1. CCEA A Level Digital Technology - Support Event (The ReVision)
A2 1 Information Systems; and
A2 2 (Application Development Case Study)

2. 9.45 to 10.00 General Update on Qualifications
10.00 to A2 1 Information Systems
Denis Fallis - Chief Examiner
10.50 to Break
11.00 to Internal Assessment procedures
11.20 to A2 2 (Application Development Case Study)
Gerard Lynch – Chair of Examiners & Principal Moderator
12.10 to Q&A to Close

6. Upcoming Events
Agreement Trials for GCSE ICT, GCE SSD and GCE Applied ICT (A2 only) – Book through Events link
Teacher Upskilling Course II (C# to support delivery GCSE Digital Technology Unit 5) - December 18 to 20
GCSE Digital Technology (Support Events for Unit 2 ,3 , 4 and 5) – Spring 2018
QUB Teacher Upskilling (GCSE Digital Technology) - Spring 2018
Teacher Upskilling Course III – June 2018
Teacher Upskilling Course Refresher (Follow up for Teachers from TUC I) – June 2018
GCSE Digital Technology C2k Programming Environment (IDE) Support – Spring 2018

7. GCE Digital Technology – AS Units 1 and 2
Sumer Series 2017 papers and mark schemes – copyright check
Exemplification of Standards – A and E grades - Webinar
Chief Examiner Reports
Item Level Data – November 2017

10. CCEA A Level Digital Technology
A21 Information Systems
Denis Fallis Chief Examiner

11. A21 Information Systems The ReVision Framework Assessment Objectives
A21 Module Content
Examination Issues

12. The ReVision Framework
A Levels to be more rigorous
Weighting AS 40% A2 60%
More rigorous assessment
Reduction in coursework
To safeguard the subject as an A Level
Software industry representation
Extensive revision of content
Title change to Digital Technology

13. More rigorous assessment
GCE ICT Assessment Objectives
AO Demonstrate knowledge and understanding
AO Analyse problems, design and implement solutions, evaluate solutions
AS1
A21
AO1 96 42
AO2 24 78
120

14. More rigorous assessment
GCE DT Assessment Objectives
AO Demonstrate knowledge and understanding
AO Apply knowledge, understanding and skills, analyse problems
AO Evaluate, present and justify

15. More rigorous assessment
GCE DT Assessment objectives Marks
AS1 , AS2
A21
AO1 45 60
AO2 30
AO3 25
100
150

16. More rigorous assessment
A2 Grade Descriptions
Grade E
AO1 Demonstrate limited knowledge and understanding,
basic, limited understanding …
AO2 Apply basic knowledge and understanding …
AO3 Provide a limited evaluation, make some recommendations

17. More rigorous assessment
A2 Grade Descriptions
Grade A
AO1 Demonstrate advanced, in-depth knowledge and understanding,
detailed understanding …
AO2 Apply advanced knowledge and understanding …
AO3 Critically evaluate, make informed judgements, recommendations

18. More rigorous assessment

19. More rigorous assessment

20. Module Content Content extensively revised
More detailed learning outcomes
Programming introduced in AS1
Mathematics (Data representation) introduced in AS2
More ‘compare/evaluate’ learning outcomes

21. A21 Module Content Networks Databases
Network resources, protocols, transmission media, error detection and correction
Databases
Relational DBs, logical & physical data models, database concepts, ER models, normalisation to 3NF, data dictionary, SQL, QBE
Applications of digital technology
AI, expert systems, natural language and voice recognition, robotics, mobile technologies, data mining, cloud computing
Individual, social and legal considerations
Legislation, ethical considerations

22. Examination Issues ‘New specification’ allowance
Some evidence of well-prepared candidates
The majority of candidates at GCE ICT levels
There are serious concerns about the overall performance

23. Examination Issues Candidates must use appropriate DT terminology
Candidates must know definitions
‘The program counter contains the address of the next instruction to be fetched/executed.’ AS Q4ai

24. Examination Issues Candidates must address the question
Key word, mark allocation
‘Identify four principles specified in the Data Protection Act.’ [1] SAM A21
‘Describe the main features of the physical layer.’ [3]
‘Using SQL, produce a query which …….’ [3]
‘Explain how each of the following can be used to keep data secure:’
‘Compare and contrast A with B’ [4]
Context
‘Using examples from this database, explain the following terms:’
‘Describe how each of the following can be used
to detect data transmission errors.’ [4]
Reference: GCE ICT Microsite  Support Materials  Exemplification of Standards PP & PDF (2009)

25. Examination Issues AO3 & Quality of written communication Mark scheme
‘A large organisation decides to use a third party to host their payroll system.
Evaluate the organisation’s decision with respect to security.’ [9] SAM A21
Mark scheme
Indicative content What is hosting, how is it implemented, security issues
Banded responses
Band B2 Excellent [7] - [9]
Band B1 Good [4] - [6]
Band B0 Basic [1] - [3]

26. Examination Issues

27. Finally, the challenges
The Revising Team
Specification approved 
The Examining Team
Valid, accurate and consistent assessment
within a series, from one series to the next
Teachers
Prepare candidates
CCEA Support
SAM, Factfiles, Microsite, Exemplification, Chief Examiner’s Reports

28. 4.5 Synoptic assessment at A2 4.7 Reporting and grading
The A2 assessment units include some synoptic assessment, which encourages candidates to develop their understanding of the subject as a whole. In our GCE Digital Technology, synoptic assessment involves:
building on material from the AS units;
bringing together and making connections between areas of knowledge and skills
that they have explored throughout the course;
following their own lines of enquiry, and recording and observing from primary
sources; and
responding to one or more of the following:
a stimulus or scenario;
a design brief or problem; and/or
a task that requires them to produce a specific image, object or other outcome.
4.7 Reporting and grading
We report the results of individual assessment units on a uniform mark scale that reflects the assessment weighting of each unit.
We award AS qualifications on a five grade scale from A to E, with A being the highest. We award A level qualifications on a six grade scale from A* to E, with A* being the highest. To determine candidates’ grades, we add the uniform marks
obtained in individual assessment units.
To be awarded an A*, candidates need to achieve a grade A on their full A level qualification and at least 90 percent of the maximum uniform marks available for the A2 units. If candidates fail to attain a grade E, we report their results as unclassified (U).

31. 7.5 Internal standardisation
7.4 Marking the tasks
Teachers should use their professional judgement to apply the criteria in the mark bands appropriately and fairly to candidates’ work. They should take a ‘best fit’ approach to award the appropriate mark within a range, balancing strengths and weaknesses in each response.
For up-to-date advice on plagiarism, or any kind of candidate malpractice, see
Suspected Malpractice in Examinations and Assessments: Policies and Procedures
on the Joint Council for Qualifications website at
7.5 Internal standardisation
Centres with more than one teaching group must carry out internal standardisation of their internal assessment tasks before submitting their marks to us. This is to ensure, as far as possible, that each teacher has applied the assessment criteria consistently. It may be necessary to adjust an individual teacher’s marking:
to bring it into line with that of other teachers in the centre; and
to match the standards established at the agreement trial.
If marks do change, centres must amend the total/final marks on their Candidate
Record Sheets.

34. Instructions for Conducting Coursework

35. GCE Digital Technology: Preparing Samples for Moderation
for A2 2 Application Development
It is the responsibility of all centres to present GCE Digital Technology samples in an appropriate manner to enable CCEA to carry out the moderation process efficiently and effectively.
Work can be submitted on CD or USB.
Ensure that all candidates in the sample have removed all unnecessary files from their folders in preparation for moderation.
Please check to ensure that the solution and the portfolio of evidence files can be opened from the media used.

36. CCEA A Level Digital Technology
A Application Development
Case Study
Gerard Lynch Principal Moderator

37. Overview Opportunity to apply skills and knowledge
Use Digital Technology to solve problems
Document a solution

38. Moderation 2018 Submission will be electronic
Date for submission will be the end of April
Moderation procedures for the majority of Centres will be similar to the legacy ICT specification
CCEA will request all the work from a small number of random centres after submission of marks to meet Ofqual procedures
The weighting of the coursework is 20% of the A Level grade
Legacy specification was 40%!

39. Presentation of Coursework
Each Candidate should have a separate folder
Folder is clearly labelled with candidate number
Indicate the highest and lowest Candidate
Storage medium is clearly Labelled with Centre Details

40. Presentation of Coursework
Each folder contains clearly labelled documents
Each Candidate should submit two documents
The documentation should include clearly labelled subsections as outlined in the specification
The database solution should allow access to all components

41. Time Management Content Weighting ( Raw Marks)
Time Allocation ( Hours)
Analysis 30 15
Design
Application Development
Documentation and Evaluation
Total
120 60

42. Expected Outcomes
Centres should consider the raw marks awarded to a solution in line with the grade outcomes using uniform marks( out of 120)
A* 108
A 96
B 84
C 72
D 60
E 50

43. Challenges and Opportunities
All Candidates will use the same problem/scenario
Each candidate will define the scope of their solution
Candidates will have to carry out research to establish their user requirements
Centres will need to differentiate between their candidates to ensure there is a range of marks
Solutions should reflect the Candidates ability to solve problems

44. AS Content Required Approaches to System Development
Reasons for systems development
Analysis
Design, Development and Testing
Implementation
Data and Information
Data, information and knowledge
Data Validation/Verification
Hardware and Software
Application Software
Input/output devices used in applications

45. A2 Content Required Databases Features of a relational database
ER modelling
Normalisation to 3NF
Components of a data dictionary
SQL/QBE
Legislation
Impact of legislation on individuals and organisations
Ethical considerations

46. Overview of Organisation
The main sections of the organisation include:
Customer Services – Creating and maintaining customer details
Accounts Department – Creating and maintaining invoices and payments
Sales and Order Processing – Creating and maintaining sales and orders
Shipments – Organising deliveries to customers
Products – Creating and maintaining a range of products in stock
Suppliers – Creating and maintaining supplier details

47. Analysing the problem Produce a Gantt chart to schedule the project
Identify internal and external constraints that may impact on the solution
Detail the user requirements in terms of inputs, processes and outputs
Prioritise and justify user requirements into essential and non-essential
Use analysis tools such as DFDs (level 0 and level 1) to illustrate the flow of data through the information system and the processes required
Specify the hardware and software requirements to produce the new system.

48. Focus on Analysis
Gantt Chart – Include detail on how the 60 hours is to be used on solution etc.
Constraints – Hardware, software, personnel, budget, time, legal issues etc.
User requirements – Outputs expected, inputs including data capture, essential v’s non essential, solution may not include non-essential etc.
Use analysis tools such as DFD ( level 0/1) to identify processes, data flows etc.
Hardware and software specification

49. Designing an appropriate solution
Produce an overall design for the system
Produce a description for each process, and algorithms where appropriate, based on user requirements
Produce a detailed design of each user interface, including appropriate validation
Use data modelling techniques to produce an ER diagram for a fully relational database
Show in detail how the database solution is normalised to 3NF
Design the required queries and reports
Develop a comprehensive test plan

50. Focus on Design Overall design may include:
Structured diagrams, storyboards, algorithms etc.
Interfaces may include forms, buttons, switchboards etc. ( screenshots of forms etc. will not be accepted as design components)
Data structures may include tables, validation etc.
ER modelling and Database normalisation to 3NF etc.
Use of other database tools - Queries, reports, macros etc.
Include SQL and/or QBE
Test plan including test data, reference to use requirements, expected outcomes etc.

51. Application Development
Select and use appropriate software to develop and implement the solution
Test the software solution
Document a strategy for system implementation

52. Focus on Application Development
Solution should reflect Design
Include the working solution
No requirement to include screenshots for every test
Results should cross reference to test plan with brief commentary
Corrective action should be documented
Implementation plan may include data conversion, changeover method etc.

53. Documentation and Evaluation
Evaluate the solution against the user requirements
Identify possible extensions to the system
Develop an electronic guide, accessible from the user interface that explains how to use the application

54. Focus on Documentation and Evaluation
Evaluation include reference to user requirements both essential and non-essential, limitations, strengths, future developments etc
User documentation may include a link from the solution, user guide, FAQ’s etc.

55. More rigorous assessment
GCE DT Assessment Objectives
AO Demonstrate knowledge and understanding
AO Apply knowledge, understanding and skills, analyse problems
AO Evaluate, present and justify

56. Assessment Objectives
GCE DT Assessment objectives Marks
A22
AO1 10
AO2 45
AO3
100

62. Contacts Education Manager: Michael McEnery
Telephone: Ext (2170)
Subject Support Officer: Barbara Laffitte-Fitou
Telephone: Ext
Specification, sample assessment and support materials available on the subject microsite at