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.Wedeterminethegradesawardedbyaggregatingtheuniformmarksthatcandidatesobtaininindividualassessmentunits.WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:

Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).


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5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.

Grade

Description

A Candidatesrecall,selectandcommunicatedetailedknowledgeandthoroughunderstandingofconstructionprinciples,processesandresources,andofthetechnologyanddesignofthebuiltenvironmentindifferentcontexts.Theyapplyrelevantknowledge,understandingandskillsinarangeofsituationstoplanandcarryoutinvestigationsandtaskseffectively.Theytesttheirsolutions,workingsafelyandwithahighdegreeofprecision.Theyanalyseandevaluatetheevidenceavailable,reviewingandadaptingtheirmethodswhennecessary.Theypresentinformationclearlyandaccurately,makingreasonedjudgementsandpresentingsubstantiatedconclusions.

C Candidatesrecall,selectandcommunicatesoundknowledgeandunderstandingofconstructionprinciples,processesandresources,andofthetechnologyanddesignofthebuiltenvironmentindifferentcontexts.Theyapplyknowledge,understandingandskillsinarangeofsituationstoplanandcarryoutinvestigationsandtasks.Theytesttheirsolutions,workingsafelyandwithprecision.Theyreviewtheevidenceavailable,analysingandevaluatingsomeinformationclearly,andwithsomeaccuracy.Theymakejudgementsanddrawappropriateconclusions.


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Grade

Description

F Candidatesrecall,selectandcommunicateknowledgeandunderstandingofbasicconstructionprinciples,processesandresources,andofthetechnologyanddesignofthebuiltenvironmentinsomevocationalsituations.Theyapplylimitedknowledge,understandingandskillstoplanandcarryoutsimpleinvestigationsandtasks,withanawarenessoftheneedforsafetyandprecision.Theyreviewtheirevidenceanddrawbasicconclusions.


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6 Guidance on Controlled Assessment 6.1 Controlled assessment review Wewillreplaceourcontrolledassessmenttaskseverytwoyearstoensurethattheycontinuetosetanappropriatechallengeandremainvalid,reliableandstimulating.6.2 Skills assessed by controlled assessment Teachersmustassessthefollowingskillsthroughcontrolledassessment:

• planningandpreparingforpracticalanddrawingtasks;and• completingpracticalanddrawingtasks.6.3 Level of control RulesforcontrolledassessmentinGCSEConstructionandtheBuiltEnvironmentaredefinedforthethreestagesoftheassessment:

• tasksetting;• tasktaking;and• taskmarking.6.4 Tasksetting TherearetwotasksforGCSEConstructionandtheBuiltEnvironment:

• theconstructioncraftprojectinUnit3;and• theCADportfolioinUnit4.Candidatesshouldcompleteallelementsofthetasks.ForUnit3,candidatescompleteonetaskfromachoiceoftwo.WeprovideonetaskforUnit4.WewillissuethetasksinMay.CandidatesmustsubmitthecompletedtasksintheSummerseries.Centreshavetheopportunitytocontextualisethecontrolledassessmenttaskstosuittheirspecificcircumstances.Thisincludestheavailabilityofandaccesstoresources.Wewillprovidecentreswithdetailsofcontrolledassessmenttasksandguidanceonhowtocompleteandsubmitthem.


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6.5 Task taking Thelevelofcontrolfortasktakingismedium.

AreasofControl DetailofControl

Authenticity Candidatesmustcompletetheirassessedportfoliointheclassroomunderinformalsupervision.ForUnit3:TheConstructionCraftProject,candidatesmaycarryoutresearchoutsideoftheclassroomwithlimitedsupervision.ForUnit4:ComputerAidedDesigninConstruction,candidatescanpractisetherequiredskillsoutsideoftheclassroomwithlimitedsupervision.Teachersmustbeabletoauthenticatetheworkasbeingthecandidate’sown.Teachersmustensurethatcandidatesacknowledgeandreferenceanyideasandsourcesused.

Feedback Teachersmustguideandsupervisecandidatesonthefollowing:

• monitoringprogress;• preventingplagiarism;• ensuringcompliancewithhealthandsafetyrequirements;• ensuringthatworkiscompletedinaccordancewiththespecificationrequirements;and

• ensuringthattheworkcanbeassessedinaccordancewiththeproceduresandmarkingcriteria.

Candidatesshouldreachtheirownconclusions.TeachersmustrecordanysupportorguidancetheygivetocandidatesontheCandidateRecordSheetandadjustthemarksappropriately.Onceacandidatesubmitstheirworkforassessment,noredraftingispermitted.

TimeLimit Skillsdevelopment:10hoursperunitProductandportfolio:20hoursperunit


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AreasofControl DetailofControl

Collaboration Duringskillsdevelopment,candidatesmayworkwithothers.However,duringtasktaking,thecandidatemustprovideanindividualresponseforeachunit.

Resources Beforeofferingthiscourse,centreswithlimitedresourcesorcandidateswhoneedtousespecialequipmentmustcontactusforadviceonhowtoproceed.

6.6 Task marking DetailedmarkschemesforUnit3andUnit4willbemadeavailableattheagreementtrialintheautumnterm.Thesewillsubsequentlybeuploadedtothesubjectmicrosite.Thelevelofcontrolfortaskmarkingismedium.Thismeansthatteachersmarkthecontrolledassessmenttasksusingcriteriathatweprovide.Theyshoulduseprofessionaljudgementtoselectandapplythecriteriaineachsuccessivemarkbandappropriatelyandfairlytocandidates’work.Theyshouldshowa‘bestfit’approachwhenselectingacandidate’smark,makingallowanceforbalancingstrengthsandweaknessesineachresponse.Teachersmustannotatethecandidate’sworkindetailtoensurefairnessforthecandidateandtohelpwiththemoderationprocess.Annotationshouldtaketheformofsummativecommentsonthework,usuallyattheend,andontheCandidateRecordSheet.Teachersmustensurethattheworktheymarkisthecandidate’sown.Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.uk6.7 Internal standardisation Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisationofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistentlywhenmarkingassessments.Centresmayneedtoadjustanindividualteacher’smarking:

• tobringassessmentsintolinewiththoseofotherteachersinthecentre;and• tomatchthestandardsestablishedattheagreementtrial.Ifmarksdochange,centresmustamendthetotal/finalmarkontheirCandidateRecordSheet.


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6.8 Moderation ForUnit3,ourvisitingmoderatorsassessasampleofcandidates’workmarkedbyteachers.Ifthemarkstheteacherawardsareacceptable,themoderatorconfirmsthemarks.Iftheyarenotacceptable,themoderatormayrecommendanadjustmenttothecentre’smarkstobringtheassessmentofthecandidates’workintolinewithouragreedstandards.ForUnit4,centresmustsubmittheirmarksandsamplestousbyearlyMayinanyyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workintolinewithouragreedstandards.Weissuefullinstructionseachyearon:

• ourmoderationprocedures;• whichsampleswerequire;and• thedeadlinesforsubmittingmarksandsamplestous.Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspectofcontrolledassessment.6.9 Drafting/Redrafting Teachersmustnotcorrectcandidates’workindetailandreturnittothemtowriteupafaircopy.Responsibilityfordraftingapieceofworktowardscompletionliesentirelywiththecandidate.Onceacandidatehassubmittedthecontrolledassessmentandithasbeenawardedamark,thatmarkisfinal.Thecandidatemaynotcarryoutfurtherwork.SeeAppendix1foraglossaryofcontrolledassessmentterms.Formoredetails,seetheJointCouncilforQualificationsdocumentInstructionsforConductingControlledAssessments,availableatwww.jcq.org.uk


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7 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused. 7.1 Cross-Curricular Skills at Key Stage 4

Communication


• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexamplewrittenevaluations;

• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexampleapresentationonthestagesoftheconstructioncycle,aposterpresentationontherangeofoccupationsintheconstructionindustryandareportonsustainableconstruction;

• participateindiscussions,debatesandinterviews,forexampledebatetheadvantagesanddisadvantagesofrenewableenergyanddiscussdesignproposals;and

• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleCAD,writtenevaluationsandclasspresentations.

UsingMathematics


• usemathematicallanguageandnotationwithconfidence,forexampleangularmeasurement;

• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexampleusingscaleandcalculatingfloorandwallareasfromscaledrawings;

• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexamplecostingsforlabourandmaterials;

• interpretandanalyseawiderangeofmathematicaldata,forexamplereadingdimensionsfromadrawingandinterpretingsectionaldrawings;and

• presentmathematicaldatainavarietyofformatswhichtakeaccountofaudienceandpurpose,forexamplecostingtables.


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UsingICT

Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexamplecarryingoutsecondaryresearchonline,presentingwrittenreportsandusingCADfortwo-dimensionaldrawings.

7.2 Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management


• planwork,forexamplepreparationforcraftandCADprojects;• setpersonallearninggoalsandtargetstomeetdeadlines,forexampleprogrammeofworkforcraftandCADprojects;

• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexampleevaluationofcraftproject;and

• effectivelymanagetheirtime,forexampleproductionofworkingdrawingswithinthetimeallowed.

WorkingwithOthers


• learnwithandfromothersthroughco-operation,forexampleworkingingroupsonpracticejointsinUnit3;

• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexampleincontextualiseddesignteamactivities;and

• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexamplegrouprolesincontextualiseddesignteamactivities.


27

ProblemSolving


• proposejustifiedexplanations,forexampleexplainthestepsrequiredtoadheretohealthandsafetyrequirementswhenusingtoolsandmaterials;

• reason,formopinionsandjustifytheirviews,forexampleevaluatetheirownworkinthecraftprojectandevaluatehowmethodsofconstructionhavechangedovertime;

• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampleunderstandtheargumentsinthemediainfavourofrenewableenergies;

• analyseandevaluatemultipleperspectives,forexampleunderstandtheimportanceofhealthandsafetyrequirementsforemployers,employees,theself-employedandthepublic;

• weighupoptionsandjustifydecisions,forexampleselectionofthemostappropriatematerialsandtoolsforachosencraftinthecraftproject;and

• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampleevaluateagivenconstructionbrief.

AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.


28

8 Links and Support 8.1 Support Thefollowingresourcesareavailabletosupportthisspecification:

• ourConstructionandtheBuiltEnvironmentmicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.Wealsointendtoprovide:

• pastpapers;• markschemes;• ChiefExaminer’sreports;• PrincipalModerator’sreports;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• agreementtrials;• controlledassessmentguidanceforteachers;• controlledassessmentguidanceforcandidates;• aresourcelist;and• exemplificationofexaminationperformance.

8.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.


29

Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:

• SpecificationSupportOfficer:NualaTierney(telephone:(028)90261200,extension2292,email:[email protected])

• SubjectOfficer:DawnAgnew(telephone:(028)90261200,extension2445,email:[email protected])

• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])

• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])

• Distribution(telephone:(028)90261242,email:[email protected])

• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])

• Moderation(telephone:(028)90261200,extension2236,email:[email protected])

• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).


30

Appendix 1 Glossary of Terms for Controlled Assessment Regulations

Term Definition

Component

Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarksMaycontainoneormoretasks


Aformofinternalassessmentwherethecontrollevelsaresetforeachstageoftheassessmentprocess:tasksetting,tasktaking,andtaskmarking

Externalassessment

Aformofindependentassessmentinwhichquestionpapers,assignmentsandtasksaresetbytheawardingorganisation,takenunderspecifiedconditions(includingdetailedsupervisionandduration)andmarkedbytheawardingorganisation

Formalsupervision(Highlevelofcontrol)

Thecandidatemustbeindirectsightofthesupervisoratalltimes.Useofresourcesandinteractionwithothercandidatesistightlyprescribed.

Informalsupervision(Mediumlevelofcontrol)

Questions/Tasksareoutlined,theuseofresourcesisnottightlyprescribedandassessableoutcomesmaybeinformedbygroupwork.Supervisionisconfinedto:

• ensuringthatthecontributionsofindividualcandidatesarerecordedaccurately;and

• ensuringthatplagiarismdoesnottakeplace.Thesupervisormayprovidelimitedguidancetocandidates.

Limitedsupervision(Limitedlevelofcontrol)

Requirementsareclearlyspecified,butsomeworkmaybecompletedwithoutdirectsupervisionandwillnotcontributedirectlytoassessableoutcomes.


31

Term Definition

Markscheme

Aschemedetailinghowcreditistobeawardedinrelationtoaparticularunit,componentortaskNormallycharacterisesacceptableanswersorlevelsofresponsetoquestions/tasksorpartsofquestions/tasksandidentifiestheamountofcrediteachattractsMayalsoincludeinformationaboutunacceptableanswers

Task

Adiscreteelementofexternalorcontrolledassessmentthatmayincludeexaminations,assignments,practicalactivitiesandprojects

Taskmarking

Specifiesthewayinwhichcreditisawardedforcandidates’outcomesInvolvestheuseofmarkschemesand/ormarkingcriteriaproducedbytheawardingorganisation

Tasksetting

ThespecificationoftheassessmentrequirementsTasksmaybesetbyawardingorganisationsand/orteachers.Teacher-settasksmustbedevelopedinlinewithawardingorganisationspecifiedrequirements.

Tasktaking

Theconditionsforcandidatesupportandsupervision,andtheauthenticationofcandidates’work

Tasktakingmayinvolvedifferentparametersfromthoseusedintraditionalwrittenexaminations.Forexample,candidatesmaybeallowedsupervisedaccesstosourcessuchastheinternet.

Unit

ThesmallestpartofaqualificationthatisformallyreportedMaycompriseseparatelyassessedcomponents


32

Appendix 2 List of Main Materials Used in Construction of Domestic Buildings for Unit 1: Introduction to the Built Environment Roof structure and joinery components • softwoods(spruce,fir,pineandlarch)• manufacturedboards(plywood,MDFandchipboard)• roofingmembrane• steel• concrete• clay• slate(naturalandman-made)• uPVC• lead• brass• aluminium(powdercoated)• hardwoods(native:oak,ash,beech,elm,limeandsycamore;tropical:mahogany,teak,walnut,iroko,ebony,balsaandafrormosia)

• insulationInternal finishes Self,applied,wetanddryinternalfinishes:• timber• plaster• paint• brick• stone• tiles• carpet• wallpaper• plasticlaminates• polishedmetals• glass• plasterboard• stainlesssteel• mirror• slate• marble• granite


33

Plumbing and electrical installations • copper• mildsteel• iron• uPVC• polybutylene• lead• pipeinsulationWall construction • brick• claybrick• calciumsilicatebrick• commonbrick• engineeringbrick• concreteblocks• sand• cement• water• insulation(glassfibre,rigidpolystyrenesheetandpolystyrenebeads,andstyrofoam)

• DPC• steel

App

endi

x 3

Ass

essm

ent a

nd M

arki

ng C

riter

ia fo

r Uni

t 3: T

he C

onst

ruct

ion

Cra

ft Pr

ojec

t Thetablebelowshowsthem

arksavailableforthelevelofachievementineachpartofthetask.Adetailedm

arkschemewillbeissuedfor

eachnewtaskprovidingfurtherguidanceontheapplicationofthem

arkscheme.

Areas

MarkBa

nd1

Mark

Rang

eMarkBa

nd2

Mark

Rang

eMarkBa

nd3

Mark

Rang

eMarkBa

nd4

Mark

Rang

eMarkBa

nd5

Mark

Rang

e

Product:

Accuracyof

tolerances

1tolerancecorrect.

4

2tolerances

correct.

8

3tolerances

correct.

12

4tolerances

correct.

16

5tolerances

correct.

20

Product:

Suitabilityand

standardof

joints,fixings,

componentsand

processes

involved

Thecandidate’s

projectisnot

assembledand

incomplete.

1-10

Thecandidate’s

projectusesan

appropriaterange

ofjoints,fixings,

componentsand

processes,which

areincompleteand

executedtoabasic

standard

11-20

Thecandidate’s

projectusesan

appropriaterange

ofjoints,fixings,

componentsand

processes,which

arecompleteand

executedtoa

satisfactory

standard

21-30

Thecandidate’s

projectusesan

appropriaterange

ofjoints,fixings,

componentsand

processes,which

arecompleteand

executedtoagood

standard.

31-40

Thecandidate’s

projectusesan

appropriaterange

ofjoints,fixings,

componentsand

processes,which

arecompleteand

executedtoan

excellentstandard

41-50

Product:

Qualityoffinish

Thecandidate’s

projecthasnothad

afinishapplied.

Somepreparation

forafinishhas

takenplace.M

ajor

flawsareclearly

visible.

1-4

Thecandidatehas

completeda

projectthatis

finishedtoabasic

standard;basic

preparationhas

takenplace.Some

flawsareclearly

visible.

5-8

Thecandidatehas

completeda

projectthatisofa

satisfactory

standard;

satisfactory

preparationhas

takenplace.Afew

flawsareclearly

visible.

9-12

Thecandidatehas

completeda

projectthatisofa

goodstandard;

goodpreparation

hastakenplace.

Oneortw

oflaws

maybevisible.

13-16

Thecandidatehas

completeda

projectthatisofan

excellentstandard;

excellent

preparationhas

takenplace.No

flawsareclearly

visible.

17-20

CCEA GCSE Construction and the Built Environment from September 2017

34

Whenacandidatehasnotmetanyoftheabovecriteriathenazero,0,markshouldbeawarded.

Areas

MarkBa

nd1

Mark

Rang

eMarkBa

nd2

Mark

Rang

eMarkBa

nd3

Mark

Rang

eMarkBa

nd4

Mark

Rang

eMarkBa

nd5

Mark

Rang

e

Product

evaluation

Thecandidatehas

describedand

evaluatedone

problemarea.

Thecandidate’s

spelling,grammar

andpunctuationis

limited.

1-2

Thecandidatehas

describedand

evaluatedtwo

problemareas.

Thecandidate’s

spelling,grammar

andpunctuationis

basic.

3-4

Thecandidatehas

describedand

evaluatedthree

problemareas.

Thecandidate’s

spelling,grammar

andpunctuationis

satisfactory.

5-6

Thecandidatehas

describedand

evaluatedfour

problemareas.

Thecandidate’s

spelling,grammar

andpunctuationis

good.

7-8

Theevaluation

containsadetailed

critiqueofthe

candidate’s

progress

throughoutthe

project.

Judgementsm

ade

aresound;

improvements

suggestedare

logicaland

coherently

presented.

Thecandidate’s

spelling,grammar

andpunctuation

areexcellent.The

form

andstyleof

theevaluationare

clearandcoherent

andtheyuse

specialistterm

s

appropriately.

9-10


35

App

endi

x 4

Ass

essm

ent a

nd M

arki

ng C

riter

ia fo

r Uni

t 4: C

ompu

ter A

ided

Des

ign

in C

onst

ruct

ion

Thetablebelowshowsthem

arksavailableforthelevelofachievementineachtask.Adetailedm

arkschemewillbeissuedforeachnewtask

providingfurtherguidanceontheapplicationofthem

arkingcriteria.

Areas

MarkBa

nd1

Mark

Rang

eMarkBa

nd2

Mark

Rang

eMarkBa

nd3

Mark

Rang

eMarkBa

nd4

Mark

Rang

eMarkBa

nd5

Mark

Rang

e

Clearabilityto

producea

sectionaldetail

byusingdrawing

commandsand

hatchingtoan

appropriate

scale.

Thereisalim

ited

degreeofaccuracy

tocompletea

sectionaldetail,

withlim

iteduseof

scale.

1-4

Thereisabasic

degreeofaccuracy

tocompletea

sectionaldetail,

withbasicuseof

scale.

5-8

Thereisa

satisfactorydegree

ofaccuracyto

completea

sectionaldetail,

withappropriate

useofscale.

9-12

Thereisagood

degreeofaccuracy

tocompletea

sectionaldetail,

withappropriate

useofscale.

13-16

Thereisan

excellentdegreeof

accuracyto

completea

sectionaldetail,

withappropriate

useofscale.

17-20

Independentuse

ofdrawing

commandsand

hatchcommands

tocreatethe

completed

drawingofa

frontelevation

ofaspecified

building.

Thereisalim

ited

degreeofaccuracy

intheproductionof

thedrawing.

Thecandidate

demonstratesa

limiteddegreeof

accuracywhen

hatchingand

printingthe

drawingtoscale.

1-5

Thereisabasic

degreeofaccuracy

intheproductionof

thedrawing.

Thecandidate

demonstratesa

basicdegreeof

accuracywhen

hatchingand

printingthe

drawingtoscale.

6-10

Thereisa

satisfactorydegree

ofaccuracyinthe

productionofthe

drawing.

Thecandidate

demonstratesa

satisfactorydegree

ofaccuracywhen

hatchingand

printingthe

drawingtoscale.

11-15

Thereisagood

degreeofaccuracy

intheproductionof

thedrawing.

Thecandidate

demonstratesa

gooddegreeof

accuracywhen

hatchingand

printingthe

drawingtoscale.

16-20

Thereisan

excellentdegreeof

accuracyinthe

productionofthe

drawing.

Thecandidate

demonstratesan

excellentdegreeof

accuracywhen

hatchingand

printingthe

drawingtoscale.

21-25


36

Areas

MarkBa

nd1

Mark

Rang

eMarkBa

nd2

Mark

Rang

eMarkBa

nd3

Mark

Rang

eMarkBa

nd4

Mark

Rang

eMarkBa

nd5

Mark

Rang

e

Independent

useofdrawing

commandsand

hatch

commandsto

createthe

drawingofa

completedplan.

Thereisalim

ited

degreeofaccuracyin

thefloorplan.

Thecandidate

demonstratesa

limiteddegreeof

accuracywhen

hatchingandprinting

thedrawingtoscale.

1-5

Thereisabasic

degreeofaccuracyin

thefloorplan.

Thecandidate

demonstratesabasic

degreeofaccuracy

whenhatchingand

printingthedrawing

toscale.

6-10

Thereisasatisfactory

degreeofaccuracyin

thefloorplan.

Thecandidate

demonstratesa

satisfactorydegreeof

accuracywhen

hatchingandprinting

thedrawingtoscale.

11-15

Thereisagood

degreeofaccuracyin

thefloorplan.

Thecandidate

demonstratesagood

degreeofaccuracy

whenhatchingand

printingthedrawing

toscale.

16-20

Thereisanexcellent

degreeofaccuracyin

thefloorplan.

Thecandidate

demonstratesan

excellentdegreeof

accuracywhen

hatchingandprinting

thedrawingtoscale.

21-25

Clearabilityto

completea

working

drawingtoa

highlevelof

presentation

includingatitle

blockandprint

drawingto

scale.

Thereisalim

ited

degreeofaccuracyin

thedrawing.

Thecandidate

demonstratesa

limiteddegreeof

accuracywhen

hatchingandprinting

thedrawingtoscale.

1-2

Thereisabasic

degreeofaccuracyin

thedrawing.

Thecandidate

demonstratesabasic

degreeofaccuracy

whenhatchingand

printingthedrawing

toscale.

3-4

Thereisasatisfactory

degreeofaccuracyin

thedrawing.

Thecandidate

demonstratesa


accuracywhen

hatchingandprinting

thedrawingtoscale.

5-6

Thereisagood

degreeofaccuracyin

thedrawing.

Thecandidate

demonstratesagood

degreeofaccuracy

whenhatchingand

printingthedrawing

toscale.

7-8

Thereisanexcellent

degreeofaccuracyin

thedrawing.

Thecandidate

demonstratesan

excellentdegreeof

accuracywhen

hatchingandprinting

thedrawingtoscale.

9-10

Clearabilityto

analyseagiven

briefand

producethe

required

output.

Theworkshowsa

limiteddegreeof

analysis;theoutputis

ofalowstandardand

doesnotmeetthe

requirementsofthe

brief.

1-4

Theworkshowsa

basicdegreeof


ofabasicstandard

butshows

inconsistencieswhen

testedagainstthe

requirementsofthe

brief.

5-8

Theworkshowsa



ofasatisfactory

standardbutshows

someinconsistencies

whentestedagainst

therequirementsof

thebrief.

9-12

Theworkshowsa

gooddegreeof


ofagoodstandard

andm

eets

therequirementsof

thebrief.

13-16

Theworkshowsan

excellentdegreeof


ofanexcellent

standardand

accuratelym

eetsthe

requirementsofthe

brief.

17-20


37

© CCEA 2017

Documents

GCSE Construction DesignVersion - CCEA · 2019-09-20 · architectural technologist; and landscape architect; - engineering: civil engineer; structural engineer; and building services