1. Introduction Aim of the Teachers' Guide Key Features of the Design and Technology Specification Managing the Course 6

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1 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 1 Contents GCE AS and A Level Design and Technology Teachers Guide 1. Introduction 3 Page 2. Aim of the Teachers' Guide 4 3. Key Features of the Design and Technology Specification 5 4. Managing the Course 6 5. Amplification of DT1 and DT Integration of specification content 9 7. Designing and making within DT2 and DT Summary of assessment criteria A/S Summary of assessment criteria AL Amplification of DT3 and DT4 47

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3 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 3 1 INTRODUCTION This guide is intended to supplement the information presented in the AS/Advanced specification and the specimen papers and marking schemes booklet. During the Welsh Assembly Government and WJEC sponsored exhibition of candidates' work at the beginning of the Autumn Term each year, the WJEC provides a series of INSET events for teachers delivering this specification in Product Design, Systems and Control Technology. A CD of the project work in the exhibition is also available to all WJEC centres which also contains the presentations given at the training event. Additional INSET provision will be available for teachers of Food Technology. The WJEC AS and A2 Design and Technology specification has been modified and updated for delivery from September First examinations at AS level will take place in January and Summer 2009 and the first A2 assessments will take place in January and Summer The specification can be delivered and assessed in centres throughout the UK. The revised subject criteria for GCE Design and Technology issued by the regulators have necessitated a change in the course structure from the current 3 plus 3 modules to a 2 plus 2 structure. This Teachers' Guide is intended to be a support resource and is but one of the many ways in which the WJEC provides assistance to teachers delivering the specification. Other forms of support are: the Specimen Papers; the National Grid for Learning Wales (NGfL Cymru); and INSET conferences. WJEC provides the following as part of its support for all GCE specifications: Examiners' reports on each unit examined Free access to past question papers via the WJEC secure website Easy access to the specification and other key documents on the main website Itemised feedback on outcomes for candidates at question level Regular INSET delivered by Chief and Principal Examiners Direct access to both the Subject Officer and to administrative sections Contact Points for GCE Design and Technology: INSET Section - inset@wjec.co.uk Steve Howells - Subject Officer Steve.howells@wjec.co.uk Rhodri Jenkins - Subject Support Officer Rhodri.jenkins@wjec.co.uk

4 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 4 2 AIMS OF THE TEACHERS' GUIDE The aim of this Guide is to give additional guidance on the whole A level specification with particular reference to detailed planning for the AS course. The Guide includes examples of how to approach the specification by addressing; Key features of the whole A level specification The organisation of the whole A level educational programme over two years and within the AS academic year Possible approaches to the AS Product Design coursework The organisation of work over an academic year Bibliography

5 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 5 3 KEY FEATURES OF THE DESIGN AND TECHNOLOGY SPECIFICATION Key Features of the Specification It enables tutors/centres to tailor the specification to suit their expertise and the interests and aptitudes of the students; It increases stretch and challenge of the topics and assessments over the two years of study; It allows for creative and innovative technological expression; It makes candidates more aware of Industrial and Commercial practice; It makes candidates aware of sustainability and environmental issues; It enables an awareness of the broader issues related to Design and Technology and Product Design. Key Features of AS Level and AL Level They each consist of two unit courses of study; The coursework aspects will allow students to engage fully in design and make abilities; They will allow candidates to integrate their knowledge and understanding within designing and making; Candidates will be involved in manufacturing high quality products which are appropriate for their intended purpose.

6 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 6 4 MANAGING THE COURSE Structure of the course The AS course of study is based on a nine lessons per fortnight plan and should begin at the discretion of individual centres. It also assumes a 40% - 60% time split for designing and making and as such the making activities will need to begin by the end of November at the latest. It also assumes submission of the two AS units at the end of year 12. It must be emphasized that candidates should ensure sufficient time to undertake a quality evaluation once the product is complete. An equal time split should also be allocated to the A level course. It is also expected that much of the knowledge and understanding required for the examination will be taught in practical designing and making sessions. Although there may also be a requirement for formal delivery of some aspects of the specification. A centre may consider entering candidates into the January A/S examination for the Product Design course, which of course will mean a change to the suggested structure.

7 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 7 5 AMPLIFICATION OF DT1 AND DT2 DT1 WRITTEN PAPER 40% DT1 WRITTEN PAPER 2 hours The examination paper DT1 will examine candidates on the following four blocks of specification content: Designing and Innovation Product Analysis Materials and Components Industrial and Commercial Practice The blocks of content include specific knowledge and understanding, which are set out in the specification, and form the basis for setting the examination paper. Much of this knowledge and understanding will, of course, be directly relevant to many aspects of the AS coursework elements. It is anticipated that the content of the specification will be presented to candidates in practical designing and making sessions as well as in more formal theoretical lessons. Unit DT1 consists of three separate papers one for each focus area. Candidates attempt only one paper, which will consist of two sections: Section A: This will contain eight short answer questions out of which the candidate will be required to answer 5 questions. It is expected that each answer would be approximately 150 words (with sketches where appropriate) or half a side of A4 and would address the knowledge and understanding contained within the four DT1 units of study. This section is intended to examine the candidates' breadth of knowledge. Answers in this section could be in standard prose or in the form of a comparative table or chart, depending on the nature of the question. Each question will be worth eight marks, giving a total of 40 marks for Section A Section B: This section will contain three questions which will examine the depth of knowledge and understanding gained over the duration of the Advanced Subsidiary course. Candidates will be required to produce one longer essay type response to these questions which will be allocated 30 marks, including credit for quality of written communication. Candidates must use an essay structure to convey their section B answer, this will provide evidence of extended prose within the response to allow the 'quality of communication' marks to be awarded. It is suggested that candidates spend no more than 15 minutes per answer on Section A and the remainder of the time, 45 minutes, on the essay in Section B. Examples of the type of question included in the current DT1 and DT4 examinations can be obtained as past papers which are available from the WJEC Bookshop or the WJEC web site ( Marking schemes are available from the WJEC Bookshop.

8 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 8 Centres may find it helpful to use questions from previous examination papers when preparing candidates for current examinations as the style of the questions will remain the same. DT 2 - The Design and Make project 60% This part of the DT2 unit should give candidates an opportunity to apply knowledge and skills to solve a real problem at AS level and also to prepare candidates for the AL design project (DT4). Careful consideration should be given to the size of the project in terms of work demands so that it does not become a burden on the candidate in terms of the overall AS time commitment. Although not mandatory it is suggested that candidates should begin to use A2 size paper for the coursework, as a preparation for the AL project. That being the case the following guide should give a clear indication of the amount of design work which is expected, from the majority of candidates. (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) Research and analysis - 4 sheets Design Brief and specification - 1 sheet Design considerations and investigation - 3 sheets Generating proposals - 4 sheets Development details - 2 sheets Detail designing - 2 sheets Planning/Quality Assurance/Quality Control - 1 sheet Evaluation - 2 sheets These figures are given as an approximate guide only examiners will assess the design and make task against the published assessment criteria rather than by the number of design sheets or report pages. It is suggested that, as an alternative to including material in the A2 sized design folio, the planning, section and use of materials, evaluation and economic factors (costings) content could form the basis of an A4 project report as described at the end of this resource. The Sketchbook. Within part (c) of the assessment criteria for 'designing' there is reference to the candidate's sketchbook. It is intended that this sketchbook should be directly linked to the design and make task, where candidates have the opportunity to think creatively and fluently around the problem irrespective of presentation constraints. It is important that candidates are made aware of the informal nature of the sketchbook and the opportunities that it can afford for creative design. Though clear communication (including appropriate annotation) in the form of line drawings is expected, there is no requirement for elaborately finished presentation drawings, which could impinge on time and creativity, to be included within the sketchbook.

9 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 9 6 INTEGRATION OF SPECIFICATION CONTENT Selected content from the specification that allow opportunities for integrating Knowledge and Understanding into the Extended Task are listed below Designing and Innovation (I) (ii) (iii) (iv) (v) (vi) Principles of designing. Research techniques. Problem solving strategies. Quantitative and qualitative testing. Ergonomics and anthropometrics. Computer systems for designing Product Analysis (iii) (iv) Trends, styles, new technical capabilities, social, moral, political and ethical influences on the design, production and purpose of products. Patenting and International Standards Materials and components (i) (ii) (v) (vi) (vii) Materials and their potential application. Working characteristics of materials: physical, chemical and composite. The choice of materials for specific service requirements. The choice of finishes for specific service requirements. Components and their potential application Industrial and commercial practice (ii) (i) (v) (vi) Manufacturing systems including one off, batch, high volume, boughtin component-parts. Stages of production. Management systems for production, quality assurance, organisation of equipment and people. Safe working practices, including identifying hazards and making risk assessments.

10 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 10 7 DESIGNING AND MAKING WITHIN DT2 & DT4 INTRODUCTION At both AS and AL, candidates are required to integrate their knowledge and understanding with designing, making and Key Skills to produce high quality products which are appropriate for their intended purpose. A design project (within DT2 or DT4) is the evidence that candidates provide for assessment at AS/AL. As such the projects should be constructed around the assessment criteria for Designing and Making thereby ensuring that candidates have met all the demands laid out in the subject specification. It is only possible for moderators to allocate marks for the evidence that is presented to them. Providing Evidence The checklists, which follow, will provide candidates with guidelines of what moderators are expecting to see as a result of the work undertaken on the project. This list is by no means exhaustive and candidates may wish to consider additional factors. Designing is rarely seen as a linear process; it can be cyclical, iterative or expanding as appropriate to the particular circumstances. It is also important to note that not all aspects indicated below need to be addressed by any particular design task. The Aide-Memoir provided below will allow candidates to check whether they have overlooked a piece of work, if so, they may then complete it and insert it into their design folder or project report. Their work can then be measured against the assessment criteria.

11 Making Designing GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 11 8 SUMMARY OF ASSESSMENT CRITERIA A/S Summary of Assessment Criteria Marks (a) Product analysis and research 20 (b) Developing a specification 10 (c) Generating and developing ideas and proposals 20 (d) Detail designing 15 (e) Evaluating and decision making 10 (f) Communication / Key skills 10 (g) Planning for making 5 (h) Selecting and testing materials and processes 10 (i) Use of materials and processes 20 (j) Accuracy, quality and finish of the design solution 20 (k) Functionality and innovation of the design solution 10 Total 150 DT2 DESIGN CHECKLIST FOR PROJECT ASSESSMENT DESIGNING Analysis and research (a) Product Analysis and research 20 marks No analysis or little analysis of a product or range of products, which does not help to focus the research. Analysis limited or inappropriate. Major parameters for the product superficially outlined. Some analysis of the product. Some evidence of focused research activity with some important factors considered in the product analysis both 'above' and 'below the line'. A product analysis which has led to a clear understanding of the major requirements to be met both 'above' and 'below the line'. Research is appropriate and wide-ranging, meeting the needs of the target audience. Detailed product analysis has led to appropriate and well-focused research. The intended product has been carefully analysed for, 'above' and 'below the line' criteria. The candidate has demonstrated a thorough understanding of the task ahead and the requirements which have to be met to satisfy the needs of the target audience

12 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 12 Analysing and researching design situations There is a greater assessment weighting for the analysis at A/S level and this greater weighting means that moderators are looking for greater depth of knowledge of the design problem derived from a broad analysis. At this point in their designing candidates must demonstrate a divergent approach to problem identification. This could be initiated as a diverse spray diagram developed from an understanding of the problem parameters followed by focused research of relevant aspects of the problem. The analysis must be 'lean' including all aspects of the problem and with little superfluous information. It is important that all research is relevant and will provide material that will be useful when considering the development of a specification and idea generation. It is essential that candidates reflect upon their research to determine the extent of their knowledge and understanding of the nature of the problem that they are faced with. Also that they are aware of the needs of their target audience and that their design thinking is directed at them. Checklist of features Identifying a need Explain the following to define the design situation clearly in words and drawings/photographs: what are the aims of the project; who is the product intended for, the target audience; how often is the product likely to be used; where will the product be used; will the existing environment affect the design of the product? Identify user needs list all the qualities that you think the intended user may demand of your product; undertake market research on your target audience to establish their wants/needs; present a comparative analysis of your results. Evaluating existing products use your specification to evaluate existing products; present a range of existing products; explain why you chose the particular products for evaluation (target audience, market sector etc.); annotate the important design features of the products; annotate the weak design features of the products; explain why existing products might not fulfil the wants/needs of your target audience.

13 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 13 Design considerations produce a 'mood, theme and/or lifestyle board' for your design work; explain the design features that you think your product must have; assess the importance of a range of design considerations to your design task; describe any unique selling points or special features that your product might have. Research identify relevant knowledge and understanding that you will need to help you when designing; identify the likely sources of this information; include a section in your folio that contains the information that you intend using; place other material in a separate ring binder or document wallet. DESIGNING Developing a specification (b) Developing a specification 10 marks Major parameters for the product superficially outlined from the product analysis. A specification developed from the product analysis to a level of detail sufficient for the development of a solution but lacking a number of important performance criteria. A specification developed from the product analysis to a level and range of detail sufficient for the development of an appropriate solution. The specification displays a hierarchy of criteria, some of which are measurable. A detailed and relevant specification developed from the product analysis The specification displays a hierarchy of criteria, some of which are measurable and take account of the relative importance of a wide range of factors

14 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 14 Developing a Specification Candidates must realise that an extended specification must be continually used as a design tool to measure the viability of potential ideas. Evidence of the use of the specification must be provided in design thinking. The specification should take account of a wide range of factors, sufficient to result in a quality solution to the problem and candidates should also include a mix of qualitative and quantitative criteria. It is important when candidates develop their specification that they realise that it is probable that other features could be included as they progress along the problem solving route. This further exemplifies the iterative nature of designing. The specification must address the needs of the target audience and as such should include the essential features of the anticipated product. It should also include unique selling points of the intended outcome. The specification may be written as short phrases as these are able to be kept in mind whilst designing. However, these bullet points must be fully described to ensure clarity for other readers and to communicate the exact nature of the specification point. Candidates should also bear in mind the extent and quality of the specification as it will later be used as a guide to measure the quality of the product when evaluating it. Checklist of features Design brief and specifications write an initial design brief as a short, clear statement of intent; make a detailed broad product specification; include specifications required by the client or consumer; develop a hierarchy of features; use qualitative and quantitative performance criteria; include the unique selling points of the product.

15 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 15 DESIGNING Generating and Developing Ideas and Proposals (c) Generating and developing ideas and proposals Basic designing skills including sketch book work which involves idea generation, including some relevant comments related to the design brief. Appropriate idea generation and the use of ICT which demonstrates development of ideas that are derived from the sketchbook. Modelling and testing is evident. Some reference is made to the specification when developing ideas. Initial ideas are used to build towards a proposal which is limited in breadth and depth. Development of basic design details. A limited range of appropriate designing skills, including relevant sketch book work some quick idea generation and some evaluative comment related to the design brief. Appropriate idea generation and the use of ICT which demonstrates creative development of innovative ideas and concepts that are derived from the sketchbook. Modelling and testing aids decision making. Reference is made to the specification through annotation when developing ideas. Initial ideas are used to build towards a proposal that meets the previously identified specification but which is limited in breadth and depth. Development of basic design details that identify factors in the evolution of the product. A range of appropriate designing skills, including a well developed sketch book, annotation, quick idea generation and evaluative comment related to the design brief. Appropriate idea generation and the use of ICT which demonstrates creative development of innovative ideas and concepts which are derived from the sketchbook. Modelling and testing aids decision making. Reference is made to the specification through annotation when analysing and developing ideas. Initial ideas are used to build towards a proposal that meets the previously identified specification. Development of design details that identify important factors in the evolution of the product. A wide range of appropriate designing skills, including comprehensive sketch book work, annotation, quick idea generation and evaluative comment related to the design brief. Appropriate idea generation and the use of ICT that demonstrates creative development of innovative ideas and concepts that are derived from the sketchbook. Modelling and testing aids innovative decision making. Clear reference is made to the specification through annotation when analysing and developing ideas. A diverse range of initial ideas are used to build towards a proposal that fully meets the previously identified specification. Development and refinement design details that identify important factors in the evolution of the product. 20 marks

16 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 16 Generating and Developing Ideas and Proposals It is important that candidates begin to use sketchbooks to bring their thoughts into reality as quick freehand line drawings initially where they can then be worked upon to develop greater clarification of the design insight. It is here that they can blast ideas and suggest forms of the solution without the presentation constraints that can constrict creative idea generation. These ideas or suggestions can then be further developed in the design folio in order to assess their viability and to make decisions about their possible selection for further design development. The use of ICT, vector design software or solid modeling software, in early idea generation is to be encouraged if it leads to a greater understanding of the form or features of the product. Supplementary to design drawings of course are three dimensional models or mock-ups. Candidates are encouraged to 'get into 3D'; as soon as possible. Nothing tells the designer more about shape, form and proportion than a scale model using appropriate materials to produce a quick resulting model. When candidates work up possible ideas to test their viability it is important that they use information gained during their research and that the specification is impacting upon their designing. Moderators will be looking for this particularly when awarding the higher range of marks. From the 'light touch' of knowledge used in initial ideas candidates should now be getting much more specific as their optimum solution evolves. This is where they now begin to converge upon a definite proposal. As such, the quality of detail related to the solution should be getting more precise. Material selection and manufacturing processes should be identified along with exact constructional details and probable finishes. Of course, these should match the design specification. Checklist of features Generating design ideas produce a comprehensive range of initial ideas with mini-development; include material considerations and possible construction techniques; annotate your design ideas indicating the strengths and weaknesses of these ideas; use your specification to assess the strengths/weaknesses of your idea; identify ideas, or parts of the ideas, that can benefit from further development; say why you think that these ideas have potential for further development; explain why your other designs may not be as successful; make models or mock-ups as appropriate to prove and test your ideas. Development of chosen idea using ICT where appropriate show clearly which idea you have chosen to develop; integrate aspects of other proposals that would improve the product; apply anthropometric data and explain why this is essential; develop a detailed design proposal for prototyping; explain all constructional details; establish suitable materials and possible alternatives; identify components and fixings that would be needed; evaluate the strengths of the proposal against the specification.

17 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 17 DESIGNING Detail Designing (d) Detail designing 15 marks The solution identifies the materials and essential manufacturing techniques to be used. 0 3 Some manufacturing dimensions and tolerances are presented which may assist the candidate to realise the solution. The solution meets some of the requirements set out in the design specification. A developed solution identifies materials and manufacturing techniques. The developed solution identifies aesthetic details. Manufacturing dimensions and tolerances are presented in an appropriate format which could be realised by a third party with some reference to the designer. Presentation of the proposal communicates design intentions to prospective client/s. The solution meets most of the requirements set out in the design specification. A well developed quality solution that identifies appropriate materials and manufacturing techniques. The developed solution identifies aesthetic details. Manufacturing dimensions and tolerances are presented in an appropriate format which could be realised by a third party. Presentation of the proposal communicates design intentions to prospective client/s. The solution meets the requirements set out in the design specification. Appropriate ICT skills have been used to present detailed dimensions. A fully developed quality solution that identifies appropriate materials and manufacturing techniques. The developed solution identifies the aesthetic detailing to a high level of clarity. Precise manufacturing dimensions and tolerances are presented in an appropriate format. Effective presentation of the proposal which communicates design intentions to prospective client/s. The solution fully meets the requirements set out in the design specification. Appropriate ICT skills have been used to present detailed dimensions and the final proposal

18 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 18 Detail Designing Candidates must present a fully developed solution identifying appropriate materials and manufacturing techniques indicated in detail sufficiently clear to be made by a third party without further reference to the designer. However, if there are some fine details, such as fillets or radii, that are not critical to the construction or function of the intended product then candidates will not lose marks as a result. The details of the final solution must also meet the requirements set out in the specification. Candidates should produce presentation drawings and client visuals including an appropriate range of graphic techniques. Colour should be used judiciously to demonstrate shape and form and to assist in high quality communication of detail. Although not a test of literacy poor quality of written communication may influence the quality of this detail. Where appropriate the use of ICT can be very beneficial here, as candidates can use the parametric nature of solid modelling software to fully dimension parts and produce rendered images of the final design. If the solution is to be a model then there must be client concept boards, costings and a business plan for the anticipated product or development. The business plan and concept boards are marked in this section. Candidates working in textile materials must produce toiles, full sized patterns with constructional annotation and presentation visuals. Checklist of features Formal presentation drawings using ICT where appropriate detail drawings in orthographic projection as appropriate; produce parts drawings if required; provide section and/or exploded drawings as appropriate; pictorial rendered drawings; produce a cutting list including materials and other remarks; list any components and fixings to be used; provide patterns or templates as appropriate.

19 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 19 DESIGNING Evaluation, reflecting and decision making (e) Evaluating, reflecting and decision making 10 marks A limited on-going evaluation identifies some issues related to the specification. Some limited suggestions for improvement. Comments are sought from others. A rudimentary summative evaluation. An on-going evaluation identifies some issues related to the specification. Use of a variety of appropriate evaluation methods and user trials resulting in a number of suggestions for possible improvements. Objective comment is sought from others. Summative evaluation which makes reference to the main criteria outlined in the specification. A critical and objective on-going evaluation which is related to the specification. Use of a variety of appropriate evaluation methods and user trials resulting in a number of suggestions for possible improvements. Objective comment is sought and analysed from those with commercial or specialist knowledge. Summative and reflective evaluation which makes clear reference to the specification and the performance criteria. A thorough, critical and objective on-going evaluation which is related to the specification and includes reflective comment. Use of a variety of appropriate evaluation methods and user trials resulting in a number of suggestions for possible improvements / further design activity. Objective comment is sought from those with commercial or specialist knowledge and critically analysed. Summative well-written reflective evaluation which makes detailed reference to the specification and the performance criteria

20 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 20 Evaluation, reflecting and decision making Candidates should comment objectively on each of the specification points. It is important that candidates use every feature of the specification as evaluation criteria with which they can measure the success of their end product. They should also comment upon any modifications that should be made as a result of this summative evaluation. They should also provide evidence of end testing which can be undertaken by themselves in many circumstances. However, if the product has been designed for a target audience, it is members of that target audience that should undertake the testing, e.g. children's toys. They should also seek the views of specialists in the field as to the quality of the product against the specification. Checklist of features Evaluating proposal against product specification list the specification points; evaluate your product against each specification point; use your qualitative and quantitative performance criteria; show a photograph of the chosen product/system. End testing devise suitable methods of end testing; carry out tests on your product/system; record your findings including photographs; get an end user, from your target audience, to perform a user trip and evaluate the product in use; seek expert opinion on your product; use feedback to evaluate the product against the performance specification. Suggestions for modifications list all aspects of the design that require modification; produce drawings to show the possible modifications; if possible carry out modifications; obtain feedback on suggested or actual modifications and present this in your project report. * record all aspects of the evaluation in your project report.

21 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 21 DESIGNING Communication / Key skills (f) Communication / Key skills 10 marks Little structure to designing. A limited range of presentation techniques. Limited written communication demonstrates a basic understanding. Little use of ICT and numeracy. A structured design approach to the portfolio supported by a sketchbook. A limited range of presentation techniques which demonstrates some design ideas. Written communication demonstrates some accuracy and basic understanding. Some use of ICT and numeracy. An organised and structured portfolio supported by good sketchbook work. Skilful use of a range of presentation techniques demonstrating the candidate's thinking. Flair shown in presenting some aspects of designing. Written communication demonstrates clarity, accuracy and good understanding. Good use of appropriate ICT, and relevant helpful numeracy. An organised and well structured portfolio supported by comprehensive sketchbook work. Skilful use of a range of presentation techniques enabling a clear appreciation of the candidate's thinking. Flair shown in presenting all aspects of designing. Written communication demonstrates clarity, accuracy and depth of understanding. Very good use of appropriate ICT, and relevant helpful numeracy

22 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 22 Communication / Key skills Candidates should present an organised portfolio supported by a comprehensive sketchbook. The sketchbook will be an important feature of the candidates' thinking skills. This should also contain sufficient annotation or labelling to aid the candidate when returning to early intentions. The design portfolio should also demonstrate a range of graphic techniques such as perspective drawing, section drawing, orthographic sketches, exploded sketches, parts sketches, etc. Colour should be used to demonstrate form and texture of products and should be used to clarify design proposals. The particular rendering strategy and media used by the candidate should be what they are comfortable with. It is important that candidates written communication is clear and accurate in conveying information and that relevant use of numeracy also aids communication. Wherever possible candidates should make use of ICT and the many software packages available to them to assist in effective high quality communication. Checklist of features Product planning organised portfolio is easy to read and communicates effectively; there should be a range of graphic techniques used; colour should be used to define form and texture; numeracy and written communication should be clear and accurate; ICT should be used where appropriate and effective.

23 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 23 MAKING A CHECKLIST FOR PROJECT ASSESSMENT It is important to remember that, as for the 'designing' checklist presented above, not all aspects indicated as checklist features below need to be addressed by any particular product. However, the assessment criteria must be met if candidates wish to maximize their potential. MAKING - Planning for Making (g) Planning for making 5 marks Little evidence to support planning for production of the product. Limited evidence of quality assurance and quality control measures. Some use made of project management systems for production of the product. Some quality assurance and quality control measures are in place. Use made of appropriate project management systems for production of the product. Quality assurance and quality control measures are in place. Thorough planning for production of the product using effective and appropriate project management systems. Detailed quality assurance and quality control measures are in place Planning for making Moderators will be looking for evidence of planning that has developed before making begins as well as throughout the making process. Quality assurance features should be listed before making begins, e.g. materials of required quality chosen beforehand, manufacturing processes refined to ensure quality, etc. Quality control features are identified and operated when making critical components. These should be recorded in the candidates' journal. Forward planning of making activities may be recorded week by week in the candidates' journal. It could be that candidates record the progress of their making in the sketchbook. Any modifications required to the design proposal during the making stage can then be recorded in the relevant planning section.

24 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 24 Checklist of features. Product planning produce a production plan for the product; consider quality assurance and quality control procedures; list the construction stages for each component; include the joining and assembly stages; estimate the time requirements for each operation and include this in your production plan; identify tools, equipment and processes needed; identify your personal training needs. * record all planning details in your project report. Costing labour and stock material costs; outline unit part costs; fixtures, fittings and/or other bought in components; total prototype unit cost; cost of manufacturing batch products where appropriate. * record costing details in your project report. MAKING Selecting and testing materials and processes (h) Selecting and testing materials and processes 10 marks Little or no evidence of the informed selection. Materials and equipment selection and use based mainly on immediate availability and/or teacher direction. Some evidence of the consideration of alternative materials and equipment. Selection based on a limited range of appropriate criteria. Good material and equipment selection based on the consideration of a broad range of appropriate criteria. Clear reference made to relevant data and testing. Discerning selection of suitable materials and equipment using a broad range of appropriate criteria, with clear reference to relevant data and testing. Selection within specified design constraints, including properties of materials, manufacturing processes and cost limitations

25 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 25 Selecting and testing materials and processes Moderators will assess the appropriateness of the materials selected for particular components against the function of the component. They will also judge the appropriateness of the materials against the environment that the product will operate. Candidates will also be expected to undertake 'fair' tests on critical components to ensure that they will be able to take the loads for which they were designed. The other aspect in this will be the consideration given to the selection of materials against relevant criteria. This can be in the form of a table as indicated. Component description Functional properties Possible materials Chosen material Justification Checklist of features Selection and testing materials and components appropriate materials have been chosen for all components of the product; critical components have been tested; materials have been chosen according to relevant criteria.

26 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 26 MAKING Use of materials and processes (i) Use of materials and processes 20 marks Generally inappropriate use of materials and equipment. Making techniques not suitable for the selected material in this context. Evidence of some concern shown for the materials and manufacturing processes. Some of the major material properties / characteristics not fully recognised. Appropriate use of materials and equipment demonstrating a good understanding of the relationship between material properties and the manufacturing techniques involved. Creative use of materials and manufacturing processes including CAM where appropriate. Sophisticated, innovative use of materials and equipment demonstrating sympathy for, and a good understanding of, the working properties and performance characteristics of the selected materials. Creative use of materials and manufacturing processes including sophisticated use of CAM where appropriate Use of materials and processes Candidates will be required to demonstrate that they are aware of innovative steps in the use of materials and sophistication in their use. They should also be aware of the functional properties of components. Appropriate manufacturing processes are chosen using CAM where appropriate. Checklist of features Preparation of materials and components identify the source/suppliers of materials and purchase materials; plan stages of materials preparation identifying equipment needed; prepare materials for manufacturing components; record all construction planning details and activities in your project report.

27 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 27 MAKING Accuracy, quality and finish of the design solution (j) Accuracy, quality and finish of the design solution 20 marks A product demonstrating low levels of accuracy. Low level of tolerances achieved. Adequate quality of finish achieved with little attention to detail. The candidate has worked with some support and demonstrates an ability to apply techniques. A product demonstrating limited accuracy in construction. Limited level of tolerances achieved. Adequate quality of finish achieved with some attention to detail. The candidate has worked with limited support and demonstrates an ability to apply techniques to requirements. A well made product demonstrating accuracy in construction. A very high level of tolerances achieved. Good quality of finish achieved through care and attention to detail. The candidate has worked unaided and demonstrated an ability to adapt techniques successfully to new situations. A well made product demonstrating accuracy in construction. A very high level of tolerances achieved. Excellent quality of finish achieved through care and attention to detail. The candidate has worked unaided and demonstrated an ability to adapt techniques successfully to new situations Accuracy, quality and finish of the design solution Candidates will be expected to produce a product which demonstrates a high degree of precision in making skills within planned tolerances. The quality of finish is appropriate to the function of the product and is completed with care and attention to detail. It is expected that candidates will undertake the majority of work on their own with little teacher input apart from demonstrations. Any aided work should be acknowledged by the candidate.

28 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 28 Checklist of features Product construction mark out and make all individual components to tolerances; prepare necessary joining or processing methods; check fit of components; assemble components; ensure high quality finish of the product; record all construction details and activities in your project report. Health and safety undertake risk assessments for all processes and activities to ensure your own safety and the safety of others; use appropriate Personal Protection Apparatus; explain any measures taken by the centre to ensure safe working practice; undertake a risk assessment of your final product; ensure the user is aware of any risks inherent in the use of the product. MAKING Accuracy, quality and finish of the design solution (k) Functionality and innovation of the design solution 10 marks End product functions and meets some requirements of the design brief and specification. End product functions and meets the requirements of the design brief and specification but has few innovative features. End product meets most functional requirements of the design brief and specification and has some innovative features. Innovative end product functions very well and fully meets the requirements of the design brief and specification Functionality and innovation of the design solution Candidates should demonstrate the innovative steps that have been included in the product and that the product fully meets the requirements of the specification. Also that the product functions well. Designing Making UNIT DT2 (60% A/S 30% AL) Design and Make task Sub-Total 80 marks 70 marks 150 marks It is suggested that approximately 40 hours is devoted to the Design and Make task. Whilst not requiring the depth or complexity expected within the AL project, candidates are expected to demonstrate achievement and abilities appropriate for the first year of an AL course. They will be expected to present evidence of their competence and ability in all facets of the design problem and its realisation, in the selection and use of materials, tools / equipment and techniques.

29 Making Designing GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 29 9 SUMMARY OF ASSESSMENT CRITERIA AL DT4 MAJOR PROJECT Design and Make task Summary of Assessment Criteria Marks (a) Analysing and researching design situations 10 (b) Generating and developing ideas and proposals 30 (c) Detail designing 10 (d) Evaluating, reflecting and decision making 15 (e) Communication / Key skills 10 (f) Planning for making 5 (g) Range and sophistication of making skills 30 (h) Accuracy, quality and finish of the design solution 25 (i) Functionality and innovation of the design solution 15 Total 150

30 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 30 DT4 Details of Assessment Criteria DESIGNING Mark Range (a) Analyse research and developing a design specification 10 marks No analysis or little analysis of the situation which does not help to focus the research. Research limited or inappropriate. Major parameters for the product superficially outlined. Some analysis of the situation. Some evidence of research activity with some important factors considered. A specification developed to a level of detail sufficient for the development of a solution but lacking a number of important performance criteria which influences design decisions. Analysis which has led to a clear understanding of the task and the requirements to be met. Research is appropriate and wide-ranging using ICT where appropriate. A specification developed to a level and range of detail sufficient for the development of an appropriate solution. Some measurable performance criteria listed which will drive designing. Detailed analysis of the design situation has led to appropriate and well-focused research. Research using ICT where appropriate has been carefully analysed, as a result of which the candidate has demonstrated a thorough understanding of the task and the requirements which have to be met. Evidence of students' ability to reflect upon their research and analysis and make objective comment on the way forward. A detailed and relevant specification which displays a hierarchy of measurable criteria which take account of the relative importance of a wide range of factors which will drive designing Analyse research and developing a design specification There is a lesser assessment weighting for the analysis at A Level however, moderators are looking for a similar depth of knowledge of the design problem derived from a broad analysis. At this point in their designing candidates must demonstrate a divergent approach to problem identification. This could be initiated as a diverse spray diagram developed from an understanding of the problem parameters followed by focused research of relevant aspects of the problem. The analysis must be 'lean' including all aspects of the problem and with little superfluous information. It is important that all research is relevant and will provide material that will be useful when considering the development of a specification and idea generation.

31 GCE AS and A DESIGN AND TECHNOLOGY Teachers' Guide 31 It is essential that candidates reflect upon their research to determine the extent of their knowledge and understanding of the nature of the problem that they are faced with. Also that they are aware of the needs of their target audience and that their design thinking is directed at them. Candidates must realise that an extended specification must be continually used as a design tool to measure the viability of potential ideas. Evidence of the use of the specification must be provided in design thinking. The specification should take account of a wide range of factors, sufficient to result in a quality solution to the problem and candidates should also include a mix of qualitative and quantitative criteria. It is important when candidates develop their specification that they realise that it is probable that other features could be included as they progress along the problem solving route. This further exemplifies the iterative nature of designing. The specification must address the needs of the target audience and as such should include the essential features of the anticipated product. It should also include unique selling points of the intended outcome. The specification may be written as short phrases as these are able to be kept in mind whilst designing. However, these bullet points must be fully described to ensure clarity for other readers and to communicate the exact nature of the specification point. Candidates should also bear in mind the extent and quality of the specification as it will later be used as a guide to measure the quality of the product when evaluating it. Checklist of features Identifying a need Explain the following to define the design situation clearly in words and drawings/photographs: what are the aims of the project; who is the product intended for, the target audience; how often is the product likely to be used; where will the product be used; will the existing environment affect the design of the product? Identify user needs list all the qualities that you think the intended user may demand of your product; undertake market research on your target audience to establish their wants/needs; present a comparative analysis of your results. Evaluating existing products use your specification to evaluate existing products; present a range of existing products; explain why you chose the particular products for evaluation (target audience, market sector etc.); annotate the important design features of the products; annotate the weak design features of the products; explain why existing products might not fulfil the wants/needs of your target audience.