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A Good syllabus is one in which pupil motivation can be achieved, leading to adequate opportunity for candidates to show what they know, understand and can do. This handbook has been written to support teachers in successfully delivering the Design and Technology - Product Design syllabus developed by ICAA.

Over the past few years a large number of schools have found that through successful implementation of the NDTEF GCSE syllabus, their pupils have achieved results that reflect their design and technology capability. This handbook aims to provide models of good practice that schools can apply to their own situations to continue to achieve such success, through the new Product Design syllabus.

ICAA continues to support the Certificates of Competence which match the assessment statements, these are teacher assessed, have no external examination component, and provide candidates with a detailed description of their competencies in Design and Technology. They are meant to complement the GCSE certificate.

By certificating individual assessment components throughout the year, they can be used to record the achievement of candidates who fail to meet the full requirements of the GCSE. These certificates can also be used to give the candidates short-term goals for which to aim. Any of the candidates work, undertaken whilst following the course, can be used as APL (Accredited Prior Learning).

The ICAA team will be happy to discuss the individual needs of schools in developing delivery models which will help them to achieve a worthwhile, rewarding and successful course for their candidates. This handbook is also supported by a wide range of Learning Solutions materials, In-Service training and internet materials.

The ICAA syllabus has been designed to follow on from the NDTEF Design and Technology syllabus, this means that schools where good practice has lead to success should find that with few changes they can adopt this syllabus and continue to achieve well. Some schools have chosen, in the past, to deliver the NDTEF syllabus in an integrated manner, some through individual specialist areas, others in a combination of strategies.

The following examples show how some schools have delivered the NDTEF syllabus. It is envisioned that these systems will work just as well under the new syllabus.

The teaching of Design and Technology has always been fraught with difficulties: skilled/unskilled staff, cost of materials, lack of equipment and facilities, access to the limited facilities and so on. The examples below are strategies that have proven successful despite these difficulties and others. In an ideal world all centres would be able to develop a fully integrated, holistic, design based course, this is not going to happen in many schools. Nevertheless it is something to strive towards.

ICAA will be happy to discuss specific strategies with centres, or put centres in touch with each other to learn from each others experiences.



School A: Using a multi media approach with shared rooms

Resistant materials
Textiles
Graphics	All taught in multimedia rooms for whole course
Food
Systems and Control



School B: Having a compulsory core

Resistant materials or	Short project in one area		Resistant materials
Textiles or	Followed by coursework project in chosen specialism		Textiles
Graphics or			Graphics
Food or			Food
Systems and Control			Systems and Control



School C: Working in individual material specialist rooms with no integration

Resistant materials	Single focus area for whole course
Textiles	Single focus area for whole course
Graphics	Single focus area for whole course
Food	Single focus area for whole course
Systems and Control	Single focus area for whole course



School D: Design based using any appropriate material

			Resistant materials
Material area flows from design requirements			Textiles
to one or more material area			Graphics
			Food
			Systems and Control



School E: Short course
Year 10
Resistant materials
Textiles
Graphics
Food
Systems and Control
		Year 11
		Resistant materials
		Textiles
		Graphics
		Food
		Systems and Control



School F: Short course
Half timetable time over two years
Resistant materials
Textiles
Graphics
Food
Systems and Control

The single major difference between NDTEF Design and Technology and the new ICAA syllabus is that pupils will no longer be awarded a certificate endorsed with a material area. They will be awarded a GCSE in Product Design.

There will be only one terminal examination, covering the requirements of all material areas.

All Foundation candidates will therefore sit the same paper, as will all Higher candidates and answering common questions with specialist knowledge.

Candidates for the short course are expected to work in one material for the majority of their course.

Candidates must also study the tools and equipment appropriate to that material.

Assessment

The scheme of assessment for this syllabus is designed to assess the National Curriculum for Design and Technology. They therefore reflect the relevant requirements for KS4 in the Order. They also contain relevant and appropriate Key Skills signposting. This is to help teachers to ensure that they are adhering to the present requirements as stipulated by the Department for Education and Employment.

The aim of the written examination paper is to assess the ability of the candidate to apply their knowledge gained through practical activities, to focussed questions. This ensures that the candidate is able to work in a variety of materials throughout the course and then use their knowledge appropriately. Each examination will be based around a number of predesignated products. Centres will be informed of the products at least two terms prior to the examination session.

Component		Weighting	Tier	Time
Written Paper	Full Course	40%	Foundation	1 ½ hours
			Higher	2 hours
Written Paper	Short Course	40%	Foundation	1 hour
			Higher	1 ½ hours

Candidates just failing to achieve D on the Higher paper may be awarded grade E.

Prior to the examination, centres will be informed of a range of products that will provide a basis for the examination.

Section One will contain general questions on product design. Candidates will choose a product form the list provided and apply their knowledge of a range of materials.

Section Two will contain design and manufacturing questions specific to material areas. Candidates will choose a further product from the list and answer questions relating to their material knowledge.

The paper for the Short course will consist of ONE section, relating to the first section of the Full course paper.

This is worth 60% of the final grade in both Full and Short courses. For the Full course approximately 40 hours should be spent developing and manufacturing a quality product. The short course requires 20 hours to be spent on a similar activity.

The candidate is expected to work on one extended task, although ICAA does not stipulate the number of tasks or projects that a centre decides to set. Some centres may endeavour to achieve the assessment criteria through one project, where other centres may feel that combining a number of projects would better suit their candidates.

A strategy that has proved successful in many centres is to set a number of discreet tasks, approximately three, that cover particular skills that the candidate can then utilise in a major project. The major project is then assessed against the criteria, with supplementary evidence being gathered from the three short tasks.

In the past candidates have been expected to generate their own design brief, whilst the more able candidates have been able to do this many find it difficult. This syllabus recognises this and the assessment now awards marks for the candidate being able to research a context from a given starting point, such as a design brief. Therefore all candidates will benefit from guidance at the outset.

The candidate is expected to provide a portfolio of evidence upon completion of the course. This portfolio must address the three sections of the assessment criteria: Materials and Components, Designing and Making and Environmental and Social Issues, in an integrated manner.

The portfolio can be submitted in any format. It should, in the majority of cases, be predominately the candidates own written work, supplemented with photographic evidence and ICT materials. However some candidates may benefit from submitting audio or video evidence, or they may wish to submit their work through the medium of ICT, and therefore submit a CD of their portfolio, where these facilities are available. The portfolio should not be large in size, over the years NDTEF portfolios often reflected too greater emphasis on this aspect of the syllabus. 15 - 20 sides of A3 or 30 - 40 sides of A4, should be sufficient, however no limit is set by ICAA.

The portfolio should relate to the material(s) in which the candidate has worked, therefore a graphics based portfolio will look quite different from a food portfolio.

Rough work and sketchbooks should be included as they often show how a candidates work has progressed throughout the project, rather than highly polished design sheets, drawn after the event, often at the expense of practical activities.

Many centres have found the pressure of coursework in Year 11 to be too great and have moved the major portfolio development into Year 10, with Year 11 being left to examination preparation and production of supplementary materials to fill the gaps to ensure that all the assessment criteria are covered. This system has proved to be successful, and will continue to be so under this syllabus.

Centres will need to select the coursework tasks carefully to ensure that they deliver the required knowledge for the written paper whilst also offering opportunity for the candidate to demonstrate their practical capability. Centres will need clearly focussed and well-resourced schemes of work to allow the students to develop the necessary skills knowledge and abilities required by this syllabus.

Possible projects

The following list is a selection of projects which have been successfully utilised by centres under the NDTEF syllabus, whilst the assessment scheme is different, the themes are still applicable.

· Design and make a game that can be used by an eight year old on a long car journey.

· Design and make a new container, package point of sale display for a new perfume.

· Design a strategy and accompanying leaflets to raise awareness of a particular environmental issue.

· Design and make a food product suitable for two people working on an exhibition stand, that they can eat quickly whilst working. One is a vegetarian.

· Design and make an item that will be used in a fashion show based on the designs of Charles Rennie MacKintosh.

· Design an aid for disabled people to enable them to gain access to local amenities, or inform them of access restrictions which exist.

· Design and make a product that will be used to encourage a healthy teenage lifestyle.

Centres should try to provide a stimulating and inspiring environment in which to deliver the course. The room itself can therefore be an important resource. Posters, a technical library, ICT facilities including CD roms and internet are all appropriate and should provide information and ideas without limiting the candidate.

Publishers are constantly improving their ranges of Design and Technology literature, there are numerous books and other materials which have been used in schools and these should remain important references.

The Learning Solutions packs can be used as resource materials for many different projects. There are a number of web sites that offer good stimulus materials, as well as other services.

As the written paper is based on a number of products, it would be possible to develop a section of the course around the agreed products. Each of these products is carefully chosen, with support materials available, either from ICAA or from recommended sources.

· allow candidates to develop their own ideas with support, intervening when appropriate,

· ensure all candidates have equal opportunities, throughout the course to develop their capability in Design and Technology.

To facilitate this ICAA offer training in many aspects of the professional development of staff including; subject specific, skills based learning, training in the delivery and administration of this syllabus and various others. Please contact using the numbers at the front of this handbook.

Over the past few years many schools have developed successful schemes of work, with detailed lesson notes and plans. It is envisaged that this syllabus will work with just about any scheme that has a coursework element that satisfies the assessment criteria. This is possible because of the open nature of the examination.

However, a new syllabus can be used to challenge existing practices and give schools the opportunity to re-think some of the strategies used in the past.

If candidates have been given a good foundation in KS3, they usually do well in KS4. It is therefore essential to give candidates every opportunity to develop skills in material use in Year 7, 8, and 9, so that they are able to embark upon their GCSE with confidence.

To structure the delivery of this syllabus the following pointers should be borne in mind:

· be given ample opportunity to discuss their ideas and their progress with staff and their peers,

· draw on their knowledge and skills gained outside their Design and Technology lessons, and

· develop an awareness of their role in society and the impact their work has on the environment.

· involve the whole design process, although in different tasks a particular aspect may have greater stress placed upon it,

· enable candidates to develop their confidence, allowing them to become autonomous users of Design and Technology,

· allow candidates to carry out in-depth investigations into existing products,

As the course progresses the candidates will need specific knowledge to help them with the examination, some of this knowledge may be covered in their coursework, but some will not. Individual centres must decide which aspects of the assessment criteria for the written paper will need to be taught didactically and which can be learnt through the candidates own endeavours.

There may also be aspects of the coursework assessment criteria that candidates will not meet within their own activities, where this is the case it is acceptable for centres to set discreet activities, which can be assessed against the criteria. These marks can then be added to the candidates' other assessment marks and the combination of marks and coursework submitted as a portfolio.

In effect this is similar to the Case Study that was part of the old NDTEF syllabus. The difference being, that the board will not be specifying which aspects of the course (if any), make up the case study.

Many schools will use this facility to cover Part C of the assessment criteria; Health and Safety, and Evaluating Processes and Products. As this will ensure that all candidates will have the opportunity to gain marks in these areas, regardless of their chosen specialist area, or coursework theme.

Centres should try to give the candidates real situations to study for this section, for example; industrial visits, guest speakers and so on. Where visits are possible candidates should be encouraged to use photographs to illustrate processes or products.

· labelling requirements and how the consumer can be informed or mislead by the label,

· any legislation which effects the product or the manufacturer of the product,

· how the legislation or the product can be altered to conform to the needs of society.

Assessment objective A - Materials and Components

Candidate can demonstrate a practical knowledge of the selection of tools/equipment, including CAD/CAM, based upon suitability and chosen materials /ingredients. Candidate can also describe, either verbally or in writing, his/her reasons from selecting particular tools/equipment.

Throughout practical work, candidate should demonstrate understanding of how use of the correct tool/equipment, including CAD/CAM, can lead to high quality outcomes.

Candidate should demonstrate understanding of correct storage of tools and equipment throughout the making process.

Candidate should check the condition of tools/equipment and describe, either verbally or in writing, maintenance requirements that apply during making activities.

Candidate should describe, either verbally or in writing, the differences between manual and automated tools/equipment, including those used in computer aided manufacture, and show how the application of knowledge can differ according to scale of production (one-off items, batch/continuous/mass production).

Candidate should demonstrate an understanding of common industrial practice and how this might compare with or be different from their own practical work in a school environment.

Candidate should identify the sequence of production or assembly operations and the use of ICT in this process.

Throughout practical work, candidate should demonstrate ability to identify and then overcome any problems that arise.

Candidate should demonstrate, either verbally or in writing, ability to describe to others any problems that have arisen in practical work, and a range of potential solutions to the problems encountered.

Candidate should describe, either verbally or in writing, the aim of their project in terms of outcome, and a number of ways of achieving the desired aim demonstrating the ability to estimate the time needed to complete a task, or part of a task.

By means of careful time planning, candidate should show ability to work to deadlines, completing tasks on time.

The marks awarded for these statements can only be achieved via a practical activity. The candidates need to carry out an in-depth manufacturing investigation, leading to a practical outcome. Some of these marks can be awarded through the use of observation sheets, however there will of course be evidence of their success in the final outcome.

Candidates gaining the higher marks should have evidence of their abilities in this area in their portfolio, for example; material properties charts, descriptions of tool and equipment use, safety considerations, development/modification records, time plans.

Candidates need to demonstrate that they understand the nature of the materials with which they have chosen to work.

It is important that candidates do not simply copy pages of data from books, or include great volumes of print-outs from the internet, for this section. They need to demonstrate their knowledge of materials, tools and overcoming problems, not their ability to use a photocopier!

Assessment Objective B - Designing and Making

Candidate should be able to research context from a given starting point such as a design brief. His/her research should include the use of new technology, ie CD-ROM, the Internet.

Candidate will evaluate existing products by product disassembly (either physical disassembly, or study of the constituent parts/ingredients and reasons for inclusion).

Candidate should demonstrate ability to finalise design proposals and present findings to someone else.

Candidate should be able to confirm a design brief and develop a relevant product specification, including data such as number of items to be produced, quality requirements, tolerance and finishes, time and cost constraints and any health and safety requirements.

This syllabus does not expect candidates to start their activities from discovering a need, whilst the more able candidates may wish to develop their own design brief, it is expected that the majority of candidates will benefit from some guidance at the outset. Hence the list of possible projects.

Help with drawing up a specification will also be important for a number of candidates.

Candidate should be able to use a variety of resources, including expert advice, teachers, CD-ROM, textbooks, web-based resources, in order to explore alternative means of manufacture for the chosen outcome. This could include implications of alternatives such as indications of levels of consistency, tolerance, finishes and appropriate quality control techniques.

Candidate should be able to describe alternative means of manufacture of chosen outcome. His/her research should explore the use of ICT to aid manufacturing. Candidates should explore levels of consistency, tolerance, finishes and appropriate quality control techniques.

Candidate should demonstrate understanding that it is possible to buy in prepared materials and ready-made components rather than manufacturing them.

Candidate should demonstrate investigation of environmental issues with reference to the method of manufacturing, and the end product.

Candidate should explore materials and ingredients, alongside methods of fixing, storing and packaging, for products similar to whatever he/she is designing.

There is no need to reinvent the wheel! Where candidates are designing products they should be encouraged to investigate similar items that already exist. This may include product disassembly.

Candidates should be encouraged to split a problem into its constituent parts, analyse each part and try to research solutions to each aspect.

All candidates should be encouraged to explore the use of bought in components and ingredients, rather than making everything themselves. They must be aware of budget implications, and other conflicting demands made upon the manufacturer and end user.

They must also investigate alternative methods of manufacture, and be able to describe why certain strategies can be more successful than others.

Candidate should use appropriate images, including ICT, to illustrate design proposals.

Candidate should annotate work to demonstrate its relevance to the design/make task being undertaken.

Candidate should include clear evidence to show how information gained has been used or rejected.

Candidate should use graphic techniques and ICT, including computer aided design (CAD).

Candidate should demonstrate ability to modify his/her product specification in the light of experience, using ICT to generate, model and communicate design proposals.

Candidate understands and applies appropriate British Standards.

The candidates ability to communicate their design will be demonstrated throughout their portfolio by the use of flow charts, drawings, rough notes, models and the use of ICT.

It is important that candidates use appropriate methods to communicate their ideas. With the emphasis being placed more on the use of ICT.

Before embarking upon the manufacture of the candidates design proposal, they should have produced all of the necessary graphical information; working drawings, parts/ingredients list, flow chart/production plan and any models or computer simulations.

Candidate should be able to adapt working practices in the light of difficulties encountered during making, modifying his/her way of working as the product is realised.

Candidate should carry out quality checks, including visual inspections, during manufacture.

Candidate should work towards a quality product, adapting designs to suit materials and equipment availability, any defects in materials, or equipment and time allocation.

Candidate should be able, either verbally or in writing, to justify any changes made in the course of the design/make activity.

Throughout the design/make activity, candidate should demonstrate ability to draw upon experiences of working in similar materials or using similar manufacturing processes to design new products or modify products.

Candidate can draw up a plan for each stage of manufacture to include time and equipment requirements alongside any visual testing, eg colour matching or taste panels, any chemical analysis or tests for fit.

Although the majority of these marks can be awarded through the use of observation sheets, candidates should be encouraged to keep a diary, cataloguing their activities and recording any alterations to their proposals as they occur.

Throughout practical work, candidate should demonstrate ability to evaluate work, checking for quality using visual or physical tests to sample product at critical control points during the making process.

Candidate should demonstrate a clear concept of the end user of the product.

Candidate should test the product in context.

Candidate should evaluate the product against his/her original intentions and design brief using appropriate test procedures, eg colour, taste tests, manufacturing methods and finishes, chemical analysis, expert scrutiny.

Candidate should evaluate the product in terms of the cost effectiveness of materials, components, ingredients, processes and manufacturing times.

Candidate should demonstrate ability to use evaluation findings to modify or suggest future modifications for the product.

Candidates should be encouraged to continuously evaluate their work and the work of others. Therefore the marks for evaluation should be evidenced at various stages of their work.

The candidate must test their practical outcome at each stage of its development to ensure that it works, both against their intentions and in the market for which it is designed.

Candidates should be encouraged to work in a manner similar to that employed in industry where this is appropriate. Role play and simulation exercises can prove useful, as can video or visits to industrial centres, in developing an awareness of quality control practices.

Assessment Objective C - Environmental and Social Issues

During coursework and in the end product, candidate will demonstrate understanding of the importance of product descriptions and product labelling.

Candidate will understand the difference between scrap and waste, and the importance of minimising these.

Candidate will consider how any scrap and/or waste resulting from the making process, and from the finished product, is to be disposed of.

In relation to both the manufacturing process and the finished product, candidate will consider and have a positive attitude to recycling.

Candidate will understand the effects on the environment of waste disposal and recycling.

Candidate will explain what is meant by the life cycle of a product.

Candidate will demonstrate an understanding of the importance of consumer groups and pressure groups.

Candidate will demonstrate understanding of how products are designed and manufactured to achieve quality.

Candidate will demonstrate an appreciation that some quality judgements are subjective.

Candidate will be able to devise his/her own quality checks suitable to assess his/her product, or the products of others.

Candidate will understand that some product attributes can be measured numerically while some cannot be measured with precision.

These sections are explained under the Lesson Planning section of this book, as for some candidates the most appropriate way of achieving these marks will be through specific tasks, or the development of a Case Study. Some centres may wish to distribute the criteria, with some explanations of particular points, to the candidates as a structure for an extended study of industrial practices.

The subject content section of the syllabus details the skills, knowledge and understanding that the successful candidate will need to achieve both high marks from their coursework and to be able to demonstrate their ability in the examination.

The material areas prescribed in the syllabus are not exclusive, centres may have particular facilities or skills, which lend themselves to the study of a material not explicit within the list, if this is the case, the content requirements should be applied as appropriate. Further guidance can be gained from ICAA.

All candidates must study at least one material and the tools and equipment appropriate to it, in order to make a quality product. (The Short course requires that candidates study at least one, the Long course two, however all design and make activities incorporate a mix of materials, and therefore it is expected that all candidates will reflect this is in their portfolio and examination answers).

· Materials and Components -section 3.2.1 and 3.2.2 being common to all materials, section 3.2.3 being broken down into the individual material areas above (with the addition of Food Packaging).

As centres develop their schemes of work the Subject Content section can be used as a tick list, ensuring that all aspects of the course are being covered, with each material specialist developing their own strategy for implementing the requirements.

Section B should be intrinsic to all of the candidates work, regardless of material specialism. It should, therefore, be used as a structure for the candidates coursework project. This will make it easier to moderate coursework across materials.

When this structure has been decided upon, the individual material requirements must be slotted in. - The graphics specialist planning their own curriculum to cover the criteria of paper/card. The food specialist planning to cover the Food criteria and so on.

However as the candidates may need knowledge from a number of material areas, this may mean that the graphics specialist delivers their lesson not only to graphics candidates, but also to a food group, or hands their plan to the food teacher who delivers it to those in the group who need that information.

Flexibility is the key issue, for both staff and candidates. In order that the candidate achieves their potential in this subject, they must be encouraged to develop an open-minded attitude toward design, "they must recognise the needs of a variety of client groups". This is best fostered through a sharing of experience and knowledge across material areas.

The syllabus contains language that reflects the requirements of GCSE Manufacturing terminology. In order to ensure that the use of specialist terminology does not exclude candidates, key terms are explained below:

Food

The term components refers to the buying in of pre-prepared ingredients, eg ready-made pastry. The term tools refers to food preparation equipment and the term materials to food ingredients.

Graphics

The term components refers to the buying in of pre-prepared units, eg pre-printed packaging. The term tools refers to graphic equipment and the term materials to card, paper, board and similar graphics materials.

Systems and Control

Systems candidates will be familiar with the terms components, tools and equipment. The term materials refers to circuit boards and similar base components.

Resistant Materials and Textiles

Resistant Materials and Textiles candidates should be familiar with the terms tools, materials and equipment. Textiles candidates should understand the term components as purchased pre-printed materials, ready-made buttons, etc.

There may be other specialist language which will need clarification in preparation for the examination, if this is the case ICAA will distribute a glossary with the pre-release materials.

Candidates will be assessed on the quality of their written communication. These marks will be added to the coursework marks.

This should not be seen as an additional graded mark scheme, but as a list of criteria, therefore it does not necessarily follow that candidates with high coursework marks will attain high marks for the quality of their written communication. Neither does it follow that those candidates who fail to achieve high marks for their coursework will only achieve low marks for their written communication.

Low Performance	Candidates have failed to reach the standard required for the award of a mark.	0 mark
Threshold Performance	Some information presented is in an appropriate form; structure and style of writing also appropriate in few respects only; legibility and accuracy in spelling, punctuation and grammar just adequate to convey meaning.	1-2 marks
Intermediate Performance	Form, structure and style of writing mainly appropriate; generally clear expression; good legibility and mainly accurate spelling, punctuation and grammar.	3-4 marks
High Performance	Highly appropriate form, structure and style of writing; meaning clearly expressed; good legibility and highly accurate spelling, punctuation and grammar.	5-6 marks

The recent changes to the structure of all GCSE syllabus has meant that boards must now include signposting for the exemplification of Key Skills. Candidates following a GCSE course should also be capable of compiling evidence for a Key Skills qualification at Level 1, Level 2 or in some cases Level 3.

The syllabus includes a complete list of the Key Skill criteria, the evidence statement, examples of suitable evidence and suggested activities that a candidate will undertake.

If candidates are to be awarded Key Skills levels centres must be familiar with these statements and give the candidates ample opportunity to produce the necessary evidence. This may be in addition to their coursework or it may be that candidates will need to copy parts of their portfolio to be included in their Key Skills folders.

The following pages contain sheets which may be photocopied for the pupils' use, or adapted as needed. They were developed to support less able candidates, however in practice they proved useful for all candidates at times. They were designed to be A3 size, but can be used A4. They are also available via the internet, and on disc.

They are not a complete set, as each centre needs to develop their own, they are purely as examples of suitable materials. Advice and support in developing such materials is available form ICAA and on the web.

Candidate Assessment sheets have also been included towards the end of this section.

Diary Sheet

Suitable for evidencing: Various sections of the mark scheme, particularly, Section B - Communication, Adaptation and Improvements, Evaluation.

Investigation Sheet

Materials and Equipment

Suitable for evidencing: Section A - Working with materials/components, Working with Tools and Equipment.

Quality Sheet

Suitable for evidencing: Section B - Quality Control and Manufacturing. Also some aspects of Section C - Evaluating Processes and Products

Alterations for Batch/Mass production

Suitable for evidencing: Section A - All three areas. Section B - All areas. Section C - All areas.

Date	Proposed Activity	Actual activity	Modification/Adaptation to design

Sources of Information	Usefulness of Information Gained



Similar Products (manufacturer, price, availability)	Usefulness of Information Gained

Materials available to Use:	Suitability of Material for Design Solution	Appropriate Equipment to be used with chosen material	Safety points to be considered when using the chosen materials and Equipment

Stage	Quality check	Resources required to carry out check	Results	Recommendations

Stage	Quality check	Resources required to carry out check	Results	Recommendations