Design & Technology (Graphic Products) - Welcome : WJEC

GCSE Design and Technology (Graphic Products) Teachers' Guide 1

Contents

GCSE in Design and Technology (Graphic Products) Teachers' Guide Page 1. Introduction 2 2. Course Structure 3 3. Unit 2 Controlled Assessment 4 Briefs 4 Completion of Controlled Assessed Task 5 Frequently Asked Questions 27 4. Written Paper 30 Command Words 30 Content and Examples 31 5. Year Planner 65 6. Book List 66 7. Useful Websites 67

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http://www.wjec.co.uk/index.php?subject=14&level=7


2. COURSE STRUCTURE

Written Examination Unit 1 Controlled Assessment Unit 2

40% 60%

Unit 1 Written Paper

The Basics It is now one focus area specific examination. It is split into two sections. Section A will have questions specifically about Section B will have questions about the respective focus area. It is now a 2 hour examination. The students will need extended practice to be able to the examination The examination can be done in year 10 and 11; the best mark being carried

forward.

Unit 2 Controlled Assessment Task Requirement

It is to be completed in the second year of course.

The Project Briefs are set by the board. (Principal Examiner for each focus area sets the briefs.)

The Basics

This replaces the coursework element of the present course. Start to think in terms of Control Assessment Task not project work. In simple terms a design and make task in 30 hours. All the work is to be done school. It is work that is done under supervision. It is to be completed in Year 11 only. The Project Briefs are set by the board. (Principal Examiner for each focus

area sets the briefs.) These will change each year. The work is to be done in the controlled assessment work book. The controlled assessment workbook is to be downloaded from the WJEC

website. The controlled assessment workbook is to A3 in size. There is a space on each page for a comment and mark. The work will be moderated each year.


3. CONTROLLED ASSESSMENT

Unit 2 Controlled Assessment

The set briefs will provide opportunities for designing, making and evaluating across the range of Graphic Products. The set briefs will always allow the candidate to contextualise the brief.

The set briefs will always be within the core activities of Graphic Products as defined by the Specification. Architectural modelling will not feature in the set briefs. There will always be opportunities for designing with new media.

Briefs

Teachers or candidates, in consultation with their teachers, should choose one of the Briefs set by the board. The examples below typify the briefs that will be set. Brief 1: PACKAGING.

A new perfume is being made by a famous manufacturer. Packaging and a point of sale display is needed for the perfume.

Brief 2: PROMOTION.

A film festival is being planned for your local town / city. An information and promotional pack is need for the launch of the festival to the press.

Brief 3: CORPORATE IDENTITY. A new upmarket café is opening in your locality.

A corporate identity together with stationery for the café is needed.

http://www.wjec.co.uk/uploads/publications/16509.pdf


Controlled Assessment Task

It is a requirement of the specification that candidates complete a 30 hour design, make and evaluate task.

Teachers are required to monitor and verify that the time limit is adhered to and that the contributions of individual candidates are recorded accurately and that plagiarism does not take place.

Candidates will not gain additional credit by exceeding the time limit.

The task can be carried out in the normal classroom/workshop environment.

Candidates are allowed supervised access to resources that may include information gathered outside the 30 hours of controlled assessment time.

Candidates may gather research/inspirational material prior to or during the assessment period and this can be referred to during the task but this material is not to be included in the material to be assessed.

No graphical work prepared in advance by the candidate or others is to be referred to during the task or used as part of the task.

Candidates may collaborate/confer with others in relation to the task but all assessed material must be the candidates' work only.

The supervising teacher can give candidates limited guidance during the task in order to clarify what is to be done and to ensure that safe working practices are adhered to.

All graphical and written work entered for this controlled assessment must be submitted on the pre-printed pages which are available for download from the WJEC website.

The task must not exceed the 14 A3 pages provided. Candidates are free to use ICT applications where they are appropriate.

It is the responsibility of the centre to ensure the reliability and authenticity of all work presented for this controlled assessment.

Teachers and students will be required to sign a declaration that all work presented is the work of the candidate alone.


The Controlled Assessment Task is divided into two sections

Section A is concerned with designing the product. Marks will be awarded for: Analysis of the Task 5 marks Writing a Design Specification 5 marks Generating Ideas 10 marks Developing and Modelling a solution 5 marks Communicating the Final Solution 10 marks Demonstrating Creative Thinking 5 marks Section B is concerned with planning, making and evaluating the product.

Marks will be awarded for: Planning the make 10 marks Making the Product 90 marks Evaluation of the Product 10 marks Suggesting Improvements 10 marks

When completing the Controlled Assessment Task candidates should :

Contextualise the chosen brief.

Design creatively by generating, developing, planning and communicating ideas.

Make products by working safely with tools, equipment, components, materials and ingredients.

Apply systems and control. CAD/CAM, digital media and new technologies appropriate to the focus area.

Analyse and evaluate processes and products.


Controlled Assessment Workbook

Instructions to Candidates and Centres

Print these pages before you start: http://www.wjec.co.uk/uploads/publications/16529.pdf Read the instructions with your candidates. (You can do this before the control

mechanisms apply.) Use these pages only. Do not add research. Each page is timed. Do not add pages, they will not be marked. Mark each page as you go.



Page 1

Do not include the research work that is done by the candidate.

Provide the results of the research.

Provide conclusions from the research.

The specification content on PRODUCT ANALYSIS provides good guidance as to what is required when analysing a competitor product.

Candidates should be using the knowledge gained in their study of the following sections of the specification :-

PRODUCT ANALYSIS OVERARCHING PRINCIPLES OTHER DESIGNERS COMMERCIAL MANUFACTURING PRACTICES MATERIALS AND COMPONENTS

Analysis of the task (5 marks) 1 Page Mark Attainment 0 No analysis presented 1 There is a very basic analysis of where the product fits in the market place together

with a limited evaluation of a similar product. The work presented shows little evidence of prior research and preparation. A simple brief may be evident.

2 There is a basic but appropriate analysis of where the product fits in the market place

together with a basic evaluation of a similar product. The work presented shows limited evidence of prior research and preparation. A simple brief is evident.

3 There is a good analysis of where the product fits in the market place together with an

evaluation of a similar product. The work presented shows some evidence of prior research and preparation. A clear brief is evident.

4 There is a very good analysis of where the product fits in the market place together

with a detailed evaluation of a similar product. The work presented shows good evidence of prior research and preparation. A well-worded brief is evident.

5 There is a comprehensive analysis of where the product fits in the market place

together with a very detailed evaluation of a similar product. The work presented shows clear evidence of detailed research and preparation. A clear and appropriate

brief is evident.


Page 2

The Design Specification needs to be full and detailed. The specification points need to be capable of being tested. The Specification points should address:

The target market for the product. The aesthetic appeal of the product. The function and/or purpose of the product. Quality issues relating to the product. The size data relating to the product. The safety considerations of the product. The properties of materials used when manufacture of the product. The scale of manufacture used to make the product. The commercial processes likely to be used to make the product. Sustainability and Environmental issues.

The specification must make reference to the results of the investigation. This will be assessed for content and the quality of the written communication.

Design Specification (5 marks) 1 page Mark Attainment 0 No specification presented 1 A design specification comprising a list of basic attributes for the product. The

specification shows little or no links with the analysis of the task. 2 A basic design specification comprising a list of relevant attributes for the product.

The specification shows superficial links with the analysis of the task. 3 A good design specification comprising a prioritised list of attributes for the product

presented under appropriate headings. The specification illustrates clear links with the analysis of the task.

4 A comprehensive design specification comprising a prioritised list of attributes for the

product presented under appropriate headings. The specification demonstrates strong links with the analysis of the task.

5 An excellent design specification comprising a prioritised list of attributes for the

product presented under appropriate headings. The specification is well founded in

the analysis of the task.


Page 3 & 4

Four ideas are needed. Detailed annotation is required. Reference to the Design Specification and the Investigation is needed. The views of others need to be taken into account. The way the candidate responds to critical views will affect the Creative

Thinking mark.

Generation of ideas (10 marks) 2 pages Mark Attainment 0 No ideas presented. 1- 2 A small range of barely appropriate ideas that are poorly annotated. The ideas and

annotation show little attention to the specification. 3 - 4 A range of appropriate ideas that are annotated. The ideas and annotation show

some attention to the specification. 5 - 6 A range of clear ideas that are appropriately annotated. The ideas and annotation

show some attention to the specification. 7 - 8 A range of good initial ideas that are well annotated. The ideas and annotation show

good attention to the specification. 9 - 10 A range of excellent initial ideas that are very well annotated. The ideas and

annotation show close attention to the specification.


Page 5

A range of options to be considered for the FORM, STYLE and FUNCTION of the

final product. Using knowledge about the designers studied can be used here.

Examine the way the product can be made to work.

Options for the shape and form of the product can be considered.

Examine the way that the design specification constrains form, style and function.

Annotation of the options being considered is required.

Decisions based on the design specification can be made.

Justification of all decisions is required.

Development of Form/Style/Function (5 marks) 1 page Mark Attainment

0 No development of form presented. 1 Limited evidence of the form/style being developed or modelled. An alternative shape

or style may be evident. There is no evidence of decision-making. 2 Some evidence of the form/style being developed or modelled. Several options are

presented. There is evidence of decision-making but with little reasoning offered. 3 Clear evidence of the form/style being developed or modelled. Several options have

been offered. There is evidence of reasoned decision-making. 4 Good evidence of the form/style being developed and modelled. Several appropriate

options have been offered. There is clear evidence of informed decision making. 5 A variety of forms/styles have been presented and the shape and form of the product

have been developed and modelled in a progressive way. A final decision based on sound reasoning has been made.


Page 6

A range of options to be considered for the MATERIALS and COMPONENTS of the final product.

Using knowledge from studying the specification will help:

Product Analysis Overarching Principles Commercial manufacturing practices Materials and Components

Examine the way that materials can be used.

Examine the components that are available.

Examine the components can be used.

Examine the way that the design specification constrains materials and components.




Development of Materials/Components (5 marks) 1 page Mark Attainment

0 No development of materials/components presented. 1 Limited evidence of the selection of appropriate materials/components.

Materials/components have been stated. There is no evidence of decision-making. 2 Some evidence of the selection of appropriate materials/components. Alternatives

have been offered. There is some evidence of decision-making. 3 Clear evidence of the selection of appropriate materials/components. Alternatives

have been offered. There is evidence of reasoned decision-making. 4 Clear evidence of the selection of appropriate materials/components. Appropriate

alternatives have been offered. There is clear evidence of reasoned decision-making. 5 Full and clear evidence of the selection of appropriate materials/components.

Appropriate alternatives have been offered. There is evidence of well-reasoned decision-making.


Page 7

A range of options to be considered for the CONSTRUCTION of the final product. Using knowledge from studying the specification will help:

Product Analysis Overarching Principles

Commercial manufacturing practices Materials and Components Tools, Equipment and Making

Examine the construction methods that are available.

Examine the way that construction methods can be used.

Examine the way that the design specification constrains construction.




Development of Construction (5 marks) 1 page Mark Attainment

0 No development of the construction presented. 1 Limited evidence of the construction being developed. A construction method has

been offered. There is no evidence of decision-making. 2 Some evidence of the construction being developed. A small variety of construction

methods have been offered. There is some evidence of decision-making. 3 Clear evidence of the construction being developed. A variety of construction

methods have been offered. There is evidence of reasoned decision-making. 4 Clear evidence of the construction being developed. A variety of appropriate

construction methods have been considered. There is evidence of well-reasoned decision-making.

5 Full and clear evidence of the construction being developed. A range of appropriate

construction methods has been considered. There is evidence of well-reasoned decision-making.


Page 8

A range of options to be considered for the SIZE of the final product.

Using knowledge from studying the specification will help:

Product Analysis Overarching Principles Commercial manufacturing practices Materials and Components Tools, Equipment and Making

Examine the sizes of materials that are available. Examine the sizes of components that are available.

Examine the way that the design specification constrains the size.




Development of Size/quantity (5 marks) 1 page Mark Attainment

0 No development of size/quantity presented. 1 Limited evidence of sizes and or quantities being developed. Sizes or quantities may

be evident. There is no evidence of decision-making. 2 Some evidence of sizes and or quantities being developed. Alternative sizes and or

quantities will be evident. There is some evidence of decision-making. 3 Clear evidence of sizes and or quantities being developed. Alternative sizes and or

quantities will be evident. There is evidence of reasoned decision-making. 4 Clear evidence of sizes and or quantities being developed. Sizes and or quantities

have been developed in a progressive way. There is evidence of reasoned decision-making.

5 Full and clear evidence of sizes and or quantities being developed. Alternative Sizes

and or quantities have been systematically evaluated. There is clear evidence of well-reasoned decision-making.


Page 9

A range of options to be considered for the finish and quality of the final product. Using knowledge from studying the specification will help:

Product Analysis Overarching Principles Commercial manufacturing practices Materials and Components Tools, Equipment and Making ICT, CAD and CAM Systems and Processes

Examine the finishes that are available.

Examine the way that the design specification constrains the finish.

Examine how a high quality product can be ensured.

Examine the way that the design specification requires quality in the product.

Decide on the Quality Assurance processes to be addressed in the making.




Development of Finish/quality (5 marks) 1 page Mark Attainment

0 No development of finish/quality presented. 1 Limited evidence of the development of finish/quality. A suitable finish may be offered.

There is no reference to quality control. There is no evidence of decision-making.

2 Some evidence of the development of finish/quality. An alternative finish is offered. There is brief reference to quality control. There is evidence of decision-making.

3 Some evidence of the development of finish/quality. Alternative finishes are offered.

There is reference to aspects or quality control. There is evidence of decision-making. 4 Clear evidence of the development of finish/quality. Alternative finishes are offered.

There is reference to aspects of quality control. There is evidence of reasoned decision-making.

5 Full and clear evidence of the development of finish/quality. A range of alternative

finishes is offered. There is reference to a variety of quality control issues. There is evidence of well-reasoned decision-making.


Page 10

A presentation piece of graphics is needed. This is the opportunity to show off graphic skills.

ICT and CAD can be used.

A well presented image is required – could be pictorial or orthographic.

May be more than one image.

Rendering of the image for – Colour

Surface texture Light Material – is needed.

A background is needed.

Solution: Graphical presentation. (5 marks) 1 page Mark Attainment

0 No graphical presentation presented. 1 A basic illustration of the final product. It is recognisable but lacks proper form. It

offers little evidence of shading or colour rendering. 2 An illustration of the final product. It is recognisable and shows reasonable form. It

offers evidence of shading and/or colour rendering. 3 A clear illustration of the final product. It is recognisable and shows good form. It

offers evidence of good shading and/or colour rendering. 4 A very good graphical presentation of the final product. It uses a recognised graphical

technique, is accurate in its structure and It shows effective shading and or colour rendering.

5 A very high quality graphical presentation of the final product. It uses a recognised

graphical technique, is accurate in its structure and shows expressive shading and/or colour rendering.


Page 11

A technical piece of graphics is needed. This is the opportunity to show off formal graphic skills.

CAD can be used.

A well presented orthographic drawing is required.

The drawing must conform to British Standards - BS8888:2006 at present.

Dimensions and details need to be added.

Solution: Technical details (5 marks) 1 page Mark Attainment

0 No technical details presented. 1 Limited evidence of technical detail. 2 Evidence of some technical detail. 3 Evidence of many technical details. 4 Evidence of most technical detail. 5 Evidence of virtually all technical details.


This needs to be looked for throughout the project

Is the work different to the work of the rest of the group?

Is it a "WOW" or a "YAWN" Ideas and Development are good starting points for assessment.

Are the ideas different or variations of one idea.

How has the candidate responded to critical evaluation.

When developing is it wide ranging or narrow and fixed.

Is there an element of the unexpected in the ideas, development and graphic

presentation.

You can teach candidates to respond to problem solving in innovative and creative ways. There is plenty of information on this.

Candidates need to be encouraged to be brave with their ideas - 'YES' you can do it!

Reward the weird and unusual penalise the standard and ordinary.

Lots of inspirational materials are needed.

Enthusiasm for new ideas needs to be shown to the candidates by YOU!

Creative thinking (5 marks) Throughout the project

This is an opportunity for candidates to show a measure of flair, imagination and creativity in their designing. It can be evident at any stage through the design process.

Mark Description of Attainment 0 No creative thinking presented. 1 Evidence of limited creative thinking. 2 Evidence of some creative thinking. 3 Evidence of creative thinking in several areas. 4 Evidence of much creative thinking. Some ideas show imagination

and flair. Creative thinking is evident throughout the development of the product and imaginative presentational techniques are evident.

5 A high level of creative thinking. Very imaginative ideas are evident.

A highly creative development of the product is evident. Presentational techniques show much flair.


Section B

Instructions to Candidates and Centres

Print these pages before you start. Read the instructions with your candidates. (You can do this before the control

mechanisms apply.) Use these pages only. Each page is timed. Do not add pages, they will not be marked. Mark each page as you go. Making must be done under your supervision. Making has to be the unaided work of the candidate. Ensure that the time limits are not exceeded.


Page 12

A detailed plan for the making of the final product is required. Using knowledge from studying the specification will help.

A detailed list of the processes to be used is needed. Details of the resources needed for the making must be identified.

A realistic time plan is needed to allow for making processes and quality assurance.

For a time plan to be valid it has to specify dates for completion of each phase. This will be assessed for content and the quality of the written communication.

Planning the make (10 Marks) 1 Page Mark Attainment 0 No plan for making presented. 1 - 2 A list of manufacturing steps is evident but shows little appreciation of the work

involved or the time needed. 3 - 4 A list of basic manufacturing steps is evident. The steps contain some detail of

the processes required. There is little attempt to quantify the time needed. 5 - 6 A list of realistic manufacturing steps is evident. The steps contain some detail of

the processes required. There is an attempt to quantify the time needed. 7 - 8 A list of realistic manufacturing steps is evident. The steps contain some detail of

the processes required and note any constraints. There is a realistic estimate of the time needed to manufacture the outcome.

9 - 10 A clear, appropriate and detailed list of manufacturing steps is evident.

Constraints have been recognised. There is a realistic estimate of the time needed to manufacture the outcome.


Making the product (90 marks) For a suite of products we are looking across the totality of the products made and the making processes used.

This is clear enough – there shouldn't be any problems.

Eg. Duplex printing correctly done is a complex process. Embossing is a complex process. Automatic folding packages are complex.


Eg. Measurements are accurate (plus or minus 0.5mm) Square packages are square. Folds stay where they are supposed to. Images are not pixelated and blocky. Colours are correctly applied.

Range and difficulty of practical processes (10 marks) Mark Attainment 0 No practical processes evident 1 - 2 One straightforward practical processes are evident. 3 - 4 One or two more demanding practical processes are evident. 5 - 6 A range of fairly demanding practical processes are evident. 7 - 8 A range of demanding practical processes are evident. 9 - 10 A range of challenging practical processes are evident.

Quality of construction (25 marks) Mark Attainment 0 No practical processes evident. 1 - 5 Little acceptable accuracy is evident in the construction. 6 - 10 An adequate level of accuracy is evident in only a few aspects of the

construction. 11 - 15 An adequate level of accuracy is evident in some aspects of the

construction. 16 - 20 A good level of accuracy is evident in all aspects of the construction. 21 - 25 A high level of accuracy is evident in all aspects of the construction.



E.g. Is the product the one that was designed? Does it match the Technical Details sheet? How well does the product do these things?


E.g. Is the product well finished? Does it look as it should do? Take into account manufacturing processes used. Lots of CAD/CAM it should be near perfect. Mainly hand made - quality for a 16yr old is appropriate.

Dimensional accuracy (15 marks) Mark Attainment 0 No practical processes evident 1 - 3 The finished product bears little resemblance to the final design

proposal. 4 - 6 The finished product matches some details, both visual and technical,

of the final design proposal. 7 - 9 The finished product matches many details, both visual and technical,

of the final design proposal. 10 - 12 The finished product matches most details, both visual and technical, of

the final design proposal. 13 - 15 The finished product matches virtually all details, both visual and

technical, of the final design proposal.

Quality of finish/appearance (15 marks)

Mark Attainment 0 No practical processes evident 1 - 3 No elements of the product displays an adequate finish. 4 - 6 Some elements of the product display an adequate finish. 7 - 9 Most elements of the product display an adequate finish. 10 - 12 Most elements of the product display a good finish. 13 - 15 Great care is taken to achieve a very high quality finish on all elements

of the product.


This is clear enough – There shouldn't be any problems.

E.g. Look at the Design Specification. Does the product do what it is meant to do. How well does it do these things

This is more complex and you are going to be the judge of this. You will need to note the amount of help and guidance that you give. You may be asked for the evidence you have recorded in your mark book to justify the

mark that you have awarded.

Function (10 marks) Mark Attainment 0 The product does not function on any level. 1 - 2 The product functions in a very limited or partially finished way. 3 - 4 The product functions to a limited extent. 5 - 6 The product functions fairly well. 7 - 8 The product functions well. 9 - 10 The product functions perfectly.

Independent working (15 marks) Mark Attainment 0 The candidate cannot work without constant support and advice 1 - 2 The candidate has required considerable support and advice during the

making of the product. 3 - 4 The candidate has required fairly frequent support and advice during

the making of the product. 5 - 6 The candidate has required some support and advice during the

making of the product. 7 - 8 The candidate has required only minor support and advice during the

making of the product. 9 - 10 The candidate has worked almost entirely unaided whilst making the

product.


Page 13

A detailed evaluation of the final product is required. The product needs to be tested by the target market that it was designed for. The product needs to be tested against the final design brief. The product needs to be tested against the design specification. The data from these three tests must be collected and collated. A written evaluation, using the data from the testing has to be written. The evaluation must refer back to the final brief and design specification and the

views of the target market. This will be assessed for content and the quality of the written communication. The candidates own views are not required – there are no marks for this. A review of the CAT is not required– there are no marks for this. The story of the CAT is not required– there are no marks for this.

Evaluation of practical outcome (10 marks) 1 Page

Mark Attainment 0 No evaluation presented. 1 - 2 A basic evaluation of the outcome is evident. Comments are general and do not relate

back to the initial specification. 3 - 4 An evaluation of the outcome is evident. Comments offer some detail and relate in part

back to the initial specification. 5 - 6 A critical evaluation of the outcome is evident. Comments offer some detail and relate in

part back to the initial specification. 7 - 8 A critical evaluation of the outcome is evident. The comments are perceptive and

detailed and relate back to the initial specification 9 - 10 A critical evaluation of the outcome is evident. The comments are perceptive and

detailed and relate in full back to the initial specification


Page 14

Suggestions to improve the product are required. This is based on comments from the target market and the evaluation – Page 13. Annotated sketches with explanations will do well. Explanations for the reasons for the improvements are needed. Statements of how the changes will improve the product are needed. This will be assessed for content and the quality of the written communication. Not working hard or similar reasons are not required – there are no marks for this. Not finishing or similar reasons are not required – there are no marks for this. Try harder next time is not an acceptable answer– there are no marks for this.

Suggested improvements (10 marks) 1 Page

Mark Attainment 0 No improvements presented. 1 - 2 An improvement to the design and/or manufacturing process has been suggested. 3 - 4 several suggestions for improvements to the design together with a suggestion of how

quality of manufacture could be improved. 5 - 6 several relevant suggestions for improvements to the design together with

suggestions of how quality of manufacture could be improved. 7 - 8 Well-founded suggestions for improvements to the design together with suggestions

of how quality of manufacture could be improved. 9 - 10 Well-founded suggestions for improvements to the design together with detailed

suggestions of how quality of manufacture could be improved.


Page 15

This page is optional and is provided for candidates to provide evidence to back up their manufacturing.

Most candidates will leave the page blank.


Frequently Asked Questions

What students can and can not do before and during the controlled assessed task (CAT)? Extraction from specification

Candidates are allowed supervised access to resources that may include

information gathered outside the 30 hours of controlled assessment time. Candidates may gather research/inspirational material prior to or during the

assessment period and this can be referred to during the task but this material is not to be included in the material to be assessed.

Some questions you may have. Can students gather information/research before and during the task? Yes, this will help them enormously to develop and create answers to the

brief. How much information can they take into the examination? As much as they like, though too much information can be a waste of time.

The students will spend all their time looking for information to use rather than focussing on the task.

Can they gather information between CAT lessons? Yes, and they can use it in their next session. Will they get marked for gathering the information? No, the research information is to support/develop their creative ideas and

focus their mind on the task. Can they add information to their research, such as personal comments?

Yes, that is whole purpose of research and yes they can use these comments in their CAT workbook.

Are they allowed to sketch any creative ideas as they gather their research?

Yes, we are looking for quick sketches not full blown annotated detailed ideas.

Can they ask for advice outside of CAT sessions?

Yes, giving students a direction and help them achieve their potential is part of your role. Completing or doing the students work for them to copy is not though acceptable.

Do they all have to work at the same time?

No, how you manage your 30 hours with your students is your responsibility.


Can they be spilt into groups and work as independent groups? Yes, why not, as long as you can manage the groups.

What if a student misses a CAT session, is he/she penalised? Certainly not, they can always make up their time during the academic terms.

(This is one of the reasons we designed a 30 hour task; if we went for a 40 hour task you may have found yourself doing CAT work outside of lesson times.)

Are the students allowed to talk during the CAT session? Yes, we are even going to asking them to use the views of other pupils in the

evaluation of their work. What is a controlled environment? There is where the students are under you guidance in a controlled room. i.e. the

students time, work is being monitored. A CAT session must be made clear to your students/pupils.

Can the students ask for advice during the controlled session? Yes, though you the teacher must take account of this during the marking. Are computers allowed? Yes, no problem. Can they print their work outside of lesson times? Yes, as long as you are monitoring their actions and the work is tracked. I.e. the

students are not allowed to add information/diagrams etc to their work. The print out must be what they have done during the timed conditions.

Do they all have to work on the same element of the work book? No, it is advisable for you to ensure that you have spare copies of each page of

the workbook. Who is responsible for the workbook? You the teacher. It must be treated like and examination paper. You give them

their work at the start of the CAT session and you collect it in at the end and track the work at the end of the session.

Can materials from a cutting list be prepared before the CAT? As long as the student has prepared the cutting list under your guidance.

Students can over estimate the size of sections/ lengths of materials.


Is gluing time/drying time/cooking time part of the timed conditions? No, we do not want to penalise a student if he/she has painted, prepared a trial

recipe and cannot work on an artefact. (This must though be built in to their planning.)

What if a student has missed a considerable amount of time due to illness or

family problems? The centre must apply, as they have always done, for special considerations as

set out in the JCQ documentation sent to centres. Can the students do their practical work at home? Definitely not. If they did how is the under controlled conditions. Can specialist work be done by an outside source? NO. The work that is submitted must be that of the student.


4. UNIT 1: WRITTEN PAPER

To assist teachers when preparing candidates for the examination they may like to consider the following information. This table is intended to define the command words used in papers and explain how they are used and what is expected from the candidate.

EXAMINATION INFORMATION for COURSE GUIDANCE

COMMAND

WORDS MARKS COMMENTS

GIVE STATE NAME

1Mark

Questions using these command words will feature in the early parts of questions. These questions are designed to ease the candidate into the question. They need a simple statement or a short phrase. The do not need elaboration or explanation in the answer.

DESCRIBE OUTLINE

2 Marks

Questions using these command words will be commonly used on the papers and will feature in many questions. These questions ask the candidate to describe something in detail. The answer will be in sentences and/or in a list. There is a need for detail in the answers with elaboration of the answer. Sometimes the question will ask the candidate to use notes and sketches this means that a clearly labelled sketch or diagram will gain the marks.

EXPLAIN JUSTIFY

3 Marks

Questions using these command words will be commonly used and will feature towards the end of many questions. These questions are asking the candidate to respond in detail to the question providing a full answer with an explanation. Full and detailed sentences will be required and will often contain the word "because". A short phrase will not be acceptable the candidate will need to make a valid point and justify it.

EVALUATE

COMPARE

4 Marks

Questions using these command words will be occasionally used and will feature towards the end of some questions. These questions are designed to test, stretch and challenge the more able candidate. The question requires the candidate to make a well-balanced argument involving both advantages and disadvantages. A paragraph or a number of sentences will be required


The following are general examples of questions with information about how they would be marked. EXAMPLES Question 1 Give two reasons why paper is sometimes laminated. [2] What is required? The question is a straightforward "give" question so short statements or phrases are needed and they do not need justification. Weak answer Reason 1: Makes the paper stronger. (1) Reason 2: (0)

Here the candidate gives one relevant answer. However they have not attempted to state a second reason. It is vital that all parts of questions are answered.

Good answer

Reason 1: Makes the paper stronger. (1) Reason 2: Protects the paper. (1) Here the candidate gives two relevant answers. Full Marks. Question 2 Eight card handles for a carrier bag can be CAM cut from one A3 sheet of card. Describe one advantage to the manufacturer of doing this. [2] What is required? The question asks the candidate to describe in detail an advantage that the manufacturer would gain from cutting more than one handle from each sheet of card. Short statements or phrases will not be adequate. A clear description with justification using a sentence or sentences is needed. Weak answer It is cheaper. (1)

Here the candidate gives a relevant answer but the candidate does not give any detail of the advantage.

Good answer

It reduces the cost of making the handles, as there will be less waste material than cutting one handle from each piece of card. (2)


Here the candidate gives a full and detailed answer in a well-constructed sentence. Full Marks. Question 3 Explain why it is necessary to score printed card that is 500 microns thick before folding it to make a package [3]

What is required.

The question asks the candidate to explain the reasons for having to score card before folding.

Short statements or phrases will not be adequate.

A clear explanation using a sentence or sentences is needed clearly stating a reason and then elaborating the answer with appropriate reasons.

Weak answer It makes the card able to fold. (1)

Here the candidate gives a relevant answer but does not give any detail to support their assertion.

Satisfactory answer

It makes the card easy to fold because it makes a dent in the card where it is to be folded. (2)

Here the candidate gives a relevant answer and does give some detail to support their assertion. The detailed reason is rather superficial, as it does not explain WHY the card is easier to fold. Good answer

It makes the card easy to fold because it makes a dent in the card where it is to be folded. This dent stretches some of the fibres and squashes others into a U shape so that they are ready to fold. (3)

Here the candidate gives a full and detailed answer in well-constructed sentences. They show a detailed understanding of the reasons that allow the process to work. Full Marks.


Unit 1: Written Paper 40% 2 Hours Two Sections

This section relates to the content of the specification and the written examination – Unit 1. The specification has been presented under the following headings: Section A Developing, Planning and Communicating ideas Product Analysis Sustainability and Legislative issues Other Designers/Practitioners Section B Commercial manufacturing Practices Knowledge of Materials and Components Tools, Equipment and Making ICT, CAD, CAM Systems and Processes

The written examination will follow a similar format to the specification.

There will be 8 questions in total, drawn from each of the sections in the specification. It is inevitable that an overlap of content between sections may occur in some questions.

One two hour paper – no tiers.

Questions will be structured to be accessible to all candidates.


Section A

(Questions 1 – 4 on the examination paper)

Product Analysis – Question 1 This part of the specification is about knowing how to analyse a product. This specification provides the opportunity for candidates, through Graphic Products to develop a wider understanding of how products are designed and made.

Candidates should be taught to:

(a) carry out a detailed analysis of a product addressing the following aspects:

The probable specification for the product. The aesthetic appeal of the product. The function and/or purpose of the product. Quality issues relating to the product. The size data of the product. The safety considerations of the product with reference to the end user. The materials used in the manufacture of the product. The scale of manufacture used to make the product. The commercial processes used to make and assemble the product. Safety considerations of making the product. Sustainability and Environmental issues.

This is often the starting point for a designing exercise. This ties together many aspects of knowledge from the specification. Candidates need to practice the skills of analysis to perfect them. It is often a convenient vehicle for teaching specification content The headings are closely related to the Design Specification. This aspect of the specification can be partially taught through practical tasks. http://www.cardworks.co.uk/default.asp for some sample packages.

http://www.cardworks.co.uk/default.asp


Typical Examination Question

Question 1. This question is about Product Analysis. It is worth 15 marks. The photographs show a disposable single use film camera that is covered in a card case. The questions that follow are about the single use film camera in its card case.

The plastic camera is placed inside a card case. The card case for the camera is made from 350 micron white boxboard.

The card case for the camera is printed using the offset lithography printing process.

The card case for the camera is cut out using the die cutting process

The camera in its card case as it is sold and used.

The camera without its card case.


(a) Before starting to design the card case a Design Specification was written. State with as much detail as you can, what you think was the most important Design

Specification point for each of the following aspects. (i) The function or Purpose of the card case [2] ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… (ii) The Target Market for the single use film camera in its card case. [2] ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… (iii) The Safety considerations for the user of the single use film camera in its

card case [2] ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… (b) The card case is made from 350 micron white boxboard State two properties of 350 micron white boxboard that make it the most suitable

material for the card case Property 1 ………………………………………………………………………………… [1] Property 2 ………………………………………………………………………………… [1] (c) The colour printed card case was made using batch production. Explain why this is the most suitable scale of production. [2] ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………………………………


(d) The disposable single use film camera in its card case has to appeal to potential

customers. (i) Describe the appeal of the product in terms of one of the following : [2] fashions trends styles Circle your chosen criteria above and write your description below. …………………………………………………………………………………………

………………………………………………………………………………………… (e) The graph below shows the sales of the disposable camera.

(i) State in which month exactly 7000 were sold. .................................................................................................................. [1] (ii) The average number of sales per month for the introduction period was

calculated as:

month. per sales 16673

5000

months of Number

period per sales Total

State the average number of sales for the growth period. Show all your calculations. [2] .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................


Sustainability and Legislative Issues – Question 2

This part of the specification is about knowing that sustainability and environmental issues, legislation and standards affect and influence designing and manufacturing choices and decisions and use this information in their own designing and making. Sustainability in Design and Technology The specification requires candidates to develop a understanding of sustainability and environmental issues and to be able to use their understanding to guide and assist their decision making during designing in their focus area. Candidates will have to be taught to look at the world we live in and to consider the needs of future generations and will need to consider how, as designers and manufacturers, they can minimise their environmental impact and also to show in their work how we can have a more sustainable future. Candidates should be taught to:

(a) Recognise why sustainability issues and environmental issues are important; (b) To take sustainability issues and environmental issues into account when

designing and manufacturing; (c) To recognise and take account of social, economic and environmental

responsibility in designing and making products.

Legislative Issues in Design and Technology This specification requires candidates to develop an understanding of legislative issues and standards as they affect their designing and making in their chosen focus area and to be able to use the understanding they have gained to guide and assist their decision making during designing Legislative Issues in Design and Technology

Candidates should be taught to: (a) Know about the work of the British Standards Institution (BSI) does and how it

is related to the Committee for European Standardisation (CEN) and the International Standards Organisation (ISO).

(b) Know how standards are produced, what they are for and how products that

reach the standards are marked.

(c) Know about and apply the current Standards applicable to Graphic products – (i) PP8888-1:2007 (at present)

Drawing Practice

(ii) PP 7321:204 Compendium of British Standards for teachers of design and technology in schools and colleges.

(d) Know about the Packaging (Essential) Regulations (P(ER)R) 2003 and know how, in outline, the implementation of the provisions of the European Directive on Packaging and Packaging Waste affect packaging design.


SUSTAINABILITY ISSUES

Recommended text for Sustainability Issues: Sustainability Handbook for D&T Teachers. Edited by: Ian Capewell Pub by: Practical Action Publishing ISBN 978-1853396700 £12 This is the book that was sent free to schools last year.

Centre for Alternative Technology web site: http://www.cat.org.uk/index.tmpl?refer=index&init=1

Focus Educational Software

http://www.focuseducational.co.uk/ Focus on Climate Change

STANDARDS

BSI web site: http://www.bsigroup.com/en/Standards-and-Publications/About-BSI-

British-Standards/

About British Standards: http://www.bsieducation.org/Education/14-19/about/default.shtml

Publications: http://www.bsieducation.org/Education/resources/education-

publications.shtml

CE Mark: http://www.berr.gov.uk/whatwedo/sectors/sustainability/regulations/ce

mark/page11646.html

ISO web site: http://www.iso.org/iso/home.htm

PACKAGING

Packaging (Essential) Regulations (P(ER)R) 2003: http://www.netregs.gov.uk/netregs/63254.aspx

http://www.cat.org.uk/index.tmpl?refer=index&init=1

http://www.focuseducational.co.uk/

http://www.bsigroup.com/en/Standards-and-Publications/About-BSI-British-Standards/

http://www.bsigroup.com/en/Standards-and-Publications/About-BSI-British-Standards/

http://www.bsieducation.org/Education/14-19/about/default.shtml

http://www.bsieducation.org/Education/resources/education-publications.shtml

http://www.bsieducation.org/Education/resources/education-publications.shtml

http://www.berr.gov.uk/whatwedo/sectors/sustainability/regulations/cemark/page11646.html

http://www.berr.gov.uk/whatwedo/sectors/sustainability/regulations/cemark/page11646.html

http://www.iso.org/iso/home.htm

http://www.netregs.gov.uk/netregs/63254.aspx


Typical Examination Question Question 2. This question is about the general issues of D&T. It is worth 10 marks.

(a) (i) Name a graphic product that makes use of recycling [1] …………………….………………………………………………………………… (ii) Describe how the product you named above makes use of recycling [2] …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… (iii) State one advantage using recycling in a graphic product. [1] …………………………………………………………………………………… (b) (i) Designers of new products think about the SIX Rs. Underline the SIX Rs in the list that follows. Two have been done for

you. [1]

REMAKE RETHINK REUSE RECYCLE

REDESIGN REPAIR REDUCE REFUSE

(ii) Sustainable design is more than making the product from recycled materials or making it recyclable. Describe ONE other way in which sustainable products can be designed. [2]

……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………………


(c) Mass Production of products like the one shown below produces winners and

losers.

(i) State one of the winners of mass production of the product and give details of one reason for this.

One winner: …………………………………………………………………………… [1]

Reason: ………………………………………………………………………………… [2]

………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………


Other Designers/Practitioners – Question 3 This part of the specification is about knowing about and understanding the work of professional designers and/or professional practitioners within the world of Design and Technology.

The principal examiner will specify two Designers/Practitioners for each examination year. The awarding body will review the two Designers/Practitioners annually. Centres will be informed of the details of each of the Designers/Practitioners two years before the examination is to be taken. Candidates should be taught about: The range of the work that each of the designers has

produced over time. The features that identify the work of each of the designers. The innovations and/or new ideas that each of the designers

has introduced over time; The influence that each of the designers has had on design

and manufacturing.

Candidates and teachers need to be aware that a question on this topic will appear on the Written Examination Paper.

The question on Other Designers / Practitioners will require an answer that is a piece of continuous writing.

Marks will be awarded for knowledge of the designers. Resources to start you off. PETER SAVILLE "Designed by Peter Saville" Edited by Emily King Published by Frieze ISBN-13: 978-0952741428 £19.95 Distributed by Thames & Hudson http://www.btinternet.com/~comme6/saville/ http://www.btinternet.com/~comme6/saville/biography.htm http://www.designmuseum.org/designinbritain/peter-saville http://www.savilleparriswakefield.com/temp2008/




http://www.btinternet.com/~comme6/saville/

http://www.btinternet.com/~comme6/saville/biography.htm

http://www.designmuseum.org/designinbritain/peter-saville

http://www.savilleparriswakefield.com/


DAVID CARSON "The end of Print: Graphic Design of David Carson" 2nd Edition by Blackwell &

Carson Pub by Laurence King ISBN-13: 978-1856692168 £25.00 http://www.davidcarsondesign.com/ http://en.wikipedia.org/wiki/David_Carson_(graphic_designer) http://abduzeedo.com/design-legends-1-david-carson http://www.computerarts.co.uk/in_depth/interviews/david_carson

OTHER RESOURCES http://www.ilovedesign.com/uk/ http://www.designtalkboard.com/design-articles/famous-designers.php Search http://www.youtube.com/ for both designers …... and so on for many hits! A suggestion for teaching this aspect of the specification could be to set the

task to curate an onscreen exhibition and short catalogue of the work of the designer.

This addresses this aspect of the specification and parts of Tools and Equipment – Use PAGE LAYOUT SOFTWARE Use ONSCREEN PRESENTATION SOFTWARE Use WEB CREATION SOFTWARE

http://www.davidcarsondesign.com/

http://en.wikipedia.org/wiki/David_Carson_(graphic_designer

http://abduzeedo.com/design-legends-1-david-carson

http://www.computerarts.co.uk/in_depth/interviews/david_carson

http://www.ilovedesign.com/uk/

http://www.designtalkboard.com/design-articles/famous-designers.php

http://www.youtube.com/


Typical Examination Question Question 3. This question is about the designers that you have studied. It is worth 10

marks. During your course you have studied the work of Milton Glaser and Neville Brody.

Select one of these designers and write a short essay in the space below to: [10]

Describe the designer's work identifying its main features.

Discuss the influence your chosen designer has had on other designers.

Marks will be awarded for the content of the answer and the quality of written communication.

………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………


Developing, Planning and Communicating Ideas – Question 4 This part of the specification is concerned with the process of designing. Starting with an initial problem and concluding with a proposed solution giving due consideration to the issues that can and should influence the outcome. Candidates should be taught to: (a) develop and use design briefs and detailed specifications; (b) consider issues that affect their research, designing and planning; (c) be flexible and adaptable in responding to changing circumstances and new

opportunities; (d) generate, develop, model and communicate design proposals; (e) design for manufacturing in quantity; (f) plan work schedules effectively;

(g) match materials and components with tools, equipment and processes, taking

account of critical dimensions and tolerances when deciding how to manufacture the product. This is all about the design process. Candidates will need to use this information in completing their CAT. Candidates will need to show understanding of what they are doing. Candidates will have to show that they can use the design process in

a similar way to the current question five on the focus area paper. This aspect of the specification can be partially taught through

practical tasks. These do not need to be long and complex they could be very simple.

Some sources of ideas for short projects can be found in the sources below. http://www.52projects.com/ 52 Projects: Random Acts of Everyday Creativity By: Jeffrey Yamaguchi Publisher: Perigee Books ISBN-13: 978-0399532061 £10.02 http://www.ideabook.com/ DIY: Design it Yourself By: Ellen Lupton (Editor) Publisher: Princeton Architectural Press ISBN-13: 978-1568985527 £10.00

http://www.52projects.com/

http://www.amazon.co.uk/exec/obidos/search-handle-url/277-6208785-0145048?%5Fencoding=UTF8&search-type=ss&index=books-uk&field-author=Jeffrey%20Yamaguchi

http://www.ideabook.com/

http://www.amazon.co.uk/exec/obidos/search-handle-url/277-6208785-0145048?%5Fencoding=UTF8&search-type=ss&index=books-uk&field-author=Ellen%20Lupton


Typical Examination Question Question 4. This question is about the Design Process and how it is used. It is worth a

total of 25 marks. (a) (i) The design process uses a number of steps in a specific order. Select from the list below the correct activity to complete the table of

the steps in the design process. [3] GENERATE IDEAS DEVELOP AND MODEL A SOLUTION RESEARCH THE TASK GIVE DETAILS OF THE FINAL SOLUTION LOOK AT EXISTING PRODUCTS APPLY A GOOD FINISH

STEP ACTIVITY

1 ANALYSIS OF THE TASK

2 WRITE A DESIGN SPECIFICATION

3

4

5

6 PLAN THE MAKING

7 MAKE THE PRODUCT

8 EVALUATE THE PRODUCT

(b) (i) State one design aspect that a Design Specification in Graphic

Products will have statements about. [1] Aspect : …………………………………………………………………………….

(ii) A Plan for Making is more than a list of the making process. State one

other consideration included in a plan and describe why it is important. [3]

Consideration: ……………………………………………………………………………… Importance: …………………………………………………………………………………. ………………………………………………………………………………………………… …………………………………………………………………………………………………


(c) The Mountain Hotel wishes to place a number of sweets, in a small cardboard box, for the use of customers in each of its bedrooms. The only decoration on the box will be the hotel's logo printed on it.

The box will need to be opened to take out a sweet and be able to be securely closed afterwards.

The hotel has provided the sketch below to give you details of the size of box required.

All sizes are in millimetres.

Draw one idea for the sweet box. Use notes to explain your idea. Marks will be awarded for:

(i) Generate one idea so satisfy a specification. 8 showing where the logo is placed on the sweet box 1 showing a suitable method of opening the sweet box 2 showing a suitable method of keeping the sweet box shut 2 Showing a suitable one piece net for the box 3 (ii) Specify suitable materials. 3 (iii) Showing the sizes of the net to make the box. 3 (iv) Quality of communication 4


Place your answer in the box drawn on the page


Section B (Questions 5 – 8 on the examination paper)

Commercial Manufacturing Practices – Question 5

This part of the specification is about how Graphic Products are manufactured commercially and in bulk. Candidates should be taught to:

(i) Understand the means by which Graphic Products are manufactured in bulk. (ii) Understand the techniques used to produce books, magazines, leaflets,

fliers, packages and other printed products. (iii) How an industrial production line operates. (iv) Understand that a production line uses Pre Press, On Press and Finishing

Processes and what is involved in each of these stages

This knowledge is used in Product Analysis.

There are many sources if information on this aspect of the specification.

Some sources of information to start you off:

1. Focus Educational Software http://www.focuseducational.co.uk/

Focus on Graphic Products

2. Peter Furlong Multimedia http://www.designandtech.co.uk/ DVDs on the Print Industry and the Packaging Industry 3. Forms, Folds and Sizes By Poppy Evans

Publisher: Rockport ISBN 1-59253-054-0 £20.00 4. Production for Graphic Designers By: Alan Pipes

Publisher: Laurence King Publishing ISBN-13: 978-1856694582 £19.00

http://www.focuseducational.co.uk/

http://www.designandtech.co.uk/

http://www.amazon.co.uk/exec/obidos/search-handle-url/277-6208785-0145048?%5Fencoding=UTF8&search-type=ss&index=books-uk&field-author=Alan%20Pipes


Typical Examination Question Question 5. This question is about Commercial Manufacturing Practices. It is worth a total

of 10 marks. (a) Books are often printed using the offset lithography printing process. (i) A labelled diagram of the main parts of an offset lithographic printing press is

given below. Complete the two unfinished labels. [2]

(ii) Lithographic printing uses ink and water to print. State the name of the type of ink that is used in lithographic printing. [1] ……………………………………………………………………………………… (iii) State the name of the principle used in lithographic printing. [1] ……………………………………………………………………………………… (b) The table below shows three products and four printing processes. Place a tick in the correct column to show which process is usually used to print

each of these products. [3]

Product Flexography

Lithography

Gravure Screenprint

Tee-shirt

A newspaper

A polythene carrier bag


(c) A booklet is being produced. The booklet is to have eight (8) pages of A5 size and is to be printed on a single sheet of A3 paper.

On the diagrams below, write in the page numbers, to show how the pages will be laid out on the A3 paper. [3]

Some of the pages have been done for you.

The design of the layout of the pages is shown alongside.


Knowledge of Materials & Components – Question 6 The specification provided opportunities for candidates to gain an understanding of and practical experience of the materials and components used when designing and making Graphic Products. Candidates need to be taught about:

Paper and Card – how it is made and used Components – pre-manufactured parts Typography – including a specified list of fonts Colour – including uses and meanings, designing palettes and CMYK,

RGB Digital Resources – where to find them and how to use them Nano Technology applications

These topics are well established on the Graphic Products specification and

you should have lots of information on them by now including some presentations that I have prepared for previous INSETs.

The specification is explicit in what has to be taught. The specification is explicit about the depth of knowledge required. How paper is made is new so here are some starters for you:

http://internationalpaper.com/Our%20Company/Learning%20Center/How%20Paper%20Is%20Made.html

http://www.forestprod.org/cdromdemo/pf/pf8.html http://www.vidly.net/video-cool-stuff-being-made-how-paper-is-made.html Useful information resource: http://www.paperonweb.com/grade.htm Nano Technology is new so here are some links to start you off: http://www.howstuffworks.com/question274.htm http://www.micro-beads.com/ http://alsacorp.com/products.htm http://scentsationaltechnologies.com/news/Piranet_Smellofsuccess.pdf http://www.packagedesignmag.com/issues/2004.07/coverstory.shtml http://www.dualf.com/portfolio2 This is the site of Fanny F Coste. Go and download the presentation under the heading 'Technology Review' called Olfactory Packaging. I have checked it out from the links provided and cross checked with other sites and the information appears to be correct.



http://www.forestprod.org/cdromdemo/pf/pf8.html

http://www.vidly.net/video-cool-stuff-being-made-how-paper-is-made.html

http://www.paperonweb.com/grade.htm

http://www.howstuffworks.com/question274.htm

http://www.micro-beads.com/

http://alsacorp.com/products.htm

http://scentsationaltechnologies.com/news/Piranet_Smellofsuccess.pdf

http://www.packagedesignmag.com/issues/2004.07/coverstory.shtml

http://www.dualf.com/portfolio2


Typical Examination Question Question 6. This question is about Materials and Components. It is worth a total of 15

marks. (a) Some font categories are listed below. Complete the table by adding the category to which each font belongs. [4] DECORATIVE MODERN OLDSTYLE SANS SERIF SCRIPT SLAB SERIF

Example of a font. Category

……………………….…..

…………………….……..

………………….………..

………………….………..

(b) A label from a pack of paper is shown below.

(i) State what is meant by 25 leaves. [1] ……………………………………………………………………………….… (ii) State what is meant by 160 gsm. [2] ……………………………………………………………………………….… iii) State what is meant by A3+. [1] ………………………………………………………………………………….


(c) (i) Colours are linked to words. From the list below, choose the colour that best represents the words

listed in the table. [3] RED WHITE BROWN PURPLE

Words Name of the colour

Luxury

……………………………….

Power, danger

……………………………….

Earth, nature

…………………………….

(ii) Colours are described as Hot or Cold. State if the colour shown below is Hot or Cold. [1]

…………………………

(d) The leaflet shown alongside has to be printed on material that will allow it to stand up on its own to be displayed.

Tick the most appropriate material in the list that follows and then explain why you chose the material. [3]

1 40 gsm white detail paper

2 80 gsm white wove paper

3 160 gsm white double coated paper

4 1200 micron white duplex board

…………………………………………………………………………………………………. …………………………………………………………………………………………………. …………………………………………………………………………………………………. ………………………………………………………………………………………………….


Tools, Equipment and Making – Question 7 This section is about developing a knowledge and understanding of how to safely use a range of Graphic Products tools and equipment. Candidates should to be taught to: Observe Health and Safety requirements. Use a range of hand tools and equipment when making Graphic products. Use appropriate ICT, CAD and CAM software. Use Digital capture devices. Select the most appropriate way to expedite the work and justify the selection. Identify and use making methods that ease repetitious and time consuming hand processes.

These topics are well established on the Graphic Products specification and you should have lots of information on them by now including some presentations that I have prepared for previous INSETs.

The specification is explicit in what has to be taught.

The specification is explicit about the depth of knowledge required.


Typical Examination Question Question 7. This question is about Tools, Equipment and Making. It is worth a total of 15

marks. (a) The photographs show pieces of graphics equipment.

Study each photograph and then complete the sentence with the full name of each piece of equipment.

(i) The full name of this piece of equipment is a ……………………………..… [2] (ii) The full name of this piece of equipment is a …………………………….. [2] (iii) The full name of this piece of equipment is a .…………………..…..……. [2]


(b) In the image shown alongside two photographs have been manipulated so that they fade into each other. This process is carried out using computer software.

(i) From the list below, underline which type of software package you would use and give a reason for your choice.

A bitmap editing package: A vector drawing package: A page layout package.

[1] Reason: …………………………………………………………………………………. [2] ……………………………………………………………………………………………. ……………………………………………………………………………………………. (ii) Select from the list below select the type of tool that would be used to carry

out the fading of the images [1] Underline your choice SET UP TOOL IMAGE ADJUSTMENT TOOL WEB TOOL (iii) It is decided to send the image by email. State the name of the file format

that will give the smallest file when the image is saved. [1] ………………………..…………………………………………………………..


(c) An advertising leaflet for holiday accommodation has been designed. The leaflet is 200mm square when folded. Photographs of a colour proof of the leaflet are shown below.

(i) For the leaflet to fold correctly, each page has to be a different width. Complete the sketch below by inserting the correct dimension for each of the folding pages. The centre dimension has been done for you. [4]

The folded leaflet


(ii) Ten hand made copies of a prototype of the leaflet are required. State the

name of the manufacturing aid that would be used when making the leaflets. [1]

………………………………………………………………………………………. (d) A design for a paper carrier bag for a jewellery shop is shown. The handle is to be made from thick card and glued onto the paper bag. CAD and CAM are used to make a batch of 100 of the handles (i) Outline one major advantage of using CAD to draw out the handles. [2] ……………………………………………………………….……………………. …………………………………………………………….……………………….. ……………………………………………………………….…………………….. (ii) Eight of the handles can be CAM cut from one A3 sheet of card. Describe one advantages to the manufacturer of doing this. [2] ………………………….…………………………………….……………………. …………………………………………………………….……………………….. ……………………………………………………………….……………………..


ICT, CAD and CAM – Question 8 This section of the specification is about using ICT, CAM and CAM effictively in the designing and making processes involved in the subject. The specification gives Graphic Products candidates the opportunity to use computer systems with appropriate software and hardware to support their designing and manufacturing. They need to recognise the strengths and weaknesses of the use of ICT, CAD and CAM. They need to be able to use ICT systems to process text and to analyse data and to be able to generate and manipulate digital images with understanding of the working properties of common digital graphic media.

Systems and Processes – Question 8 The specification provided opportunities for candidates to gain an understanding of and practical experience of the methods that are employed when designing and making Graphic Products. Use graphical methods to analyse data and present it using Interpret geographical data and produce simplified maps and route instructions. Use weighted lines for added clarity. Use Shadows and backgrounds for added impact in a sketch or presentation. Use rendering, both manual and digital to aid communication by improving the impact of a presentation, clarifying form, representing materials and finish Emboss and Deboss a design on paper and card. Score and fold paper and card into standard configerations: Produce duplex printed documents. Use imposition to produce multi-page booklets and leaflets (8 pages maximum). Use binding methods to produce booklets and leaflets. Use plane and solid geometry to enable accurate drawings and products to be made. Plane Geometry – a defined list – ellipses & tangents. Solid Geometry – a defined list – nets and loci. Graphs and Charts – understanding and constructing graphs and charts. Orthographic Drawing – third angle ONLY. Pictorial Drawing – isometric, perspective, exploded and cut away ONLY. Modelling – make models for different purposes.

These topics are well established on the Graphic Products specification and you should have lots of information on them by now including some presentations that I have prepared for previous INSETs.

The specification is explicit in what has to be taught.

The specification is explicit about the depth of knowledge required.


Typical Examination Question Question 8. This question is about ICT, CAD/CAM, Systems and Processes. It is worth a

total of 15 marks.

(a)

Complete the sentences about a scanner using the correct words from the list below. [4]

INPUT IMAGES OUTPUT 2D SCALE RESOLUTION COLOUR

(i) A flat bed scanner is a computer ………………………… device. (ii) It is used to copy ……………………… into a computer. (iii) It can …………..…………… an image when it copies it. (iv) It is usually used to copy …………. objects but can be used to copy 3D

objects too.

A flat bed scanner, as shown, is a commonly used tool in Graphic Products.


(b) An outline design for a pop-up greeting card is shown.

(i) State the type of drawing used in this illustration. ……………………………………………………………….… [1] (ii) Use the end view of the pop-up card drawn below to geometrically plot the locus of Point P as the card is closed. Remember to label the final position of Point P. [3]

P

END VIEW


(c) A puzzles is about Orthographic Drawing is to be printed in a book. Solutions to the puzzles will be provided. Complete the Solution Sheet below. (i) Complete the drawing of the Plan and End views. [2]

(ii) Colour each face of the Isometric Drawing a different colour then colour the Orthographic drawing so that each face matches. [2]

The Orthographic Drawing puzzle page is shown alongside.


(c) A drawing of a small card box is shown below.

The drawing is in orthographic projection.

A net for the box drawn above has been drawn alongside.

The triangular side of the box looks a different size in the orthographic drawing and the net. Explain why this is so. [3] ……………………………………………………………………………………..…………………. ……………………………………………………………………………………..…………………. ……………………………………………………………………………………..…………………. ……………………………………………………………………………………..………………….


5. YEAR PLANNER OPTIONS

The specification allows you the option of following a unitised or linear style of course. Below are shown two possible options of study that you may consider for your schemes of work.

Option 1

Year 10

Term 1 Term 2 Term 3

Skills/Knowledge Skills/Knowledge Knowledge/Revision/Exam

preparation

Unit 1 Unit 1 Unit 1 Examination

Year 11


Skills/Knowledge Skills/Knowledge Knowledge/Revision/Exam

preparation

CAT Unit 2 CAT Unit 2 Re-set Unit 1 Examination

Option 2

Year 10


Skills/Knowledge Skills/Knowledge Skills/Knowledge

Unit 1 Unit 1 Unit 1

Year 11


CAT Unit 2 CAT Unit 2 Knowledge/Revision/Exam

preparation

Skills/Knowledge Skills/Knowledge Unit 1 Examination


6. BOOK LIST

In addition to the books mentioned in the guidance document the following may be found to be useful.

TITLE AUTHOR PUBLISHER ISBN

200% Cotton Helen Walter Laurence King 1-85669-400-3

A Fascinating Look at Smart Materials

TEP TEP

Creative Solutions for Unusual Products

Scott Boylston How Design Books 1-58180-120-3

Design Basics Index Jim Krause David & Charles 0-715-32053-X

Design It Yourself. Logos, Letterheads & Business Cards

Chuck Green

Rockport

1-56496-768-9

Design Secrets: Advertising Catherine Fishel Rockport 1-59253-006-0

Digital Colour & Type Rob Carter Rotovisiont 2-88046-688-1

Experimental Packaging Daniel Mason Rotovision 2-88046-509-5

Fantastic Folders & Exceptional Envelopes

Belyea, Sullivan Rockport 1-59253-175-X

Forms, Folds and Sizes Poppy Evans Rockport 1-59253-054-0

Graphic Design School David Dabner Thames & Hudson 0-500-28526-8

How To Fold Larry Withers Art Direction Book Company

0-88108-118-3

How To Fold (CD included) Laurence K Withers The Pepin Press 90-5768-039-4

IDEO Masters of Innovation Mayerson Laurence King 1-85669-218-3

Illustration Zappaterra Electronic Workshop/ Rotovision

2-88046-330-0

Logo Design Workbook Adam Morioka Rockport 1-59253-032-X

Origamido Lafosse Quarry 1-56496-639-9

Print & Colour Handbook Karg, Sidles, Sutherland

Rockport 1-59253-191-1

The Art of Promotion Lisa L Cyr Rockport 1-59253-186-5

The Designer's Survival Manual Poppy Evans How Design Books 1-58180-125-4

The Non-Designer's Scan and Print Book

Cohen & Williams Peachpit Press 0-201-35394-6

This End Up Ambrose & Harris Rotovision 2-88046-648-2

Universal Principles of Design Lidwell, Holden & Butler

Rockport 1-59253-007-9

Visible Signs David Crow Ava Publishing 2-88479-035-7


7. USEFUL WEBSITES Useful Websites – The websites below may be used to guide or support your candidate.

Design and Technology KS4+5

Website Description

http://www.thedesignline.co.uk/tdl/index.html

Notes for A/AS

http://www.designandtech.com/

Resources for Resistant materials and Graphical products.

http://www.technologystudent.com/

GCSE – useful for students studying different courses

http://www.btinternet.com/~hognosesam/gcse/

GCSE – useful for students studying different courses

http://www.design-technology.info/

Help and numerous ideas for KS3 and KS4.

http://www.design-technology.org/

Help and numerous ideas for KS3 and KS4.

http://www.gglover.co.uk/ A website guiding students through the project phase of Resistant Materials GCSE.

http://www.gglover.co.uk/graphics/ A website guiding students through the project phase of Graphics Products GCSE.

http://robotics.nasa.gov/rcc

A robotics in education by NASA

http://www.thetimes100.co.uk/

'The Times 100' Excellent for students in the field of Technology, Business and Economics. Full of high spec resources.

http://www.enged.com.au/

Developed for teachers in Melbourne, Australia teaching systems and materials.

http://www.berkley7.freeserve.co.uk/

Excellent collection of resources for D&T teachers.

http://www.sda-uk.org/

http://www.stepin.org/

Great resources for promoting Sustainable Technology.

http://www.papertoys.com/

A website focusing on building paper/ cardboard models.

http://www.robot.org.uk/

Website listing the providers of parts for robot construction.





http://www.technologystudent.com/



http://www.design-technology.info/

http://www.design-technology.org/

http://www.gglover.co.uk/

http://www.gglover.co.uk/graphics/

http://robotics.nasa.gov/rcc

http://www.thetimes100.co.uk/

http://www.enged.com.au/

http://www.berkley7.freeserve.co.uk/

http://www.sda-uk.org/

http://www.stepin.org/

http://www.papertoys.com/

http://www.robot.org.uk/


http://www.school-electronics.co.uk/

Detailed website on electronics.

http://www.collect-online.com/

Historical posters from films and adverts.

http://www.edutek.ltd.uk/

Resources for Electronics from KS2 to A Level.

http://www.tenlinks.com/

Useful links to careers in D&T

http://www.dtonline.org/

Animations on the themes of electronics, packaging, food and pneumatics.

http://www.bbc.co.uk/schools/gcsebitesize/design/

A range of topics covered – from electronics to textiles.

http://www.deyes.sefton.sch.uk/technology/

Many topics covered for KS3 and KS4.

http://www.techitoutuk.com/

Over 600 links on this site to other D&T sites.

http://www.howstuffworks.com/

All about inventions and how they work.

http://www.ohmfree.com/

A site dedicated to electronics and parts.

http://www.animatedworksheets.co.uk/

Animated sheets on technology skills.


General website on D&T

http://www.design-technology.org/tvs.htm

Multi disciplined approach to D&T

http://www.baddesigns.com/index.shtml

Sit discussing bad design in products.

http://www.gcseinengineering.com/

GCSE Engineering.

http://ergonomics4schools.com/

Ergonomics in schools.

http://users.bigpond.net.au/mechtoys/

Mechanical and kinetic toys.

http://drawsketch.about.com/library/weekly/aa051303a.htm

Help with drawing.

http://britishlogos.co.uk

Logo design company.

http://goodlogo.com

Logos and how to use them effectively.

http://www.newdesigners.com/ Examples of new designers' work.

http://www.school-electronics.co.uk/

http://www.collect-online.com/

http://www.edutek.ltd.uk/

http://www.tenlinks.com/

http://www.dtonline.org/





http://www.techitoutuk.com/

http://www.howstuffworks.com/

http://www.ohmfree.com/

http://www.animatedworksheets.co.uk/







http://www.gcseinengineering.com/

http://ergonomics4schools.com/

http://users.bigpond.net.au/mechtoys/



http://britishlogos.co.uk/

http://goodlogo.com/

http://www.newdesigners.com/


Websites using 'SMART' technology http://www.mutr.co.uk http://www.smart-material.com http://www.cs.ualberta.ca/~database/MEMS/sma_mems/smrt.html http://www.utias.utoronto.ca/test/res/sm/asm-proj.html http://www.intellimat.com http://www.tep.org.uk http://www.designcouncil.org.uk http://www.ffodforum.org.uk http://www.textiletoolkit.com http://www.gorefabrics.com http://www.kevlar.com http://www.laperla.com http://www.microban.co.uk http://www.fagerdala.com http://www.polaris-apparel.co.uk http://www.softswitch.co.uk http://www.sympatex.com http://www.gorix.com http://www.electrotextiles.com http://www.rohan.co.uk http://www.newscientist.com GCSE Design and Technology - Graphic Products - Teachers' Guide MLJ/21.01.14

http://www.mutr.co.uk/

http://www.smart-material.com/

http://www.cs.ualberta.ca/~database/MEMS/sma_mems/smrt.html

http://www.utias.utoronto.ca/test/res/sm/asm-proj.html

http://www.intellimat.com/

http://www.tep.org.uk/

http://www.designcouncil.org.uk/

http://www.ffodforum.org.uk/

http://www.textiletoolkit.com/

http://www.gorefabrics.com/

http://www.kevlar.com/

http://www.laperla.com/

http://www.microban.co.uk/

http://www.fagerdala.com/

http://www.polaris-apparel.co.uk/

http://www.softswitch.co.uk/

http://www.sympatex.com/

http://www.gorix.com/

http://www.electrotextiles.com/

http://www.rohan.co.uk/

http://www.newscientist.com/

Documents

Design & Technology (Graphic Products) - Welcome : WJEC