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Mark scheme
Sample Assessment Materials
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Pearson Edexcel Level 2 Diploma in Digital Applications
Index
Page
4
8
Unit 1 – Question paper
Unit 1 – Mark scheme
Unit 2 – Sample project brief screen shots 13
Unit 3 – Sample project brief screen shots 25
Unit 4 – Sample project brief screen shots 40
Unit 5 – Question paper
Unit 5 – Mark scheme
52
57
UNIT 1
Sample external assessment materials
Specimen Paper
Edexcel Level 2 Diploma in Digital Applications Unit 1: Developing Web Products
Paper Reference(s)SAMPLE ASSESSMENT MATERIAL Time: 2 hours 30 minutes XXXX
Total Marks
50
Materials required for the examination • A computer workstation for each candidate• Appropriate software• ASSETS folder containing data files and FORM.doc• Blank paper for design work
Information for candidates • There is one task in this examination paper totalling 50 marks.• The invigilator will tell you where to store your work.
• The folder ASSETS in your user area includes all thecontent and information you need.
• You must not use the internet.
• You may use blank paper for design work.
Advice • Read the task and instructions on pages 3-4.• Save your work regularly.
SXXXXX
S----- 2
BLANK PAGE
CLIENT BRIEF – prepared by the manager of Smarts Leisure Park
Smarts Leisure Park already has a company website. We want to add a microsite for under-18s that promotes our shop and clubs.
All the content and information for the microsite is provided in the folder ASSETS.
Overall site requirements:
• three main pages - a home page, a page about the shop and café , and a clubsintroduction page which has links to two club pages (Kidz Club and Teenz Club)
• a colour scheme that reflects the woodland setting of the leisure park
• pages to include suitable titles and appropriate text
• facts about the park to be taken from the file INFO.txt, but text may be edited
• images to be taken from the folder ASSETS, but may be edited
• content must be visible without scrolling at a resolution of 1024 x 768
• accessibility features for visually impaired visitors should be included
• a consistent design across the microsite, including a page template applied to allpages
Other requirements:
Page template – a banner which is the full width of the page and includes:• suitable text• the Smarts logo, linking to www.smartsleisurepark.co.uk
– a navigation bar for the main pages
File formats – images to be in .jpg format and less than 350 KB- audio files to be in .mp3 format
Thumbnails – on the clubs introduction page, linking to Kidz Club and Teenz Club pages
Map of the park – on the home page, edited to draw attention to some of thelocations and/or activities featured in the microsite
Shop products – on the shop and café page, a graphical link that:• shows any one of the products on sale• links to an image showing a range of products available
Onion café menu – on a suitable page
Contacts – email links where appropriate
Audio introduction – embedded on a suitable page, plays only on click
Clock – a real-time clock on a suitable page, using the code in the fileCODE.txt and the applet in the folder CLOCK
END
S----- 3
THE TASK
Smarts Leisure Park is situated in a forest near Southampton. It offers a range of activities such as cycling, canoeing and nature trails.
You must design and create a microsite for Smarts Leisure Park.
You must incorporate the requirements specified in the client brief on page 4.
You will need to justify your design decisions.
You should create a logical folder structure for your microsite files.
Activity 1
Design, build and test the microsite.
Note: you do not need to check any external links.
(44)
Activity 2
Complete an evaluation of your microsite using the document FORM.doc
(6)
Turn over
XXX_XX_ XXX
General marking guidance
• All candidates must receive the same treatment. Examiners mustmark the first candidate in exactly the same way as they mark thelast.
• Mark schemes should be applied positively. Candidates must berewarded for what they have shown they can do rather thanpenalised for omissions.
• Examiners should mark according to the mark scheme not accordingto their perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark schemeshould be used appropriately.
• All the marks on the mark scheme are designed to be awarded.Examiners should always award full marks if deserved, i.e. if theanswer matches the mark scheme. Examiners should also beprepared to award zero marks if the candidate’s response is notworthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide theprinciples by which marks will be awarded and exemplification maybe limited.
• When examiners are in doubt regarding the application of the markscheme to a candidate’s response, the team leader must beconsulted.
Additional guidance for Levels-based holistic marks How to select the right Level
• Each Level of the mark scheme contains a descriptor. Thesedescriptors should be read and applied as a whole.
• Use a best-fit approach. This means placing the work in the bandwhere it fits best. It does not need to meet all of the requirements ofthe Level – it should be placed at a particular Level when it meetsmore of the requirements of this Level than the requirements of theother Levels.
• If the work fits more than one Level, judge which one provides thebest match.
• If the work is on the borderline between two Levels, then it shouldbe placed either at the top of the lower band or the bottom of thehigher band, depending on where it fits best.
How to select a mark within the Level
• After the Level has been chosen, then select a mark. To do this,consider whether the work convincingly meets the requirements ofthe Level. If so, it should be given the higher of the two marks. Ifnot, award the lower mark.
XXX_XX_ XXX
Activity 1: design, build and test the microsite
Task Response Mark
Page template
Banner present, full width of page 1
Suitable text on banner – eg Under-18 Zone 1
Correct logo within banner, proportions retained (1)
Logo is hyperlinked to smartsleisurepark.co.uk (1) 2
Task Response Mark
Images Map of park included on home page (may be edited) 1
Map edited to draw attention to at least two locations/activities featured on microsite
1
Image showing only one type of product on sale in shop (from shop.jpg)
1
Image is well cropped and not distorted 1
Cropped image links to shop.jpg or suitable edited version showing range of products
1
Onion café menu included and legible on screen 1
Onion café menu image compressed to <350KB 1
Suitable thumbnails created for clubs introduction page 1
Task Response Mark
Links At least one correctly functional email link is included (but not necessarily to the addresses given in Smarts Info) (1)
Any two of the following emails links are included:
café@smartsleisurepark.co.uk
2
Links to both Kidz and Teenz Club information on clubs introduction page (accept any functional links including text)
1
Task Response Mark
Other content
Audio file embedded on page (1)
Plays only on click (1)
2
Applet clock inserted on a page (1)
Clock is functional (1)
2
Files in required formats (menu is included and images are all .jpg and <350KB, audio is present and in .mp3)
1
XXX_XX_ XXX
Holistic marks
Structure and functionality
Level Descriptor Mark
No rewardable material. 0
Level 1 The microsite has a structure that does not fully address client requirements. It may not be logical (eg it may be difficult to find links to some pages or the user may need to drill down inappropriately such as from the Teenz page to the Kidz page). The site may not be fully functional (eg some links may be missing or broken).
1-2
Level 2 The microsite has a logical structure and most required links are present and functional. The navigation does not fully address the client’s requirements (eg the hierarchy may not be as specified in the client brief, such as all pages being included on the navigation bar with no need to drill down).
3-4
Level 3 The microsite has a logical structure with a hierarchy and functional links that fully address the client’s requirements (an appropriate navigation bar requiring drill down from the Club pages as specified, and all required links).
5-6
User experience
Level Descriptor Mark
No rewardable material. 0
Level 1 A user interface that allows access to most of the content, although significant scrolling may be required at the specified resolution.
Learners may have added accessibility features but these may not be used appropriately (eg alternative text may have been added to some images but some or all of the text may be inappropriate, and/or colours may be high contrast but include unsuitable combinations such as red and green).
1-2
Level 2 A user interface that allows access to all the content with minimal scrolling required at the specified resolution.
Appropriate use of at least one accessibility feature for visually-impaired visitors (eg clear alternative text may be applied to most images or appropriate high contrast colours may be used on most pages).
3-4
Level 3 An easy-to-use user interface that allows access to all the content without scrolling at the specified resolution.
Consistent use of accessibility features for visually-impaired visitors where appropriate throughout the site (consistent use of high contrast colours, scaleable fonts and clear alternative text on all images, avoiding inappropriate colour combinations such as red and green).
5-6
XXX_XX_ XXX
Content selection, preparation and presentation
Level Descriptor Mark
No rewardable material. 0
Level 1 Some content is relevant and error free although selection and preparation of text and images is not generally the most appropriate (eg given text may not be copied correctly, additional text may be inappropriate, fonts may not be suitable for on-screen viewing, and some images may not be relevant to page content or may not be optimised, sized or positioned appropriately).
Some combinations of assets on the pages are appropriate for the audience and purpose (eg images and text are generally appropriate on some pages but less so on others).
1-2
Level 2 Most content is relevant and error free with some appropriate selection and preparation of text and images (eg given text may be edited to improve its suitability, some images may be edited to improve their relevance to adjacent content).
Some effective combinations of assets on the pages that demonstrate some awareness of the target audience and/or the woodland location of the park (eg the colour scheme may reflect the woodland location of the park, some images may be well-chosen, optimised, sized or positioned to illustrate accompanying text which is generally error-free and appropriate for under 18s).
3-4
Level 3 All content is effective, including appropriate selection and preparation of text, choice of format and emphasis, selection and preparation of images.
Effective combinations of assets across the whole microsite that demonstrate sound awareness of the target audience and the woodland location of the park (the student clearly understands the purpose of the microsite and has used combinations of text and images to produce content that would appeal to under-18s and encourage them to visit the park).
5-6
XXX_XX_ XXX
Overall consistency
Level Descriptor Mark
No rewardable material. 0
Level 1 Components of the page template and/or other aspects of the layout and design are not applied consistently (eg the navigation bar or page design may not be consistent across the site, colours or fonts may not be used consistently, the banner and/or logo may be positioned inconsistently or vary in size or colour).
1-2
Level 2 The page template may not have been applied to all pages but the required components (banner, navigation bar) are used consistently. Most aspects of the layout and design are consistent (eg navigation, page structure, colour scheme, text formatting).
3-4
Level 3 A page template that includes the required components is applied to all pages. Layout and design are consistent across the microsite (navigation, page structure, colour scheme, text formatting).
5-6
XXX_XX_ XXX
Activity 2: Complete an evaluation of your microsite
Evaluation
Level Descriptor Mark
No rewardable material. 0
Level 1 The student has made superficial descriptive comments about some of their design decisions (eg comments might relate to their choice of colours but without linking this to the leisure park or intended audience).
There will be limited reference to audience and purpose. Suggested improvements may not be appropriate or realistic (eg they might suggest adding content that could, in fact, distract readers).
1-2
Level 2 The student has made relevant descriptive comments about some of their important design decisions (eg answer might explain how the choice of colour is appropriate for a leisure park, but not deal with other design decisions).
There will be some reference to audience and purpose. Some suggestions for improvement will be valid (eg answer might include valid suggestions in some areas, such as how to make the text more readable in relation to the target audience, but other suggestions may not be clear or realistic).
3-4
Level 3 The student has made valid justifications for the effectiveness of their important design decisions. The justifications will be clearly related to audience and purpose (eg answer justifies why the choice of colour and images are appropriate not only for a leisure park but also the ways in which they help make it appealing for the target audience).
Valid suggestions for improvement will be included and it will be clear how these would improve the outcome (eg answer includes valid suggestions for making the text more readable for the target audience in order to make it more likely that they would continue to browse the rest of the microsite).
5-6
UNIT 2
Sample project briefs
Screen shots
S
UNIT 3
Sample project briefs
Screen shots
UNIT 4
Sample project briefs
Screen shots
Mark Scheme
Sample Assessment Materials
Pearson Edexcel Level 2 Diploma in Digital Applications
Unit 5: Coding for the Web
CLIENT BRIEF
Whitewater Land is a new water sports theme park. They require a website to generate interest and supply important information about the launch of Whitewater Land.
The manger of Whitewater Land has provided you with a wireframe of the website that she would like you to create. You should follow the wireframe exactly when designing the website.
Overall site requirements:
A one page website with anchors to the following parts of the page:o the top of the pageo about uso what we offero contact.
Structural elements including meta data
A responsive page layout
All of the required images and information are supplied in the ASSETS folder.Other requirements:
Header LOGO.jpg is positioned on the left hand side of the header. The header has a 1px solid border at the top and bottom. The colour should be #69f.
Using JavaScript, display the date to the right hand side of the header
Image slider The HTML, CSS, JavaScript and images for the image slider are supplied in the folder called SLIDER.
You must incorporate the image slider into the site. The slider should contain the 3 provided images and be controlled with the NEXT.png and PREV.png arrows.
Navigation Bar Links to the following parts of the page: o home (top of the page)o about uso what we offero contact
Testimony The TESTIMONY from INFO.rtf in the ASSETS folder should be included in the About Us section.
The testimony should: o be in a rounded rectangle with the background colour #69fo have the font colour #000o appear on the right of the image TESTIMONY_IMAGE.png
Video The VIDEO has been provided in different formats. It should be incorporated into the About Us section of the site as shown in the wireframe. You should include controls.
What We Offer Add the 6 images from the IMAGES folder next to the appropriate text from INFO.rtf.
Google Maps Add a google map to the Contact Us section. The source code is included in INFO.rtf in the ASSETS folder.
Contact Form Add a form as shown in the Contact Us section. The code is in the FORM folder within ASSETS. Use JavaScript to add appropriate form validation.
Footer Add an email link to [email protected] and links to Twitter (http://www.twitter.com) and Facebook (http://facebook.com). The image sprites TWITTER.png and FACEBOOK.png are included in the IMAGES folder.
External Style Sheet Add an external style sheet with the following properties:
Default font - ‘Arial, Helvetica, sans-serif’; font-size - 100%; line height -1.3em; colour - #6699ff; font weight - normal
Headings - ‘Arial, Helvetica, sans-serif’; font-size - 2.5em; colour - #6699ff or #000
Testimony - font size - 1.5em; line height - 1.1em; colour - #000
Links - font-size - 1.5em; colour - #fff; text decoration - none
Rollovers - colour - #000
‘About Us’ background - #fff
‘What We Offer’ background - #6699cc
‘What We Offer’ text - default font and size; line height - 1.3em; colour - #000; font weight - normal
‘Contact Us’ background - #e9e9e9
‘Contact Us’ text - default font and size; colour - #000
‘Footer’ background - #6699cc
‘Footer’ text - default font and size; colour - #000
Accessibility Add alternate text to all images.
THE WIREFRAME
THE TASK
You must build a website for Whitewater Land using appropriate programming languages.
The website must be viewable in a web browser.
You must include the requirements specified in the client brief.
You should create a logical folder structure for your site files.
(Total for Task = 50 marks)
General marking guidance
• All candidates must receive the same treatment. Examiners must markthe first candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be rewardedfor what they have shown they can do rather than penalised foromissions.
• Examiners should mark according to the mark scheme not according totheir perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme shouldbe used appropriately.
• All the marks on the mark scheme are designed to be awarded.• Examiners should always award full marks if deserved, i.e. if the answer
matches the mark scheme. Examiners should also be prepared to awardzero marks if the candidate’s response is not worthy of credit according tothe mark scheme.
• Where some judgement is required, mark schemes will provide theprinciples by which marks will be awarded and exemplification may belimited.
• When examiners are in doubt regarding the application of the markscheme to a candidate’s response, the team leader must be consulted.
Additional guidance for Levels-based holistic marks
• Each Level of the mark scheme contains a descriptor. These descriptorsshould be read and applied as a whole.
• Use a best-fit approach. This means placing the work in the band where itfits best. It does not need to meet all of the requirements of the Level – itshould be placed at a particular Level when it meets more of therequirements of this Level than the requirements of the other Levels.
• If the work fits more than one Level, judge which one provides the bestmatch.
• If the work is on the borderline between two Levels, then it should beplaced either at the top of the lower band or the bottom of the higherband, depending on where it fits best.
How to select a mark within the Level
• After the Level has been chosen, then select a mark. To do this, considerwhether the work convincingly meets the requirements of the Level. If so,it should be given the higher of the two marks. If not, award the lowermark.
Activity 1: Build the website
Task Response Mark
Header Logo is positioned within the left hand side of the header with its proportions retained (1) and a 1px border is added to the top and bottom (1)
2
Navigation Bar
At least one functioning link is included (1). All of the required links are included (2)
2
Video Video is successfully embedded within the page (1) at a size of 480x270 px (1) and with functional controls (1)
3
Testimony The correct testimony is included in a box (1) with a background colour of # (1) and rounded corners (1)
3
Google Map Map is included at a size of 480 x 270 px (1) and functions appropriately (1)
2
Footer Image sprites for Facebook and Twitter have been included in the code to rollover appropriately (1)
1
Images Correct image has been included in the testimony box (1). All six images have been included in the ‘What we offer’ section (1), all six images are the correct size (1) and position (1)
4
Information Correct information included in the ‘About us’ section (1) and correct address added to ‘Contact us’ section (1)
2
Responsive Page Layout
Page layout has been tested and is fully responsive (1)
1
Holistic marks
Writing and Editing HTML
Level Descriptor Mark
No rewardable material 0
Level 1 • The <head> element of each page contains an appropriate<title> but the <meta> element may not be usedappropriately.
• HTML elements are used to describe the structure of thepage e.g. <h1> to <h6>, <p>, <br /> and <hr /> tags,however, no clear hierarchy of information is evident.
• Semantic information will be evident on at least one page -e.g. <u>, <b>/<strong>, <i>/<em>, <blockquote>/<q>tags – to provide emphasis.
• HTML lists – ordered and/or unordered - are usedaccurately, but definition lists may not be writtenappropriately.
• A minimum of two links – internal, external, email or toother parts of the same page – are functional.
• At least two images are in proportion, compressed and inan appropriate format.
1-2
Level 2 • The <head> element of each page contains an appropriate<title> and at least one <meta> element is usedappropriately e.g. description or keywords.
• HTML elements are used to create a clear hierarchy ofinformation on at least one page.
• Semantic information will be evident on most pages - e.g.<u>, <b>/<strong>, <i>/<em>, <blockquote>/<q> tags– to provide emphasis.
• HTML lists – ordered, unordered and/or definition - areused accurately.
• Most links – internal, external, email and to other parts ofthe same page – are functional.
• Most images are in proportion, compressed and in anappropriate format. Most, but not all, images will also havean alt and title attribute. Some images will be inline andnot presented as block elements and some images willadopt the <figure> and <figcaption> elements.
• id and/or class attributes are used within the site.
3-4
Level 3 • The <head> element of each page contains an appropriate<title> and <meta> elements are combined e.g.description, keywords, author.
• HTML elements are used to describe the structure of thepage e.g. <h1> to <h6>, <p>, <br /> and <hr /> tagsand provide an effective hierarchy of information.
• Semantic information will be used effectively on all pages -e.g. <u>, <b>/<strong>, <i>/<em>, <blockquote>/<q>tags – to provide appropriate emphasis.
• HTML lists – ordered, unordered and/or definition - areused accurately.
5-6
• All links – internal, external, email and to other parts of the same page – are functional.
• All images are in proportion, compressed and in an appropriate format. All images will also have an alt and title attribute and will be inline - not presented as block elements - and adopt the <figure> and <figcaption> elements.
• id and class attributes are used consistently throughout the site.
Writing and Editing CSS
Level Descriptor Mark
No rewardable material 0
Level 1 An external style sheet has been attached to at least one page to:
• style text (headings, sub headings and body copy) in the same way e.g. typeface, size, style, colour, alignment
• style boxes e.g. width and height, border (colour, width and style)
• style links e.g. link, visited, hover and/or active • style images e.g. size and alignment
1-2
Level 2 An external style sheet has been attached inconsistently to: • create different styles for the text elements (headings, sub
headings, body copy, captions, quotations) and apply them on different pages e.g. typeface, size, style, colour, alignment, line height, text decoration
• style boxes appropriately e.g. width and height, border (colour, width and style), margin and padding
• style links consistently on each page e.g. link, visited, hover, focus and/or active or includes images for links
• style images appropriately e.g. size, alignment, background images
3-4
Level 3 An external style sheet has been attached consistently to: • create different styles for the text elements (headings, sub
headings, different parts of the body copy, captions, quotations) and apply them consistently throughout the site e.g. typeface including use of the @font-face rule, size, style, colour, alignment, line height, text decoration, text transformation, letter and word spacing
• style boxes consistently e.g. width and height, border (colour, width and style), overflow, opacity, gradients, drop shadows, rounded corners, margin and padding
• style links consistently on each page e.g. link, visited, hover, focus and/or active or includes image sprites
• style images effectively e.g. size, alignment, background images (repeat, attachment, position)
• style lists e.g. type, image, position, style
5-6
Creating Forms – HTML, CSS & JavaScript
Level Descriptor Mark
No rewardable material 0
Level 1 • The form will contain at least one of the required fields as specified in the wireframe with appropriate form-controls to make it operational.
• The form will have little or no relation to the style of the wireframe and there will be no evidence of working JavaScript validation
1-2
Level 2 • The form contains most of the required fields as specified in the wireframe but not all of the correct form-controls will work as intended.
• Most aspects of the JavaScript validation will work. The style of the form will match most of the aspects of the wireframe.
3-4
Level 3 • The form contains all of the required fields as specified in the wireframe and has the correct form-controls.
• The form has been styled to match the wireframe exactly and has fully functioning JavaScript validation.
5-6
Writing JavaScript
Level Descriptor Mark
No rewardable material 0
Level 1 Some attempt at writing JavaScript has been made and some aspects of the coding function as intended although the JavaScript does not produce an outcome that meets any of the client’s requirements as specified in the client brief.
1-2
Level 2 Most aspects of the coding function as intended and the Javascript produces outcomes which meet some of the client’s requirements as specified in the client brief.
3-4
Level 3 All aspects of the coding function as intended and the JavaScript has been written, (either embedded on the page or linked to an external JavaScript file), to meet all of the client’s requirements as specified in the client brief.
5-6
Incorporating Interactive Elements through JavaScript
Level Descriptor Mark
No rewardable material 0 Level 1 Some of the HTML, CSS and JavaScript code will have been
edited appropriately and some aspects of the code will be correct but significant errors will occur, e.g. the JavaScript files will not be linked within the source code, the JavaScript is edited incorrectly or the HTML code contains errors. These errors will mean that the interactive element(s) will not function as intended in a web browser.
1-2
Level 2 The interactive element(s) have been incorporated onto the page(s). The links to the JavaScript files are correctly inserted into the source code. The JavaScript and/or the HTML and CSS code have been edited to meet most of the client’s requirements. The element(s) function in the web browser but not always according to the requirements of the client brief.
3-4
Level 3 The interactive element(s) have been incorporated onto the page(s) according to the requirements of the client brief. The links to the JavaScript files are correctly inserted into the source code, the JavaScript has been edited as required and the HTML and CSS code are edited to meet all of the client’s requirements. The element(s) function as intended in the web browser and meet all the requirements of the client brief.
5-6
