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| Administration |
Question: Our students have completed unit 1 we are about to start the next unit. Can we do another 60 GLH unit, such as unit 2, to complete the Level 2 National First Award?
Answer: For candidates to achieve the OCR Level 2 National First Award in ICT they must achieve the mandatory unit (Unit 1 - 60glh) and 1 30glh optional unit. QCA have not accredited any OCR Level 2 Nationals in ICT qualification to consist of 2 x 60glh units, therefore OCR cannot accept two 60 GLH units.
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Question: What is the final date when candidates can be certificated to guarantee certification within that academic year?
Answer: OCR Operations gave the deadline of 30 June for those centres who wanted to receive results for OCR Nationals in line with other qualifications results day, ie GCSE and for those centres/candidates who need to submit data to UCAS (Level 3) and for inclusion in performance tables
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Question: When can I send in registrations to 'Top Up' the qualification?
Answer: You should NOT send in registrations to top candidates up to the larger qualification (eg a National Award) until they have received the certificates for the previous qualification (eg a National First Award). It is only when no claims have been made for the smaller qualification that candidates can transfer to a larger qualification, however if candidates have claimed a unit for a smaller qualification, they must achieve and claim the outstanding unit(s) before being able to top up.
Please refer centres to page 22 of the Administrative Guide to OCR Nationals.
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Question: When will candidates get their certificates?
Answer: OCR aims to issue certificates within six working days of receipt of a confirmed claim. Bear in mind that June is a very busy month.
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| General |
Question: Are there any plans to publish exemplar material that is accurate & relates to the specification?
Answer: There are exemplar materials already published which are used for training and for moderator training. Further exemplars will be published in the future as candidate work becomes more readily available
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Question: Do the model assignments on the OCR website have an expiry date?
Answer: The assignments posted on the OCR website do not have an expiry date. They are carefully structured to cover all assessment objectives and have been through numerous checks in the process of writing and editing them. You can use any of them - or indeed any other that you or third parties develop - provided that the AOs can be evidenced through the activities.
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Question: There are rumours that the qualification has a very limited life expectancy. Can the board offer any comments/reassurances?
Answer: Rumours of the imminent demise of the qualification are unfounded. It is accredited until Aug 2009 with an end certification date of Aug 2011. Please see the QCA NDAQ database which can be found at http://www.accreditedqualifications.org.uk/index.aspx
OCR will be seeking to extend the accreditation end date from Aug 2008 onwards.
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Question: Within a Unit does a student have to achieve all the PASS and MERIT criteria to acheive a merit?
Answer: Each AO must be graded at a pass, merit or distinction, based on quality of evidence. Holistic best fit approach can then apply to the whole unit. Please refer to page 25 - 26 of the centre handbook. This gives explanations of when a P, M, D can be awarded.
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Question: Within a Unit does a student have to achieve all the PASS criteria to pass?
Answer: Yes.
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Question: Within a Unit does a student have to achieve all the PASS, MERIT and DISTINCTION criteria to acheive a distinction?
Answer: No. Each AO must be graded at a pass, merit or distinction, based on quality of evidence. Holistic best fit approach can then apply to the whole unit. Please refer to page 25 - 26 of the centre handbook. This gives explanations of when a P, M, D can be awarded.
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| Level 1 |
Question: Unit 2: AO2 mentions different types of component. What does this mean?
Answer: ‘Components’ in AO2 has the same meaning as in AOs 3 and 4. This refers to the different types of multimedia component – text, graphics, animation, sound and video.
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| Unit 11 Career Planning for IT |
Question: Can you clarify what OCR's interpretation of the term "IT sector" is?
Answer: You should interpret the IT sector in its widest sense. Candidates should be looking at how ICT is used in businesses where there is heavy use of ICT. These days that would be a majority of offices.
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| Unit 13 IT systems and user needs |
Question: Macros:My students have produced macros and activated them using 3 different methods as well as looking at the code and explaining what is happening. How can they evidence improving functionality?
Answer: I suggest making some very minor amendments to the code of the macro - maybe changing one or two items of data or chaning the number of copies to print. Then this will show the code has been edited effectively. What is important here is that candidates know how to edit the code and that if they make some changes - even minor ones - to the code - then this is exactly the same as recording the macro with those differences in the first place.
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| Unit 18 Application of computer control |
Question: AO5: Regarding using Flowol – how can they meet the needs of AO5 when they simply choose a mimic that meets their requrements.
Answer: It is possible to create your own mimics, using something called mimic creator. The Flowol website at this link: http://www.flowol.com/ gives some detail. You have to buy the mimic creator program, this costs approx. £80 for a site license.
Therefore it will be possible for candidates to create their own model and describe how it was done, and this is what they will need to do for AO5. They will not meet this objective if they simply choose an existing mimic. Even if they end up recreating a mimic that does exist, they should be showing an understanding of how to set up a model that meets their own needs, rather than being reliant on what someone else has provided for them
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| Unit 1 ICT Skills for Business |
Question: A01: Can you confirm what you mean by 'They save all files in appropriate locations'? Does it apply to files and folders created for Unit 1 as well as ALL other files in their work area?
Answer: The principle that we have to adopt is that for the work on Unit 1 of the OCR Nationals – a suitable folder structure is implemented and files and folders organised properly within this. 'They save all files in appropriate locations' must be taken to refer to all files relating to unit 1 and not all the files they have or will every save.
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Question: A01: Should they show examples of create, edit & delete for all three(program, directory & file) or is showing evidence of editing and deleting for either program, directory or file once sufficient?
Answer: Preferably YES – but realistically if they can change an icon for a file and delete the shortcut to a file – then they can do the same for folders and programs. So it would be ok BUT it is recommended that there is fuller coverage to be sure of meeting the criteria.
HOWEVER the technique for CREATING shortcuts to folder, file and program are different – so you should be looking for evidence that they have created such shortcuts.
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Question: A03 – DISTINCTION – Animations. Are custom animations of Powerpoint objects provided by Powerpoint acceptable as animations?
Answer: Custom animations built in to PowerPoint - that can be actioned by changing the settings within PowerPoint - are what is implied by the specification for AO3 of Unit 1.
Refer to the KUS for AO3.
This shows that what is needed is to animate the slides in some way and not necessarily to include animated gifs etc.
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Question: A04: Do the candidates have to create all their own text or can they be given all of it?
Answer: This requires 3 documents – including a mailmerge letter and multi-page document for higher grades.
Much of the content will be fine if it is provided – but there should be some original text input by the student – otherwise there would be little point in carrying out accuracy checks etc.
So a mixture of own and provided materials would be best.
In practice most centres allow students to find suitable materials on the www and adapt it to their needs – again this is fine as they are having to make decisions about suitability for purpose and target audience when selecting appropriate text etc
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Question: AO1 states that pupils "will backup files into a removable medium". Is one file enough or given it says files, are two files enough or do they need more?
Answer: It would be best to get them to backup their Unit 1 folder and contents to a memory stick - or similar. Then screenshot a file listing on the stick - and add a brief explanation of what they have done. The use of "files" rather than "file" always implies more than one.
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Question: AO1: when copying a file/folder does it have to be in a new folder or is within a folder sufficient?
Answer: As long as there is a copy of the folder there isn't any requirement for where it would be located.
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Question: AO2: For the email work does the attachment from us to the students need to be anything special or can we send them a graphic image suggesting that they may wish to use this in a presentation.
Answer: The pass criteria says candidates will forward email, including at least one message with a document attached. A document (or file) can be a graphic image and so the suggestion is fine.
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Question: AO2: Task 2 - validity of the website. What Exactly do you require as a lot of sites do not have updated dates on them
Answer: Candidates should evaluate the materials they have found to determine how valid the information is. They could for example discuss the website address and make some comments about how trustworthy the information may be. For example a news item on www.bbc.co.uk/news may be slightly more reliable and trustworthy. It is not necessarily the last date the site was updated that should be recorded (obviously do if it is shown on the site or page) - for Distinction grade you should ensure candidates at least record the date the site/page was accessed. This is now a requirement for more advanced studies and research activities – and it provides a fixed point for the materials.
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Question: AO3/4 Is evidence of the mechanism of spell check and grammar check required or is the finished article sufficient?
Answer: The candidate could have annotated screenshots or could include a witness statement from the teacher. An error free finished article/document could provide evidence.
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Question: AO3: What evidence is needed of transitions and animations?
Answer: We need evidence that they have been done.The most appropriate way to do this may be to provide hte presentation in electronic format for the moderator to view. Alternativley candidates could od screenshots to show the animations/transitions set.
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Question: AO3: When printing out powerpoint as handout, is there a required/ recommended of slides/ sheet?
Answer: Merit/Distinction candidates should produce a hard copy of hte presentation as a handout (apprpriate number of slides per page). Distinction candidates should also print out hte presentaion with speakers notes. There is no requirement ofr Pass candidates to print out hte presentation. Evidence of hte presentation could be in electronic format.
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Question: AO4: do the documents produced by candidates have to be printed off or can they be evidenced by electronic portfolios?
Answer: In every case evidence can be submitted in electronic or printed format.
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Question: AO4 - Where a document of several pages is mentioned, can these be pages on a triple fold leaflet (A4 into 3), or must they be separate A4 pages?
Answer: Distinction grade states: "A document of several pages including tables, graphs and charts created in other software. They will include graphics from a wide range of sources" You would be best advised to ensure they produce at least a 4 page booklet (A5 size) at least to be able to include the elements listed. A newsletter or advertising booklet - or some sort of business report. I think a triple fold leaflet printed on one side would be against the spirit of what the spec is looking for.
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Question: AO6: Databases. Can candidates looking to obtain a Pass on this AO use the database facilities of Microsoft Excel to provide the required evidence?
Answer: Excel does not include a facility to create a query and this is a specific requirement for A6 at Pass level.
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Question: Can evidence in A01 be created in A02 or vice versa?
Answer: The evidence for each AO can be provided from any relevant source. It is perfectly OK to show search and open files by doing this as part of the activity for AO2.
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Question: Could you give me advice on marking the following items from AO2.
"...and will comment on the trustworthiness of the source."
Answer: A simple statement about 'trustworthiness' is fine, although a very brief comment about 'a lack of bias with reasons and comments about the information being up to date' would be acceptable.
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Question: Could you give me advice on marking the following items from AO2.
"They will comment on the validity of their sources."
Answer: For “validity” students could write a brief explanation about which sites would normally contain information that is valid – for example the BBC news website is likely to contain valid information about world events as the reputation of the organisation is at stake – whilst the website of a campaigning group may have information that looks OK but may be distorted or invalid due to the particular bias of the group etc..
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Question: Does it matter whether evidence for each AO is tied to just one common theme?
Answer: Unit 1 is rather different from the other units in that it does not require all tasks to be carried out in the context of the same scenario (although the OCR model assignments do this). It is acceptable in Unit 1 to have a number of tasks contributing to different AOs. The important thing is that they are all relevant to the Unit, i.e. in a business context. So a presentation from a Business award might be very suitable but one done for Science would probably not be.
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Question: Do pupils have to password protect more than one file?
Answer: Normally the use of an “s” implies that more than one of these is needed. In the case of password protection of files – it is the ability to password protect files that is being checked. Assessors should satisfy themselves that the candidate has shown evidence that they can password protect a file – and this would be sufficient to award that element of the AO
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Question: How can suitable images of local media be found using a CD Rom?
Answer: "local media" in this context is used to signal that whilst some of the suitable text and images located and used should be sourced using the Internet, there must be at least some sourced from "local media" ie. The school network drives or a CDROM loaded on the network or on a workstation. "Local media" does not imply scanning images and articles from the local newspapers.
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Question: I am having difficulty getting students to provide evidence for creating an email signature for all outgoing messages.Unfortunately, the student email facility in our Virtual Learning Environment does not support this feature. What can we do?
Answer: The signature requirement is for Distinction only - so even if candidates don't do this they can still be awarded a D on the basis of best fit. As an alternative you may wish to make an alternative email facility available for candidates to complete this task. Hotmail, Google mail etc all have the facility to include signatures - as does the web based mail.com
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Question: If a candidate backs up and restores files to and from a web server or other web-based backup system – is this acceptable?
Answer: The web server which is used to store the backup files is not in the same location as the original files – and so in this context the files can be considered to have been backed up to a “removable medium” – as the medium is “removed” from the original location. In other words – Yes – it would be fine for such evidence and practice instead of backing up to a USB pen drive, for example.
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Question: Is it acceptable to password protect a worksheet in a spreadsheet workbook rather than password protecting a file?
Answer: No this is a different level and type of protection. It is important that candidates password protect a file – if necessary they should use an application which allows this as an option if the feature is disabled in the operating system. If this is not possible then make use of a stand alone laptop where password protection is enabled – and candidates can then screenshot their evidence of doing so.
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Question: Our school does not allow students to password or protect folders or files
Answer: There are built in facilities in all major Office applications. There is no requirement to password protect folders - just to show that they can password protect a file and this can certainly be done with most applications.
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Question: Our school doesn't allow students to search for files
Answer: Make everything possible to make "search" facilities available otherwise significant activity cannot be readily demonstrated. As an alternative they could use an application like Word or Excel which has a 'find files' feature.
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Question: Re: email high low priority
Our school email system does not allow this nor does gmail - can the candidates simply write it in the subject bar?
Answer: The answer is yes – fine to indicate low or high priority as an element of the subject line. We also suggest other “free” email providers (eg. Hotmail) do have high and low priority flags available.
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Question: Spreadsheets/MERIT: Preview and print out your spreadsheet using appropriate page orientation and number of pages.
Do page number has to be printed on the page or just that the spreadsheet needs to have the correct number of pages?
Answer: Evidence may be a print screen showing "Print Preview" and possible making changes to settings to ensure that suitable headers and footers, page orientation and margins are used to make sure all data is displayed correctly. No need to print page numbers as this doesn't show anything at all. Ideally any relatively small spreadsheet worksheet should be possible to print on one side of A4 - if not then get students to adjust the settings so that it does.
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Question: The School's email provider, RM Easy Mail, does not have the functionality of sending BCCs. The candidates know what it is and how to do it but cannot demonstrate on our school webmail.
Answer: It is important that candidates do show evidence of considering privacy issues and normally BCC is used to send an email to multiple recipients. The Tutor could send the original email to candidates using BCC and candidates can then explain why it is that they have received the email but their email address does not appear anywhere on the message.
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Question: The spreadsheet task on the Model Assignment I have instructed my class to subtract the VAT from the Income to give a total. Should I have added the VAT to the Income instead. If so, should the group re-work this or will it not affect the grading?
Answer: The amounts shown in the “Amount” column are before the addition of VAT. There is no problem in using the data to calculate an “inclusive of VAT total“ or doing as you have done and leaving the VAT element out so that the calculation will be for an “exclusive of VAT total”. You don’t need to ask candidates to re-work their formulas as it should not affect the grading.
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Question: What type of information is to be accessed from the CD ROM? Is it acceptable for staff to put information about this topic onto a shared area, and students to show evidence of using it?
Answer: "local media" in this context is used to signal that whilst some of the suitable text and images located and used should be sourced using the Internet, there must be at least some sourced from "local media" ie. The school network drives or a CDROM loaded on the network or on a workstation.
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Question: AO2 - Distinction. "They will acknowledge all sources used". What should this look like?
Answer: If candidates have searched the suitable elements for their presentation and/or their documents - the sources of these should be shown. In most cases this will mean their website address but if they have come from a local drive (disk) this can and should also be acknowledged. The trustworthiness of the source should be commented on also.
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Question: Do candidates need to show how they collected their information eg screen shots of copying and pasting and saving images/text?
Answer: That would be useful - or they could compile a table with screenshots of the search terms and the images they find.
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Question: How many websites do they need to visit and collected information from to get a Pass?
Answer: Two or three as a minimum.
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Question: Is screen shots of copyright symbols on the website with annotation enough for section G?
Answer: It is the grading criteria that matters - a simple copyright symbol doesn't show any understanding. Some explanation of how the copyright laws relate to music downloading etc would help.
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Question: We have used Microsoft clipart and wordart for local media for section C, is that OK?
Answer: Absolutely fine.
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Question: Would a list of websites be enough?
Answer: It would be best to include some screenshots of the searches and the images downloaded.
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| Unit 20 Creating animation for the WWW using ICT |
Question: Candidates can show their command of a wide range of animation techniques in much less than 30 seconds. A candidate could get 60 frames to last 30 seconds simply by running it at 2 fps Would this be acceptable?
Answer: Suggesting the possibility of running an animation at 2fps makes a complete mockery of the situation – any VM would instantly reject the work submitted as completely unfit for purpose. If candidates can’t create an animation that lasts for 30 seconds then they should aim for the Pass requirement of 15 seconds.
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Question: Do we have to meet the requirement for at least 30 seconds of animation for merit or distinction and 15 seconds for pass?
Answer: The specification says 30 seconds so the evidence must meet the requirements. If the animation is too short it will not meet the grade requirement. All Centres must work to meet the specification in every case and cannot substitute different arrangements or requirements to suit themselves.
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Question: Is it acceptable for basic graphics to be used and would the animation be acceptable in a series of frames with text?
Answer: For AO2 and AO3 the grading criteria for P, M and D do not indicate anything regarding the complexity of the elements to be used.
AO3 (Pass) requires: The animation must be at least 15 seconds in length. The animation makes some use of: basic graphic techniques and tweening or frame-by-frame animation.
Some elements may not work as intended. The animation will be exported in a suitable file format.
For Merit and Distinction the 15 seconds is increased to 30 seconds – the different language indicates the additional requirements – including (for Distinction):
The animation must be at least 30 seconds in length. The animation must be appropriate and meets the identified aims. The animation makes good use of: basic graphic techniques, tweening or frame-by-frame animation, frame rates and looping. All elements work as intended. The animation will be optimised and exported in a suitable file format.
A suggestion would be that for assessment and moderation purposes, the animations created should be viewed by the assessor in order to determine whether criteria have been met for AO3. This way there would be no need for copious printouts of multiple frames
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Question: The recommended software is Flash, we've being using Serif, can you use the Serif suite of applications for animation?
Answer: OCR don't specify the best software to use for any unit - for very good reasons. The specifications are clear. You should try out the application(s) to see whether it is possible to meet the grade requirements. One possible route would be to use a trial version of the software so you could have a go yourself prior to making a decision.
Flash isn't actually "recommended" - but the books written so far for the unit tend to "assume" that it will be Flash that is used as this is the most widely used animation application. If Serif are confident, based on feedback from their centres, that their package can deliver effectively you may feel that would be a suitable alternative.
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Question: What should be included for AO4: “Test the animation”?
Answer: The KUS refers to the following as elements of the animation that should work correctly:
Test plan to include eg:
• Suitable content
• whether correct message conveyed
• suitable frame rate
• runs for the correct length of time
• whether the animation loops correctly
• suitable file format
Make improvements based on testing outcomes
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| Unit 21 Creating computer graphics |
Question: A01 Does the file size have to be mentioned on every piece of research or if they can find one or two example can they get the higher grade?
Answer: Both physical size for the graphics and file size where this can be found.
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Question: A01 what is the requirement for the details of size. Does it have to be physical size or file size?
Answer: Both physical size for the graphics and file size where this can be found.
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Question: A02: What consideration of size is required? Can it be pixels size or must it be the file size when saved?
Answer: It can be both. File size should be considered in relation to the purpose of the graphic (ie used on a website) so potential download speed is the major factor.
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Question: A02 What would be a description of 'House Style' - colour layout or more detailed with fonts and fonts sizes?
Answer: As much detail (for distinction) as would be required for a third party to create the graphics accurately to the specification provided. For merit this would be some of the details required to do this. For Pass a more basic attempt would be expected.
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Question: A04 Fit for purpose and audience - is this based on teachers judgement and if the student states the audience is that acceptable even if the brief given was different?
Answer: Fit for purpose and audience covers the issue of whether the graphics are appropriate for where they will be used and the purpose the candidate has described earlier when they were designing the graphics. If the audience is different they must explain why this is now the case.
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Question: A06: optimising the graphics: can we simply save as say a fireworks file a button and then export as HTML and show a print screen of the graphic.
Answer: Optimising is done in several ways - Fireworks, for example, has this facility to reduce file size by reducing the quality of the jpeg file that is exported as well as the nature of jpegs being compressed files themselves. Screenshots of the process and/or the output file sizes (which can be the listing of files in the appopriate folder) with brief explanations should be fine.
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Question: AO1: it is not clear whether the requirement is for physical size in pixels or for filesize in bytes; is it either or both?
Answer: Both.
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Question: AO3: Candidates are asked to create a navigation bar - what exactly is a navigation bar?
Answer: The advice given in the Unit 21 specification for AO3 states:
AO3 requires students to produce a navigation bar or menu bar for a website. This does not need to give access to a huge number of pages; it should give a flavour of what could be included on it. Students may choose to create a table and insert different icons along with text that will act as hyperlinks (although they do not actually need to link them together). Others may want to use a drop-down menu system or expanding/collapsing system of navigation. Printouts of this work should demonstrate the actual system produced in sufficient detail.
For Pass the evidence is: Candidates will produce a basic navigation bar/menu bar that uses some colour and is suitable for purpose. Use is made of a table.
For Merit the evidence is: Candidates will produce a navigation bar/menu bar that uses colour well and is suitable for purpose and audience. There is some use of graphics and text, which is combined together well.
For Distinction the evidence is: Candidates will produce an effective navigation bar/menu bar that makes good use of colour and is fit for purpose and audience. There is some use of drop-down boxes or expanding/collapsing menus
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Question: AO4 asks for candidates to create a set of navigation buttons and AO3 create a navigation bar but there is nothing in the guidance or the AOs or the grading descriptor to say that the navigation buttons can't be part of the navigation bar
Answer: Candidates should separately produce a navigation bar and some navigation buttons – they should be different as they would be used in different locations on the web pages.
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Question: AO4: how different do the buttons have to be? Would 3 interactive buttons, changing on mouseover and mouseout, differing only in the text they held be sufficiently different for a distinction?
Answer: How different? – Just different.
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Question: AO5: Advertising Banner - to achieve a MERIT candidates must show user interaction. How can user interaction can be shown with a banner?
Answer: The Merit evidence requirement states:
Candidates will produce an advertising banner that has some form of user interaction, combining text and graphics. This should be fit for purpose.
The guidance for AO5 states that:
In order to achieve AO 5, students must produce a suitable advertising banner for use on a webpage. They should choose the size themselves. Students at Merit/Distinction should make use of rollovers or animations so that the banner is not static.
So for M and D the “user interaction” may involve the user clicking an element to start an animation – or moving the mouse over an element of the banner to activate something.
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Question: AO6: the requirement is for graphics to be optimised for use on the web. How should candidates evidence this?
Answer: Suitable file types, suitable file sizes etc.
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Question: Can you confirm what evidence is need for M/D for AO5?
Answer: The more complex requirement (ie in Distinction) for animation of the banner should trigger consideration of Distinction, whilst a simple "user interaction" such as a button to click would trigger consideration of Merit. If they have the animation then even if they don'w have the simpler user interaction they should still be OK for Distinction.
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Question: For a merit it says - there is some use of text and graphics - do they have to have text and graphics for a distinction as well or is the use of drop down boxes enough?
Answer: We would expect that the menu bar would include text and graphics - but when the menus drop down the list may now have graphics as well as text.
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Question: For Unit 21 what software is acceptable to be used to complete the tasks?
Answer: Each unit of work requires evidence to be generated to match the assessment objectives. There is no recommendation or requirement concerning either the software or hardware needed to generate this evidence. It is up to the teacher/tutor to ensure that whatever facilities are available for candidates are suitable for them to carry out the tasks and to generate suitable evidence. If a particular application can provide such access to all elements etc then it should be fine.
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Question: Pupils are asked to describe the size of the graphic (e.g. navigation bar, navigation button). How are pupils supposed to find out the size if it won’t let them save it?
Answer: The size can refer to the file size and the physical size of the actual graphic (ie height by width) as displayed on the site
File size – often the graphics are images that can be saved locally – in some cases these may need to be captured and then saved as .jpg files. The resulting file size of the .jpg file should give an indication to the candidate that web graphics are not usually large file sizes due to the need to keep the downloads time of each page to a minimum
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Question: Some students have created a Navigation Menu in a table with drop down lists from an example featured on the w3schools.com website. Is this ok for AO3/Distinction ? See the link http://www.w3schools.com/dhtml/tryit.asp?filename=trydhtml_menu10
Answer: The example identified does make use of colour and drop down menus. If it is also fit for purpose and audience (the only way to decide this is with reference to the evidence presented by the candidate for AO2) then it should be able to considered Distinction for AO3 of Unit 21.
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Question: What are web icons?
Answer: Web icons are simple symbols that can be used on the web – usually they are very small in file size and very basic in design.
An example is given in the Unit 21 spec of the dettol website (http://www.dettol.co.uk/)
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| Unit 22 Creating sound using ICT |
Question: A01: Pass - Candidates list the good and not so good.... Merit - Candidates give a detailed explanation of the ... Distinction - Candidates give a thorough explanation ... What is the difference?
Answer: Pass – a simple basic list of good and bad points of at least 2 audio clips. These are likely to be either simple bullet points or a short statement about each good or bad point
Merit – Detailed explanation – not just what the good and bad points are but detail given about what makes these good or bad points and why. Then some possible improvements need to be suggested – though these may not always be appropriate or valid in the context of the audio clip’s original use.
Distinction – Thorough explanation – really a detailed evaluation of the good and not so good features, what makes these good or bad features and what – in some detail – can be done to make improvements – in this case any suggestions need to be “valid” – ie the candidate needs to justify them in such a way that they would enhance the clip – bearing in mind the original context of the clip.
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Question: What's the best software to use for this? I see Audacity seems to be free to download but is it any good?
Answer: Lots of centres do appear to be using Audacity - but again this isn't the only application capable to doing what is needed.
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| Unit 23 Creating video |
Question: Can you advise us on the best way of showing that the following items have been done - importing components, editing clips, splitting/trimming clips, transitions and effects,adding titles/a soundtrack/narration, exporting in a suitable file format?
Answer: There are several types of evidence possible:
- Screenshots to show importing/editing etc
- Screenshot(s) of using special effect options etc
A good way to do some of these is to take screenshots and then paste into blank Powerpoint slides – crop the images and add annotation to show understanding.
- Witness statement evidence – signed and dated by the teacher/tutor with sufficient detail to support the award of each element claimed.
Notes on suitable format(s) for the exported finished file(s) – ie mpg; avi; mov m4p etc and the issues of compatibility/file size etc could be outlined briefly before the final clip is saved in the most suitable format
The student could “record” their actions carrying out editing etc. using one of the free screen recorders – and then use this as supporting evidence.
Moderation can be supported by the use of the actual finished clips etc.
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Question: Is there a model assignment for this unit?
Answer: There is a model assignemnt that has been written but is still be quality assured.
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Question: Some of my pupils are keen to import still pictures from the internet rather than produce a movie. I can't find anything in the Spec that says it has to be a movie unless....? I know that you can include stills but can you do all of it that way?
Answer: In the grading grids the word “video” seems to me omitted when the grading requirements refer to “clips”. In the context of this unit we must assume that we are referring here to “video clips”
The Knowledge Understanding and Skills for AO3 includes the following:
Video clip must be at least 45 seconds in length
Video editing techniques eg:
• importing components (images, animations, video, sound)
• editing clips
• splitting and trimming clips
• transitions and effects
• adding titles
• adding a soundtrack
• adding narration
Exporting in a suitable file format
In this case “video” is explicitly mentioned – though listed as an example of a component to be imported.
This unit - “creating video” should not be achievable at any level without the use of some video clips in the final product from the candidate – it should not be just still images which have been manipulated using video editing software
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Question: With regards to AO3: do the imported components, ie video, have to be shots created by the students or can they be existing shots from elsewhere?
Answer: Either is fine. They can be video clips that have been sourced from copyright free sites etc – and/or clips shot by candidates – or of course combinations of both
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| Unit 2 Webpage creation |
Question: A02 – ‘ back up procedures'. What additional work is required for Distinction level?
Answer: For distinction level the backup procedures must be evidenced whereas this is not necessary for a Pass.
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Question: A07 – accessibility – Is OCR looking for alt text there?
Answer: This is one option, also consider the intended audience and colurs used/level of language used.
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Question: AO1 – distinction What should the site plan include?
Answer: The site plan needs to include the links between pages (as you have stated) but it also needs to show a detailled housestyle (including colour, position of component and position of navigation system), page plans. For a distinction the site plan must be detailled enough to allow someone else to recreate the website.
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Question: AO1: Should the designs for the webpages must match the actual pages themselves?
Answer: No. Designs are designs and would cease to be so if they were written after the implementation. AO1 is graded according to the quality and scope of the designs as designs . AO2 assesses web-pages as per the scope, quality and techniques used. Where the design differs radically from the implementation it's best if an explanation is given as to how and why the implementation differs - but essentially, for this unit, design and implementation are assessed separately.
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Question: AO2: for distinction candidates must evidence image optimisation.The need to change the size of all graphics seems unrealistic especially if some graphics are the correct size for the web page.
Answer: What will certainly be expected is that candidates awarded Distinction for this AO will show how all their images have been created or optimised for use on the web – so file types will be important, file sizes, changes to those files which were originally too big or would be too slow for downloading etc.
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Question: AO2:for distinction level candidates must print their webpages from a web browser, displaying whole pages.Can this be done using a zoom function/shrink to fit or can a webpage be printed onto 2landscape pages for example?
Answer: Whichever is most suitable would be fine – or as a .pdf or pasted together .jpg screenshots etc. This is included so that candidates ensure they design and create their page with the screen size of the destination computer in mind.
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Question: AO2: How often do the backups need to be made?
Answer: There is no specific number / time. Do a backup once is fine.
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Question: AO4 – ‘limited use of scripting’ – what are OCR looking for?
Answer: This could include some basic Javascript e.g javascript to change images as the mouse cursor moves over them.
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Question: Centres thought the size of the looping of the animation, sound and video files were too large if they were to be included on a website for centres to save on their server and then to upload to a "live" internet site.
Answer: It is a problem that centres will face at times, however they must address resource issues and satisfy themselves that they can deliver the units they choose to offer given their hardware, software, storage and expertise. There are websites that allow free web storage and for about £30-£40 a year a school could “buy” a new domain name and pay for sufficient web storage to save as many animations or videos. They don’t have to be full screen full motion videos of course which certainly would take up quite some space!
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Question: Could you clarify the Multimedia bit ?
For multimedia, can they just have an animation or video?
Answer: AO2 :Re “multimedia” – there is already some guidance in the specification:
The KUS for AO2 includes: use a range of different components, eg: images, animations, interactive elements, video, sound.
The guidance section includes advice that, for Pass, at least text and graphics are required. Though there is no specific mention of what would be expected for M and D there is an expectation that additional multimedia elements will be used. So the inclusion of sound, video and/or animation would normally be expected.
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Question: Could you clarify the "Submit" button in the form?
How should the Submit button to work? Does it need java or ASP?
Answer: AO5: Re the “submit” button.
The PM has found an excellent free service on the web – www.freedback.com which enables a user to create a feedback form without having to use any code at all. They then simply copy and paste the html code generated by the site into their web design software to put the form onto the page in a suitable location. This then has the benefit of having a button and having a default attractive layout. However this layout can readily be modified by tweaking the html code.
You can see an example of one created by this service at: http://www.hydetech.org.uk/RATL/
There is certainly no need to have any Java or ASP coding done – this would be far too advanced for a Level 2 course.
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Question: Distinction level candidates are required to use some limited scripting. How can this be evidenced?
Answer: Candidates could
- go into the code and do some editing of the Javascript that an editor such as Dreamweaver produces to create the interactivity
- attempt to write some script of their own
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| Unit 5 Desktop publishing |
Question: AO1:Can you please let me know what evidence students need to produce?
Answer: The guidance notes for AO1 state the following....
For AO1, candidates must produce planning which includes evidence that the candidate has evaluated elements included in a range of documents considered and has made decisions about the design of their own document based on this research. This may be evidenced by witness statements for pass candidates. For the higher grades candidates must evidence their research by stating their sources.
At Pass level, therefore, a witness statement would be acceptable to indicate that a candidate has discussed with the assessor some of the good and not so good points they have identified in existing websites - and has applied some of this to the design of their own site. For the second item then some rough sketches together with a note about the software application(s) to be used etc is required as a minimum.
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Question: AO4: Can students create images/graphics in a drawing package and then include those images in their DTP document? If they just Publisher,graphics would be limited, and there wouldn't be images manipulated in a photo editing package.
Answer: Reading from the Unit 5 banner, it states that "candidates will develop their graphic manipulation skills to edit and develop a series of images for inclusion in their DTP document."
The DTP unit is designed to enable candidates to demonstrate their skills, knowledge and understanding of desktop publishing – as such it would certainly be expected that any content for the document(s) produced would be created using suitable software. In many cases this would involve the use of paint, drawing, image manipulation, scanning, digital imaging, text processing software – etc – that is best suited to the particular elements being created.
Exclusively using the DTP software alone might restrict candidates to quite low level creativity with regard to images – so the use of as wide a range as possible of other software packages is to be encouraged.
AO4 refers to “complex shapes” - such complex shapes may be created within the DTP software (which some of the really high end packages would be able to do) but if the DTP software facilities are limited in this regard then it would be perfectly acceptable – and encouraged – that candidates make use of other software to ensure they meet this “accuracy” test. In addition “lines, borders” to be included – can of course be done within the DTP software
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Question: AO5: What evidence do students need to produce to meet AO5- "A brief outline of final stages of producing multiple copies using commercial printing processes"?
Answer: There are several checks and considerations to follow:
Eg.
- proof reading and confirming – by the client – that the copy is acceptable
- checking with the printing company what format they require the final proof copy in – they may want a printout – or may prefer the file to be sent as an electronic file in a particular format
- the printing process also needs to be outlined – so that the candidate shows some evidence of research into what actually happens at this stage. The printing process must be relevant to the task and not a generic piece of research.
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Question: Candidates have to create 3 different styles. Is "body text" classed as one style or is one style to include "headings, sub-headings " and "body text"?
Answer: 3 different styles is interpreted as follows:
Examples
Style 1 - Body text - font type Arial; size = 12 point; colour - black; alignment = fully justified; spacing - single line spaced
Style 2 - Main heading - font type - Arial; size = 20; colour = red; alignment - centred; spacing - 6 point above - 12 point below
Style 3 - Bullet list - font type - Arial; size = 11; attribute = italic; colour = blue; bullet = Diamond; alignment = left aligned; spacing - single line spaced
This would constitute 3 styles - you may have to create more styles to hit all of the M and/or D criteria for the AO
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Question: What's expected for the Pass 'created a simple DTP document' in AO3, Unit 5? Can the document include poor formatting, poor use of space, font size too large etc?
Answer: It would not be a requirement that all the faults are incorporated into the document but you would be OK to award Pass for AO3 if the document created was somewhat below a professional standard.
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| Unit 6 Spreadsheets – design and use |
Question: AO1 What are you looking for for absolute/relative cell referencing?
Answer:
Typically absolute cell references include formulas like this: =$c$1*d5; in the next row the formula is replicated to become =$c$1*d6 etc.
Relative cell references don't include the $ sign as when you replicate them the row and/or column address changes according to the row or column the formula is copied to. So a formula that looks like =C1*D5 when replicated to the cell below would look like =C2*D6
Another type of absolute cell referencing would include the use of vlookup or hlookup functions where values are looked up and used from a pre-defined table of values on (often) another worksheer in the same workbook.
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| Unit 7 Databases – design and use |
Question: Although a switchboard would not necessary give the front end user access to, eg, queries, the board is implying that to get distinction access needs to be given to forms, queries, reports and tables. Is this so?
Answer: It should provide access to all parts of the database - so you could have a main menu giving access to a specific page devoted just to Queries if you wish - or simply include all the designed queries in the main menu "switchboard".
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Question: AO1: Q. For distinction this says ‘the design will include… …and custom forms for each table’.If candidates create a form with a subform so that data can be entered into two tables at once, can this single form be taken as a form for each table?
Answer: The full wording for the Distinction grade descriptor is: "The design (of the relational database) will include comprehensive details of: table structures, primary keys, field names, field types, field lengths, combo boxes, validation rules and at least one input mask, relationships and custom forms for each table. All choices will be appropriate."
At this stage of the unit the candidate is expected to create designs for the various database elements - these are listed in the Distinction grading descriptor. It would be fine if some of the forms incorporated subforms so that data can be entered into each table - as such designs would be appropriate. However, in practice it is very likely that candidates will design a form for each table - and when actually creating the database (for AO2) they will use one or more of the forms as a subform inside another form - in other words it may be to much to expect their design to include such sophisticated forms prior to actually creating them.
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Question: AO1: Should the designs for the databse must match the final database itself?
Answer: Yes. The designs should match the final database. AO1 is graded according to the quality and scope of the designs. AO2 assesses how closely the functional databse matched the design. If the design has to be changed because the database created from the original design was not functional then it would be best to also include an updated design as well as the original. It's best if an explanation is given as to how and why the design has been updated.
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Question: AO2: Can you please explain what is meant in the Distinction grade descriptor by the sentence: "Custom forms will be used to enter appropriate data in each table. The database will match exactly the design work undertaken."
Answer: Whilst the database must match the design work carried out prior to creation, it is important to recognise that some candidates will want to make improvements to their design as they progress. This should be reflected in additional notes/annotations or supplementary design work explaining - where possible - why the original designs had to be modified. The design evidence will need to be added to the evidence for AO1 whilst the actual database created will be considered as evidence for AO2.
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Question: AO2: From the OCR assignment can the data be transferred e.g. by CSV file?
Answer: The advice and guidance in the unit specification for AO2 reads:
For AO2, candidates must produce a functional relational database they have designed. At least 20 records must be added to each table. All candidates will use at least one form to enter data.
At Pass level, the final database might not match the designs, but will still reflect them. At higher levels, designs and the actual implementation must be clearly linked.
This implies that at least some of the data must be input by the candidate - so my advice is that some records in each table need to be input by the candidate - and they can do this either by making up the records themselves, looking up the data in some way - or copying it from a printout. If a .csv file is used for importing some of the records, care must be taken by the centre to ensure that the candidate has taken full responsibility to design the fields, lengths, data types, key fields etc – themselves – and has not simply used the data provided in a default manner. In many ways this may be best achieved through the candidate taking full responsibility to input all of the data themselves.
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Question: AO2: Must we use the full model assignment - or can sections be used and supplemented with other tasks?
Answer: The model assignment for Unit 7 is intended as one way to generate evidence for the grading descriptors. You may wish to add further tasks to reinforce the evidence base, change elements of the model assignment and replace them with tasks which they feel will better cover the requirements etc. Indeed, you may wish to completely rewrite the assignment and only use the supplied data files for your own convenience.
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Question: AO2: What actual evidence for the design of the form do they need?
Answer: This should include layout, fields to be includes, labels, fonts/sizes, background colour/images, screen layout and sizes etc. In effect for Distinction there should be enough detail in the design of the forms to enable another user to create it to virtually the same design.
The "test" for Pass would be for the form(s) design(s) to show a reasonable indication of how they should look when created.
For Merit the user should be able to base their actual form on the design - but there may be additional elements that have to be added when actually creating the form that the user didn't build in to the initial design
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Question: AO3: Can you tell me more about what you expect for AO3?
Answer: The advice given in the specification for Unit 7 for AO3 simply states: "For AO3, candidates will perform a range of sorts and queries. As a minimum candidates must describe the purpose of the queries used. Higher level candidates must explain or justify their choice of queries. At Pass level, some of the queries and sorts performed might not be appropriate in terms of what is being found out. Screen shots of both design and output of the queries must be provided by the candidate."
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Question: AO3 – If Pass students just do multiple criteria queries will this be considered as a pass?
Answer: For Pass level, candidates must carry out one simple query and one query using multiple criteria on linked tables. If both queries use multiple criteria then candidates should not be penalised.
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Question: AO3: the queries ask for "all of the fields from at least 2 tables" to be returned by the query. Could the pupils still achieve distinction grade if they only returned specific fields in thier queries?
Answer: What is important is the grading grids when considering the evidence generated by the candidate.
There is no requirement in the grading grid for “all the fields from at least 2 tables” and this is what the work is graded against.
The key issue in Merit and Distinction is that “the queries produced will be appropriate” and that they will be explained/justified. It is clear that in many cases a query will be selective in the fields from the linked tables that are displayed.
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Question: AO4:I’m not sure how ‘custom’ a ‘custom report’ needs to be. It could be anything from tweaking a few bits on a wizard-produced report using design view to creating a report from scratch. Can you advise?
Answer: For M one report is required and for D a “range” of custom reports – though I would not expect each report to be customized – but “range” implies a minimum of 3 or 4 which would be customised….
Re the definition of “custom” I would interpret this as reports that may have been created by using the Wizard but have then had some further modification.
So a report may initially be created with a “wizard” but then customized to suit the particular style or purpose required.
This may involve changing font styles, sizes, moving fields, changing positions of fields, adjusting row heights, column widths etc.
It may also include creating things like customer labels and/or dvd labels
Of course the reports may have been created from scratch – in which case they could be accepted as being “customized”
Including a logo or some background image or other feature could also be considered as “customisation”
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Question: AO5 – what is the difference between P/M/D?
Answer: Candidates may use a wizard or template provided by the software to create an interface. At Pass level the interface/switchboard may not have links to all parts of the database, at Merit level we would expect links to most parts of the database and for the links to be in a logical order. To achieve a Distinction they must fully customise the interface. There is no need to necessarily include subforms.
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Question: AO6 – Testing. The candidates have produced a test plan, but no print shots. Does this mean that grades are limited? Or should they be given higher grades do the amount of tests they have. Can they achieve P/M/D if there are no issues (no fixes)?
Answer: Candidates do not need to produce screenshots as evidence of the testing but they must record the results. If they identify any problems during the testing, they are expected to make the changes necessary to improve how the database works. If they do not identify any problems, they must record this. However, if problems are then found in the database, this will affect the grade for this assessment objective.
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Question: For a higher grade the pupils can the pupils omit this part & produce customised versions only?
Answer: A form designed from scratch is a higher order requirement than one using a wizard - so yes of course they don't need to use a wizard when they design their own - but they should certainly plan it beforehand.
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Question: For AO3 candidates for distinction need to ‘carry out one query using multiple criteria and two queries using complex criteria on linked tables’.Could I consider a parameter query as complex?
Answer: The understanding is that "complex" criteria means that more than one criterion is set for the query. The suggestion of parameter criteria is a sound one. Queries using AND, OR and parameter queries should be sufficient to cover "complex".
A query with multiple criteria would be one such as – two simple sets of criteria (>645 and <30 April) applied to two separate fields.
Complex criteria are defined as where the actual criteria in one field are more complex, eg BETWEEN, OR. There is an AND there, which is a bit confusing but I read that as the sort of AND that gives effectively a BETWEEN, eg >1 AND <3.
The issue of parameter queries, where the user enters the criteria every time the query is run, has become accepted as complex, as it is putting something other than the straightforward required answer into the field.
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Question: For the PASS criteria how can the pupil show that he has designed a form when he/she will be using the templates in the software?
Answer: A simple sketch would suffice.
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Question: If the pupils use the software features to design a switchboard does this meet the criteria of 'creating a switchboard' and thus not stop them achieving a distinction grade?
Answer: They can add elements to it even if they have used the wizard to create the original version.
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Question: The Merit criteria mentions the input of 'appropriate' data. What does this actually mean if the pupils are following the board's assignment?
Answer: Some data - for loans for example, must be added to the table and this must be relevant.
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Question: What constitutes a complex query?
Answer: It is one which has more than a single condition - so for example where DVD REF NO > 645 AND Date of Loan < 30 April 2008 - ie one where more than one field needs to be matched.
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Question: What is actually expected when 'explaining' and 'justifying queries' when pupils are following the Boards assignment and not creating their own queries?
Answer: If they follow the steps shown in the model assignment then they should be able to meet all of the D criteria fully.
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Question: When marking the work are teachers expected to check that the pupils have matched their plans in every detail to get distinction, implying that every table is checked for all details?
Answer: If the actual database is different from the designs - and many will be - then an explanation and rationale for the changes would be useful - we all make changes to the functionality of a database as we go along and so some reference to this shows a maturity in the design work of the candidate.
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