AQA Key Skills Specification - Demon Business Broadband · 2001-08-17 · Key Skills Levels 1 to 4...

defgKey Skills

CommunicationApplication of NumberInformation TechnologySpecial Features

• Coherent integrated working practices with other qualifications• Clear unit structure – learning requirements (Part A what you need to know)

– assessment requirements (Part B what you need to do)• Enhances teaching and learning across the National Qualification Framework• Enhances the motivation and achievement of learners• Enables candidates to develop skills necessary to progress as autonomous learners• Allocation of portfolio advisers in addition to the provision of guidance

in the specification and exemplar material.

Material accompanying this SpecificationSpecimen Test Papers and Mark Schemes for the Key Skills at Levels 1 to 3

First Unit Certification January 2001 Revised June 2000

Further copies of this specification booklet are available from:

Publications Department, Stag Hill House, Guildford, Surrey, GU2 5XJ.OrAldon House, 39, Heald Grove, Rusholme, Manchester, M14 4PB

© Assessment and Qualifications Alliance 2000

COPYRIGHTAQA retains the copyright on all its publications, including the specifications. QCA retains copyrighton all Key Skills units. However, the registered centres for AQA are permitted to copy material fromthis specification booklet for their own internal use.

Set and published by the Assessment and Qualifications Alliance.Printed in Great Britain by MPG Unwin Brothers, The Gresham Press, Old Woking, Surrey,GU22 9LH

Assessment and Qualifications Alliance is an alliance of AEB/SEG, City & Guilds and NEAB and is a company limited by guarantee.Registered in England 3644723. Registered Charity 1073334Registered address Addleshaw Booth & Co., Sovereign House, PO Box 8, Sovereign Street, Leeds LS1 1HQ.Kathleen Tattersall, Director General.

Vertical black lines indicate any minor amendments to content or layout to which theattention of centres is drawn.

2001/2002 – Levels 1 to 4 Key Skills

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Contents

Background Information

1 New Key Skills Specifications 5

2 Specification at a Glance 6

3 Availability of Assessment Units and Entry Details 7

Scheme of Assessment

4 Aims 10

5 Scheme of Assessment 10

Subject Content

6 Summary of Subject Content 13

7 Communication Level 1 15




11 Application of Number Level 1 30




15 Information Technology Level 1 43




Key Skills Levels 1 to 4 – 2001/2002

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Internally-Assessed Components

19 Nature of Internally-Assessed (Portfolio) Components 55

20 Assessment of Portfolio Evidence 56

21 Supervision and Authentication 57

22 Standardisation 58

23 Administrative Procedures 59

24 Moderation 60

Awarding and Reporting

25 Awarding, Shelf-Life and Re-sits 61

Appendices

A Specimen AQA Log Book for Communication Level 3 62

B Scientific Calculators 63

C Glossary of Terms 64

D Candidate Record Form 65

E Centre Declaration Sheet 67


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Background Information

1 New Key Skills Specifications

Following the Dearing Review of Qualifications for 16-19 year olds and thesubsequent consultation Qualifying for Success, new Key Skillsspecifications have been introduced for first award of unitcertification and the Key Skills qualification in 2001.

This specification is based on the Key Skills units in Communication,Application of Number and Information Technology at Levels 1, 2, 3and 4 produced by QCA.

Key Skills have been identified as helping candidates to focus on whatand how they are learning and, consequently, to improve theirperformance. They also enable candidates to be flexible in whateverkind of work they do and, as such, are important to employers whenrecruiting and promoting staff.

This AQA specification offers candidates an opportunity to study andprovide evidence of achievement in each of the three Key Skills at alevel appropriate to their strengths, interests and main courses ofstudy. Work undertaken for Entry Level, GCSE, GCE, VocationalA Level (formerly GNVQ), Intermediate and Foundation GNVQ andNVQ qualifications can be used, where appropriate, as evidence ofachievement for Key Skills units. All AQA specifications signpostwhere opportunities are seen to exist for evidence of achievement inKey Skills to be generated. In many cases additional support materialis available, providing guidance and exemplars of exercises,assignments and tasks commonly used in teaching the subject contentof the specification which also generate evidence of achievement inKey Skills. These GCE, GCSE, AVCE and GNVQ specificationsprovide an ideal vehicle for meeting the requirements of Key Skillsand, together with this specification, provide a coherent educationalexperience for candidates.


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2 Specification at a GlanceKey SkillsUnit certificates available for each of the Key Skills and the Key SkillsQualification.

Unit Certificate Levels 1 and 2

Internal Assessment (Portfolio of Evidence)

Log Book File/Folder of Evidence

IndividualKey Skill

Unit Certificate

Level 1 or 2

External Assessment (Test)Test: 1 hour

40 objective test questions

Unit Certificate Levels 3 and 4

Internal Assessment (Portfolio of Evidence)

Log Book File/Folder of Evidence

IndividualKey Skill

Unit Certificate

Level 3 or 4

External Assessment (Test)Test: 1½ hours

Short-answer questions and extended-answer questionsInformation Technology will be assessed through the medium of ICT

Key Skills Qualification

The Key SkillsQualification

Successful completion of assessment requirements for each Key Skills Unit,at Levels 1, 2, 3 or 4, in

• Communication

• Application of Number

• Information Technology


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3 Availability of Assessment Unitsand Entry Details

3.1 Availability of AssessmentUnits

Candidates will be offered at least two assessment opportunities peracademic year, providing a flexible and attractive approach toKey Skills.

First assessments based on this specification are available in January2001.

3.2 Entry Codes forComponents,Unit Certificates and theKey Skills Qualification

The following entry codes should be used:

Communication

Unit Certificate Internal Component External Component

8910

Level 1 Level 2 Level 3 Level 4

Level 1 KCT1Level 2 KCT2Level 3 KCT3Level 4 KCT4

Application of NumberUnit Certificate Internal Component External Component

8930


Level 1 KNT1Level 2 KNT2Level 3 KNT3Level 4 KNT4

Information TechnologyUnit Certificate Internal Component External Component

8950


Level 1 KIT1Level 2 KIT2Level 3 KIT3Level 4 KIT4

Key Skills Qualification 8900

KSCP

KSNP

KSIP


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3.3 Prohibited Combinations There are no prohibited combinations that apply to this specification.

3.4 Private Candidates This specification is not available to Private Candidates.

3.5 Exemptions from theKey Skills Qualification

The regulatory authorities (QCA, ACCAC and CCEA) have beenasked to ensure that candidates who have taken or who are takingEnglish, Gaeilge, Welsh, Mathematics and ICT GCE, GCSE andGNVQ qualifications should not be involved in unnecessary doubleassessment when seeking their Key Skills Qualification.

The following exemptions have been agreed and will be implementedfrom September 2000.

Communication Qualifications in GCSE English or English Literature and GCEEnglish Language or Literature or English Language andLiterature, Gaeilge and Welsh, and Welsh Literature and WelshSecond Language which provide exemption from the Key Skillof Communication.

GCE AS/A Level A to E examination performance (except in WelshSecond Language), provides exemption from the external test in thisKey Skill at Level 3.

GCSE A* to C examination performance (except in Welsh SecondLanguage), GCSE AS/A Level A to E examination performance inWelsh Second Language and GNVQ Advanced Units in WelshSecond Language, provides exemption from the external test in thisKey Skill at Level 2.

GCSE D to G examination performance (except in Welsh SecondLanguage), GCSE A* to C examination performance in WelshSecond Language and GNVQ Intermediate Units in Welsh SecondLanguage provides exemption from the external test in this Key Skillat Level 1.

Application of Number Qualifications in GCSE/GCE Mathematics† which provideexemption from the Key Skill of Application of Number.

GCE AS/A Level A to E examination performance providesexemption from the external test in this Key Skill at Level 3.

GCSE A* to C examination performance provides exemption fromthe external test in this Key Skill at Level 2.

GCSE D to G examination performance provides exemption fromthe external test in this Key Skill at Level 1.

†This applies to all qualifications whether gained through the mediumof English, Gaeilge or Welsh.


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Information Technology Qualifications in GCSE/GCE Computing†, ICT† or IT whichprovide exemption from the Key Skill ofInformation Technology.

GCE A Level A to E performance provides full exemption from thisKey Skill at Level 3.

GCE AS A to E performance provides exemption from the externaltest in this Key Skill at Level 3.

GCSE A* to C performance provides full exemption from thisKey Skill at Level 2.

GCSE D to G performance provides full exemption from thisKey Skill at Level 1.



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Qualifications in GCSE Short Course ICT† or IT whichprovides exemption from the Key Skill ofInformation Technology.

A* to C performance provides exemption from the external test inthis Key Skill at Level 2 and also from one of the two specifiedpurposes of the internal Key Skill component at Level 2.

GCSE D to G performance provide exemption from the external testin this Key Skill at Level 1 and also for one of the two specifiedpurposes of the internal Key Skill component at Level 1.

Qualifications in Part Award, Single Award or Double Award inVocational A Level and GNVQ or Part One GNVQ in ICT† orIT which provide exemption from the Key Skill ofInformation Technology.

Vocational AS/A Level (Advanced GNVQ) A to E performanceprovides full exemption from this Key Skill at Level 3.

Intermediate GNVQ or Part One GNVQ Pass/Merit/Distinctionperformance provides full exemption from this Key Skill at Level 2.

Foundation GNVQ or Part One GNVQ Pass/Merit/Distinctionperformance provides full exemption from this Key Skill at Level 1.


3.6 Currency of QualificationSpecifications and ofexemptions provided byProxy Qualifications

The exemptions given in paragraph 3.5 have been confirmed forthose specifications accredited by the regulatory authorities. Revisionto accredited specifications would result in the exemptions offered bythat subject being reviewed and, if necessary, revised or removed.

The currency of exemptions provided by proxy qualifications must beno longer than three years from the date of award to the date ofclaim. In these circumstances, exemptions from September 2000 canonly be claimed for qualifications gained after September 1997.

3.7 Special Consideration Special consideration may be requested for candidates whose workhas been affected by illness or other exceptional circumstances. Theappropriate form and all relevant information should be forwarded tothe AQA office for the centre concerned. Special arrangements maybe provided for candidates with special needs.

Details are available from AQA in the document Candidates with SpecialAssessment Needs, Special Arrangements and Special Consideration: Regulationsand Guidance.

3.8 Language of Examinations All Assessment Components are provided in English.


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Scheme of Assessment

4 Aims

Courses of study based upon these Key Skills should encouragecandidates to:

(a) be competent and confident in communicating both orally and inwriting; applying number, tackling numerical problems andcollecting, recording, interpreting and presenting data and usingIT;

(b) develop Key Skills at levels appropriate to the needs of theircourse or training programme;

(c) appreciate the relevance of Key Skills to their own learning andperformance in education, training, work and life in general.

5 Scheme of Assessment

5.1 Introduction This Key Skills specification complies with

• the Key Skills units• the (GCE A/AS and GCSE) Code of Practice• the Arrangements for the Statutory Regulation of External

Qualifications in England, Wales and Northern Ireland: CommonCriteria

5.2 Prior Level of Attainment There are no prerequisites in terms of stipulated attainments inspecific subjects. However, Key Skills build on basic skills andknowledge acquired in other subjects including, but not exclusively,English, Mathematics and Information Technology.

5.3 Assessment Components The scheme of assessment for each Key Skill unit at each level ismade up of two components: the internally assessed portfolio ofevidence and the externally assessed test. Candidates must pass bothassessment components at the same level to be successful in aKey Skill unit at the relevant level. However, if a candidate achievesdifferent levels of success in the internal and external components fora Key Skill they can be awarded a Unit Certificate at the lower of thetwo levels. Candidates may enter for the separate components atdifferent assessment occasions.


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5.4 Internal Assessment:Portfolio

The portfolio of work comprises two parts.

1. The candidate’s log book, which enables candidates to recordthe context of evidence generated, its exact location in thefile/folder, the date upon which work has been assessed and bywhom, thus enabling confirmation of the achievement of theKey Skills requirements for a component (see Section 19).

AQA has developed Log Books for each of the Key Skills units atLevels 1, 2, 3 and 4. (N.B. These form part of AQA’s Key Skillssupport materials, issued separately.) The use of AQA Log Booksis not prescriptive; centres may develop their own Log Books.The AQA Log Books serve to illustrate the information that isrequired for moderation purposes.

The Specimen AQA Log Book for Communication Level 3 isattached as Appendix A; the exact design may be modified beforethe operational version is issued.

2. A file or folder containing all other material to be submitted asevidence of achievement.

The candidate’s portfolio of evidence must demonstrate that s/hehas successfully met all the requirements of Part B of the relevantKey Skill unit at the appropriate level, as identified in Part A ofthe Unit. The portfolio will be assessed by the teacher/lecturerand moderated by the Board (see Section 24 Moderation).

5.5 External assessment:Test

The external assessment component will comprise tests that will beexternally set, and marked by AQA. All tests will be drawn from theCentral Question Bank. The tests are designed to enable candidatesto show what they know and can do, i.e. that they can apply theknowledge gained in Part A of the relevant Key Skills Unit to anappropriate task in a given context.

Levels 1 and 2 Levels 1 and 2 will each be assessed by means of a test of 1 hour’sduration. Candidates will be required to answer up to 40 compulsoryobjective test questions. The questions will be based around anumber of themes linked to common, everyday situations.

Levels 3 and 4 Levels 3 and 4 will each be assessed by means of a test of 1½ hour’sduration. The test will comprise both short-answer questions andstructured questions which will provide opportunities for extendedwriting. The questions will be linked to a number of themes.

Additional source material may be provided with test papers.

Information Technology (IT) Information Technology, at all levels, will be assessed through themedium of ICT. Further details will be provided in the AQAKey Skills support materials.


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Dictionaries English dictionaries may not be used in the tests at Levels 1 to 4 forCommunication, Application of Number andInformation Technology.

Calculators Calculators may not be used in the Application of Number tests atLevels 1 and 2.

The use of a calculator is permitted in the Application of Number testat Level 3. Any calculator may be used provided that it conforms tothe information about the standard scientific calculator contained inAppendix B.

5.6 Key Skills Unit Certification Candidates who complete the assessment requirements (internal andexternal assessment) for a Key Skill unit at Level 1, 2, 3 or 4 mayclaim a unit certificate. This will extend to AQA GCSE Specificationsfor teaching from September 2001.

5.7 Key Skills Qualification Candidates who achieve unit certification at Levels 1, 2, 3 or 4 in eachof the three Key Skills of Communication, Application of Numberand IT may claim the Key Skills Qualification. This qualification willbe profiled to reflect the level achieved in each of the three Key Skills.Candidates do not have to achieve the units at the same level in allthree Key Skills.


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Subject Content

6 Summary of Subject Content

6.1 Key Skills Units The Units for the Key Skills of Communication, Application ofNumber and Information Technology comprise three parts.

Part A What you need to know.

Part B What you must do.

Part C Guidance.

Part A of the unit tells candidates what they need to learn and practiseto feel confident about applying the Key Skills in their studies, workor other aspects of their lives.

Part B of the unit describes the skills candidates must show. All ofthe candidate’s work for this section will be internally assessed.Candidates must have evidence that they can do all the tasks listed inthe bullet points.

Part C describes some activities that candidates might like to use todevelop and show their Key Skills, and contains examples of the sortof evidence that candidates could produce to prove that they have theskills required.

A glossary of terms relating to the Key Skills Units appears asAppendix C.

6.2 Key Skills Levels The broad aim of the three Key Skills Units is for candidates todevelop and recognise their skills in:

• obtaining and interpreting different types of information;

• using, developing and communicating information to meet thepurpose of their studies, work or other activities;

• effectively presenting the results of their work.

As a candidate moves up the levels (1 to 4) they are expected to takemore responsibility for decisions on how to use their skills to suitdifferent tasks, problems and situations. At Levels 1 and 2,candidates will work with straightforward subjects and activities infamiliar situations. At higher levels candidates will deal with complexsubjects and activities that are more demanding. Candidates will needto think about how to go about tasks, what materials and help will beneeded, and how work will be checked.

6.3 Opportunities to generateevidence through A Levels,Advanced VocationalCertificate of Education andIntermediate andFoundation GNVQ

Opportunities to develop and generate evidence of attainment inaspects of all of the Key Skills are given in AQA’s A-Level, AdvancedVocational Certificate of Education and GNVQ specifications.Key Skills links are identified in two ways: Key Skills signposting (inAS/A2, Advanced Vocational Certificate of Education andIntermediate and Foundation GNVQ) and Keys to Attainment (inAdvanced Vocational Certificate of Education and Intermediate andFoundation GNVQ).


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Key Skills signposting indicates naturally occurring opportunities forthe development of Key Skills during teaching, learning andassessment.

Keys to attainment, where appropriate, identify Key Skills or aspectsof Key Skills which are central to vocational achievement. If acandidate has met the indicated vocational requirements of the Unit,the specified Keys to Attainment shows that the relevant aspect of theKey Skill has also been achieved.

More specific signposting guidance is given in the AQA subjectsupport materials for A-Level, Advanced Vocational Certificate ofEducation and GNVQ specifications.

Communication Level 1 – 2001/2002

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7 CommunicationLevel 1

7.1 PART A

WHAT YOU NEED TO KNOW

In discussions, you need to know how to:• find out about the subject so you can say things that are relevant;• judge when to speak and how much to say;• say things that suit the purpose of the discussion (e.g. describe events,

express opinions, develop ideas);• speak clearly in a way that suits the situation (e.g. use appropriate tone

of voice, expressions and manner to suit the formality of the situation, uselanguage that everyone can understand);

• show you are listening closely to what others say (e.g. use bodylanguage, ask questions, make relevant comments, follow instructions, takemessages).

In reading and obtaining information, you need to know how to:• obtain advice from others on what to read for different purposes

(e.g. to get instructions, facts, opinions, ideas);• identify the main points and ideas in different types of

straightforward material (e.g. letters, memos, extracts from books,newspaper or magazine articles), including images (e.g. pictures, charts,diagrams, sketches);

• use a dictionary;• ask others when you are unclear about what you have read;• prepare information so it is suitable for use (e.g. collate information as

notes to use in discussions or written material such as a letter or short essay).

In writing documents, you need to know how to:• use different written forms of presenting information (e.g. business

letters, memos, application forms, notes, short reports or essays);• use images to help the reader understand your main points

(e.g. pictures, charts, diagrams, sketches);• judge the relevance of information and the amount to include for

your purpose (e.g. to give or obtain facts, opinions, ideas);• make your meaning clear by writing, proof-reading and re-drafting

documents so that:- words you use most often in your work or studies are spelled

correctly;- sentences are formed correctly (e.g. with subject-verb agreement such

as ‘she was’, ‘we were’, with consistent use of tense);- sentences are marked by capital letters, full stops and question

marks and organised into paragraphs where appropriate.

2001/2002 – Level 1 Communication

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7.2 PART BWHAT YOU MUST DO

You must:

C1.1Take part in a one-to-one discussion and a group discussion aboutdifferent, straightforward subjects.

Evidence must show that you can:• provide information that is relevant to the subject and purpose of

the discussion;• speak clearly in a way that suits the situation; and• listen and respond appropriately to what others say.

C1.2Read and obtain information from two different types of documentsabout straightforward subjects, including at least one image.

Evidence must show that you can:• read relevant material;• identify accurately the main points and ideas in material; and• use the information to suit your purpose.

C1.3Write two different types of documents about straightforwardsubjects. Include at least one image in one of the documents.

Evidence must show that you can:• present relevant information in a form that suits your purpose;• ensure text is legible; and• make sure that spelling, punctuation and grammar are accurate so

your meaning is clear.

7.3 PART C

GUIDANCE

Examples of activities you might use

You will have opportunities to develop and apply yourcommunication skills during your studies, work or other activities.For example, when:• doing an investigation, project or assignment;• helping customers or clients;• exchanging information and ideas with work colleagues or other

students.

You will need time to practise your skills and prepare for assessment.So it is important to plan ahead.

The information you obtain by reading can be used in yourdiscussions and written work. If available, you could use IT toproduce written material and images, such as a chart.

You will need to think about the quality of your communication skillsand check your evidence covers all the requirements in Part B.


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Examples of evidence

C1.1 DISCUSSIONS

Records from an assessor who observed each discussion and notedhow you met the requirements of the unit, or an audio/video tape ofthe discussions.

C1.2 READING

A record of what you read and why, including a note or copy of theimage. Notes, highlighted text or answers to questions about thematerial you read. Records of how you have used the information,e.g. in your discussions for C1.1 or writing for C1.3.

C1.3 WRITING

Two different documents might include a letter, a short report oressay, with an image such as a chart or sketch.

If producing certain types of evidence creates difficulties, throughdisability or for another reason, you may be able to use other ways toshow your achievement. Ask your tutor or supervisor for furtherinformation.


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8.1 PART A


In discussions, you need to know how to:• use varied vocabulary and expressions to suit your purpose (e.g. to

present an argument, express ideas or opinions, exchange information);• adapt your contributions to suit different situations (e.g. the amount

you say, your manner and tone of voice);• show you are listening closely (e.g. by body language) and respond

appropriately (e.g. make tactful comments, ask questions to show interest);• identify the speaker’s intentions (e.g. by manner, tone of voice,

vocabulary);• move the discussion forward (e.g. summarise, develop points, focus on

purpose).

In giving a short talk, you need to know how to:• prepare for the talk (e.g. research the topic, make notes, choose images);• adapt your language to suit your subject, purpose and situation

(e.g. use standard English, avoid or explain technical terms, keep attention byvarying tone of voice, giving examples);

• structure what you say to help listeners follow a line of thought orseries of events (e.g. by signalling new points: firstly…, secondly… andfinally);

• use images to help others understand the main points of your talk(e.g. a model, picture, sketch plan or diagram to show what you mean).

In reading and summarising information, you need to knowhow to:• use different sources to obtain relevant information (e.g. to obtain

and compare facts, opinions or ideas, obtain instructions or directions);• skim materials to gain a general idea of content and scan text to

identify the information you need from straightforward, extendeddocuments (e.g. reports, text books, articles of more than three pages withkey points easily identified);

• recognise the writer’s intentions (e.g. by tone, vocabulary, structure oftext);

• identify main lines of reasoning (e.g. by signal words such as ‘therefore’,‘so’, ‘whereas’) and main points from text and images (e.g. pictures,charts, diagrams);

• summarise information for a purpose (e.g. a talk or written report).

In writing documents, you need to know how to:• present written information in different forms (e.g. letters, memos,

extended documents such as essays or reports of more than three pages),including images (e.g. pictures, sketches, charts, diagrams);

• structure your material to help readers follow what you have written and understand the main points (e.g. use paragraphs, headings and sub-headings);


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• use different styles of writing to suit different purposes(e.g. persuasive techniques to present arguments, technical vocabulary,supporting evidence for reports);

• make meaning clear by writing, proof-reading and re-draftingdocuments so that:- words most often used in your work or studies are spelled

correctly and spelling of irregular words is checked (e.g. use adictionary or spell-checker);

- complex sentences are formed correctly (e.g. use of ‘but’, ‘then’,‘because’, consistent use of tense) and organised into paragraphswhere appropriate;

- punctuation is accurate (e.g. use of commas, apostrophes, invertedcommas).


You must:

C2.1aContribute to a discussion about a straightforward subject.

Evidence must show you can:• make clear and relevant contributions in a way that suits your

purpose and situation;• listen and respond appropriately to what others say; and• help to move the discussion forward.

C2.1bGive a short talk about a straightforward subject, using an image.

Evidence must show that you can:• speak clearly in a way that suits your subject, purpose and

situation;• keep to the subject and structure your talk to help listeners follow

what you are saying; and• use an image to clearly illustrate your main points.

C2.2Read and summarise information from two extended documentsabout a straightforward subject. One of the documents shouldinclude at least one image.

Evidence must show that you can:• select and read relevant material;• identify accurately the lines of reasoning and main points from

text and images; and• summarise the information to suit your purpose.

C2.3Write two different types of documents about straightforwardsubjects. One piece of writing should be an extended document andinclude at least one image.


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Evidence must show that you can:• present relevant information in an appropriate form;• use a structure and style of writing to suit your purpose; and• ensure text is legible and that spelling, punctuation and grammar

are accurate, so your meaning is clear.

8.3 PART CGUIDANCE


You will have opportunities to develop and apply yourcommunication skills during your studies, work or other activities.For example, when:

• carrying out an investigation, project or assignment;• dealing with enquiries from customers or clients;• exchanging information and ideas with work colleagues or other

students.


Your talk could be an informal report to others. But if you readabout the subject and made notes, these could also provide evidenceof your reading and writing skills. If available, you could use IT toproduce written material and images such as a diagram.

You will need to think about the quality of your communication skillsand check your evidence covers all the requirements in Part B.


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C2.1a DISCUSSION

A record from an assessor who observed your discussion and notedhow you met the requirements of the unit, or an audio/video tape ofthe discussion.

C2.1b SHORT TALK

A record from an assessor who observed your talk, or an audio/videotape of the talk. Notes from preparing and giving your talk. A copyof the image used.

C2.2 READING

A record of what you read and why, including a note or copy of theimage. Notes, highlighted text or answers to questions about thematerial you read. Evidence of summarising information couldinclude your notes for your talk, or one of the documents you write.

C2.3 WRITING

Two different documents might include a report or an essay, with animage such as a chart, graph or diagram, a business letter or notes.



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9.1 PART A


In discussions, you need to know how to:• vary how and when you participate to suit your purpose (e.g. to

present a complicated line of reasoning or argument, explain events, expressopinions and ideas) and the situation (e.g. formality, nature of the group);

• listen and respond sensitively (e.g. acknowledge gender and culturalaspects, how others might be feeling) and develop points and ideas;

• make openings to encourage others to contribute (e.g. invite others tospeak, ask follow-up questions to encourage people to develop points).

In making a presentation, you need to know how to:• prepare the presentation to suit your purpose (e.g. present an

argument in a debate, findings from an investigation, outcomes from a designbrief);

• match your language and style to suit the complexity of thesubject, the formality of the situation and the needs of theaudience (e.g. confidently use standard English, precisely use vocabulary);

• structure what you say (e.g. help listeners follow the sequence of mainpoints, ideas);

• use techniques to engage the audience, including images (e.g. giveexamples to illustrate complex points, relate what is said to audienceexperience, vary tone of voice, use images, such as charts, pictures and modelsto illustrate points).

In reading and synthesising information, you need to know howto:• find and skim read extended documents, such as text books,

secondary sources, articles and reports, to identify relevantmaterial (e.g. to extend thinking around a subject, obtain evidence, opinionsand ideas);

• scan and read the material to find the specific information youneed;

• use appropriate sources of reference to help you understandcomplex lines of reasoning and information from text and images(e.g. consult databases and other texts, ask others for clarification);

• compare accounts and recognise opinion and possible bias(e.g. identify the writer’s intentions by the way meaning and information isconveyed);

• synthesise the information you have obtained for a purpose(e.g. present your own interpretation of the subject in a way that bringsinformation together in a coherent form for a report or presentation).

In writing documents, you need to know how to:• select appropriate forms for presenting information (e.g. extended

essay or report, images, such as pictures, charts and diagrams) to suit yourpurpose (e.g. present an argument, ideas, a complicated line of reasoning or aseries of events);


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• select appropriate styles to suit the degree of formality requiredand nature of the subject (e.g. use vocabulary, sentence structures and tonethat suit the intended readers and the complexity or sensitivity of the subject);

• organise material coherently (e.g. use paragraphs, headings, sub-headings, indentation and highlighting, link information and ideas in anordered way using words such as ‘however’, ‘therefore’);

• make meaning clear by writing, proof-reading and re-draftingdocuments so that spelling, punctuation and grammar areaccurate.


You must:

C3.1aContribute to a group discussion about a complex subject.

Evidence must show that you can:• make clear and relevant contributions in a way that suits your

purpose and situation;• listen and respond sensitively to others, and develop points and

ideas; and• create opportunities for others to contribute when appropriate.

C3.1bMake a presentation about a complex subject, using at least one imageto illustrate complex points.

Evidence must show that you can:• speak clearly and adapt your style of presentation to suit your

purpose, subject, audience and situation;• structure what you say so that the sequence of information and

ideas may be easily followed; and• use a range of techniques to engage the audience, including

effective use of images.

C3.2Read and synthesise information from two extended documentsabout a complex subject. One of these documents should include atleast one image.

Evidence must show that you can:• select and read material that contains the information you need;• identify accurately, and compare, the lines of reasoning and main

points from texts and images; and• synthesise the key information in a form that is relevant to your

purpose.


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C3.3Write two different types of documents about complex subjects. Onepiece of writing should be an extended document and include at leastone image.

Evidence must show that you can:• select and use a form and style of writing that is appropriate to

your purpose and complex subject matter;• organise relevant information clearly and coherently, using

specialist vocabulary when appropriate; and

• ensure your text is legible and your spelling, grammar andpunctuation are accurate, so your meaning is clear.

9.3 PART CGUIDANCE


You will have opportunities to develop and use your communicationskills during your studies, work or other activities. For example,when:• planning and researching a project or assignment;• carrying out an investigation and reporting findings;• dealing with customers or clients;• exchanging information and ideas with work colleagues or other

students.

You will need time to practise your skills and prepare for assessment.So it is important to plan ahead. In preparing your presentation, youmay read about the subject and produce handouts. These could alsobe used as evidence of your reading and writing skills. If available,you could use IT to produce written material and images, such as agraph or chart. You will need to think about the quality of yourcommunication skills and check your evidence covers all therequirements in Part B.


C3.1a DISCUSSION

A record from an assessor who has observed your discussion andnoted how you met the requirements of the unit, or an audio/videotape of the discussion.

C3.1b PRESENTATION

A record from an assessor who has observed your presentation or anaudio/video tape. Notes from preparing and making yourpresentation with a copy of the image used.

C3.2 READING

A record of what you read and why, including a note or copy of theimages. Notes, highlighted text or answers to questions about thematerial you read. Evidence of synthesising information could behandouts for your presentation.


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C3.3 WRITING

Two different documents might include an extended essay or report,with an image such as a chart, graph or diagram and a business letterof memo.



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10.1 PART AWHAT YOU NEED TO KNOW

In developing a strategy, you need to know how to:• establish opportunities for using communication skills over an

extended period of time (e.g. in a programme of study, project or work tobe carried out over three months or so);

• identify the outcomes you hope to achieve (e.g. improved presentationof research findings, use of information to inform a project, customer service);

• identify relevant sources of information, including people andreference material (e.g. line manager, specialists, customers, colleagues;reference texts, manuals, academic abstracts, executive summaries, materialfrom the internet or intranet, audio, video or television) and researchinformation for planning purposes (e.g. formulate and ask questions,skim read and scan material to find specific information);

• plan your use of communication skills (e.g. options, sequence of work,resources and level of expertise needed);

• make a reasoned selection of methods for achieving the quality ofoutcomes required, including collating and recording information(e.g. cross-referencing facts, opinions and lines of reasoning from differentsources; using photographs, mind maps, structured notes, index cards,database records, flow charts, or audio summaries for recording purposes).

In monitoring progress, you need to know how to:• evaluate information obtained from discussions with others and

from reference material, identifying opinion, possible bias anddistortion of information when making judgements (e.g. recognisehow effects are achieved through linguistics, structure and presentation);

• synthesise information by identifying the various arguments andpresenting your own interpretation in a way that brings togetherinformation in a coherent way;

• communicate relevant information about complex subjects in aform that suits your purpose (e.g. to inform, explore, persuade, theorise):

- take a lead role in group discussions, clearlystructuring what you say and using appropriatevocabulary, intonation and emphasis to make yourpoints;

- write extended documents (e.g. extended essays, reports),structuring the material and presenting arguments andinformation in a logical sequence, and ensure thatspelling, punctuation and grammar are accurate (proof-read and re-draft, as necessary);

- respond perceptively to contributions from others(e.g. distinguish tone and undertone of what is said or written,show sensitivity to status, ethical, cultural and gender issues);

• monitor and critically reflect on your use of communication skillsincluding:

- obtaining feedback from others (e.g. colleagues, tutor,project supervisor, line manager);

- noting choices made and judging their effectiveness(e.g. impact on quality of communication);


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• adapt your strategy to overcome difficulties and produce thequality of outcomes required.

In evaluating strategy and presenting outcomes, you need toknow how to:• organise and clearly present relevant information, illustrating what

you say by drawing comparisons, providing examples that relateto the interests of the audience and using images to illustratecomplex points (e.g. diagrams, charts, pictures, video clips, models);

• vary use of vocabulary and grammatical expression to conveyparticular effects, enable fine distinctions to be made, achieveemphasis and engage your audience;

• assess the effectiveness of your strategy, identifying factors thathad an impact on the outcomes (e.g. how choice of language and styleaffected implied and explicit meanings, characteristics of the audience,formality of context, level of own expertise and confidence);

• identify ways of further developing your communication skills.


You must:

Provide at least one extended example of meeting the standard forC4.1, C4.2 and C4.3 (your example must show you can use written,oral and visual forms of communication).

C4.1Develop a strategy for using communication skills over an extendedperiod of time.

Evidence must show that you can:• establish opportunities for using communication skills and clearly

identify the outcomes you hope to achieve;• identify relevant sources and research the information needed for

planning purposes; and• plan your use of communication skills, and make a reasoned

selection of methods for achieving the quality of outcomesrequired.

C4.2Monitor progress and adapt your strategy, as necessary, toachieve the quality of outcomes required in work involving:• one group discussion about a complex subject;• one extended written communication about a complex subject.

Evidence must show that you can:• evaluate and synthesise information from different sources;• communicate relevant information with accuracy, effectively using

a form, structure and style that suits your purpose, and respondperceptively to contributions from others; and

• monitor and critically reflect on your use of communication skills,adapting your strategy as necessary to produce the quality ofoutcomes required.


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C4.3Evaluate your overall strategy and present the outcomes from yourwork, using at least one formal oral presentation, including the use oftwo images to illustrate complex points.

Evidence must show that you can:• organise and clearly present relevant information, illustrating what

you say in ways that suit your purpose, subject and audience;• vary use of vocabulary and grammatical expression to convey

particular effects, enable fine distinctions to be made, achieveemphasis and engage the audience; and

• assess the effectiveness of your strategy, including factors that hadan impact on the outcomes, and identify ways of furtherdeveloping your communication skills.

10.3 PART CGUIDANCE


You will need to identify opportunities for using your communicationskills during work, studies, or other activities taking place over aperiod of three months or so. For example, when:• managing and presenting outcomes of a project at work or in

higher education;• designing and presenting a product;• contributing to community activities, such as organising a major

event;• investing and implementing ways to improve a service or work

practice.

It is likely that you will use other key skills. For example, workingwith others when planning activities, application of number skillswhen interpreting information from charts and diagrams and problemsolving skills when adapting your strategy to overcome difficulties.Information technology skills could be useful when searching for,organising and presenting information and the evaluation processshould help you improve your own learning and performance. All ofthese skills could be recorded in a progress file or appraisal record.For this unit, you will need to think about the quality of yourcommunication skills and check that your evidence covers all therequirements in Part B.


C4.1 DEVELOP A STRATEGY

An outline of your strategy, supported by:• records of your information research;• records of your planning process;• statements on the expected quality of outcomes, with notes of

selected methods.


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C4.2 MONITOR PROGRESS

A variety of records (e.g. visual, written, auditory) including:• a synthesis of information, with notes of sources;• tapes or observation records of your group discussion;• an extended written communication.A commentary noting choices you made and reflections on theireffectiveness, including any changes to your strategy.

C4.3 EVALUATE STRATEGY AND PRESENT OUTCOMES

Records of a formal, oral presentation, such as a witness testimonyfrom someone who has observed your presentation, or a video tape,with a statement of authenticity. Copies of images used, such asoverhead transparencies or print-outs from an electronic presentation,to illustrate complex points. An evaluation on the effectiveness ofyour overall strategy, noting ways of further developing yourcommunication skills.


2001/2002 – Level 1 Application of Number

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11 Application of NumberLevel 1


In interpreting information, you need to know how to:• read and understand straightforward tables, charts, diagrams and

line graphs;• read and understand numbers used in different ways (e.g. large

numbers in figures or words, simple fractions, decimals, percentages);• measure in everyday units (e.g. minutes, millimetres, litres, grams,

degrees) by reading scales on familiar measuring equipment(e.g. watch, tape measure, measuring jug, weighing scales, thermometer);

• make accurate observations (e.g. count number of people or items);• identify suitable calculations to get the results you need for your

task.

In carrying out calculations, you need to know how to:• work to the level of accuracy you have been told to use (e.g. round

to the nearest whole unit, nearest 10, two decimal places);• add, subtract, multiply and divide with whole numbers and simple

decimals (e.g. two decimal places);• understand and find simple fractions and percentages (e.g. 2/3 of

£15 is £10, 75% of 400 is 300);• work out areas of rectangular spaces (e.g. floor area);• work out volumes of rectangular-based shapes (e.g. a box);• use straightforward scales on diagrams (e.g. 10 mm to 1 m);• use ratios and proportion (e.g. three parts to one part);• find the average (mean) of up to 10 items (e.g. temperatures, prices,

time);• find the range for up to 10 items (e.g. temperature range from highest to

lowest was 16 ºC);• check calculations using different methods (e.g. estimate to reject

impossible answers, check a subtraction by ‘adding back’) to make surethey make sense.

In interpreting results and presenting your findings, you need toknow how to:• use suitable ways of presenting information, including a chart and

diagram;• use the correct units (e.g. for area, volume, weight, time, temperature);• label your work correctly (e.g. use a title or key);• describe how the results of your calculations meet the purpose of

your task.

Application of Number Level 1 – 2001/2002

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You must:

N1.1Interpret straightforward information from two different sources. Atleast one source should be a table, chart, diagram or line graph.

Evidence must show you can:• obtain the information you need to meet the purpose of your task;

and• identify suitable calculations to get the results you need.

N1.2Carry out straightforward calculations to do with:a. amounts and sizes;b. scales and proportion;c. handling statistics.

Evidence must show you can:• carry out calculations to the levels of accuracy you have been

given; and• check your results make sense.

N1.3Interpret the results of you calculations and present your findings.You must use one chart and one diagram.

Evidence must show you can:• choose suitable ways to present your findings;• present your findings clearly; and• describe how the results of your calculations meet the purpose of

your task.

11.3 PART CGUIDANCE


You will have opportunities to develop and apply your number skillsduring your work, studies or other activities. For example, when:

• carrying out an investigation, project or assignment;• making something;• helping customers or clients.


You can obtain information first-hand by measuring or observing, butyou do not have to do this.

Your information could come from written sources only. If available,you could use IT to present your findings, but you must show youunderstand what you have presented.

You will need to think about the quality of your work and check yourevidence covers all the requirements in Part B.


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N1.1 INTERPRET INFORMATION

A description of your tasks and their purposes. Copies of sourcematerial (such as a table, chart, diagram or line graph). A statementfrom an assessor who checked the accuracy of your measurements orobservations (if you have done this). Records of the information youobtained and the types of calculations you identified to get the resultsyou needed.

N1.2 CARRY OUT CALCULATIONS

Records of your calculations (for a, b and c) and how you checkedthem.

N1.3 INTERPRET RESULTS AND PRESENT FINDINGS

Descriptions of your findings and how the results of your calculationsmet the purposes of your tasks. At least one chart and one diagrampresenting your findings.



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In interpreting information, you need to know how to:• obtain relevant information from different sources (e.g. from written

and graphical material, first-hand by measuring or observing);• read and understand graphs, tables, charts and diagrams

(e.g. frequency diagrams);• read and understand numbers used in different ways, including

negative numbers (e.g. for losses in trading, low temperatures);• estimate amounts and proportions;• read scales on a range of equipment to given levels of accuracy

(e.g. to the nearest 10 mm or nearest inch);• make accurate observations (e.g. count the number of customers per

hour);• select appropriate methods for obtaining the results you need,

including grouping data when this is appropriate (e.g. heights, salarybands).

In carrying out calculations, you need to know how to:• show clearly your methods of carrying out calculations and give

the level of accuracy of your results;• carry out calculations involving two or more steps, with numbers

of any size;• convert between fractions, decimals and percentages;• convert measurements between systems (e.g. from pounds to

kilograms, between currencies);• work out areas and volumes (e.g. area of an L-shaped room, number of

containers to fill a given space);• work out dimensions from scale drawings (e.g. using a 1:20 scale)• use proportion and calculate using ratios where appropriate;• compare sets of data with a minimum of 20 items (e.g. using

percentages, using mean, median, mode);• use range to describe the spread within sets of data;• understand and use given formulae (e.g. for calculating volumes, areas

such as circles, insurance premiums, V=IR for electricity);• check your methods in ways that pick up faults and make sure

your results make sense.

In interpreting results and presenting your findings, you need toknow how to:• select effective ways to present your findings;• construct and use graphs, charts and diagrams (e.g. pie charts,

frequency tables, workshop drawings), and follow accepted conventionsfor labelling these (e.g. appropriate scales and axes);

• highlight the main points of your findings and describe yourmethods;

• explain how the results of calculations meet the purpose of youractivity.


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You must:

Carry through at least one substantial activity that includesstraightforward tasks for N2.1, N2.2 and N2.3.

N2.1Interpret information from two different sources, including materialcontaining a graph.

Evidence must show you can:• choose how to obtain the information needed to meet the

purpose of your activity;• obtain the relevant information; and• select appropriate methods to get the results you need.

N2.2Carry out calculations to do with:a. amounts and sizes;b. scales and proportion;c. handling statistics;d. using formulae.

Evidence must show you can:• carry out calculations, clearly showing your methods and levels of

accuracy; and• check your methods to identify and correct any errors, and make

sure your results make sense.

N2.3Interpret the results of your calculations and present your findings.You must use at least one graph, one chart and one diagram.

Evidence must show you can:• select effective ways to present your findings;• present your findings clearly and describe your methods; and• explain how the results of your calculations meet the purpose of

your activity.

12.3 PART CGUIDANCE


You will have opportunities to develop and apply your number skillsduring your work, studies or other activities. For example, when:• carrying out and reporting findings from an investigation or

project;• designing something, measuring up or costing a job;• following up enquiries from customers or clients.

You will need time to practise your skills and prepare for assessment.So it is important to plan ahead. For example, at least one of youractivities must involve following through tasks for N2.1, N2.2 andN2.3. But it is likely you will need to do additional tasks to cover allof Part B.


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You can obtain information first-hand by measuring or observing, butyou do not have to do this. Your information could come fromwritten sources only. If available, you could use IT to present yourfindings, but you must show you understand what you havepresented.

You will need to think about the quality of your application ofnumber skills and check your evidence covers all the requirements inPart B.


N2.1 INTERPRET INFORMATION

A description of the substantial activity. Copies of source material,including the graph, and/or a statement from someone who haschecked the accuracy of your measurements or observations. Recordsof the information you obtained and the methods you selected forgetting the results you needed.


Records of your calculations (for a, b, c and d), showing methodsused and levels of accuracy. Notes on how you checked methods andresults.


Descriptions of your findings and methods. Notes on how the resultsfrom your calculations met the purpose of your activity. At least onegraph, one chart and one diagram presenting your findings.



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In planning an activity and interpreting information, you needto know how to:• plan a substantial and complex activity by breaking it down into a

series of tasks;• obtain relevant information from different sources, including a

large data set (over 50 items), and use this to meet the purpose ofyour activity;

• use estimation to help you plan, multiplying and dividing numbersof any size rounded to one significant figure;

• make accurate and reliable observations over time and use suitableequipment to measure in a variety of appropriate units;

• read and understand scale drawings, graphs, complex tables andcharts;

• read and understand ways of writing very large and very smallnumbers (e.g. £1.5 billion, 2.4×10

-3);• understand and use compound measures (e.g. speed in kph, pressures

in psi, concentrations in ppm);• choose appropriate methods for obtaining the results you need

and justify your choice.

In carrying out calculations, you need to know how to:• show your methods clearly and work to appropriate levels of

accuracy;• carry out multi-stage calculations with numbers of any size

(e.g. find the results of growth at 8% over three years, find the volume of waterin a swimming pool);

• use powers and roots (e.g. work out interest on £5,000 at 5% over threeyears);

• work out missing angles and sides in right-angled triangles fromknown sides and angles;

• work out proportional change (e.g. add VAT at 17.5% by multiplyingby 1.175);

• work out actual measurements from scale drawings (e.g. room or siteplan, map, workshop drawing) and scale quantities up and down;

• work with large data sets (over 50 items), using measures ofaverage and range to compare distributions, and estimate mean,median and range of grouped data;

• re-arrange and use formulae, equations and expressions(e.g. formulae in spreadsheets, finance, and area and volume calculations);

• use checking procedures to identify errors in methods and results.In interpreting results and presenting your findings, you need toknow how to:• select and use appropriate methods to illustrate findings, show

trends and make comparisons;


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• examine critically, and justify, your choice of methods;• construct and label charts, graphs, diagrams and scale drawings

using accepted conventions;• draw appropriate conclusions based on your findings, including

how possible sources of error might have affected your results;• explain how your results relate to the purpose of your activity.


You must:

Plan and carry through at least one substantial and complex activitythat includes tasks for N3.1, N3.2 and N3.3.

N3.1Plan, and interpret information from two different types of sources,including a large data set.

Evidence must show you can:• plan how to obtain and use the information required to meet the

purpose of your activity;• obtain the relevant information; and• choose appropriate methods for obtaining the results you need

and justify your choice.

N3.2Carry out multi-stage calculations to do with:a. amounts and sizes;b. scales and proportions;c. handling statistics;d. rearranging and using formulae.

You should work with a large data set on at least one occasion.

Evidence must show you can:• carry out calculations to appropriate levels of accuracy, clearly

showing your methods; and• check methods and results to help ensure errors are found and

corrected.

N3.3Interpret results of your calculations, present your findings and justifyyour methods. You must use at least one graph, one chart and onediagram.

Evidence must show you can:• select appropriate methods of presentation and justify your

choice;• present your findings effectively; and• explain how the results of your calculations relate to the purpose

of your activity.


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13.3 PART CGUIDANCE


You will have opportunities to develop and apply your number skillsduring your work, studies or other activities. For example, when:

• planning, carrying out and reporting findings from a substantialinvestigation or project;

• designing, making and presenting a product;• researching information and explaining the outcomes to

customers or clients.

You will need time to practise your skills and prepare for assessment.So it is important to plan ahead. For example, to identify an activitythat is complex and substantial enough to provide opportunities forfollowing through tasks for N3.1, N3.2 and N3.3. You may need todo additional tasks to cover all the requirements of Part B.

Information can be obtained from secondary sources and/or first-hand by measuring or observing. If available, you could use IT toobtain information from a large database, use spreadsheets andpresent your findings.

You will need to think about the quality of your application ofnumber skills and check your evidence covers all the requirements inPart B.


N3.1 PLAN, AND INTEPRET INFORMATION

A description of the substantial and complex activity and tasks. Aplan for obtaining and using the information required. Copies ofsource material, including a note of the large data set and, ifapplicable, a statement from someone who has checked the accuracyof any measurements or observations. Records of the informationobtained. A justification of methods selected for achieving therequired results.


Records of your calculations (for a, b, c and d), showing methodsused and levels of accuracy. Notes of the large data set used and howyou checked methods and results.


Report of your findings, including a justification of your presentationmethods and explanations of how your results relate to your activity.At least one graph, one chart and one diagram.



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In developing a strategy, you need to know how to:• establish opportunities for using application of number skills over

an extended period of time (e.g. in a programme of study, project or workto be carried out over three months or so);

• identify the outcomes you hope to achieve (e.g. an accurate analysis ofresearch data, best use of limited finance for a project, an improved productdesign or production method);

• identify relevant sources of information, including people andreference material (e.g. line manager, specialists, customers, colleagues;reports, manuals, databases, the internet; sites for direct observations ormeasurements) and research the information needed for planningpurposes;

• plan your use of application of number skills (e.g. options, sequence ofwork, resources, level of expertise needed) and make a reasoned selectionof methods for achieving the quality of outcomes required,including:

- formulating hypotheses, using models and othertechniques to explore them (e.g. Gantt charts, networkanalyses);

- establishing methods for testing hypotheses (e.g. usingstatistical techniques).

In monitoring progress, you need to know how to:• evaluate information from different sources, developing

alternative lines of enquiry where appropriate;• carry out calculations to appropriate levels of accuracy, drawing

on a range of numerical, graphical and other mathematicaltechniques involved in:

- making measurements or observations, including useof compound units;

- reading and interpreting scale drawings, graphs,complex tables and charts;

- organising and classifying data (e.g. grouping data, usingappropriate software packages);

- making inferences from sets of data (e.g. from standarddeviations, interquartile range);

- using numerical, graphical and algebraic methods todevelop models (e.g. spreadsheet simulations, formulae andgraphical representations);

- using ideas of proportion, variation and scaling,including inverse proportion and other non-linearvariation (e.g. in numerical and spatial calculations, inestimating and forecasting);

- working with expressions, formulae and equations,including power and roots;

- working with probability (e.g. calculating the probability ofa compound event);

- making deductions in algebraic and spatial reasoningand applying these to your work;


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• monitor and critically reflect on your use of application of numberskills, including:

- obtaining feedback from others (e.g. colleagues, tutor,project supervisor, line manager);

- noting choices made and judging their effectiveness(e.g. impact on the quality of work);

• adapt your strategy to overcome difficulties and produce thequality of outcomes required.

In evaluating strategy and presenting outcomes, you need toknow how to:• interpret results and identify the main findings from your work,

including evidence to support your conclusions (e.g. examinegeneralisations and solutions, identifying the reasoning underlying theacceptance or rejection of original hypotheses);

• present information effectively, selecting appropriate methods toillustrate findings, including diagrams, charts and graphs (e.g. use ofnon-linear scales to bring out relationships);

• explain results in relation to your work and hypotheses (e.g. explainpatterns of relationship, trends and possible consequences, explain whyparticular lines of enquiry were followed and others rejected);

• assess the effectiveness of your strategy, identifying factors thathad an impact on the outcomes (e.g. availability of resources, level ofown expertise, precision);

• identify ways of further developing your application of numberskills.


You must:

Provide at least one extended example of meeting the standard forN4.1, N4.2 and N4.3 (your example must show you can formulateand test hypotheses, and draw conclusions).

N4.1Develop a strategy for using application of number skills over anextended period of time.

Evidence must show you can:• establish opportunities for using application of number skills and

clearly identify the outcomes you hope to achieve;• identify relevant sources and research the information needed for

planning purposes; and• plan your use of application of number skills, and make a

reasoned selection of methods for achieving the quality ofoutcomes required.

N4.2Monitor progress and adapt your strategy, as necessary, to achieve thequality of outcomes required in work involving:• deductive and inferential reasoning;• algebraic manipulation.


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Evidence must show you can:• evaluate information from different sources, developing

alternative lines of enquiry where appropriate;• carry out calculations to appropriate levels of accuracy, drawing

on a range of techniques to suit your purpose; and• monitor and critically reflect on your use of application of number

skills, adapting your strategy as necessary to produce the quality ofoutcomes required.

N4.3Evaluate your overall strategy and present the outcomes from yourwork, including use of charts, diagrams and graphs to illustratecomplex data.

Evidence must show you can:• interpret results and identify the main findings from your work,

including evidence to support your conclusions;• present information effectively, selecting appropriate methods to

clearly illustrate findings, and explain results in relation to yourhypotheses; and

• assess the effectiveness of your strategy, including factors that hadan impact on the outcomes, and identify ways of furtherdeveloping your application of number skills.

14.3 PART CGUIDANCE


You will need to identify opportunities for using your application ofnumber skills during your work, studies, or other activities takingplace over a period of three months or so. For example, when:• managing and presenting outcomes of a project at work or in

higher education;• designing, making and presenting a product;• contributing to community activities, such as organising a major

event;• investigating and implementing ways to improve a service or work

practice.

It is likely that you will use other key skills. For example,communication skills when researching and presenting information,information technology skills for generating charts and graphs, or ifyou need to follow alternative lines of enquiry, and problem solvingskills when adapting your strategy to overcome difficulties. Theevaluation process should help you improve your own learning andperformance. All of these skills could be recorded in a progress fileor appraisal record.

For this unit, you will need to think about the quality of yourapplication of number skills and check that your evidence covers allthe requirements in Part B.


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N4.1 DEVELOP A STRATEGY

An outline of your strategy, supported by:• records of your information research;• records of your planning process;

• statements on the expected quality of outcomes, with notes ofselected methods.

N4.2 MONITOR PROGRESS

A variety of records (e.g. written, numerical, graphical, physical)showing how you:• evaluated information obtained from different sources, and

developed any alternative lines of enquiry;• carried out calculations, with notes on levels of accuracy and

examples of work involving algebraic manipulation, and deductiveand inferential reasoning.

A commentary noting choices you made and reflections on theireffectiveness, including any changes to your strategy.

N4.3 EVALUATE STRATEGY AND PRESENT OUTCOMES

Records of the main findings from your work, evidence of yourconclusions and explanations of how your results relate to yourhypotheses. An evaluation on the effectiveness of your overallstrategy, noting ways of further developing your application ofnumber skills.


Information Technology Level 1 – 2001/2002

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15 Information TechnologyLevel 1


In finding and developing information, you need to know howto:• find different types of information (e.g. text, images, numbers) from

IT sources (e.g. files, CD-ROM) and non-IT sources (e.g. hand-writtennotes, price lists, diagrams);

• decide what information is relevant for your purpose (e.g. to answerquestions from a customer, write a report, help solve a problem, makesomething);

• enter and bring in information (e.g. copy and paste text, import clip-artimages), using formats that help development (e.g. consistent use ofspaces, tabs and returns, format of numbers, graphic features such as linethickness and shading);

• explore information (e.g. ask the right questions to find things out, try outalternatives);

• develop information in the form of text, images and numbers(e.g. organise information, carry out calculations).

In presenting information, you need to know how to:• use appropriate layouts for presenting different types of

information, including text, images and numbers (e.g. select screendisplays or pages for different types of document, such as letters or invoices);

• present information in a consistent way (e.g. fonts, bullet and numberlists, alignments, size and position of images, tables of numbers);

• develop the presentation to meet your purpose (e.g. organise thepresentation by moving, copying, deleting and inserting information);

• make sure your work is accurate and clear (e.g. check content isrelevant, proof-read, use a spell-checker, ask others, select and highlightinformation to improve its clarity);

• save information so it can be found easily (e.g. use suitablefolders/directories, filenames).

You will also need to know how IT can help you in your work and beable to compare your use of IT with other methods. It is importantthat you can work safely and take care of equipment, avoid losinginformation and know how to get help when dealing with errors.


You must:

IT1.1Find, explore and develop information for two different purposes.

Evidence must show you can:• find and select relevant information;• enter and bring in information, using formats that help

development; and• explore and develop information to meet your purpose.

2001/2002 – Level 1 Information Technology

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IT1.2Present information for two different purposes.

Your work must include at least one example of text, one example ofimages and one example of numbers.

Evidence must show you can:• use appropriate layouts for presenting information in a consistent

way;• develop the presentation so it is accurate, clear and meets your

purpose; and• save information so it can be found easily.

15.3 PART CGUIDANCE


You will have opportunities to develop and apply your IT skills duringyour work, studies or other activities. For example, when:

• doing a project, or assignment, and presenting your findings;• findings things out for customers or clients;• exchanging information and ideas with work colleagues or other

students.


The purpose for using IT can be decided by you or by other people.But you must make sure that the work you produce suits this purpose.Using IT can contribute evidence of your use of other Key Skills,such as communication and application of number.

You will need to think about the quality of your IT skills and checkyour evidence covers all the requirements in Part B.


IT1.1 FIND AND DEVELOP INFORMATION

Print-outs and copies of the information you selected for use. Arecord from an assessor who observed you using IT when exploringand developing information or working drafts with notes of how youmet the requirements of the unit.

IT1.2 PRESENT INFORMATION

Working drafts showing how you developed the presentation orrecords from an assessor who saw your screen displays. Print-outs orprints of a static or dynamic screen display of your final work,including examples of text, images and numbers. Records of how yousaved information.



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In searching for and selecting information, you need to knowhow to:• identify suitable sources of information (e.g. hand-written documents,

material to be scanned, files on disks, CD-ROMs, databases, the internet);• search for information using multiple criteria (e.g. operators such as

‘and’, ‘greater than’ and tools such as search engines);• interpret information and decide what is relevant to your purpose

(e.g. to respond to an enquiry, write a project report, help solve a problem,design or make something).

In developing information, you need to know how to:• enter and bring together information (e.g. ‘copy and paste’ or import

text, images, numbers), using formats that help development (e.g. usingtabs rather than spaces to align text, using tables or frames to positioninformation);

• explore information as needed for your purpose (e.g. follow lines ofenquiry, explore the effects of changing information in a spreadsheet model tomake and test predictions);

• develop information in the form of text, images and numbers(e.g. link information, organise information under headings, restructure tables,generate charts and graphs from data, select records or fields and preparereports from a database);

• derive new information (e.g. compare information from different sources toreach a conclusion, use formulae to calculate information such as a total oraverage).

In presenting information, you need to know how to:• select and use appropriate layouts for presenting combined

information, (e.g. document structures such as margins, columns andheadings, borders for images and text, record structures, tables, spreadsheets);

• present information in a consistent way, (e.g. paragraph layouts, sizesand styles of images and text, alignments, fonts);

• develop the presentation to suit your purpose and types ofinformation, including text, images and numbers, (e.g. highlightinformation to improve its impact, refine layouts, make sure it suits the needsof your audience);

• ensure your work is accurate and clear (e.g. proof-read, use a spell-checker, seek the views of others) and is saved appropriately (e.g. usesuitable folders/directories and file names, avoid loss).

You will need also need to know: the benefits and disadvantages ofusing IT; when it is necessary to observe copyright or confidentiality;how to identify errors and their causes and minimise risks fromviruses; and how to work safely and minimise health risks.


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You must:

IT2.1Search for and select information for two different purposes.

Evidence must show you can:• identify the information you need and suitable sources;• carry out effective searches; and• select information that is relevant to your purpose.

IT2.2Explore and develop information, and derive new information, fortwo different purposes.

Evidence must show you can:• enter and bring together information using formats that help

development;• explore information as needed for your purpose; and• develop information and derive new information as appropriate.

IT2.3Present combined information for two different purposes. Yourwork must include at least one example of text, one example ofimages, and one example of numbers.

Evidence must show you can:• select and use appropriate layouts for presenting combined

information in a consistent way;• develop the presentation to suit your purpose and the types of

information; and• ensure your work is accurate, clear and saved appropriately.

16.3 PART CGUIDANCE


You will have opportunities to develop and apply your IT skills duringyour work, studies or other activities. For example when:

• researching and reporting findings from a project or assignment;• researching and designing a product;• dealing with enquiries from customers or clients;• exchanging information and ideas with work colleagues or other

students.


The purpose for using IT can be decided by you or by other people.But you must make sure that the work you produce suits this purpose.Using IT can contribute evidence for other Key Skills, such ascommunication and application of number.



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IT2.1 SEARCH FOR AND SELECT INFORMATION

Print-outs of the relevant information with notes of sources and howyou made searches, or a record from an assessor who observed youusing IT when searching for information.

IT2.2 DEVELOP INFORMATION

Printouts, or a record from an assessor who observed you using IT,with notes to show how you explored and developed information andderived new information.


Working drafts, or a record from an assessor who observed yourscreen displays, with notes to show how you have developed contentand presentation. Print-outs, or prints or static or dynamic screendisplays, of your final work, including examples of text, images andnumbers. Records of how you saved information.



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In planning and selecting information, you need to know howto:• plan a substantial activity by breaking it down into a series of

tasks;• compare the advantages and limitations of different sources of

information (e.g. databases, the internet, material to be scanned, files ondisk, CD-ROMs) and select those suitable for your purpose(e.g. to obtain views of others, to produce financial data, product informationor a multi-media presentation);

• choose appropriate techniques for finding information(e.g. database query techniques, internet search engines, multiple criteriaincluding relational operators such as less than/greater than, and logicalcriteria such as AND/OR/NOT conditions) and use them to carry outeffective searches;

• make selections based on relevance to your purpose andjudgements on quality (e.g. your own and others’ views on accuracy andreliability of content).

In developing information, you need to know how to:• enter and bring together information in a consistent form (e.g. lists,

tables, frames, types of images) and use automated routines (e.g. macros,icons, database query and report routines, validation for database entries);

• create and use structures and procedures for developing text,images and numbers (e.g. sort and group information, use mail-merge,analyse and interpret numerical data using spreadsheet software, generategraphs and charts);

• explore information (e.g. design and develop lines of enquiry, change valuesand rules in a model to make predictions and test hypotheses);

• derive new information (e.g. evaluate information from different sources toreach and justify a conclusion, use facilities to calculate or deduce results);

• use methods of exchanging information to support your purpose(e.g. e-mail, shared access to documents, collaborative development ofinformation).

In presenting information, you need to know how to:• develop the structure of your presentation (e.g. modify templates and

paragraph styles, apply automatic referencing facilities such as page numbers,dates and file names), and use the views of others to guiderefinements (e.g. obtain feedback on content, layout, format, style);

• develop and refine the presentation of text, images and numbers(e.g. improve impact by changing format or layout, combine information,

overlay images on text);• present information so that it meets your purpose and the needs

of the audience (e.g. compare paper based, single form, mixed form andmulti-media presentations and choose the most suitable one available);

• ensure work is accurate and makes sense (e.g. proof-read, use a spell-checker, seek the views of others).


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You will also need to know: the implications of using IT, comparingyour use of IT with systems used elsewhere; when it is necessary toobserve copyright or confidentiality; how to save your work for easyretrieval, for managing versions and to avoid loss; how to identifyerrors and their causes and minimise risks from viruses; and how towork safely and minimise health risks.


You must:

Plan and carry through at least one substantial activity that includestasks for IT3.1, IT3.2 and IT3.3.

IT3.1Plan and use different sources to search for, and select, informationrequired for two different purposes.

Evidence must show you can:• plan how to obtain and use the information required to meet the

purpose of your activity;• choose appropriate sources and techniques for finding

information and carry out effective searches; and• make selections based on judgements of relevance and quality.

IT3.2Explore, develop and exchange information, and derive newinformation, to meet two different purposes.

Evidence must show you can::• enter and bring together information in a consistent form, using

automated routines where appropriate;• create and use appropriate structures and procedures to explore

and develop information and derive new information; and• use effective methods of exchanging information to support your

purpose.

IT3.3Present information from different sources for two differentpurposes and audiences. Your work must include at least oneexample of text, one example of images and one example ofnumbers.

Evidence must show you can:• develop the structure and content of your presentation using the

views of others, where appropriate, to guide refinements;• present information effectively, using a format and style that suits

your purpose and audience; and• ensure your work is accurate and makes sense.


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17.3 PART CGUIDANCE


You will have opportunities to develop and apply your IT skills duringyour work, studies or other activities. For example, when:

• planning, carrying out and reporting findings from aninvestigation or project;

• designing and presenting a product;• researching information and reporting outcomes to customers or

clients;• exchanging information and ideas with work colleagues or other

students.

You will need time to practise your skills and prepare for assessment.So it is important to plan ahead. For example, to identify an activitythat is substantial enough to provide opportunities for followingthrough tasks for IT3.1, IT3.2 and IT3.3. You may need to doadditional tasks to cover all the requirements of Part B.

The purpose for using IT can be decided by you or by other people,but you must make sure that the work you produce suits this purpose.Using IT can contribute evidence of your use of other Key Skills,such as communication and application of number.



IT3.1 PLAN, AND SELECT INFORMATION

A description of the substantial activity and tasks. A plan forobtaining and using the information required. Print-outs of therelevant information with notes of sources compared and used.Notes on how you made searches and selected information.

IT3.2 DEVELOP INFORMATION

Print-outs, with notes, or a record from an assessor who observedyour use of IT, showing how you have exchanged, explored anddeveloped information and derived new information. Notes ofautomated routines.


Working drafts, or a record from an assessor who observed yourscreen displays, showing you how you developed the presentationusing information from different sources. Print-outs or a static ordynamic screen display of your final work, including examples of text,images and numbers.



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In developing a strategy, you need to know how to:• establish opportunities for using IT skills over an extended period

of time (e.g. in a programme of study, project or work to be carried out overthree months or so);

• identify the outcomes you hope to achieve (e.g. improved access toinformation, faster communication, more efficient design or problem solvingcapability);

• identify relevant sources of information, including people andreference material (e.g. line manager, specialists, customers, colleagues;manuals, CD-ROMs, databases, the internet, on-line help) and researchthe information needed for planning purposes;

• plan your use of IT skills (e.g. options, sequence of work, resources, level ofexpertise needed), taking into account factors that may affect yourplans (e.g. patterns of work, health and safety, social, economic, ethical andmoral issues raised by the use of IT);

• make a reasoned selection of methods for achieving the quality ofoutcomes required (e.g. internet search engines, e-conferencing,CAD/CAM techniques).

In monitoring progress, you need to know how to:• prepare IT (e.g. create macros, link spreadsheets, define styles, create

database structures, customised query routines, set up control equipment tomonitor experiment results and generate readings for a report, organisee-conferencing) and use IT to aid:

- efficient searching, evaluation and selection ofinformation (e.g. to assist in finding, organising andcomparing information, consulting others on its reliability andquality);

- exploration of alternative lines of enquiry (e.g. varyingrules within models to make predictions and test hypotheses);

• develop and exchange relevant information to meet your purpose(e.g. use e-mail, shared access to documents, video conferences);

• derive new information (e.g. make calculations, synthesise informationfrom a variety of sources to reach own conclusions, predict trends, create a newdesign);

• monitor and critically reflect on your use of IT skills, including:- obtaining feedback from others (e.g. colleagues, tutor,

project supervisor, line manager);- noting choices made and judging their effectiveness

(e.g. impact on quality of work);• adapt your strategy to overcome difficulties and produce the

quality of outcomes required.


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In evaluating strategy and presenting outcomes, you need toknow how to:• develop the structure for presenting your work, integrating

different types of information to ensure consistency in changes tothe display of text, numbers and images;

• use the views of others to guide refinements to content anddesign;

• present information effectively, using a format and style (e.g. asingle form or multi-media) to suit your purpose, subject and audience,and ensure that:

- it is accurate in terms of content and conventions (e.g.spelling, punctuation and grammar, labelling of charts, diagramsand graphs, house style for design features);

- it makes sense (e.g. proof-read and amend where necessary);• assess the effectiveness of your strategy, identifying factors that

had an impact on the outcomes (e.g. availability and quality ofresources, features of the working environment, level of own expertise);

• identify ways of further developing your IT skills.


You must:Provide at least one extended example of meeting the standard forIT4.1, IT4.2 and IT4.3 (your example must show you can use IT tohandle text, images and numbers).

IT4.1Develop a strategy for using IT skills over an extended period of time.

Evidence must show you can:• establish opportunities for using IT skills and clearly identify the

outcomes you hope to achieve;• identify relevant sources and research the information needed for

planning purposes; and• plan your use of IT skills, making a reasoned selection of methods

for achieving the quality of outcomes required.

IT4.2Monitor progress and adapt your strategy, as necessary, to achieve thequality of outcomes required in work involving the use of IT for twodifferent, complex purposes.

Evidence must show that you can:• prepare, and use, IT to aid efficient searching, evaluation and

selection of information, exploring alternative lines of enquirywhere appropriate;

• develop and exchange relevant information, and derive newinformation, to meet your purpose; and

• monitor and critically reflect on your use of IT skills, adaptingyour strategy as necessary to produce the quality of outcomesrequired.


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IT4.3Evaluate your overall strategy and present the outcomes from yourwork using at least one presentation, showing integration of text,images and number.

Evidence must show you can:• develop the structure for presenting your work, integrating

different types of information and using the views of others,where appropriate, to guide refinements;

• present information effectively, using a format and style to suityour purpose, subject and audience, and ensure it is accurate andmakes sense; and

• assess the effectiveness of your strategy, including factors that hadan impact on the outcomes, and identify ways of furtherdeveloping your IT skills.

18.3 PART CGUIDANCE


You will need to identify opportunities for using your IT skills duringwork, studies, or other activities taking place over a period of threemonths or so. For example, when:• managing and presenting outcomes of a project at work or in

higher education;• designing and presenting a product;• contributing to community activities, such as editing a newsletter;• investigating and implementing ways to improve a service or work

practice.

It is likely that you will use other key skills. For example, workingwith others when analysing and planning activities, application ofnumber skills when interpreting information from charts anddiagrams and problem solving skills when adapting your strategy toovercome difficulties. Communication skills will be useful whensearching for, organising and presenting information and theevaluation process should help you improve your own learning andperformance. All of these skills could be recorded in a progress fileor appraisal record.

For this unit, you will need to think about the quality of your IT skillsand check that your evidence covers all the requirements in Part B.


IT4.1 DEVELOP A STRATEGY

An outline of your strategy, supported by:• records of your information research;• records of your planning process;• statements on the expected quality of outcomes, with notes of

selected methods.


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IT4.2 MONITOR PROGRESS

A variety of records (e.g. screen displays, with statements from anobserver, annotated print-outs of working drafts) showing how you:• prepared IT, searched for information and explored alternative

lines of enquiry;• developed and exchanged information;

• derived new information.A commentary noting choices you made and reflections on theireffectiveness, including any changes to your strategy.

IT4.3 EVALUATE STRATEGY AND PRESENTOUTCOMES

Working drafts, or a record from someone who observed your screendisplays, showing how you developed your presentation.Print-outs, or a static or dynamic screen display of your final work,including integration of text, numbers and images.An evaluation on the effectiveness of your overall strategy, notingways of further developing your IT skills.



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Internally-Assessed Components

19 Nature of the Internally-Assessed(Portfolio) Components

19.1 Content and Structure Candidates are required to submit a portfolio of evidence to AQAwhich demonstrates that they have successfully met all therequirements of Part B of the relevant Key Skill Unit at theappropriate level (see Section 23.2).

The following general items should comprise the portfolio ofevidence.

• A Candidate’s Log Book.

The Log Book should prove to be of value to both the candidateand Assessor in ensuring that the progress of portfolio work ismonitored. The Log Book enables candidates to record thecontext of evidence generated and its exact location in thefile/folder, the date upon which work has been assessed and bywhom.

• A completed Candidate Record Form (Appendix D).

• A completed Centre Declaration Sheet (Appendix E).

• The material submitted as evidence of achievement. Evidencecan be generated from a candidate’s main course of study (e.g. aHistory assignment, Geography fieldwork, science practicals,classwork or homework activities), or experience of work,community activities, etc.

Part C of each Key Skills Unit gives examples of1. activities that could be used to generate evidence; and2. examples of evidence that can be submitted.

The types of evidence submitted can range from and include:witness statements, audio/video tapes of discussions andpresentations, notes, essays, reports, printouts of screen displays,etc. (N.B. The types of evidence listed above, and in Part C ofeach unit, are neither prescriptive nor exhaustive.)

19.2 Portfolio Advisers Portfolio Advisers will be available to assist centres with any mattersrelating to portfolio work. Details will be provided when AQAknows which centres are following this specification. The availabilityof these Advisers is in addition to the provision of guidance in thespecification and exemplar material.


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19.3 Advice to Candidates The collection of evidence for portfolio work (e.g. for C3.1a, N3.1,IT3.2) can be carried out in a group of two or more candidates. Iftaking part in a group activity, each individual candidate must indicatethe part played by her/himself in the collection of evidence. Suchevidence must be authenticated by a teacher/supervisor, by means ofa witness statement, or audio/video tapes, etc. (See Part C of theindividual Key Skills Units for appropriate forms of evidence). Thework to be submitted for assessment must be the candidate’s ownunaided work. Any assistance and sources of information must beacknowledged.

19.4 Other Aspects Portfolio work should be presented in lightweight folders with thecontents loosely fixed. Bulky, hard-backed folders or files should notbe used.

20 Assessment of Portfolio Evidence

20.1 Assessment of PortfolioEvidence

The candidate’s portfolio of evidence must demonstrate that s/he hassuccessfully achieved every requirement and produced all the evidencespecified in Part B of the relevant Key Skill Unit at the appropriatelevel, as reflected in Part A of the relevant Key Skill Unit.

Candidates who successfully complete the requirements for theinternal assessment component (i.e. produce all the evidence specifiedin Part B of the relevant Key Skill at the appropriate level), will berecorded as having a Pass at the relevant level.

Candidates who fail to complete the requirements for the internalassessment component (i.e. do not produce all the appropriateevidence specified in Part B of the relevant Key Skill at theappropriate level), will be recorded as Fail.

20.2 Evidence to Support theAward of Levels

Teachers should keep records of their assessments during the course,in a format which facilitates the complete and accurate submission ofthe final overall assessments at the end of the course.

When the assessments are complete, the levels submitted for theinternal assessment component must be entered on theCandidate Record Form, with supporting information in the spacesprovided. The completed Candidate Record Form for each candidatemust be attached to the work to be made available to AQA onrequest.

It is important that centres advise AQA of their intention to entercandidates as early as possible in the course so that AQA candespatch any record forms required.


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21 Supervision and Authentication

21.1 Supervision of Candidates’Portfolio Work

Candidates’ portfolio work for assessment must be undertaken underconditions which allow the teacher/supervisor to endorse itsauthenticity. If some of the assessed portfolio work is undertakenoutside the centre, sufficient work must take place under directsupervision to allow the teacher/supervisor to authenticatecandidates’ portfolio work with confidence.

It is acknowledged that on occasions teachers/supervisors might notbe in a position to exercise close control over the candidate’scomplete portfolio of work. The teacher/supervisor should,however, be able to verify that every reasonable step has been takento ensure that the portfolio work submitted for assessment is that ofthe candidate concerned and must sign the Centre Declaration Sheet,accordingly.

21.2 Guidance by theTeacher/Supervisor

The work assessed must be solely that of the candidate concerned.Any assistance given to an individual candidate which is beyond thatgiven to the group as a whole must be recorded on theCandidate Record Form.

21.3 Unfair Practice At the start of the course, the teacher/supervisor is responsible forinforming candidates of the AQA Regulations concerningmalpractice. Candidates must not take part in any unfair practice inthe preparation of portfolio work to be submitted for assessment, andmust understand that to present material copied directly from booksor other sources without acknowledgement will be regarded asdeliberate deception. Centres must report suspected malpractice toAQA. The penalties for malpractice are set out in theAQA Regulations.

21.4 Authentication ofCandidates’ Portfolio Work

Both the candidate and the teacher/supervisor are required to signdeclarations confirming that the work submitted for assessment is thecandidate’s own. Any additional assistance received by the candidatemust be identified and acknowledged on the Candidate Record Form.Where candidates work as a group, the teacher/supervisor must beable to identify and authenticate the individual contribution of eachcandidate (e.g. by provision of a witness statement, audio/video tapes,etc).


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22 Standardisation

22.1 Standardising Meetings Annual standardising meetings will be held, usually in the autumnterm.

At these meetings, support in assessment procedures will be providedfor centres. Examples of Candidate Log Books and work submittedas evidence of achievement will be issued to centres.

Centres entering candidates for the first time must send arepresentative to the meetings. Attendance is also mandatory in thefollowing cases:

• where there has been a serious misinterpretation of thespecification requirements;

• where a centre’s assessment of portfolio work, submitted at aprevious assessment opportunity, is inappropriate.

Otherwise, attendance is at the discretion of centres.

22.2 Internal Standardisation ofMarking

The centre is required to standardise the assessment:

1. within each Key Skill, at each level; and

2. across different teachers/supervisors and teaching groups,

to ensure that all candidates’ work at the centre has been judgedagainst the same standards. If two or more teachers are involved inassessing a component, one teacher must be designated as responsiblefor internal standardisation. Common pieces of work must beassessed on a trial basis and differences between assessmentsdiscussed at a training session in which all teachers involved mustparticipate. The teacher responsible for standardising the assessmentmust ensure that the training includes the use of reference and archivematerials such as work from a previous year or examples provided byAQA. The centre is required to send to the moderator theCentre Declaration Sheet, duly signed, to confirm that the assessment ofportfolio work at the centre has been standardised. If only oneteacher has undertaken the assessment that person must sign thisform.


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23 Administrative Procedures

23.1 Recording Assessments The candidate’s portfolio of work must be assessed in accordancewith

1. the requirements given in Part B of the relevant Key Skill unit atthe appropriate level; and

2. the guidance given in Section 20 of this specification.

When the assessments are complete, the final level awarded for eachKey Skills component must be entered on each individualCandidate Record Form.

The completed Candidate Record Form for each candidate must beattached to the portfolio work and made available to AQA on request.

23.2 Submitting SamplePortfolio Work forModeration

The portfolio of work comprises two parts:

1. the candidate’s Log Book, which records the context of evidencegenerated, its exact location in the file/folder, the date uponwhich work has been assessed and by whom; and

2. a file or folder containing all other material to be submitted asevidence of achievement.

The level submitted for the internal assessment component must besent to AQA, and to the designated AQA Moderator, on anAward List provided by the specified date (to be confirmed).

The centre will be informed which candidates’ portfolio work isrequired in the sample of evidence to be submitted to the Moderator.

23.3 Problems with IndividualCandidates

Teachers should be able to accommodate the occasional absence ofcandidates by ensuring that the opportunity is given for them to makeup stages of assessments which have been missed.

Special consideration should be requested for candidates whoseportfolio work has been affected by illness or other exceptionalcircumstances. Information about the procedure is issued separatelyby AQA in the document Candidates with Special Assessment Needs,Special Arrangements and Special Consideration: Regulations and Guidance.

If portfolio work is lost, AQA should be notified immediately of thedate of the loss, how it occurred, and who was responsible for theloss. AQA will advise on the procedures to be followed in such cases.

Where special help goes beyond normal learning support given, AQAmust be informed so that such help can be taken into account whenassessment and moderation take place.


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Candidates who move from one centre to another during the coursesometimes present a problem for a scheme of internal assessment.Possible courses of action depend on the stage at which the movetakes place. If the move occurs early in the course the new centreshould take responsibility for assessment. If it occurs late in thecourse it may be possible to accept the assessments made at theprevious centre. Centres should contact AQA at the earliest possiblestage for advice about appropriate arrangements in individual cases.

23.4 Retaining Evidence The centre must retain the portfolio work of all candidates, withCandidate Record Forms attached, under secure conditions from the timeit is assessed, to allow for the possibility of an enquiry upon results.The portfolio work may be returned to candidates after the issue ofresults provided that no enquiry upon results is to be made which willinclude re-moderation of the work in the portfolio (i.e. centre-assessed component). If any enquiry upon result is to be made, theportfolio work must remain under secure conditions until requestedby AQA.

24 Moderation

24.1 Moderation Procedures Moderation of portfolio work is by inspection of a sample ofcandidates’ work, sent by post from the centre to a moderatorappointed by AQA. The centre assessments must be submitted toAQA and the Moderator must receive the sample of portfolio workby a specified date.

The sample consists of a minimum of 10 candidates’ portfolio work(all candidates’ portfolio work if the entry is 10 or fewer). The sampleis specified by AQA, and the centre notified accordingly.

Following the review of the sample portfolio work, the moderator’sassessments are compared with those of the centre to determinewhether the centre’s assessments can be confirmed. In some cases itmay be necessary for the moderator to call for the work of othercandidates. In order to meet this possible request, centres must haveavailable the portfolio work and Candidate Record Form of everycandidate entered for Key Skills internal assessment components andbe prepared to submit it on demand.

24.2 Post-ModerationProcedures

On the publication of results, the centre is supplied with details of thefinal results for the internally assessed (portfolio) component(s).

The candidates’ portfolio work is returned to the centre afterassessment. The centre receives a report giving feedback on theaccuracy of the centre’s assessments, and the reasons for any changesmade.

Some candidates’ portfolio work may be retained by AQA for archivepurposes.


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Awarding and Reporting

25 Awarding, Shelf-Life and Re-sits

25.1 Awarding System

Unit Certification

Key Skills Qualification

Candidates who complete the assessment requirements for a Key SkillUnit (i.e. pass both the internal and external components) at Levels 1,2, 3 or 4 may claim a unit certificate.

Candidates who achieve unit certification at Levels 1, 2, 3 or 4 in eachof the Key Skills of Communication, Application of Number andInformation Technology may claim the Key Skills Qualification. Thisqualification will be profiled to reflect the level achieved in each of thethree Key Skills. Candidates do not have to achieve the units at thesame level in all three Key Skills.

25.2 Currency of exemptionsfrom theKey Skills Qualification

The currency of exemptions provided by proxy qualifications must beno longer than three years from the date of award to the date ofclaim. In these circumstances, exemptions from September 2000 canonly be claimed for qualifications gained after September 1997.

25.3 Shelf-Life of IndividualComponent Results

The shelf-life of individual component (i.e. internal or external)results, prior to the award of the unit certificate, is limited only by theshelf-life of the specification.

25.4 Shelf-Life of IndividualUnit Results

The shelf-life of individual Key Skills Unit results(i.e. Communication, Application of Number,Information Technology), prior to the award of the Key SkillsQualification, is limited only by the shelf-life of the specification.

25.5 Assessment ComponentRe-sits

There is no limit placed on the number of times a candidate can re-sitan individual (i.e. internal or external) component.

25.6 Common Code of Practice The regulatory authorities, in consultation with awarding bodies,intend to develop a new Common Code of Practice for GCSE, GCE,AVCE, GNVQ and Key Skills qualifications. This specification willcomply with the grading, awarding and certification requirementsspecified in the common Code of Practice.

25.7 Quality Assurance AQA is committed to the maintenance of national standards and willprovide advice about, and moderate, the assessment of candidates’work in centres.


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Appendices

A Specimen AQA Log Book for

Communication Level 3C3.1a Contribute to a group discussion about a complex subject.Portfolio reference Evidence Date Assessor’s

initials

Make clear and relevant contributions in a way thatsuits your purpose and situation.

Listen and respond sensitively to others, and developpoints and ideas.

Create opportunities for others to contribute whenappropriate.

C3.1b Make a presentation about a complex subject, using at least one image to illustrate complex points.Portfolio reference Evidence Date Assessor’s

initials

Speak clearly and adapt your style of presentation tosuit your purpose, subject, audience and situation.

Structure what you say so that the sequence ofinformation and ideas may be easily followed.Use a range of techniques to engage the audience,including effective use of images.

Use at least one image to illustrate complex points.

C3.2 Read & Synthesise information from two extended documents about a complex subject.One of these documents should include at least one image.

Portfolio reference Evidence 1 Evidence 2 Date Assessor’sinitials

Select and read material that contains the informationyou need.

Identify accurately, and compare, the lines of reasoningand main points from texts and images.Synthesise the key information in a form that is relevantto your purpose.

One document to include at least one image.

C3.3 Write two different types of documents about complex subjects.One piece of writing should be an extended document and include at least one image.

Portfolio reference Evidence 1 Evidence 2 Date Assessor’sinitials

Select and use a form and style of writing that isappropriate to your purpose and complex subject matter.Organise relevant information clearly and coherently,using specialist vocabulary when appropriate.

Ensure your text is legible and your spelling, grammarand punctuation are accurate, so your meaning is clear.

The extended document to include at least one image.

Candidate’s signature: …………………………………… Assessor’s signature: …………………………………………


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B Scientific Calculators

The scientific calculators permitted as a calculating aid in theApplication of Number test at Level 3 must meet the description setout below. They must incorporate all the Required functions, and mustpossess none of the Functions which are not permitted.

B.1 Required functions add, subtract, multiply, dividefactorialπ

rCn

bracketsstandard deviationSquare, square rootnth power and rootreciprocalsin, cos, tan and their inversesdegrees and radianslogarithms and exponentialsstandard index notation

sign changememoryexecute/enter or =cancelclear all

B.2 Functions which are notpermitted

graph plottingequation solvingsymbolic manipulationnumerical integrationcomplex numbersmemory capable of storing formulaememory capable of storing expressionsvector and matrix handling


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C Glossary of Terms

Complex complex subjects and materials present a number of ideas, some ofwhich may be abstract, very detailed or require you to deal withsensitive issues. The relationship of ideas and lines of reasoning maynot be immediately clear. Specialised vocabulary and complicatedsentence structures may be used.

Evidence what you need to produce to prove you have the skills required.Examples include items you have made, written material, artwork,photographs, audio/video recordings, computer print-outs, diagrams,and records from your assessor and others who have seen your work.Some evidence may be used for more than one Key Skill. Forexample, computer print-outs of text and images, such as graphs andcharts, could be used as evidence for written communication and forpresenting findings in application of number, as well as IT.

Extended documents include text books, and reports, articles and essays of more than threepages. They may deal with straightforward or complex subjects andinclude images such as diagrams, pictures and charts. You are askedto read and write extended documents at Level 2 and above to show,for example, that you can identify lines of reasoning in fairly lengthymaterial and structure your own writing to help others follow yoursequence of ideas.

Portfolio a file or folder for collecting and organising evidence for assessment.It should include a contents page to show where evidence for eachpart of the unit(s) can be found. This may be in hard copy orelectronic form.

Straightforward straightforward subjects and materials are those that you often meetin your work, studies or other activities. Content is put across in adirect way with the main points being easily identified. Usually,sentence structures are simple and you will be familiar with thevocabulary.

Substantial activity an activity that includes a number of related tasks, where the results ofone task will affect the carrying out of the others. For example, inapplication of number a substantial activity will involve obtaining andinterpreting information, using this information when carrying outcalculations and explaining how the results of your calculations meetthe purpose of the activity.


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abcInternally assessed (Portfolio) components

Key Skills: Candidate Record FormJune 2001

Centre Name.....................................................................................................................Centre No.

Candidate Name .............................................................................................................Candidate No.

This side is to be completed by the candidate.

Sources of advice and information

1. Have you received any help or information from anyone other than your subject teacher(s) in theproduction of this work? ………………………. (Write YES or NO)

2. If you have answered YES, give details. Continue on a separate sheet if necessary.

………………………………………………………………………………………………………

……………………………………………………………………………………………………....

3. If you have used any books, information leaflets or other materials (e.g. videos, software packages orinformation from the Internet) to help you complete this work, you must list these on the back of thissheet, unless they are clearly acknowledged in the work itself. To present material copied from booksor other sources without acknowledgement will be regarded as deliberate deception.

NOTICE TO CANDIDATE

The work you submit for assessment must be your own.

If you copy from someone else or allow another candidate to copy from you, or if you cheat inany other way, you may be disqualified from at least the subject concerned.

Declaration by candidate

I have read and understood the Notice to Candidate (above). I have produced the attached work without anyhelp apart from that which I have stated on this sheet.

Candidate’s signature …………………………………………………… Date………………………

This form should be completed and attached to the candidate’s work and retained at the Centre or sent to themoderator as required.


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This side is to be completed by the teacher(s).

Please complete the boxes to show the Key Skills Unit(s) submitted together with the Level(s) submitted and usethe spaces to make any summative comments which seem appropriate.

Unit(s) Submitted(üTick)

Level(s)submitted

Teacher’s supporting statement

Communication

Application of Number

Information Technology

Concluding Comments

Details of additional assistance given (if any)Record here details of any assistance given to this candidate which is beyond that given to the class as a wholeand beyond that described in the specification. Continue on a separate sheet, if necessary.

Teacher’s signature………………………………… Date ……………………………



This form should be completed and attached to the candidate’s work (Log Book and file/folder of evidence) andretained at the Centre or sent to the moderator as required.


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abcInternally assessed (Portfolio) components

Key Skills: Centre Declaration SheetJune 2001

Centre Name.......................................................................................................................Centre No.

Authentication

This is to certify that assessments have been made in accordance with the requirements of the specification andthat every reasonable step has been taken to ensure that the portfolio work presented is that of the candidatesnamed.

Any assistance given to candidates beyond that given to the class as a whole and beyond that described in thespecification has been recorded on the Candidate Record Form and has been taken into account. The levels givenreflect accurately the unaided achievement of the candidates.

Signature(s) of teacher(s) responsible for assessment

Teacher 1...............................................................

Teacher 3...............................................................

Teacher 5...............................................................

Teacher 2 ..............................................................

Teacher 4 ..............................................................

Teacher 6 ..............................................................

(continue overleaf if necessary)

Internal standardisation of marking

Each centre must standardise the assessments of Key Skills units across different teachers and teaching groupsto ensure that all candidates at the centre have been judged against the same standards. If two or moreteachers are involved in assessing Key Skills units, one of them must be designated as responsible forstandardising the assessments of all teachers at the centre.

The following declaration must be signed by the teacher responsible for ensuring standardisation. If all theportfolio work has been assessed by the same person, that person should sign below.I confirm that(a) *I have assessed the work of all candidates for the portfolio component

(b) *the procedure described in the specification has been followed at this centre to ensure that theassessment is of the same standard for all candidates.

(*delete as applicable)

Signed…………………………………………………………… Date…………………………………

Signature of Head of Centre…………………………………… Date………………………………….

This form should be completed and sent to the Moderator with the sample of centre-assessed work.

AQA Key Skills Specification - Demon Business Broadband · 2001-08-17 · Key Skills Levels 1 to 4...

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Transcript of AQA Key Skills Specification - Demon Business Broadband · 2001-08-17 · Key Skills Levels 1 to 4...