GCSE (9-1) Design and Technology

GCSE (9-1)Design and Technology

Exemplar Portfolio 2 for

Summer 2021 Assessment

2

The following portfolio exemplifies how an original Component 2 submission from May 2019 may look if the learner produces a proof-of-concept outcome rather than a prototype, in line with changes for Summer 2021 assessment. Please note that the Joint Council for Qualifications (JCQ) confirmed on the 12th of March 2021 that teachers can use NEA components as part of the evidence to help determine teacher assessed grades (TAGs). They also confirmed that any changes that were made to the NEA component would still be in place. Centres can however complete the NEA component without applying these adaptations if they wish to, where it is appropriate and safe to do so.

This portfolio includes slides where no change would be expected from previous series, which are shown in grey. Where new approaches would likely need to be taken in response to changes to the qualification for Summer 2021 assessment, these are shown in full colour, supported by a slide of commentary, or are replaced with updated versions, particularly in areas of manufacture and testing.

Assessment grids affected by changes to 2021 assessment:1.2 Specification

3.1b Manufacture – skills and processes

4.1 Testing and evaluation

(from the GCSE Design & Technology [1DT0], Component 2: Non-Examined Assessment – Marking Criteria for 2021 only)

The contents of this portfolio is designed to exemplify and summarise potential changes candidates may wish to take, but does provide a formulaic approach for candidates to follow.

Introduction

I

No ChangeAll of the content on this page represents a valid response to the contextual challenge

No ChangeAll of the content on this page represents a valid response to the contextual challenge

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Brief & SpecificationThis slide would need to reflect that a proof of concept outcome is being produced rather than a prototype.

Level 3, bullet point 2 in the NEA – Marking Criteria for 1.2 Specification states:‘Fully developed range of specification points that are realistic, technical and measurable, based on a fully relevant investigation of research in relation to the contextual challenge’

Consequently, the relevant Specification points in a learner’s NEA portfolio will still need to be measurable if a proof of concept outcome is produced rather than a prototype.

As an example, some Specification points in the original portfolio could be amended thus:

For ‘Function’Bullet point 2: The proof of concept must show that all valuables can be kept in it and both secure and near to youBullet point 4: The proof of concept should show how it would be worn comfortably and some designs and test pieces can show how visually attractive it could be

For ‘User requirements’Bullet point 1: The proof of concept must show that it can be easily carried around in a busy areaBullet point 2: The proof of concept must show that the garment is adjustable as everyone is a different size, as my bag is around the waist it is important to make sure that it will be comfortable and fit all sizesBullet point 3: The final product must be made from denim or cotton because that is what my target audience wanted, it is also comfyBullet point 4: The proof of concept must show that the garment has multiple storage areas and some secure fastenings

For ‘Materials and components’Bullet point 2: The proof of concept must show that the final product will be strong and durable as it can be pushed upon or pushed about with a busy atmosphereBullet point 3: The proof of concept must show that it can have secure fastenings so that it can be trusted, such as zipsBullet point 4: The proof of concept must show that the fastening clip or buckle will be secure in the final product so that it won’t fall off the waist

For ‘Performance requirement’Bullet point 2: The proof of concept must show that the product will be big enough to fit everyday things in like a phone and a purse, plus extra storage for extra objectsBullet point 4: The proof of concept should be made from a fabric that performs in a similar way as the intended materials so I can test that they will be durable enough

UpdateThe learner has made comments about material selection here and on subsequent pages.

The NEA – Marking Criteria for 2021 assessment has not changed for 3.1a Manufacture – selection of materials, and therefore the assessment evidence should still relate to the intended prototype.

UpdateThe learner needs to review their design ideas against the specification points set out earlier in the portfolio. It would therefore be expected that the first column of the table in this example would be consistent with any changes to the specification points outlined earlier on the Brief and Specification slide.

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Development

In the 4 slides that follow, the learner appears to have modelled potential features and construction/assembly techniques (straps, piping, seams, lining, zips and pockets etc).

If the learner is producing a proof of concept outcome rather than a prototype, it is unlikely that they will have access to equipment such as a sewing machine, and would be unable to produce this development work for 2021 assessment.

If they exist, learners may be able to make use of items they produced in Year 10 to support their ideation, or source and dismantle unwanted textiles products to model potential features and construction/assembly techniques.

Learners should still be able to develop their initial ideas further, as this learner does through the inclusion of lay planning to support the development of the proof of concept outcome.

The learner has also undertaken some virtual modelling to meet the requirements of bullet point 2 in 2.3 Development of design ideas into a chosen design. All of this development work should still relate to the intended prototype [please note that on the slide titled “Final Design and techniques used”, the evidence appears to have been written retrospectively and this should have been a development/planning page pre the manufacture of the prototype].

Changes made for 2021 assessment are specifically designed to ensure that for those candidates who are unable to access the specialist resources they need, they can use alternative non specialist spaces, equipment and materials in order to create and develop models.

Updatelearners may not have access to the specialist tools (sewing machines) and resources (fabrics and textiles) in order to complete this type of development work,

and therefore will need to use alternative methods of evidencing the design journey, using existing textile products and previously made items.

No ChangeAll of the content on this page relates to the prototype, as it will need to for 2021 assessment.

Updatelearners may not have access to the specialist tools (sewing machines) and resources (fabrics and textiles) in order to complete this type of development work,

and therefore will need to use alternative methods of evidencing the design journey, using existing textile products and previously made items.

No ChangeAll of the content on this page relates to the prototype, as it will need to for 2021 assessment.

UpdateThe learner has produced a review of the final idea using the specification points created earlier in the portfolio. The marking criteria for 2021 assessment have

not changed for 2.5 Review of chosen idea. Therefore it would be anticipated that the first column of the table in this example would be consistent with the changes the candidate would make to their specification relating to the proof of concept.

UpdateThe NEA – Marking Criteria has not changed for 3.1a Manufacture – selection of materials and therefore the assessment evidence here is valid as it still relates to the intended prototype. The learner would not have been able to use the images of the prototype on this page but should still state the materials/components

to be used in the intended prototype and the reasons why.

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Manufacturing LogThe original portfolio included a six page manufacturing diary, which documented the making of a prototype using appropriate specialist materials, tools and equipment, in a workshop environment, typical of previous series. For the Summer 2021 assessment, the changes will ensure candidates unable to access the same provision, will be able to produce a proof of concept, and capture comparable evidence, which we have exemplified over the following slides.

Level 4, bullet points 1 and 4 in the NEA – Marking Criteria (2021 only) for 3.1b Manufacture – skills and processes state:‘Produce a prototype or proof of concept that demonstrates fully competent making skills’ and ‘Demonstrate a sustained high degree of safe working practice for self and others when making the prototype or proof of concept’

The following 6 pages titled manufacturing diary have been produced as an example of the approach the learner could have taken to generate a physical proof of concept outcome in relation to the above criteria. The text in red relates to safe working practices.

Please note that Level 4, bullet point 2 in the NEA – Marking Criteria (2021 only) for 3.1b Manufacture – skills and processes states:‘Fully considered selection of fixtures, components and fittings, which are entirely appropriate for the intended prototype’

For the above criterion, the learner’s assessment evidence must relate to the intended prototype in all cases and cannot relate to a proof of concept outcome. It is therefore anticipated that the learner would have generated assessment evidence for the above criterion at same time as they generated evidence for 2.3 Development of design ideas into a chosen design. This is evident in the development section of this portfolio.

Please also note that Level 4, bullet point 3 in the NEA – Marking Criteria (2021 only) for 3.1b Manufacture – skills and processes states:‘Fully competent demonstration of tools, equipment and techniques required for the manufacture of the intended prototype’

For the above bullet point, the learner’s assessment evidence must relate to the intended prototype in all cases and cannot relate to a proof of concept and therefore it is anticipated that the learner would provide further information about the tools, equipment and techniques required for the manufacture of the intended prototype in the Manufacturing diary. This has been included on the manufacturing diary pages in blue text as an example.

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Testing and Evaluation

In the original portfolio, the candidate conducted their testing through the use of the prototype they had made. For 2021 assessment, candidates can use their proof of concept in place of a prototype, which will allow them to conduct a valid but scaled test on the made outcome.

Level 3, bullet point 1 and bullet point 2 in the NEA – Marking Criteria (2021 only) for 4.1 Testing and evaluation state:‘Fully developed analysis of the prototype or proof of concept developed in response to the contextual challenge, taking into account the end user and product specification, and showing a fully considered approach to testing against measurable criteria’and ‘Effective evaluation of the prototype or proof of concept, taking into account the intended purpose of the of the product, including its sustainability through a life cycle analysis and drawing fully appropriate conclusions from testing against measurable criteria’

For this exemplar portfolio, the candidate had produced two pieces of testing which continue to be valid, an analysis of the made outcome against the specification criteria, and a lifecycle analysis of the prototype. Both of these will remain valid for 2021 assessment where they use the proof of concept in place of the prototype.

In the case of physical testing, we have exemplified how a proof of concept can be used to test some of the ‘User Requirements’ and ‘Performance requirements’ from the specification. This includes its ability to be carried around, adjusted and to have multiple storage areas to hold the required objects (that include secure fastenings etc). The learner would need to subsequently refer to this testing and the outcomes in the Evaluation; however, as the learner has not been able to use the intended materials (due to not being able to access the workshop), the learner can still give justified reasons as to why made outcomes and their anticipated materials would be suitable for the solution as part of the Evaluation.

1..S

UpdateHere the learner has critiqued the prototype against the original specification points. It would be expected that the specification points would be consistent with

any changes to the specification points for 2021 assessment, and discussion would focus on the proof of concept.

No ChangeHere the learner has conducted an LCA for the prototype. It would be expected that the planned prototype would be discussed for 2021 assessment, though

elements of proof of concept discussion may aid the student in some instances relating to fabrication and materials.

GCSE (9-1) Design and Technology

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Transcript of GCSE (9-1) Design and Technology