You are on page 1of 23

klm

GCSE Design and Technology Textiles Technology

Controlled Assessment

Specification at a Glance
Examination One 2 hour untiered paper Design task with prerelease paper Specification content 40% 120 marks Approx 30 marks

Section A

Section B

Approx 90 marks

Controlled Assessment

One task
3D outcome and concise design folder approx 20 A3 sheets

60% 90 marks

Controlled assessment
Task setting Task taking Task marking Moderation

Controlled task setting
Candidates will be required to choose one of the tasks provided by AQA

CONTEXT Different cultures of the world provide designers with a wealth of inspiration. Whether it is through their artists and textiles/fashion designers past and present or the special occasions, music, festivals and seasonal celebrations that each culture embraces they all provide pattern, colour and texture essential to the development of inspirational textile products.
Design task 1 A popular high street store has commissioned you to design a fashion garment or accessory to wear at a special occasion event. Your design is to be inspired by the colours, spirit, and pattern offered by another culture.

Design task 2 Many young people are keen to go to University. Student accommodation is often very basic and without the home comforts many are use to. A student charity shop on a University campus has invited you to design a range of textile products that would sell well. The shop is keen to promote products that have been inspired by other cultures and make use of recycled fabrics. Make at least one decorative product that could be sold at the University shop.

Controlled task taking
Detailed guidance will be given by AQA on what is understood by the term ‘Controlled’

Remember the new specification focus!
more relevant to 21st century textiles designing. encourage creative, innovative designing the focus is on environmental issues including sustainable designs, waste reduction, recycling of textiles, organic and fair trade cotton, bio fibres and biodegradable fibres/fabrics. encourages candidates to understand the importance and benefits of ICT including CAD/CAM to assist in the production of textile products encourages an understanding of technological advances and the use of modern textiles materials and components

How can it be achieved?
The chart on the following slide is one possible route • It is very important that this chart is used in the spirit it is intended • It is not a list to be ticked in order to establish what is missing. • It is not intended to be prescriptive, nor is it an exhaustive list. • It shows some of the things you might expect to see in a controlled assessment task piece of coursework.

1. 2. 3. 4 5 6 7 8 9 10 11 12 13 14 15 16

Analysis of task, identify research, plan Consumer, shop profiles Existing designs - Product analysis, Disassembly tasks, Comparative shop. Inspirational – mood boards and trend forecasts, Designers, Historical/cultural Analysis research , Specifications –design criteria Initial ideas Coloured ideas evaluated Development work planned inc. written explanation Presentation of final ideas Designing for sustainability. Environmental, social, moral considerations Colour, pattern, decorative work – investigating and experimenting Style, shape, construction techniques. Modelling/prototyping, modifications. The template/pattern construction. Fabric and component choices – working properties, Costing Other development work – will vary according to the product Plans for making. Manufacturing/product spec including flow diagrams, working drawings, Production records including quality control and risk assessments Diary of making supported with photographs. Paper patterns/templates, Prototype or mock up samples Testing against the specifications Public survey to canvas opinion, Fashion shows, User trials, video footage showing their product in use. Comparing against a commercial product Product analysis report offering improvement and modification suggestions Communication criteria is awarded throughout

8

Emphasis on being relevant, concise and analytical.

32

Emphasis on creativity, flair, imagination making use of all modern technologies available. Emphasis on designing for sustainability.

32

Emphasis on challenge, quality and achievability in the time available, use of ICT Emphasis on thorough testing and evaluating in order to recommend modifications

17 18 19 20

12

6

Possible timetable
1 Investigating the design context 2 Development of design proposals (including modelling) 3 Making 4 Testing and Evaluation 5 Communication
8 marks 32 marks
4 hours
Start March / April

14 hours

May - September

32 marks 12 marks 6 marks 90 marks

18 hours 4 hours

October - January February Throughout

40 hours

Complete March 1st

Controlled task marking
The teacher marks the coursework using the assessment criteria and guidance from AQA The textiles teachers in the school standardise the marking The marks are submitted to AQA and the moderator The AQA moderation process begins

GCSE Assessment guidance
The five assessment criteria are each given five bands of marks. Each band should be viewed holistically when making assessments; as a weakness in one element of a level may be balanced by strengths in another.

Assessment Criteria for award of marks

Maximum Mark allocation 8 32 32 12 6 90

1 2

Investigating the design context Development of design proposals (including modelling) Making Testing and Evaluation Communication

3 4 5

Total

CRITERIA

ASSESSMENT CRITERIA

POSSIBLE EVIDENCE

Investigating the design context
Criterion 1

8

7-8 marks descriptors • Discrimination shown when selecting and acquiring relevant research that will promote originality in designing • Excellent understanding and analysis of the design context • Detailed analysis of relevant existing products or systems undertaken related to design intentions • Comprehensive analysis of relevant and focused research undertaken • Clear and specific design criteria identified, reflecting the analysis undertaken • Target market identified and the intended consumer/user profiled

Analysis of task, identify research, plan Consumer, shop profiles Existing designs - Product analysis, Disassembly tasks, Comparative shop. Inspirational – mood boards and trend forecasts, Designers, Historical/cultural Analysis research , Specifications – design criteria ADVICE Present on no more than 5 design sheets

CRITERIA

ASSESSMENT CRITERIA

POSSIBLE EVIDENCE

Development of design proposals (including modelling)
Criterion 2

32

28-32 marks descriptors • Imaginative and innovative ideas have been developed, demonstrating creativity, flair and originality. Further developments made to take account of ongoing research • A coherent and appropriate design strategy, with clear evidence of a planned approach, adopted throughout • The implications of a wide range of issues including social, moral, environmental and sustainability, are taken into consideration and inform the development of the design proposals • Excellent development work through experimentation with a wide variety of techniques and modelling (including CAD where appropriate) in order to produce a final design solution • Appropriate materials/ingredients and components selected with full regard to their working properties • Fully detailed and justified product/manufacturing specification taking full account of the analysis undertaken

Initial ideas Coloured ideas as development begins Presentation of final ideas Development work planned inc. written explanation Colour, pattern – experimenting - decorative work The template/pattern construction – modifications, Modelling/prototyping Style and construction techniques Fabric and component choices – working properties, Costing Environmental, social, moral considerations/sustainability Plans for making may include Working drawings, Production planning- Risk assessment and quality control Manufacturing spec including flow diagrams ADVICE Present no more than 8 design sheets

CRITERIA

ASSESSMENT CRITERIA

POSSIBLE EVIDENCE

Making
Criterion 3

28-32 marks descriptors • Final outcome(s) shows a high level of making/modelling/finishing skills and accuracy Selected and used appropriate tools, materials and/or technologies including, where appropriate, CAM correctly, skillfully and safely Worked independently to produce a rigorous and demanding outcome Quality controls are evident throughout the project and it is clear how accuracy has been achieved. The outcome has the potential to be commercially viable and is suitable for the target market

Diary of making supported with photographs and notes. Production records including quality control and risk assessments Photographs of the product Paper patterns/templates, Prototype or mock up samples The made outcome ADVICE Consider the level of demand in the product before you start making No more than 3 design sheets

32

• • •

CRITERIA

ASSESSMENT CRITERIA

POSSIBLE EVIDENCE

Testing and Evaluation
Criterion 4

12

9-12 marks descriptors • Detailed testing and evaluation as appropriate throughout the designing and making process taking account of client/user or third party opinion • All aspects of the final outcome have been tested against the design criteria and/or the product/manufacturing specification • Evaluate and justify the need for modifications to the product and consideration given as to how the outcome might need to be modified for commercial production

Testing against the specifications Public survey to canvas opinion, Fashion shows, User trials, Film footage showing their product in use. Comparing against a bought commercial one Product analysis report offering improvement and modification suggestions ADVICE No more than 4 design sheets

CRITERIA

ASSESSMENT CRITERIA

POSSIBLE EVIDENCE

Communication
Criterion 5

6

5-6 marks descriptors • Design folder is focused, concise and relevant and demonstrates an appropriate selection of material for inclusion • All decisions communicated in a clear and coherent manner with appropriate use of technical language • The text is legible, easily understood and shows a good grasp of grammar, punctuation and spelling

Candidates should aim to use a wide range of techniques and media in their work. Textiles technology terms should be used throughout. All work should be presented in an appropriate way correct for the purpose it is serving. e.g. Mood boards Working drawings Ideas Flow diagrams Planning charts Extended writing All written work should be fluent with few grammar, spelling or punctuation mistakes ADVICE Concise, relevant – not an excessive amount of pages. It is not an exact science but candidates should not produce more than 20 design sheets

Will 20 sheets of A3 paper provide sufficient space for candidates to present their work?

Will it provide enough evidence to meet the assessment criteria?

It has to be if candidates are going to gain the highest marks

It is included in the mark allocation!

What are the key words in the assessment criteria?
Focused Concise Relevant Appropriate Selective Clear Coherent Discrimination Comprehensive Specific

Communication 6 marks
Design folder is focused, concise and relevant and demonstrates an appropriate selection of material for inclusion All decisions communicated in a clear and coherent manner with appropriate use of technical language The text is legible, easily understood and shows a good grasp of grammar, punctuation and spelling

Investigating 8 marks
Discrimination shown when selecting and acquiring relevant research that will promote originality in designing Excellent understanding and analysis of the design context Detailed analysis of relevant existing products or systems undertaken related to design intentions Comprehensive analysis of relevant and focused research undertaken Clear and specific design criteria identified, reflecting the analysis undertaken Target market identified and the intended consumer/user profiled

Controlled assessment moderation
AQA will produce detailed guidance on all matters relating to moderation