This blog was first published in 2022 and has been updated to reflect new information and recent updates to the specification.

Vinay Thawait, Computer Science, IT and Creative iMedia Subject Advisor

Our Cambridge Nationals in IT (J836) qualification (first teaching September 2022) includes new and improved content designed to be engaging and attractive to students and increasingly relevant to many industry sectors.

The new qualification consists of three mandatory units: 

Unit R050 – IT in the digital world (examined) – 48 GLH – 30%.
Unit R060 – Data manipulation using spreadsheets – 36 GLH – 30%.
Unit R070 – Using augmented reality (AR) to present information – 36 GLH – 40%.

I feel very excited about this new, engaging content which was developed by teachers with today’s students in mind. As teaching AR content could be a new area for many, I’d like to share some information to help you plan and deliver this unit.

Assessment of Cambridge National in IT (J836) qualification

The first exams for unit R050 were taken in January 2024.  The terminal rule for exams applies to our redeveloped Cambridge Nationals qualifications, which means students must sit the exam after they have completed both NEA units and when they finally certificate. Students can sit exams in the January and/or June series as part of the terminal exam process.

Please read our blog post on understanding the terminal rule and exam for unit R050, and our Cambridge Nationals: Terminal assessment rule document, on Teach Cambridge, which includes examples and infographics.

What is augmented reality?

Augmented reality is a technology that allows people to superimpose digital content (images, sound, video, text) over real-life scenes or objects. There are three main types considered here:

Why teach AR skills?

AR provides increased engagement, interaction, and a richer user experience. The demand for AR products shows exponential growth in new mobile app development for almost all major industries, and especially in IT, architecture, gaming, retail and hospitality, entertainment, science and education. 

Professional-level skills are required for jobs as an AR app/product developer. This includes skills in using tools and techniques for different types of augmented reality software development kits (SDKs), programming language skills, 3D gaming engine or modelling skills, command over user interaction (UI) / user experience (UX), graphic designing skills, networking/communication skills and problem-solving skills. To work in this field in the future, students will benefit from developing some of these important skills now and building on them further as they progress into higher or further education. 

What do we mean by an AR model prototype?

AR has made it possible to present information so that users can see more detail in item(s) or product(s) with 2D or 3D images and can place the items or products digitally in their surroundings. 

Students will have the opportunity to design, create, test, and review an AR model prototype, using a range of tools and techniques. The prototype will have limited functionality to showcase how the fully working AR product for a given context and audience might look like. You can think of it as a minimal viable product – just enough to demonstrate to your client or customer what the full version will look like and how it might function. 

Some of you may be thinking of students creating incredibly impressive commercial AR products that big companies use to present visually rich information to their customers. This would not be a realistic assessment goal at KS4! We are preparing students to understand the fundamentals of this exciting new technology and expose them to the creative process through the development of a model prototype. 

Some of the key points to consider for creating an AR model prototype:

• It is a simple model built to test a concept or process. Students won’t need to create or develop a fully working AR product.
• The NEA tasks will focus only on creating a model prototype that may include ‘layers’ in a 2D rather than 3D environment, using ‘triggers’ that could be used to present information.
• I am keen to stress that creating a basic level AR model prototype will not need coding skills (unlike a GCSE Computer Science programming project).
• There are no requirements for specialised hardware such as you would need if you were creating a virtual reality (VR) model prototype. Students will only use a PC/laptop or a smart digital device.
• Augmented reality software development kits (SDKs) are used to create the AR products for real-life contexts that can be used by different audiences.
• We have recently updated our specification, sample assessment materials (SAM) and support materials to allow students to use either an AR SDK or alternative software. If alternative software is used students must create a simulated AR experience. Please review details within the SAM and the live NEA assignment. 
• You may need to change the file formats of the supplied assets to make sure that they are compatible with the software being used by your centre for creating the AR model prototype.

An example NEA task

The following is a suggestion of an example task:

• Use a flat map (2D) of a school showing different rooms or areas.
• Create an AR model prototype or a simulated AR experience that will allow the user to click on various classrooms/areas to display appropriate text/image/audio/video information. The click could be restricted to a limited number of rooms or areas within your model prototype to show how a fully working AR product would work.
• Include ‘layer(s)’ and ‘trigger(s)’ on the map to allow text/image/sound/audio/video info to display when it is clicked.
  
  • Clicking on the sports field area might trigger a short video showing facilities available to students.
  • Clicking on a science lab will show a video clip of an experiment or a teacher demo.
  • Clicking on the school logo might open a web link to the school.

AR software development kits

AR SDKs are used to create the AR products for real-life contexts. Using the model assignment for unit R070, we have trialled many SDKs that may be suitable for use in schools. Some of these are free to use with basic functions, while their advanced functions may need a paid licence. Some SDKs can be downloaded and installed on your digital devices and some only have an online version.

Please download our AR software recommendations document to get to know which software is best for your school and students. 

As we continue to deliver unit R070 AR content and assess students, more SDKs may become available, while others may change to a paid-for service or close. We will continue to research and will update our information regularly. We’d also appreciate your feedback or concerns on the use of the AR SDKs, so we can give you the best possible information.

Using alternative software 

We have recently updated the specification, NEA task evidence requirements, SAM and support materials with new guidance for teachers and students. 

It is no longer compulsory to use an AR SDK to create the AR model prototype. Students can now use alternative software such as presentation software to create a simulated AR experience. 

A simulated AR experience must show what the AR model would look like when it is working. This means using things that move or change such as simple animation, clicking or tapping to make something happen and visual effects including making objects appear closer or further away to look like they are in the same space as the real world. The simulated AR experience must include the illusion of depth. 

When an AR model prototype is made using an AR SDK, animation may be applied through built‑in functionality (e.g. via software tools). When using alternative software, such as presentation software, students must create these effects using tools like animations, layers, size changes and slide transitions. In both cases, the aim is to show how virtual objects would look and behave in AR, not just to create a set of static slides. 

Alternative software can include, but isn’t limited to, presentation software (e.g. PowerPoint, Google Slides and Canva).

Summary

We have guidance and teaching and learning resources on our teacher support site, Teach Cambridge. These include a scheme of work, mapping guide, switching guide, assessment story, and CPD training to support you. 

Keeping up to date can feel daunting, but by taking steps early you can be confident that you will be on top of your planning and preparation for this new and exciting IT qualification. We are here to provide you support with the delivery and assessment of our qualifications.

Stay connected

We have a dedicated customer support page for Cambridge National in IT and we update the FAQs section regularly.

We are here to support you, so if you have any questions please email us at vocational.qualifications@ocr.org.uk or support@ocr.uk or call us on 01223 553998.

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About the author

Vinay joined Cambridge OCR in July 2014 to support the GQ reform and development of the AS and A Level Computer Science qualifications. Since then, he has been involved in the development of the reformed GCSE (9-1) Computer Science, Entry Level Computer Science, Cambridge National in IT, Level 3 Cambridge Advanced National (AAQ) in IT: Data Analytics, Level 3 Cambridge Advanced National (AAQ) in Computing: Application development and Cambridge Advanced National (AAQ) in Cyber security and Networks qualifications.

Before joining Cambridge OCR, Vinay spent more than 25 years in IT and Computer Science teaching and leadership roles, working for several schools as well as local authorities educational support team. He was the National Bid Lead for the Building Schools for the Future (BSF) initiative within Capita IT, and also the Head of Operations for an audio-visual educational software development company. 

Vinay has a degree, three post-graduate masters and NPQH from Warwick, Coventry, and Nottingham Universities. Outside work, he takes part in karate, cricket, and badminton. He doesn’t believe in ‘just sitting down and watching TV’.