N025330 L2 NVQ Certificate in Design Support QCF...The Edexcel Level 2 NVQ Certificate in Design...

Specification

Edexcel Level 2 NVQ Certificate in Design Support (QCF)

For first registration September 2010

Edexcel NVQ/competence-based qualifications

Edexcel, a Pearson company, is the UK’s largest awarding organisation offering vocational and academic qualifications and testing, to employers, training providers, colleges, schools, and other places of learning in the UK, and in over 85 countries worldwide.

Our specialist suite of qualifications include NVQs, Apprenticeships, WorkSkills, Functional Skills, Foundation Learning, as well as our exclusive range of BTECs, from entry level right through to Higher National Diplomas.

References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

Authorised by Roger Beard Prepared by Paul Webster

Publications Code N025330

All the material in this publication is copyright © Edexcel Limited 2010

Contents

Qualification title covered by this specification 1

Key features of the Level 2 NVQ Certificate in Design Support (QCF) 3 What is the purpose of this qualification? 3

Who is this qualification for? 3

What are the benefits of this qualification to the learner and employer? 3

What are the potential job roles for those working towards this qualification? 3

What progression opportunities are available to learners who achieve this qualification? 4

What is the qualification structure for the Level 2 NVQ Certificate in Design Support (QCF)? 5

How is the qualification graded and assessed? 7 Assessment requirements/strategy 7

Types of evidence 8

What do you need to offer this qualification? 9 Centre recognition 9

Approvals agreement 9

Quality assurance 9

What resources are required to deliver this qualification? 9

Unit format 10

Units 11 Unit 1: Develop design principles and techniques and processes for

designing products 13

Unit 2: Understanding the design brief 17

Unit 3: How to follow a design process 19

Unit 4: Assist in following a design process 21

Unit 5: Application of techniques for the design of products 25

Unit 6: Research, test and apply techniques for the design of products 29

Unit 7: Working in a team 33

Unit 8: Create Visual Designs 37

Unit 9: Assist with marketing activities 41

Unit 10: Deliver a presentation 45

Unit 11: How the design industry works 51

Unit 12: Applying research on the history and theory of design to design activities 55

Unit 13: Assist in the production of prototypes, models, mock-ups, artwork, samples or test pieces 57

Unit 14: Explore the use of colour in a creative environment 61

Unit 15: Provide written information in relation to design work 63

Unit 16: Develop and extend critical and creative thinking skills 65

Unit 17: Principles and implementation of relevant legislation in design 69

Further information 72

Useful publications 72 How to obtain National Occupational Standards 72

Professional development and training 73

Annexe A: Progression pathways 75 The Edexcel BTEC qualification framework for the Art and Design sector 75

Annexe B: Quality assurance 79 Key principles of quality assurance 79

Quality assurance processes 79

Annexe C: Centre certification and registration 81 What are the access arrangements and special considerations for the qualifications in this specification? 81

Annexe D: Assessment requirements/strategy 83

Annexe E: Personal, Learning and Thinking Skills 87

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Qua

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by t

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you t

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ou n

eed t

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the

Edex

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This

qual

ific

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as

bee

n a

ccre

dited

within

the

Qual

ific

ations

and C

redit F

ram

ework

(Q

CF)

and is

elig

ible

for

public

fundin

g a

s det

erm

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by

the

Dep

artm

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for

Educa

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DfE

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f th

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The

qual

ific

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bove

fea

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the

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annual

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ill a

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ppea

r on t

he

Learn

ing A

ims

Dat

abas

e (L

AD

), w

her

e re

leva

nt.

You s

hould

use

the

QCF

Qualif

icat

ions

Acc

reditat

ion N

um

ber

(Q

AN

), w

hen

you w

ish t

o s

eek

public

fundin

g for

your

learn

ers.

Eac

h u

nit w

ithin

a q

ual

ific

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ill a

lso h

ave

a u

niq

ue

QCF

refe

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num

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, w

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liste

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his

spec

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The

QCF

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itle

and u

nit r

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they

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Thes

e titles

rep

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the

follo

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ual

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from

Edex

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N025330 –

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N025330 – Specification – Edexcel Level 2 NVQ Certificate in Design Support – Issue 1 – September 2010 © Edexcel Limited 2010

3

Key features of the Level 2 NVQ Certificate in Design Support (QCF)

This qualification:

• is nationally recognised

• is based on the Design National Occupational Standards (NOS). The NOS, assessment requirements and qualification structure(s) are owned by Creative and Cultural Skills.

The Edexcel Level 2 NVQ Certificate in Design Support (QCF) has been approved as a component required for the Creative Apprenticeship framework.

What is the purpose of this qualification?

The Edexcel Level 2 NVQ Certificate in Design Support (QCF) recognises the skills, knowledge and understanding of learners and allows them to gain a job-ready qualification in the workplace that relates to their job area and promotes good working practice.

Who is this qualification for?

This qualification is for all learners aged 16 and above who are capable of reaching the required standards.

Edexcel’s policy is that the qualifications should:

• be free from any barriers that restrict access and progression

• ensure equality of opportunity for all wishing to access the qualifications.

What are the benefits of this qualification to the learner and employer?

This qualification is a work-based qualification, which will allow learners to develop knowledge, understanding and skills essential for working in the design sector, including working with others and improving own performance.

What are the potential job roles for those working towards this qualification?

The National Occupational Standards cover a diverse range of job roles, for example:

• Architect

• Architectural Technician/Technologist

• Art Exhibition Organiser


4

• Body Artist/Tattooist

• CAD Draughtsperson

• Cartoonist

• Ceramic Decorator

• Ceramic/Pottery maker

• Computer Games Designer

• Design Engineer

• Display Designer/Visual Merchandiser

• Exhibition Designer

• Fashion/Clothing Designer

• Fine Artist

• Garden Designer

• Glassmaker

• Goldsmith/Silversmith

• Hat Designer/Milliner

• Interior Designer

• Jeweller

• Landscape Architect

• Leather Craftworker

• Model Maker

• Product Designer

• Sculptor

• Stage/Set Designer

• Toymaker

• Upholsterer

What progression opportunities are available to learners who achieve this qualification?

This qualification offers various opportunities for progression to further learning. Learners may progress onto the Edexcel Level 3 NVQ in Design. Alternatively, learners may progress onto the Edexcel Level 3 Specialist Courses in 3D Design, Design Crafts or Graphic Design, the Edexcel Foundation Diploma in Art and Design, or the Edexcel BTEC Level 3 Nationals in Art and Design.

Further information is available in Annexe A.


5

What is the qualification structure for the Level 2 NVQ Certificate in Design Support (QCF)?

Individual units can be found in the Units section. The QCF level and credit value are given on the first page of each unit.

This qualification requires achievement of a minimum of 31 credits. 23 credits are to be achieved from Mandatory units and a minimum of 8 credits from the Optional units.

Mandatory Units

Unit Title Level Credit

Develop design principles and techniques and processes for designing products

2 3

Understanding the design brief 2 2

How to follow a design process 2 3

Assist in following a design process 2 4

Application of techniques for the design of products

2 3

Research, test and apply techniques for the design of products

2 3

Working in a team 2 2

Create visual designs 3 3


6

Optional Units

Unit Title Level Credit

Assist with marketing activities 3 4

Deliver a presentation 3 3

How the design industry works 2 2

Applying research on the history and theory of design to design activities

2 2

Assist in the production of prototypes, models, mock-ups, artwork, samples or test pieces

2 2

Explore the use of colour in a creative environment

2 2

Provide written information in relation to your design work

2 2

Develop and extend critical and creative thinking skills

3 3

Principles and implementation of relevant legislation in design

2 1


7

How is the qualification graded and assessed?

The overall grade for the qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure.

To pass a unit the learner must:

• achieve all the specified learning outcomes

• satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

• show that the evidence is their own.

The qualification is designed to be assessed:

• in the workplace or

• in conditions resembling the workplace, as specified in the assessment requirements/strategy for the sector, or

• as part of a training programme.

Assessment requirements/strategy

The assessment requirements/strategy for this qualification have been included in Annexe D. They have been developed by Creative and Cultural Skills in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on:

• criteria for defining realistic working environments

• roles and occupational competence of assessors, expert witnesses, internal verifiers and standards verifiers

• quality control of assessment

• evidence requirements.

Evidence of competence may come from:

• current practice where evidence is generated from a current job role

• a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace

• the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification

• a combination of these.


8

It is important that the evidence is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persists at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Types of evidence

To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the following examples:

• direct observation of the learner’s performance by their assessor

• outcomes from oral or written questioning

• products of the learner’s work

• personal statements and/or reflective accounts

• outcomes from simulation, where permitted by the assessment strategy

• professional discussion

• assignment, project/case studies

• authentic statements/witness testimony

• expert witness testimony

• reflective accounts

• evidence of Recognition of Prior Learning.

Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.

Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.

http://www.edexcel.com/


9

What do you need to offer this qualification?

Centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for and be granted centre recognition as part of the process for approval to offer individual qualifications. New centres must complete both a centre recognition approval application and a qualification approval application.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres already holding Edexcel approval are able to gain qualification approval for a different level or different sector via Edexcel online.

Approvals agreement

All centres are required to enter into an approvals agreement which is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any linked codes or regulations. Edexcel will act to protect the integrity of the awarding of qualifications, if centres do not comply with the agreement. This could result in the suspension of certification or withdrawal of approval.

Quality assurance

Detailed information on Edexcel’s quality assurance processes is given in Annexe B.

What resources are required to deliver this qualification?

Each qualification is designed to support learners working in the design sector. Physical resources need to support the delivery of the qualifications and the assessment of the learning outcomes and must be of industry standard. Centres must meet any specific resource requirements outlined in Annexe D: Assessment requirements. Staff assessing the learner must meet the requirements within the overarching assessment strategy for the sector.


10

Unit format

Each unit in this specification contains the following sections.

Unit title:

Unit code:

Unit reference number:

QCF level:

Credit value:

Guided learning hours:

Unit summary:

Assessment requirements/evidence requirements:

Assessment methodology:

Learning outcomes:

Assessment criteria:

Evidence type:

Portfolio reference:

Date:

The unit title is accredited on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

This is the unit owner’s reference number for the specified unit.

This code is a unique reference number for the unit.

All units and qualifications within the QCF have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional.

All units have a credit value. The minimum credit value is one, and credits can only be awarded in whole numbers. Learners will be awarded credits when they achieve the unit.

A notional measure of the substance of a qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time, such as directed assignments, assessments on the job or supported individual study and practice. It excludes learner-initiated private study.

This provides a summary of the purpose of the unit.

The assessment/evidence requirements are determined by the SSC. Learners must provide evidence for each of the requirements stated in this section.

Learning outcomes state exactly what a learner should know, understand or be able to do as a result of completing a unit.

The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved.

Learners must reference the type of evidence they have and where it is available for quality assurance purposes. The learner can enter the relevant key and a reference. Alternatively, the learner and/or centre can devise their own referencing system.

This provides a summary of the assessment methodology to be used for the unit.

The learner should use this box to indicate where the evidence can be obtained eg portfolio page number.

The learner should give the date when the evidence has been provided.


11

Units


12


13

Unit 1: Develop design principles and techniques and processes for designing products

Unit reference number: F/601/6406

QCF level: 2

Credit value: 3

Guided learning hours: 21

Unit summary

This unit describes the skills and knowledge required to research and apply techniques for design. The nature of the end products may vary greatly. The focus of the unit is on researching and experimenting with the design techniques for products including research of materials, and use of appropriate technology.

Assessment methodology

This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation could be used to record this information.

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Lear

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out

com

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Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

form

al

elem

ents

and p

rinci

ple

s

of des

ign

1.1

G

ive

exam

ple

s of how

form

al e

lem

ents

and

princi

ple

s of:

–

Bal

ance

–

Proport

ion

–

Rhyt

hm

–

Em

phas

is

–

Unity

are

applie

d in t

he

des

ign o

f pro

duct

s

1.2

D

escr

ibe

how

form

al e

lem

ents

and p

rinci

ple

s of

des

ign a

re v

isib

le in t

he

work

of

two m

ajor

des

igner

s

2

Under

stan

d h

ow

to

apply

com

mon

tech

niq

ues

, m

ater

ials

, to

ols

and e

quip

men

t to

des

ign a

nd m

anufa

cture

2.1

D

escr

ibe

a r

ange

of co

mm

on t

echniq

ues

, m

ater

ials

, use

d in d

esig

n a

nd m

anufa

cture

2.2

G

ive

exam

ple

s of co

mm

on t

ools

and e

quip

men

t use

d in d

esig

n

2.3

D

escr

ibe

the

phys

ical pro

per

ties

and c

apabili

ties

of

a ra

nge

of

mat

eria

ls,

tools

an

d e

quip

men

t use

d in

des

ign

2.4

D

escr

ibe

the

chara

cter

istics

of

diffe

rent

mat

eria

ls

and t

he

pote

ntial

of th

ese

char

act

eris

tics

to a

chie

ve

diffe

rent

effe

cts

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Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


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17

Unit 2: Understanding the design brief Unit reference number: M/601/6448

QCF level: 2

Credit value: 2


Unit summary

This unit is about gaining a basic understanding of a design brief and why it is critical to the design process.


This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

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Lear

ning

out

com

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ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Able

to u

nder

stan

d w

hy

a

des

ign b

rief

is

critic

al to

th

e des

ign p

roce

ss

1.1

Exp

lain

the

purp

ose

of a d

esig

n b

rief

1.2

O

utlin

e th

e ty

pe

of

info

rmation y

ou w

ould

exp

ect

to

fin

d in a

des

ign b

rief

1.3

O

utlin

e w

hy

the

des

ign b

rief

is

critic

al t

o t

he

des

ign

pro

cess

2

Able

to d

eter

min

e th

e des

ign b

rief

req

uirem

ents

2.1

Id

entify

the

key

clie

nt

expec

tations

within

the

des

ign b

rief

2.2

Exp

lain

what

the

des

ign s

olu

tion m

ust

ach

ieve

2.3

Id

entify

the

par

am

eter

s an

d

limitat

ions

in t

he

des

ign b

rief

2.4

G

ive

exam

ple

s of fo

rmat

s use

d f

or

des

ign b

rief

s

2.5

G

ive

exam

ple

s of ke

y te

rms

use

d in a

des

ign b

rief

an

d t

hei

r m

eanin

gs

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


19

Unit 3: How to follow a design process Unit reference number: K/601/6433

QCF level: 2

Credit value: 3


Unit summary

This unit is about understanding how to relate a design process to business needs, the key features of the design process from concept to review, how to respond to business requirements, and the potential impact of ownership rights on the design process.



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Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to u

nder

stan

d t

he

rela

tionsh

ip b

etw

een

busi

nes

s nee

ds

and t

he

des

ign p

roce

ss

1.1

Exp

lain

the

featu

res

of th

e des

ign s

upply

chai

n

1.2

Exp

lain

how

diffe

rent

busi

nes

s co

nte

xts

may

im

pac

t on t

he

des

ign p

roce

ss

1.3

O

utlin

e how

to r

elate

the

des

ign p

roce

ss t

o

diffe

rent

busi

nes

s nee

ds

2

Know

the

key

feat

ure

s

and s

teps

in t

he

des

ign

pro

cess

fro

m c

once

pt

to

revi

ew

2.1

O

utlin

e th

e ke

y fe

ature

s of

the

des

ign p

roce

ss

2.2

Exp

lain

how

cre

ativ

e th

inki

ng t

echniq

ues

can

be

use

d t

o g

ener

ate

idea

s in

any

des

ign c

onte

xt

2.3

D

escr

ibe

the

purp

ose

of usi

ng p

roto

types

, pro

ofs

an

d m

ock

-ups

in t

he

des

ign p

roce

ss

2.4

D

escr

ibe

pote

ntial so

urc

es o

f in

form

ation f

or

new

id

eas,

rel

evan

t to

a s

pec

ific

des

ign p

roce

ss

3

Under

stan

d h

ow

diffe

rent

ow

ner

ship

rig

hts

may

impac

t on t

he

des

ign

pro

cess

3.1

Exp

lain

how

copyr

ight,

mora

l rights

, an

d inte

llect

ual

pro

per

ty r

ights

may

im

pac

t on t

he

des

ign p

roce

ss

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


21

Unit 4: Assist in following a design process

Unit reference number: T/601/6418

QCF level: 2

Credit value: 4


Unit summary

This unit is about assisting a lead designer in following a design process from concept to review, working with others to respond to stakeholder requirements, identifying the design challenge, contributing to ideas, working with others to develop ideas, reflecting on progress, presenting an idea alongside others that could be implemented and evaluating whether the finally selected idea has met the original challenge.



N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

22

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Inte

rpre

t th

e nat

ure

and

scope

of

the

des

ign

chal

lenge

set

by

stak

ehold

ers

1.1

Fo

llow

spec

ific

obje

ctiv

es s

et b

y st

ake

hold

ers

1.2

Id

entify

any

const

rain

ts t

hat

may

impac

t on t

he

des

ign p

roce

ss

1.3

Id

entify

and s

ourc

e re

leva

nt

support

ing info

rmation

and a

ssis

tance

2

Contr

ibute

to t

he

range

of id

eas

to r

espond t

o

the

des

ign c

hal

lenge

2.1

G

ener

ate

a r

ange

of id

eas

that

res

pond t

o t

he

chal

lenge

2.2

Exp

lore

diffe

rent

options

and idea

s fo

r m

eeting

obje

ctiv

es

3

Sugges

t a p

refe

rred

des

ign s

olu

tion

3.1

Ref

lect

on s

take

hold

er idea

s an

d fee

dback

3.2

Id

entify

on o

r m

ore

solu

tions

for

stak

ehold

ers

3.3

Pr

esen

t an

agre

ed s

olu

tion t

o s

take

hold

ers

in a

n

appro

priat

e fo

rmat

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Contr

ibute

to g

ener

ation

of th

e pre

ferr

ed d

esig

n

solu

tion

4.1

Sch

edule

ow

n k

ey t

ask

s an

d o

rgan

ise

reso

urc

es t

o

support

im

ple

men

tation

4.2

U

nder

take

des

ign t

ask

s to

ass

ist

tria

lling o

f th

e pro

pose

d s

olu

tion

4.3

M

ainta

in r

ecord

s of th

e im

ple

men

tation p

roce

ss

5

Colla

te fee

dbac

k fr

om

st

akeh

old

ers

5.1

Chec

k th

e su

cces

s of

the

solu

tion b

ased

in t

he

origin

al obje

ctiv

es

5.2

Rev

iew

the

com

ple

te d

esig

n p

roce

ss t

o iden

tify

w

hat

succ

eeded

and fai

led

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


24


25

Unit 5: Application of techniques for the design of products


QCF level: 2

Credit value: 3


Unit summary




N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

26

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

form

al

elem

ents

and p

rinci

ple

s

of des

ign

1.1

G

ive

exam

ple

s of how

form

al e

lem

ents

and

princi

ple

s of:

–

bal

ance

–

pro

port

ion

–

rhyt

hm

–

emphas

is

–

unity

are

applie

d in t

he

des

ign o

f pro

duct

s

1.2

D

escr

ibe

how

form

al e

lem

ents

and princi

ple

s of

des

ign a

re v

isib

le in t

he

work

of

two m

ajor

des

igner

s

2

Know

about

com

mon

tech

niq

ues

, m

ater

ials

, to

ols

and e

quip

men

t an

d

thei

r ap

plic

atio

n t

o d

esig

n

and m

anufa

cture

2.1

D

escr

ibe

a r

ange

of co

mm

on t

echniq

ues

, m

ater

ials

, use

d in d

esig

n a

nd m

anufa

cture

2.2

G

ive

exam

ple

s of co

mm

on t

ools

and e

quip

men

t use

d in d

esig

n

2.3

D

escr

ibe

the

phys

ical pro

per

ties

and c

apabili

ties

of

a ra

nge

of

mat

eria

ls,

tools

and e

quip

men

t use

d in

des

ign

2.4

D

escr

ibe

the

chara

cter

istics

of

diffe

rent

mat

eria

ls

and t

he

pote

ntial

of th

ese

char

act

eris

tics

to a

chie

ve

diffe

rent

effe

cts

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Adopt

the

pre

ferr

ed

appro

ach

bas

ed o

n t

he

requirem

ents

of

the

brief

3.1

D

ocu

men

t th

e pla

nned

des

ign a

ppro

ach

3.2

U

se a

sel

ecte

d t

echniq

ue

make

a p

roduct

, pro

toty

pe

or

sam

ple

en

suri

ng c

onsi

sten

cy w

ith t

he

sele

cted

appro

ach

and t

he

brief

3.3

Pr

esen

t th

e des

igned

pro

duct

, pro

toty

pe

or

model

in

acc

ord

ance

with t

he

bri

ef s

pec

ific

ations

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


28


29

Unit 6: Research, test and apply techniques for the design of products

Unit reference number: H/601/6446

QCF level: 2

Credit value: 3


Unit summary




N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

30

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

roduce

a p

lan

whic

h inte

rpre

ts a

des

ign

brief

1.1

Corr

ectly

inte

rpre

t th

e sp

ecific

atio

ns

of a

des

ign

brief

1.2

Sourc

e an

d e

valu

ate

info

rmat

ion p

ertinen

t to

the

brief

1.3

Corr

ectly

iden

tify

the

reso

urc

es r

equired

for

the

des

ign o

f th

e pro

duct

1.4

Pr

oduce

a p

relim

inar

y vi

sual re

pre

senta

tion o

f th

e brief

2

Iden

tify

poss

ible

ap

pro

ach

es t

o a

des

ign

brief

2.1

Sel

ect

appro

priate

mat

eria

ls,

tools

an

d e

quip

men

t fo

r th

e te

stin

g o

f appro

aches

and t

echniq

ues

2.2

Tes

t an

d e

xper

imen

t w

ith a

ran

ge

of te

chniq

ues

, te

chnolo

gy

and m

ater

ials

whic

h m

ight

mee

t th

e re

quirem

ents

of

the

brief

3

Adopt

the

pre

ferr

ed

appro

ach

bas

ed o

n t

he

requirem

ents

of

the

brief

3.1

D

ocu

men

t th

e pla

nned

des

ign a

ppro

ach

3.2

U

se a

sel

ecte

d t

echniq

ues

mak

e a

pro

duct

, pro

toty

pe

or

sam

ple

ensu

ring c

onsi

sten

cy w

ith t

he

sele

cted

appro

ach

and t

he

brief

3.3

Pr

esen

t th

e des

igned

pro

duct

, pro

toty

pe

or

model

in

acc

ord

ance

with t

he

bri

ef s

pec

ific

ations

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

31

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


32


33

Unit 7: Working in a team Unit reference number: F/502/3538

QCF level: 2

Credit value: 2


Unit summary

This unit will cover the dynamics of team working and examine what it is to be an effective team player. The unit will cover the interpersonal skills needed, what it means to make a positive contribution to a team, the importance of adapting to different contexts and taking responsibility for own role and input.



N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

34

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to a

pply

the

sk

ills

nee

ded

to form

co

llabora

tive

rel

atio

nsh

ips

1.1

D

emonst

rate

the

abili

ty t

o part

icip

ate

effe

ctiv

ely

in

a te

am,

show

ing t

hey

can

:

a hel

p e

stab

lish a

conse

nsu

s an

d r

each

ag

reem

ents

b

be

open

and r

ecep

tive

to o

ther

peo

ple

’s idea

s an

d input

c pro

vide

const

ruct

ive

support

and fee

dback

to

oth

ers

d

per

form

thei

r agre

ed r

ole

and a

ssig

ned

task

s in

a

man

ner

that

ensu

res

gro

up s

ucc

ess

2

Be

able

to a

dap

t th

eir

beh

avio

ur

within

a t

eam

to

ensu

re s

ucc

essf

ul

work

ing r

elat

ionsh

ips

are

esta

blis

hed

and

mai

nta

ined

2.1

re

flec

t on t

hei

r ow

n p

erfo

rman

ce a

nd b

ehav

iour

in

the

team

and a

sses

s th

e in

fluen

ce t

his

has

on

oth

ers

2.2

use

a r

ange

of ve

rbal

and n

on-v

erbal

tec

hniq

ues

th

at h

elp f

acili

tate

dis

cuss

ions

and s

upport

oth

er

team

mem

ber

s

3

Know

the

appro

ach

es

that

can

be

use

d t

o

reso

lve

issu

es a

nd

achie

ve t

eam

goals

3.1

dem

onst

rate

som

e em

pat

hy

skill

s in

appre

ciat

ing

oth

er t

eam

mem

ber

s’ p

osi

tions

3.2

dem

onst

rate

the

abili

ty t

o c

om

pro

mis

e if n

eces

sary

to

ensu

re t

hat

the

team

goals

are

ach

ieve

d

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

35

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


36


37

Unit 8: Create visual designs Unit reference number: D/601/7501

QCF level: 3

Credit value: 3


Unit summary

This unit is about producing, and modifying if necessary, visual designs to meet client requirements. Design techniques used to create visual designs may include, but not be restricted to, drawing freehand, drawing on a tablet, scanning drawings or photographs, using graphics software. The learner will be expected to demonstrate knowledge and use of visual design principles and techniques. Excellent communication skills to interpret client requirements will be essential.



N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

38

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

larify

the

visu

al des

ign

requirem

ents

for

a b

rief

1.1

D

efin

e th

e ta

rget

use

r an

d a

udie

nce

1.2

Id

entify

fact

ors

that

may

det

erm

ine

or

affec

t vi

sual

des

ign c

once

pts

, in

cludin

g t

he

des

ign t

echniq

ues

1.3

Res

earc

h p

roduct

s, d

esig

ns,

im

ages

, art

work

and

oth

er c

reative

work

that

may

insp

ire

des

ign idea

s

2

Be

able

to g

ener

ate

a

range

of

visu

al d

esig

n

idea

s to

mee

t th

e brief

2.1

Exp

erim

ent

with im

agin

g t

echniq

ues

to c

reat

e re

quired

vis

ual

des

ign

2.2

Exp

lore

a r

ange

of ty

pogra

phic

al an

d v

isual des

ign

elem

ents

to c

reat

e des

igns

2.3

G

ener

ate

a r

ange

of

visu

al d

esig

n idea

s th

at

are

tech

nic

ally

fea

sible

, m

eet

the

brief

and p

rovi

de

crea

tive

solu

tions

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Sel

ect

the

final

des

ign

conce

pt

for

clie

nt

appro

val

3.1

Eva

luat

e in

itia

l des

ign idea

s an

d s

pec

ific

atio

ns

agai

nst

fin

din

gs

3.2

Sec

ure

agre

emen

t w

ith t

he

rele

vant

peo

ple

on t

he

final

des

ign c

once

pt

3.3

Ensu

re t

he

sele

cted

fin

al d

esig

n t

echniq

ue

mee

ts

the

requirem

ents

of th

e brief

4

Dev

elop t

he

des

ign u

sing

agre

ed c

once

pts

and

tech

niq

ues

4.1

Pr

oduce

the

des

ign in t

he

form

at

agre

ed w

ith t

he

clie

nt

4.2

Rev

iew

the

des

ign t

o e

nsu

re it

mee

ts t

he

des

ign

brief

and t

echnic

al s

pec

ific

ations

and u

nder

take

any

modific

ations

if n

eces

sary

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


40


41

Unit 9: Assist with marketing activities Unit reference number: M/601/6451

QCF level: 3

Credit value: 4


Unit summary

This unit is for those involved in supporting or contributing to the planning, implementation and evaluation of marketing activities, and developing appropriate material. You will liaise with others in your company to identify the objectives for the marketing in the context of the client’s or your own company’s policies and procedures, participate in the selection of appropriate marketing activities, assist with the preparation of a plan and budget and support the delivery and evaluation of the marketing activity.



N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

42

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d m

arke

ting

princi

ple

s an

d t

he

import

ance

of bra

ndin

g

and c

orp

ora

te iden

tity

in

mar

keting

1.1

Id

entify

the

key

princi

ple

s of m

ark

etin

g

1.2

Exp

lain

the

import

ance

of

bra

ndin

g a

nd c

orp

ora

te

iden

tity

in m

arke

ting

2

Be

able

to iden

tify

the

targ

et a

udie

nce

and

des

ired

outc

om

es o

f m

arke

ting a

ctiv

ity

2.1

Id

entify

, th

rough d

iscu

ssio

n w

ith o

ther

s th

e:

–

targ

et a

udie

nce

for

mar

keting a

ctiv

itie

s an

d

mat

eria

ls

–

des

ired

outc

om

e of

mar

keting a

ctiv

itie

s and

mat

eria

ls

3

Be

able

to a

ssis

t in

the

pre

par

ation,

cost

ing a

nd

imple

men

tation o

f an

ongoin

g m

arke

ting p

lan

3.1

Ass

ist

in t

he

pre

par

atio

n,

cost

ing a

nd

imple

men

tation o

f an

ongoin

g m

arke

ting p

lan,

taki

ng into

consi

der

atio

n:

–

rele

vant

legis

lation

–

codes

of

conduct

–

inte

rnal

and e

xter

nal

polic

ies

and g

uid

elin

es

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Be

able

to a

ssis

t in

the

pro

duct

ion o

f m

arke

ting

mat

eria

ls

4.1

Ensu

re t

hat

mar

keting a

nd a

dve

rtis

ing b

randin

g is

accu

rate

, up t

o d

ate

and c

onfo

rms

to c

lient’s

or

ow

n c

om

pan

y bra

nd g

uid

elin

es

4.2

Ensu

re m

ark

etin

g m

ate

rial

s are

appro

priat

e fo

r th

e ta

rget

audie

nce

and inte

nded

purp

ose

4.3

Ensu

re c

olla

tera

l is

del

iver

ed o

n t

ime

and t

hro

ugh

the

appro

priat

e dis

trib

ution c

hannel

5

Be

able

to a

ssis

t in

the

colle

ctio

n a

nd a

nal

ysis

of

dat

a to

info

rm f

utu

re

actions

5.1

Id

entify

str

ateg

ies

for

colle

ctin

g d

ata

to m

easu

re

the

effe

ctiv

enes

s of

mar

keting a

ctiv

itie

s, w

ork

ing

with o

ther

s

5.2

Pro

duce

and a

nal

yse

dat

a a

gai

nst

succ

ess

indic

ato

rs

5.3

U

se t

he

resu

lts

of th

e an

alys

is t

o info

rm futu

re

actions

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


44


45

Unit 10: Deliver a presentation Unit reference number: T/601/2529

QCF level: 3

Credit value: 3


Unit summary

This unit covers the skills, knowledge and understanding learners need to prepare for, deliver and evaluate a presentation for an audience.



N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

46

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

purp

ose

of pre

par

ing for

and

eval

uat

ing a

pre

senta

tion

1.1

Exp

lain

the

purp

ose

of usi

ng d

iffe

rent

types

of

pre

senta

tion a

nd e

quip

men

t

1.2

Exp

lain

diffe

rent

ways

of del

iver

ing p

rese

nta

tions

and t

hei

r fe

ature

s

1.3

Exp

lain

the

pro

cedure

s to

be

follo

wed

when

pre

par

ing a

pre

senta

tion

1.4

Exp

lain

the

ben

efits

of pre

par

ing for

giv

ing a

pre

senta

tion

1.5

D

escr

ibe

the

types

of pro

ble

ms

that

may

occ

ur

with

equip

men

t an

d h

ow

to d

eal w

ith t

hem

1.6

Exp

lain

the

purp

ose

and b

enef

its

of

contingen

cy

pla

nnin

g

1.7

Exp

lain

the

purp

ose

and b

enef

its

of

colle

ctin

g

feed

back

fro

m t

he

audie

nce

on t

he

pre

senta

tion

1.8

Exp

lain

the

purp

ose

and b

enef

its

of

eval

uat

ing

pre

senta

tions

and o

wn p

erfo

rman

ce

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Under

stan

d t

he

te

chniq

ues

use

d in

enhan

cing a

pre

senta

tion

2.1

Exp

lain

and illu

stra

te h

ow

pre

senta

tions

may

be

enhan

ced b

y m

ater

ials

and e

quip

men

t

2.2

Exp

lain

and illu

stra

te h

ow

pre

senta

tions

may

be

enhan

ced b

y use

of co

mm

unic

ation a

nd

inte

rper

sonal

ski

lls

2.3

D

escr

ibe

how

to g

auge

audie

nce

rea

ctio

n t

o t

he

pre

senta

tion

2.4

Exp

lain

the

purp

ose

and b

enef

its

of

sum

mar

isin

g

import

ant

feat

ure

s of th

e pre

senta

tion

2.5

D

escr

ibe

the

purp

ose

and b

enef

its

of

giv

ing t

he

audie

nce

opport

unitie

s to

ask

ques

tions

3

Be

able

to p

repar

e

for

del

iver

y of a

pre

senta

tion

3.1

Sel

ect

any

equip

men

t nee

ded

and p

lan h

ow

to u

se

it t

o b

est

effe

ct

3.2

M

ake

contingen

cy p

lans

in c

ase

of

equip

men

t fa

ilure

or

oth

er p

roble

ms,

if re

quired

3.3

Pr

actise

the

pre

senta

tion a

nd its

tim

ing

3.4

O

bta

in fee

dbac

k on p

lanned

pre

senta

tion a

nd

mak

e ad

just

men

ts,

if r

equired

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Be

able

to d

eliv

er a

pre

senta

tion

4.1

Chec

k eq

uip

men

t an

d r

esourc

es

4.2

Circu

late

pre

senta

tion m

ater

ials

4.3

In

troduce

sel

f to

audie

nce

and s

tate

aim

s of th

e pre

senta

tion

4.4

Addre

ss t

he

audie

nce

, sp

eaki

ng c

lear

ly a

nd

confiden

tly,

usi

ng lan

guag

e to

suit t

he

topic

and

audie

nce

4.5

Var

y to

ne,

pac

e an

d v

olu

me

to e

mphas

ise

key

poin

ts

4.6

G

auge

audie

nce

rea

ctio

n d

uring t

he

pre

senta

tion

and a

dap

t if r

equired

4.7

Sum

mar

ise

thro

ughout

the

pre

senta

tion t

o

emphas

ise

key

poin

ts a

nd h

elp t

o m

ainta

in

audie

nce

inte

rest

4.8

U

se b

ody

languag

e in

a w

ay

that

rein

forc

es

pre

sente

d info

rmat

ion

4.9

U

se e

quip

men

t, w

her

e ap

pro

priat

e, t

o e

nhan

ce t

he

pre

senta

tion,

and d

eal w

ith a

ny

pro

ble

ms

that

may

occ

ur

4.1

0

Provi

de

the

audie

nce

with o

pport

unitie

s to

ask

ques

tions

4.1

1

List

en c

are

fully

to q

ues

tions

and r

espond in a

way

that

mee

ts t

he

audie

nce

’s n

eeds

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Be

able

to e

valu

ate

a

pre

senta

tion

5.1

Colle

ct f

eedbac

k on t

he

pre

senta

tion

5.2

Ref

lect

on o

wn p

erfo

rman

ce a

nd iden

tify

lea

rnin

g

poin

ts

5.3

Eva

luat

e th

e pre

senta

tion a

nd o

wn p

erfo

rman

ce

and iden

tify

chan

ges

that

will

im

pro

ve f

utu

re

pre

senta

tions

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

50


51

Unit 11: How the design industry works Unit reference number: D/601/6428

QCF level: 2

Credit value: 2


Unit summary

This unit is about having a basic understanding of the design industry, how design companies are organised and who they employ, and asks you to explore how current changes in the global economy impact on the design industry.



N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

52

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

conce

pt

of a ‘des

ign indust

ry’

1.1

D

escr

ibe

the

conce

pt

of a

‘des

ign indust

ry’

1.2

Exp

lain

what

the

des

ign indust

ry d

oes

and h

ow

it

rela

tes

to o

ther

indust

ries

2

Under

stan

d t

he

scope

for

emplo

ymen

t in

the

des

ign

indust

ry

2.1

O

utlin

e th

e en

try

opport

unitie

s fo

r em

plo

ymen

t in

th

e des

ign indust

ry

2.2

O

utlin

e ke

y des

ign d

isci

plin

es a

nd h

ow

they

in

terr

elat

e

2.3

Id

entify

the

key

job r

ole

s a

nd r

esponsi

bili

ties

in a

des

ign c

om

pan

y

3

Under

stan

d t

he

curr

ent

chan

ges

that

im

pac

t on

the

des

ign indust

ry

3.1

D

escr

ibe

brief

ly h

ow

the

follo

win

g fact

ors

may

have

an

im

pac

t on t

he

des

ign indust

ry:

–

Glo

bal

isation

–

New

tec

hnolo

gy

–

Conve

rgen

ce

–

Work

ing a

cross

dis

ciplin

es in d

esig

n c

om

pan

ies

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

53

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d h

ow

ow

ner

ship

rig

hts

im

pac

t on t

he

des

ign indust

ry

4.1

O

utlin

e how

:

–

Inte

llect

ual Pr

oper

ty R

ights

–

Copyr

ights

–

Mora

l rights

impac

t on t

he

day

to d

ay w

ork

in t

he

des

ign

indust

ry

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


54


55

Unit 12: Applying research on the history and theory of design to design activities


QCF level: 2

Credit value: 2


Unit summary

This unit requires you to research, identify and apply information on the history and theory of design to your own area of work.



N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

56

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d h

ow

to f

ind

rele

vant

sourc

es o

f in

form

ation o

n d

esig

n

his

tory

and t

heo

ry

1.1

Exp

lain

wher

e th

ey m

ight

rese

arc

h info

rmation o

n

des

ign h

isto

ry a

nd t

heo

ry

1.2

Sel

ect

info

rmat

ion r

elev

ant

to a

giv

en r

esea

rch

task

on d

esig

n t

heo

ry o

r his

tory

1.3

O

rgan

ise

and p

rese

nt

the

rese

arch

info

rmation

sele

cted

so t

hat

it

can b

e acc

esse

d a

nd

cross

re

fere

nce

d for

thei

r fu

ture

use

2

Be

able

to u

se

opport

unitie

s to

update

an

d e

xpan

d t

hei

r kn

ow

ledge

of des

ign

tren

ds

and d

evel

opm

ents

2.1

In

corp

ora

te a

nd inte

gra

te r

esea

rch info

rmat

ion

into

thei

r ow

n d

esig

n a

ctiv

itie

s

2.2

G

ive

exam

ple

s of cu

rren

t tr

ends

in d

esig

n

2.3

Exp

lain

how

des

ign idea

s hav

e ev

olv

ed,

in o

ne

conte

xt o

f th

eir

ow

n c

hoic

e

2.4

D

escr

ibe

how

an a

spec

t of

des

ign h

isto

ry o

r th

eory

has

bee

n inte

rpre

ted in t

hei

r ow

n d

esig

n w

ork

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


57

Unit 13: Assist in the production of prototypes, models, mock-ups, artwork, samples or test pieces


QCF level: 2

Credit value: 2


Unit summary

This unit is about the realisation or production of 2D and 3D prototypes, models, mock-ups, artwork, samples or test pieces using small-scale techniques. Designers need to understand how their final design will be made, function and perform to check that their ideas will work in practice and be suitable for the client. You will be involved in providing design support to the lead designer, for example contributing ideas, using craft skills or recording the results of tests.



N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

58

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Des

ign p

roto

type,

model

, m

ock

-up,

artw

ork

, sa

mple

or

test

pie

ce

1.1

Exp

lain

how

des

ign p

roto

types

contr

ibute

to

real

isat

ion o

f th

e des

ign b

rief

1.2

G

ive

exam

ple

s of how

diffe

rent

med

ia c

an b

e use

d

to c

reat

e pro

toty

pes

, m

odel

s, m

ock

-ups,

art

work

, sa

mple

s or

test

pie

ces

1.3

O

utlin

e how

to p

lan t

he

realis

ation o

f a

pro

toty

pe

2

Follo

w a

bri

ef t

o c

reate

a

pro

toty

pe,

model

, m

ock

-up,

artw

ork

, sa

mple

or

test

pie

ce

2.1

Sel

ect

suitab

le m

edia

/mat

eria

ls a

nd a

ssoci

ated

to

ols

, eq

uip

men

t, t

echniq

ues

and p

roce

sses

to

mee

t a

giv

en d

esig

n b

rief

2.2

Rea

lise

a vi

able

pro

toty

pe

usi

ng s

mall

scal

e re

alis

atio

n t

echniq

ues

2.3

Pr

oduce

the

pro

toty

pe

to a

gre

ed s

tandar

d w

ithin

budget

and o

n t

ime

2.4

G

ather

and r

ecord

dat

a fo

r ev

alu

atio

n o

f per

form

ance

, fu

nct

ion a

nd e

ase

of

use

2.5

Pr

oduce

a c

onci

se e

valu

atio

n r

eport

on t

he

pro

toty

pe

and c

lient

resp

onse

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

59

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


60


61

Unit 14: Explore the use of colour in a creative environment


QCF level: 2

Credit value: 2


Unit summary

This unit is about the basic skills and knowledge required to explore the use of colour and to apply colour theory in design.



N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

62

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

ap

plic

atio

n o

f co

lour

theo

ry in d

esig

n

1.1

G

ive

exam

ple

s of co

lour

theo

ry

1.2

Exp

lain

colo

ur

attr

ibute

s an

d c

olo

ur

rela

tionsh

ips

1.3

D

escr

ibe

how

diffe

rent

culture

s at

trib

ute

diffe

rent

mea

nin

gs

to c

olo

urs

1.4

G

ive

exam

ple

s of how

Des

igner

s use

colo

ur

to

dis

tinguis

h t

hei

r w

ork

2

Use

colo

ur

theo

ry in

des

ign p

ract

ise

2.1

Tes

t diffe

rent

colo

urs

and c

olo

ur

com

bin

atio

ns

thro

ugh e

xper

imen

tation

2.2

U

se o

wn idea

s to

chal

lenge

or

confirm

a c

olo

ur

theo

ry

2.3

Show

how

colo

ur

can b

e use

d t

o c

om

munic

ate

a par

ticu

lar

idea

or

conce

pt

2.4

Exp

lain

som

e of th

e pote

ntial

lim

itat

ions

of

colo

ur

theo

ry in d

esig

n w

ork

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


63

Unit 15: Provide written information in relation to design work

Unit reference number: D/601/6445

QCF level: 2

Credit value: 2


Unit summary

This unit is about the skills and knowledge required to communicate effectively in writing, in relation to your work.



N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

64

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to u

nder

stan

d t

he

purp

ose

of

the

writt

en

com

munic

atio

n

1.1

Say

who t

he

inte

nded

audie

nce

is

1.2

Exp

lain

what

info

rmation is

nee

ded

and w

her

e to

get

it

1.3

Show

they

hav

e al

l th

e nec

essa

ry c

orr

ect

and

curr

ent

info

rmat

ion n

eeded

for

the

task

2

Produce

writt

en

info

rmat

ion in a

n

appro

ved s

tyle

and

form

at

2.1

W

rite

cle

arly

and leg

ibly

, giv

ing a

ll th

e es

sential

in

form

atio

n n

eeded

2.2

U

se a

ppro

ved s

tyle

s an

d form

ats

for

writt

en

com

munic

atio

n incl

udin

g a

ny

house

sty

les

3

Under

stan

d h

ow

co

nfiden

tialit

y ap

plie

s to

th

e pro

duct

ion o

f w

ritt

en

info

rmat

ion

3.1

Exp

lain

why

wri

tten

info

rmation s

hould

only

be

pas

sed t

o t

hose

peo

ple

auth

orise

d t

o r

ecei

ve it

3.2

D

escr

ibe

how

they

would

mai

nta

in c

onfiden

tial

ity

in

rel

atio

n t

o a

giv

en p

iece

of w

ritt

en w

ork

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


65

Unit 16: Develop and extend critical and creative thinking skills

Unit reference number: K/601/6464

QCF level: 3

Credit value: 3


Unit summary

This unit is for individuals who need to develop and extend their critical and creative thinking skills; it is about developing the habit of thinking in a more creative way. Creative thinking involves looking at things differently, musing, testing, experimenting and challenging existing thought patterns. Creative thinking can take place at any time at any place and can be applied to any type of issue or situation. When used effectively it can assist with the improvement of existing or the development of new or innovative services, products or processes.



N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

66

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d th

e def

initio

ns,

conce

pts

an

d h

isto

ry o

f cr

eative

th

inki

ng

1.1

D

escr

ibe

diffe

rent

crea

tive

thin

king t

echniq

ues

and

how

they

work

1.2

D

escr

ibe

how

cre

ativ

e th

inki

ng h

as d

evel

oped

ove

r tim

e an

d its

im

pac

t on s

oci

ety

1.3

Exp

lain

how

cre

ativ

ity

can a

pply

in b

oth

cre

ativ

e an

d n

on-c

reat

ive

conte

xts

1.4

Exp

lain

the

pote

ntial im

pact

of

crea

tive

thin

king o

n

indiv

idual

s an

d b

usi

nes

ses

1.5

Id

entify

the

tec

hniq

ues

that

can

be

use

d for

filter

ing d

iver

se

info

rmat

ion

2

Be

able

to u

se a

ran

ge

of

cre

ativ

e th

inki

ng

tech

niq

ues

to g

ener

ate

id

eas

and r

esponse

s

2.1

Cla

rify

info

rmat

ion u

sing q

ues

tions

ask

ed fro

m

diffe

rent

per

spec

tive

s

2.2

Anal

yse

a va

riet

y of

info

rmation s

ourc

es

2.3

In

terp

ret

the

centr

al q

ues

tions,

iss

ues

and

chal

lenges

fro

m g

iven

info

rmat

ion

2.4

Critica

lly c

om

par

e pre

-conce

ptions

and

assu

mptions

to d

eter

min

e act

ual co

nst

rain

ts in

def

inin

g a

pro

ble

m f

or

reso

lution

2.5

Rev

iew

and r

evis

e barr

iers

to c

reat

ive

thin

king

from

indiv

idual

s an

d o

rgan

isat

ions

2.6

Anal

yse

real

itie

s bey

ond t

he

curr

ent

situ

ation a

nd

take

ris

ks w

ith idea

s an

d t

hought

pro

cess

es

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

67

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.7

In

vest

igat

e fa

mili

ar s

ourc

es o

f in

form

atio

n for

new

in

spir

ation

2.8

Rec

ord

obse

rvat

ions,

exp

erie

nce

s, idea

s an

d

reflec

tive

thoughts

to b

road

en p

erso

nal kn

ow

ledge

bas

e

2.9

D

emonst

rate

an a

ccep

tance

of th

e opport

unity

for

reve

lation w

hen

lea

st e

xpec

ted

2.1

0

Iden

tify

connec

tions

and a

ssoci

atio

ns

from

thin

gs

that

see

m u

nco

nnec

ted

2.1

1

Iden

tify

, in

terr

ogat

e an

d c

halle

nge

ass

um

ptions

beh

ind e

xist

ing idea

s

2.1

2

Critica

lly c

om

par

e a

range

of diffe

rent

solu

tions

an

d idea

s

2.1

3

Eva

luat

e id

eas

and s

ituat

ion

in n

ew w

ays

to

chan

ge

per

spec

tive

2.1

4

Rev

iew

and re

vise

idea

s w

ith o

ther

s to

iden

tify

how

they

mig

ht

be

chan

ged

or

impro

ved

2.1

5

Rev

iew

and r

evis

e ow

n t

hought

pat

tern

s an

d w

ays

of

res

pondin

g t

o w

ork

and life

situ

atio

ns

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

68

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


69

Unit 17: Principles and implementation of relevant legislation in design

Unit reference number: K/601/6447

QCF level: 2

Credit value: 1


Unit summary

This unit is about understanding the legislation, principles and codes of practice and their impact on the design industry.



N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

70

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d r

elev

ant

legis

lation,

princi

ple

s an

d

codes

of

pra

ctic

e in

the

conte

xt o

f th

e des

ign

indust

ry

1.1

Id

entify

rel

evan

t le

gis

lation,

princi

ple

s an

d c

odes

of

pra

ctic

e th

at m

ust

be

take

n into

consi

der

atio

n in

the

des

ign indust

ry,

espec

ially

in r

egar

d t

o:

–

Copyr

ight

–

Mora

l rights

–

Eth

ical

consi

der

atio

ns

–

Inte

llect

ual pro

per

ty

–

Sal

e of goods

–

Em

plo

ymen

t

–

Hea

lth a

nd s

afe

ty

1.2

Id

entify

key

sourc

es o

f in

form

atio

n a

nd a

dvi

ce o

n

legis

lation,

princi

ple

s an

d c

odes

of pra

ctic

e an

d

thei

r im

pact

on t

he

des

ign indust

ry

2

Under

stan

d t

he

impact

of

rele

vant

legis

lation o

n t

he

des

ign indust

ry

2.1

D

escr

ibe

the

impac

t of re

leva

nt

legis

lation,

princi

ple

s an

d c

odes

of pra

ctic

e on t

he

dev

elopm

ent

and p

rese

nta

tion o

f des

ign c

once

pts

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

71

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


72

Further information

Our customer service numbers are:

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

The Diploma 0844 576 0028

DiDA and other qualifications 0844 576 0031

Calls may be recorded for training purposes.

Useful publications

Related information and publications include:

• Centre Handbook for Edexcel QCF NVQs and Competence-based Qualifications published annually

• functional skills publications – specifications, tutor support materials and question papers

• Regulatory Arrangements for the Qualification and Credit Framework (published by Ofqual, August 2008)

• the current Edexcel publications catalogue and update catalogue.

Edexcel publications concerning the Quality Assurance System and the internal and standards verification of vocationally related programmes can be found on the Edexcel website.

NB: Some of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.

How to obtain National Occupational Standards

Creative and Cultural Skills Lafone House The Leathermarket Weston Street London SE1 3HN

Telephone: 020 7015 1800 Fax: 020 7015 1847 Email: [email protected]


73

Professional development and training

Edexcel supports UK and international customers with training related to NVQ and BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.

The support we offer focuses on a range of issues including:

• planning for the delivery of a new programme

• planning for assessment and grading

• developing effective assignments

• building your team and teamwork skills

• developing student-centred learning and teaching approaches

• building functional skills into your programme

• building effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.

The training we provide:

• is active

• is designed to be supportive and thought provoking

• builds on best practice

• may be suitable for those seeking evidence for their continuing professional development.


74

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

75

Ann

exe

A:

Prog

ress

ion

path

way

s

The

Edex

cel B

TEC

qual

ific

atio

n fr

amew

ork

for

the

Art

and

Des

ign

sect

or

Progre

ssio

n o

pport

unitie

s w

ithin

the

fram

ework

.

QC

F

Level

Gen

era

l q

uali

fica

tio

ns

BTEC

fu

ll v

oca

tio

nall

y-

rela

ted

qu

ali

fica

tio

ns

BTEC

Sh

ort

Co

urs

es

NV

Q/

occ

up

ati

on

al

8

7

6

5

BTEC L

evel

5 H

ND

Dip

lom

a

in F

ash

ion a

nd T

extile

s/Fi

ne

Art

/Gra

phic

Des

ign/

Inte

ract

ive

Med

ia/

Photo

gra

phy/

3D

Des

ign

(QCF)

N025330 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in D

esig

n S

upport

–

Issu

e 1 –

Sep

tem

ber

2010 ©

Edex

cel Li

mited

2010

76

QC

F

Level

Gen

era

l q

uali

fica

tio

ns

BTEC

fu

ll v

oca

tio

nall

y-

rela

ted

qu

ali

fica

tio

ns

BTEC

Sh

ort

Co

urs

es

NV

Q/

occ

up

ati

on

al

4

BTEC L

evel

4 H

NC D

iplo

ma

in F

ash

ion a

nd T

extile

s/Fi

ne

Art

/Gra

phic

D

esig

n/I

nte

ract

ive

Med

ia/

Photo

gra

phy/

3D

Des

ign

(QCF)

BTEC L

evel

4 F

oundation

Dip

lom

a in

Art

and D

esig

n

(QCF)

Le

vel 4 N

VQ

in D

esig

n

Man

agem

ent

(QC

F)

3

GCE A

S in A

rt a

nd D

esig

n

GCE A

dva

nce

d in A

rt a

nd

Des

ign

AS in A

pplie

d A

rt a

nd

Des

ign

Adva

nce

d in A

pplie

d A

rt

and D

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3D

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Med

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Photo

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phy/

Tex

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Fash

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loth

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Art

(Q

CF)

Leve

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(QCF)

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En

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Entr

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Annexe B: Quality assurance

Key principles of quality assurance

• A centre delivering Edexcel qualifications must be an Edexcel recognised centre and must have approval for qualifications that it is offering.

• The centre agrees as part of gaining recognition to abide by specific terms and conditions around the effective delivery and quality assurance of assessment; the centre must abide by these conditions throughout the period of delivery.

• Edexcel makes available to approved centres a range of materials and opportunities to exemplify the processes required for effective assessment and provide examples of effective standards. Approved centres must use the guidance on assessment to ensure that staff who are delivering Edexcel qualifications are applying consistent standards.

• An approved centre must follow agreed protocols for: standardisation of assessors; planning, monitoring and recording of assessment processes; internal verification and recording of internal verification processes; and for dealing with special circumstances, appeals and malpractice.

Quality assurance processes

The approach to quality assured assessment is made through a partnership between a recognised centre and Edexcel. Edexcel is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance process where practicable. Therefore, the specific arrangements for working with centres will vary. Edexcel seeks to ensure that the quality assurance processes that it uses do not place undue bureaucratic processes on centres and works to support centres in providing robust quality assurance processes.

The learning outcomes and assessment criteria in each unit within this specification set out the standard to be achieved by each learner in order to gain each qualification. Edexcel operates a quality assurance process, which is designed to ensure that these standards are maintained by all assessors and verifiers.

For the purposes of quality assurance all individual qualifications and units are considered as a whole. Centres offering these qualifications must be committed to ensuring the quality of the units and qualifications they offer, through effective standardisation of assessors and internal verification of assessor decisions. Centre quality assurance and assessment processes are monitored by Edexcel.


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The Edexcel quality assurance processes will involve:

• gaining centre recognition and qualification approval if a centre is not currently approved to offer Edexcel qualifications

• annual visits to centres by Edexcel for quality review and development of overarching processes and quality standards. Quality review and development visits will be conducted by an Edexcel quality development reviewer

• annual visits by occupationally competent and qualified Edexcel Standards Verifiers for sampling of internal verification and assessor decisions for the occupational sector

• the provision of support, advice and guidance towards the achievement of National Occupational Standards.

Centres are required to declare their commitment to ensuring quality and appropriate opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.


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Annexe C: Centre certification and registration

Edexcel Standards Verifiers will provide support, advice and guidance to centres to achieve Direct Claims Status (DCS). Edexcel will maintain the integrity of Edexcel QCF NVQs through ensuring that the awarding of these qualifications is secure. Where there are quality issues identified in the delivery of programmes, Edexcel will exercise the right to:

• direct centres to take actions

• limit or suspend certification

• suspend registration.

The approach of Edexcel in such circumstances is to work with the centre to overcome the problems identified. If additional training is required, Edexcel will aim to secure the appropriate expertise to provide this.

What are the access arrangements and special considerations for the qualifications in this specification?

Centres are required to recruit learners to Edexcel qualifications with integrity.

Appropriate steps should be taken to assess each applicant’s potential and a professional judgement made about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel’s policy on learners with particular requirements.

Edexcel’s policy on access arrangements and special considerations for Edexcel qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence. Please refer to Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications for further details. www.edexcel.com.


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Annexe D: Assessment requirements/strategy

Creative and Cultural Skills

Overarching Assessment Principles For

Occupational Qualifications

July 2010

1 Introduction

This Assessment Strategy is applicable to all QCF occupational qualifications at all levels within the Creative and Cultural footprint unless otherwise specified.

These Assessment Principles are designed to supplement the guidance issued by the Regulatory Authorities, including the Additional Regulatory Requirements for Qualifications of the Type NVQ within the QCF, and guidance issued by Awarding Organisations.

2 Simulation

Any simulation allowed must:

• provide an environment which replicates the key characteristics of the workplace in which the skill to be assessed is normally employed.

Unless otherwise indicated, it is a general principle that evidence from simulations should only be employed under the following circumstances:

• where for the learner to be assessed performing this task in a real working environment could be deemed to pose risks to the themselves or others. n or task to be assessed arises so infrequently that it would be impractical to wait for an opportunity to assess it solely when it occurred for real

• at the discretion of the Awarding Organisation where it is considered the environment provided fully reflects a commercial working environment and that the demands on the learner during simulation are neither more or less than they would be in a real work environment/situation.

Any simulation must be approved in advance by the External Verifier, and clear reasons must be given for its intended use. If approval is given, all Awarding Organisation guidance and requirements must be observed.


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3 Evidence

Workplace performance evidence should form the greatest proportion of each learner’s evidence, attesting to the fact that for an occupational qualification the learner has demonstrated competence across the full range of performance requirements and that they are able to apply relevant knowledge and skills.

Other types of acceptable evidence include, but are not limited to:

• Witness Testimony (Details of acceptable witnesses are found in ‘Section 4: Expertise of assessors, verifiers and witnesses’)

• Logs/Diaries kept by Learners

• Recorded answers to questions posed by the Assessor

• Recorded/Transcribed Interviews with the Learner

• Recorded use of up-to-date commercial/industrial equipment

• E-portfolios and other forms of digital media

• Works documentation attributable to the learner

• Both interim and final internal verification.

4 Expertise of assessors, verifiers and expert witnesses

Assessors must:

• Be competent to make qualitative judgements about the QCF units they are assessing. Illustrations of competence could include the assessor:

– Having achieved the award/units themselves

– Having substantial demonstrable experience in the job roles they are assessing

• Hold appropriate assessor qualifications, as currently required by the regulatory authorities

• Carry out their duties in accordance with current guidance on assessment practice issued by the regulatory authorities and the appropriate Awarding Organisation

• Maintain appropriate evidence of development activities to ensure their assessment skills and occupational understanding are current (CPD)

• Have a working knowledge of the NOS and the awards and a full understanding of that part of the award for which they have responsibility. The Awarding Organisation will confirm this through examination of relevant CVs supported by relevant references

• Meet any additional requirements as specified by the Awarding Organisation.


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Internal verifiers must:

• Hold appropriate verifier qualifications, as currently required by the regulatory authorities

• Carry out their duties in accordance with current guidance on verification practice issued by the regulatory authorities and the appropriate Awarding Organisation

• Maintain appropriate evidence of development activities to ensure their assessment skills and occupational understanding are current (CPD)

• Have relevant experience within the sector, a working knowledge of the QCF units/award and a full understanding of that part of the units/award for which they have responsibility. The Awarding Organisation will confirm this through examination of relevant CVs supported by relevant references

• Meet any additional requirements as specified by the Awarding Organisation.

External verifiers must:

• Be familiar with and/or experienced in the relevant sector and/or context to be able to verify that learner evidence has met the requirements of the award and the requirements of the appropriate Awarding Organisation

• Be in possession of or be working towards the V2 or hold the D35 External Verifier Award. To be achieved within 12 months of registration in England, Wales and Northern Ireland

• Carry out their duties in accordance with the current guidance on verification practice issued by the regulatory authorities and appropriate Awarding Organisation

• Maintain appropriate evidence of development activities to ensure their verification skills and occupational awareness are current (CPD)

• Not work with any centre in which they have a personal or financial interest

• Meet any additional requirements as specified by the Awarding Organisation

• Take part in continuing professional development activities offered by the Awarding Organisation or other relevant providers in the sector to keep up-to-date with developments relating to the award and changes taking place in the industry.

Expert Witnesses must:

Be competent to make judgements about the activity for which they are providing the testimony. As the assessment decision lies with the Assessor, it is their responsibility to verify this and, where challenged, to justify their acceptance of third party 'witness testimony' to the Internal Verifier.


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Publications Code N025330 September 2010 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH. VAT Reg No 780 0898 077

http://www.edexcel.com/

N025330 L2 NVQ Certificate in Design Support QCF...The Edexcel Level 2 NVQ Certificate in Design...

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Transcript of N025330 L2 NVQ Certificate in Design Support QCF...The Edexcel Level 2 NVQ Certificate in Design...