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Qualification Specification NCFE Level 1 Technical Award in Craft (603/0831/X)

Draft June 2017

NCFE Level 1 Technical Award in Craft (603/0831/X) Draft June 2017 2

Call 0191 240 8822 Email: [email protected] Visit: ncfe.org.uk

Contents Section 1 4 Qualification overview 5

Introduction 5 Things you need to know 5 *Total Qualification Time (TQT) 6 About this qualification 6 Geographical coverage 6 Qualification purpose 7 Entry guidance 9 Achieving this qualification 10 Progression opportunities 10 Qualification dates 11 Staffing requirements 11 Assessors 12 Resource requirements 13 Support for learners 13 Evidence and Grading Tracker 13 Support for centres 13 Customer Support team 13 Assessment and Moderation Handbook for Schools 13 Regulations for the Conduct of External Assessments - V Certs 14 Reasonable Adjustments and Special Considerations Policy 14 Directory of Products and Services 14 Fees and Pricing 14 Useful websites 14 Training and support 14 Learning resources 15 School accountability measures (performance points) 16 Work experience 16 Essential skills 16

Section 2 17 Unit content and assessment guidance 18

Synoptic assessment 19 Unit 01 Experiment with materials, techniques and processes 20 Unit 02 Explore craft 29 Unit 03 Responding to a craft brief 38 Unit 04 Developing a craft enterprise 46

Section 3 54 Assessment and Quality Assurance 55

How the qualification is assessed 55 Cognitive Processes 55 Assessment objectives 55 Learning Outcomes and Assessment Points 56 Internal assessment 56 Supervision of learners and your role as an Assessor 57 Feedback to learners 57 Late submissions 57 Why would the unit grades be rejected by an External Quality Assurer? 58



External assessment 59 Quality Assurance 60 Internal quality assurance 60

Section 4 61 Grading information 62

Grading internally assessed units 62 Marking the external assessment 63 Awarding the final grade 63 Overall qualification grading descriptors 64 Level 1 standard 64

Section 5 66 66

Glossary 67

Section 6 75 General information 76

Equal opportunities 76 Diversity, access and inclusion 76 Data protection 76 Contact us 77

Please note this is a draft version of the qualification specification and is likely to be subject to change before the final version is produced for the launch of the qualification in September 2017. We’ll upload the most recent version of the qualification specification to our website every 3 months, along with an addendum highlighting what has changed. If you are using this qualification specification for planning purposes, please make sure that you are using the most recent version.



Section 1 Qualification overview



Qualification overview

Introduction We want to make your experience of working with NCFE as pleasant and easy as possible. This qualification specification contains everything you need to know about this qualification and should be used by everyone involved in the planning, delivery and assessment of the NCFE Level 1 Technical Award in Craft. All information contained in this specification is correct at the time of publishing. To ensure that you’re using the most up-to-date version of this qualification specification please check the issue date in the page headers against that of the qualification specification on our website www.ncfe.org.uk. If you advertise this qualification using a different or shortened name you must ensure that learners are aware that their final certificate will state the regulated qualification title of NCFE Level 1 Technical Award in Craft.

Things you need to know

Qualification number (QN) 603/0831/X

Aim reference 6030831X

Total Qualification Time* 197

Guided Learning Hours (GLH): 120 plus 17 hour external assessment

RQF level 1

Assessment requirements Internally assessed and externally quality assessd portfolio of evidence and externally set and marked task-based assessment.

http://www.ncfe.org.uk/



*Total Qualification Time (TQT)

Total Qualification Time is the number of notional hours which represents an estimate of the total amount of time that could reasonably be expected to be required in order for a learner to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification. Total Qualification Time comprises:

the Guided Learning Hours for the qualification

an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study or any other form of participation in education or training, including assessment, which takes place as directed by – but not under the immediate guidance or supervision of – a lecturer, supervisor, Teacher or other appropriate provider of education or training.

About this qualification The NCFE Level 1 Technical Award in Craft is regulated by Ofqual in England.

This qualification forms part of a suite of qualifications which have been developed to meet the Department for Education’s (DfE’s) requirements for high-quality, rigorous qualifications which:

have appropriate content for the learner to acquire core knowledge and practical skills

allow the qualification to be graded

provide synoptic assessment

enable progression to a range of study and employment opportunities. This qualification features on the DfE list of approved Technical Award qualifications for Key Stage 4 performance tables.

Geographical coverage This qualification has been regulated for use in England only.



Qualification purpose

The purpose of this qualification is making objects or items. Craft is the act of designing and making an object by hand that follows a process and has a function or decorative purpose. Craft is defined as an occupation or trade requiring manual dexterity and the application of artistic skill. A craftsperson is defined as someone who makes or produces a tangible object with care, skill or ingenuity. Craft should not be confused with art and design or product design. It is distinct from these subjects and should be treated as so.

The NCFE Level 1 Technical Awards in Craft complements GCSE qualifications. It is aimed at 14 – 16 year olds studying the Key Stage 4 curriculum who are interested in any aspect of craft, including researching ideas and working with different tools and materials. It is equivalent to GCSE grades 3-1. This qualification focuses on an applied study of the craft sector and learners will gain a broad understanding and knowledge of working in the sector. This qualification has been designed to sit alongside the requirements of core GCSE subjects. It is appropriate for learners who are motivated and challenged by learning through hands-on experiences and through content which is concrete and related directly to those experiences. This Level 1 qualification is appropriate for students looking for an introduction to the skills, knowledge and qualities needed in the craft sector. Learners will develop transferable skills:

communication skills

presentations skills ie learners will learn to present their work in a suitable place

use of initiative

independent working

evaluative skills

safe working practices

entrepreneurial skills.

Craft disciplines Craft is about making objects or items with the application of a design process, manual dexterity and mastery of skill. Craftspeople use and explore materials, techniques and processes in order to produce well-made and unique objects. The Craft definition cannot be neatly packaged: it overlaps design, fashion, art, trade skills and industrial practice. We can, for the purposes of the qualification suggest that craft is the act of designing and making an object by hand that follows a process, that has a function or decorative purpose.



Below is a prescriptive list of the craft disciplines that can be selected to support the multi-disciplinary approach required. The headings in bold are the defined disciplines, with the list below the headings giving examples of the areas classified within the disciplines.

Basketry

weaving

rushwork

caning

Bookbinding

leather and book cloth

embossing

stitching

Candle making

Ceramics

pottery

tableware

sculpture

tile making

mosaic

slipware

casting

Glass

stained glass

blown glass

sculptural glass

architectural glass

casting

etching

mosaic

Jewellery

enamelling

silversmith

goldsmith

non-precious metals

Leatherwork

shoemaking

saddlery

fashion accessories

book making

Metalcraft

architectural

blacksmith

fine metals

casting

enamelling

sculpture

furniture

welding

forging

wire work

Papercraft

paper making including

embossing

wallpaper

papermache

papercutting

card making

Printing

letterpress

etching

lithography

screen printing

surface pattern

woodblock

lino print

engraving

3d printing

Soap making Stonework

sculpture

architectural

Textiles

tapestry

weaving

knitted

crochet

dressmaking

corsetry

millinery

felted

tailoring

surface

fashion accessories

surface pattern

lace making

toy making

sculpture

crochet

shoe making

needlecraft

Woodcraft

wood turning

wood carving

puppet making

marquetry

sculpture

cabinet making

carpentry

fine furniture

If you wish to offer a craft discipline which does not appear in the above list please contact Quality Assurance team on 0191 239 8000 for further information.



Entry guidance There are no specific recommended prior learning requirements for this qualification.

This qualification has been developed for learners aged 14-16 in schools and colleges but is also accessible for learners post-16. The qualification has been developed alongside the NCFE Level 2 Technical Award in Craft. It is a vocational qualification equivalent to GCSE grades 3-1. The NCFE Level 1 Technical Award in Craft is a linked qualification. The Level 1 and Level 2 qualifications have been developed together for co-teaching. The qualifications reflect each other in content but are pitched at different levels in language and expectation. The grading descriptors have been levelled and therefore are different across both of the qualifications. The Level 1 and Level 2 qualifications share the same external assessment to aid co-delivery. By having one external assessment across both qualifications it provides a valid and more robust assessment. Centres are responsible for ensuring that this qualification is appropriate for the age and ability of learners. They need to make sure that learners can fulfil the requirements of the learning outcomes and comply with the relevant literacy, numeracy, and health and safety aspects of the qualification. Learners registered on this qualification shouldn’t undertake another qualification at the same level with the same or a similar title, as duplication of learning may affect funding levels. For learners that have already achieved at Level 1, and then progress to a Level 2 qualification with the same discount code, the first entry only will be the one that counts in the performance tables. Centres should be mindful of this in their planning. This Level 1 qualification is appropriate for learners who are looking to develop a significant core of knowledge and understanding in craft, and an understanding of how to apply their learning to the craft sector. This qualification has overlapping content with the Level 2 qualification (603/0837/0). This is not intended as progression to the Level 2 qualification. If a learner has undertaken the majority of the Level 2 qualification, but for any reason is not able to fully achieve it, centres can transfer these learners to the corresponding Level 1 qualification and map prior learning from the Level 2. For more information please contact the External Quality Assurance team.



Achieving this qualification This qualification consists of:

To be awarded the NCFE 1 Technical Award in Craft, learners are required to successfully complete 4 mandatory units. Learners must also achieve a minimum of a Pass in the external assessment. The learning outcomes for each unit are provided in Section 2 (page 16). To achieve the NCFE Level 1 Technical Award in Craft, learners must successfully demonstrate their achievement of all learning outcomes of the units as detailed in this qualification specification. Learners must also achieve a minimum of a Pass in the external assessment.

A Unit Certificate can be requested for learners who don’t achieve the full qualification but who have achieved at least one whole unit. Grades are awarded for this qualification. For further information about grading and submitting these grades to NCFE, please see Section 4 (page 56).

Progression opportunities Learners who achieve this qualification could progress onto other Level 2 qualifications and GCSEs, such as:

GCSE Design and Technology

Other Level 2 qualifications in creative related subjects

Level 2 Technical Certificates

It may also be useful to those studying qualifications in the following sectors:

enterprise skills

design and technology

photography

other creative subjects.

Unit No Unit title GLH Mandatory/

Optional Assessment method

Unit 01 Experiment with materials, techniques and processes

30 Mandatory Internally and externally assessed

Unit 02 Explore craft


Unit 03 Responding to a craft brief


Unit 04 Developing a craft enterprise

20 Mandatory Internally assessed



Qualification dates Qualifications on the RQF have review dates, operational end dates and certification end dates. We review qualifications up to 18 months before their review date, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. In most cases we’ll then extend the qualification, and set a new review date. If we make the decision to withdraw a qualification, we’ll set an operational end date. If we extend the review date then this will be shown on the qualification page on our website www.ncfe.org.uk and approved centres will be kept updated. The operational end date will only show on the Register if we’ve made the decision to withdraw a qualification. After this date we can no longer accept learner registrations. Learner registrations may not be accepted by NCFE after the operational end date for a specific qualification if an extension to the operational end date is not obtained from the regulators. However, certification is allowed until the certification end date so that learners have time to complete any programme of study. The certification end date will only show on the Register once an operational end date has been set. After this date we can no longer process certification claims.

The external assessment for this qualification can only be taken up to the last assessment date set by NCFE. No external assessments will be allowed after this date so please ensure that your learners are entered in enough time.

Staffing requirements Centres delivering any of NCFE’s qualifications must:

have a sufficient number of appropriately qualified/experienced Assessors to assess the volume of learners they intend to register

have a sufficient number of appropriately qualified/experienced Internal Quality Assurers to internally quality assure the anticipated number of Assessors and learners

ensure that all staff involved in assessment and internal quality assurance are provided with appropriate training and undertake meaningful and relevant continuing professional development

implement effective internal quality assurance systems and processes to ensure all assessment decisions are reliable, valid, authentic, sufficient and current. This should include standardisation to ensure consistency of assessment

provide all staff involved in the assessment process with sufficient time and resources to carry out their roles effectively.




Assessors All Assessors of NCFE qualifications should be appropriately qualified to make assessment decisions. Although it isn’t a specific requirement of this qualification, NCFE consider it to be good practice for Assessors to hold, or be working towards, a recognised qualification in assessment. Where a recognised qualification isn’t held, Assessors should be able to demonstrate relevant and current experience of assessment. In order to assess knowledge-based units, the Assessor should be occupationally knowledgeable, ie hold relevant knowledge to assess units designed to test the knowledge and understanding of learners. This knowledge should be demonstrable through relevant qualifications/experience, and at an equivalent or higher level than the units under assessment. In order to assess competence-based units, the Assessor should be occupationally competent, ie able to carry out the requirements of the units they’re assessing. This competence should be demonstrable through relevant qualifications/experience, and at an equivalent or higher level than the units under assessment. Internal Quality Assurance All staff involved in the internal quality assurance of NCFE qualifications should be appropriately qualified to make quality assurance decisions. Although it isn’t a specific requirement of this qualification, NCFE consider it to be good practice for internal quality assurance staff to hold, or be working towards, a recognised qualification in internal quality assurance. Where a recognised qualification isn’t held, Internal Quality Assurers should be able to demonstrate relevant and current experience of internal quality assurance. In order to carry out quality assurance of assessment decisions, internal quality assurance staff should be occupationally knowledgeable, ie hold relevant knowledge across units they’ll be quality assuring. This knowledge should be demonstrable through relevant qualifications/experience, and at an equivalent or higher level than the units under assessment.

Examples of relevant qualifications/experience This section provides examples of relevant qualifications/experience to demonstrate occupational knowledge/competence for Assessors and Internal Quality Assurers.

The guidance in this section isn’t intended to be exhaustive or definitive. Examples of relevant qualifications and occupational backgrounds are given as benchmarks. Other equivalent qualifications or backgrounds may also qualify prospective staff for assessment/internal quality assurance roles.

Foundation degree/degree in art, craft and design subjects

craft-specific qualifications relevant to the craft area being delivered eg textiles

Level 3 Certificate/Diploma in Art, Design and Creative Studies

A Level in Art and Design.

NCFE is not responsible for any complications that arise in the delivery, assessment or internal quality assurance process as a result of internal recruitment and training decisions. Decisions regarding staff recruitment and training should be made at the discretion of centres. Centres should be aware of their obligations under their Agreement with NCFE to ensure that all staff involved in the delivery, assessment and internal quality assurance of NCFE qualifications are suitably qualified/experienced.



Resource requirements Although NCFE does not specify the resource requirements for this qualification, centres are expected to have appropriate equipment to allow learners to cover all of the learning outcomes. NCFE does not stipulate the materials or equipment centres should use. However, centres must offer learners access to materials and equipment appropriate to craft area being delivered. These might typically include (as available within centres):

appropriate physical resources to support the delivery and assessment of this qualification

appropriate health and safety policies relating to the use of equipment by learners.

Support for learners

Evidence and Grading Tracker We’ve produced an Evidence and Grading Tracker for each internally assessed unit to help learners keep track of their work and to help Teachers reach a judgement on the overall unit grade. They can be downloaded free of charge from our website www.ncfe.org.uk. You don’t have to use the Evidence and Grading Tracker – you can devise your own evidence-tracking documents instead. Any documents you produce should allow learners to track their achievement against each required learning outcome and assessment points and include:

information on the content, availability and location of NCFE’s procedures and policies

advice on support mechanisms for learners who are experiencing difficulties with their studies

a mechanism for Assessors and Internal Quality Assurers to authenticate evidence and achievement for each unit.

Support for centres There are a number of support documents available that you might find useful for delivery. These are available to download from our website www.ncfe.org.uk or can be requested from the Customer Support team on 0191 240 8822 or by emailing [email protected]. Customer Support team Our award-winning Customer Support team will support you with approvals, registrations, external quality assurance, external assessment, results and certification. You can find contact details for your Customer Support Assistant here or get more information by calling 0191 239 8000 or emailing [email protected].

Assessment and Moderation Handbook for Schools This guide describes the quality assurance process so that you can be aware of what systems and processes you should have in place.



mailto:[email protected]

http://www.ncfe.org.uk/about-ncfe/awards

https://www.ncfe.org.uk/about-ncfe/our-people/customer-support-team/

mailto:[email protected]



Regulations for the Conduct of External Assessments - V Certs This is designed to assist centres in the correct administration of the external assessment component of NCFE V Cert qualifications.

Reasonable Adjustments and Special Considerations Policy This policy is aimed at our customers, including learners, using our products and services and who submit requests for reasonable adjustments and special considerations.

Directory of Products and Services This provides summary information about all NCFE qualifications and awards including mandatory and optional units, learner registration and certification fees, and assessment information.

Fees and Pricing The current fees and pricing guide is available on our website at www.ncfe.org.uk. Useful websites

Teachers may find the following websites helpful for materials and resources to assist with the delivery of this qualification:

www.etsy.com

www.pintrest.com

www.craftscouncil.org.uk

www.ccskills.org.uk/ – Sector Skills Council for Visual Art, Design and Craft

www.creativeskillset.org/ – Sector Skills Council for Creative Media

www.vam.ac.uk – Victoria and Albert Museum

www.ceramicreview.com – The International Magazine of Contemporary and Histroic Ceramic Art

www.hse.gov.uk –Health and Safety Executive

Training and support We can provide training sessions for Assessors and Internal Quality Assurers. Bespoke subject-specific training is also available. For further information please contact our Quality Assurance team on 0191 239 8000.

http://www.ncfe.org.uk/download/web/documents/Reasonable-Adjustments-Policy.pdf


http://www.etsy.com/

http://www.pintrest.com/

http://www.craftscouncil.org.uk/

https://ccskills.org.uk/

http://www.creativeskillset.org/

http://www.vam.ac.uk/

http://www.ceramicreview.com/

http://www.hse.gov.uk/



Learning resources *Please note: learning materials will be developed over the course of the next year ready for go live so this section will be updated when the information becomes available. Sample Portfolio NCFE has produced a sample portfolio to help Teachers to benchmark their learners’ achievements. Delivery Guide NCFE has produced a Delivery Guide to help Teachers understand how the qualification could be delivered. Please visit the NCFE website www.ncfe.org.uk for more information.




School accountability measures (performance points) This V Cert qualification has been developed to meet the criteria set by the DfE to be included in the Key Stage 4 performance tables. Each grade has been assigned a points value. Please check the Register of Regulated Qualifications website register.ofqual.gov.uk/ for further information.

Work experience Work experience can be very valuable to learners to gain a realistic insight into the career or job they may be interested in. The following websites provide useful information and guidance:

www.bbc.co.uk/careers/work-experience/

www.creativeskillset.org/

www.hse.gov.uk/youngpeople/workexperience/index.htm

Essential skills

In order to complete high-quality project-based learning, learners may spend some time exploring how such projects are undertaken in the commercial sector of their subject area. They may also seek work experience opportunities and develop contacts with workplaces and employers. All this activity requires that they develop a thorough understanding of the essential skills employers look for in employees. These range from familiar ‘key skills’ such as team working, independent learning and problem solving, to the softer skills such as:

an appreciation for appropriate behaviour and dress

appropriate interpersonal skills

communicating with professional colleagues/peers and/or hierarchical seniors

supporting other aspiring employees

personal manners and deportment

understanding work practices and how different roles and departments function within an organisation.

NCFE has a range of qualifications that schools can use to formalise learning in these aspects of essential work-ready skills. NCFE offers valuable support to learners whose portfolio of qualifications may benefit from some work-specific enhancements. For more information please go to our website www.ncfe.org.uk.

http://register.ofqual.gov.uk/

http://www.bbc.co.uk/careers/work-experience/

http://www.creativeskillset.org/

http://www.hse.gov.uk/youngpeople/workexperience/index.htm




Section 2 Unit content and assessment

guidance



Unit content and assessment guidance This section provides details of the structure and content of this qualification. The unit overview provides an overview of each unit including:

unit title and number

unit summary

guided learning hours

level

an indication of whether a unit is mandatory or optional

an indication of how the unit is assessed. Following the unit summary there’s detailed information for each unit containing:

learning outcomes

assessment points

grading descriptors and examples

delivery and assessment

types of evidence for internal assessment

unit glossary. The learning outcomes for each unit should not be viewed as a stand-alone element; they should be viewed holistically with the assessment points, delivery and assessment guidance, and grading descriptors. These components combined ensure that the learners’ achievement is consistent with the level of the qualification. Information in the delivery and assessment section must be covered by the Teacher during the delivery of the unit. Anything which follows a must details what must be taught as part of that area of content. These are subject to assessment. Anything which follows an eg or could is illustrative; it should be noted that where eg is used there are examples that could be covered in teaching of the unit content. The regulators’ accredited unit reference number is indicated in brackets for each unit (eg M/100/7116). However, to make cross-referencing assessment and quality assurance easier, we’ve used a sequential numbering system in this document for each unit. For further information or guidance about the qualification please contact our Product Development team on 0191 239 8000.



Synoptic assessment Synoptic assessment1 is an important part of a high-quality vocational qualification because it shows that learners have achieved a holistic understanding of the sector and that they can make effective connections between different aspects they have studied. It enables learners to show that they can transfer knowledge and skills learned in one context to resolve problems raised in another. To support the development of a synoptic approach, the qualification encourages learners to make links between elements of the course and to demonstrate how they have integrated and applied their increasing knowledge and skills from the beginning. As learners progress through the course, they use and build upon knowledge and skills learnt in previous units. Internal assessment tasks will test the learners’ ability to respond to a real life situation that they may face when they are in employment. The external assessment is also synoptic in nature as it requires learners to apply and integrate their knowledge and skills from across the qualification in a vocationally relevant context. Full evidence of learners’ accumulated knowledge, skills and understanding and of their ability to ‘think like a ‘craftsperson’ and a ‘craft entrepreneur’ will be evidenced when the learner successfully achieves the qualification.

1 The Department for Education (DfE) defines synoptic assessment as: ‘a form of assessment which requires a

learner to demonstrate that s/he can identify and use effectively in an integrated way an appropriate selection of techniques, concepts, theories and knowledge from across the whole vocational sector, which are relevant to a key task’.



Unit 01 Experiment with materials, techniques and processes (A/615/3859)

Unit summary

Learners will understand how materials, techniques and processes are used in the craft industry. Learners will experiment with materials, techniques and processes and review their use of them.

Guided learning hours 30 Level 1 Mandatory/optional Mandatory Graded Yes Internally/externally assessed

Internally and externally assessed

Learning outcome 1 The learner will: Understand materials, techniques and processes used in craft disciplines The learner must know about:

materials

properties

techniques

tools

processes


Grading descriptor Example

Pass: Identifies obvious points about materials, techniques and processes in craft without explanation using non-technical language

Learners identify materials, techniques and processes used in the three craft disciplines. Learners’ responses do not include an explanation.

Learners use non-technical language to identify the materials, techniques and processes eg they may be able to identify that stitching is used to join two pieces of fabric together, but not describe the specific type of stitching, such as running stitch. The learner will apply the use of non-technical language. Learners identify safe working practice relevant to the craft disciplines



Unit 01 Experiment with materials, techniques and processes (A/615/3859) (cont’d) Learning outcome 1 (cont’d)

Grading descriptors Example

Merit: Identifies points about materials, techniques and processes in a craft without explanation using some technical terms

Having looked at the three craft disciplines, learners identify materials, techniques and processes in craft disciplines. Their responses lack explanation. Learners use some technical language to identify the materials, techniques and processes eg they will be able to identify that stitching is used to join two pieces of fabric together and identify the specific type of stitching, such as running stitch. Learners apply some technical terms across three craft disciplines but there may be some minor errors of understanding.

Distinction: Identifies points about materials, techniques and processes in craft with explanation using a range of technical terms

Having looked at the three craft disciplines, learners identify materials, techniques and processes in the three craft disciplines. Learners identify the materials, techniques and processes eg they will be able to identify that stitching is used to join two pieces of fabric together and identify the specific type of stitching, such as running stitch. Learners will frequently use a variety of technical language to identify the materials, technique and processes Learners apply a range technical terms across the disciplines Learners identify safe working practice relevant to the craft disciplines




Delivery and assessment

Learners will explore three craft disciplines and materials, techniques and processes that are used within the disciplines. This unit can be delivered in a variety of ways, eg looking at finished pieces and discussing materials, techniques and processes used within different craft disciplines. It can be delivered alongside Learning outcome 2 (LO2), with learners gaining the knowledge through demonstration and experimentation. LO3 could also be completed as an ongoing review of skills developed through knowing about and experimenting with materials, techniques and processes. Learners could generate supporting evidence through other activities in order to deepen their understanding and application of materials, techniques and processes, eg work experience, field trips, visits to a craft fair and visiting practitioners. The learner could gain knowledge of the three craft techniques through demonstration by the Teacher or professional craft practitioner. The learner could take notes, photographs, draw diagrams, produce an audio or video description or other suitable form of evidence that can be assessed accordingly. They will know about safe working practices of the materials, techniques and processes. Learners will look at three craft disciplines, eg screen printing, ceramics, glass. The focus of this learning outcome is to give learners underpinning knowledge of a minimum of three craft disciplines. There is no upper limit as to how many techniques and processes the learner explores, but it must be at least three separate disciplines. The disciplines must be achievable for the learner to carry out experimentation within the next learning outcome. Materials This will vary across the craft disiplines. Materials eg:

paper

plastic

fabric

metal

wood. Properties eg:

workability

flexibility

texture

strength

durability

malleability

visual impact.




Delivery and assessment (cont’d)

Techniques Learners will know about different techniques when working with tools/equipment. Processes Learners will know about different processes in relation to the three craft discipline(s), eg how a technique is carried out. Learners must know about the appropriate health and safety practices when using materials, techniques and processes. Processes will vary depending on the craft discipline.

Types of evidence

Evidence could include:

video recording with commentary

multimedia presentation

question and answer

annotated photograph(s)

annotated diagrams/illustrations. Please see Section 5 (page 66) for a glossary of evidence types



Unit 01 Experiment with materials, techniques and processes (A/615/3859) (cont’d) Learning outcome 2 The learner will: Produce experimental pieces The learner must demonstrate the use of:

materials

techniques

processes



Pass: Carries out basic experimentation on one aspect

Learners carry out basic experimentation with one discipline. Learners produce experimental work but with no development or progression eg no attempt to improve the piece.

Merit: Carries out basic experimentation on at least two aspects

Learners carry out basic experimentation with at least two disciplines eg learners experiment with two areas within textile design such as embroidery and printmaking. This could lead to experimentation with surface pattern techniques and outcomes, with learners being able to apply a technique and process using relevant materials such as lino cutting to apply paint onto fabric, embroidery techniques such as cross stitch, and blanket stitch for decorative and finishing off techniques. Learners use at least one material, technique and one process for each area. Learners produce experimental work but with no development or progression, eg no attempt to improve the piece





Distinction: Carries out experimentation on at least two aspects with some links to ideas

Learners carry out experimentation with at least two disciplines, eg embroidery and printmaking. Learners will use at least one material, technique and process for each discipline. This could lead to experimentation with surface pattern techniques and outcomes, with learners being able to apply a technique and process using relevant materials such as lino cutting to apply paint onto fabric, embroidery techniques such as cross stitch and blanket stitch for decorative and finishing off techniques. Experimentation is with relevant techniques and processes, using different types of materials, techniques and processes and not necessarily creating a final outcome. Learners begin to show links to the development of their own ideas and how they can use the materials, techniques and processes further.





Learners will experiment with different craft disciplines Learners will be assessed on experimentation of pieces and skills developed. This need not lead to a completed piece eg experimentation could be of relevant joining techniques and processes, using different types of materials, techniques and processes not necessarily creating a final completed piece. LO2 could be delivered alongside LO1 with learners gaining the knowledge through experimentation. LO3 could also be completed as an ongoing review of skills developed through knowing about and experimenting with materials, techniques and processes. Experimentation with materials, techniques and processes should not be evidenced in isolation. It is expected that the materials, techniques and processes will all be linked and experimented with as a whole. For example, if learners are experimenting with lino cutting it would be the lino and the surface that they are printing on that would be the materials; the technique would be the way the lino is cut, including health and safety, the way that the ink or paint is applied to the lino, they way the print is made onto the surface of the print material; and the process would be the step-by-step approach needed to get the desired results. Teachers should write a task-driven assessment brief for learners to follow that allows individual and differentiated outcome. It could be based on a theme or area of individual learner interest. Materials Learners must demonstrate the use of materials in relation to the craft discipline(s). Techniques Learners must demonstrate the use of techniques in relation to the craft discipline(s). Processes Learners must demonstrate the use of processes in relation to the craft discipline(s). Learners must demonstrate the use of appropriate health and safety procedures when using any materials, techniques and processes.

Types of evidence

Evidence must include:

learners’ own samples/test pieces produced through experimental work. Evidence could include:

models

maquettes

diagrams

collages

sketches

annotated screenshots, photographs, mood boards

video/audio recording with commentary. Please see Section 5 (page 66) for a glossary of evidence types.



Unit 01 Experiment with materials, techniques and processes (A/615/3859) (cont’d) Learning outcome 3 The learner will: Review their experimentation The learner must evaluate:

their use of materials, techniques and processes

Grading descriptors

Pass: Outlines some of what happened through the experimentation of materials techniques and processes

Learners make simple statements or provide a list on some of the experimentation in LO2 eg what they did and what happened – ‘I stitched two pieces of fabric together but they came apart.’

Merit: Outlines what has happened through the experimentation of materials techniques and processes

Learners comment on all tasks carried out in the experimentation but do not draw an overall conclusion eg provide a longer list of what they did together with outcomes – ‘I stitched two pieces of fabric together but they came apart. I stitched them again using different thread and this time they didn’t come apart.’

Distinction: Outlines what has happened through the experimentation of materials techniques and processes and states an overall conclusion

Learners comment on all tasks carried out in the experimentation and draw an overall conclusion eg comment on the result of using certain techniques – ‘I stitched two pieces of fabric together using running stitch but they came apart. I stitched them again using back stitch and this time they didn’t come apart because back stitch is stronger’.


The review must incude what went well and what went not so well in relation to the skills they have developed through the experimentation. It must describe the craft disciplines that they have experimented with. Evidence could be written, audio or video. Evidence could be generated along side the experimentation carried out of the three craft disciplines as an ongoing log of activity. The learning outcome must be clearly identifiable within the evidence generated. Learners could annotate photographs, creating a photographic journal. LO3 could be completed as an ongoing review of skills developed through knowing about and experimenting with materials, techniques and processes. It could also be completed as a reflective review after completion of the experimentation. This could be dependent on what is preferable to the learner. Teachers could add the review to the task-driven assignment brief created for L02. Their use of materials, techniques and processes Learners will evaluate their own use of materials, techniques and processes through experimentation carried out in LO2.



Unit 01 Experiment with materials, techniques and processes (A/615/3859) (cont’d) Learning outcome 3

Types of evidence

Evidence of the review could include:

written report

journal

audio narrative/podcast


annotated evidence eg annotated screenshots, annotated photographs

blog. Please see Section 5 (page 66) for a glossary of evidence types.

NCFE has created a set of sample tasks for each unit which can be found in the Internal Assessment Sample Tasks document. You can contextualise these tasks to suit the needs of your learners to help them build up their portfolio of evidence. The tasks have been designed to cover all the learning outcomes for each unit and provide opportunities for stretch and challenge. Please see Section 3 (page 54)



Unit 02 Explore craft (L/615/3882)

Unit summary

Learners will research sources of inspiration to help them develop their own craft skills in their chosen craft disciplines. Learners will know about the design process and how to plan for the production of a craft items.


Internally and externally assessed

Learning outcome 1 The learner will: Understand how craft products are developed The learner must know about:

design process

developing ideas

experimentation

final design

production process

stages of production

materials and tools

financial consideration

health and safety considerations



Unit 02 Explore craft (L/615/3882) (cont’d) Learning outcome 1 (cont’d)


Pass: Identifies four obvious points about how craft products are developed without explanation

Learners identify a minimum of four obvious points relating to how craft products are developed with some reference to the design process and how to plan for production. Learners do not explain the points they have identified.

Merit: Identifies six points about how craft products are developed without explanation

Learners identify a minimum of six points relating to how craft products are developed, including the stages of the design process and how to plan for production. Learners do not explain the points they have identified.

Distinction: Identifies eight points about how craft products are developed with explanation

Learners identify a minimum of eight points relating to how craft products are developed, including the stages of the design process and how to plan for production. Learners explain the points they have identified.





Learners may select a craft practitioner to research and study in their chosen craft disciplines to help them generate ideas for their craft items. The practitioner could be historical or contemporary. This will be the starting point in understanding the design process (the development of a craft item from initial design ideas to final outcome). This understanding will then help the learner understand how to plan for the production of their own craft item. Learners could also research the design process and select craft disciplines and techniques and processes (such as screen printing within the priniting discipline), and research and study the design and production process. Evidence must be original and the learner’s own work, showing evidence of own descriptions and understanding of the design and production process. It must include stages of production:

materials and tools

financial considerations

health and safety considerations. For example, the learner may choose ceramics as one discipline and research the Raku technique and process and produce a descriptive annotated diagram that explains the technique and process. They may then research a craft practitioner who creates ceramic pieces using the Raku technique. The learner will gain an understanding of the design process from initial ideas (sketches, sources of inspiration etc), to idea development (further development of sketches incorporating inspiration, experimental pieces, development of skill through use of materials, techniques and processes), to final outcome (production of final piece). This could be achieved through self study and research. Learners are being assessed on their knowledge of the design process and how to plan for production. Design process Learners must know about the design process and how a craft item is developed from an initial idea. This process includes:

generation of ideas

exploration of possibilities

creation of design sketches

experimentation

model/prototype

refining design

finalising design

creating and making of item(s).





Planning for production The learner must know how to plan the production of a craft item(s). This includes:

stages of production eg cutting, assembling and finishing

materials and tools they use

cost of materials

timescales

health and safety considerations.

Types of evidence

Learners must identify stages of the design process and how to plan for production. Evidence could include:

illustrative diagrams

annotated evidence eg sketchbook idea, photographs


audio narrative/podcasts

interview write-ups with supporting evidence eg annotated photographs, audio

report of visits to exhibitions with supporting evidence eg annotated photographs, audio. Please see Section 5 (page 66) for a glossary of evidence types.



Unit 02 Explore craft (L/615/3882) (cont’d) Learning outcome 2 The learner will: Use technical skills to produce craft samples The learner must demonstrate:

their own design ideas

technical skills using a selection of materials, techniques and processes

how to maintain a safe working environment





Pass: Outcome will show a relationship with the task

The outcome shows minimal relationship to the task as a source of inspiration. The development of technical skills and application of techniques and processes is basic and minimal, with no evidence of further development. Learners maintain a safe working environment at all times.

Merit: Outcome will show use of some technical skills in completing the task

The outcome shows a relationship to the task as a source of inspiration. The development of skills and application of techniques and processes is minimal, although there may be some evidence of further development of skills eg the learner will make samples using two craft processes and will make an attempt to improve their skills by repeating the process. Learners maintain a safe working environment at all times.

Distinction: Outcome will show consistent use of some technical skills, processes and techniques in completing the task

The outcome shows a consistent relationship to the task as a source of inspiration. The development of skills and application of techniques and processes is consistent and there is evidence of further development of skills eg the learner will make samples using three craft processes and will make an attempt to improve their skills by repeating the process providing some evidence of consistent improvement. However, there will be no refinement or response to any problems that arise. Learners maintain a safe working environment at all times.





Learners should choose a minimum of one of the craft discplines that they have gained knowledge about in LO1. There is no upper limit as to how many discplines the learner decides to develop and create samples of. Their own design ideas Learners will develop design ideas using research from LO1 based on research using the knowledge gained about the design process in LO1. Learners will develop a range of initial ideas and develop their technical skills within their chosen craft discipline(s). Learners will produce samples, not a final craft item. This is not a repeat of experimentation carried out in Unit 01, but a development of the design and production process, with learners being able to demonstrate their application of the design and production process and development of technical skill. Technical skills using a selection of materials, techniques and processes Learners must use a selection of materials, techniques and processes to demonstrate the development of their technical skills. By understanding the design and production process, learners will be able to develop their own technical skill through the application of the design and production process in their own work. The potential to rerseach other craft practitioners in LO1 could give opportunity for learners to see potential in their own work and understand how to apply the design and production process to lead to a successful outcome. Technical skills will vary according to the chosen craft discipline. Maintain a safe working environment Learners will maintain a safe working environment at all times.

Types of evidence


samples with annotations explaining the materials, techniques and processes

how learners maintained a safe working environment. Evidence could include:

maquettes

sketchbooks

design notes

annotated evidence eg screenshots, mood boards, photographs and technical drawings

digital presentation

video recording with commentary.

Please see Section 5 (page 66) for a glossary of evidence types.



Unit 02 Explore craft (L/615/3882) (cont’d) Learning outcome 3 The learner will: Evaluate their craft samples The learner must evaluate:

their technical skills using materials, techniques and processes

areas for development


Pass: Identifies at least one strength or way to improve

Learners identify one strength or way to improve when making the samples in L02 – eg if making a coil pot they identify that the coil pot can be made easily by rolling out long pieces of clay and joining them together using the thumb.

Merit: Identifies at least one strength and at least one way to improve

Learners identify one strength and one way to improve when making the samples in L02 – eg if making a coil pot they identify that the coil pot can be made easily by rolling out long pieces of clay and joining them together using the thumb. They also identify something that did not go so well during the making of the samples – eg the pot cracked in the kiln as it wasn’t smoothed out enough.

Distinction: Identifies at least two strengths and at least two ways to improve

Learners identify at least two strengths and more than one way to improve, with some explanation when making the samples in L02 – eg if making a coil pot they may identify that the coil pot can be made easily by rolling out long pieces of clay and joining them together using the thumb.Learners also identify that the coil pot was easily formed into different shapes. They also identify something that did not go so well during the making of the samples – eg the pot cracked in the kiln as air was stuck in between the coils and it wasn’t smoothed out enough. Learners might also identify that adding the glaze was difficult as they couldn’t easily tell what colour it was going to turn out.





Review their personal response to their craft samples Learners are being assessed on their ability to evaluate their personal response. This learning outcome can be delivered alongside LO2 as an ongoing review of what went well and what went not so well when making the samples. It could also be completed as a reflective review after completion of the samples in Unit 01 LO2 . Learners could also produce a learning log as a journal of their review. This could be dependent on what is preferable to the learner. .

Types of evidence

Evidence of the evaluation could include:

written report

annotated evidence


audio narrative/podcasts

blog

journal. Please see Section 5 (page 66) for a glossary of evidence types.

NCFE has created a set of sample tasks for each unit which can be found in the Internal Assessment Sample Tasks document. You can contextualise these tasks to suit the needs of your learners to help them build up their portfolio of evidence. The tasks have been designed to cover all the learning outcomes for each unit and provide opportunities for stretch and challenge. Please see Section 3 (page 54).



Unit 03 Responding to a craft brief (D/615/3885)

Unit summary

Learners will respond to a craft brief. They will use their knowledge, understanding and skills to produce craft items. The learner will review the craft item’s form and function.


Internal and external assessment

Learning outcome 1 The learner will: Produce a proposal in response to a craft brief The learner must know demonstrate:

design process

production process



Unit 03 Responding to a craft brief (D/615/3885) (cont’d) Learning outcome 1 (cont’d)


Pass: Proposal will show a relationship with the brief

Learners produce a proposal which may be limited and may not always relate explicitly to the brief – eg they will develop ideas in response to the brief. The ideas will be limited and the learner might select inappropriate materials.

Merit: Proposal will show use of some technical skills in meeting the brief

Learners will produce a proposal which relates to the brief and shows how the learner has approached the majority of tasks using technical skills – eg they will develop ideas in response to the brief that leads to a final design being produced. Learners select materials and techniques that are mostly appropriate and will provide a basic timescale but there might be some minor errors.

Distinction: Proposal will show consistent use of some technical skills in meeting the brief

Learners produce a proposal which meets the brief and shows that the learner has used technical skills throughout – eg they will develop detailed ideas in response to the brief that leads to a final design being produced. Learners select appropriate materials and techniques and produce a mostly accurate timescale.





Craft practitioners often produce a proposal and work out the detail of their craft item(s) that are going to be made before they make them. A proposal could also be used as a business case or to be used for application of entry into a craft fair, competition or commisission as well as being a visual reference for the craft practitioner to refer to. This is opportunity for the learners to develop their creative thinking skills by putting into practice the design process and showing that they understand the production process. Learners should show evidence of sources of inspiration that lead to initial ideas that are developed through the design process. Evidence shows initial ideas, idea development, final design showing details of contruction, materials, techniques and processes. By doing this the learner will be able to evidence the production process and, as a minimum, show planning for the stages of production. Learners must respond to a brief given by the Teacher. It must allow the learner to develop their design skills and not limit the outcome. Learners must demonstrate the following in their proposal in relation to their chosen materials, techniques and processes for their craft item(s):

design process (ie developing ideas in response to the brief, experimentation and final design)

production process (ie resources required, cost of resources, timescales). The brief should be written to allow learners freedom of choice in relation to materials, techniques and processes and should allow stretch and challenge for learners to improve their work. The brief should not state exactly what the learner should make but allow individual creativity and learners being able to work to their stregnths and develop any areas for improvement that have been identified.

Types of evidence A proposal for producing a craft item which must include:

design process

production process. Evidence of the proposal could include:

sketchbooks

maquettes

samples

design notes

technical notes

annotated evidence eg screenshots, mood boards and photographs

presentation

video recording with commentary. Please see Section 5 (page 66) for a glossary of evidence types.



Unit 03 Responding to a craft brief (D/615/3885) (cont’d) Learning outcome 2 The learner will: Produce a craft item in response to a brief The learner must produce:

a craft item


Pass: Outcome will show a relationship with the brief

Learners produce a craft item which may be limited and may not always relate explicitly to the brief.

Merit: Outcome will show use of some technical skills in meeting the brief

Learners produce a craft item which relates to the brief and demonstrates the use of some technical skills.

Distinction: Outcome will show consistent use of some technical skills in meeting the brief

Learners produce a craft item which meets the brief and demonstrates the use of technical skills throughout.





Learners must produce a craft item using the proposal created in LO1. The craft item doesn’t have to be complete but it should show the full range of their craft skills. The emphasis for this learning outcome is the production of practical work that shows the technical production skills that the learner has developed. The learner can show evidence of solving any problems that may occur and finding solutions and refining their designs through the production of the craft work they have designed. A craft item using a selection of technical skills. Having developed a proposal the learners will produce a craft item using materials, tools and equipment they have selected. Their craft item will relate to their design proposal and demonstrate their craft skills. Learners will be expected to maintain a safe working environment at all times.

Types of evidence


craft item(s), along with supporting evidence to show application of materials, techniques and processes.


samples

sketchbook

annotated evidence eg screenshots, mood boards, photographs



health and safety checklists

risk assessments.




Unit 03 Responding to a craft brief (D/615/3885) (cont’d) Learning outcome 3 The learner will: Review the creative and craft-making process The learner must evaluate:

their design and production process

their technical skills

craft items in the context of the:

form

function





Pass: Makes general conclusions

Learners make statements about at least two of the following:

how well their design and production process went

the way in which they developed their skills

the form and function of the craft item

how they met the brief.

The statements are likely to not go far beyond a description of what they did eg ‘I made a wall-hanging for a child’s bedroom. I used felt to cut out animal shapes and attached them with running stitch’.

Merit: Makes simple conclusions

Learners make simple conclusions about each of the following:





The learner will show evidence of reflecting on what they did eg ‘I wanted to sew felt shapes to a backing cloth. First of all, I used running stitch but I made the stitches too large and the shapes came off. I found that if I made the stitches smaller the pieces stayed on’.

Distinction: Makes simple conclusions related to the brief

Learners make simple conclusions about each of the following:





Learners link their conclusions to the context of the craft item eg ‘I learned that stem stitch is better than running stitch for sewing pieces of felt onto fabric for a wall-hanging for a child’s bedroom because it is stronger and the child will not be able to pull them off’.





Learners are being assessed on their ability to review how their technical skills developed throughout the design, development and making of the craft item in relation to the requirements of the brief. The review should refer to the creative and craft-making process. It should include the use of materials and techniques, the use of ideas, and the skills used to combine them. The review should also consider the form and the function of the craft item in relation to the requirements of the brief. LO3 could be completed as an ongoing review of technical skills developed through the design and procuction of their craft item in response to a brief. It could also be completed as a reflective review after completion of the craft item. Learners could also produce a learning log as a journal of their review. This could be dependent on what the learner prefers.

Types of evidence

Evidence of the review could include:

sketchbooks/design notes

journal

design board

annotated evidence eg screenshots, photographs


video recording with commentary.

Journal Please see Section 5 (page 66) for a glossary of evidence types.




Unit 04 Developing a craft enterprise (K/615/3887)

Unit summary

The learner will understand how to develop their own craft enterprise and how to promote and sell their work. The learner will produce and review an enterprise proposal in relation to the craft items they created in Unit 3.


Internally assessed

Learning outcome 1 The learner will:

Understand how to develop their own craft enterprise The learner must know about:

production costs

potential customers

promotional and sales methods

digital

physical

Grading descriptor Example

Pass: Supports some points with words or factors which relate to the context

Learners provide information on production costs with some points as to how these were worked out. This includes at least two of materials, tools and equipment. Costs might be incomplete or omit key considerations. Learners give some information about potential customers, eg ‘my customers could be of all ages but mostly female because it is a wedding fair’. Learners give at least one digital and one physical method of promotion which are relevant to the craft item(s).



Unit 04 Developing a craft enterprise (K/615/3887) Learning outcome 1 (cont’d)


Merit: Supports a range of points with straightforward examples

Learners produce a list of production costs with information as to how these were worked out. Costs include all key considerations, including materials, tools and equipment. Learners will list potential customers with examples eg ‘my customers will be mostly female as it is a wedding fair. They will mostly be in the age range 20-35’. Learners list digital and physical methods of promotion which are relevant to the craft item.

Distinction: Supports most points with straightforward examples

Learners outline production costs showing how these were worked out. Costs include all relevant considerations, including materials, tools and equipment Learners will list potential customers with examples that are relevant to the craft item eg ‘my customers will be mostly female as it is a wedding fair. They will mostly be age range 20-35 and will probably be the bridesmaids as my item is a corsage made from silk flowers’. Learners refer to materials, tools and equipment. Learners outline a number of digital and physical methods of promotion which are relevant to the craft item.



Unit 04 Developing a craft enterprise (K/615/3887) Learning outcome 1 (cont’d)


Learners will understand how to promote and sell their work. Potential customers Learners will know about the type of customers for their craft item eg location, gender and where they are most likely to purchase the item eg online, gift shop, craft fair. Production costs Learners will know about production costs for materials, tools and equipment. Learners will understand how to calculate production cost of materials relevant to the craft item they created in Unit 03. Learners will not be expected to understand how to calculate one-off costs eg cost of tools, machinery or equipment. Promotional and sales methods (digital and physical) Learners will know about ways in which craft item(s) can be promoted, sold and the enterprise/business opportunities that this can create. They will know about digital and physical promotional methods relevant to the craft item(s) produced in Unit 03, including:

digital methods:

social media

online galleries

online scrapbooks

physical methods:

craft/wedding/seasonal fairs

exhibitions

galleries

trade stands

local specialist shops/retail outlets.

Types of evidence


audio/visual narrative

digital or interactive presentation

written report

poster

annotated photographs

emails/written correspondence

evidence from events/promotional material

mind map.

website links/screenshots




Unit 04 Developing a craft enterprise (K/615/3887) (cont’d)

Learning outcome 2 The learner will: Produce an enterprise proposal for a craft item The learner must produce:

an enterprise proposal to include the following stages:

craft items to be made

target market

production costs


selling price.



Unit 04 Developing a craft enterprise (K/615/3887) (cont’d) Learning outcome 2 (cont’d)


Pass: Completes each stage of the enterprise proposal with some degree of accuracy

Learners will provide evidence for all stages. Some stages may have more information than others. Some cost details may be omitted or inaccurate eg profit under/over estimated. Some detail of the target market will be included, eg ‘my target market will be people who are getting married’. Promotional method must have some relevance, eg could be used for the item/enterprise but may not be the best idea.

Merit: Completes each stage of the enterprise proposal mostly accurately

Learners provide evidence for all stages. There might be some minor omissions/inaccuracies. Some detail of the target market will be included eg ‘my target market will be women who are getting married age 20-35’. Promotional method must be appropriate and suitable for the item/enterprise.

Distinction: Completes each stage of the enterprise proposal accurately

Learners provide evidence for all stages. All stages contain accurate details and are appropriate eg costings are realistic to the item. Accurate detail of the target market will be included eg ‘my target market will be women who are getting married age between 20-35 and have bridesmaids at their wedding’. Learners may look at more than one promotional method.





Learners will produce an enterprise proposal in relation to their craft item(s) made in Unit 03. This enterprise proposal may be broken down into stages by the Teacher. The proposal should outline what is to be produced and its use. Craft items to be made Learners will describe the craft item. Target market Learners will show awareness of the target market for their craft item. Production costs The proposal should include costs of making their craft item made in Unit 03 eg materials, machinery, labour. This could include an hourly rate for a piece of equipment rather than the purchase cost of a large item. Promotional and sales method The learner should state the promotional method to be used to promote the sale of their craft item(s) produced in Unit 03. There could be more than one method chosen, each method should be appropriate to the craft item. Selling price The learner should be able to use the production costs to work out a selling price for the craft item which allows for a profit.

Types of evidence: Learner must provide

an enterprise proposal. Evidence could include:

annotated evidence eg screen shots

photograph(s)

sketchbook

video with commentary

written report


relevant social media account.





The learner will: Review their enterprise proposal The learner must evaluate:

strengths

ways to improve

Grading descriptors: Example

Pass: Identifies at least one strength or one way to improve

Learners will comment on one strength or one way to improve their enterprise proposal eg ‘everyone thought it was a really good idea and I’ll be able to sell a lot of these’.

Merit: Identifies at least one strength and at least one way to improve

Learner will comment on at least one strength and at least one way to improve their enterprise proposal eg ‘everyone thought the idea was original but that I needed to consider effective marketing’.

Distinction: Identifies at least two strengths and at least two ways to improve

Learners will comment on more than one strength and more than one way to improve their enterprise proposal eg template used was well received and product sellable eg ‘I’d like to think of the environment for materials used and understand money management’.





The learner will present their proposal to an audience. This could be as a group presentation or a one-to-one with their Teacher or another professional person. The learner will be given feedback and respond to this feedback by identifying strengths/ways to improve. Strengths/ways to improve Learners will present their enterprise proposal and review how they could improve their enterprise proposal through feedback from others eg by considering:

sustainability

profit

development

seasonal adjustments

accessibility to different markets

opportunities for mass/batch/bespoke production.

Types of evidence

Learner must provide:

the review of their enterprise proposal, including strengths and ways to improve. Evidence could include:

presentation

annotated evidence eg sketchbook, photograph, screenshots

spreadsheets


written report

podcast. Please see Section 5 (page 66) for a glossary of evidence types.




Section 3 Assessment and Quality Assurance



Assessment and Quality Assurance How the qualification is assessed Assessment is the process of measuring a learner’s skill, knowledge and understanding against the standards set in a qualification. The assessment for the NCFE Level 1 Technical Award in Craft consists of 2 types of assessment:

internal assessment – portfolio of evidence. Each unit is internally assessed by centre staff and externally quality assured by NCFE.

external assessment – task based. This will be graded by NCFE. This will assess the application of knowledge and skills acquired from Units 01-03 of the qualification.

The external assessment accounts for 40% of the final grade in order to meet the requirements of a Technical Award. The external assessment component is set and marked by NCFE. Learners must be successful in both types of assessment to achieve the qualification.

Assessment component Description Duration Marks Contribution to final grade

1 Internal assessment Portfolio of evidence covering all learning outcomes

Duration of the

qualification

N/A 60%

2 External assessment – task-based exam

Invigilated task based exam assessing application of knowledge and skills

17 hours 60 40%

Cognitive Processes To reflect their technical nature, we have put three essential cognitive processes at the heart of these qualifications. These processes are know, do and review. Assessment objectives The assessment objectives are derived from these cognitive processes and interpret the intellectual criteria which the qualification targets. Assessment objectives (AOs) are applied to the whole qualification and provide synergy between the internal and external assessment. They are tested directly in the external assessment and through the learning outcomes for the internal assessment.



The AOs for this qualification are:

AO1: Knowledge – demonstrate knowledge and understanding of a variety of investigations and practical tasks, materials, techniques and processes in craft.

AO2: Application – apply skills, knowledge and understanding of materials, techniques and processes in craft in order to create a meaningful response.

AO3: Analyse and evaluate – analysis and evaluation of the principles and processes in designing and making a craft item.

Learning Outcomes and Assessment Points The learning outcomes and assessment points supplement the assessment objectives by providing information about the nature of the content which should be covered in each of the units.

Internal assessment NCFE has created a set of sample tasks for each unit which can be found in the Internal Assessment Sample Tasks document. You can contextualise these tasks to suit the needs of your learners to help them build up their portfolio of evidence. The tasks have been designed to cover all the learning outcomes for each unit and provide opportunities for stretch and challenge. For further information about contextualising the tasks, please contact the Quality Assurance team on 0191 239 8000. Each learner must create a portfolio of evidence generated from appropriate assessment tasks which demonstrates achievement of all the learning outcomes associated with each unit. The assessment tasks should allow the learner to respond to a real life situation that they may face when in employment. On completion of each unit learners must declare that the work produced is their own and the Assessor must countersign this. Examples of suitable evidence for the portfolio for each unit are provided in Section 2 (page 16). Internally assessed work should be completed by the learner in accordance with the qualification specification. A representative number of assessment hours should be timetabled into the scheme of work. Internal assessment hours must be administered outside of scheduled teaching and learning hours and should be supervised and assessed by the Teacher. Assessment activities can be integrated throughout the delivery of the qualification, although they must remain separate from the teaching of the unit. Internal assessment does not have to take place directly at the end of the unit. Any work submitted for internal assessment must be completed during scheduled assessment hours in accordance with the scheme of work, and must be authenticated and attributable to the learner. The Teacher must be satisfied that the work produced is the learner’s own and the learner must declare that the work is their own. In practice, this means that all of the portfolio of evidence will be completed in normal class time within scheduled assessment hours and kept separate from any teaching and learning hours.

The internal assessment component is based on 100% coverage of the qualification content which is assessed holistically against descriptors to achieve a grade. Each unit of the qualification is internally assessed and will be allocated a weighting based on the guided learning hours. The grade achieved for each unit is converted to a Uniform Mark Scale (UMS) score.



All of the assessment points need to be evidenced in the learner’s portfolio, but the grade awarded is based on the standard of work for the learning outcome as a whole. (this includes the assessment points, delivery and assessment guidance, and grading descriptors). These components combined ensure that the learner’s achievement is consistent with the level of the qualification and the grade awarded. Assessing the learning outcome as a whole allows for increased professional judgement by the Assessor in terms of the learner’s overall level of performance against the learning outcomes. If a centre chooses to create their own internal assessment tasks, they must:

be accessible and lead to objective assessment judgements

permit and encourage authentic activities where the learner’s own work can be clearly judged

refer to the Internal assessment writing and delivery: Guide for centres on our website

refer to Section 5 (page 66) for a glossary of evidence types.

Supervision of learners and your role as an Assessor Guidance on how to administer the internal assessment and the support you provide learners can be found on our website in the document Internal assessment writing and delivery: Guide for centres.

Feedback to learners Guidance on providing feedback during teaching and learning and each stage of the assessment can be found on our website in the document Internal assessment writing and delivery: Guide for centres.

Late submissions Teachers and Assessors should encourage learners to understand the importance of deadlines and when they need to submit their internal assessments. Assessors do not have to accept late work and may refuse it. Learners may only be given extra time for legitimate reasons such as illness. If you accept a late submission, you should follow the usual assessment process. Grades should not be reduced as a result of late submission.

Submitting unit grades Each internally assessed unit within the portfolio of evidence must be assessed and graded by Assessors in the centre. A reasonable sample of portfolios must then be checked by an Internal Quality Assurer to ensure consistency with national standards. See our website www.ncfe.org.uk for further information on sampling. Learners may revise and redraft work up until it’s submitted to the Assessor for end-of-unit assessment and grading. Once the work has been assessed, graded and internally quality assured, the grades

https://www.ncfe.org.uk/media/828460/internal-assessment-writing-and-delivery-guidance.pdf






should be submitted to NCFE. This will be classed as the first attempt. Submitted grades for the first unit(s) of the qualification will trigger your first external quality assurance visit. Following the external quality assurance visit the unit grades will either be accepted and banked by your External Quality Assurer or, if they disagree with the grades, they will be rejected. If the grades are rejected, the work cannot be given back to the learner. If a grade is rejected, centres must reassess, re-grade and internally quality assure the work and resubmit the new unit grade. Once the grades for the internally assessed units of the qualification have been accepted and banked by your External Quality Assurer, learners are permitted one opportunity to revise and redraft their work. The additional work will need to be assessed, graded and internally quality assured again, and the centre will be required to resubmit the updated grade to NCFE for further external quality assurance. Learners are only permitted one resubmission of internally assessed work.

Why would the unit grades be rejected by an External Quality Assurer? This would occur if the External Quality Assurer did not agree with the grades the centre had submitted. It may be that the centre had been grading too harshly, too leniently or inconsistently from one learner to the next. In this situation, the centre would be required to assess, grade and internally quality assure all learners’ work again.



External assessment Each learner is required to undertake an external assessment. External assessments are set and marked by NCFE. The assessment assesses learners’ knowledge, understanding and skills from Units 01-03 of the qualification. The external assessment will take place towards the end of the qualification after these units have been taught. Any stimulus material used by the centre or work completed during the teaching of the unit cannot be used as evidence in the external assessment The external assessment for this qualification consists of 1 exam. A high level of control applies. The external assessment is as follows:

task-based exam – 17 hours invigilated external assessment. The external assessment must be done under timed external assessment conditions and must be invigilated in accordance with the Regulations for the Conduct of External Assessment – V Certs. The external assessment must not be altered in any way by the centre. Sample papers for external assessment will be made available. We’ll update the website with the latest past paper soon after a live assessment has been sat. There are 2 specific assessment dates during the year. Please refer to the assessment arrangements document on our website www.ncfe.org.uk for the specific dates. Centres are free to choose the date, time and location of the assessment at any time within the chosen assessment window. To access the external assessment, centres must have entered learners using the NCFE Portal. When you make your registrations in the NCFE Portal you will be prompted to select an assessment date for your learners. NCFE will issue external assessment papers to the learner for the assessment date selected at registration. If you want your learners to sit the external assessment on a different assessment date you will need to contact your Customer Support Assistant and arrange a transfer of entry. Centres must enter learners at least 10 working days in advance of the assessment date. Late entries cannot be accepted. The external assessment material will be sent out in time for the assessment date. The material must be kept secure at all times throughout the assessment period. You must return the External Assessment Register and all learner work excluding the final object to NCFE one working day after the examiner visit has taken place. Please refer to the assessment arrangements document on our website www.ncfe.org.uk for further information.

https://www.ncfe.org.uk/media/828485/ncfe-regulations-for-the-conduct-of-external-assessment-v-certs-v8.pdf





Your allocated Examiner will make contact with you at the beginning of the External Assessment window to arrange a suitable date to carry out the Examiner visit. This can be planned in advance if you know when the final external assessment session will have taken place. The Examiner visit must take place in accordance with the assessment windows. The assessment windows can be found on our website http://www.ncfe.org.uk or by contacting your Customer Support Assistant. The Examiner visit is a separate visit from your External Quality Assurer visit and is specific to the marking of learner evidence for the External Assessment. The Examiner will not provide any feedback or share grading decisions at the visit; your results will be released by the advertised date. At the visit the Examiner will take a sample of the learner evidence away with them; this will be used within External Standardisation to ensure grading is being applied consistently across all Examiners. Learners are entitled to one resit of the external assessment, which will be chargeable. This means that learners can have a total of 2 attempts at the external assessment. Resits of the external assessment will be different from the original assessment. Please note that any grade, including ‘Did Not Attend’, will be classed as an attempt at the external assessment. If you know before the assessment date that a learner is no longer able to sit the external assessment please contact NCFE to cancel or transfer the entry. For guidance on conducting external assessments, please refer to the Regulations for the Conduct of External Assessments – V Certs, available from our website www.ncfe.org.uk/, or contact the Quality Assurance team on 0191 239 8000.

Quality Assurance Internal quality assurance Internal quality assurance is the process of ensuring that everyone who assesses a particular unit in a centre is assessing to the same standards. It’s the responsibility of Internal Quality Assurers to ensure that Assessors’ decisions are sampled and monitored to ensure consistency and fairness. Internal Quality Assurers are also responsible for supporting Assessors by offering advice and guidance. The Internal Quality Assurer will follow the centre’s own sampling strategy in selecting the sample to be internally quality assured. See the guidance on sampling on our website www.ncfe.org.uk. The Internal Quality Assurer provides the vital link between the Assessors and the External Quality Assurer and acts as the centre's quality assurance agent.

External quality assurance External quality assurance of internal assessments is carried out at least twice a year to ensure that assessment and grading decisions are in line with required standards. External quality assurance is carried out by External Quality Assurers who are appointed, trained and monitored by NCFE. External Quality Assurers are responsible for monitoring and sampling learners’ evidence to ensure that internal assessment decisions are valid, reliable, fair and consistent with national standards. Centres are notified of their External Quality Assurer’s contact details on registration of learners with NCFE.








Section 4 Grading information



Grading information Grading has been introduced to make sure that this qualification rewards learners with a suitable grade to reflect their achievement in this subject. NCFE has developed a robust grading structure that can be applied to all its graded qualifications fairly and consistently. Each unit of this qualification is graded using a structure of Not Yet Achieved, Pass, Merit and Distinction. To support Assessors in making accurate grading decisions, NCFE has included examples alongside the grading descriptor. Sample portfolios can also be used to help set the standard of work and provide guidance on what additional evidence would be required to gain a higher grade. Please note – sample portfolios will be developed over the course of the next year. NCFE Quality Assurers can also provide support visits to assist centres in understanding the grading descriptors, and how to apply them to the learning outcomes consistently. Grading internally assessed units The grading descriptors for each unit have been included in this qualification specification. Grading descriptors have been written for each learning outcome in a unit. Assessors must be confident that, as a minimum, all learning outcomes have been evidenced and met by the learner. Assessors must make a judgement on the evidence produced by the learner to determine the grading decision for the unit. We’ve provided a grading criteria glossary of terms to help you to make this judgement – see Section 5 (page 61). Once Assessors are confident that all the Pass descriptors have been met, they can move on to decide if the Merit descriptors have been met. If the Assessor is confident that all the Merit descriptors have been met, they can decide if the Distinction descriptors have been met. As the grading descriptors build up from the previous grade’s criteria, the evidence must meet 100% of the grade’s descriptors to be awarded that grade for the unit. If the learner has insufficient evidence to meet the Pass criteria, a grade of Not Yet Achieved must be awarded for the unit. Centres must then submit each unit grade to NCFE. The grades submitted to NCFE will be checked and confirmed through the external quality assurance process. This is known as ‘banking’ units. The internal assessment component is based on performance of open-ended tasks which are assessed holistically against the grading descriptors to achieve a grade. Each unit of the qualification is internally assessed and will be allocated a weighting based on the GLH and a score based on the holistic grade. The overall grade achieved for each unit is converted to UMS score. All of the assessment points need to be evidenced in the learner’s portfolio, but the grade awarded is based on the standard of work for the learning outcome as a whole (this includes the assessment points, delivery and assessment guidance, and grading descriptors). These components combined ensure that the learner’s achievement is consistent with the level of the qualification and the grade awarded. Assessing the learning outcome as a whole allows for increased professional judgement by the Assessor in terms of the learners’ overall level of performance against the learning outcomes.



Marking the external assessment The externally assessed component consists of individual tasks which are marked using a numerical mark scheme to achieve a total score. The external assessment grade will be allocated by NCFE.

Awarding the final grade NCFE needs to be able to compare performance on the same assessment components across different papers when different grade boundaries have been set, and between the different components. NCFE uses a Uniform Mark Scale (UMS) to enable this to be done. The final qualification grade is calculated by converting the 2 assessment components into a UMS score to ensure comparability between the different components. These are combined using weightings based on their relevance to the vocational sector. The collective UMS will then be converted into a grade based on the following fixed thresholds:

Max P M D D*

UMS 239 80 120 160 200

Learners must achieve a minimum of 48 UMS on the internal assessment component and a UMS of 32 on the external assessment components. The final grade will be issued to the centre by NCFE and will be awarded as Not Yet Achieved, Pass, Merit, Distinction or Distinction*.



Overall qualification grading descriptors

Level 1 standard At Level 1 learners must have basic factual knowledge of the subject. They must demonstrate the knowledge needed to complete well-defined routine tasks, be able to use relevant skills and procedures, and to select and use relevant information to inform actions. Learners must be able to identify whether actions have been effective. They will complete straightforward analysis and evaluation with direction and guidance as needed. Tasks At Level 1 tasks should be well defined and routine, requiring a general understanding of the key concepts, processes, resources, techniques and materials relevant to the vocational area and their level of study. They should not need any technical skills or understanding for their completion. Learners will complete routine tasks and simple procedures, which may have been broken down into stages by the Teacher/Assessor, with direction and guidance as needed.

Not Yet Achieved

The learner will not have met all the learning outcomes, either because there is insufficient evidence or because the evidence does not meet the required standards for a pass.

Level 1 Pass

The learner will have a general understanding of the key concepts, processes, resources, techniques and materials relevant to the vocational area and their level of study. Tasks will be completed to a minimum standard with learners attempting to apply basic knowledge and using given skills and processes. General conclusions will be made about the success or failure of the task, giving an obvious example of a strength or a weakness. Evidence will show some degree of planning, organisational and investigatory skills but may be lacking in structure.

Level 1 Merit

The learner will have some technical understanding of the key concepts, processes, resources, techniques and materials relevant to the vocational area and their level of study. Tasks will be completed to a level that exceeds the minimum standard with learners accurately applying basic knowledge with few errors and selecting from a range of given skills and processes. Simple conclusions will be made about the success or failure of the task, giving an obvious example of a strength and a weakness. Evidence will show some degree of planning, organisational and investigatory skills and will have some structure. Learners will demonstrate the ability to work to deadlines.



Level 1 Distinction

The learner will have a sound technical understanding of the key concepts, processes, resources, techniques and materials relevant to the vocational area and their level of study. Tasks will be completed to a level that far exceeds the minimum standard with learners accurately applying basic knowledge with few or no errors and appropriately selecting from a range of given skills and processes. Simple conclusions will be made about the success or failure of the task, with evidence of reflection. Evidence will show some degree of planning, organisational and investigatory skills and will have a clear structure. Learners will demonstrate the ability to work to deadlines and to review plans.

Level 1 Distinction*

To be awarded a Distinction* grade, the learner will have achieved within the top 10% of the maximum UMS.



Section 5 Grading criteria glossary of

terms



Glossary This table has been provided as an aid to help you grade learners’ assessments. These are generic terms used across the Level 1 V Cert qualifications and may not all appear in this qualification specification.

Accurately Learner carries out all stages of a process correctly and without errors (see mostly

accurately). Advanced ways Solutions may be more complex or more considered. For example – my table was

wonky so I shaved a little bit off some of the legs (see basic ways and considered

ways). Appropriate Ideas or choices must be realistic and viable to the vocational area and the

learner’s resources. They must be selected by the learners, as opposed to in level 1 where they are directed.

Balanced conclusions

All arguments are considered in making a conclusion (see reasoned conclusions).

Basic ways Straightforward, mostly obvious ideas or solutions. For example – my table was wonky so I put a rubber foot on one leg (see advanced ways and considered ways).

Complex task/brief

A task/brief made up of several, interrelated elements.

Complex technical problems

A problem specific to the vocational area that has several interrelated elements (see technical problems).

Considered experimentation

Experimentation is well thought out and fit for purpose. It is comprehensive enough to draw a reliable conclusion from (see limited experimentation and simple

experimentation). Considered ways

Ideas or solutions show some degree of thought (see advanced ways and basic ways).

Directed tasks Learners are given clear instructions on how to complete the task, which may be broken into stages for them by the Tutor/Assessor

Effective solutions

Solutions are appropriate to the vocational area. For example - you might solve the problem of a wonky table by putting some paper under the leg but you could efficiently solve it by shaving some off the other legs (see possible solutions).

Efficiently solves

Solves in a manner appropriate to the vocational area. For example - you might solve the problem of a wonky table by putting a rubber foot on one leg but you could efficiently solve it by shaving some off the other legs.

Everyday language

The learner’s own language and terms, the personal vocabulary the learner uses, non-vocational language and terminology (see specialist terms/language and technical

terms/language).

General understanding

A basic understanding of the vocational area that does not require knowledge of technical skills, techniques or rules of implementation (see technical understanding).

Format of source

The style of information - eg a questionnaire, a report, an observation, interview (see type of source).



Grading criteria glossary of terms (cont’d)

Limited experimentation

Experimentation shows some degree of planning and thought but may not be thorough enough to draw a reliable conclusion from (see considered experimentation

and simple experimentation). Mostly accurately

Learner is able to carry out most stages of a process without errors to achieve an outcome (see accurately and some degree of accuracy).

Possible solutions

The solution may not involve technical skills or understanding and may not be a long term or effective solution (see effective solutions).

Range Frequent use of most common words/techniques/materials (see some and wide

range). Reasoned conclusions

Explanations are provided as to why a conclusion was made (see balanced

conclusions).

Simple experimentation

Straightforward, most obvious experimentation is carried out (see limited

experimentation and considered experimentation).

Some Occasional use of most common words/techniques/materials (see range and wide

range). Some degree of accuracy

Learner is able to carry out the stages of a process to achieve an outcome, but most stages will contain errors (see accurately and mostly accurately).

Sophisticated examples

Complex or less obvious examples provided with detailed explanation. Clearly related to the point being made (see straightforward examples).

Specialist skill Advanced technical skills in context (see technical skills).

Specialist terms/language

Advanced technical terms in context (see everyday language and technical

terms/language).

Straightforward examples

Direct obvious examples which lack complexity of any kind, but clearly relate to the point being made (see sophisticated examples).

Technical problems

A problem specific to the vocational area. This could include equipment, processes etc. For example catering – cake not rising, photography – image overexposed (see

complex technical problems). Technical skills The application of technical understanding. The ability to put subject-specific skills,

measures, techniques or rules of implementation into practice to achieve suitable outcomes (see specialist skills).

Technical terms/language

Language relating to the vocational area. May include skills, measures, techniques or rules of implementation etc. Photography – ISO, aperture, lens types. Catering – texture, presentation, flavour components (salt, sweet, umami, spice etc.), knife types and uses, nutritional value. Sports – joint care, nutrition, treatment of sports injuries. Ceramics – kiln temperature settings, glaze mixing, properties of specific clays (see everyday language and specialist terms/language).

Technical understanding

An understanding of the skills, measures, techniques or rules of implementation appropriate to the vocational area. The learner may still be learning how to apply this understanding (see general understanding).

Type of source The place that the information comes from - eg the internet, a museum visit, staff, visitors (see format of source).

Wide range Uses all relevant words/techniques/materials that could be expected at the level (see range).



Evidence Glossary This table provides a summary of the types of evidence used for this qualification.

Type of evidence Definition

Annotated evidence Annotated diagram/sketch, screenshots, notes, images, mood boards and photographs with labelling to show specific parts, highlight sections, or imply features or ideas related to the task. Any wording or images taken from other sources must be clearly referenced.

Audio narrative/podcasts

Audio voice recordings/narrative made by the learner to evidence knowledge and understanding. Informative digital/video file can be used as a reflective log. Any wording, images or videos taken from other sources must be clearly referenced. Make sure it is clear who the learner is and when the learner is speaking, so that evidence is authentic. In longer recordings that cover several assessment points, provide details of the timings in each individual recording, or break down recordings into chapters. A maximum of 2 minutes per learning outcome will be sufficient. Set the scene by introducing the assessor and the learner, outlining which qualification they are taking, which learning outcome is being assessed and giving a time and date. Make sure that only evidence directly related to the Learning Outcome and the Assessment Points is submitted. Individual contributions to group work must be clearly identified. Appropriate permissions must be obtained. A good quality recording must be sent to NCFE in an appropriate format.

Blog Informative online document/site updated by the learner. Any wording, images, videos etc taken from other sources must be clearly referenced. Use of other evidence such as screenshots or annotated photographs to show the processes undertaken to supplement the evidence.

Collages A composition of flat or 3D objects pasted on a board or other backing. Can take the form of physical or digital.

Craft brief Instructions outlining the requirements for the design solution, describing what has to be designed and why. In Unit 3, the learner will respond to the brief.




Design notes Physical or digital visualisation of design ideas and technical skills. Design can be used to show initial ideas and record design and production process.

Digital or interactive presentation

Any suitable electronic/digital-style presentation of slides with interactive content including briefing notes. Any wording or images taken from other sources must be clearly referenced. May not necessarily need to be presented to an audience.

Emails/written correspondence

Supporting evidence of emails/written correspondence relating to the tasks eg email to a craft practitioner asking for information. It should include an explanation of why it supports the meeting of a learning outcome.

Enterprise proposal (Level 1 only)

Learners will create an enterprise proposal in relation to their craft items created in Unit 3. It should include the following stages:

craft items to be made

target market

production costs


selling price.

Evidence from events/promotional material

Supporting evidence of other enterprise events and promotional material of other craft practitioner to show understanding of how to develop their own craft enterprise. It should include an explanation of why it supports the meeting of a learning outcome.

Health and safety checklists

Plans that are followed to confirm health and safety risks have been managed. Learners will be expected to maintain a safe working environment at all times.

Illustrative diagrams A structured and informative visualisation or graphic related to the task, showing stages and experimentation. Any wording or images taken from other sources must be clearly referenced.




Interviews write-ups with supporting evidence

A set of questions with answers and supporting evidence (eg annotated photographs, audio), in hard-copy or digital format, designed to elicit responses to aid knowledge and understanding.

Journals Informative document, online or otherwise, updated by the learner. Any wording, images, videos taken from other sources must be clearly referenced. Learner could also produce a learning log as a journal of their review. Use of other evidence such as screenshots or annotated photographs to show the processes undertaken to supplement the evidence.

Models/maquettes A preliminary model or sketch which forms the basis of a more developed piece.

Poster A professional poster that concisely summarises points in an attractive format, including relevant references. Any wording or images taken from other sources must be clearly referenced.

Presentation PowerPoint or Prezi or any other suitable electronic/digital-style presentation of slides. Presentation will include briefing notes. Evidence may be presented in word-processed or handwritten form. Learners may not necessarily need to be presented to an audience. Digital or interactive presentation.

Proposal Craft practitioners will produce a proposal and work out the detail of their craft item(s) that are going to be made before they make them. Learners will produce a proposal in response to a craft brief. This is opportunity for the learners to develop their creative thinking skills by putting into practice the design process and showing that they understand the production process.

Question and Answer Evidence of a question-and-answer session, with the Teacher or a craft practitioner. The learner should include an explanation of why it supports the meeting of a learning outcome

Report of visits of exhibitions with supporting evidence

A record, along with supporting evidence (eg annotated photographs, audio), in hard-copy or digital format, can be used as evidence of visits to exhibitions, designed to aid knowledge and understanding.

Risk assessment A systematic evaluation of the potential risks involved in an activity or undertaking. Learners will be expected to maintain a safe working environment at all times.




Samples Mock-ups, models, examples, along with annotations. Learners develop their craft skills and understanding of the design and production process by creating craft samples.

Sketchbooks Book or pad with blank pages for sketching. Can take the form of physical or digital.

Sketches Digital or physical sketchbook which shows the development of ideas and experimentation with materials, techniques and processes.

Video/audio recording with commentary

It could be used to evidence learning outcomes or in a form of a reflective log eg video diary. In longer recordings covering several assessment points, provide details of the timings in the recording for each or break down into chapters. A maximum of 2 minutes per learning outcome will be sufficient. Make sure that only evidence directly related to the learning outcome and the ‘learner must’ statements is submitted Individual contributions to group work must be clearly identified. Appropriate permissions must be obtained A good quality recording must be sent to NCFE in an appropriate format.

Website links/screenshots

Website links/screenshot evidence should include an explanation of why it supports the meeting of a learning outcome.

Written report A structured and informative document.



Presenting evidence Written Any copied material must be suitably acknowledged. Quotations must be clearly marked and a reference provided wherever possible to ensure that learner work can be authenticated. The use of word frames/templates provided by Teachers which give learners an advantage in meeting the learning outcomes must be avoided. If you’re unsure whether a word frame/template does give learners an advantage, please contact your External Quality Assurer for advice prior to using them. If, on your external quality assurance visit, your External Quality Assurer identifies that a word frame/template has been used which gives learners an advantage in achieving the learning outcomes, then the evidence will not be accepted and the unit grade may be rejected. Recorded Where audio-visual evidence of multiple learners is used, centres must ensure that each learner that is being assessed is clearly visible and can be identified by the Examiner/Quality Assurer. The recorded evidence should allow the learner to demonstrate the learning outcomes clearly but should only show work relevant to what is being assessed. For example if a performance/participation is done as part of a group, the Examiner/Quality Assurer will need to be able to see how each learner being assessed has contributed and met the learning outcomes. To help our Examiners and Quality Assurers to identify clearly when a particular learner is performing/participating we’d recommend including the following information:

the exact timing of the start and finish times so that the Examiner/Quality Assurer can go straight to that spot on the tape/recording

a running order list and a description of each learner

information about where the performance/recorded evidence took place

what type of audience they were performing to (if applicable). Centres must also ensure that the camera and microphone are set up in a suitable place to ensure good quality audio. This will allow the Examiner/Quality Assurer to hear both the learner(s) and the Assessor (if applicable). We have set out an example used for a performance: Test High School Recorded evidence starts: 4 mins 30 seconds into the recording Recorded evidence finishes: 16 mins 27 seconds into the recording Venue: School hall Audience: Teachers, parents and friends Band 1: Lead singer – James Doyle (blond hair, front of stage) Drummer – Diana Nisbett Guitar 1 – Deepak Lahiri (black hair, blue jumper) Guitar 2 – Deb Antani (brown hair, left hand side)



Performance of XXX: Lead male – Su Jin Lead female – Maya Solomon

Choir: Caterina Petracci (black hair, back row 3rd from left) Leonard Kalymniou (brown hair, back row 5th from left) Luke Falconer (blond hair, front row 3rd from right) If learners are not clearly identified, NCFE may not be able to quality assure or examine the work.



Section 6 General information



General information

Equal opportunities NCFE fully supports the principle of equal opportunities and opposes all unlawful or unfair discrimination on the grounds of ability, age, colour, culture, disability, domestic circumstances, employment status, gender, marital status, nationality, political orientation, racial origin, religious beliefs, sexual orientation and social background. NCFE aims to ensure that equality of opportunity is promoted and that unlawful or unfair discrimination, whether direct or indirect, is eliminated both in its own employment practices and in access to its qualifications. A copy of NCFE’s Equal Opportunities Policy is available on request.

Diversity, access and inclusion Our qualifications and associated assessments are designed to be accessible, inclusive and non-discriminatory. NCFE regularly evaluates and monitors the 6 diversity strands (gender, age, race, disability, religion, sexual orientation) throughout the development process as well as delivery, external quality assurance and external assessment processes of live qualifications. This ensures that positive attitudes and good relations are promoted, discriminatory language is not used and our assessment procedures are fully inclusive. Learners who require reasonable adjustments or special consideration should discuss their requirements with their Teacher who should refer to our Reasonable Adjustments and Special Considerations policy for guidance. For more information on the Reasonable Adjustments and Special Considerations policy please see our website www.ncfe.org.uk/media/31656/Reasonable-Adjustments-Special-Considerations-Policy.pdf.

Data protection NCFE is registered under the Data Protection Act and is committed to maintaining the highest possible standards when handling personal information.

http://www.ncfe.org.uk/media/31656/Reasonable-Adjustments-Special-Considerations-Policy.pdf



Contact us NCFE Q6 Quorum Business Park Benton Lane Newcastle upon Tyne NE12 8BT Tel: 0191 239 8000* Fax: 0191 239 8001 Email: [email protected] Website: www.ncfe.org.uk

© NCFE Draft June 2017 Information in this qualification specification is correct at the time of publishing but may be subject to change. NCFE is a registered charity (Registered Charity No. 1034808) and a company limited by guarantee (Company No. 2896700). All the material in this publication is protected by copyright. * To continue to improve our levels of customer service, telephone calls may be recorded for training and quality purposes.


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Qualification Specification - NCFE · PDF filequalification specification contains everything you need to know about this qualification ... and qualities needed in the craft ... entrepreneurial