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Provides examples of allowed AI use, expectations for evidence and acknowledgement, and required referencing. 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Learners must also conduct independent evaluation of outputs and lead the work.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What evidence and acknowledgements are required when learners use AI?",{"text":68,"@type":64},"Where AI is used, learners must show clear evidence that they led the work and evaluated the outputs. They must acknowledge AI use so teachers can check it is valid and apply assessment criteria appropriately.",{"name":70,"@type":61,"acceptedAnswer":71},"Which referencing details must learners include for AI tools used in the NEA?",{"text":72,"@type":64},"Learners must clearly reference the AI tool used, including its version and access link. 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It includes the steps to take if you suspect AI misuse.  \nIntroduction  \nAI tools are becoming more developed in their capabilities and prevalent within operating systems and software, so it is important to consider the use of these tools in the context of this component.  \nThis guidance should be read alongside JCQ’s AI Use in Assessments: Your role in protecting the integrity of qualifications and our GCSE Design and Technology specification.  \nAI may support the process of designing and making, but the ideas, decisions and critical thinking must remain the learner's own. AI tools may assist with research, visualisation and communication, but must not replace the independent thought, design decisions and critical evaluation on which marks are awarded. Where AI has been used, there must be clear evidence that the learner has led the work and evaluated the outputs. Learners may not receive direct credit for the AI content itself.  \nKey expectations  \n• Marks must only be awarded for the learner’s own original work.  \n• Learners must not submit work that is copied, paraphrased, or heavily derived from anyother source, including AI-generated content, without appropriate development and referencing.  \n• Teachers and learners must sign candidate record forms confirming the authenticity of submitted work.  \nValid use of AI in GCSE Design and Technology NEA  \nArtificial intelligence may be legitimately used by learners within this component, for example to:  \n• conduct preliminary research/research into the work of others  \n• provide renders of sketches, drawings and CAD models to use as a basis for discussion with the client/possible users as a means of obtaining more useful and detailed feedback.  \n• use a school-approved chatbot to act as a client if there is difficulty in obtaining one  \n• render a sketch, drawing or model in a range of materials or aesthetic styles in such a way where the learner has control of the variables and is able to make an informed choice  \nThere are a number of AI tools relevant to this subject, for example:  \nGeneral AI assistants  \nThese tools can support research, generate text, answer questions and assist with written communication within the NEA:  \n•  Microsoft Copilot: a large language model integrated into Microsoft 365, available to learners aged 13 and over via school institutional accounts; can support research, drafting text, summarising information and acting as a client or user in the absence of one  \n•  Google Gemini: Google's AI assistant, available to learners via school Google Workspace accounts; can support research, text generation and critical questioning of design decisions.  \nImage generation and visual design tools  \nThese tools support the production, development and communication of design ideas:  \n•  Canva: a design platform with integrated AI image generation and editing tools; can be used to create presentation boards, develop visual communication and generate design imagery from text or uploaded sketches  \n• Adobe Firefly: Adobe's AI image generation tool, embedded within Adobe Express and Photoshop where school licences apply; can generate and edit images, apply style transfers and produce high-quality visual outputs from learner-produced drawings  \n•  OpenArt: an AI image generation platform that can produce images from sketches or text prompts; particularly useful for fashion design, surface pattern and product visualisation.  \nSketch-to-render and 3D visualisation tools  \nThese tools support the development of design proposals from hand-drawn or CAD starting points.  \n•  New Arc: converts hand-drawn sketches into photorealistic renders and 3D visualisations; supports iterative design development and client presentation  \n•  MyArchitect","cbCaidRX5QM2CKLa","https://ap.wps.com/l/cbCaidRX5QM2CKLa","pdf",185964,"English","# Introduction\n# Key expectations\n# Valid use of AI in GCSE Design and Technology NEA\n# General AI assistants\n# Image generation and visual design tools\n# Sketch-to-render and 3D visualisation tools\n# Electronics and programming tools\n# Acknowledging AI use and assessment considerations\n# Supplier lists and IP/GDPR responsibilities\n# Referencing AI use","[{\"question\":\"What parts of the NEA must remain the learner’s own work when AI is used?\",\"answer\":\"Ideas, decisions, and critical thinking must remain the learner’s own. Learners must also conduct independent evaluation of outputs and lead the work.\"},{\"question\":\"What evidence and acknowledgements are required when learners use AI?\",\"answer\":\"Where AI is used, learners must show clear evidence that they led the work and evaluated the outputs. They must acknowledge AI use so teachers can check it is valid and apply assessment criteria appropriately.\"},{\"question\":\"Which referencing details must learners include for AI tools used in the NEA?\",\"answer\":\"Learners must clearly reference the AI tool used, including its version and access link. The guidance gives an example of how referencing can be recorded.\"}]","GCSE Design and Technology (8552) NEA - Artificial Intelligence (AI) Guidance for Valid Use, Misuse and Referencing | PDF",1792462835,15]