Student Guidance From WJEC

GCSE Design and Technology (Textiles Technology) Teachers' Guide 7
Controlled Assessment Workbook
Guidance to Candidates and Centres
• Print these pages before you start.

• Read the instructions with your candidates. (You can do this before the control
mechanisms apply.)
• Use these pages only.
• Do not add research.
• Each page is timed.
• Do not add pages, they will not be marked.
• Mark each page as you go.
Page 1
Mark Description of Attainment

0 No analysis presented.
1 There is a very basic analysis of where the product fits in the market
place together with a limited evaluation of a similar product. The work
presented shows little evidence of prior research and preparation. A
simple brief may be evident.
2 There is a basic but appropriate analysis of where the product fits in
the market place together with a basic evaluation of a similar product.
The work presented shows limited evidence of prior research and
preparation. A simple brief is evident.
3 There is a good analysis of where the product fits in the market place
together with an evaluation of a similar product. The work presented
shows some evidence of prior research and preparation. A clear brief
is evident.
4 There is a very good analysis of where the product fits in the market
place together with a detailed evaluation of a similar product. The work
presented shows good evidence of prior research and preparation. A
well-worded brief is evident.
5 There is a comprehensive analysis of where the product fits in the
market place together with a very detailed evaluation of a similar
product. The work presented shows clear evidence of detailed
research and preparation. A clear and appropriate brief is evident.
• Select a design brief as set by the Board.

• Provide a written profile of Target Market.
• Write a brief summary of the research that has been conducted prior to commencing the
controlled assessment.
• Reference should be made to some of the following:
The evaluation of existing similar products
The results of a questionnaire or interview (if appropriate)
Where the product fits into the market place
All relevant details for example, colour, style, costs, materials
• Analyse a competitor product with reference to the probable specification of the product:
aesthetics; function; quality; size; safety; scale of manufacture; construction details;
decorative techniques; materials; environmental /sustainability issues. Candidates can
include a sketch of the competitor product.
• Write the final design brief which is based on a careful analysis of the problem and from
the research that has been carried out.
• Record the time taken to complete this page.
Any images/sketches included on this page must be sourced/produced during the

controlled time.
Page 2
Design Specification (5 marks) (1 page)

This is an opportunity for candidates to present a detailed design specification of the intended product.
0 No specification presented.
1 A design specification comprising a list of basic attributes for the product. The specification shows
little or no links with the analysis of the task. Information is poorly organised, little or no use of
technical language/vocabulary. Written communication is limited in terms of organisation of
material, with many errors of grammar, punctuation and spelling.
2 A basic design specification comprising a list of relevant attributes for the product. The
specification shows superficial links with the analysis of the task. Information shows evidence of
structure, limited use of technical language/vocabulary. Written communication is limited in terms
of organisation of material with some errors of grammar, punctuation and spelling.
3 A good design specification comprising a prioritised list of attributes for the product presented
under appropriate headings. The specification illustrates clear links with the analysis of the task.
Information is organised, basic use of technical language/vocabulary. Written communication is
adequate in terms of organisation of material, with some errors of grammar, punctuation and
spelling.
4 A comprehensive design specification comprising a prioritised list of attributes for the product
presented under appropriate headings. The specification demonstrates strong links with the
analysis of the task. Information is well organised, good use of technical language/vocabulary.
Written communication is good, presenting mainly appropriate material in a coherent manner, with
few errors of grammar, punctuation and spelling.
5 An excellent design specification comprising a prioritised list of attributes for the product presented
under appropriate headings. The specification is well founded in the analysis of the task.
Information is well organised, presented in a highly appropriate manner, very good use of technical
language/vocabulary. Written communication is good, presenting appropriate material in a
coherent manner, and largely error-free.
• Provide a prioritised list of appropriate attributes to include both desirable and essential
criteria.
• Use suitable headings to show an understanding of technical language, for example:
function; aesthetics; materials; ergonomics; anthropometrics; quality; performance;
environmental; sustainability; safety; target market; economic; scale of manufacture.
Page 3
Generation of ideas (10 marks)
0 No ideas presented. No evidence of written communication.

1-2 A small range of barely appropriate ideas that are poorly annotated. The ideas and annotation
show little attention to the specification. Information is poorly organised, little or no use of
technical language/vocabulary. Written communication is limited in terms of organisation of
material, with many errors of grammar, punctuation and spelling.
3-4 A range of appropriate ideas that are annotated. The ideas and annotation show some attention to
the specification. Information shows evidence of structure, limited use of technical
language/vocabulary. Written communication in terms of organisation of material with some errors
of grammar, punctuation and spelling.
5-6 A range of clear ideas that are appropriately annotated. The ideas and annotation show some
attention to the specification. Information is organised, basic use of technical
language/vocabulary. Written communication is adequate in terms of organisation of material,
with some errors of grammar, punctuation and spelling.
7-8 A range of good initial ideas that are well annotated. The ideas and annotation show good
attention to the specification. Information is well organised, good use of technical
language/vocabulary. Written communication is good, presenting mainly appropriate material in a
coherent manner, with few errors of grammar, punctuation and spelling.
9 - 10 A range of excellent initial ideas that are very well annotated. The ideas and annotation show
close attention to the specification. Information is well organised, presented in a highly
appropriate manner, very good use of technical language/vocabulary. Written communication is
good, presenting material in a coherent manner and largely error-free.
Instructions to Candidates and Centres
• Present up to four ideas.

• Use technical language to annotate each design.
• Include references to the specification.
• Show front, back, inside views as appropriate.
• Use any suitable graphic media to present the ideas.
Page 4
• Present a fully annotated drawing of your best idea, to include front, back, inside views
as appropriate.
• Include details of how the product works if appropriate.
• The best idea can contain elements from any of the initial ideas.
• Explain why it is the best idea, with reference to the design specification.
• Seek the views of two partners and include their opinions on this page.
• State whether you will act on their opinions, give reasons for your decision.
• Present a revised sketch of your final idea.
• Use any suitable graphic media to present the ideas on this page.
• Teachers guidance (optional), indicate the level of assistance given to candidates.
Page 5
Development and modelling (25 marks)

This is an opportunity for candidates to choose their best idea and to develop it into its final form.
This section is an opportunity for candidates to use appropriate ICT. Marks are awarded for
evidence of development under the headings shown. Candidates must offer options and make
reasoned decisions under each heading. Evidence of these areas may be presented in
integrated form across the 5 pages available.
Form/Style/Function
0 No development of form presented.

1 Limited evidence of the form/style being developed or modelled. An alternative shape or
style may be evident. There is no evidence of decision-making.
2 Some evidence of the form/style being developed or modelled. Several options are
presented. There is evidence of decision-making but with little reasoning offered.
3 Clear evidence of the form/style being developed or modelled. Several options have
been offered. There is evidence of reasoned decision-making.
4 Good evidence of the form/style being developed and modelled. Several appropriate
options have been offered. There is clear evidence of informed decision making.
5 A variety of forms/styles have been presented and the shape and form of the product
have been developed and modelled in a progressive way. A final decision based on
sound reasoning has been made.
• Consider ways in which the form, function and style could be improved:
For example in fashion design - changing the shape of sleeves, necklines, hemlines,
collars, pockets, as appropriate.
For example in fashion accessories – change the shape of handles, straps as
appropriate.
• Ergonomic factors should be considered on this page if appropriate.
• Include decorative processes to improve/develop the style of the product.
• Any samples produced must be completed within the control time.
• Justify any decisions that are made.
• Include notes or diagrams of manufacturing techniques that could be used to improve
the function and style of the product.
Page 6
Materials/Components
0 No development of materials/components presented.

1 Limited evidence of the selection of appropriate materials/ components.
Materials/components have been stated. There is no evidence of
decision-making.
2 Some evidence of the selection of appropriate materials/components.
Alternatives have been offered. There is some evidence of decision-
making.
3 Clear evidence of the selection of appropriate materials/components.
Alternatives have been offered. There is evidence of reasoned decision-
making.
4 Clear evidence of the selection of appropriate materials/components.
Appropriate alternatives have been offered. There is clear evidence of
reasoned decision-making.
5 Full and clear evidence of the selection of appropriate materials/
components. Appropriate alternatives have been offered. There is
evidence of well-reasoned decision-making.
• Give details of the materials and components being considered.

• Use notes and sketches to explain how the materials will be used for example, mixing
prints with plain, use of textured fabrics, matching stripes or using a lining material, use
of quilting, reinforcing sections with interfacing.
• Justify material choices with reference to fibre source, construction, aesthetics,
economic, physical qualities, performance properties.
• Give details of any components: types of fastenings, edge finishes such as lace trims or
piping.
• Give details of components that could be manufactured in school for example, buttons
could be designed on appropriate software and cut on the laser cutter.
• Record the results of any appropriate tests that have been conducted on the materials
being considered.
• Teachers guidance (optional), indicate the level of assistance given to candidate.
Page 7
Construction/Making
0 No development of the construction/making presented.

1 Limited evidence of the construction/making being developed. A
construction/making method has been offered. There is no evidence of decision-
making.
2 Some evidence of the construction being developed. A small variety of
construction/making methods have been offered. There is some evidence of
decision-making.
3 Clear evidence of the construction/making being developed. A variety of
construction/making methods have been offered. There is evidence of reasoned
decision-making.
4 Clear evidence of the construction/making being developed. A variety of
appropriate construction/making methods have been considered. There is
5 Full and clear evidence of the construction/making being developed. A range of
appropriate construction/making methods has been considered. There is evidence
of well-reasoned decision-making.
• Give details of all the techniques and processes that could be used to manufacture the
product for example, different types of seam construction depending on the type of fabric
being used and the finish that is required.
• Include diagrams and/or samples of the processes to be used. Any samples included
on this page must be produced within the controlled time.
• Give reasons for the selection/rejection of any techniques and processes.
Page 8
Size/Quantity
0 No development of size/quantity presented.

1 Limited evidence of sizes and or quantities being developed. Sizes or
quantities may be evident. There is no evidence of decision-making.
2 Some evidence of sizes and or quantities being developed. Alternative sizes
and or quantities will be evident. There is some evidence of decision-making.
3 Clear evidence of sizes and or quantities being developed. Alternative sizes
and or quantities will be evident. There is evidence of reasoned decision-
making.
4 Clear evidence of sizes and or quantities being developed. Sizes and or
quantities have been developed in a progressive way. There is evidence of
reasoned decision-making.
5 Full and clear evidence of sizes and or quantities being developed. Alternative
sizes and or quantities have been systematically evaluated. There is clear
• List the resources needed to make the product.

• Briefly give reasons for your choice of materials and components.
• Sketch a lay plan to show the best use of fabric.
• Calculate the costs for materials and components, allowing for pattern matching or
fabrics with a pile weave if necessary.
• Include anthropometric data to calculate material quantities if appropriate.
Page 9
Finish/Quality
0 No development of finish/quality presented.

1 Limited evidence of the development of finish/quality. A suitable finish may
be offered. There is no reference to quality control. There is no evidence of
decision-making.
2 Some evidence of the development of finish/quality. An alternative finish is
offered. There is brief reference to quality control. There is evidence of
decision-making.
3 Some evidence of the development of finish/quality. Alternative finishes
are offered. There is reference to aspects or quality control. There is
evidence of decision-making.
4 Clear evidence of the development of finish/quality. Alternative finishes are
offered. There is reference to aspects of quality control. There is evidence
of reasoned decision-making.
5 Full and clear evidence of the development of finish/quality. A range of
alternative finishes is offered. There is reference to a variety of quality
control issues. There is evidence of well-reasoned decision-making.
• Consider the quality control measures that occur throughout the manufacturing process,
for example:
Before manufacture begins - checking fabrics for faults;
During manufacture – correct seam allowances;
On completion of the product – pressing, trimming loose threads.
• Include all relevant quality control measures that are appropriate to the type of product
being manufactured.
• Quality checks can be presented as a diagram or a list or both.
• Include any quality control measures applied to decorative techniques.
Page 10
Solution (2 pages) (5 marks)
This is an opportunity for candidates to give full details of their final design using presentation techniques
appropriate to the chosen focus area. Details of the form, dimensions, construction, components, materials
and finish will be included as appropriate. This section is an opportunity for candidates to use appropriate ICT.
Marks are awarded for (a) a graphical presentation of the final design and (b) The technical details that
support manufacture.
(a) Graphical presentation (5 marks)

This is an opportunity for the candidate to present a clear and expressive graphical presentation of their
final design. Any appropriate method of communication may be used.
0 No graphical presentation presented.

1 A basic illustration of the final product. It is recognisable but lacks proper form. It offers little
evidence of shading or colour rendering.
2 An illustration of the final product. It is recognisable and shows reasonable form. It offers evidence
of shading and/or colour rendering.
3 A clear illustration of the final product. It is recognisable and shows good form. It offers evidence of
good shading and/or colour rendering.
4 A very good graphical presentation of the final product. It uses a recognised graphical technique, is
accurate in its structure and It shows effective shading and or colour rendering.
5 A very high quality graphical presentation of the final product. It uses a recognised graphical
technique, is accurate in its structure and shows expressive shading and/or colour rendering.
• Use any graphic media to present a detailed drawing of the final idea. This should
include all appropriate views. One detailed drawing is sufficient, not two as above. (This
serves as a reference only for the level of detail required for full marks).
• This is an opportunity to include CAD
• Construction details should be visible for example, top stitching.
• Include details of the fabrics to be used.
• Include final details of any decorative processes.
Page 11
(b) Technical details (5 marks)

This is an opportunity for candidates to present the final technical details of their
design. These could include dimensions, materials/components, construction and
finish as appropriate to each focus area.
0 No technical details presented.

1 Limited evidence of technical detail.
2 Evidence of some technical detail.
3 Evidence of many technical details.
4 Evidence of most technical detail.
5 Evidence of virtually all technical details.
Include all relevant details needed to manufacture the product.

This should include:
• All critical measurements.
• Details of the fabrics and components.
• A description of the product.
• A line drawing of the product.
• Construction details as appropriate – written, diagrams and / or samples provided they
are produced within the time constraints.
• Machinery to be used for example, an over locker to join/finish the seams.
Record the time taken to complete this page.

Creative thinking (5 marks) (Throughout)
This is an opportunity for candidates to show a measure of flair, imagination and creativity
in their designing. It can be evident at any stage through the design process.
0 No creative thinking presented.
1 Evidence of limited creative thinking.
2 Evidence of some creative thinking.
3 Evidence of creative thinking in several areas.
4 Evidence of much creative thinking. Some ideas show imagination and flair. Creative
thinking is evident throughout the development of the product and imaginative
presentational techniques are evident.
5 A high level of creative thinking. Very imaginative ideas are evident. A highly creative
development of the product is evident. Presentational techniques show much flair.
Up to five marks can be awarded for imaginative and creative thinking in the development of
the product and for the presentation techniques used to communicate ideas.
This mark is awarded at the end of section A.

• Section B is about planning and manufacturing the product.

• It should be completed in about 20 hours.
• Use these pages only for planning and the final evaluation.
• Each page is timed along with the time taken to manufacture the product.
• Do not add pages, they will not be marked.
• Mark each page as you go.
• Page 15 is an optional additional page for photographs of the final product, for example
evidence of a wearer/user trial. Other photographic evidence to support the designing
and making of the product can also be included on this page if necessary.
• The final outcome must accompany this section of the workbook.
Page 12
A simple plan indicating the

number of weeks needed to
make the product should also
be included on this page.
This is an opportunity for the candidate to plan the stages and processes necessary to
manufacture the product. It must be done before the candidate begins making.
Mark Description of attainment
0 No plan for making presented.

1–2 A list of manufacturing steps is evident but shows little appreciation of the work or
the time needed.
3–4 A list of basic manufacturing steps is evident. The steps contain some detail of the
processes required. There is little attempt to quantify the time needed.
5–6 A list of realistic manufacturing steps is evident. The steps contain some detail of
the processes required. There is an attempt to quantify the time needed.
7–8 A list of realistic manufacturing steps is evident. The steps contain some detail of
the processes required and note any constraints. There is a realistic estimate of
the time needed to manufacture the outcome.
9 – 10 A clear, appropriate and detailed list of manufacturing steps is evident. Constraints
have been recognised. There is a realistic estimate of the time needed to
manufacture the outcome.
• Plan the stages and processes needed to manufacture the product.

• Estimate the time over a number of weeks needed to manufacture the product - include
a simple Gantt chart for production.
• Include a detailed step by step plan (flowchart) of the stages needed to manufacture the
product. Use the correct symbols for input, process, QC and output as used in industry.
• This is an opportunity for candidates to use ICT.
Page 13
• Write a detailed evaluation of the product comparing it to the initial intention.

• Evaluate each point as used in the specification, use the same headings.
• Comment only on the product.
• This is a piece of continuous writing and an opportunity for candidates to use ICT.
• Photographs of the final product should be included on page 15 only.
Page 14
• Explain how the quality of the design could be improved.

• Explain how the quality of manufacturing could be improved – think about alternative
methods of construction, choice of materials, skills needed, and industrial processes.
Diagrams can be included to help illustrate the answer.
• Include the opinions of others - partners (see page 4) and/or target market.
• Refer to the results of a wearer / user trial.
• Photographs of the final product should be included on page 15 only.
• Candidates can use ICT to complete this page.
Page 15
The use of this page is optional
• Photographic evidence to support the evaluation of your product can be included on this
page.
• This might be evidence of a user or wearer trial.
• Other photographic evidence to support the development and manufacture of the product
can also be included on this page. This is optional.
• Photographic evidence for this page only can be taken outside the controlled time.
Frequently Asked Questions
What candidates can and cannot do before and during the controlled assessed task
(CAT)
Extraction from the specification
• Candidates are allowed supervised access to resources that may include information
gathered outside the 30 hours of controlled assessment time.
• Candidates may gather research/inspirational material prior to or during the assessment

period and this can be referred to during the task but this material is not to be included in
the material to be assessed.
Some questions you may have.
• Can candidates gather information/research before and during the task?
Yes, this will help them enormously to develop and create answers to the brief.
• How much information can they take into the CAT?
As much as they like, although too much information can be a waste of time. The
candidates will spend all their time looking for information to use rather than focussing on
the task.
• Can they gather information between CAT lessons?
Yes, and they can use it in their next session.
• Will they get marked for gathering the information?
No, the research information is to support/develop their creative ideas and focus their
mind on the task.
• Can they add information to their research, such as personal comments?
Yes, we recommend that candidates do develop their own opinions.
• Are they allowed to sketch any creative ideas as they gather their research?
Yes, we are looking for quick sketches not full blown annotated detailed ideas.
• Can they ask for advice outside of CAT sessions?
Yes, giving candidates a direction and helping them achieve their potential is part of your
role. However completing or doing the candidates work for them to copy is not
acceptable.
• Do they all have to work at the same time?
No, how you manage your 30 hours with your candidates is your responsibility.
• What if a candidate misses a CAT session, is he/she penalised?
Certainly not, they can always make up their time during the academic terms. (This is
one of the reasons we designed a 30 hour task; if we went for a 40 hour task you may
have found yourself doing CAT work outside of lesson times.)
• Are the candidates allowed to talk during the CAT session?
Yes, we are even asking them to use the views of other pupils in the evaluation of their
work.
• What is a controlled environment?
This is where the candidates are under your guidance in a controlled room. i.e. the
candidates time, work is being monitored. A CAT session must be timetabled.
• Can the candidates ask for advice during the controlled session?
Yes, teachers may offer general guidance to keep them on track.
• Are computers allowed?
Yes, no problem.
• Can they print their work outside of timetabled CAT sessions?
Yes, as long as you are monitoring their actions and the work is tracked. i.e. the
candidates are not allowed to add information/diagrams etc to their work. The print out
must be what they have done during the timed conditions.
• Do they all have to work on the same element of the work book?
No, candidates can work at their own rate.
• Who is responsible for the workbook?
You the teacher. It must be treated like an examination paper. You give them their work
at the start of the CAT session and you collect it in at the end.
• Can materials be prepared before the CAT session?
Yes.
• Is drying time/ cooking time part of the timed conditions?
No, we do not want to penalise a candidate if he/she has painted, prepared a trial recipe
and cannot work on an artefact.
• What if a candidate has missed a considerable amount of time due to illness or family
problems?
The centre must apply, as they have always done, for special considerations as set out
in the JCQ documentation sent to centres.
• Can the candidates do their practical work at home?
Definitely not.
• Are support staff allowed to prepare work for the candidates?
No, the work submitted must be the candidates.
• Can specialist work be done by an outside source?
NO. The work that is submitted must be that of the candidate.

Student Guidance From WJEC

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

Controlled Assessment Workbook

Guidance to Candidates and Centres

• Print these pages before you start.

Mark Description of Attainment

Guidance to Candidates and Centres

• Select a design brief as set by the Board.

Any images/sketches included on this page must be sourced/produced during the

Design Specification (5 marks) (1 page)

Mark Description of Attainment

Guidance to Candidates and Centres

Generation of ideas (10 marks)

Mark Description of Attainment

0 No ideas presented. No evidence of written communication.

Instructions to Candidates and Centres

• Present up to four ideas.

Guidance to Candidates and Centres

Development and modelling (25 marks)

Mark Description of Attainment

0 No development of form presented.

Guidance to Candidates and Centres

Mark Description of Attainment

0 No development of materials/components presented.

Guidance to Candidates and Centres

• Give details of the materials and components being considered.

Mark Description of Attainment

0 No development of the construction/making presented.

Guidance to Candidates and Centres

Mark Description of Attainment

0 No development of size/quantity presented.

Guidance to Candidates and Centres

• List the resources needed to make the product.

Mark Description of Attainment

0 No development of finish/quality presented.

Guidance to Candidates and Centres

Solution (2 pages) (5 marks)

(a) Graphical presentation (5 marks)

Mark Description of Attainment

0 No graphical presentation presented.

Guidance to Candidates and Centres

(b) Technical details (5 marks)

Mark Description of Attainment

0 No technical details presented.

Guidance to Candidates and Centres

Include all relevant details needed to manufacture the product.

Record the time taken to complete this page.

Creative thinking (5 marks) (Throughout)

Mark Description of Attainment

0 No creative thinking presented.

1 Evidence of limited creative thinking.

2 Evidence of some creative thinking.

3 Evidence of creative thinking in several areas.

This mark is awarded at the end of section A.

Guidance to Candidates and Centres

• Section B is about planning and manufacturing the product.

A simple plan indicating the

Mark Description of attainment

0 No plan for making presented.

Guidance to Candidates and Centres

• Plan the stages and processes needed to manufacture the product.

Guidance to Candidates and Centres

• Write a detailed evaluation of the product comparing it to the initial intention.

Guidance to Candidates and Centres