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
4
2 Specification at a Glance
5
3 Subject Content 6 3.1 Unit1:IntroductiontotheBuiltEnvironment 63.2 Unit2:SustainableConstruction 113.3 Unit3:TheConstructionCraftProject 143.4 Unit4:ComputerAidedDesigninConstruction
15
4 Scheme of Assessment 17 4.1 Assessmentopportunities 174.2 Assessmentobjectives 174.3 Assessmentobjectiveweightings 174.4 Qualityofwrittencommunication 184.5 Reportingandgrading
18
5 Grade Descriptions
19
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
24
7 Curriculum Objectives 25 7.1 Cross-CurricularSkillsatKeyStage4 257.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4
26
8 Links and Support 28 8.1 Support 288.2 Examinationentries 288.3 Equalityandinclusion 288.4 Contactdetails
29
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
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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
Controlledassessment
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.)
Studentsshouldbeableto:
• 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.)
Studentsshouldbeableto:
• 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.)
Studentsshouldbeableto:
• 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.)
Studentsshouldbeableto:
• 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
Studentsshouldbeableto:
• 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.)
Studentsshouldbeableto:
• 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.)
Studentsshouldbeableto:
• 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
Studentsshouldbeableto:
• 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
Studentsshouldbeableto:
• 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
Studentsshouldbeableto:
• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexamplewrittenevaluations;
• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexampleapresentationonthestagesoftheconstructioncycle,aposterpresentationontherangeofoccupationsintheconstructionindustryandareportonsustainableconstruction;
• participateindiscussions,debatesandinterviews,forexampledebatetheadvantagesanddisadvantagesofrenewableenergyanddiscussdesignproposals;and
• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleCAD,writtenevaluationsandclasspresentations.
UsingMathematics
Studentsshouldbeableto:
• usemathematicallanguageandnotationwithconfidence,forexampleangularmeasurement;
• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexampleusingscaleandcalculatingfloorandwallareasfromscaledrawings;
• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexamplecostingsforlabourandmaterials;
• interpretandanalyseawiderangeofmathematicaldata,forexamplereadingdimensionsfromadrawingandinterpretingsectionaldrawings;and
• presentmathematicaldatainavarietyofformatswhichtakeaccountofaudienceandpurpose,forexamplecostingtables.
CCEAGCSEConstructionandtheBuiltEnvironmentfromSeptember2017
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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
Studentsshouldbeableto:
• planwork,forexamplepreparationforcraftandCADprojects;• setpersonallearninggoalsandtargetstomeetdeadlines,forexampleprogrammeofworkforcraftandCADprojects;
• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexampleevaluationofcraftproject;and
• effectivelymanagetheirtime,forexampleproductionofworkingdrawingswithinthetimeallowed.
WorkingwithOthers
Studentsshouldbeableto:
• learnwithandfromothersthroughco-operation,forexampleworkingingroupsonpracticejointsinUnit3;
• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexampleincontextualiseddesignteamactivities;and
• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexamplegrouprolesincontextualiseddesignteamactivities.
CCEAGCSEConstructionandtheBuiltEnvironmentfromSeptember2017
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ProblemSolving
Studentsshouldbeableto:
• proposejustifiedexplanations,forexampleexplainthestepsrequiredtoadheretohealthandsafetyrequirementswhenusingtoolsandmaterials;
• reason,formopinionsandjustifytheirviews,forexampleevaluatetheirownworkinthecraftprojectandevaluatehowmethodsofconstructionhavechangedovertime;
• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampleunderstandtheargumentsinthemediainfavourofrenewableenergies;
• analyseandevaluatemultipleperspectives,forexampleunderstandtheimportanceofhealthandsafetyrequirementsforemployers,employees,theself-employedandthepublic;
• weighupoptionsandjustifydecisions,forexampleselectionofthemostappropriatematerialsandtoolsforachosencraftinthecraftproject;and
• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampleevaluateagivenconstructionbrief.
AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.
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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.
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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).
CCEAGCSEConstructionandtheBuiltEnvironmentfromSeptember2017
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Appendix 1 Glossary of Terms for Controlled Assessment Regulations
Term Definition
Component
Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarksMaycontainoneormoretasks
Controlledassessment
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.
CCEAGCSEConstructionandtheBuiltEnvironmentfromSeptember2017
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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
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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
CCEAGCSEConstructionandtheBuiltEnvironmentfromSeptember2017
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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
CCEA GCSE Construction and the Built Environment from September 2017
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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
CCEA GCSE Construction and the Built Environment from September 2017
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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
satisfactorydegreeof
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
analysis;theoutputis
ofabasicstandard
butshows
inconsistencieswhen
testedagainstthe
requirementsofthe
brief.
5-8
Theworkshowsa
satisfactorydegreeof
analysis;theoutputis
ofasatisfactory
standardbutshows
someinconsistencies
whentestedagainst
therequirementsof
thebrief.
9-12
Theworkshowsa
gooddegreeof
analysis;theoutputis
ofagoodstandard
andm
eets
therequirementsof
thebrief.
13-16
Theworkshowsan
excellentdegreeof
analysis;theoutputis
ofanexcellent
standardand
accuratelym
eetsthe
requirementsofthe
brief.
17-20
CCEA GCSE Construction and the Built Environment from September 2017
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