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AQA Design & Technology- Sha Tin College

Textile Technology [45702]

Design Project Student Guide 2015-2016

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Controlled Assessment Evidence Log

The purpose of this evidence log is so that you can check the progress of your work. Your teacher will provide general feedback about your

progress and how to improve your work. If you get really stuck and they have to provide detailed help then it will reduce the overall mark you will be able to achieve as they will need to tell AQA what help you received.

It is not essential that you evidence every statement to gain a mark in a particular band as AQA works on a “best fit” model. It is likely that you will score better in some areas than others and your teacher will have to decide on a mark which best fits the work you have done.

It is important that you provide evidence for all of the work you do and you should note where this evidence could be found so that it is not missed at the assessment stage.

Top tips to a successful e-portfolio

1. Must use Google Presentation and finally converted to pdf

2. Maximum of 25-30 A4 pages

3. Don’t use crazy background colours- make sure the colours you chose make it simple to read the text

4. Don’t waste space by filling it with large borders, large titles or images that take up too much space or are inappropriate to the task in hand

5. No Clip-art or gif animations

6. Do use lots of screen captures, audio and movie recordings (uploaded to YouTube – embed and add hyperlink) to show a process or aspect

of your work

7. Scan or photograph (using natural light) your design ideas and development pages and insert it into the appropriate section of your portfolio

8. Organize your work with effective file management- use one folder and subfolders with your files and links to your audio files or movies. Use

simple filenames that make it easy for the moderator to find your files

9. Double check the order of your pages and that title and sub titles (as provided) are included. Read all your work before the final submission

10. Fonts - don’t use any special fonts - only use fonts standard on Google - use clean & clear font styles - no comic sans serif

11. Make sure font size is easy to read on screen- so not too small- e.g. Titles size 12 and text size 9 or 10 Tables 6 to 8pt.

12. Share your e-portfolio with your teacher (Final submission as a pdf – with title page, and page numbers will be added at this stage using

Acrobat Pro)

13. Save as your candidate name. e.g. Vivienne Mary Tam

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Project Timeline

Designing and Making skills Marks Submission Date

1- Investigating the design context 8

13 April 2015

2- Developing the design proposals (including modeling) 32

15 June 2015

3- Making Skills 32

14 December 2015

4- Evaluation, testing and modification 12

25 January 2016

5- Communication 6

Throughout folder

Final Submission date 90 marks 15 February 2016

Note: Any sections that have not been completed and submitted on time will result in a discussion with your tutor, Head of Year and a letter will be sent home.

Submission Criteria

You MUST cover all the assessment criteria -

It is all too easy to lose key marks, so use the Assessment Grid as a guide. You should always be aiming for a high level response.

Your project should be concise and only include clear information that is appropriate to the project. Be selective.

Remember to include all sources of information throughout the folio and in a bibliography.

The folder should have a contents page and a numbering system to help organization.

You are expected to take more responsibility for your own project management.

Use the Design & Technology GCSE textbooks as frequently as possible.

You will be expected to complete a Designer’s Profile.

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Controlled Assessment Task Roles and Responsibilities

Student

It is essential that you begin thinking and working like a designer. Poor time management will affect your ability to successfully complete the

project and will ultimately affect you final score. The secret to your coursework is to be organized and forward thinking. In order to do this you must:

ensure you fully understand the assessment criteria

be prepared for every coursework lesson bringing your folder, design sheets and all equipment to each session

undertake additional work outside of lessons (if possible use workshop during your non-contact/study periods)

seek advice from teachers, technicians, experts and other students

complete all aspects of the work to a standard that enables you to demonstrate the highest level of learning

carefully read all feedback, act upon the advice given and present the revised work within one week or at a negotiated time

prepare and maintain your ICT equipment at home- ensure your printer is always operational and that you have a mobile storage device

and camera with you at all times

ask questions on how you might improve your work

make sure your work generates creative ideas, development and analytical skills and the product has commercial viability and a high level

of demand

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Controlled Assessment Task Roles and Responsibilities

Teacher

Your teacher will do everything possible to facilitate your learning and progression and will prepare you for the transition from GCSE work to senior D&T work school

In order to do this they will:

issue comprehensive guidelines

complete homework by spending the appropriate amount time to prepare and progress your coursework

be available to help you whenever possible

provide exemplar work of former students

review your progress and offer detailed and focused feedback

enforce the criteria deadlines – see Project Timeline

communicate with tutors, section heads and parents to advise on your progress

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Controlled Assessment Tasks- Coursework Design Contexts 2015 - 2016 _______________________________________________________________________________________________ Design Context 1:

Many young people choose to express their individuality through the clothes they wear, the accessories they use and the products they decorate their rooms with. Alternative, offbeat, unusual, out of the ordinary, the ‘in thing’, the chic, a new trend and street style are all words that inspire our nations up and coming textile designers. Design Task - Fashion / Clothes / Accessories

Current trend forecasts show that the following two trends are set to influence fashion styles in the near future: Japanese Street Style and Modern Vintage. Choose one and show how the trend lends itself to the creation of textile products which make use of a range of materials, including discarded clothing

and components. You have been commissioned by a popular High Street store to design and make a textile product which reflects one of these influences. Suggested Store: H&M or Zara Design Context 2:

Designers have a responsibility to design products that address environmental issues. It has become fashionable to design sustainable textile products, using recycled second hand products, re-using fabrics and components as well as fabrics from other industrial sources e.g. hessian from rice sacks. The use of organic cotton, biodegradable fibres/fabrics has become a strong feature in the sale of many high street brands. Fair Trade textile products are becoming increasingly available and their sale helps to support developing countries. Design Task - Textiles Product - recycling & upcycling textiles & components

A company which supplies textile products for the tourist industry has commissioned you to design a textile product inspired by the current trend ‘All things British’ or (‘All things Hong Kong’) Design and make up one of your ideas that reflect the British (Hong Kong) Culture and will appeal to tourists from all over the world. Suggested Store: G.O.D or LOG ON Design Context 3: Different cultures of the world provide textile designers with a wealth of inspiration. Whether it is through their artists, fashion designers, special occasions, music, festivals or seasonal celebrations they all provide pattern, colour and texture essential to the development of inspirational textile products. Design Task - Fashion / Clothes - Textiles Product

A popular high street store has commissioned you to design and make an original textile product inspired by the colours, spirit, and pattern associated with the following culture: Asian (e.g. India, China, Korean, Japanese, or Indonesian) Suggested Store: Xara or Shanghai Tang

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Controlled Assessment Tasks- Coursework Design Contexts 2015-2016 _______________________________________________________________________________________________ Design Context 4:

Traditionally children’s clothing and fabric toys were well made treasured and then over the years handed down to other children in the family. This practice saved money as well as being good for the environment. Design Task - Textiles Product / Toy Innovative and unique children’s toys are very popular as gifts. A craft shop that sells interesting textile products has commissioned you to produce a new, original design that will appeal to their customers. Design and make a textile product that will be an interesting toy for a young person to play with. Suggested Store: Flexa or Moll (Home Square, Sha Tin) Design Task - Fashion / Clothes There is a vast range of children’s clothing on the market today. In order to be successful they must be comfortable to wear and easy to care for but above

all they must be fashionable and reflect current trends. Forecasts show that the theme for a summer range is ‘All Things Bright and Beautiful’. Design and make a garment that will reflect this theme and prove popular with customers visiting a High Street store.

Suggested Store: Mothercare or Marks & Spencers Special considerations:

It is your choice which area you decide to focus on. An example could be the –Tote bag / towel for the beach with complimentary his and her beach sun hats: Original in its design and manufacture, uses recycled and/or organic fabrics & components, uses innovative making processes – laser cutter, safe and easy to use, made of sustainable materials – Fair Trade, suitable for mass production. Influences:

Contemporary designers: Douglas Young, Jonathan Saunders, Gudrun Sjödén, Neiman Marcus, Sindiso Khumalo, http://www.god.com.hk/ http://www.clothkits.co.uk/ http://www.globalkidsfashionweek.com/designers/ Designs from different parts of the world, such as Scandinavia, Africa, Asia, South America. Philosophy and Production:

Develop a design philosophy for your work- through the products aesthetic, use of materials or function Develop the design from a strong starting point, a design catalyst from design history or theme i.e. “All things British” or “All things Hong Kong” Your project could be designed for one off, batch or mass production but must have the potential for commercial viability and scaling up production.

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Criterion 1 – Investigating the design context (8 marks)

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1 Task Analysis

Introduction to project- Design Context (supplied by AQA)

Identify and analyze the Design Context incorporating the opinions of a suitable client

Introduction and show a mind map for the task analysis, outlining benefits, limitations relating to you context include- user profile, client interview, shop visit, product analysis & issues relating to sustainability

2 Research, Survey &

Interviews

Research areas main considerations - mind map

User profile explain the process & findings

Target Market – Identify your target market, survey, questionnaires, profiles

Research Plan – identify research strategies and why they will be useful to

you. Summary of strategies used (Slide 7)

3 & 4 Moodboard &

Comparative Shop

Moodboard – using Polyvore for your source of information and images.

Evaluate your search, themes, styles and colours, fabrics etc.

Comparative Shop: existing products – using the information collected from Polyvore. Summary of strategies used (Slide 7)

5 Shop visit & Client

Interview

Exhibition Visits

Shop Visit- designer stores include business cards- analyze what was successful about the trips & how it helped?

Client/Expert interview- identifies and discusses needs relating to the design context.

Exhibition Visits – ideas, influences, impressions. Identify design philosophy and investigation of famous designers and their products following the style requested by client. Use the 5 P’s - people, place, philosophy, period,

products. Summary of strategies used (Slide 7)

6 Product Disassembly

Investigate/Research/Focus on the object (all sizes/ quantity of items/ ergonomics, anthropometrics, materials investigation). Short analysis & conclusion

Product disassembly and analysis in full including high quality photos and drawings. Summary of strategies used (Slide 7)

7 Research Analysis &

Design Specifications

Evaluate and summarize the Research undertaken – let the examiner know

what you are thinking.

Introduction outlining the design brief, target market, major constraints, main criteria product requirements, cost, etc. And introduction to Specification describing its purpose for developing suitable ideas and

refining them to a final idea.

Use full Product Design Specification- introduction and report using format: 1.0, 1.1, etc. with clear subheadings indicated.

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Student Checklist

Evidence

Where Marks

CRITERION 1 INVESTIGATING THE DESIGN CONTEXT

8 marks

I have chosen relevant research material that will help me to generate original design ideas

I have demonstrated an excellent understanding and analysis of the design context

I have undertaken detailed analysis of relevant existing products or systems which will help with my design ideas

I have completed a comprehensive analysis of relevant research material

I have provided specific design criteria, which clearly links to my analys is

I have identified a specific target market and produced a profile of the intended consumer/user

7/8

I have demonstrated good understanding and analysis of the design context

I have demonstrated good analysis of relevant products or systems undertaken

I have demonstrated good analysis of the relevant research and the design context

I have provided design criteria which clearly links to my analysis

I have identified a specific target market for my product

5/6

I have shown a basic understanding and analysis of the design context

I have completed some analysis of related products or systems

I have made a superficial analysis of most of the research material and the context

My design criteria reflects most of my analysis

I have considered a few things about the likely consumer/user

3 – 4

I have not really understood or analyzed the design context

I have commented on other products or systems which might be helpful to me

I have provided some research and analysis of the design context

I have provided a few design criteria

I have not really considered the person who would use my product or where it might be sold

0 – 2

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Criterion 2 – Development of design proposal- including modeling (32 marks)

Slide TASKS TO DO FOR YOU TO COVER THIS CRITERIA TEACHER FEEDBACK

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8 Moodboard & Doodles

Moodboard - using internet, magazines work maximum A3 and scan in, this should identify your target groups colour/ style/ interests/ trend/design

philosophy/social & moral issues/environmental/sustainability.

Initial ideas - ‘Doodles’- quick sketches of initial thoughts- fine liner and limited colour.

Clear evaluation of moodboard.

9-10 Generating Initial Ideas

Introduction to page and aims/objectives

Range of hand drawn ideas showing information about construction methods, materials and function. Use croquis from pret-a-template, scan in and annotate.

Use fine liner and limited colour.

Link the research with the ideas and discuss key points

Use a variety of graphic techniques to present each idea (front and back, catwalk animation.)

Use calico on mini manikins to models of aspects of your ideas where possible

11 Review of Ideas / Development Plan

Review of Ideas with your client against the Design Specification presented in table format using ICT

Clear conclusion outlining which idea scored best

Consider the next steps of research & development that you need to do in order to develop your chosen design.

12 Development: Shape,

colour, size & style

13 Development: Fabric

Choice

Introduction to page with aims/objectives outlined

Develop the best scored idea from review using a huge range of annotated drawings. Develop the idea further in detail by modelling in 2D & 3D including photographic evidence.

The designs must be coloured and labelled in detail with written explanation of

design idea next to each one.

Using swatches and finding images on line select fabrics that you are interested in not only in colour but also in suitability.

Fabric shopping in Sham Shui Po

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Development: CAD

15 Development: Samples

CAD Modelling, testing colour combinations, pattern combinations etc.

Test techniques e.g. printing, embroidering, seams, finishes, fabrics etc.

Analyze your material & techniques selection, joining methods, colour style/combination, surface finish, costing, how you plan to make it, etc. and review

against the specification

Creating embroidery with specialist software PE Design and Illustrator or Photoshop. Creating lace designs using Illustrator and lasercutter

Creating fabric prints for sublimation printing including repeat patterns

Animated 3D modeling of design

Hand embroidery and embellishments: sequins, gems

Dying, block printing, stencil, batik fabric, paint, inks, crayon

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16 Final Design Idea

Sketch accurately a front and back view of your garment (no colour) and label what construction has been developed.

Draw accurately and using CAD a final front and back version of your design in full colour, create a 3d animation and YouTube the link

Final Design Idea, Evaluation against specifications, opinion of client, product development planning for modelling in calico.

17 Development - Issues

18 Manufacturing Specification

Working drawing- orthographic projection with a final material/parts/cutting list

CAD- Google Sketch-up or CorelDraw showing material type and colour, size, quantity and cost

Manufacturing Specification linking to the finding of the research and the

analysis.

Fabric, Stitch detail, Costing (table), Pattern pieces (labelled fully including quantities), Components, Tolerance (seam allowance), Packing information, Care

labelling.

Material order form copied and signed by teacher- stuck on page

Student Checklist

Evidence

Where Marks

CRITERION 2 DEVELOPMENT OF DESIGN PROPOSALS (including modelling)

32 marks

I have developed imaginative and innovative ideas, demonstrating creativity, flair and originality.

I have made lots of further developments because of ongoing research

I have planned and used a clear and appropriate design strategy throughout

I have shown that I have considered the implications of a wide range of features including social, moral, environmental and sustainability issues before finalizing my design proposal

I have evidenced excellent development work through experimentation with a

wide variety of modelling to produce a final design solution

The information I have provided would allow someone else to be able to fully make my product

I have selected appropriate materials/ingredients and components and explained their working properties in some detail

I have provided a fully detailed product/manufacturing specification and justified this from my analysis

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26 – 32

I have developed imaginative ideas demonstrating a degree of creativity

I have made some further developments because of ongoing research

I have planned and used an appropriate design strategy

I have shown that I have considered the main features relating to a variety of social, moral, environmental and sustainability issues before finalizing my design proposal

I have evidenced good development work through working with a variety of modelling to produce a final design solution

The information I have provided would allow someone else to be able to make the most important parts of my product

I have selected appropriate materials/ingredients and components and explained their working properties

I have provided a product/manufacturing specification which is complete and links to the key aspects of my analysis

19 – 25

I have evidenced some design ideas which show some degree of creativity and further development

I have planned and used an appropriate design strategy for some of my work

I have shown that I have considered a range of features relating to social, moral, environmental and sustainability issues before finalizing my design proposal

I have evidenced some development work through working with a range of modelling to produce a final design solution

The information I have provided would allow someone else to be able to make most of my product

I have selected materials/ingredients and components with some consideration of their working properties

I have provided a product/manufacturing specification which links to most parts of my analysis

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I have evidenced some ideas which are fairly different to each other

I have not planned and used a design strategy with much of my work

I have shown that I have considered some aspects relating to social, moral, environmental and sustainability issues before finalizing my design proposal

I have evidenced some development work which includes some modelling

The information I have provided would allow someone else to be able to make some parts of my product

I have selected materials/ingredients and components with limited consideration of their working properties

I have provided a limited product/manufacturing specification which reflects the most obvious features of my analysis

6 – 11

I have evidenced ideas that are lacking in imagination with minimal development or further research

I have not planned my design work and there is little evidence of a logical approach being used

I have evidenced development work which shows little consideration of social, moral, environmental and sustainability issues

I have evidenced basic development work using a limited range of techniques

I have selected materials/ingredients and components selected with little regard

to their working properties

I have produced a simple product/manufacturing specification which has some general considerations

0 – 5

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Criterion 3- Making (32 marks)

Slide TASKS TO DO FOR YOU TO COVER THIS CRITERIA TEACHER FEEDBACK

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Prototype

Using a commercial pattern, or draping a mannequin to create a toile / prototype of your textiles product using calico. Full size using fasteners and

embellishments where appropriate.

Your commercial pattern must be modified in some way and this should be clear to the examiner.

Use clear photos, front, back and side views. Close ups of details and

modification, sketches, and annotations directly onto the photos.

Refer back to your design specifications, allow your client to model and feedback.

21 Production Plan

Production Plan including details of each of production including the collection of materials and components, material preparation and processes, Complete the actual time taken for each stage.

Materials and equipment and how each stage would be carried out in

industry. See information provided.

Modification – problems identified and solutions.

Risk Assessment showing the issues of health & safety during the production of the production including control measures- use existing

template or re-design (categorize these risks as High, Medium or Low)

Use of QA and QC- discuss throughout how you plan to achieve and apply the quality control of your making and how you assured it will be of a high

quality and Feedback solutions

22-23 Manufacturing

Manufacturing Stages- use photographs and diagrams to show each stage of making. Discuss all tools/processes in detail using photographs and

annotated sketches.

Correction of working errors- identify where you have corrected any working errors and discuss with images any modification you made

Use of appropriate equipment & processes (include CAD/CAM)- briefly discuss why you chose to use specific equipment and processes and how CAD/CAM enhanced the production of your product

Production of outcome- discuss how the product evolves during the making

cycle and identify how it becomes a functional and effective solution to your design brief.

Level of finish & accuracy- identify the quality of the finish finishing seams,

adding fasteners and components, adding embellishments, how accurate the individual parts fit and relate to the aesthetics and function of the product

Use of QA and QC- Using QA & QC logo discuss throughout how you achieved and applied the quality control of your making and how you assured

it was of a high quality.

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*Show evidence of your thinking and collection of research in your design diary. Scan thumb-nail images of this work into your design sheets as you go.

Discuss all your own Health & Safety awareness of yourself and other

students around you during each stage of your making and show photographic evidence. Use health and safety logo for high risk activities.

24 Final Photos

Produce a high quality product that is complete, fully functional and meets the Specification

Show photos of the finished product showing special features, quality of seams and special embellishment techniques, etc.

Show product in situation (catwalk or shop) and in use by target market/client

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Student Checklist

Evidence

Where Marks

CRITERION 3 MAKING

32 marks

My product(s) shows a high level of making/modelling/finishing skills and accuracy

I have selected and used appropriate tools, materials and/or technologies including, where appropriate, CAM correctly, skillfully and safely

I have worked independently to produce a rigorous and demanding product

My quality controls are evident throughout the project and it is clear how accuracy has been achieved.

My product has the potential to be commercially viable and is suitable for the target market

26 – 32

My final product shows very good level of making/modelling/finishing skills

I have selected and used appropriate tools, materials and/or technologies including, where appropriate, CAM correctly and safely

My product demonstrates a high level of demand

My quality control checks are applied in the manufacture of my product

My product is suitable for the target market and could be commercially viable with further development

19 – 25

My final product shows good level of making/modelling/finishing skills

I have used appropriate materials, components, equipment and processes correctly and safely (including CAM)

Parts of my product show high levels of demand

I have applied quality control checks broadly but superficially

My product requires further development in order to be suitable for the target market

12 – 18

My final product is largely complete and represents a basic level of making/modelling/finishing skills

I have used materials, components and equipment correctly and safely (including CAM if appropriate)

Some aspects of my product are demanding

I have applied limited quality control throughout the process

My product has some weaknesses which limit its suitability for the target market

6 – 11

My final product is incomplete or represents an undemanding level of making/modelling/finishing skills

I have used materials, components and equipment safely under close supervision

I have needed with some assistance to produce a product of limited demand

I have provided limited evidence of any quality control and my levels of accuracy are minimal

My product has significant weaknesses which limit its suitability for the target market

0 – 5

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Criterion 4- Testing & Evaluation (12 marks)

Slide TASKS TO DO FOR YOU TO COVER THIS CRITERIA TEACHER FEEDBACK

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Devising tests and checks- suggest strategies that you will use to test and evaluate the final product to the Design & Manufacturing Specification to see if you have met all points- discuss.

Show photographs of the product being tested by the client in its environment

Evaluate against the design & manufacturing specifications

26 Evaluation,

Modifications, Commercial viability

Evaluate the product by compiling a questionnaire of the user group and/or client interview and get the end-user to test the product.

Suggest modifications to make improvements. Discuss all modifications to improve your design using the results from your client questionnaire and personal opinions

Consider commercial viability and modifications required for this, think about

commercial processes and manufacturing.

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Student Checklist

Evidence

Where Marks

CRITERION 4

TESTING AND EVALUATION

12 marks

I have provided evidence of detailed testing and evaluation throughout the designing and making process taking account of client/user or third party opinion

I have tested all aspects of my final product against the design criteria and/or the product/manufacturing specification

I have evaluated and justified the need for modifications to the product and discussed how the product might need to be modified for commercial production

9 – 12

I have provided evidence of testing and evaluation throughout the designing and making process

I have tested most aspects of my final product against the design criteria and/or the product/manufacturing specification

I have evaluated and justified the need for improvements or modifications

to the product

6 – 8

I have provided evidence of some testing and evaluation leading to the production of the final product

I have tested some aspects of my final product against the design criteria and/or the product/manufacturing specification

I have suggested some improvements or modifications to my product

3 – 5

I have done very little testing and evaluation throughout the designing and making process

I have done little or no testing of my final product against the design criteria

and/or the product/manufacturing specification

I have suggested one improvement or modification that could be made to my product

0 – 2

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Criterion 5- Communication (6 marks)

Student Checklist

Evidence

Where Marks

CRITERION 5 COMMUNICATION

6 marks

My design evidence is focused, concise and all of the material is relevant to what I have designed and made

All of my decisions are communicated in a clear and coherent manner with

appropriate use of technical language

My writing is legible, easily understood and shows a good grasp of grammar, punctuation and spelling

5 – 6

My design evidence shows some skill in what I have chosen to include but has some irrelevant material

Most of my decisions are communicated clearly and I have used some technical language

My writing has a small number of errors in grammar, punctuation and spelling

3 – 4

My design evidence shows lots of duplication of information and contains a lot of irrelevant material

My ideas and decisions are communicated at a simple level and I have used very little technical vocabulary

My writing has numerous errors in grammar, punctuation and spelling

0 – 2

TASKS TO DO TO COVER THIS CRITERIA TEACHER FEEDBACK C

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Written Communication

clear annotation using specialist terminology and technical language in a well thought out and logical way

Spell checking, and correct use of grammar and punctuation

Other Media

free-hand sketching, croquis, technical drawing, pictorial, oblique, perspective, isometric,

exploded views, etc.

colour rendering using crayons, pencils, marker pens, fine-liner pens, water -colour

photography (still photography or embed video into your e-portfolio)

ICT

use of spreadsheets to create: tables, bar charts, graphs, star diagrams, Gantt charts

use of desktop publishing software to create: written text, titles, page layout, images etc.

specialist software – for fashion illustrations, croquis, fashion designing, embroidery CAD/CAM, Laser cutting CAD/CAM

use of printer and specialist printing techniques

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Final things to do….

DESIGN FOLIO Organize your folder into the correct page order. Submit as a single PDF document – it should be collated using Acrobat Pro (school

computers) Complete an AQA Front Cover filling in details of Centre number, Centre Name, Your Candidate number, your full name as printed on the

exam entries, the Year of Examination, Specification name and number.

CRF (Candidate Record Form)

All candidate and center details filled in, signed by student and teacher.

Include 3-4 high quality photographs on a separate sheet of the finished product including a clearly label showing Centre number, Candi date number, Year of Examination, Candidate Name and Specification number. Include close-ups of any detail where necessary.

FINAL COURSEWORK DEADLINE: 8th February 2016

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Notes 2015 - 2016 _______________________________________________________________________________________________