Qualification Manual - EAL AwardsQualification Manual EAL Level 2 First Certificate and First...

Qualification Manual

EAL Level 2 First Certificate and

First Diploma in Engineering Technology

Qualification Codes:

First Certificate: 600/6867/X

First Diploma: 600/6868/1

Issue: C 10/13

ISSUE: 1, 08/12

EAL-FSFD2-QM-ISSUE C-0314 Page 2 of 36

Contents 1.0 About EAL ..................................................................................................................................... 3 2.0 Introduction to the Qualification ................................................................................................... 4

2.1 Accreditation.................................................................................................................... 4 2.2 Achievement of the Qualification & ‘Stand Alone Units’ ................................................ 5 2.3 Study and progression opportunities .............................................................................. 5 2.4 Qualification Support Materials ...................................................................................... 6

3.0 Rule of Combination (Qualification Structure) ............................................................................... 7 4.0 Centre & Qualification Approval .................................................................................................... 9 5.0 Profiles & Requirements ............................................................................................................. 10

5.1 Personnel Responsible for Registering and Certificating Learners ............................... 10 5.2 Personnel conducting Teaching/Training ...................................................................... 10 5.3 Personnel Involved in the Assessment Process ............................................................. 10 5.4 Personnel Conducting Internal Quality Assurance ........................................................ 10 5.5 Personnel Conducting the External Examination .......................................................... 11 5.6 Continuing Professional Development .......................................................................... 11 5.7 Learners ......................................................................................................................... 11 5.8 Physical Resources ......................................................................................................... 12

6.0 Assessment ................................................................................................................................. 13

6.1 The Learner Journey ...................................................................................................... 13 6.2 Qualification Grading. .................................................................................................... 14 6.3 External Examination. .................................................................................................... 15 6.4 Internal (EAL Set and Centre Marked) Assessment ....................................................... 16 6.5 Synoptic (Centre Devised and Marked) Assessment ..................................................... 17 6.6 Quality Control of Assessment ...................................................................................... 19

Appendix 1: Relationship to National Occupational Standards .......................................................... 20 Appendix 2: Producing a Synoptic Assessment .................................................................................. 21 Appendix 3: Strategy for Coverage of Qualification by Synoptic Assessment...................................... 32 Appendix 4: Quality Assuring a Synoptic Assessment ........................................................................ 33 Appendix 5: Learner Registration & Certification ............................................................................... 35


1.0 About EAL

Since 1964, EAL (Excellence Achievement and Learning) has been awarding superior vocational qualifications and apprenticeship components for engineering, building services and related sectors.

Developed to the highest technical standard, our qualifications are regularly updated to reflect regulatory and technical changes. We support the providers of our qualifications with an unparalleled level of service to ensure that learners are well prepared for the roles they plan to take on.

EAL recognise the value of skills in the work environment as one of the 5 key drivers of productivity; essential for economic growth and bringing a number of wider social benefits. Through its programme of continuous improvement EAL strives to meet the demand from employers for high performing, high quality products.

1.1 Equal Opportunities and Diversity

EAL expects its centres to enable individuals to have equal access to training and assessment for qualifications irrespective of their sex, marital status, age, religion, colour, race, nationality, ethnic origin or disability. In essence centres must deliver our qualifications and units in accordance with relevant equalities legislation.

Centres are required to have in place a policy to ensure that such discrimination does not occur either directly, indirectly or as a result of pressure from other bodies. This policy should apply to all satellites centres and there should be arrangements in place to monitor its application and effectiveness.

Where complaints relating to issues of inequality cannot be satisfactorily resolved by the centre, learners must be made aware of their right to appeal to EAL via the arrangements outlined in our Enquiries and Appeals Policy.

1.2 Complaints

Customer service is a fundamental part of EAL’s commitment to industry. Our long-term partnership with industry and recognised Centres – which is underpinned by our unique External Verification Service and world class customer service – means our support is based on unrivalled understanding of our customers’ needs.

EAL aims to ensure that all customers receive a high quality and efficient service and we continually monitor the levels of service provided. There may be times, however, when you may feel that we have not provided an adequate service.

In these situations, please contact our customer services team:

EAL Customer Services: Tel: +44 (0)1923 652 400 Email: [email protected]

mailto:[email protected]


2.0 Introduction to the Qualifications

What are these qualifications? These qualifications have been developed for young people aged 14-19 in full time education who wish to develop their knowledge and understanding of Engineering Technology at Level 2. These qualifications cover intermediate level knowledge, understanding and skills of a broad range of engineering activities. They have been developed in consultation with schools, colleges, training associations and industry to ensure that they meet the needs of the engineering sector.

Who is this qualification for?

Learners who are considering engineering as a career but who would like some experience of the sector first

Any learner capable of reaching the required standard. What do these qualifications cover?

The intermediate knowledge and understanding required by someone working in the engineering industry or wishing to pursue further study. The qualifications include three mandatory engineering core units and thirty one optional units, including: electrical and electronic engineering, fabrication and welding engineering, maintenance engineering, mechanical engineering, pipework systems mechanical engineering, refrigeration/air-conditioning equipment engineering, electrical/electronic security systems and devices engineering and motor vehicle maintenance engineering. See section 3.0 for further details. The structure of each of the qualifications is listed in Section 3.

2.1 Accreditation for these Qualifications These qualifications are accredited by Ofqual at Level 2.


2.2 Achievement of these Qualifications These qualifications are gained when all the necessary units have been achieved. The school/centre will then be able to apply for the learner’s certificate. The learner will also receive a certificate listing all the units they have achieved.

The EAL Level 2 First Certificate in Engineering Technology will be awarded when the learner has successfully completed three core units (including an externally set on-line exam), one optional unit and one synoptic assessment.

The EAL Level 2 First Diploma in Engineering Technology will be awarded when the learner has successfully completed three core units (including an externally set on-line exam), three optional units and two synoptic assessments.

The qualification manual must be used in conjunction with the delivery and assessment of any individual units to ensure that assessment requirements and methodologies are consistently applied.

2.3 Study and Progression Opportunities The EAL Level 2 First Certificate and First Diploma in Engineering Technology have been designed to

support learners to enter employment within a wide range of engineering contexts and undertake an

engineering apprenticeship programme.

The qualifications also support progression onto further study and into the following sectors:

Engineering and Manufacturing

Aeronautical Automotive Core operations Electrical and electronic Fabrication, metals and welding Maintenance Mechanical.

Building Services Engineering

Electrical Plumbing Heating and Ventilating.

Details on the qualifications and apprenticeship opportunities can be obtained from the EAL Website or

alternatively contact:

EAL Customer Services Tel: +44 (0)1923 652 400 Email: [email protected]



2.4 Qualification Support Materials The following materials are available for these qualifications:

Unit Delivery Packs: These packs contain the learning outcomes for the knowledge and/or practical assessment criteria. They also contain delivery advice and all the externally set, centre marked assessment materials.

Unit Learner Packs: These packs contain the externally set, centre marked assessment materials the learner will need to complete each unit.

Once any of these qualifications have been added to a Centre’s remit, the Qualification Units and materials relating to the qualification/s can be accessed on the EAL website via On-line Services.


3.0 Rule of Combination (Qualification Structure)

EAL Level 2 First Certificate in Engineering Technology This qualification will be obtained by the learner once they have successfully completed the three mandatory units and one optional unit listed below. The qualification has 230 guided learning hours. EAL Level 2 First Diploma in Engineering Technology This qualification will be obtained by the learner once they have successfully completed the three mandatory units and three optional units listed below. The qualification has 330 guided learning hours.

Mandatory Units - All units must be completed:

EAL Code Unit Title

Level GLH

Ofqual Code

NETI/001 Engineering environment awareness

2 60 K/504/3606

NETI/002 Engineering techniques

2 60 M/504/3607

NETI/003 Engineering principles

2 60 T/504/3608

Optional Units - Select from the following units:

EAL Code Unit Title

Level GLH

Ofqual Code

NETI/004 Electrical and electronic principles

2 50 M/504/3610

NETI/005 Electrical and electronic testing methods

2 50 A/504/3612

NETI/006 Electrical and electronic systems and devices

2 50 F/504/3613

NETI/007 Fabrication and welding principles

2 50 J/504/3614

NETI/008 Manual welding techniques

2 50 L/504/3615

NETI/009 Producing components from metal plate

2 50 R/504/3616

NETI/010 Producing components from sheet metal

2 50 Y/504/3617

NETI/011 Non-fusion thermal joining methods

2 50 D/504/3618

NETI/012 Thermal cutting techniques

2 50 H/504/3619

NETI/013 Engineering maintenance safety practices

2 50 Y/504/3620

NETI/014 Engineering maintenance techniques

2 50 D/504/3621


Optional Units - continued:

EAL Code Unit Title

Level GLH

Ofqual Code

NETI/015 Engineering maintenance planning

2 50 H/504/3622

NETI/016 Engineering materials processes

2 50 K/504/3623

NETI/017 Fitting and assembly techniques

2 50 M/504/3624

NETI/018 Turning and milling techniques and technology

2 50 T/504/3625

NETI/019 Turning techniques

2 50 A/504/3626

NETI/020 Milling techniques

2 50 F/504/3627

NETI/021 Grinding techniques

2 50 J/504/3628

NETI/022 Personal computer (PC) maintenance methods

2 50 L/504/3629

NETI/023 Electrical installation methods, wiring and circuit protection

2 50 F504/3630

NETI/024 Basic electrical circuit inspection, testing and fault diagnosis

2 50 J/504/3631

NETI/025 Building services pipework fixing, bending and jointing methods

2 50 L/504/3632

NETI/026 Building services pipework systems

2 50 R/504/3633

NETI/027 Installation and servicing of refrigeration equipment

2 50 Y/504/3634

NETI/028 Installation and servicing of air-conditioning equipment

2 50 D/504/3635

NETI/029 Installation of security systems

2 50 H/504/3636

NETI/030 Security installation design

2 50 K/504/3637

NETI/031 Motor vehicle maintenance safety practices

2 50 T/504/3639

NETI/032 Motor vehicle maintenance techniques

2 50 K/504/3640

NETI/033 Motor vehicle maintenance planning

2 50 T/504/3642

NETI/034 Understanding Computer Aided Drawing (CAD)

2 50 A/504/3643


4.0 Centre & Qualification Approval

Centres wishing to run the qualification will need to comply with the Qualification Manual and EAL’s centre recognition criteria for this qualification upon accreditation and launch. Centres must also put in place the appropriate physical and human resources and administration systems to effectively run the qualification. Please refer to Section 5 for the requirements of centre staff involved in the delivery of the qualification. For existing EAL Centres to put the qualification on your centre remit:

To add this Qualification to your Centre Qualification remit create and complete a Qualification Approval Application form in Smarter Touch and submit to EAL. For non EAL Centres to gain centre approval to run the qualification:

Please contact the EAL Customer Services Department who will be delighted to hear from you: Tel: +44 (0)1923 652400 Email: [email protected]



5.0 Profiles & Requirements

The personnel involved in this qualification must meet the requirements of this section.

5.1 Personnel Responsible for Registering and Certificating Learners This relates to personnel who are responsible for registering the learner on the qualification and the externally set assessments with EAL, taking receipt of external assessment procedures. They may be also responsible for applying for learner certificates from EAL. This role may be the same person who undertakes role 5.4.

5.2 Personnel Conducting Teaching/Training These personnel must have:

Knowledge and understanding of the assessment criteria they are delivering

Knowledge and understanding of the qualifications structure and content.

It is a recommendation that teaching personnel will:

Have 2 years experience in teaching/training. or

Be working towards an appropriate teaching/training qualification (e.g. B Ed, PGCE, Cert Ed or Learning & Development trainer units). or

Hold an appropriate teaching/training qualification (e.g. B Ed, PGCE, Cert Ed or Learning & Development trainer units).

5.3 Personnel Involved in the Assessment Process This relates to personnel who are employed by the school/centre who will confirm whether the learner has achieved all components of the qualification and will submit the learner’s achievement to the person/s responsible for internal quality assurance. These personnel must have:

Knowledge and understanding of the occupation covered by this qualification

Knowledge and understanding of the qualifications structure and content

An understanding of the assessment processes and procedures.

5.4 Personnel Conducting Internal Quality Assurance This relates to personnel who are responsible for implementing assessment, verification and monitoring procedures in line with EAL quality requirements for these qualifications. They provide the link between the delivery team and external quality assurance. They may are also responsible for applying to EAL for certificate release.


These personnel must have:

Knowledge and understanding of the qualifications structure and content.

An understanding of the assessment process and the role of quality assurance.

It is a recommendation that the quality assurance staff will:

Have experience in quality management/internal verification or

Hold an appropriate qualification (e.g. Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice or V1).

5.5 Personnel Conducting the External Examination These personnel must:

Have experience in conducting and controlling exam sessions or

Be supervised, conducting this function, by and individual experienced in conducting and controlling exam sessions

Have knowledge, understanding and compliance to EAL examination procedures ‘Procedures for Conducting the Exam Component within EAL Qualifications’ (EAF 1), see website.

Note; A teacher/tutor who has prepared the learners for the subject of the exam must not be the sole supervisor at any time during an exam of that subject(s).

5.6 Continuing Professional Development Schools/centres must support and encourage staff to ensure that they have current knowledge of the occupational area. This will support best practice in delivery, training, assessment and internal quality assurance, taking into account any national or legislative developments.

5.7 Learners There are no entry requirements for this qualification, although schools/centres should ensure that the learners have the potential to achieve the units selected within this qualification. Learners must have the minimum levels of literacy and numeracy to comply with the health and safety aspects of the scheme, the completion of the learning outcomes and the external assessment. Schools/centres should make learners with particular requirements aware of the practical and theory content of the qualification and they should be given every opportunity to complete all or some of the units. EAL will consider any reasonable suggestions for, and from, those with disabilities that would help them to achieve the learning outcomes without compromising the standards required.

https://webmail.semta.org.uk/exchweb/bin/redir.asp?URL=http://centre.eal.org.uk/centre_log_in/exams/exams_guidance.aspxhttps://webmail.semta.org.uk/exchweb/bin/redir.asp?URL=http://centre.eal.org.uk/centre_log_in/exams/exams_guidance.aspx


Schools/centres must also ensure that the learner age requirements are met for this qualification: Pre 16: YES 16 – 18: YES 18+: NO 19+: YES

5.8 Physical Resources Safe working is a key issue and all practical activities conducted within the centre must be subject to up-to-date risk assessments. All learners must be properly supervised and wear the correct personal protective equipment, where appropriate. Arrangements for first aid and emergency action in case of accident must be in place.


6.0 Assessment

The assessment of the qualification involves the following aspects:

Set By

Marked By Externally Verified By Graded

**Exam EAL EAL EAL *Yes

***Internal assessments

EAL

School/Centre EAL No

****2 synoptic assessments (First Diploma)

School/Centre

School/Centre

EAL *Yes

****1 synoptic assessment (First Certificate)

School/Centre

School/Centre

EAL *Yes

*Refer to Section 6.2 Qualification Grading

**Refer to Section 6.3 External Exam.

***Refer to Section 6.4 Internal (EAL Set and Centre Marked) Assessments.

****Refer to Section 6.5 Synoptic (Centre Devised and Marked) Assessments. The learner must pass ALL assessments to achieve the full Certificate or Diploma.

6.1 The Learner Journey

Learner’s

achievement is graded

Learner’s certificate of

achievement is claimed for

Learner completes synoptic

assessment/s (1 – Cert; 2 – Dip)

Learner receives tuition and completes

Learner Pack/s for optional unit/s

(1 – Cert; 3 – Dip)

Learner receives tuition and completes

NETI/001-003 Learner Packs

Learner takes EAL on-line

examination for units NETI/001-

003


6.2 Qualification Grading The achievements of the qualifications are graded. The Certificate and Diploma each have a pass, merit and distinction grade. Single units are not graded and can be awarded individually. The learner’s achievement in the externally set examination and the synoptic assessments are given a mark. The learner must achieve a pass in all internal assessments in order to successfully complete their qualification; however the internal assessments within the Learner Packs are NOT graded. The learner’s mean mark for the external examination and synoptic assessment(s) will be used to determine the overall grading of the qualification. This is outlined in the table below:

Exam and synoptic assessment/s

Distinction ≥ 80% mean mark

Merit 65-79% mean mark

Pass 50-64% mean mark

Grading Structure Two examples of grading calculations for the First Diploma are outlined below: Example 1: Merit grade

Learner mark

Exam 90%

Synoptic assessment 1 72%


Mean score 77%

Grade MERIT

Example 2: Distinction grade

Learner mark

Exam 85%



Mean score 85%

Grade DISTINCTION


6.3 External Examination The learner will take an externally set on-screen examination, which assesses knowledge and understanding across the three common mandatory units:

EAL Code Unit Title Level GLH

Ofqual Code

NETI/001 Engineering environment awareness

2 60 K/504/3606

NETI/002 Engineering techniques

2 60 M/504/3607

NETI/003 Engineering principles

2 60 T/504/3608

Exam specification for NETI/001-003

Exam Specification Number of questions: 40 Time allowed: 60 mins Pass mark: 50%

Learning outcome title No of Questions/sub groups covering each learning outcome

1.1 Understand the requirements of an engineering organisation in meeting health and safety legislation and regulations

6

1.2 Understand the roles and responsibilities of both employers and employees in the continuous development of skills and working relationships

4

1.3 Understand the internal and external environments associated with the operations of an engineering organisation

3

2.1 Understand forms of communication used within engineering

3

2.2 Understand the engineering applications of IT and ICT

3

2.3 Understand basic engineering techniques

4

2.4 Understand measurement and marking out techniques

2

3.1 Understand how to select engineering materials

3

3.2 Understand material properties and heat treatment processes

3

3.3 Understand fundamental numeracy applied to engineering

4

3.4 Understand fundamental science applied to engineering

5


Key Points

The examination must be undertaken by the learner under controlled conditions as specified by in EAL’s procedures for external assessment.

The external examination is available on demand and result release will be within 24 hours.

The external examination must be delivered and invigilated by the centre in line with EAL’s external assessment procedures.

The School/Centre EAL co-ordinator will assume responsibility for liaison and correspondence regarding the external assessment component.

Schools/Centres will be sampled by EAL to ensure the tests are delivered in accordance with EAL instructions.

6.4 Internal (EAL Set and Centre Marked) Assessment The internal assessments within the Learner Packs test the knowledge, understanding and skills of the learners within the individual units. They are set by EAL and centre marked by members of the delivery team. Internal assessments involve collecting and evaluating evidence that demonstrates achievement of the learning outcomes. This will be subject to external verification checking. Schools/Centres are responsible for ensuring that assessment decisions are valid and reliable. Where the assessment take the form of written/short answer and multiple choice question papers, these should be treated as a formal assessment therefore imposing the necessary restrictions on the learner e.g. no conferring or referring to text books, etc. Guidance sheets have been created to hand out to the learners, to ensure they are aware how to complete the multiple choice and short answer questions papers. The internal assessments are accompanied by marking criteria, checklists and other assessment material to ensure that the delivery team is consistent amongst learners with assessments. The internal assessments and the accompanying marking/assessment criteria can be found in the individual units within the Delivery Pack. It is advised that learners produce a logbook/portfolio where they can file and make reference to evidence that shows their achievements against the learning outcomes. All learning outcomes of the qualification must be assessed. In order to meet this requirement it is advised that schools/centres should maintain an assessment and feedback record for each learner. This will detail the evidence evaluated against the learning outcome and the feedback given to the learner. These records along with the learner logbooks must be available to the EAL External Verifier. Assessment guidance is provided within each unit Delivery Pack.


6.5 Synoptic (Centre Devised and Marked) Assessments Learners will complete two synoptic assessments for the Diploma and one for the Certificate. These are devised and marked by the school/centre and are subject to external verification by EAL. The purpose of the synoptic assessment/s is for learners to demonstrate understanding, integration and application of learning across the whole vocational area. Advice to centres on devising synoptic assessment

Learners will complete two synoptic assessments for the First Diploma and one for the First Certificate.

The synoptic assessment/s will be devised and marked by the school/centre.

Each synoptic assessment must include criteria from at least 4 units.

The two synoptic assessments within the First Diploma must include criteria from all 6 units.

The one synoptic assessment within the First Certificate must include criteria from all 4 units.

The school/centre will write the synoptic assessment/s to meet the needs of their learners and the available resources.

The school/centre will map their synoptic assessments/s against the learning outcomes of the units within the qualification utilising the Strategy for Coverage of Synoptic Assessment (form SAS) and the Internal Quality Assurance Checklist (form IQA1) found in the Centre Set Synoptic Assessments – Guidance and Mapping Documentation. These documents will then be submitted to EAL for approval.

All synoptic assessment/s must be approved by a nominated person within EAL prior to use.

The exact assessment criteria wording must appear on the assessment. However, instructions to learners should be in a language that they can understand.

Schools/centres must not rewrite any learning outcomes or grading criteria.

Schools/centres should specify to learners what type of evidence is expected from the multi-choice examination, portfolio of evidence, practical demonstration or assignment.

Assessments should be marked out of 100. More detailed guidance relating to synoptic assessments is found in Appendix 2.

Conducting a Synoptic Assessment Time Learners should be allowed sufficient time to complete all of the tasks. Resources Access to resources should be limited to those appropriate to the tasks. Supervision The majority of the assessment will be under direct teacher/tutor supervision. It is acceptable for some aspects to be outside direct supervision; however, the teacher must be able to authenticate the work. Learner collaboration The level of collaboration is mainly limited. Schools/centres may allow some collaboration, but learners must complete and evidence work individually.


Late submission and resubmission The school/centre should have a policy on late submission. This should allow late submission in genuine cases, but should not allow individuals to gain advantage from late submission. Feedback There should be a school/centre policy on providing feedback to learners.

Internal standardisation All teachers/tutors working in the same subject area should work to common standards to ensure internal standardisation of marks.

Each completed assessment should:

Have a front page showing the qualification name and level, synoptic assessment title, the name of learner and candidate number.

Have a page with task headings.

Have a contents page.

Have numbered pages.

Use a footer stating name, learner number and the assignment number.

Have a bibliography or references shown.

Quality Assurance of Synoptic Assessment The Quality Assurer will have two key roles in the synoptic assessment process:

Checking the synoptic assessment/s brief.

Checking assessment decisions.

Quality Assuring Synoptic Assessment/s Brief

Each synoptic assessment must be mapped against the learning outcomes of the units within the qualification utilising the Strategy for Coverage of Synoptic Assessment (form SAS) and the Internal Quality Assurance Checklist (form IQA1) found in the Centre Set Synoptic Assessments – Guidance and Mapping Documentation. These documents will then be internally quality assured by the school/centre before submitting to the nominated person within EAL for approval.

The Internal Quality Assurer should check that the assignment brief is fit for purpose:

Written using clear and easily understandable language.

At the correct level and vocationally relevant.

Equal opportunities are included.

Targeted criteria will be addressed in tasks.

Allocation of marks is clearly shown.

Assessment and grading should be consistent across the programme. An example of the Strategy for Coverage of Synoptic Assessment (form SAS) used by teachers/assessors is found in Appendix 3.

An example of the Internal Quality Assurance Checklist (form IQA1) used by internal quality assurers is found in Appendix 4.


Checking Assessment Decisions

Once assignments have been graded, the internal quality assurer should sample them to ensure that the teacher/tutor is:

Marking consistently.

Checking the authenticity of learner evidence.

Using the sample assignment brief format.

6.6 Quality Control of Assessment General There are two major points where EAL interacts with the school/centre in relation to the External

Quality Control of Assessment for a qualification and these are:

Approval: When a school/centre takes on new qualifications, the EAL External Verifier (EV)

ensures that the school/centre is suitably equipped and prepared to deliver the new

qualification.

Monitoring: Throughout the ongoing delivery of the qualification EAL, through EV monitoring

and other mechanisms will maintain the quality and consistency of the assessment of the

qualification.

Approval In granting approval, EAL, normally through its External Verifiers (EVs) will ensure that the prospective

school/centre:

Meets any procedural requirements specified by the Awarding Organisation.

Has sufficient and appropriate physical and staff resources.

Meets relevant health and safety and/or equality and access requirements.

Has a robust plan for the delivery, assessment and QA for the qualifications. EAL may decide to visit the school/centre to view the evidence provided. The Awarding Organisation must have a clear rationale for the method(s) deployed.

Monitoring EAL, through EV monitoring and other mechanisms will ensure that:

A strategy is developed and deployed for the ongoing monitoring of the school/centre. This strategy is based on an active risk assessment of the school/centre. In particular the strategy will identify the learner, assessor and internal quality assurer’s sampling strategy to be deployed and the rationale behind this.

The school’s/centre’s internal quality assurance processes are effective in learner assessment.

Sanctions are applied to a school/centre where necessary and that corrective actions are taken by the school/centre and monitored by the EV.

Reviews of EAL’s external auditing arrangements are undertaken.


Appendix 1: Relation to National Occupational Standards

All Units are mapped to national occupational standards as shown: EAL Code Details of the relationship between the unit and relevant national

occupational standards or other professional standards or curricula

NETI/001 045NPEO2 1v1, 045NEMI1

NETI/002 045NPEO2 5v1, 045NEMI 2

NETI/003 045NPEO2 3v1, 045NEMI 2

NETI/004 045NPEO2 33v1, 045NEEE34

NETI/005 045NPEO2 37v1, 045NEEE34

NETI/006 045NPEO2 38v1, 045NEEE36

NETI/007 045NPEO2 66v1, 045NFEW2.04

NETI/008 045NPEO2 27v1, 045NFEW2.04

NETI/009 045NPEO2 23v1, 045NFEW2.38

NETI/010 045NPEO2 22v1, 045NFEW2.24

NETI/011 045NPEO2 22v1, 045NFEW2.30

NETI/012 045NPEO2 24v1, 045NFEW2.33

NETI/013 045NPEO2 1v1, 045NEM16

NETI/014 045NPEO2 1v1, 045NEM16

NETI/015 045NPEO2 1v1, 045NEM16

NETI/016 045NPEO2 54v1

NETI/017 045NPEO2 5v1, 045NET9

NETI/018 045NPEO2 1v1, 045NET39, 045NET42

NETI/019 045NPEO2 11v1, 045NET39

NETI/020 045NPEO2 12v1, 045NET42

NETI/021 045NPEO2 13v1, 045NET45

NETI/022 045NPEO2 24v1, 045NEM12-13

NETI/023 045NPEO2 33v1, 045NEEE35

NETI/024 045NPEO2 37v1, 045NEEE35

NETI/025 045NPEO2 7v1, 045NIC05

NETI/026 045NPEO2 7v1, 045NIC05

NETI/027 045NPEO2 1v1, 045NIC05

NETI/028 045NPEO2 1v1, 045NIC15

NETI/029 045NPEO2 33v1, 045NEMI48

NETI/030 045NPEO2 33v1, 045NEMI48

NETI/031 03NMR04HV

NETI/032 03NMR04HV

NETI/033 03NMR04HV

NETI/034 045NTS2-04


Appendix 2: Producing a Synoptic Assessment

What is a Synoptic Assessment? The purpose of the synoptic assessment is for learners to demonstrate understanding, integration and application of learning across the whole vocational area for a given task. Learners will complete two synoptic assessments for the Diploma and one for the Certificate. The school/centre will need to write and mark the synoptic assessment/s. This will allow the school/centre to produce assessments which incorporate the optional units taken by your learners. There are many possible topics for tasks. It is likely that the synoptic assessment with be centred around:

Design.

Production.

Problem solving.

Fault finding dimension of engineering.

Devising a Synoptic Assessment There is a worked synoptic assessment included later in this section. A suggested process for the development of an assessment is included below:

Review the units the make up the qualification and ensure understanding of their content and criteria.

Identify a potential relevant scenario for the project.

Design a series of tasks subdivided into activities, which related to this scenario. These tasks should give clear instructions to the learner of what is required.

Map the tasks to the assessment criteria to ensure synoptic coverage and ensure that all the relevant assessment criteria have been included.

Allocate a marking scheme to each task. The marks should reflect the complexity and problem solving required.

The suitability of your assessment should be checked by both your Internal Quality Assurer and approved by a nominated person within EAL before use.


Synoptic Assessment 1 Sample Overview Sheet Read the scenario below (Outline of Scenario). This will explain to you the background to your project. You will then find a summary of the tasks which you will be expected to complete for this assessment.

Learner Name

Qualification Title

School Diploma in Engineering Technology Level 2

Synoptic Assessment Title

Design and manufacture a box Synoptic Assessment Number

1

OUTLINE OF SCENARIO

Your client, a manufacturing design company, has submitted the following order: Please design and manufacture mild steel boxes as follows: Batch number 100 Height 500mm (external measurement) Length 300mm (external measurement) Width 250mm (external measurement) Plate thickness 6mm All corners to be welded (technique: manual metal arc) Base plate to be 20mm wider on all sides than external measurement of box and to be welded with external fillet welds Top of box to remain open Please note down any assumptions you have to make in order to complete the design and manufacture. Your client has given you permission to do this without their approval.


For your assessment you will be asked to complete the following tasks. You will receive marks for each of the tasks.

Task Outline of Task Units Covered

Possible Mark

Actual Mark

Actual Assessment Date

1 Design and produce an engineering drawing for your project

2,3,7 20

2 Plan how to make an open metal box

2,7,8,9 30

3 Investigate health and safety issues relating to your project

1,7,8,9 25

4 Produce a weld 7,8,9 25

100

Each task is subdivided into individual activities. These are outlined on the following pages.

Task 1 – Design and produce an engineering drawing for your project Task outline and marking

Format required

Drawing with calculation sheet

Supervision

By teacher/tutor

Control time

Insert time allowed

Resources required

Insert resources required

Outline of Activity Assessment Criteria

Covered Possible Mark Mark Awarded

1 Draw an orthographic drawing detailing the design of your box.

2.1a, 2.4a and 7.2b 8

2 Use drawing conventions, layout and sketches including tolerances, dimensioning and geometrical to BS/ISO standards

2.1c, 2.4a 4

(Continued overleaf)




3 Perform calculations to provide information for manufacturing process

(Centre could provide worksheets with specific calculations)

3.3a 6

4 Apply weld symbols to BS EN2553 7.2a 2

TOTAL MARK TO BE TRANSFERRED TO OVERVIEW SHEET MARKING SHEET

20

Relevant assessment criteria

Unit

2.1a Draw an orthographic drawing

2.1c Identify basic drawing conventions, layouts and use of sketches including the use of tolerance, dimensioning and geometrical to BS/ISO standards

2.4a Identify the sources of information used in engineering to support marking out activities

3.3a Perform calculations using addition etc

7.2a Apply weld symbols in conjunction with BS EN 2553

7.2b Construct simple engineering drawings


Task 2 - Plan how to make an open metal box Task outline and marking

Format required


Supervision

By teacher/tutor

Control time

Insert time allowed

Resources required


Outline of Activity Assessment Criteria Covered

Possible Mark Mark Awarded

1

Draw up a work plan of the tasks that you will need to complete to manufacture the box.

8.1a, 9.3c,d

And 9.4b,c

5

2 Calculate the amount of mild steel needed to make a single box and also to make a batch of 10 boxes.

3.3a, 3.3f, 3.4a, 8.1c

7

3 Make a list of all the hand tools , machinery and materials required

7.1a, 2.3a, 2.3b, 2.4b, 3.1b,9.1d

8

4 List the advantages and disadvantages of using mild steel plate.

3.1f, 3.2d 5

5 Outline the main advantages and disadvantages of manufacturing the box from mild steel compared to aluminium

3.2d, 3.1f 5

6 List the advantages and disadvantages of fusion and non-fusion jointing techniques in the manufacture of the box.

7.4a, 7.4b 5

TOTAL MARK TO BE TRANSFERRED TO OVERALL MARKING SHEET

30


Task 2 Relevant assessment criteria

Unit

2.3a Identify work and tool holding methods

2.3b Identify the principles of engineering cutting tools

2.4b Identify the range and use of measuring and marking out equipment

3.1b Recognise the classification, range and application of materials used in engineering

3.1f Identify the factors that make materials suitable for engineering applications

3.2d Identify why the different properties make materials suitable for different applications

3.3a Perform calculations using addition, subtraction, multiplication and division using whole numbers, fractions, decimals

3.3c Identify the metric and imperial systems and preferred standard form

3.3f Calculate area, surface area, mass, volume, capacity

3.4a Recognise common SI units- length, area, volume, time, heat, temperature, mass and force

7.1a Identify the types of fabrication hand and machine tools

7.4a Describe principles and applications of non fusion joining processes

7.4b Identify applications of the fusion welding processes

8.1a Identify the safe working practices observed when using the MMA welding process

8.1c Identify the consumables available for MMA welding

9.1c Identify the factors which ensure efficient metal cutting

9.1d List the different methods of cutting

9.3c Describe how to prepare for a fabricated assembly

9.3d Identify mechanical assembly techniques

9.4b Describe the safe working practices observed when using an arc welding process

9.4c Describe the safe set up and use of arc welding equipment


Task 3 – Investigate health and safety issues relating to your project Task outline and marking

Format required


Supervision

By teacher/tutor

Control time

Insert time allowed

Resources required




1 Identify and summarise the main health and safety regulations and codes of practice

1.1c, 1.1e 8

2 List all the potential hazards involved with the manufacture of the box

1.1c, 8.1a, 9.1a, 9.4b

7

3 Complete a risk assessment for MMA welding

8.1a, 9.4b 5

4 Complete a risk assessment for your selected method of plate cutting.

9.1a 5


25


Unit

1.1c Identify the general safe working practices associated with the operations within an engineering environment

1.1e State the principal provisions of the Health and Safety at Work act et


9.1a Describe the precautions for safety in all cutting operations

9.4b Describe the safe working practices observed when using an arc welding process


Task 4 – Produce a lap fillet weld in flat position (manual metal arc welding)

Task outline and marking

Format required


Supervision

By teacher/tutor

Control time

Insert time allowed

Resources required




1 Set up and use equipment for welding. Ensure equipment is fit for purpose.

1.1c. 1.1d. 8.1c, 9.4c

3

2 Operate welding equipment safely and effectively.

8.1a, 1.1d, 9.4b 3

3 Produce a lap fillet weld in flat position.

8.1e, 8.5a 9.4a, 6

4 Shut down and leave equipment in safe condition.

9.4b, 9.4c 3

5 Inspect the weld against standard criteria for fillet weld.

Write an inspection report identifying any weaknesses in weld contour, undercut, surface defects, leg lengths not differing more than 1.5mm , freedom from concavity.

7.4c, 7.4e 5


20



Unit

1.1c Identify the general safe working practices associated with the operations

1.1d Identify the factors that influence the choice of Personal Protection Equipment for given situations

7.4b Identify applications of the fusion welding processes

7.4c Describe how to identify weld defects

7.4e Describe the effects of distortion and distortion control when thermal joining


8.1c Identify the consumables available for MMA welding

8.1e Describe MMA joint preparation

8.5a Produce welded joints using a range of welding processes

9.4a Use arc welding equipment to tack weld components

9.4b Describe the safe working practices observed when using an arc welding proccess

9.4c Describe the safe set –up and use of arc welding equipment


Blank Overview Sheet

Learner Name

Qualification Title

Level

Synoptic Assessment Title

Synoptic Assessment Number

OUTLINE OF SCENARIO

For your assessment you are asked to complete the following tasks.

Task Outline of Task Units Covered

Possible Mark

Actual Mark

Actual Assessment Date

1

2

3

4

100

Each task is subdivided into individual activities. These are outlined on the following pages.


Blank task outline and marking

Format required


Supervision

By teacher/tutor

Control time

Insert time allowed

Resources required




1

2

3

4

TOTAL MARK TO BE TRANSFERRED TO OVERVIEW SHEET MARKING SHEET


Unit

8BAppendix 3: Strategy for Coverage of Qualification by Synoptic Assessment

Strategy for coverage of qualification by synoptic assessment (form SAS) To be completed to show coverage of all units with qualification being delivered

Qualification Title:

Task No: Outline of Task: Unit titles being assessed: Unit Learning outcomes being covered by the assessment (e.g. 1, 2,3 etc):

Assessment criteria being covered by the assessment (e.g. 1.1, 1.2, 1.3 etc):

1

2

3

4

5

6

7

8

9

10

11

Completed by: Position:

Signature: Date:

8BAppendix 4: Quality Assuring a Synoptic Assessment

Internal quality assurance of centre devised synoptic assessment briefs

Internal quality assurance checklist (form IQA1) To be used to record internal validation and feedback

Qualification title:

Qualification unit(s) being assessed:

Assessment title/ref:

Internal quality assurance checklist Y N Comments or evidence to support decision

Setting the assessment:

Is the title of the assessment appropriate?

Is the objective of the assessment clear and relevant?

Are the listed tasks appropriate for the assessment?

Do the assessment tasks/activities show which criteria are being addressed?

Are these criteria actually being addressed by the tasks/activities?

Is it clear what evidence the learner needs to generate?

Are the activities appropriate?

Have relevant resources been identified?

Are any required learner worksheets appropriate?

Do the learner instructions make it clear on what is being asked of them and how this relates to the assessment criteria?

Language of the assessment and Stimulus Materials:

Is the level of language used in the units and presentation appropriate for the level of the qualification?

Arrangements for Reasonable Adjustments and for Special Consideration: Does the assessment give all learners equal opportunity to achieve the qualification? (i.e. none is disadvantaged unfairly)

Marking the assessment: Does the assessment accurately measure whether the learning outcomes of the unit have been met?

Does the assessor checklist/mark sheet cover all the assessment criteria being assessed by the assessment?

Does the assessor checklist/mark sheet include space for the learner name, assessor comments, clear assessment decision, signature and date?

Is there a high degree of confidence that the evidence the assessor will be presented with for marking, can be attributed to the learner?

Results for a qualification must be based on sufficient evidence: Validity - Would the assessments generate results that provide a fair and accurate measure of the required knowledge, skills and understanding as specified by the


Learning outcomes?

Reliability - Will learners providing the same standard of evidence, get the same results across different cohorts, assessments, occasions and assessors?

Ensuring an assessment is fit for purpose and can be delivered: Has consideration been given to aspects such as efficiency, cost effectiveness, ease of administration and resource issues?

Does the proposed teaching and assessment match the Guided Learning Hours (GLH)?

Overall is the assessment fit for purpose? * If ‘No’ is recorded and the internal quality assurance representative recommends remedial action before the assessment task is used, the assessor and the internal quality assurance representative should confirm that the action has been undertaken before sending assessment to [email protected]

Please refer to EAL’s Centre Set Synoptic Assessments – Guidance and Mapping document for more details.



8BAppendix 5: Learner Registration & Certification

Learners must be registered with EAL on a code which relates to the qualification -this must be completed prior to assessment. Both learner registration and certification can be completed on line at the EAL Website www.eal.org.uk. For paper based registration and certification use forms CRF1, and CRF1A. These are located on the EAL Website, for guidance on registration and Certification please refer to the Registration and Certification User Guide.

To Register the Learner on the Chosen Qualification:

Qualification Title

Code

EAL Level 2 First Certificate in Engineering and Technology EAL Level 2 First Diploma in Engineering and Technology

600/6867/X 600/6868/1

For further information please contact EAL Customer Services +44 (0)1923 652 400.

http://www.eal.org.uk/


© 2013 EAL Limited (Excellence, achievement and learning) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of EAL Limited.

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