Section 1Controlled Assessment / Checklist

➔ This is a breakdown of the marks in the controlled assessment and how to make sure you get tops marks.

Section 2Skills Checklist

➔ This is to help prepare you for the test, highlight areas you need to revise.

Section 3Subject Knowledge Checklist

➔ This is a checklist you help you revise for the written test.

Section 4 Progress Record➔ You will RAG your progress here weekly.

Section 5Keywords

➔ Graphic Design terminology which you will fill out throughout the year.

Section 6Grammar Guidance

➔ To help with writing for controlled assessment and for reflections.

Section 7Practise Exams Feedback

➔ You will record areas for improvement here. This will help with revision.

Progress Log; GraphicsYr11 | Name:

Course Overview

Written Paper Design and Make(Controlled assessment)

2 Hour testWorth 40%

45 hoursWorth 60%

Design Task 3: Many books and greeting cards that contain movement are to be found in shops.

Problem: Design and make EITHER a book or a series of at least four greeting cards containing kinetic spreads. The book should be approx A5 size, wither in landscape or portrait format. The greeting cards should be packaged and ready for sale with envelopes of an appropriate size.

Design Task 5: Promotion is important for a new product or event.

Problem: A group of students in your school have formed a band and want a complete set of publicity material for their future events. The set must include a CD Case which has a minimum of four folding panels containing any number of CDs. The promotional material such as T shirts or similar items should be suitably packaged.

Design Task 8: Shops and fast food outlets often refresh their image with a new corporate identity.

Problem: A well-established local hot food delivery service requires a new menu, a suitable flat packed card dispenser to hold these menus and a box to hold the hot food. Design and make the required products.

Design Task 1: When travelling on long journeys it is important to keep young people entertained. Activity packs are an ideal solution, as they are complex, light and contain a variety of different activities.

Problem: Design and make an Activity Pack that will entertain and educate young people on a long journey. Present the pack suitably packaged and ready for sale.

Choose your brief: Highlight your chosen brief

Assessment Criteria Max Mark Allocation

1 Investigating the design context (Brief) 8

2 Development of Design proposals 32

3 Making 32

4 Testing and Evaluation 12

5 Communication 6

Total 90

There are 90 marks to grab on the Design & Make (Controlled assessment)

1 Investigating the design context (Brief) 8 Marks

❏ Chosen context❏ 5W’s 1H task analysis❏ Written design brief❏ Analysed existing products using Access FM❏ Inspiration Board❏ Moral, Social, Cultural product analysis❏ Research Plan❏ Conducted Primary research

● 1 must be Existing products/competitors analysed effectively❏ Conducted Secondary Research❏ Research Analysis

● You must link back to research❏ Written Specification: with links to research

Section 1 | Controlled Assessment

Breakdown: Checklist

Before you move on make sure you have each section covered in your coursework: tick off as you go.

❏ Gantt Chart has been produced (Planning of how you will manage your time)❏ Initial Ideas (sketches, thumbnails)❏ Further Developed Design Ideas; these have been developed and have been

modelled and tested on target market to inform development of ideas❏ Each design has considered social, moral, environmental and sustainability issues❏ Research into material/components has taken place❏ Development of ideas and final ideas have been fully developed by using a

variety of 3D processes and CAD/ICT techniques❏ Have considered how it will be manufactured

2 Development of Design proposals 32 Marks

3 Making 32 Marks

❏ Kept a making diary (photograph and annotate)★ Keeping a photographic diary of your making process and writing your thoughts

out will help you get TOP MARKS as they examiner can see your thought process.❏ Model/Prototypes/Final pieces are done to a high quality and is accurate❏ You have used different tools, modelling materials and technologies skilfully and

safely❏ Clear evidence of QC (Quality Control)❏ Indicated how the product could be made commercially❏ Have used user-centred-design approach

4 Testing and Evaluation 12 Marks

❏ Evidence of ongoing evaluation and testing of you ideas/model/prototypes.❏ Have evaluated the product and justified the need for certain modifications❏ Have identified any modifications that need to take place in order to commercially

manufacture the product.❏ Final product has been tested thoroughly against the design specification.

5 Communication 6 Marks

❏ Folder is concise, focussed and all work included is relevant❏ Decisions communicated clearly and correct use of technical language, text is

legible, easily understood and shows correct punctuation, spelling and grammar.

Note: The examiner has no idea what you're making so be clear in presentation. Every mark counts. Bad communication can lead to lost marks in all areas.

This section is to help assess your skills progress. This tracking will help you see where you need to practise/revise.

You will use the RAG system to assess your progress, we will complete this once a week, depending on your progress it may be more.

Red: I don’t knowAmber: I kind of KnowGreen: I know it

Example:

Skills Checklist RAG

Understand paper sizes A0 to A6 and their relationship to each other.

Know the units by which the thickness of paper, and board are measured;

Section 2 | Skills Checklist

Materials & Components

Understand paper sizes A0 to A6 and their relationship to each other.

Know the units by which the thickness of paper, and board are measured.

Recognise the working characteristics of paper, board and other graphic materials.

Understand the properties and uses of different types of new (virgin), recycled and reusable paper and board both as a media for communication and as a material for manufacturing products such as packaging; i.e. cartridge, layout, bleed proof, tracing, card, corrugated board, mount board, duplex, solid white board and grey board.

Skills Checklist RAG

Understand paper sizes A0 to A6 and their relationship to each other.

Know the units by which the thickness of paper, and board are measured.

Recognise the working characteristics of paper, board and other graphic materials.

Understand the properties and uses of different types of new (virgin), recycled and reusable paper and board both as a media for communication and as a material for manufacturing products such as packaging; i.e. cartridge, layout, bleed proof, tracing, card, corrugated board, mount board, duplex, solid white board and grey board.

Use a range of appropriate adhesives for different materials; i.e. PVA, epoxy resins, spray glues/hot glue, cements, tape and adhesive plastic film.

Use a range of hand and powered cutting and forming tools safely; i.e. scalpels and craft knives with mats, scissors, rotary cutters, compass cutters, fret saw, die cutter and creasing bars.

Use ‘bought-in’ components where appropriate. i.e. fasten, seal, hang, join, bind, index.

Understand how graphic materials can be linked with other components and materials to produce a product designed for a specific purpose.

Design Market Influences RAG

Designers

Recognise that designers are influencing new graphic products.

Recognise the style of the work of the following designers:–– Harry Beck; Alberto Alessi; Jock Kinneir and Margaret Calvert; Wally Olins; Robert Sabuda.

Techniques & Processes

Be able to communicate a concept to a potential client, manufacturer or purchaser.

Know the functions of mock-ups, models and prototypes and the importance they can play in the design process.

Know how ‘target marketing’ and ‘gap in the market’ identification are used to promote a product.

Sketching

Produce quality, annotated 2D and 3D freehand drawings;

Use crating/wire frame techniques to produce drawings;

Use grids and under-lays.

Enhancement

Use pencils, pens and colour to add visual impact to designs and accentuate shape and form;

Use textural representation to convey different materials and surfaces;

Demonstrate an understanding of contrast, complementary, hue and tone;

Apply the language of colour;

Be aware of colour fusion and separation and its commercial application.

Presentation

Demonstrate a knowledge of computer graphic manipulation;

Generate and select suitable lettering;

Have a knowledge of encapsulation;

Use presentation drawings conceptualise the final design;

Use ICT to promote the final design to the client.

Pictorial Drawings

Produce one point and two point perspective sketches;

Produce isometric sketches.

Working Drawings

Use third angle orthographic projection to British Standard Conventions (BS8888, 2006); exploded drawings;

Demonstrate use of self assembly, sectional and

Use and understand scale drawings;

Interpret room, site plans and maps;

Surface Development (Net)

Understand how 3D containers are manufactured from sheet material and be able to draw a net;

Demonstrate a knowledge of CAD/CAM to produce and manipulate surface development.

Information Drawings

Represent data in graphical form; i.e. 2D and 3D bar and pie charts, line graphs and pictographs;

Understand the language of labels and signage;

Produce flowcharts with feedback loops;

Produce sequential illustrations and produce schematic maps.

Notes:

This section is to help assess your subject knowledge. This tracking will help you see where you need to practise/revise.

➔ You will use the RAG system to assess your progress, we will complete this once a week, depending on your progress it may be more.

Red: I don’t knowAmber: I kind of KnowGreen: I know it

Example:

Subject Knowledge Checklist RAG

Distinguish between quality of design and quality of manufacture.

Understand the needs and wants of customers;

Section 3 | Subject Knowledge Checklist

Subject Knowledge Checklist RAG

Products and Applications

Have an understanding of product life-cycle including design introduction, evolution, growth, maturity, decline and replacement;

Understand the needs and wants of customers;

Use criteria to judge the quality of a graphic product i.e. meeting a need, fitness of purpose, appropriate use of materials and time.

Evaluation Techniques

Know why evaluation is important and its contribution to designing an on-going product improvement;

Subject Knowledge Checklist RAG

Identify the role end-users and others play in evaluation;

Identify ways in which a product can be tested or evaluated;

Test the outcomes against the original specification;

Produce a summative evaluation of their final outcome against their original specification.

Social, Cultural, Moral, Environmental, Economic and Sustainability Issues

Recognise that graphical images and products should not offend minority groups;

Consider moral and cultural implications of graphic products;

Consider ergonomics and use of anthropometric data when designing products.

Understand symbols and signs which are essential information on packaging.

Economic

Understand the materials and social costs of packaging.

Have an awareness of planned obsolescence.

Sustainability

Be aware of the 6 Rs rules – repair, reduce, recycle, reuse, re-think, refuse;

RAG

Understand the reasons/consequences of, the increased and reduced use of product packaging.

Consider environmental issues related to graphic products.

Be aware of the advantages and disadvantages of recycling and reusing materials.

Information & Communications Technology

Identify the component parts of a CAD/CAM system.

Recognise different CAD/CAM and ICT input and output devices and their function.

Select and use appropriate CAD software, ICT and graphic software.

Know the benefits and costs of CAD/CAM and ICT.

Produce virtual reality models using CAD software.

Information & Communications Technology

Identify the component parts of a CAD/CAM system.

Recognise different CAD/CAM and ICT input and output devices and their function.

Select and use appropriate CAD software.

Select and use appropriate ICT and graphic software.

Know the benefits and costs of CAD/CAM and ICT.

RAG

Produce virtual reality models using CAD software.

Know that the electronic transfer of data permits designing and manufacturing activities to take place in different geographic locations.

Use photographic evidence from any source including digital or video record any stages during Design and Manufacture and promotion.

Health and Safety Issues

Handling of tools, materials, components and equipment.

Recognise hazards, understand risk assessment and take steps to control the risks to themselves and others.

Recognise symbols and signs relating to quality assurance endorsed by recognised authorities.

Use information to assess the immediate and cumulative risks.

Manage their environment to ensure the health and safety of themselves and others.

Processes and Manufacturing RAG

Systems and control procedures

Identify input, process, output and feedback in the production of a graphic product.

Draw up a logical order of work and know how this changes as the scale of production increases.

Produce a flow chart of a manufacturing system and show feedback.

Recognise the quality control marks and symbols used in the printing industry i.e. registration marks, colour bar and crop marks.

RAG

Understand the principles of simple mechanisms and identify the relevant components and features i.e. levers, linkages, audio/visual programmable ICs.

Industrial Practices

Understand how the method of production changes from single to multiple production.

Demonstrate a sequence of making tasks that show how and when decisions are made.

Understand the importance of producing scale models and prototypes in product development.

Have an awareness of ‘just in time production’ (JIT).

Understand how common graphical products are designed and manufactured.

Understand how and why quality checks are made in production.

Demonstrate an awareness of commercial printing and packaging methods; i.e. lithography, flexography.

Match production method to best printing methods for a range of graphic products.

Know the four processing colours and understand special colours are also used.

Understand print finishes used in printing, varnishing, laminating, embossing and foil application.

Know how multiple surface developments (nets) are produced by the use of die cutting.

Identify devices used to form shapes, position features and aid repetition.

RAG

Demonstrate the reduction of waste and show economical use of materials.

Understand the function and need for packaging: protection, need in transportation, storage, security, display, giving consumer information.

Have a knowledge and understanding that design ideas are protected in law through copyright, patents and registered designs.

Websites for revision:

● technologystudent.com

● Bitesize.com

Notes:

End of P4 each week you will RAG your progress

Section 4 | Progress Record

Choose ContextSelect context, copy and paste into template

5W’s and 1HAnalysis brief using What, Why, When, Who, Where and How

Written design brief Follow template

Analyse Existing Products Use Access FM help cards

Inspiration BoardMood board of items/products you like that could inform your ideas to take a more innovative and creative route. Use ACCESS FM TO analyse products.

Moral, Social, Cultural product analysisAnalyse using Help Cards

Research PlanWhat will you research to aid realization of ideas

Conducted Primary researchUse GCSE help cards

Conducted Secondary ResearchUse GCSE help cards

Written SpecificationUse ACCESS FM to write

Gantt Chart Plan out how you will manage your time

Initial IdeasDraw thumbnails or Mind map ideas

Further Developed Design IdeasEach design has considered social, moral, environmental and sustainability issues

Materials ResearchResearch different materials you could use to make your product out of, consider sustainability issues.

Model IdeasAnalyse and evaluate against spec and relate back to research

Model Ideas Get user feedback, make informed changes and annotate

Ideas modelled Using photoshop/2D design, model ideas using CAD.

Prototype final ideas Evaluate, analysis and get user feedback

ManufactureHow will your product be manufactured: does this affect your design

Final DesignGet feedback from others

Final Design 2Get feedback from others, justify idea, relate to spec and research

Evaluation of DesignRelate back to research and analyse against Access FM/keywords

Gantt ChartDid you follow your original plan?

EvaluationWhat would you do differently.

These words are common in the Graphic Design world and may show up in your exams.

Copy the keyword into the table on the next page and fill the table out. Cross out when completed

AnalysedAnthropometricsArtworkBioplasticsBlow MouldingBought inCADCE MarkCollatedComponentCNCCreasingCrop MarksDie CuttingDisassembly Schematic DrawingsEncapsulationErgonomicsExploded drawingFixed PivotFlexography

Floating PivotFloor PlanFlowchartSmart MaterialFormerGravureGridGSMGuillotineUnderlayHatchingHueIdeogramImportInjection MouldingIsometricInput deviceJigKitemarkLEDLeverLine Bending

Linear MovementToneManipulationMass ProductionMicronsMock-UpModelToleranceTintsTrademarkPatentPPEPMTPictogramPictorial DrawingPress FormePrimary PackagingPrototypeQAQCRecyclingRegistered Design

Section 5 | Keywords

Word Definition Use it in a sentence . .

AnalyseTo look at something it in seperate parts

To improve the product I analysed to it see it weaknesses to improve it.

Example:

Word Definition Use it in a sentence . .

Each week you will do a reflection, this will help you and guide you in your grammar and sentence structure.

There will be questions you will need to answer in your reflections that will be on the board at the end of the lesson. These MUST be answered. Try and work the questions into your reflection instead of simply just answering them one by one.

Example:

Reflection Date: 29/08/2014

Today I learnt how to analyse a product. Basic analysis of a productmeans looking at the good and bad points to improve the design. More complex analysis is . . .

Section 6 | Grammar Guidance

Word BankHere you can keep a record of words you misspell. You can keep them in your word bank and revisit to check spelling when you need to.

Sentence Starters

● Today I learnt . . . ● 3 things I learnt are . . .● I learnt . . .● I have learnt . . .● Something I took away from

today was . . . ● Today I learnt something

interesting, which was. . .● I have found out that . . .● In today’s lesson I have

learnt . . .● To summarize I learnt . . . ● Overall today . . .

Connectives:used to bring two simple sentences together

butbecauseafterbeforeuntilassincewhenwheneverso thatwhilealthoughfinallynexthowever

Grammar

GuidanceWhen we are writing we need to make sure our

grammar is correct for easy reading.

WordsBat, help, going and now are all words. Words make up sentences. To ensure our sentences make sense and people read our work, as we intend it to be read, we need to ensure we do a few things . . .

1: CommasUse commas to separate words and word groups in a simple series of three or more items.

Example: My estate goes to my husband, son, daughter-in-law and nephew.

Use a comma after certain words that introduce a sentence, such as well, yes, why, hello, hey, etc.

Examples:

Why, I can't believe this!No, you can't have a dollar.

2: Sentences:When we write sentences i.e.; a clause, make sure you put a capital letter at the beginning of the clause and a full stop at the end.

Example: The world is a beautiful place.

3: Sentence Structure:When creating sentences be careful to not be

vague or start a sentence with an incomplete phrase or clause, such as, ‘while crossing the street’ or ‘forgotten by history,’ it must be followed closely by the person or thing it describes.

Furthermore, that person or thing is always the main subject of the sentence. Breaking this rule results in the dreaded, all-too-common dangling modifier, or dangler.

Dangler: Forgotten by history, his autograph was worthless.The problem: his autograph shouldn't come right after history, because he was forgotten, not his autograph.

Correct: He was forgotten by history, and his autograph was worthless.

● also● one of● why● that● both● neither● not● only● either● nor● that● what● overall● such as● thus

Use these to help yourself construct simple or complex sentences.

Summary ● in brief● on the whole● summarising● overall● to sum up● evidently● to recapitulate

Opinion ● it would seem● it appears● obviously● possibly● it seems likely● presumably● one might consider

Persuasion ● of course● clearly● evidently● surely● certainly● decidedly● indeed● undoubtedly

Emphasis● above all● in particular● notably● specifically● more importantly

Time ● at last● now● subsequently● then● when● meanwhile● ultimately● next● afterward● finally● later● last● lastly

Addition of ideas ● moreover

● in addition● then● of equal importance● equally important● another● and● also● besides● further● furthermore● too

Common Connectives

● how the● how● which● what● also● to ● because● between● means● is ● that● the difference

Results ● as a result, hence● accordingly● as a● consequence,● consequently,● thus● since● therefore● for this reason● because of this

★ See your Grade. Now use SIR marking to self assess your progress, which could help you with setting yourself targets for revision.

S = What were your strengths in the testI = What do you need to improve onR = How will you make the improvements you highlighted

Example:

Paper 1:

S: I did well at recognizing different print finishes and describing them.I: I need to improve my knowledge on Smart Materials; their advantages and disadvantages.R: I will do this by asking Miss Perry to set me a homework design task that means I have to explore different Smart Materials and I will revise on www.Bitesize.com

Section 7 | Practise Papers

Term 1 Paper 1

Term 2 Paper 2

Term 3 Paper 3