Student Guidance From WJEC

GCSE Design and Technology (Textiles Technology) Teachers' Guide 7

Controlled Assessment Workbook

Guidance 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. • 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

Mark Description of 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.

Guidance to Candidates and Centres • Select a design brief as set by the Board. • Provide a written profile of Target Market. • Write a brief summary of the research that has been conducted prior to commencing the

controlled assessment. • Reference should be made to some of the following: The evaluation of existing similar products The results of a questionnaire or interview (if appropriate) Where the product fits into the market place All relevant details for example, colour, style, costs, materials • Analyse a competitor product with reference to the probable specification of the product:

aesthetics; function; quality; size; safety; scale of manufacture; construction details; decorative techniques; materials; environmental /sustainability issues. Candidates can include a sketch of the competitor product.

• Write the final design brief which is based on a careful analysis of the problem and from the research that has been carried out.

• Record the time taken to complete this page. Any images/sketches included on this page must be sourced/produced during the controlled time.


Page 2

Design Specification (5 marks) (1 page) This is an opportunity for candidates to present a detailed design specification of the intended product. Mark Description of 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. Information is poorly organised, little or no use of technical language/vocabulary. Written communication is limited in terms of organisation of material, with many errors of grammar, punctuation and spelling.

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. Information shows evidence of structure, limited use of technical language/vocabulary. Written communication is limited in terms of organisation of material with some errors of grammar, punctuation and spelling.

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. Information is organised, basic use of technical language/vocabulary. Written communication is adequate in terms of organisation of material, with some errors of grammar, punctuation and spelling.

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. Information is well organised, good use of technical language/vocabulary. Written communication is good, presenting mainly appropriate material in a coherent manner, with few errors of grammar, punctuation and spelling.

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. Information is well organised, presented in a highly appropriate manner, very good use of technical language/vocabulary. Written communication is good, presenting appropriate material in a coherent manner, and largely error-free.

Guidance to Candidates and Centres • Provide a prioritised list of appropriate attributes to include both desirable and essential

criteria. • Use suitable headings to show an understanding of technical language, for example:

function; aesthetics; materials; ergonomics; anthropometrics; quality; performance; environmental; sustainability; safety; target market; economic; scale of manufacture.


Page 3

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

show little attention to the specification. Information is poorly organised, little or no use of technical language/vocabulary. Written communication is limited in terms of organisation of material, with many errors of grammar, punctuation and spelling.

3 - 4 A range of appropriate ideas that are annotated. The ideas and annotation show some attention to the specification. Information shows evidence of structure, limited use of technical language/vocabulary. Written communication in terms of organisation of material with some errors of grammar, punctuation and spelling.

5 - 6 A range of clear ideas that are appropriately annotated. The ideas and annotation show some attention to the specification. Information is organised, basic use of technical language/vocabulary. Written communication is adequate in terms of organisation of material, with some errors of grammar, punctuation and spelling.

7 - 8 A range of good initial ideas that are well annotated. The ideas and annotation show good attention to the specification. Information is well organised, good use of technical language/vocabulary. Written communication is good, presenting mainly appropriate material in a coherent manner, with few errors of grammar, punctuation and spelling.

9 - 10 A range of excellent initial ideas that are very well annotated. The ideas and annotation show close attention to the specification. Information is well organised, presented in a highly appropriate manner, very good use of technical language/vocabulary. Written communication is good, presenting material in a coherent manner and largely error-free.

Instructions to Candidates and Centres • Present up to four ideas. • Use technical language to annotate each design. • Include references to the specification. • Show front, back, inside views as appropriate. • Use any suitable graphic media to present the ideas. • Record the time taken to complete this page.


Page 4 Guidance to Candidates and Centres • Present a fully annotated drawing of your best idea, to include front, back, inside views

as appropriate. • Include details of how the product works if appropriate. • The best idea can contain elements from any of the initial ideas. • Explain why it is the best idea, with reference to the design specification. • Seek the views of two partners and include their opinions on this page. • State whether you will act on their opinions, give reasons for your decision. • Present a revised sketch of your final idea. • Use any suitable graphic media to present the ideas on this page. • Record the time taken to complete this page. • Teachers guidance (optional), indicate the level of assistance given to candidates.


Page 5

Development and modelling (25 marks) This is an opportunity for candidates to choose their best idea and to develop it into its final form. This section is an opportunity for candidates to use appropriate ICT. Marks are awarded for evidence of development under the headings shown. Candidates must offer options and make reasoned decisions under each heading. Evidence of these areas may be presented in integrated form across the 5 pages available. Form/Style/Function Mark Description of 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.

Guidance to Candidates and Centres • Consider ways in which the form, function and style could be improved: For example in fashion design - changing the shape of sleeves, necklines, hemlines,

collars, pockets, as appropriate. For example in fashion accessories – change the shape of handles, straps as

appropriate. • Ergonomic factors should be considered on this page if appropriate. • Include decorative processes to improve/develop the style of the product. • Any samples produced must be completed within the control time. • Justify any decisions that are made. • Include notes or diagrams of manufacturing techniques that could be used to improve

the function and style of the product. • Record the time taken to complete this page. • Teachers guidance (optional), indicate the level of assistance given to candidates.


Page 6

Materials/Components Mark Description of 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.

Guidance to Candidates and Centres

• Give details of the materials and components being considered. • Use notes and sketches to explain how the materials will be used for example, mixing

prints with plain, use of textured fabrics, matching stripes or using a lining material, use of quilting, reinforcing sections with interfacing.

• Justify material choices with reference to fibre source, construction, aesthetics, economic, physical qualities, performance properties.

• Give details of any components: types of fastenings, edge finishes such as lace trims or piping.

• Give details of components that could be manufactured in school for example, buttons could be designed on appropriate software and cut on the laser cutter.

• Record the results of any appropriate tests that have been conducted on the materials being considered.

• Record the time taken to complete this page. • Teachers guidance (optional), indicate the level of assistance given to candidate.


Page 7

Construction/Making Mark Description of Attainment 0 No development of the construction/making presented. 1 Limited evidence of the construction/making being developed. A

construction/making method has been offered. There is no evidence of decision-making.

2 Some evidence of the construction being developed. A small variety of construction/making methods have been offered. There is some evidence of decision-making.

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

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

5 Full and clear evidence of the construction/making being developed. A range of appropriate construction/making methods has been considered. There is evidence of well-reasoned decision-making.

Guidance to Candidates and Centres

• Give details of all the techniques and processes that could be used to manufacture the

product for example, different types of seam construction depending on the type of fabric being used and the finish that is required.

• Include diagrams and/or samples of the processes to be used. Any samples included on this page must be produced within the controlled time.

• Give reasons for the selection/rejection of any techniques and processes. • Record the time taken to complete this page. • Teachers guidance (optional), indicate the level of assistance given to candidates.


Page 8 Size/Quantity

Mark Description of 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.

Guidance to Candidates and Centres • List the resources needed to make the product. • Briefly give reasons for your choice of materials and components. • Sketch a lay plan to show the best use of fabric. • Calculate the costs for materials and components, allowing for pattern matching or

fabrics with a pile weave if necessary. • Include anthropometric data to calculate material quantities if appropriate. • Record the time taken to complete this page. • Teachers guidance (optional), indicate the level of assistance given to candidates.


Page 9

Finish/Quality Mark Description of 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.

Guidance to Candidates and Centres • Consider the quality control measures that occur throughout the manufacturing process,

for example: Before manufacture begins - checking fabrics for faults; During manufacture – correct seam allowances; On completion of the product – pressing, trimming loose threads. • Include all relevant quality control measures that are appropriate to the type of product

being manufactured. • Quality checks can be presented as a diagram or a list or both. • Include any quality control measures applied to decorative techniques. • Record the time taken to complete this page. • Teachers guidance (optional), indicate the level of assistance given to candidates.


Page 10

Solution (2 pages) (5 marks) This is an opportunity for candidates to give full details of their final design using presentation techniques appropriate to the chosen focus area. Details of the form, dimensions, construction, components, materials and finish will be included as appropriate. This section is an opportunity for candidates to use appropriate ICT. Marks are awarded for (a) a graphical presentation of the final design and (b) The technical details that support manufacture. (a) Graphical presentation (5 marks) This is an opportunity for the candidate to present a clear and expressive graphical presentation of their

final design. Any appropriate method of communication may be used. Mark Description of 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.

Guidance to Candidates and Centres • Use any graphic media to present a detailed drawing of the final idea. This should

include all appropriate views. One detailed drawing is sufficient, not two as above. (This serves as a reference only for the level of detail required for full marks).

• This is an opportunity to include CAD • Construction details should be visible for example, top stitching. • Include details of the fabrics to be used. • Include final details of any decorative processes. • Record the time taken to complete this page.


Page 11

(b) Technical details (5 marks) This is an opportunity for candidates to present the final technical details of their design. These could include dimensions, materials/components, construction and finish as appropriate to each focus area.

Mark Description of 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.

Guidance to Candidates and Centres Include all relevant details needed to manufacture the product. This should include: • All critical measurements. • Details of the fabrics and components. • A description of the product. • A line drawing of the product. • Construction details as appropriate – written, diagrams and / or samples provided they

are produced within the time constraints. • Machinery to be used for example, an over locker to join/finish the seams. Record the time taken to complete this page.


Creative thinking (5 marks) (Throughout) 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.

Up to five marks can be awarded for imaginative and creative thinking in the development of the product and for the presentation techniques used to communicate ideas. This mark is awarded at the end of section A.


Guidance to Candidates and Centres • Section B is about planning and manufacturing the product. • It should be completed in about 20 hours. • Use these pages only for planning and the final evaluation. • Each page is timed along with the time taken to manufacture the product. • Do not add pages, they will not be marked. • Mark each page as you go. • Page 15 is an optional additional page for photographs of the final product, for example

evidence of a wearer/user trial. Other photographic evidence to support the designing and making of the product can also be included on this page if necessary.

• The final outcome must accompany this section of the workbook.


Page 12

This is an opportunity for the candidate to plan the stages and processes necessary to manufacture the product. It must be done before the candidate begins making. Mark Description of attainment 0 No plan for making presented. 1 – 2 A list of manufacturing steps is evident but shows little appreciation of the work 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.

A simple plan indicating the number of weeks needed to make the product should also be included on this page.

Guidance to Candidates and Centres • Plan the stages and processes needed to manufacture the product. • Estimate the time over a number of weeks needed to manufacture the product - include

a simple Gantt chart for production. • Include a detailed step by step plan (flowchart) of the stages needed to manufacture the

product. Use the correct symbols for input, process, QC and output as used in industry. • This is an opportunity for candidates to use ICT. • Record the time taken to complete this page. • Teachers guidance (optional), indicate the level of assistance given to candidates.


Page 13 Guidance to Candidates and Centres • Write a detailed evaluation of the product comparing it to the initial intention. • Evaluate each point as used in the specification, use the same headings. • Comment only on the product. • This is a piece of continuous writing and an opportunity for candidates to use ICT. • Photographs of the final product should be included on page 15 only. • Record the time taken to complete this page.


Page 14 Guidance to Candidates and Centres

• Explain how the quality of the design could be improved. • Explain how the quality of manufacturing could be improved – think about alternative

methods of construction, choice of materials, skills needed, and industrial processes. Diagrams can be included to help illustrate the answer.

• Include the opinions of others - partners (see page 4) and/or target market. • Refer to the results of a wearer / user trial. • Photographs of the final product should be included on page 15 only. • Candidates can use ICT to complete this page. • Record the time taken to complete this page.


Page 15

The use of this page is optional • Photographic evidence to support the evaluation of your product can be included on this

page. • This might be evidence of a user or wearer trial. • Other photographic evidence to support the development and manufacture of the product

can also be included on this page. This is optional. • Photographic evidence for this page only can be taken outside the controlled time.


Frequently Asked Questions What candidates can and cannot do before and during the controlled assessed task (CAT) Extraction from the 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 candidates 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 CAT?

As much as they like, although too much information can be a waste of time. The candidates 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, we recommend that candidates do develop their own opinions. • 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 candidates a direction and helping them achieve their potential is part of your role. However completing or doing the candidates work for them to copy is not acceptable.

• Do they all have to work at the same time?

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


• What if a candidate 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 candidates allowed to talk during the CAT session?

Yes, we are even asking them to use the views of other pupils in the evaluation of their work.

• What is a controlled environment?

This is where the candidates are under your guidance in a controlled room. i.e. the candidates time, work is being monitored. A CAT session must be timetabled.

• Can the candidates ask for advice during the controlled session?

Yes, teachers may offer general guidance to keep them on track. • Are computers allowed?

Yes, no problem. • Can they print their work outside of timetabled CAT sessions?

Yes, as long as you are monitoring their actions and the work is tracked. i.e. the candidates 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, candidates can work at their own rate. • Who is responsible for the workbook?

You the teacher. It must be treated like an examination paper. You give them their work at the start of the CAT session and you collect it in at the end.

• Can materials be prepared before the CAT session?

Yes. • Is drying time/ cooking time part of the timed conditions?

No, we do not want to penalise a candidate if he/she has painted, prepared a trial recipe and cannot work on an artefact.

• What if a candidate 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 candidates do their practical work at home?

Definitely not. • Are support staff allowed to prepare work for the candidates?

No, the work submitted must be the candidates. • Can specialist work be done by an outside source?

NO. The work that is submitted must be that of the candidate.

Documents

Student Guidance From WJEC