example portfolio - ncfe portfolio v3.pdf · example portfolio ncfe level 2 certificate in creative...

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NCFE Level 2 Certificate in Creative Studies: Graphic Design (600/6907/7)

Web: www.ncfe.org.uk Email: [email protected] Tel: 0191 239 8000

Example portfolio NCFE Level 2 Certificate in Creative Studies: Graphic Design (600/6907/7)

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Introduction ....................................................................................... Page 03

Unit 01 – Understand graphic processes, materials and techniques (J/504/0809)………………………………………………………………..Page 04 Overall unit grade – Unit 01 .............................................................. 5

Unit 02 – Research sources of ideas in a graphic design context (A/504/0810)) .................................................................................... Page 28

Overall unit grade – Unit 02 .............................................................. Page 45

Unit 04 – Plan, produce and present final graphic design work (J/504/0812) ..................................................................................... Page 48

Overall unit grade – Unit 04 .............................................................. Page 66

Contents

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Introduction The material within this portfolio relates to: Unit 01 – Understand graphic processes, materials and techniques Unit 02 – Research sources of ideas in a graphic design context Unit 04 – Plan, produce and present final graphic design work This portfolio is designed to demonstrate the types of evidence that could be produced for Unit 01, Unit 02 and Unit 04 for the NCFE Level 2 Certificate in Creative Studies: Graphic Design. It’s designed to provide guidance on how a candidate portfolio could look, rather than being prescriptive. The material is based on actual candidate work. Evidence may be submitted in a variety of forms. In this example there are written accounts and visual evidence, but the evidence could also be presented in an audio format. Where the candidate has provided visual evidence (for example screen grabs, copies of research), this has been clearly annotated in places to give context as to why it’s been included. Each piece of evidence has been presented with the assessment criterion number detailed at the top of the page. This portfolio contains actual evidence from a candidate. External Moderator guidance has been provided for each piece of evidence relating to an assessment criterion. The guidance comments on how the evidence meets the assessment criteria and what could be improved to obtain a higher grade. The suggestions and assessment methods are not exhaustive and Teachers are encouraged to explore other methods which will support the candidate to produce the best evidence that they’re capable of for the unit. For further advice on the suitability of a particular assessment method, you can refer to the relevant Qualification Specification or contact your NCFE External Moderator. It’s strongly recommended that each unit is presented and assessed individually to allow accurate judgements about the candidate’s competence. This will also make it easier to award a grade for the unit. The work must then be internally moderated and made available for the External Moderator. It’s accepted that a piece of evidence may be presented for more than one unit. Where this is the case, the evidence must be clearly mapped to all units and assessment criteria it applies to when presented to the External Moderator. This will enable them to make an accurate judgement about the candidate’s competence and overall unit grade. We would encourage the use of our Evidence and Grading Tracker document which is available on our website (www.ncfe.org.uk), however any method which clearly records the evidence against the assesment criteria can be used.

www.ncfe.org.uk

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Qualification overview

Candidate evidence and External Moderator commentary Unit 01 - Understand graphic processes, materials and techniques (J/504/0809)

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Unit 01 Understand graphic processes, materials and techniques (J/504/0809)

Assessment criterion 1.1 – Interpret the requirements of a design brief and its specifications, including the detail and function of the brief Candidate evidence: Candidate evidence:

Book Proposal my pop up book will be different sort of sweets and things that are related to buying and getting sweets. I will have a pattern that i have made on Photoshop on the end pages of the book. On the first page i will have a child's hand held out, then an adults hand holding money which will pop out of the page. The back ground on this page will be a pavement and part of a road out side a sweet shop. Then on the second page i will have a lollipops around the side. On the right they will be black and white and then on the left they will be all different colors. But in the middle there will be a massive colorful lollipop that spines around when you open the page. On the third page there will be chewing gum wrappers on the top left and bottom right corners of the page. the background color will be green. There will be a chewing gum box that pops out of the page. in the top right corner will be written Wrigley's Orbit complete in black and white bold lettering. On the forth page there will pop out a polo packet. On the opposite side to the pop will be covered in polo wrappers. on the fifth page will be and image of an old man holding a bag of sweets that will cover up the right half of the page. He will be colored in blue. In the background will be green and then boiled sweets drawn over the top of it . There will not be a pop on this page.

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Assessment criterion 1.1 – Interpret the requirements of a design brief and its specifications, including the detail and function of the brief External Moderator commentary: The candidate has recorded their own interpretation of the brief noting the requirements, function and specification of the brief in two written statements. To achieve a Merit grade the candidate should record specific detail when they’re interpreting the design brief they’ve been given. They should record any constraints and the key outcomes identified within the brief. They should also understand the function and relevance of a design brief within the design process. They should be clear that a design brief informs the content of the work schedule (as detailed in Unit 04, assessment criterion 1.1) which will set out the design process that meets the outcomes identified within the design brief. The evaluation in Unit 04, assessment criterion 1.7, relates to the achievement of the outcomes identified within the design brief, identifying where the work achieved the design brief well and where there are areas that could be improved. The evaluation also comments on the presentation in context of the final design work and the correct context is defined by the factors outlined in the design brief. Candidates should understand and evidence how the design brief defines:

the deadlines

the constraints

the context and form of the final graphic design work

the target audience

costings and which materials/processes/techniques will be used.

To achieve a Distinction for this criterion, the candidate would have evidenced the assessment criterion to the standard previously mentioned in the Merit grade and would in addition demonstrate flair and creativity in the way they interpret impacting factors on the design brief. The candidate could present detailed evidence of their design process which shows flair in the way specific graphic elements such as colour, form and typeface, etc have been chosen to depict, communicate or interpret aspects of the design brief. They could have made creative links between words, meanings and graphic elements used. This would be illustrated within their annotation or within the choices shown within practical design work. The evidence for this learning outcome can be recorded in written or audio visual form but could also be clearly demonstrated through practical design work . A professional discussion or written evidence could be included in which the candidate describes how they have intrepreted the brief. A visual record of a group discussion in which the candidate contributes with strong and creative ideas could also be used.

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The use of any audio visual or group evidence should clearly show the individual’s contribution to the activity to provide clear evidence of their competence. The evidence should be approriately authenticated. Where an Assessor needs to ask questions of candidates it often helps to have these scripted so that questions are consistently applied to each candidate’s assessment. Preparing the assessment questions or activities ensures that all of the questions asked by the Assessor or the subjects discussed by the group provide valid evidence against the assessment criterion. Grade awarded for this assessment criterion - Pass

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Assessment criterion 1.2 – Select suitable graphic materials, techniques, characteristics, processes and equipment for particular purposes, giving reasons for choices Candidate evidence: Candidate evidence:

http://4.bp.blogspot.com/-NtC6CsrhPnk/TYsgfCsK3yI/AAAAAAAAAEI/N7QthwejjfI/s1600/photo+2-751343.JPG

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This image was created on illustrator. I did this by getting an image from the internet and drawing around it with the pen.

Then after i did that i coloured it in. I then got a image of wood from the internet and dragged it into illustrator.

https://lh6.googleusercontent.com/-hAFMlx4XYQY/TYsbITBts9I/AAAAAAAAAD8/yUmZ6ty-QMU/s1600/materials+and+tools+for+pop+up+book.jpg

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http://1.bp.blogspot.com/_0iH2eSdmu8g/TKRaE8sPqhI/AAAAAAAAABE/t6NjBxdcxS8/s1600/scan+for+background2.jpg

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Assessment criterion 1.2 – Select suitable graphic materials, techniques, characteristics, processes and equipment for particular purposes, giving reasons for choices External Moderator commentary: The candidate has provided evidence demonstrating that they have selected suitable graphic materials, techniques, characteristics, processes and equipment for particular purposes within the creation of their graphic design work. They have also provided some written explanation justifying some of the choices they’ve made within their written accounts. Whilst the written evidence is not as strong as the practical evidence, it does justify why the candidate might choose a computer to develop design work and why at other times different more traditional methods might be chosen. Overall the candidate has demonstrated competence at a Merit grade for this assessment criterion. To achieve a Pass grade for this criterion the candidate’s practical work would show that they have selected an appropriate but not extensive range of materials, techniques, characteristics, processes and equipment for a particular purpose. Their selection would be adequate to enable them to complete the design task sufficiently but would lack the range and exploration shown at a Merit and Distinction grade. The candidate would provide an explanation of why they have chosen specific materials, techniques, characteristics, processes and equipment through annotation or discussions but these explanations may not be well developed. To achieve a Distinction for this criterion the candidate would demonstrate the level of competence previously described in the Merit grade. In addition the candidate would demonstrate that they have explored and developed an indepth understanding of materials, techniques, characteristics, processes and equipment which is used to rationalise their choices when making selections within their practical design process. The candidate would annotate or record the reasons for their choices with reference to practical exploratory work. Candidates will have explored a strong range of materials, techniques and processes making perceptive choices about which are used for a particular purpose. They could have made creative links between words, meanings and the selections made. The candidate will justify perceptive selections, in which they will make connections between the visual qualities and the selections used to best communicate their ideas. The candidate will make selections that provide convincing graphic solutions, which demonstrate flair and creativity. A professional discussion or written evidence could be included. A visual record of a group discussion in which the candidate contributes with strong and creative ideas could also be used. The evidence should be approriately authenticated. Grade awarded for this assessment criterion - Merit

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Assessment criterion 1.3 - Use a range of graphic design elements and terminology Candidate evidence: Candidate evidence:

http://4.bp.blogspot.com/-1O2Zk0FI2a0/Tuc0oDgjn-I/AAAAAAAAAH4/FneFi0KOUi0/s1600/tone+sheet030.jpg

http://2.bp.blogspot.com/-y1sjdeEXrRY/Tuc0kCFUvHI/AAAAAAAAAHw/lLdb0KzSEBM/s1600/texture+sheet032.jpg

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http://3.bp.blogspot.com/-RTvPYYP1SsA/Tuc0dhpGtMI/AAAAAAAAAHo/6JO47SCgPV0/s1600/linesheet031.jpg

http://3.bp.blogspot.com/-wVNTudp2hKM/Tuc0XBzt-iI/AAAAAAAAAHg/1I6MYuV-xTE/s1600/form+sheet028.jpg

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http://1.bp.blogspot.com/-r_e2bL8e__M/Tucz7c0gO7I/AAAAAAAAAHY/snCDbYHwvI4/s1600/colour+sheet029.jpg

http://4.bp.blogspot.com/-5pZ-C3InRvw/T5kzr-zvE7I/AAAAAAAAAO4/l-c064_iMxg/s1600/space+sheet064.jpg

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Assessment criterion 1.3 - Use a range of graphic design elements and terminology External Moderator commentary: There is a clear developing understanding of key graphic elements and the terminology associated with these. The candidate has recorded their own annotation at the end of each sheet making clear links between the graphic elements explored and their effect. The candidate also uses graphic elements confidently both within this work and the rest of the practical evidence presented for Assessment Criteria 1.4 and 1.5. Alternatively the candidate could have annotated their standard design process rather than evidencing this through a stand alone exercise. In this instance the candidate would need to make sure they sufficiently discuss the formal elements of graphic design using the correct terminology within annotation and written accounts. Other assessment methods could be used to produce secure evidence for this learning outcome but the practical evidence produced by the candidate should be the primary evidence source. To achieve a Pass in this criterion the candidates practical work will show clear use of graphic elements within the design process. This will be competent but may not be creatively or confidently applied. The application of graphic elements may be functional but may not demonstrate confidence or creativity. To achieve a Distinction grade the candidate will effectively demonstrate fluent and skilful use of a range graphic elements. For example the candidate will refer to appropriate terminology when annotating and writing about their work such as corporate identity, branding, typography, layout, copyright, job costing etc. The candidates understanding of formal elements such as text, border, typography, layout, colour, shape, density, balance and flow will be evident within the context of their practical work. The use of these elements at Distinction grade will be fluent and creatively applied within the design work. Candidates will have made creative links between words, meanings and graphic elements used within their practical work to achieve the Distinction grade. Annotation could be used to further strengthen the evidence provided for this assessment criterion. A professional discussion or written evidence could also be included. A visual record of a group discussion in which the candidate contributes with strong and creative ideas could also be used. Grade awarded for this assessment criterion - Merit

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Assessment criterion 1.4 - Demonstrate the use of typography as a part of a graphic design solution Candidate evidence: Candidate evidence:

These two sheets are the research that I have done based on different types of fonts. I did this to see which type suits my theme.

http://2.bp.blogspot.com/-qtwAMn9qD_o/T6EMkKfwjBI/AAAAAAAAARU/RxVS2pzk6PE/s1600/type+thing.jpg

http://1.bp.blogspot.com/-fUrFgUMJo8w/T6pQ1zJeptI/AAAAAAAAAR8/ILtgIcrU1Ww/s1600/WRONG+TYPE.jpg

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http://2.bp.blogspot.com/-I0F5KkFc_GM/TuiVgkNrZZI/AAAAAAAAAIg/xOItd95DvXk/s1600/words.jpg

http://tylercharltongraphics.blogspot.co.uk/

http://2.bp.blogspot.com/-E30w6DxtvoM/TZ2Lu98hzwI/AAAAAAAAAE8/HN2PnoeiYY8/s1600/pattern.jpg

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http://2.bp.blogspot.com/-s9LSUH2UB_U/T3HK1h5CzlI/AAAAAAAAAOg/qBH5OecaLkk/s1600/IMG_1456.JPG

http://2.bp.blogspot.com/-gkii8i5WVtg/T3HKtW3PB8I/AAAAAAAAAOI/LeFIB_qZ5MI/s1600/IMG_1453.JPG

http://2.bp.blogspot.com/-NBHE6pCczRU/T3HKeZzbSmI/AAAAAAAAANg/NHgUmT8SK7Q/s1600/IMG_1448.JPG

http://1.bp.blogspot.com/_0iH2eSdmu8g/TSWlYsDvl3I/AAAAAAAAACY/qKpa8M3AFGo/s1600/P1050027.JPG

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Assessment criterion 1.4 - Demonstrate the use of typography as a part of a graphic design solution External Moderator commentary: The candidates evidence demonstrates an understanding of using typefaces in an appropriate context by choosing a range of typefaces for right and wrong use with well known titles which have defined characteristics associated with them. This was completed on worksheets designed by the Assessor. The candidate has also taken known branded typefaces and used them creatively within their work whilst adapting them to the context of the design work. The candidate has consistently used typfaces as a visually effective part of the design. Within the pop up page showing the polo tube the candidate has adapted the known branding typeface whilst ensuring it remains recognisable. The candidate has also used another complementary typeface in the monchrome background to create visual contrast without detracting from the main focus. Both typefaces have been selected well for the context the work is being created in. Alternatively candidates could evidence this through an annotated design process recording why they chose certain typefaces. They would highlight qualities that communicate the chosen message or identity within the design.The practical evidence produced by the candidate should be the primary evidence source. To achieve a Pass grade in this criterion, the candidate may show recognition of suitable typefaces such as in the two worksheets presented by this candidate. They would show competent use of typefaces within the design processes but these would not be as confident or well developed as those shown here. To achieve a Distinction grade in this criterion the candidate would have evidenced the assessment criterion to the standard previously mentioned in the Merit grade and would in addition demonstrate flair and creativity in the way they interpret impacting typography within the design brief. The candidate would present detailed evidence within their practical design process work that shows flair in the way a specific typeface has been chosen to depict or interpret aspects of the design brief. The qualities communicated by the typeface may be subtle and highly creative. Practical ideas may not be complex but will have been executed and communicated with a high degree of competency. Within the candidate’s practical work they may have redeveloped typefaces and letterforms to better suit the design brief. They may have made creative links between words, meanings and typeface used. This could be illustrated within their annotation or through the choices they have made during their practical design work.

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A professional discussion or written evidence could be included detailing why a candidate has chosen specific typefaces with particular qualities and why they believe this would best communicate their ideas. A visual record of a group discussion in which the candidate contributes with strong and creative ideas about how typography could also be used. The use of any audio/visual or group evidence should clearly show the individual’s contribution to the activity to provide clear evidence of their competence. The evidence should be approriately authenticated. Where an Assessor needs to ask questions of candidates it often helps to have these scripted so that questions are consistently applied to each candidate’s assessment. Preparing the assessment questions or activities ensures that all of the questions asked by the Assessor or the subjects discussed by the group provide valid evidence against the assessment criterion. Oral questioning records (Question and Answer), group discussions and professional discussions should be clearly referenced to the assessment criterion. The Assessor should comment in detail on the candidate’s performance against specific assessment criterion when recording either an observation or professional discussion. Grade awarded for this assessment criterion - Merit

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Assessment criterion 1.5 - Develop technical skills by using a range of graphic materials, techniques and processes Candidate evidence: Candidate evidence:

These are screen shots of how the page was made and how i used my drawing on the page

These are dummy book with the pops that will be in my final book

http://1.bp.blogspot.com/-sYgRjF7vpNs/TuiesfkIdUI/AAAAAAAAAJQ/9FZAJOajgA0/s1600/hands026+copy.jpg

http://2.bp.blogspot.com/-rZW7lliw3xo/TuigBSzMz4I/AAAAAAAAAJo/SSLFNBvvmAw/s1600/Picture+6.jpg

http://1.bp.blogspot.com/-L9lNu0Co62c/TuifGBg3ifI/AAAAAAAAAJY/Fm0-GVkN47s/s1600/Picture+4.jpg

http://4.bp.blogspot.com/-_n1juj4qwhw/TwbK9FFvSlI/AAAAAAAAALQ/46m96Rhqlo0/s1600/IMG_0559.JPG

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Assessment criterion 1.5 - Develop technical skills by using a range of graphic materials, techniques and processes External Moderator commentary: The candidate has demonstrated the development of technical skills through a good range of materials, techniques and processes in which they utilise computer based and traditional graphic techniques. They have used their technical skills competently and sucessfully to communicate their ideas. The candidate has presented a range of skills and the development of the technical techniques and processes is clearly seen from the practical evidence presented. It’s expected that practical evidence of how the candidates have developed technical skills would be the primary evidence source. Candidates could also include written accounts and annotation such as those presented under Asessment Criterion 1.2. Observations and professional discussions could also be included. Observations and professional discussions should be clearly referenced to the assessment criteria. The Assessor should comment in detail on the candidate’s performance against specific assessment criterion when recording either an observation or professional discussion. There is no Merit or Distinction grade available for this assessment criterion. Grade awarded for this assessment criterion – Pass

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Assessment criterion 1.6 - Identify hazards and risks in the graphic design environment Candidate evidence:

External Moderator commentary: The candidate has completed a basic risk assessment which clearly identifies the risks present within the activities required to complete this unit. The template has been provided by the Assessor for the candidate to complete. Alternatively this learning outcome could also be evidenced through candidates annoation or written accounts, question and answer sheets or recorded discussions. Candidates could create posters which inform others of the hazards and the approriate control measures. There is no Merit or Distinction grade available for this assessment criterion.

http://1.bp.blogspot.com/-D60e2OO6fkg/T6pT2WOX1tI/AAAAAAAAASQ/xuQ3d-KXguo/s1600/risk+assesment078.jpg

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Assessment criterion 1.7 - Apply safe working practices Candidate evidence:

External Moderator commentary: To evidence this assessment criterion the candidate must produce evidence of having worked safely. This could be done through an Assessor observation or through the candidates own written and/or annotated accounts as within this example. The candidate would record how they have worked safely in different contexts or possibly how they have dealt with safety issues as they have arisen. This candidate has produced the evidence that they have implemented safe working practices and therefore this assessment criterion is achieved at a Pass. There is no Merit or Distinction grade available for this assessment criterion. Grade awarded for this assessment criterion – Pass

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Overall unit grade Unit 01 - Understand graphic processes, materials and techniques (J/504/0809)

Overall unit grade

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Overall unit grade: Pass A breakdown of the grades awarded for each assessment criterion within Unit 01 is shown below in this example of our completed Evidence and Grading Tracker, which is available on our website. This shows that the highest grade the candidate has achieved in every assessment criteria is a Pass. This means a Pass grade can be awarded for the unit as a whole. The candidate has not achieved a Merit grade for the unit because they did not achieve a Merit for assessment criterion 1.1. The candidate is entitled to one opportunity to resubmit work for the unit to obtain a higher grade.

Assessment criteria Not Yet Achieved

Pass Merit Distinction Evidence (inc portfolio page number and type)

1.1 Interpret the requirements of a design brief and its specifications, including the detail and function of the brief

X Written brief and book proposal – page 5

1.2 Select suitable graphic materials, techniques, processes and equipment for particular purposes, giving reasons for choices

X X Prints, pen and ink illustration, drawings, image created on illustrator, written work – pages 8, 9, and 10

1.3 Use a range of graphic design elements and terminology

X X Drawings/sketches plus annotation, mixed media work on completed ‘Elements’ worksheets – pages 12, 13, and 14

1.4 Demonstrate the use of typography as part of a graphic design solution

X X Research of typefaces, completed typeface worksheets, drawn typefaces within developed and finished pieces of work – page numbers 16, 17 and 18

1.5 Develop technical skills by using a range of graphic materials, techniques and processes

X No Merit grade for this A.C

No Distinction grade for this A.C

Screenshots – page 21

Candidates should ensure their work is mapped to the relevant assessment criteria and this can be referenced here

Teachers should complete the grading section of the form

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1.6 Identify hazards and risks in the graphic design environment



Risk assessment – page 23

1.7 Apply safe working practices X No Merit grade for this A.C


Written work – page 24

I confirm this is all my own work.

Candidate signature: …………………………………………….

Teacher/Assessor comments: (please continue overleaf if necessary) I confirm I have graded this work against the grading descriptors for the qualification. Overall unit grade: ……………………………………………. Date submitted on the Portal: ……………………………………………. Teacher/Assessor Name: …………………………………. Signature: …………………………. Date: ………………………….

Candidates must sign their work to confirm authenticity

Teachers should provide comments and feedback to candidates in this section of the Evidence and Grading Tracker

This section should be completed by the Teacher. Please refer to the Qualification Specification for further information on how to grade the work. assessment criteria and this can be referenced here

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Candidate evidence and External Moderator commentary Unit 02 - Research sources of ideas in a graphic design context (A/504/0810)

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Unit 02 Research sources of ideas in a graphic design context (A/504/0810)

Assessment criterion 1.1 - Assess the relevance of a range of primary and secondary sources in relation to a design brief Candidate evidence: Candidate evidence:

How Nick Sharrat has influenced me

In his work he uses loads of bright colours to catch peoples eye and attention when they see his book and it draws them in, so in my pop up book I have used bright colours to draw people in when they see my book too, also he puts smiles on all his

characters faces when he draws,. this makes us feel like his books are happy books with happy stories to them which makes people look at his

work, so in my work I have put smiles on my characters so give people the same impression,

also when he’s using colour he uses loads of different colour instead of just using the same few boring colours that everyone uses, this gives his work that lasting impression to us. I put loads of

different colour into my pop up book to give people to look at my pop up book and leave them with that lasting impression. Also when using bright colours it gives people that impression that it is a real fun

and happy story that anyone will enjoy looking at or reading it.

(Secondary)

http://www.youtube.com/watch?v=5RLn4rJk86s&feature=player_embedded&t=0 This is a video I looked at the give me a kind of idea of what I can do in my final pop up book. I experimented with the techniques in this video to research how the shapes would work with the pictures. I knew from this I needed to plan my pictures and shapes together so that the shape of the pop up would work well with a key piece of the picture.

The folds book was quite tricky at times with certain pops, but overall this process of pops was very fun to do and I

would love to do this kind of thing again, the most difficult part of this process was doing the box fold cause it was the most hardest pop we did and to over come this problem I

looked at sirs pop up of the box fold and I worked out myself how he did it and then I managed to do it, making a folds

book like this is really good because you get an idea of how every pop works and if you use them in your book, you can get an idea of how you can use them in your pop u book.

(Secondary and primary sources of investigation) I selected pictures of action football photographs because I wanted to capture the excitement of a football match in my pop up book. I could see how the faces in the background didn’t have much detail and made a pattern of colours. The footballers in the fore ground stood out because they were

against a background which didn’t have a lot of detail to distract away from them. I looked at how to do this in my own pictures when I was doing the Collage and ‘playin wiv space’ exercises. (See page 13 and 14 of this document). I just

included one footballer in my collage to keep it simple because the sheets didn’t give me much space to try it out in.

I also practiced with the faces as a background using just black and white. I also did drawings from the photographs so that I could practice getting the form of the footballers when they were diving to save a goal. This was hard to do and I

drew it out on paper and then scanned it in to the computer to work on the drawing some more before using it in my

book. (Secondary and primary sources of investigation)

http://www.youtube.com/watch?v=5RLn4rJk86s&feature=player_embedded&t=0

http://www.youtube.com/watch?v=5RLn4rJk86s&feature=player_embedded&t=0

http://4.bp.blogspot.com/-2eOnVIq1MOQ/TwtItijBYbI/AAAAAAAAAK8/gRDJ7r0ND_I/s1600/Photo0417.jpg

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Assessment criterion 1.1 - Assess the relevance of a range of primary and secondary sources in relation to a design brief External Moderator commentary: The evidence for this unit requires the candidate to investigate a range of both primary and secondary sources. The candidate has given examples of primary and secondary research within their portfolio which have been accompanied by written evidence. Their written work demonstrates why they chose these primary and secondary sources to develop ideas in response to the design brief. The two pieces of written work which are highlighted in black show the candidate has assessed the relevance of more than two secondary sources and at least two primary sources. The candidate could have further differentiated primary and secondary sources within their practical work and annotation.

The annotation reflects why the candidate has chosen this research and why it is relevant to the creative development of their ideas. The candidate has produced purposeful and methodical research which has been assessed to describe its use during the development of their ideas. Instead of written annotation this could be recorded through worksheets, an appropriate professional discussion or a question and answer record. The same evidence types could be used for a Merit grade as with the Pass grade. To achieve a Merit for this criterion the candidate would demonstrate the level of competence previously described in the Pass grade. In addition the candidate would show a critical understanding of the relevance and selection of both secondary and primary sources. Candidates would demonstrate a critical understanding between the sources and how these relate to their ideas. There would be clear links visible within the candidate’s work showing the relationship between the sources chosen and the candidate’s response to the design brief. A Distinction grade cannot be achieved with this assessment criterion Grade awarded for this assessment criterion – Pass

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Assessment criterion 1.2 - Illustrate findings about the contexts of selected secondary sources in a graphic environment Candidate evidence: Candidate evidence:

http://4.bp.blogspot.com/-zXNzKkfOXF0/TZHF-QMbzGI/AAAAAAAAADw/oHLaBFAZqrM/s1600/history+5.jpeg

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Assessment criterion 1.2 - Illustrate findings about the contexts of selected secondary sources in a graphic environment Candidate evidence:

This is Nicks studio that he works in when Illustrating.

Illustrating

http://2.bp.blogspot.com/-0DFcfcGBBgM/T5qW__HkSoI/AAAAAAAAAR8/K9SrbUZcJwk/s1600/Slide3.jpg

http://4.bp.blogspot.com/-w-adpwK8qSY/T5qXA6BdpfI/AAAAAAAAASE/AIn_-S_oktQ/s1600/Slide4.jpg

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Assessment criterion 1.2 - Illustrate findings about the contexts of selected secondary sources in a graphic environment

Candidate evidence:

A copy of an artists illustration.

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Assessment criterion 1.2 - Illustrate findings about the contexts of selected secondary sources in a graphic environment External Moderator commentary: The accounts about historical sources and Nick Sharrat record findings is at a Pass level. The candidate records details about the target markets and the context in which the work was made. These do not demonstrate the critical understanding and curiosity associated with the higher grades but instead make simple links which are stated as a record. Some secondary sources such as the photograph and artist’s copied illustration lack annotation which does not allow them to fully contribute to the evidence for this assessment criteria. To achieve a Merit the candidate would demonstrate the competence shown at the Pass grade. They would have further developed their response showing a critical understanding of the context the design work was made in and how this influenced its development. The candidates should identify how the creation of the secondary sources were influenced by social, political, ethical, technological, spiritual, historical, moral or economic factors. Instead of written annotation this could be recorded through worksheets, an appropriate professional discussion or a question and answer record. The same evidence types could be used for a Pass, Merit or Distinction. To achieve a Distinction for this criterion the candidate would demonstrate the level of competence previously described in the Merit grade. In addition the candidate would show a creative curiosity when investigating how a designers visual language is influenced by contextual factors. The candidate would tenaciously explore and celebrate their findings. They would display a curiosity and openness to new ideas. For example a candidate may have seen how a colour and shape are used to communicate a specific political movement, they have then transferred this understanding into their own work perhaps when designing a logo. Their practical work and annotation would show how they have made critical judgements based on the understanding developed during their investigation of their secondary sources. Grade awarded for this assessment criterion – Pass

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Assessment criterion 1.3 – Describe influences seen in selected sources from the graphic environment Candidate evidence:

http://4.bp.blogspot.com/-Max5zpikm0Y/T5qXBttE4lI/AAAAAAAAASQ/VEd3JIZTNYQ/s1600/Slide5.jpg

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Assessment criterion 1.3 – Describe influences seen in selected sources from the graphic environment External Moderator’s commentary: The candidate has discussed the visual influences seen within a piece of work by Nick Sharrat. The written evidence describes the visual characteristics and working methods of the graphic artist/designer. Whilst the candidate has only looked at one graphic illustrator they have looked at a range of work and they have written a good account identifying the influences within this work. To achieve a Merit grade the candidate would have applied this same approach to a wider range of selected sources. The candidate would identify different influences in different graphic sources. Candidates will also use a variety of approaches at this grade. To achieve a Distinction grade the candidate will have analysed the sources to describe them in a comprehensive way. The candidate will have developed inventive and thorough approaches to analyse and deconstruct the sources. The candidate will demonstrate strong skills in the method of their analysis. This may be evidenced through their design processes which should be annotated to show the elements described above within this grade . A professional discussion or written evidence could also be included for any of the grades. A visual record of a group discussion in which the candidate contributes with strong and creative ideas could also be used within the evidence at any grade. The use of any audio visual or group evidence should clearly show the individual’s contribution to the activity to provide clear evidence of their competence. The evidence should be approriately authenticated. Where an Assessor needs to ask questions of candidates it often helps to have these scripted so that questions are consistently applied to each caniddates assessment. Preparing the asessment questions or activities ensures that all of the questions asked by the Assessor or the subjects discussed by the group provide valid evidence against the assessment criterion. Grade awarded for this assessment criterion – Pass

37




Assessment criterion 1.4 – Select ideas for development Candidate evidence: Candidate evidence:

http://4.bp.blogspot.com/-9gUtf6rApPA/TxQGv0sAMyI/AAAAAAAAAO0/etJJQPj2QZM/s1600/IMG_0686.JPG

http://3.bp.blogspot.com/-gJEdf3TNIOU/TxQGuvNqjwI/AAAAAAAAAOs/kb8AYM5oNYM/s1600/IMG_0685.JPG

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http://3.bp.blogspot.com/-oG2017yESBc/T5fdE5xxSaI/AAAAAAAAARc/3bbKn7Nd3fQ/s1600/Red+back+ground

http://1.bp.blogspot.com/-V_llayZtk-I/TYiWSw8rBhI/AAAAAAAAAAc/t9pKXNZ8irw/s1600/photo+3-702500.JPG

39





http://2.bp.blogspot.com/-qpjwhIPmhjM/TuiMyVezC5I/AAAAAAAAAG8/orfIu8aL3BA/s1600/img001.jpg

40





http://1.bp.blogspot.com/-BrXIOpkmnyY/TYsxZdPy02I/AAAAAAAAAA8/fhPYn4o9stg/s1600/photo+1-780663.JPG

http://2.bp.blogspot.com/-L1JCCaoHXGU/TuiOKV2_PUI/AAAAAAAAAHk/KxbyqeGHANM/s1600/img005.jpg

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Assessment criterion 1.4 – Select ideas for development External Moderator commentary: The candidate’s evidence demonstrates how a range of ideas have been developed around the design brief. The candidate is exploring ideas for the subject content as well as different technical ideas which will add further visual elements to the design. The candidate has been able to select different visual qualities from the technical skills they have creatively explored and used. The range of ideas selected is strong and comes from a range of sources. The candidate has taken the ideas about how to illustrate footballers gained from primary and secondary sources and developed them using a range of different techniques and processes. The development of paper folding techniques has been annotated showing how the candidate intends to use these with two dimensional images to create an effective piece of work. The candidate shows they understand the impact of their creative choices on the development of their ideas through the practical work and accompanying annotation. The choice of ideas for development is justified by their visual and practical success and the Assessor must clearly identify where this has taken place. It’s important to assess the creative choices that the candidate has taken at key stages within the development of their ideas. The Assessor shouldn’t assume these have taken place because the candidate has produced successful graphic design work. The practical evidence produced by the candidate should be the primary evidence source. Where required purely practical evidence may be used to achieve this assessment criterion. To achieve a Pass grade in this criterion, the candidate may have selected their ideas from a narrow range of sources. To achieve a Distinction grade in this criterion the candidate would have evidenced the assessment criterion to the standard previously mentioned in the Merit grade and would in addition demonstrate perceptive selections and would annotate or describe the selections including how they might be developed in future work. It would be clear to see how the candidate considered the potential development of the ideas when selecting the ideas to be developed. A professional discussion or written evidence could be included detailing why a candidate has chosen specific typefaces with particular qualities and why they believe this would best communicate their ideas. A visual record of a group discussion in which the candidate contributes with strong and creative ideas could also be used within the evidence at any grade. The use of any audio visual or group evidence should clearly show the individual’s contribution to the activity to provide clear evidence of their competence. The evidence should be approriately authenticated. Where an Assessor needs to ask questions of candidates it often helps to have these scripted so that questions are consistently applied to each caniddates assessment.

42




Assessment criterion 1.4 – Select ideas for development External Moderator commentary continued: Preparing the asessment questions or activities ensures that all of the questions asked by the Assessor or the subjects discussed by the group provide valid evidence against the assessment criterion. Grade awarded for this assessment criterion – Merit

43




Assessment criterion 1.5 – Identify hazards and risks Candidate evidence:

External Moderator commentary: The candidate has completed a basic risk assessment which clearly identifies the risks present within the activities required to complete this unit. The template has been provided by the Assessor for the candidate to complete. Alternatively this learning outcome could also be evidenced through candidates annotation or written accounts, question and answer sheets or recorded discussions. Candidates could create posters which inform others of the hazards and the approriate control measures. There is no Merit or Distinction grade available for this assessment criterion. Grade awarded for this assessment criterion – Pass

44




Assessment criterion 1.6 – Apply health and safety procedures Candidate evidence:

Health and safety

While using the computer I had regular breaks so I didn`t get headaches and I never got behind in my practical work. Also when I was on the computer and I wanted a drink I stood away from the computers, so I didn`t risk spilling any liquids on the electrical equipment. Also while I was on the computer I made sure none of the wires where hanging down and that they were tucked behind the computer, so no one could trip over the wires because they either would have broken the computer or even more they cause injure themselves if they feel over a lose hanging wire. And all the electrical equipment I used had been PAT tested. If one of the computers I was using didn`t work I didn`t play with it, I went and got sir or even a technician from ICT to help me with the computer, because I might have broken the computer or even got an electric shock.

External Moderator commentary: To evidence this assessment criterion the candidate must produce evidence of having practically worked safely. This could be done through an Assessor observation or through the candidates own written and/or annotated accounts as within this example. The candidate would record how they have worked safely in different contexts or possibly how they have dealt with safety issues as they have arisen. This candidate has produced the evidence that they have implemented safe working practices and therefore this assessment criterion is achieved at a Pass. There is no Merit or Distinction grade available for this assessment criterion. Grade awarded for this assessment criterion – Pass

45



Overall unit grade Unit 02 – Research sources of ideas in a graphic design context (A/504/0810)

Overall unit grade

46




Overall unit grade: Pass A breakdown of the grades awarded for each assessment criteria within Unit 02 is shown below in this example of our completed Evidence and Grading Tracker, which is available on our website. This shows that the highest grade the candidate has achieved in every assessment criteria is a Pass. This means a Pass grade can be awarded for the unit as a whole. The candidate is entitled to one opportunity to resubmit work for the unit to obtain a higher grade.



1.1 Assess the relevance of a range of primary and secondary graphic sources in relation to a design brief

X No Distinction grade for this A.C

Written work, photographs – page 28

1.2 Illustrate findings about the contexts of selected secondary sources in a graphic environment

X Written work, photographs, artists copied illustration – pages 30, 31 and 32

1.3 Describe influences seen in selected sources from the graphic environment

X Written work describing visual characteristics – page 34

1.4 Select ideas for development X X Drawings/sketches, prints, sketchbook with paper folding techniques and annotation, computer generated tiles pattern from scanned pen and ink drawing, completed worksheets, mock-up of a book – pages 36, 37, 38 and 39

1.5 Identify hazards and risks X No Merit grade for this A.C


Risk assessment – page 42



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1.6 Apply health and safety procedures









This section should be completed by the Teacher. Please refer to the Qualification Specification for further information on how to grade the work.

48



Qualification

Candidate evidence and External Moderator commentary Unit 04 – Plan, produce and present final graphic design work (J/504/0812)

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Unit 04 Plan, produce and present final graphic design work (J/504/0812)

Assessment criterion 1.1 – Demonstrate planning and preparation of a work schedule for production of final work Candidate evidence:

Task Equipment and Materials

Time Needed

Completed By

Background of dummy book.

Pencil, fineliner pen, ink, rubber, watercolour, oil pastel

15 Lessons 22nd

October 2011

Pop ups in dummy book

Craft knife, scissors, cutting mat, double sided salad tape

11 Lessons 21st November

2011

Drawings for final book

Pencil, pen, ink 16 Lessons 24th January

2012

Scan and edit all drawings in Photoshop

Scanner, Mac 17 Lessons 21st March

2012

Print and stick background together

Glue,double sticky tape, printer, craft knife, digital laser paper.

1 Lessons 27th March

2012

Print Pops out

Glue gun, craft knife, ruler, scissors

2 Lessons 18th April 2012

Take pics of final book

Digital camera 1/2 Lessons 24th April 2012

Upload them to blog/mac

Mac, camera, memory card reader

1/2 Lessons 24th April 2012

Contingency Plan? (Think what could possibly go wrong? How could you avoid these pitfalls?)

Always have a back-up in the network area.

Check printers for the ink and laser paper - make sure both of them are present before printing or be prepared to do by hand.

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Assessment criterion 1.1 – Demonstrate planning and preparation of a work schedule for production of final work External Moderator commentary: The candidate has completed a production/work schedule which shows the key stages of how they’ll produce their work. Target deadlines have been recorded against each stage of the working process. The production schedule clearly shows how the candidate intends to present their work and takes this into account when planning their deadlines. The work schedule estimates the time needed for each stage of production including the equipment and materials required. The candidate has planned for potential disruptions to the production schedule but hasn’t allowed for any interruptions which could impact on the timeline. To achieve a Merit grade for this assessment criterion, the candidate’s work schedule could include a simple contingency plan in addition to identifying potential interruptions to the production schedule. Alternative evidence types which could be used for this assessment criterion include a professional discussion recorded prior to the start of the production of the final work or annotation within a sketchbook showing the same information as described in the guidance above. There is no Distinction grade for this assessment criterion.

Grade awarded for this assessment criterion – Pass

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Assessment criterion 1.2 – Apply developed ideas to inform production of final work Candidate evidence: Candidate evidence:

http://1.bp.blogspot.com/-MEa63OFjbbE/TuicSlc-zgI/AAAAAAAAAJA/ihqsUeWBlPs/s1600/kid018.jpg

http://3.bp.blogspot.com/-7_EbCy9mRcM/TuiZYyhuJyI/AAAAAAAAAIw/q6mdlAQpcBs/s1600/Picture+3.jpg

http://3.bp.blogspot.com/-iyuG6zc9NI0/TuiYg_2DOvI/AAAAAAAAAIo/XRWXNzaxn-U/s1600/Picture+4.jpg

http://4.bp.blogspot.com/-3tGT32_jQYc/Tnskzcx6A0I/AAAAAAAAAF4/E3Z7nxFyL0E/s1600/Page+1.jpg

52





http://1.bp.blogspot.com/-sYgRjF7vpNs/TuiesfkIdUI/AAAAAAAAAJQ/9FZAJOajgA0/s1600/hands026+copy.jpg

http://2.bp.blogspot.com/-0RSyQomGvQI/TuifmQHhKNI/AAAAAAAAAJg/HckzXMMZ6I4/s1600/Picture+5.png

http://1.bp.blogspot.com/-L9lNu0Co62c/TuifGBg3ifI/AAAAAAAAAJY/Fm0-GVkN47s/s1600/Picture+4.jpg

http://2.bp.blogspot.com/-rZW7lliw3xo/TuigBSzMz4I/AAAAAAAAAJo/SSLFNBvvmAw/s1600/Picture+6.jpg

53





http://1.bp.blogspot.com/-40LwiSZR6PQ/Tnsk5jxgQbI/AAAAAAAAAGA/d9XRZCh6Bw8/s1600/page+3.jpg

http://4.bp.blogspot.com/-3tGT32_jQYc/Tnskzcx6A0I/AAAAAAAAAF4/E3Z7nxFyL0E/s1600/Page+1.jpg

http://2.bp.blogspot.com/-DX245LMcHg4/Tnskw6E4r8I/AAAAAAAAAF0/J3ZG7j5Tm78/s1600/cover.jpg

54




Assessment criterion 1.2 – Apply developed ideas to inform production of final work External Moderator commentary: The grade awarded for this assessment criterion is a Merit. The work does have some flair but it stands more comfortably in the Merit band. The work is characterised by critical understanding to a degree and has a good overall standard. The candidate has produced some strong ideas which have been effectively and competently developed to inform the production of their final work. The developmental work leading up to the production of their final work can be seen in the following pages and the final work can also be viewed further along within this guidance, see pages 60, 61 and 62. The ideas are clearly developed from early drawings through to the production of the final work and are shown in the following screen grabs as the pages of the pop up book are created. The candidate has demonstrated a critical understanding of how to combine graphic elements during the development of their ideas to produce a creative and successfully complex piece of work. Although attractive, the work does not clearly and consistently demonstrate originality. Some of the work does not demonstrate intelligent insight into the creative process. It’s expected that the candidate’s practical design work would be the primary evidence source. The candidate could annotate or record the reasons for their final design choices with reference to practical exploratory work. A professional discussion or written evidence could also reference the practical exploratory work. A visual record of a group discussion in which the candidate contributes with clearly identifiable creative ideas could also be used. To achieve a Pass grade for this criterion, the candidate would show development of their ideas but these wouldn’t be as creative, sequentially well developed or original as those shown at the Distinction grade. The candidate would show clear links between exploratory and developmental work which inform their final design solution. This would be primarily shown through their practical work and could be annotated where some links between ideas need additional explanation. For example, if the candidate has had a discussion and makes changes to the development of their ideas in response to the feedback gained. Although this change may not be reflected in the practical work, it may be recognised in annotations made by the candidate. To achieve a Distinction grade for this criterion, the candidate should show clear and consistent originality within their work. There’ll be sound, critical understanding demonstrated by how ideas are developed towards the design solution shown in the final piece of work.

55




Assessment criterion 1.2 – Apply developed ideas to inform production of final work External Moderator commentary continued: The candidate’s creative graphic working process will show well developed sequential ideas which inform the final production. This will be with consistent flair and creativity which elevates the work to the next grade. The ideas would have informed a highly successful and original design solution which achieves it’s objective, but the developmental process would be more methodical rather than making confident creative links which develop a more creative response. The evidence types used with the Pass and Merit grades could be the same as those used for the Distinction grade Grade awarded for this assessment criterion – Merit

56




Assessment criterion 1.3 – Use a range of processes to produce the final work, demonstrating effective use of visual and technical skills External Moderator commentary: The evidence for this AC is shown on pages 60, 61 and 62 further down in the document. The candidate has demonstrated effective, fluent, creative and confident use of graphic elements and visual qualities to communicate their ideas within the final graphic design work. The candidate’s technical skills have enabled them to execute their ideas to a discernibly high standard. They’ve used drawn images and computer software to produce their final book images. The candidate has demonstrated clarity and purpose in the application of graphic elements which are fluently used to produce a convincing design solution within their pop-up book. The candidate has made creative links between the words, meanings and graphic elements used within their practical work. They’ve changed familiar branding concepts and incorporated these into the new context of their pop up book, whilst retaining recognisable graphic elements. The transition the sweet logos make from graphic branding (original product design context) to graphic illustration (pop-up book) is fluent and convincing. The practical evidence produced by the candidate should be the primary evidence source. A candidate may wish to provide annotations for further clarity. A professional discussion or written evidence could also be included to demonstrate some of the processes used to produce the final work. To achieve a Pass grade for this criterion, the candidate’s practical work would show clear use of visual and technical skills within the design process. These will be competent but may not be creatively or confidently applied. The application of graphic elements may be functional but may not make confident creative links in the application of elements. A range of processes will have been applied which complete the design work competently to a standard which is consistent with Level 2. To achieve a Merit grade for this criterion, the candidate would have applied a range of processes effectively to complete their final work to a good standard. Their technical skills will produce a well finished piece of design work which successfully communicates the final graphic idea. The candidate will have demonstrated an understanding of the properties and potential that visual and technical skills bring to the final work. Grade awarded for this assessment criterion - Distinction

57




Assessment criterion 1.4 – Use a range of processes to produce final work using materials and techniques effectively and competently External Moderator commentary: The evidence for this AC is shown on pages 60, 61 and 62 further down in the document. The candidate has demonstrated effective fluent, creative and confident use of materials and techniques to create their final piece of graphic design work. The candidate has used materials and techniques creatively to add additional dimensions to their graphic work. The 3 dimensional elements are well considered and work effectively with the 2 dimensional illustrations. A range of materials and techniques have been applied convincingly to complete the final piece of design work. This includes drawings which have been scanned and further developed using appropriate graphic software techniques. The candidate shows they’ve demonstrated a strong understanding of the properties of different materials and techniques during the development and production processes. They’ve shown an effective understanding of the qualities different materials and techniques would bring to the final work. The candidate has applied these creatively to successfully achieve the final graphic work. The practical evidence produced by the candidate should be the primary evidence source. Annotation could be used to further strengthen the evidence provided for this assessment criterion. A professional discussion or written evidence could also be included to discuss some of the processes used to produce the final work. To achieve a Pass grade, the candidate’s practical work would show the application of materials and techniques to produce their final graphic design work. This will be competent but may not be creatively or confidently applied. The application of processes and techniques may be functional but may not make confident, creative links in how the elements are applied. A range of processes would have been applied which complete the design work to a standard which is consistent with Level 2. The materials and techniques used will be used effectively to complete the final piece of graphic design work. To achieve a Merit grade in this criterion, the candidate would have applied a range of processes effectively to complete their final work to a good standard. The techniques used will demonstrate a clear understanding of the potential qualities materials and techniques may bring to the final design work. The materials and techniques chosen will be confidently and effectively applied to the final piece of graphic design work.

Grade awarded for this assessment criterion – Distinction

58




Assessment criterion 1.5 – Apply health and safety procedures Candidate evidence:

External Moderator commentary: To demonstrate this assessment criterion, the candidate must produce evidence of having worked safely. This could be done through an Assessor Observation Record or through the candidates own written and/or annotated accounts as within the example above. The candidate would record how they’ve worked safely in different contexts or how they’ve dealt with safety issues as they have arisen. This candidate has produced the evidence to show that they’ve implemented safe working practices and therefore this assessment criterion is achieved at a Pass. There is no Merit or Distinction grade available for this assessment criterion.

Grade awarded for this assessment criterion – Pass

59




Assessment criterion 1.6 – Present final graphic design work in an appropriate context The evidence for this AC is shown on pages 60, 61 and 62 further down in the document. External Moderator commentary: The candidate’s work is simply presented in an appropriate context to a reasonable finish and so a Pass grade has been awarded. The context shows that the book is an appropriate size for handling. It has a number of pages and some pop up sections. The inclusion of the candidate’s hands with the book in them is helpful for scale, but is not seen to be critical, perceptive or convincing. Although the work is well finished, it does not clearly demonstrate convincing connections with its context. The candidates work could be presented in any way which is appropriate to the final graphic design work. This could be hard copy or electronic. The degree to which the presentation method compliments and displays the final graphic work will influence the grade. The overall finish is a key factor to the grade for this assessment criterion. If the presentation method shows the candidate has a critical understanding of how to present the work in a context which is appropriate to the design function then a Merit grade could be achieved. If the candidate has presented their work in a perceptive way which shows the work in a functional context then a Distinction grade could be achieved. The candidate will attract a higher grade by the critical judgments made and the flair demonstrated. The practical evidence produced by the candidate should be the primary evidence source.

Grade awarded for this assessment criterion - Pass

60




Assessment criterion 1.2 – Apply developed ideas to inform production of final work Assessment criterion 1.3 – Use a range of processes to produce the final work, demonstrating effective use of visual and technical skills Assessment criterion 1.4 – Use a range of processes to produce the final work using materials and techniques effectively and competently Assessment criterion 1.6 – Present final graphic design work in an appropriate context Candidate evidence: Candidate evidence:

http://3.bp.blogspot.com/-5VEFdI4evLQ/T3HKiXRGrnI/AAAAAAAAANo/CHZ5jhLcwQA/s1600/IMG_1449.JPG

http://2.bp.blogspot.com/-U3n5WI-bIl4/T3HKl5O6I0I/AAAAAAAAANw/cOJbdTSOKg4/s1600/IMG_1450.JPG

61




Assessment criterion 1.2 – Apply developed ideas to inform production of final work Assessment criterion 1.3 – Use a range of processes to produce the final work, demonstrating effective use of visual and technical skills Assessment criterion 1.4 – Use a range of processes to produce the final work using materials and techniques effectively and competently Assessment criterion 1.6 – Present final graphic design work in an appropriate context Candidate evidence: Candidate evidence:

http://3.bp.blogspot.com/-utNnAzE7Yek/T3HKoV95GVI/AAAAAAAAAN4/1GtMSW_ddNQ/s1600/IMG_1451.JPG

http://2.bp.blogspot.com/-gkii8i5WVtg/T3HKtW3PB8I/AAAAAAAAAOI/LeFIB_qZ5MI/s1600/IMG_1453.JPG

http://2.bp.blogspot.com/-yaKy46YeLps/T3HKqwRBbCI/AAAAAAAAAOA/y122AKiVpg4/s1600/IMG_1452.JPG

http://2.bp.blogspot.com/-c2vg8I7qSNQ/T3HKvsFcttI/AAAAAAAAAOQ/LlZZfjfmJuk/s1600/IMG_1454.JPG

62




Assessment criterion 1.2 – Apply developed ideas to inform production of final work Assessment criterion 1.3 – Use a range of processes to produce the final work, demonstrating effective use of visual and technical skills Assessment criterion 1.4 – Use a range of processes to produce the final work using materials and techniques effectively and competently Assessment criterion 1.6 – Present final graphic design work in an appropriate context Candidate evidence:

http://2.bp.blogspot.com/-s9LSUH2UB_U/T3HK1h5CzlI/AAAAAAAAAOg/qBH5OecaLkk/s1600/IMG_1456.JPG

63




Assessment criterion 1.7 - Evaluate final work Candidate evidence:

64




Assessment criterion 1.7 - Evaluate final work Candidate evidence:

65




Assessment criterion 1.7 – Evaluate final work External Moderator commentary: The candidate has completed a satisfactory written piece of work for their evaluation which does identify some areas which had been improved, and strengths within the candidates working process. The evaluation does not critically evaluate the work effectively enough to award a grade higher than a Pass. The evaluation is currently more narrative than evaluative. To achieve a Merit grade for this criterion, the candidate would more accurately reflect on the strengths and weaknesses within their work and presentation. They would clearly identify specific elements which could be improved and identify key strengths within their graphic design work or working processes. The candidate would also reflect on how successful the final presentation of their graphic design work was. They would consider if this could be further improved and if so, how. To achieve a Distinction grade for this criterion, the candidate would have produced a critically constructive evaluation of their work and it’s final presentation. They would have perceptively identified key strengths and areas for improvement. Where further improvements have been identified the candidate may have included suggestions on how they could achieve this. The strengths and weaknesses identified would demonstrate skills in critical judgement. The candidate would evidence the ability to evaluate work perceptively and identify key improvements which have the potential to make significant improvements to the graphic design processes and final outcomes.

Grade awarded for this assessment criterion - Pass

66



O )

Overall unit grade Unit 04 – Plan, produce and present final graphic design work (J/504/0812)

Overall unit grade

67




Overall unit grade: Pass A breakdown of the grades awarded for each assessment criterion within Unit 04 is shown below in this example of our completed Evidence and Grading Tracker, which is available on our website. This shows that the highest grade the candidate has achieved in every assessment criterion is a Pass. This means a Pass grade can be awarded for the unit as a whole. The candidate has not achieved a Merit grade for the unit because they did not achieve a Merit for assessment criteria 1.1, 1.6 and 1.7. The candidate is entitled to one opportunity to resubmit work for the unit to obtain a higher grade.



1.1 Demonstrate planning and preparation of a work schedule for production of final work

X No Distinction grade for this A.C

Production work schedule – page 49

1.2 Apply developed ideas to inform production of final work

X X Scanned sketches, Sketchbook showing drawings and book page mock up, mixed media piece of work, screengrabs/screenshots, Pop-up book – pages 51, 52, 53, 60, 61 and 62

1.3 Use a range of processes to produce the final work, demonstrating effective use of visual and technical skills

X X X Finished Pop-up Book – pages 60, 61 and 62

1.4 Use a range of processes to produce final work using materials and techniques effectively and competently

X X X Finished Pop-up Book - pages 60, 61 and 62

1.5 Apply health and safety procedures






68





1.6 Present final graphic design work in an appropriate context

X Finished Pop-up Book - pages 60, 61 and 62

1.7 Evaluate final work X Written work – page 64






This section should be completed by the Teacher. Please refer to the Qualification Specification for further information on how to grade the work. assessment criteria and this can be referenced here

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