gcse d&t textile

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Design and Technology:Textiles TechnologyFor exams June 2010 onwards

For certification June 2011

onwards

GCSESpecification


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GCSE Design and Technology: Textiles Technology or teaching rom September 2009 onwards (version 1.3)

1 Introduction 3

1.1 Why choose AQA? 31.2 Why choose Design and Technology: Textiles Technology? 3

1.3 How do I start using this specication? 4

1.4 How can I nd out more? 4

2 Specication at a Glance 5

3 Subject Content 6

3.1 Unit 1: Written Paper (45701) 7

3.2 Unit 2: Design and Making Practice (45702) 10

4 Scheme o Assessment 154.1 Aims and learning objectives 15

4.2 Assessment Objectives 15

4.3 National criteria 16

4.4 Prior learning 16

4.5 Access to assessment: diversity and inclusion 16

5 Administration 17

5.1 Availability o assessment units and certication 17

5.2 Entries 17

5.3 Private candidates 17

5.4 Access arrangements and special consideration 17

5.5 Language o examinations 18

5.6 Qualication titles 18

5.7 Awarding grades and reporting results 18

5.8 Re-sits and shel-lie o unit results 19

6 Controlled Assessment Administration 20

6.1 Authentication o controlled assessment work 20

6.2 Malpractice 20

6.3 Teacher standardisation 21

6.4 Internal standardisation o marking 21

6.5 Annotation o controlled assessment work 21

6.6 Submitting marks and sample work or moderation 21

6.7 Factors aecting individual candidates 22

6.8 Retaining evidence 22

Contents


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7 Moderation 23

7.1 Moderation procedures 237.2 Consortium arrangements 23

7.3 Post-moderation procedures 23

Appendices 24

A Grade Descriptions 24

B Spiritual, Moral, Ethical, Social, Legislative, Sustainable

Development, Economic and Cultural Issues, and

Health and Saety Considerations 25

C Overlaps with other Qualications 26

D Key Skills 27


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1.1 Why choose AQA?

1 Introduction

AQA is the UKs avourite exam board and morestudents receive their academic qualications romAQA than rom any other board. But why is AQA sopopular?

AQA understands the dierent requirements o eachsubject by working in partnership with teachers. OurGCSEs:

enable students to realise their ull potential

contain engaging content

are manageable or schools and colleges

are accessible to students o all levels o ability

lead to accurate results, delivered on time are aordable and value or money.

AQA provides a comprehensive range o supportservices or teachers:

access to subject departments

training or teachers including practical teachingstrategies and approaches that really workpresented by senior examiners

personalised support or Controlled Assessment

24 hour support through our website and onlineAsk AQA

past question papers and mark schemes

comprehensive printed and electronic resources

or teachers and studentsAQA is an educational charity ocused on the needso the learner. All our income goes towards operatingand improving the quality o our specications,examinations and support services. We dont aim toprot rom education we want you to.

I you are an existing customer then we thank you oryour support. I you are thinking o moving to AQAthen we look orward to welcoming you.

1.2 Why choose Design and Technology: Textiles Technology?The specication has been developed to enablecandidates to demonstrate their creativity, withmaking o textile products a vital eature o thecandidates experience o taking this specication.

The specication is clear, realistic and straightorwardand designed or actual classroom practice, bothin terms o assessment and the activities thatcandidates will undertake.

This specication builds on the previous specication,moving smoothly orward allowing teachers to

develop their candidate work in line with creativity new ideas and new materials.

The specication has been designed directly toenable candidates to move orward rom Key Stage3 Design and Technology and onto GCE Designand Technology: Product Design (Textiles), or theManuacturing and Product Design Diploma.

The assessment criteria have changed to becomemore up to date with the current requirement oQCA and yet refecting candidate perormance anda simple assessment or all Design and Technologyspecications.

Design and making are encouraged so as to preparecandidates or taking higher level courses or orentering the world o work.

The specication orms part o the Design andTechnology suite and has been written to ensure

comparability between the dierent specications.This will help departments in terms o internalstandardisation and teaching.

The AQA subject team may be contacted easily, tohelp centres with their delivery o this specication.


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Already using the existing AQA Designand Technology: Textiles Technologyspecication?

Register to receive urther inormation, such asmark schemes, past question papers, details oteacher support meetings, etc, athttp://www.aqa.org.uk/rn/askaqa.phpInormation will be available electronically or inprint, or your convenience.

Tell us that you intend to enter candidates.Then we can make sure that you receive all the

material you need or the examinations. This isparticularly important where examination materialis issued beore the nal entry deadline. Youcan let us know by completing the appropriateIntention to Enter and Estimated Entry orms. Wewill send copies to your Exams Ocer and theyare also available on our website(http://www.aqa.org.uk/admin/p_entries.php).

Not using the AQA specicationcurrently?

Almost all centres in England and Wales useAQA or have used AQA in the past and areapproved AQA centres. A small minority is not.I your centre is new to AQA, please contact ourcentre approval team [email protected]

1.4 How can I nd out more?

Ask AQA

You have 24-hour access to useul inormation andanswers to the most commonly-asked questions athttp://www.aqa.org.uk/rn/askaqa.php

I the answer to your question is not available, youcan submit a query or our team. Our target responsetime is one day.

Teacher Support

Details o the ull range o current Teacher Supportmeetings are available on our website athttp://www.aqa.org.uk/support/teachers.php

There is also a link to our ast and convenient onlinebooking system or Teacher Support meetings athttp://events.aqa.org.uk/ebooking

I you need to contact the Teacher Support team,you can call us on 01483 477860 or email us [email protected]

1.3 How do I start using this specication?
http://www.aqa.org.uk/rn/askaqa.phphttp://www.aqa.org.uk/admin/p_entries.phphttp://www.aqa.org.uk/rn/askaqa.phphttp://www.aqa.org.uk/support/teachers.phphttp://events.aqa.org.uk/ebookinghttp://events.aqa.org.uk/ebookinghttp://www.aqa.org.uk/support/teachers.phphttp://www.aqa.org.uk/rn/askaqa.phphttp://www.aqa.org.uk/admin/p_entries.phphttp://www.aqa.org.uk/rn/askaqa.php


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2Textiles

Technology

4572

Unit 2 (45702)

Controlled Assessment Approximately 45 hours 90 marks 60%

Consists a single design andmake activity selected from arange of board set tasks

Unit 1 (45701)

Written Paper 2 hours 120 marks 40%

Candidates answer all questionsin two sections

Pre-release material issued

plus

This specication is one o a suite o eight in Design and Technology oered by AQA. There is one tier oassessment covering grades A* to G.

2 Specication at a Glance


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Design and Technology is a practical subject areawhich requires the application o knowledge and

understanding when developing ideas, planning,producing products and evaluating them. Thedistinction between Designing and Making is aconvenient one to make, but in practice the twooten merge. For example, research can involvenot only investigating printed matter and peoplesopinions, but also investigating e.g. proportions,adhesives, colour, structures and materialsthrough practical work.

The skills which ollow underpin all learning andcover the programme o study or KS4 Designand Technology.

Designing SkillsCandidates should be taught to:

be creative and innovative when designing;

design products to meet the needs o clients andconsumers;

understand the design principles o orm, unctionand tness or purpose;

understand the role that designers andproduct developers have, and the impact andresponsibility they have on and to society;

analyse and evaluate existing products, includingthose rom proessional designers;

develop and use design bries and specicationsor product development;

consider the conficting demands that moral,cultural, economic, and social values and needscan make in the planning and in the designing oproducts;

consider environmental and sustainability issues indesigning products;

consider health and saety in all its aspects;

anticipate and design or product maintenancewhere appropriate;

design or manuacturing in quantity and to be

aware o current commercial/industrial processes; generate design proposals against stated design

criteria, and to modiy their proposals in the lighto on-going analysis, evaluation and productdevelopment;

refect critically when evaluating and modiyingtheir design ideas and proposals in order toimprove the products throughout inception andmanuacture;

3 Subject Content

use, where appropriate, a range o graphictechniques and ICT (including digital media),

including CAD, to generate, develop, model andcommunicate design proposals;

investigate and select appropriate materials andcomponents;

plan and organise activities which involve the useo materials and components when developing ormanuacturing;

devise and apply test procedures;

check the quality o their work at critical/keypoints during development, and to indicate wayso modiying and improving it when necessary;

communicate the design proposal in anappropriate manner;

be fexible and adaptable when designing;

test and evaluate the nal design proposal againstthe design specication;

evaluate the work o other designers to inormtheir own practice;

the advantages o working collaboratively as amember o a design team;

understand the need to protect design ideas.

Making Skills

Candidates should be taught to:

select and use tools/equipment and processes toproduce quality products;

consider the solution to technical problems in thedesign and manuacture process;

use tools and equipment saely with regard tothemselves and others;

work accurately and eciently in terms o time,materials and components;

manuacture products applying quality controlprocedures;

have knowledge o Computer Aided Manuacture(CAM) and to use as appropriate;

ensure, through testing, modication and

evaluation, that the quality o their productsis suitable or intended users and devisemodications where necessary that wouldimprove the outcome(s);

the advantages o working as part o a team whendesigning and making products.


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Materials and components

Candidates should develop a working knowledgeo textiles materials and components appropriate tomodelling, prototyping and manuacturing.


Fibres and Fabrics

Properties and characteristics

have a working knowledge o the basiccomposition, physical and aesthetic

characteristics o a range o dierent bresto include: natural bres (cotton and wool),regenerated bres (viscose), synthetic bres(polyester and elastomeric);

have a working knowledge o combination,construction and use o textiles bres and abrics;

understand the need to combine bres, to includepolyester/cotton and combinations includingelastomerics;

investigate woven abrics (plain weave, twillweave and satin weave), knitted abrics andone non-woven abric. Through disassemblyinvestigate how they are constructed. Know

that modern microbres can be used toconstruct woven, knitted, laminated andmicro-encapsulated Smart abrics;

be aware o technological advances in textilesmaterials and their use in a wide range oindustries;

assess and evaluate the working properties obres and abrics and how they can impact onabric choices or products. Be aware o the useo manuacturers abric specications to selectabrics, and how manuacturing techniques andprocesses can infuence abric choices.

Product maintenance, suitability and tnessor purpose

know and design or the maintenance needs otextile products including typical/popular abricsmade rom them and implement current textilelabelling, including statutory legislation;

understand the actors which constitute suitability/tness or purpose, i.e. wearability, warmth,comort, absorbency, durability, ater care, saety,fammability, stain resistance, aesthetic qualities.

Finishing Processes

Dyeing and printing

have a knowledge and understanding o onebasic commercial method and one hand methodo dyeing and printing abric.

Decoration and enhancement

select and know how to use a variety oappropriate surace decorative techniques inorder to improve the aesthetic qualities o textiles,abrics and products.

Finishes have a working knowledge o nishes (to

include stain resistance, water resistance, fameretardancy, crease resistance) applied to abrics inorder to improve their perormance; evaluate theeects o these abric nishes paying attention touse, comort, saety, maintenance, manuacturingcosts and retail price;

have knowledge o at least one modern Smartnish to abrics (to include thermochromaticprinting);

have knowledge o emerging technologies: nanomaterials and integrated electronics within textiles

designs.

Components

Manuactured Components

select, use and evaluate the unction, suitabilityand saety o manuactured components indesign and make tasks; identiy and have aworking knowledge o components includingastenings (to include zips, buttons and Velcro),threads, trimmings, interacing, motis, labelsand electronic components; be aware o thetechnological advancements in component

design.

3.1 Unit 1: Written Paper


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Design and market infuences

Candidates should be taught how to analyse textileproducts and processes. They should consider howdesign and technology aects the manuacturer,user and environment, and the importance o healthand saety issues. They should be aware o newdevelopments in technology and current social issuesthat may infuence product design.


Product analysis

Product Design

understand the infuence o trend orecasts when

designing textiles products; analyse past and present textile designs and

products in order to evaluate shape, style,aesthetics, choice o materials and components,construction techniques, decorative techniques,tness or purpose, marketability; and use thendings o this research to generate new andoriginal design ideas.

Evaluation Techniques

check o design proposals against design criteria;

use disassembly to make critical judgementsabout the design, manuacture and perormanceo existing products;

list design criteria that infuence textile productdesign and use this to test and evaluate the naldesign proposal;

understand the purpose and value o a designspecication to guide design thinking;

quality assurance through testing and evaluationo quality and tness or purpose;

use ongoing evaluation to make judgementsand to suggest improvements during designdevelopment and making activities;

consider other peoples views when selecting andrening product designs, to include user trials.

Evaluation o quality o own product comparedwith market alternatives

compare design proposal to a similar commercialproduct in order to review and modiy design;

evaluate the appeal, quality and tness orpurpose o the design proposal against consumerexpectations.

Social, Cultural, Moral, Health andSaety and Environment Issues

Social and cultural infuences on the consumermarket

understand the role o the designer and considerthe impact o design proposals on society;

identiy developments in technologies, socialand cultural ideas, ashion trends and economicactors that infuence consumer choice andproduct design.

Consumer choice and ethical issues

understand the infuence o ethical trading andthe consumers role in social and environmentallysustainable design.

Moral and environmental issues

understand the moral and environmental issuesassociated with textiles production;

understand what is meant by the recycling otextiles, waste reduction, organic and Fair Tradecotton, bio bres, biodegradable bres/abrics.

Environmental eects: the disposalo chemicals used to manuactureproducts; the need to dispose owaste in a sae and environmentally

riendly way

Health and Saety issues

understand that the health and saety o bothconsumers and the work orce is important.

As designers and consumers:

select the appropriate materials and components;

consider saety in terms o unction;

be aware o consumer rights and saety warningson textile products.

As manuacturers:

be aware o and understand Risk Assessments inrelation to: the correct and sae use o tools and

equipment; the correct and sae usage o materials,

chemicals, solvents, fammable and toxicsubstances used in textile manuacture;

the need or correct protective clothing andsae working practices.


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Processes and manuacture

Candidates should be aware o, and use appropriate,manuacturing processes and techniques includingCAD and CAM. They should be aware o industrialand commercial practice and know about theprocesses involved in the commercial manuacture otextile products.


Techniques And Processes

select and use appropriate textile tools andequipment;

know and understand how to use appropriatetools, machinery and equipment, including anoverlocker, accurately and saely to produce ownquality products.

Range o processes used or textile productionand manuacture

understand the various industrial systems used toproduce textile products, including mass, batchand one-o production and procedures includingJust In Time, line and sub-assembly;

select and use the most appropriate technique(s),process(es) and equipment or manuacture.

Production Planning

Planning the development and manuacture o a

product

Candidates must know how to: produce plansto ensure ecient production and successulcompletion, to include

a fow chart to show logical and ecientsequences o work;

a detailed working drawing;

a manuacturing specication;

costs o production, including the constraints obudget and time scale.

Quality Assurance

produce prototypes o own design(s) and

test against the design and manuacturingspecication and modiy the product, whereappropriate, to ensure that it meets thespecications;

incorporate modications as necessary duringmanuacture to ensure quality products.

Inormation and CommunicationTechnology

Computer Technology and Communication

use ICT as appropriate to research, collect, sortand present inormation;

use graphic techniques, as appropriate, includingCAD and CAM to design, develop, modiy,enhance, model and communicate ideas.

Use o CAD and CAM

know and understand the importance andbenets o using CAD/CAM in textile production ina global industry;

know and understand that CAD/CAM can beused to aid planning, to enhance accuracy andeciency o production and assure aestheticquality;

know and understand that CAD/CAM can be

important in the reduction o manuacturing costs.


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Controlled assessment criteria

The assessment criteria which ollow do not refecta linear designing and making process. The projectundertaken by the student should be viewed holisticallyand credit awarded wherever in the project it can beidentied that a particular criterion has been met. Asin any holistic assessment, a weak perormance inone aspect o a students work may be balanced by astrong perormance in another. The principle o bestt should be applied when using these criteria. Forexample, it is not necessary or a students work tomeet all o the bullet points in a particular mark band in

order or a mark in that band to be awarded.

It should be noted that some marks attributable to thenished outcome can be obtained rom criterion otherthan Making, or example they may be evidenced inthe older or seen as part o the development process.

Candidates should undertake a single design andmake activity which is selected rom a range oboard-set tasks. The tasks will be reviewed everytwo years. Candidates should submit a3-dimensional outcome and a concise design olderand/or appropriate ICT evidence. The design oldershould consist o approximately 20 pages o A3

paper or equivalent A4 paper or ICT equivalent.It is expected that candidates should spendapproximately 45 hours on this activity.

All candidates should provide photographicevidence o the nished outcome and it is stronglyrecommended that photographic evidence at variousstages o making is submitted.

Level o control

Within the controlled assessment component, levelso control are dened or the ollowing three stages oassessment:

task setting task taking

task marking

Task setting

Students are required to submit a single designand make project which should be selected roma list o tasks provided by AQA at the start o theacademic year. These tasks are broadly comparableand students can only submit a project which hasbeen selected rom this list. In certain situations itmay be appropriate or centres to contextualise agiven task in order to best suit their centre specic

circumstances. In such a situation the centre shouldcontact the controlled assessment adviser allocatedto their centre in order to seek guidance. The list oboard set tasks will be reviewed every two years andamended/added to as appropriate.

3.2 Unit 2: Design and Making Practice

Task taking

Authenticity control research and preparation may becompleted under limited supervision. However, all work,with the exception o research and preparation, shouldbe completed by students under inormal supervision.This means that the centre must ensure that plagiarismdoes not take place, that sources used by students areclearly recorded and that each students preparation orthe nal production o the work is his/her own.

Feedback control teachers may review studentswork and may provide advice at a general level.Teachers, however, must not provide detailed andspecic advice on how the drat may be improvedto meet the assessment criteria. The nature o anyguidance provided and the details o any eedbackgiven must be clearly recorded. Students may beguided as to the approach they might adopt butthe outcome must remain their own. Likewise,eedback may evaluate progress to date and proposesuggested broad approaches or improvement butthe detailed correction or annotation o work oreedback purposes is not allowed.

Time control each student should produce adesign older (paper or electronic) and a completedoutcome. It is expected that the total activity shouldtake approximately 45 hours to complete, includingpreparation but not including additional time orthe teaching and learning o the subject content.We are keen to encourage succinctness and aocussed approach to this task and or this reasonit is expected that the design older should consisto approximately 20 pages o A3 paper (or the A4 orelectronic equivalent). Examinations Ocers shouldcontact AQA Candidate Services or advice on anystudents who may need special consideration and,thereore, may require additional time.

Collaboration control the work o individual studentsmay be inormed by working with others, or examplewhen undertaking research, but students mustprovide an individual response in the task outcome.

Resources students access to resources is likelyto be determined by the availability in centres.Examinations Ocers should contact AQA CandidateServices or advice on any students who may requirethe use o any special equipment.

Task marking

Teachers should mark the controlled assessmentusing the assessment criteria which ollow. Furtherdetails regarding this process are given in section 6.Moderation o the controlled assessment work is byinspection o a sample o students work sent by postor electronically through the e-Portolio system romthe centre to a moderator appointed by AQA. Furtherdetails are provided in section 7.


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Summary o Controlled Assessment Criteria

The ollowing is a summary o the assessment criteria or the Controlled Assessment together with anindication o how these marks relate to the assessment objectives.

Assessment CriteriaMaximum Mark

allocationAO1 AO2 AO3

1 Investigating the designopportunity

8 5 3

2 Development o designproposals(including modelling)

32 2 30

3 Making 32 2 30

4 Testing and Evaluation 12 12

5 Communication 6 6

Total 90 15 60 15

Criterion 1

Mark BandInvestigating the Design Context

7 8 Discrimination shown when selecting and acquiring relevant research that will promoteoriginality in designing

Excellent understanding and analysis o the design context

Detailed analysis o relevant existing products or systems undertaken related to designintentions

Comprehensive analysis o relevant and ocussed research undertaken

Clear and specic design criteria identied, refecting the analysis undertaken

Target market identied and the intended consumer/user proled

5 6 Good understanding and analysis o the design context

Good analysis o relevant products or systems undertaken

Good analysis o relevant research and context

Design criteria which refects the analysis undertaken Target market or product has been identied

3 4 Basic understanding and analysis o the design context

Some analysis o related products or systems undertaken

Made a supercial analysis o most o the research material and the context

Design criteria refects most o the analysis undertaken

Some consideration has been taken o the likely consumer/user

0 2 Limited understanding or analysis o design context

Minimal analysis o other products or systems undertaken

Provided little evidence o research and analysis o context

Design criteria is very general and is lacking in any detail Limited understanding o the target market/user evident


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Criterion 2

Mark Band

Development o Design Proposals

(including modelling)

26 32 Imaginative and innovative ideas have been developed, demonstrating creativity, fairand originality. Further developments made to take account o ongoing research

A coherent and appropriate design strategy, with clear evidence o a plannedapproach, adopted throughout

The implications o a wide range o issues including social, moral, environmental andsustainability, are taken into consideration and inorm the development o the designproposals

Excellent development work through experimentation with a wide variety o techniques andmodelling (including CAD where appropriate) in order to produce a nal design solution

Appropriate materials/ingredients and components selected with ull regard to theirworking properties

Fully detailed and justied product/manuacturing specication taking ull account othe analysis undertaken

1925 Imaginative ideas demonstrating a degree o creativity, which are urther developed totake account o ongoing research

An appropriate design strategy, with evidence o planning, adopted or most aspects

Development o design proposals take into account the main aspects relating to avariety o social, moral, environmental and sustainability issues

Good development work achieved through working with a variety o techniques andmodelling (including CAD where appropriate)

Appropriate materials/ingredients and components selected with regard to theirworking properties

Product/manuacturing specication is complete and refects key aspects o theanalysis undertaken

1218 Design ideas show some degree o creativity and urther development

An appropriate design strategy, with some evidence o planning, adopted or some aspects

Developments o design solutions are infuenced to some extent by actors relating tosocial, moral, environmental and sustainability issues

Adequate development work achieved through working with a range o techniquesand modelling (including CAD where appropriate)

Materials/ingredients and components selected with some regard to their working properties

Product/manuacturing specication refects most aspects o the analysis

611 Ideas show some variation in approach or concept

A limited design strategy, with some evidence o planning, is evident

Some consideration taken o social, moral, environmental and sustainability issue indevelopment o design solutions

Development work is lacking in detail but makes reerence to a number o techniquesand modelling (including CAD where appropriate)

Materials/ingredients and components selected with limited regard to their workingproperties

Limited product/manuacturing specication which refects most obvious eatures o analysis

05 Ideas are lacking in imagination with minimal development or urther research

Little evidence o a logical approach being adopted, with no indication o planning

Development work shows little consideration o social, moral, environmental and

sustainability issues

Basic development work undertaken using a limited range o techniques

Materials/ingredients and components selected with little regard to their working properties

Produced a simple product/manuacturing specication which is general in nature


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Criterion 3

Mark Band

Making

2632 Final outcome(s) shows a high level o making/modelling/nishing skills and accuracy

Selected and used appropriate tools, materials and/or technologies including, whereappropriate, CAM correctly, skilully and saely

Worked independently to produce a rigorous and demanding outcome

Quality controls are evident throughout the project and it is clear how accuracy hasbeen achieved.

The outcome has the potential to be commercially viable and is suitable or the targetmarket

1925 Final outcome shows very good level o making/modelling/nishing skills

Selected and used appropriate tools, materials and/or technologies including, whereappropriate, CAM correctly and saely

Outcome demonstrates a high level o demand

Quality control checks applied in the manuacture o the product

The outcome is suitable or the target market and could be commercially viable withurther development

1218 Final outcome shows good level o making/modelling/nishing skills

Used appropriate materials, components, equipment and processes correctly andsaely (including CAM)

Parts o outcome show high levels o demand

Applied quality control checks broadly but supercially

The outcome requires urther development in order to be suitable or the target market

611 Final outcome is largely complete and represents a basic level o making/modelling/nishing skills

Used materials, components and equipment correctly and saely (including CAM iappropriate)

Some aspects o outcome are demanding

Some evidence o limited quality control applied throughout the process

The outcome has some weaknesses which limit its suitability or the target market

05 Final outcome is incomplete or represents an undemanding level o making/modelling/nishing skills

Used materials, components and equipment saely under close supervision

Worked with some assistance to produce outcome o limited demand There is limited evidence o any quality control and levels o accuracy are minimal

The outcome has signicant weaknesses which limit its suitability or the target market


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Criterion 4

Mark Band

Testing and Evaluation

912 Detailed testing and evaluation as appropriate throughout the designing and makingprocess taking account o client/user or third party opinion

All aspects o the nal outcome have been tested against the design criteria and/orthe product/manuacturing specication

Evaluate and justiy the need or modications to the product and consideration givenas to how the outcome might need to be modied or commercial production

68 Appropriate testing and evaluation o product evident throughout the designing andmaking process

Most aspects o the nal outcome have been tested against the design criteria and/orthe product/manuacturing specication

Evaluate and justiy the needs or improvements or modications to the product

35 Evidence o some testing and evaluation leading to the production o the naloutcome

Some evidence o testing against the design criteria and/or the product/manuacturingspecication

Some improvements or modications to product suggested

02 Minimal testing and evaluation throughout the designing and making process

Limited or no testing o nal outcome against the design criteria and/or the product/manuacturing specication

Limited mention o some improvements or modications that could be made to the

product

Criterion 5

Mark BandCommunication

56 Design older is ocussed, concise and relevant and demonstrates an appropriateselection o material or inclusion

All decisions communicated in a clear and coherent manner with appropriate use otechnical language

The text is legible, easily understood and shows a good grasp o grammar,punctuation and spelling

34 Design older shows some skill in choice o material or inclusion but includes someirrelevant content

Most decisions communicated with some clarity and with some use o technicallanguage

There are a small number o errors in grammar, punctuation and spelling

02 Design older shows excessive duplication o inormation and a lack o brevity andocus resulting in irrelevant content

Ideas and decisions communicated at a simplistic level with a limited grasp o theconcepts involved and a limited use o technical vocabulary

Numerous errors in grammar, punctuation and spelling


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This specication in Design and Technology: TextilesTechnology encourages candidates to be inspired,moved and changed by ollowing a broad, coherent,satisying and worthwhile course o study and gainan insight into related sectors, such as manuacturingand engineering. They should prepare learners tomake inormed decisions about urther learningopportunities and career choices.

GCSE specications in Design and Technologyenable candidates to:

actively engage in the processes o designand technology to develop as eective and

independent learners.

make decisions, consider sustainability andcombine skills with knowledge and understandingin order to design and make quality products

explore ways in which aesthetic, technical,economic, environmental, ethical and socialdimensions interact to shape designing andmaking

analyse existing products and produce practicalsolutions to needs, wants and opportunities,recognising their impact on quality o lie

develop decision-making skills through individualand collaborative working

understand that designing and making refect andinfuence cultures and societies, and that productshave an impact on liestyle

develop skills o creativity and critical analysisthrough making links between the principles ogood design, existing solutions and technologicalknowledge.

4 Scheme o Assessment

4.1 Aims and learning outcomes

4.2 Assessment Objectives (AOs)

The assessment units will assess the ollowingassessment objectives in the context o the contentand skills set out in Section 3 (Subject Content).

AO1 Recall, select and communicate knowledgeand understanding in design and technologyincluding its wider eects.

AO2 Apply knowledge, understanding and skillsin a variety o contexts and in designing andmaking products.

AO3 Analyse and evaluate products, includingtheir design and production.

Quality o Written Communication (QWC)

GCSE specications which require candidates to

produce written material in English must: ensure that text is legible and that spelling,

punctuation and grammar are accurate so thatmeaning is clear

select and use a orm and style o writingappropriate to purpose and to complex subjectmatter

organise inormation clearly and coherently, usingspecialist vocabulary when appropriate.

In this specication QWC will be assessed in theControlled Assessment and in the written paper.The Controlled Assessment criteria give urtherinormation on marks to be awarded in respecto QWC.


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4.3 National criteria

This specication complies with the ollowing.

The Subject Criteria or GCSE Design andTechnology including the rules or ControlledAssessment

Code o Practice

The GCSE Qualication Criteria

The Arrangements or the Statutory Regulationo External Qualications in England, Wales andNorthern Ireland: Common Criteria

The requirements or qualications to provideaccess to Levels 1 and 2 o the NationalQualication Framework.

4.4 Prior learning

There are no prior learning requirements. However, itis useul or candidates to have studied the NationalCurriculum or Design and Technology at Key Stage 3.

Any requirements set or entry to a course ollowing

this specication are at the discretion o centres.

4.5 Access to assessment: diversity and inclusion

GCSEs oten require assessment o a broader rangeo competences. This is because they are generalqualications and, as such, prepare candidates or awide range o occupations and higher level courses.

The revised GCSE qualication and subject criteriawere reviewed to identiy whether any o thecompetences required by the subject presented a

potential barrier to any candidates regardless o theirethnic origin, religion, gender, age, disability or sexualorientation. I this was the case, the situation was

reviewed again to ensure such competences wereincluded only where essential to the subject. Thendings o this process were discussed with groupswho represented the interests o a diverse range ocandidates.

Reasonable adjustments are made or disabledcandidates in order to enable them to access the

assessments. For this reason, no candidates willhave a barrier to any part o the assessment. Furtherdetails are given in Section 5.4.

Weighting o Assessment Objectives or GCSE Design and Technology:Textiles Technology

The table below shows the approximate weighting o each o the Assessment Objectives in the GCSEcomponents.

Assessment Objectives

Unit Weightings (%)Overall Weighting

o AOs (%)Unit 1 Unit 2

AO1 15 10 25

AO2 15 40 55

AO3 10 10 20

Overall weighting o Units (%) 40 60 100


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Examinations and certication or this specication are available as ollows:

Availability o UnitsAvailability

o Certication

Unit 1 Unit 2 GCSE Award

June 2010

June 2011 onwards

5 Administration

5.1 Availability o assessment units and certication

5.2 Entries

Please reer to the current version oEntryProcedures and Codes or up to date entryprocedures. You should use the ollowing entrycodes or this qualication.

Unit 1 45701

Unit 2 45702

GCSE certication 4572

5.3 Private candidates

5.4 Access arrangements and special consideration

We have taken note o equality and discrimination

legislation and the interests o minority groups indeveloping and administering this specication.

We ollow the guidelines in the Joint Councilor Qualications (JCQ) document:AccessArrangements, Reasonable Adjustments and SpecialConsideration: General and Vocational Qualifcations.This is published on the JCQ website(http://www.jcq.org.uk) or you can ollow the linkrom our website (http://www.aqa.org.uk).

Access arrangements

We can make arrangements so that candidateswith special needs can access the assessment.These arrangements must be made beore theexamination. For example, we can produce a Braillepaper or a candidate with a visual impairment.

Special consideration

We can give special consideration to candidates whohave had a temporary illness, injury or indispositionat the time o the examination. Where we do this, it isgiven ater the examination.

Applications or access arrangements and specialconsideration should be submitted to AQA by theExaminations Ocer at the centre.

This specication is not available to private candidates.

QCAs 40% terminal rule means that 40% o theassessment must be taken in the examination seriesin which the qualication is awarded. This rule is notdependent on the size o the qualication. Thereore,all GCSE candidates, whether taking short course,single and double awards, must have 40% o theirassessment taken at the end.
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5.5 Language o examinations

We will provide units or this specication inEnglish only

5.6 Qualication titles

The qualications based on this specication is:

AQA GCSE in Design and Technology: Textiles Technology.

5.7 Awarding grades and reporting results

The GCSE qualication will be graded on an eight-grade scale: A*, A, B, C, D, E, F and G. Candidates whoail to reach the minimum standard or grade G will be recorded as U (unclassied) and will not receive aqualication certicate.

We will publish the minimum raw mark or each grade, or each unit, when we issue candidates results. Wewill report a candidates unit results to centres in terms o uniorm marks and qualication results in terms ouniorm marks and grades.

For each unit, the uniorm mark corresponds to a grade as ollows.

Unit 2: Design and Making Practice

Controlled Assessment(maximum uniorm mark = 240)

Grade Uniorm Mark Range

A* 216240

A 192215

B 168191

C 144167

D 120143

E 96119

F 7295

G 4871

U 047

Unit 1: Written Paper(maximum uniorm mark = 160)


A* 144 160

A 128 143

B 112127

C 96111

D 8095

E 6479

F 4863

G 3247

U 031


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We calculate a candidates total uniorm mark byadding together the uniorm marks or the units. We

convert this total uniorm mark to a grade as ollows.GCSE Design & Technology

(maximum uniorm mark = 400)


A* 360400

A 320359

B 280319

C 240279

D 200239

E 160199

F 120159

G 80119

U 079

5.8 Re-sits and shel-lie o unit results

Unit results remain available to count towardscertication within the shel lie o the specicationwhether or not they have already been used.

Candidates may re-sit a unit once only. The betterresult or each unit will count towards the nalqualication provided that the 40% rule is satised.Candidates may re-sit the qualication an unlimitednumber o times.

Candidates will be graded on the basis o the worksubmitted or assessment.

Candidates must take units comprising at least40% o the total assessment in the series in whichthey enter or certication.


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The Head o Centre is responsible to AQA or ensuring that controlled assessment work is conducted inaccordance with AQAs instructions and JCQ instructions.

6 Controlled Assessment Administration

6.1 Authentication o controlled assessment work

In order to meet the requirements o Code o PracticeAQA requires:

candidates to sign the Candidate Record Form toconrm that the work submitted is their own

teachers/assessors to conrm on theCandidate Record Form that the work assessedis solely that o the candidate concerned and wasconducted under the conditions laid down by thespecication

centres to record marks o zero i candidatescannot conrm the authenticity o work submittedor assessment.

The completed Candidate Record Form or eachcandidate should be attached to his/her work.All teachers who have assessed the work o anycandidate entered or each component must sign thedeclaration o authentication.

I teachers/assessors have reservations about signingthe authentication statements, the ollowing points oguidance should be ollowed.

I it is believed that a candidate has receivedadditional assistance and this is acceptable withinthe guidelines or the relevant specication, theteacher/assessor should award a mark whichrepresents the candidates unaided achievement.

The authentication statement should be signedand inormation given on the relevant orm.

I the teacher/assessor is unable to sign theauthentication statement or a particularcandidate, then the candidates work cannot beaccepted or assessment.

I, during the external moderation process, there is noevidence that the work has been properly authenticated,AQA will set the associated mark(s) to zero.

6.2 Malpractice

Teachers should inorm candidates o the AQARegulations concerning malpractice.

Candidates must not:

submit work which is not their own

lend work to other candidates

allow other candidates access to, or the use o,their own independently-sourced source material(this does not mean that candidates may not lendtheir books to another candidate, but candidatesshould be prevented rom plagiarising other

candidates research)

include work copied directly rom books,the internet or other sources withoutacknowledgement and attribution

submit work typed or word-processed by a thirdperson without acknowledgement.

These actions constitute malpractice, or which apenalty (eg disqualication rom the examination) willbe applied.

I malpractice is suspected, the Examinations Ocershould be consulted about the procedure to beollowed.

Where suspected malpractice in controlledassessment is identied by a centre aterthe candidate has signed the declaration oauthentication, the Head o Centre must submit ulldetails o the case to AQA at the earliest opportunity.The orm JCQ/M1 should be used. Copies o theorm can be ound on the JCQ website

(http://www.jcq.org.uk/).Malpractice in controlled assessment discoveredprior to the candidate signing the declaration oauthentication need not be reported to AQA, butshould be dealt with in accordance with the centresinternal procedures. AQA would expect centres totreat such cases very seriously. Details o any workwhich is not the candidates own must be recordedon the Candidate Record Form or other appropriateplace.
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AQA will hold annual standardising meetings orteachers, usually in the autumn term, or controlledassessment. At these meetings we will providesupport in contextualising the tasks and using themarking criteria.

I your centre is new to this specication, you mustsend a representative to one o the meetings. Iyou have told us you are a new centre, either bysubmitting an intention to enter and/or an estimateo entry or by contacting the subject team, we willcontact you to invite you to a meeting.

6.3 Teacher standardisation

AQA will also contact centres i

the moderation o controlled assessment workrom the previous year has identied a seriousmisinterpretation o the controlled assessmentrequirements, or

a signicant adjustment has been made to acentres marks.

In these cases, centres will be expected to senda representative to one o the meetings. For allother centres, attendance is optional. I a centre isunable to attend and would like a copy o the writtenmaterials used at the meeting, they should contact

the subject administration team [email protected]

6.4 Internal standardisation o marking

Centres must standardise marking to make sure thatall candidates at the centre have been marked to thesame standard. One person must be responsibleor internal standardisation. This person should signthe Centre Declaration Sheet to conrm that internal

standardisation has taken place.

Internal standardisation may involve:

all teachers marking some trial pieces o work andidentiying dierences in marking standards

discussing any dierences in marking at atraining meeting or all teachers involved in the

assessment reerring to reerence and archive material such

as previous work or examples rom AQAs teacherstandardising meetings.

6.5 Annotation o controlled assessment work

The Code o Practice states that the awarding bodymust require internal assessors to show clearly howthe marks have been awarded in relation to the

marking criteria dened in the specication and thatthe awarding body must provide guidance on howthis is to be done.

The annotation will help the moderator to see asprecisely as possible where the teacher considersthat the candidates have met the criteria in thespecication.

Work could be annotated by either o the ollowingmethods:

key pieces o evidence fagged throughout the

work by annotation either in the margin or in thetext;

summative comments on the work, reerencingprecise sections in the work.

6.6 Submitting marks and sample work or moderation

The total mark or each candidate must be submittedto AQA and the moderator on the mark ormsprovided, by Electronic Data Interchange (EDI) orthrough the e-Portolio system (only available orcertain units/components) by the specied date (see

http://www.aqa.org.uk/deadlines.php.Centres will normally be notied which candidateswork is required in the sample to be submitted tothe moderator (please reer to section 7.1 or urtherguidance on submitting samples).
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Teachers should be able to accommodate theoccasional absence o candidates by ensuring thatthe opportunity is given or them to make up missedcontrolled assessments.

I work is lost, AQA should be notied immediately othe date o the loss, how it occurred, and who wasresponsible or the loss. Centres should use the JCQorm JCQ/LCW to inorm AQA Centre and CandidateSupport Services o the circumstances.

Where special help which goes beyond normallearning support is given, AQA must be inormedthrough comments on the Candidate Record Formso that such help can be taken into account whenmoderation takes place.

6.7 Factors aecting individual candidates

Candidates who move rom one centre to anotherduring the course sometimes present a problem ora scheme o controlled assessment work. Possiblecourses o action depend on the stage at which themove takes place. I the move occurs early in thecourse the new centre should take responsibilityor controlled assessment work. I it occurs late inthe course it may be possible to arrange or themoderator to assess the work through the EducatedElsewhere procedure. Centres should contactAQA at the earliest possible stage or advice aboutappropriate arrangements in individual cases.

6.8 Retaining evidence

The centre must retain the work o all candidates,with Candidate Record Forms attached, under secureconditions, rom the time it is assessed, to allow orthe possibility o an enquiry about results. The workmay be returned to candidates ater the deadline or

enquiries about results. I an enquiry about a resulthas been made, the work must remain under secureconditions in case it is required by AQA.


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Moderation o the controlled assessment work is byinspection o a sample o candidates work, sent bypost or electronically through the e-Portolio systemrom the centre to a moderator appointed by AQA.The centre marks must be submitted to AQA and tothe moderator by the specied deadline (seehttp://www.aqa.org.uk/deadlines.php).Centres entering ewer candidates than the minimumsample size and centres submitting through thee-Portolio system should submit the work o all otheir candidates. Centres entering larger numbers ocandidates will be notied o the candidates whosework will be required in the sample to be submittedor moderation.

Candidates are encouraged to provide photographicevidence o the nished outcome as well asphotographs at various stages o making. This willacilitate the moderation process. However, in someinstances it may be necessary or the moderatorto visit a centre to inspect a sample o the practicaloutcomes. Should this be necessary the moderatorwill contact the centre and make the necessaryarrangements. Centres should ensure that the

7 Moderation

practical work o candidates is available or inspectionthroughout the moderation period. AQA reserves theright to inspect the practical outcomes o candidateswhere it is elt appropriate.

Following the re-marking o the sample work, themoderators marks are compared with the centremarks to determine whether any adjustment isneeded in order to bring the centres assessmentsinto line with standards generally. In some cases itmay be necessary or the moderator to re-mark thework o other candidates in the centre. In order tomeet the possible request, centres must retain under

secure conditions and have available the work andthe Candidate Record Forms o every candidateentered or the examination and be prepared toprovide them on demand. Mark adjustments willnormally preserve the centres rank order, but wheremajor discrepancies are ound, we reserve the right toalter the rank order.

Moderation will normally take place in June.Moderators will make contact to set a mutuallyconvenient date or the visit.

7.1 Moderation procedures

7.2 Consortium arrangements

I there is a consortium o centres with joint teachingarrangements (i.e. where candidates rom dierentcentres have been taught together but where theyare entered through the centre at which they are onroll), the centres must inorm AQA by completing theJCQ/CCA orm.

The centres concerned must nominate a consortiumco-ordinator who undertakes to liaise with AQA onbehal o all centres in the consortium. I there aredierent co-ordinators or dierent specications, acopy o the JCQ/CCA orm must be submitted oreach specication.

AQA will allocate the same moderator to each centrein the consortium and the candidates will be treatedas a single group or the purpose o moderation.

7.3 Post-moderation procedures

On publication o the results, we will provide centreswith details o the nal marks or the controlledassessment work.

The candidates work will be returned to the centreater the examination. The centre will receive a report

giving eedback on the accuracy o the assessmentsmade, and the reasons or any adjustments to themarks.

We may retain some candidates work or archive orstandardising purposes
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A Grade Descriptions

Appendices

Grade descriptions are provided to give a general indication o the standards o achievement likely to havebeen shown by candidates awarded particular grades. The descriptions should be interpreted in relation to thecontent outlined in the specication; they are not designed to dene that content.

The grade awarded will depend in practice upon the extent to which the candidate has met the assessmentobjectives (see Section 4) overall. Shortcomings in some aspects o the candidates perormance may bebalanced by better perormances in others.

Grade Description

A

Candidates recall, select and communicate detailed knowledge and thoroughunderstanding o design and technology, including its wider eects.

They apply relevant knowledge, understanding and skills in a range o situations to planand carry out investigations and tasks eectively. They test their solutions and work saelywith a high degree o precision.

They analyse and evaluate the evidence available, reviewing and adapting their methodswhen necessary. They present inormation clearly and accurately, making reasonedjudgements and presenting substantiated conclusions.

C

Candidates recall, select and communicate sound knowledge and understanding o designand technology, including its wider eects.

They apply knowledge, understanding and skills in a range o situations to plan and carryout investigations and tasks. They test their solutions and work saely with precision.

They review the evidence available, analysing and evaluating some inormation clearly, andwith some accuracy. They make judgements and draw appropriate conclusions.

F

Candidates recall, select and communicate knowledge and understanding o basicaspects o design and technology, including its wider eects.

They apply limited knowledge, understanding and skills to plan and carry out simpleinvestigations and tasks, with an awareness o the need or saety and precision. Theymodiy their approach in the light o progress.

They review their evidence and draw basic conclusions.

A


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B Spiritual, Moral, Ethical, Social, Legislative, Sustainable

Development, Economic and Cultural Issues, andHealth and Saety Considerations

AQA has taken great care to ensure that any widerissues relevant to the education o students at KeyStage 4 have been identied and taken into accounto in the preparation o this specication. They willonly orm part o the assessment requirements wherethey relate directly to the specic content o thespecication and have been identied in Section 3:Content.

European Dimension

AQA has taken account o the 1988 Resolution o theCouncil o the European Community in preparing thisspecication and associated specimen units.

Environmental Education

AQA has taken account o the 1988 Resolution othe Council o the European Community and theReport Environmental Responsibility: An Agenda orFurther and Higher Education 1993 in preparing thisspecication and associated specimen units.

Avoidance o Bias

AQA has taken great care in the preparation o thisspecication and specimen units to avoid bias o anykind.

B


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Some overlaps exist between this and other Designand Technology specications. The overlap isprimarily in the design process and the scheme oassessment. As all specications conorm to theGCSE Design and Technology Subject Criteria, thereare also overlaps o broad content.

C Overlaps with other Qualications

C


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Introduction

The Key Skills Qualication requires candidates todemonstrate levels o achievement in the Key Skillso Communication, Application o Number andInormation and Communication Technology.

The Wider Key Skills o Improving own Learning andPerormance, Working with Others and ProblemSolving are also available. The acquisition anddemonstration o ability in these wider Key Skills is

deemed highly desirable or all candidates.The units or each Key Skill comprise three sections:

What you need to know

What you must do

Guidance.

Candidates ollowing a course o study based onthis specication or Design and Technology: TextilesTechnology can be oered opportunities to developand generate evidence o attainment in aspects o theKey Skills o:

Communication

Application o Number

Inormation and Communication Technology

Working with Others

Improving own Learning and Perormance

Problem Solving.

D Key Skills Teaching, Developing and Providing Opportunities

or Generating Evidence

Areas o study and learning that can be used toencourage the acquisition and use o Key Skills, andto provide opportunities to generate evidence or PartB o units, are provided in the Teachers ResourceBank or this specication.

The above inormation is given in the context o theknowledge that Key Skills at levels 1 and 2 will beavailable until 2010 with last certication in 2012.

Key Skills Qualications o Communication,Application o Number and Inormation andCommunication Technology will be phased outand replaced by Functional Skills qualications inEnglish, Mathematics and ICT rom September2010 onwards. For urther inormation see the AQAwebsite: http://web.aqa.org.uk/qual/keyskills/com04.php.

D


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GCSE D&T Textiles Technology Teaching from 2009 onwards

Qualification Accreditation Number: 500/4588/X

Every specification is assigned a national classification code indicating the subject area to which it belongs.The classification code for this specification is 9050.

Centres should be aware that candidates who enter for more than one GCSE qualification with the same

classification code will have only one grade (the highest) counted for the purpose of the School and CollegePerformance Tables.

Centres may wish to advise candidates that, if they take two specifications with the same classification code,schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs.The same view may be taken if candidates take two GCSE specifications that have different classification codesbut have significant overlap of content. Candidates who have any doubts about their subject combinations shouldcheck with the institution to which they wish to progress before embarking on their programmes.

To obtain free specification updates and support material or to ask us a question register with Ask AQA:

www.aqa.org.uk/ask-aqa/register

Copyright 2008 AQA and its licensors All rights reserved

Support meetings are available throughout the life of the specification

Further information is available at:

http://events.aqa.org.uk/ebooking

.

gcse d&t textile

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