GCSE DESIGN AND TECHNOLOGY. CONTROLLED ASSESSMENT TASK.
Chief Examiner: Mike Howells. This report needs to be read together with the the
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GCSE EXAMINERS' REPORTS
DESIGN & TECHNOLOGY SUMMER 2011
Statistical Information The Examiners' Report may refer in general terms to statistical outcomes. Statistical information on candidates' performances in all examination components (whether internally or externally assessed) is provided when results are issued. As well as the marks achieved by individual candidates, the following information can be obtained from these printouts: For each component: the maximum mark, aggregation factor, mean mark and standard deviation of marks obtained by all candidates entered for the examination. For the subject or option: the total entry and the lowest mark needed for the award of each grade.
Annual Statistical Report Other information on a centre basis is provided when results are issued. The annual Statistical Report (issued in the second half of the Autumn Term) gives overall outcomes of all examinations administered by WJEC.
Page Controlled Assessment
2
Food Technology
7
Graphics Products
11
Resistant Materials Technology
15
Systems & Control
18
Textiles
23
Product Design
28
Design and Technology General Certificate of Secondary Education 2011
Chair of Examiners: Chief Examiner: Principal Moderator: Principal Examiner (Food Technology): Principal Examiner (Graphic Products): Principal Examiner (Resistant Materials Technology): Principal Examiner (Systems and Control Technology): Principal Examiner (Textiles Technology): Principal Examiner (Product Design):
Mr. Wayne Davies Mr. Mike Howells Mr. Mike Howells Mrs. Jacqui Drew Mr. Mike Howells Mr. Martin Franklin Mr. Jason Cates Mrs. Jacqui Howells Mr. Jason Killingsworth
Statistical Information As noted on the inside cover, details of statistical outcomes from this year's examinations may be found in other documents provided for centres, but for convenience the lowest mark for each grade at component and option level are presented.
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GCSE DESIGN AND TECHNOLOGY CONTROLLED ASSESSMENT TASK Chief Examiner:
Mike Howells
This report needs to be read together with the the specification, the CAT workbook and the assessment criteria. The candidates are to be congratulated for the quality of much of the CAT work that was seen during the moderation process. Many pieces of work, both the workbooks and practical, were outstanding and showed considerable innovation and creativity. This could not be achieved without the hard work of the teachers who direct and guide the candidates to produce this excellent range of work. The assessment of the CAT was within the tolerance in the vast majority of centres this year with only a very small percentage deserving any adjustment to the marks. Centres are to be congratulated on the accuracy of their assessments. The cause of significant adjustment varies from a casual disregard of the assessment criteria to a lack of understanding of the assessment criteria. The vast majority of centres guided candidates to produce work that fulfiled the requirements set for the Controlled Assessment Task. Problems that became apparent during moderation were: (i)
There were centres where the quantity of work produced looked likely to have taken more than 30 hours to complete. Centres are reminded that moderators are tasked to assess 30 hours work and are required to stop assessing when thay have seen work that represents 30 hours. Sanctions may well be applied if the use of excessive continues as the practice contravenes the requirements of the assessment.
(ii)
Some centres showed a casual disregard for the briefs set by the WJEC. Centres are reminded that it is a requirement the briefs set are used. The brief should be contextualised by the candidate and/or centre but the final brief has to be closely related to the brief set. For example, it is unacceptable to enter candidates for Product Design and then allow them to design and manufacture a dressing gown or to select a fashion accessory in Textiles and design and make a Tee shirt. Sanctions may well be applied if a disregard of the briefs set continues as the practice contravenes the requirements of the assessment.
(iii)
Some centres disregarded the requirements set out for completion of the CAT workbook. It is a requirement to use the CAT workbook as provided on the WJEC website without any additions. This is part of the control process for the CAT. The workbook is reviewed each year and modifications made in the light of the moderation process so it is vital that the workbook for the correct year is used. The pages are not to be added to with fold out panels, additional pages added or work done on the back of the sheets. Centres need to be aware that work that is not done within the required space should not be assessed or credited with any marks.
2
Centres should consider the following: When printing or copying the workbooks: (i) (ii) (iii) (iv)
(v)
The workbook can be printed/copied back to back to reduce the paper needed – 8 sheets. The section information sheets are not needed. The DT2 form can be put on the front cover of the workbook. Writing frames can be added to pages to help candidates but of course candidates would not be awarded the full marks for the page if this has been done as assistance has been given. The workbook should be stapled into a booklet.
When assessing the CAT: (i) (ii) (iii) (iv)
Mark the work as candidates complete each page and fill in the justification space. Fill in the DT2 as work progresses. Add justification to the DT2 for the making process. When writing the justification do not copy out the mark scheme but explain why the work meets a particular mark point. This is helpful to both candidates and moderators.
When presenting the moderation sample: (i) (ii)
Do not put the workbooks into plastic folders – a stapled booklet is what is needed. Ensure that the photographs are added to Page 15.
COMMENTRY ON THE CAT. Pages 1 to 4 The weakest part of these pages is the Design Specification. When this is not detailed it creates problems for the candidate throughout the rest of the assignment. The Specification needs to have statements that are Specific, Measurable, Achievable, Realistic and Technical. There needs to be numeric data in many of the statements. For example, it seems impossible that the specification for a storage product does not state what has to be stored, the sizes of the objects, the weights of the objects and whether the objects are fragile, or that there is no indication of the size of a food product. Numeric data allows for testing of the final product and guiding the development. The assessment of the D&T content and the QWC was usually accurate. Pages 5 to 9 The development work was, in general, a step forward in designing but there is still room fo considerable improvement. A review of the assessment scheme shows that the marks from 2 to 5 can only be awarded if the candidate has shown a number of alternative options. Many candidates did not do this. The moderators were generous of the interpretation of this aspect of the mark scheme this year but this will not happen in future. The CAT workbook has been modified to help candidates better understand what is required in developing their solution. The assessment of these pages was usually generous and the award of marks needs to be reviewed by centres so that moderators will not have to recommend adjustment of the marks awarded by the centre. 3
Pages 10 and 11 These pages were usually quite well done but the requirements for page 10 was not well understood by many centres. The CAT workbook has been modified for 2012 to make the requirements clearer for the candidates. The assessment scheme sets out what is required. A good quality graphic representation of the final product that is going to be made is required not an annotated sketch. The information often included in the annotations put on page 10 was repeated on page 11. The assessment of page 10 was often generous with poor quality illustrations awarded high marks. CREATIVE THINKING The quality of creative thinking varied as was expected. Some candidates were very creative in their ideas and development and were appropriatly rewarded. The assessment of this aspect was usually accurate. Page 12 Many different types of plans were evident and most showed detail of what is planned for the manufacturing process. The assessment of the D&T content and the QWC was usually accurate. MAKING The 75 marks available for this work can give rise to large over or under marking. Range & Difficulty Most centres awarded marks correctly in this section but some centres casually disregarded the assessment criteria and awarded high marks for a simple making process. Please note that a range of processes is required for 5 or more marks so, for example, a completely Laser Cut product cannot be awarded more than 4 marks. To gain the highest marks a number of making processes that include hand work are needed and they need to be difficult or challenging to do well. The assessment of this aspect was usually generous and the award of marks needs to be reviewed by centres so that moderators will not have to recommend adjustment of the marks awarded by the centre. Quality of Making Most centres awarded marks correctly in this section. The assessment of this aspect was usually accurate. Dimensional accuracy This aspect of the assessment caused problems. It is not possible to award high marks here if pages 10 and 11 are not completed as the marks are for a “resemblance to the final design proposal”. If pages 10 and 11 are blank or incomplete then markers can look at the work on pages 5 to 9 to see if information about the final design proposal are present in considerable detail and award some marks and provide a full justification on the DT2 but even with very full and detailed development pages no more than 6 marks should be awarded. The assessment of this aspect was usually generous and the award of marks needs to be reviewed by centres so that moderators will not have to recommend adjustment of the marks awarded by the centre. 4
Finish/Appearance Most centres awarded marks correctly in this section. The assessment of this aspect was usually accurate. Function This aspect of the assessment caused problems. It is not possible to award high marks here if the Final Brief and Design Specification are not detailed about the function of the product. It is necessary for there to be full statements about what the product has to do and how it is supposed to function. It is unacceptable to award full marks here, for example, because a logo is required and has been designed. It has to be tested to ensure that it fulfils all the requirements. Simarly a storage box cannot be awarded full marks unless it stores what it is required to hold. If this is not explicitly stated and fulfilled then the marks cannot be awarded. Markers must review the CAT workbook to seek information about the final design proposal, it's function and how it should do it's job. If the information is present in considerable detail then a judgement can be made as to the functionality of the product and marks awarded appropriately. If the information is sketchy or missing marks for functionality are difficult to award. A full justification of the marks awarded must be placed on the DT2. The assessment of this aspect was usually generous and the award of marks needs to be reviewed by centres so that moderators will not have to recommend adjustment of the marks awarded by the centre. INDEPENDENT WORKING Some centres marked this very well but many regarded this as a bonus 15 marks to be awarded to all candidates. This is an incorrect interpretation of the assessment scheme. The mark scheme is clear on what is needed to gain the marks and it is hard to believe that a partially complete product is worth 15 marks in this aspect. When making a judgement of the marks to be awarded the following should be bourne in mind: (i) (ii) (iii)
Marks awarded are for following the plan on page 12. The degree of intervention the teacher needed to make is crucial in making the judgement. An incomplete product cannot be awarded all the marks as the candidate has not worked independently to the plan.
Detailed justification on the DT2 is required. The assessment of this aspect was usually generous and the award of marks needs to be reviewed by centres so that moderators will not have to recommend adjustment of the marks awarded by the centre.
5
Pages 13 and 14 Splitting the Evaluation and Improvements has worked well as many candidates produced good evaluations that reflected on the Final Brief , the Design Specification and the views of the target market and then wrote excellent reports using continuous writing to gain the highest level of marks. They then went on to suggest improvements relating the suggestions back to the evaluation. However, many were hampered by their poor Design Specifications that were vague lists of hopes and wishes and unrealistic final briefs and target markets for the products. Many candidates wrote using bullet points or lists and this limits the mark that can be achieved as QWC is being assessed here. Some centres provided writing frames for their candidates. Some frames gave pointers and others told the candidate what to write and not all centres made appropriate adjustments to the marks awarded. The assessment of the D&T content and the QWC was usually generous and the award of marks needs to be reviewed by centres so that moderators will not have to recommend adjustment of the marks awarded by the centre. In conclusion I would like to thank centres for their work in preparing and presenting candidates work for moderation. Coursework moderation presents an added pressure for busy staff and on behalf of all moderators I would like to thank centres for the professionalism of the presentation and the hospitality shown.
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DESIGN & TECHNOLOGY General Certificate of Secondary Education Summer 2011 Food Technology Sub. No.
Option
4091
01/W1
4091
01/W1
Unit Details Unit 1: Written Paper Unit 2: CAT
Principal Examiner: Q.1
Max. UMS
Max. Raw Mark
A*
A
B
C
D
E
F
G
80
120
88
84
80
76
59
42
26
10
120
180
144 128 112
96
76
56
36
16
Raw Marks Boundaries
Jacqui Drew
PRODUCT ANALYSIS Although the majority of candidates did not achieve full marks this question was well attempted. (a)
Many candidates suggested the symbol meant the product was a frozen one rather than suggesting the spring rolls were suitable for freezing.
(b)
Many candidates incorrectly identified continuous flow production instead of batch production.
(c)
Candidates were able to identify an appropriate target group for the sweet and sour spring rolls but many failed to give reasons for their choice.
(d)
Many responses were too superficial to deserve a mark, the type of flavour and texture of the red pepper should have been identified.
(e)
The responses put forward for this question in particular how the design specification point is written is not always suitable. This has an impact on the mark awarded.
(f)
(i)
Many candidates misread the question and suggested type of pastry instead of function of the pastry.
(ii)
Some suitable suggestions regarding size were offered.
(iii)
Many candidates were able to identify the need for correct storage/cooking before eating as the product contained chicken which is a high risk food.
(i)
The characteristic which achieved the highest score was correctly identified by most candidates.
(ii)
Limited candidates were awarded full marks for correct workings and answer.
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Q.2
GENERAL ISSUES OF DESIGN AND TECHNOLOGY The Item Level Data reveals overall Candidates performance in this question was generally quite good with many achieving just over half marks.
Q.3
Q.4
(a)
Many candidates gained a mark for 'Recycle', fewer candidates gained the mark for 'Refuse'.
(b)
This was correctly answered by most candidates. This style of question is candidate friendly and enables it to be accessible to all.
(c)
Reused was confused with recycling by many. Some interesting suggestions were offered by some, for example, using the tray to plant cress seeds in.
(d)
Many candidates gained a third of the marks. This was disappointing as sustainability is included in the specification.
DESIGNERS (a)
The majority of candidates were able to correctly identify the chef with the images.
(b)
The answers to this question varied considerably. Some candidates produced answers that were detailed with good qwc. Failure to read the question correctly and include a description of the chef's work and impact on cooking, presentation and eating of food resulted in some candidates not accessing the higher marks.
THE DESIGN PROCESS (a)
The response to this question was poor. Candidates demonstrated a severe lack of knowledge in relation to the design process.
(b)
A disappointing response, many candidates failed to correctly identify the development stage.
(c)
This question was well answered. Candidates clearly understand the importance of prototyping. Many candidates provided a developed response to access the full marks awarded.
(d)
Some interesting designs of cheesecakes with different toppings/flavours/fruits were seen. Candidates who studied and responded in full to the given criteria were awarded high marks. In many responses creativity was lacking. The knowledge and understanding demonstrated by candidates when responding to (ii) labelling of suitable materials to make the product including the source of fibre and (iii) sensory functions of ingredients was very disappointing. Centres must practise this style of question so that candidates become accustom to the demands and are able to identify key issues. They also need to relate their knowledge of making products to the materials element of the question. Candidates need to be informed about the necessity for coloured pencils to be able to complete this question.
8
Q.5
COMMERCIAL MANUFACTURING PRACTICES (a)
Most gave correct answers to this question.
(b)
A mixed response to this question. Candidates need to be more familiar with different scales of productions and the types of products made by them.
(c)
(i) (ii)
Q.6
Many candidates failed to correctly name this piece of equipment but could explain its importance to the manufacturer. Several incorrect suggestions were given for the metal detector and consequently candidates could not explain its importance.
MATERIALS AND COMPONENTS The Item Level Data reveals candidate's performance in this question was quite poor with an overall mean mark of 5.8 out of a maximum 15 marks. (a)
This question was well answered by most candidates.
(b)
(i) & (ii) Responses to this question were very superficial with many key points omitted. Candidates need to be describing functions of ingredients in greater detail.
(c)
(i)
Candidates were expected to name the food group. Stating the colour was not accepted.
(ii)
Growth and repair was the most popular response given for the importance of protein in a balanced diet. Many candidates were unable to achieve full marks due to not offering a full developed response.
(i)
Responses to this question such as canning and pasteurisation were very limited.
(ii)
Freezing was the most popular answer.
(i)
Many candidates were able to correctly name two groups of additives.
(ii)
Many candidates were able to gain one mark out of the three awarded by giving a very basic response. Marks were awarded for a developed response relating to the advantage of using additives for the manufacturer. Candidates were not awarded points for suggesting three different advantages.
(d)
(e)
Q.7
TOOLS, EQUIPMENT AND MAKING (a)
Candidates must be encouraged to correctly name the equipment pieces and state their main use. Several candidates wrongly identified the colander as a sieve.
(b)
This was poorly answered as many candidates ignored the 'safety practices' and offered hygienic practices.
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(c)
(d)
Q.8
(i)
This question was well answered by the majority of candidates. Some candidates put thicken and boil in the wrong order which affected the marks awarded.
(ii)
A range of correct flavourings were offered, cheese being the most popular.
(iii)
Fewer correct answers were offered for this question. Lasagne was a popular response. Candidates need to draw on practical experiences in the classroom for these questions.
(i)
The response to this question was disappointing, many candidates were unable to identify a suitable quality assurance check for example; chicken pie lids cut out to the same size.
(ii)
Failure to provide a detailed 'how' and 'why' for the quality assurance check identified resulted in many low marks being awarded.
ICT/CAD/CAM AND SYSTEMS AND PROCESSES The Item Level Data reveals candidate's performance in this question was poor with an overall mean mark of 3.6 out of a maximum 15 marks. (a)
Most candidates were able to state ways ICT can be used to support designing and making.
(b)
The response to this question was disappointing as candidates failed to relate to CAM in a school situation.
(c)
Not all of the candidates were able to identify the main stages of a system. Process was the stage that was not recognised.
(d)
(i)
There were mixed responses to this question. Candidates who were familiar with flowcharts and the symbols used in them scored well. Many candidates were able to achieve a mark by identifying the start/stop symbol.
(ii)
Many good basic answers were supplied to explain the purpose of using a flowchart.
(i)
This question was very poorly answered as candidates failed to associate the feedback as being part of a system used during product manufacture. Responses focussed on product evaluations and feedback from tasters.
(ii)
Only the more able candidates attempted this question with very few correct responses.
(e)
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DESIGN & TECHNOLOGY General Certificate of Secondary Education Summer 2011 Graphic Products Sub. No.
Option
4101
01/W1
4101
01/W1
Unit Details Unit 1: Written Paper Unit 2: CAT
Principal Examiner:
Max. UMS
Max. Raw Mark
A*
A
B
C
D
E
F
G
80
120
84
71
58
45
37
30
23
16
120
180
147 129 111
94
74
55
36
17
Raw Marks Boundaries
Mike Howells
This report needs to be read together with the the examination paper, the mark scheme and the exemplar paper that has been produced. Many centres are not ensuring that the candidates have the equipment set out on the front cover of the examination paper. This is limiting the marks that candidates can achieve. GENERAL COMMENTS Firstly, candidates need to be taught the content of the specification. This needs to be done thoroughly and in a systematic manner that repeats and reinforces the information that has been taught. This does not demand a dry theory led course but it does demand that the candidates have much more that a facile and passing acquaintance with the underpinning knowledge of the subject. Secondly, candidates need to revise for the examination. To do this they need information that they have recorded themselves as they have progressed through the course and information provided by the teacher. These tasks can be done in many different ways but an exercise book or file is a simple and basic requirement. Thirdly, it appears that the course structures that were used to teach the old specification are still being employed. The vast majority of centres are using the course in a linear way that frees Year 10 from any formal assessment but it looks as if that time is being spent on practicing for the CAT rather than teaching the specification content. This is a mistake as it will inevitably lead to poor performance in the examination and to the candidate not achieving their potential in the subject as a whole. The specification has been designed so that when taught it will provide the candidate with the knowledge and skills they need for the CAT. Year 10 can be used to teach the specification in depth with plenty of practical designing and making tasks, the first half of Year 11 for the CAT and the second half of Year 11 for revision and examination practice. Fourthly, each section of the specification is examined each year and the rubric at the start of each question states which part of the specification is being examined in the question. This is done to help candidates better understand what they have to do.
11
STRENGTHS OF THE RESPONSES (i)
Centres prepared the candidates well to attempt the questions on the examination paper. The greatest percentage of “No Attempt” was 0.7%. An excellent achievement.
(ii)
Half the questions produced mean marks that were between 40% and 60%.
AREAS FOR DEVELOPMENT (i)
Questions that require knowledge to be recalled were consistantly poorly done.
(ii)
Questions that require the use or understanding of technical vocabulary were consistantly poor.
(iii)
There were many cases of candidates not reading the question accurately.
The table below provides centres with information on the responses by all candidates that sat the paper in 2011. Centres may be interested to know that 13.25% of the entrants were resitting the paper. When looking at the table please note that Column C is concerned with the mean mark achieved by candidates for the question and in Column D the mean mark is stated as a percentage of the maximum mark. It is expected that the mean mark for each question will be between 40% and 60% of the maximum mark for the question and the answers to the highlighted questions did not do this. The best to worst rank order is 3, 4, 1, 8, 7, 2, 6, 5. A Question Number
B Maximum Mark
C Mean Mark
1 2 3 4 5 6 7 8
15 10 10 25 10 15 20 15
6.4 3.5 5.1 11.9 2.3 3.9 7.9 6.5
D Mean Mark as Percentage of Maximum Mark 42.9 34.7 50.8 47.8 22.7 26.3 39.3 43.2
E Percentage of Candidates Attempting the Question 100.0 99.8 99.3 100.0 99.7 99.6 99.8 99.4
The final part of questions 2, 5, 6 and 7 together with1(e) and 4(c) were the questions designed to test the abilities of the most able candidates. Q.1
PRODUCT ANALYSIS
This question was quite well done by most candidates but technical aspects were poor and the lack of technical vocabulary hampered most candidates. Part (d) was poorly answered as many did not answer the question set. Part (e) (ii) was very poorly done with most candidates unable to carry out the calculation.
12
Q.2
GENERAL ISSUES
Part (a)(ii) was poorly answered as many did not answer the question set. The question required answers about sustainability not the design process. Candidates need to be taught how to read this type of question. The stem of the question sets the aspect of the specification that is being questioned. Candidates did not know what the BSI does, most thought that it tests all the products sold in the UK. Life Cycle Analysis is not understood by virtually all candidates and was often mistaken for product life cycle Q.3
DESIGNERS
There were many good answers to this question. Most candidates were able to correctly identify the designer from the biographical information given. The answers to part (b) were very variable. Many candidates wrote good essays and used good quality written communication. Some centres had prepared their candidates very well and many candidates from these centres achieved full marks. Other centres had a wider range of responses. It should be noted that: (i) (ii) (iii) (iv) (v) (vi) Q.4
Biographical data does not gain any marks; Extra marks are not awarded for overlong responses; The fifteen lines provided are sufficient; Full marks cannot be achieved without addressing both parts of the question; Marks are awarded for excellent quality of written communication; Marks are reduced for poor quality of written communication.
THE DESIGN PROCESS Part (b) was poorly done as most candidates did not read the question accurately and stated how they could improve an idea rather than give a reason for making improvements. Again candidates need to be taught how to read this type of question. The stem of the question sets the aspect of the specification that is being questioned. The lack of technical vocabulary limited the quality of the explanations to part (c). The designing of a Symbolic logo in part (d) were very disappointing. Candidates are still drawing pretty pictures and are unable to produce designs that fulfil the requirements of a logo. This is even more surprising as many centres and candidates choose the Corporate Identity brief for their Controlled Assessment Task.
Q.5
COMMERCIAL MANUFACTURING PRACTICES This question required the candidates to recall information that they had been taught during the course and the answers were very poor. Virtually no candidates gained the two marks for part (d) and part (c) was almost as badly answered. Part (e) showed very weak knowledge.
Q.6
MATERIALS AND COMPONENTS Responses were patchy but poor. candidates did not know about detail paper, paper making or the names of parts of a typeface. Part (g) was intend to be challenging and proved to be so for most candidates.
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Q.7
TOOLS, EQUIPMENT AND MAKING This question is about what candidates do themselves not about commercial practices and so should provide opportunities for good marks, however parts (d), (e) and (f) were usually porly answered. So much computer graphics is seen in the CAT but when candidates are asked about using computer processes they usually fail to answer the question accurately. They usually show a superfical knowledge at best. Part (e) was poorly done with few answers giving step by step explanations of what has to be done. Candidates need to practice this type of work throughout the course to be familiar with the process needed.
Q8
ICT/CAD/CAM AND SYSTEMS AND PROCESSES There were many good answers to this question. Part (b) was answered quite well but few were able to gain the full marks due to poor drawing accuracy and skills. The two point perspective drawing was either very well done or very poorly done with a surprising number of candidates unable to make a reasonable attempt. Poor drawing skills hampered the marks achieved by many candidates. Centres and teachers are reminded that the examination carries 40% of the marks for the subject and without a good mark in this aspect of the assessment a high grade will not be achieved. Candidates need to be taught the content of the specification in a way that allows them to learn the knowledge and skills required and recall them in the examination. Examination success can be taught and the skills needed learned. Some centres are very good at doing this and others far less so. Grades for candidates can be improved greatly when an appropriate allocation of emphysis and time is placed on the examination.
14
DESIGN & TECHNOLOGY General Certificate of Secondary Education Summer 2011 Resistant Materials Technology Sub. No.
Option
4111
01/W1
4111
01/W1
Unit Details Unit 1: Written Paper Unit 2: CAT
Principal Examiner:
Max. UMS
Max. Raw Mark
A*
A
B
C
D
E
F
G
80
120
82
73
64
55
45
35
25
15
120
180
148 129 110
92
73
54
36
18
Raw Marks Boundaries
Martin Franklin
Just over 6400 candidates sat the 2011 RMT paper, remaining by far the largest of the focus areas. This was the second year of the new specification and the first when the paper could be tackled by Y11 candidates. The gender bias and ability range of the RMT cohort appears to resemble that of the previous specification with 86% of candidates being male. General points from the examination paper: •
The format and structure of the paper closely followed the initial sample paper and the 2010 unit 1 examination. At inset this year I spoke at length about the common structure of the examination paper and the direct link with the new specification. For further detail I would recommend that centres refer to the 2010 RMT Inset presentation.
•
The paper proved very straightforward to mark with examiners being generally very accurate and able to apply the marking scheme consistently.
•
Each of the eight sections are designed to offer increasing levels of challenge and it was pleasing to see that the initial question of each of the sections proved very accessible for almost all candidates, with the great majority achieving reasonable inital marks.
•
The item level data showed that the paper offered increasing levels of challenge on most of the questions and the questions identified as A*-A offered real challenge for the more able candidate.
•
It was pleasing to see that data showed that each question was tackled by at least 99.5% of candidates and there was no evidence of candidates not attempting the latter questions.
•
Those very small percentage that did leave questions unanswered appeared to be more due to being disengaged with the subject rather than because the paper was too challenging.
•
It was disappointing to see whole centres struggling with aspects of the paper, indicating a lack of wholesale understanding of the structure of the examination and leading to inadequate preparation. 15
•
Correspondingly there were many centres that had clearly prepared candidates for the structure of the examination and had provided adequate levels of exam practice. Specific points from the examination paper:
Q.1
Product Analysis – worth 15 marks; the questions were based around the analysis of the desk lamp • • •
Q.2
This was the third best answered question on the paper. Most understood the basic principle of product analysis but many fail to write a specification point as a clear sentence with justification. There will always be a calculation question as part of Q1; the calculation question proved a test with relatively few gaining full marks on part ii. General Issues – worth 10 marks
• • • Q.3
Proved to be one of the most challenging questions on the paper. Most candidates have a basic understanding of the 6Rs and sustainability but lack any real detail in their answers. Very few candidates had any real understanding of Life Cycle Analysis. Designers – worth 10 marks
• • • • Q.4
Proved the best answered question on the paper. The question proved a good source of marks for many candidates particularly those that struggled with the rest of the paper. The great majority answered the short essay about Dyson and there were more instances of candidates discussing his influence on D&T than last year. Centres need to pay close attention to the named designers for 2012. Design process – worth 25 marks
• • • • •
Q.5
This was only the 5th best answered question on the paper with a lot of lost marks due to a lack of detail in the responses given. Many struggled to correctly name the missing design process stages which was designed as an easy start to Q4. Many candidates are able to give suitable activities when completing an evaluation but failed to provide the detail and explanation necessary for the full marks. The design question was understood and accessible to almost all candidates, however many answers lacked the detail in terms of construction, materials and processes to access the higher marks. This question has the highest allocation of marks on the paper and requires detailed preparation and practice. Commercial manufacturing processes – worth 10 marks
• • •
The 2nd best answered question on the paper. Majority gained full marks on injection moulding question. Once again many candidates failed to provide the detail to gain full marks on two mark questions.
16
Q.6
Materials and components – worth 15 marks • •
Q.7
The 2nd worst answered question on the paper demonstrating a disappointing lack of knowledge and understanding of materials and components. The new specification names the materials and components to be studied and it is vital that centres teach these to candidates. Tools, equipment and making – worth 20 marks
• • • Q.8
The worst answered question on the paper; this is one of the biggest mark allocations on the paper and again requires detailed study of specific knowledge. It is a concern that the great majority of RMT candidates are unable to name hand tools and provide the main stages in cleaning up a piece of Acrylic. Once again the specification names specific tools and equipment to study. ICT, CAD/CAM, systems and processes – worth 10 marks
• •
The 4th best answered questions on the paper The majority of candidates were able to select the correct processes for part (a)
I cannot overstress the importance of creating a scheme of work that adequately addresses the examination paper and teaches the specific materials, tools, equipment and processes named in the specification. The question headings will remain fixed for the duration of the specification; thus it is vital that candidates are familiar with the structure and demands of the paper.
17
DESIGN & TECHNOLOGY General Certificate of Secondary Education Summer 2011 Systems and Control Sub. No.
Option
4121
01/W1
4121
01/W1
Unit Details Unit 1: Written Paper Unit 2: CAT
Principal Examiner: Q.1
Max. UMS
Max. Raw Mark
A*
A
B
C
D
E
F
G
80
120
97
89
81
74
58
42
27
12
120
180
151 132 113
94
74
55
36
17
Raw Marks Boundaries
Jason Cates
PRODUCT ANALYSIS This question was generally very well answered by candidates. Statistically, it is the second most accessible question with a mean mark of 9.6 of a total 15 marks. (a)
Most candidates gained the majority of the marks available here. However, there are some interpretation issues where candidates describe the product from the image or the features list. This gains few or no marks. Candidates need to know the definitions of the key words like Function, Target Market, Safety and Cost in order to appreciate what was intended from the designer's perspective.
(b)
Candidates responded well here naming two sensible considerations. Virtually all gained the 2 marks.
(c)
Mass production is understood by most candidates, but explaining why it would be used to produce the bicycle lights was a little more challenging for some. There were some very mature, accurate and detailed explanations for this question.
(d)
Most gained some marks here, the limited responses like 'looks modern' gained low marks. Many candidates responded with analytical comments regarding the stylish shape, low voltage power, and curved, smooth profile, gaining higher marks.
(e)
Analysis of data and mathematical problems are well received by the type of candidates in this focus area. This was fairly basic in terms of complexity when compared to some of the other questions in this paper which are more demanding. This provided marks for the vast majority of candidates.
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Q.2
GENERAL ISSUES IN DESIGN AND TECHNOLOGY This question was the most accessible, many candidates gained full marks here. This is being well delivered in centres and is clearly understood and a strength in terms of candidates' performance. Mean mark of 7.2 of 10 marks.
Q.3
(a)
All candidates recognised the symbol, but some simply stated recycling and gained no marks. Candidates need to be encouraged to be as detailed as possible so that there is every opportunity to gain the marks available.
(b)
Most candidates referred to 'land fill'. Some identified the card sleeve as recyclable or reusable. Generally a well answered area.
(c)
This was very simple for most who knew the 6R's. Most gained at least one here.
(d)
Candidates were challenged a little more here and needed to offer three factors to gain the marks available. Most gained at least 2 marks, many gained all 3.
DESIGNERS With a mean mark of 6.3, this question proved accessible for candidates. Responses can be well prepared and rehearsed in centres. Good advice would be to remind candidates to remain concise and analytical rather than descriptive and biographical. (a)
Most candidates were able to correctly identify the designers from the images of the products provided.
(b)
The answers to this question were generally good. Many candidates produced good answers. Some centres had prepared their candidates very well and many candidates from these centres achieved full marks. Other centres had a wider range of responses. It should be noted that: (i) (ii) (iii) (iv) (v) (vi)
Q.4
Biographical data does not gain any marks: Extra marks are not awarded for over extended essays: The fifteen lines provided are sufficient space for the essay: Full marks cannot be achieved without addressing both parts of the question: Marks are awarded for excellent quality of written communication: Marks are reduced for poor quality of written communication.
THE DESIGN PROCESS This proved to be a more difficult question and yielded a mean mark of 14.9 of 25 marks. (a)
Virtually all candidates gained the 3 marks here for design stages and descriptions.
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(b)
(c)
(i)
Knowledge of CAD is good. Candidates gained good marks here for naming a programme.
(ii)
Some candidates failed to read the question properly and discussed other software systems for development rather than electronic systems. Some gained all 3 marks available.
(i)
Most gained marks here, however, many weaker candidates continue to make the mistake of producing a flowchart instead of a block diagram gaining no marks. This is a historical problem that could be easily improved with more practice and classroom attention.
(ii)
Some good responses here with a wide variety of possible solutions presented clearly. More marks could be gained if candidates label components and their position on products. Also, marks are lost when candidates fail to provide details about the product.
Q.5
(iii)
Many candidates produced very good electronic circuit diagrams here. Conventions were presented correctly, symbols drawn accurately and the vast majority of proposals were error free and clear. Candidates are reminded that very complex concepts are often less rewarding due to the complex nature and potential for errors. Simpler proposals are often more rewarding.
(iv)
Many candidates lose marks here. Communication offers easy opportunities to gain marks. Coloured pencils must be used to shade designs for clarity and presentation. Details including sizes, dimensions and materials are often omitted. Again these are easy marks if the candidates can complete the exercise with simple considerations like 'How could I make it?' 'What would I make it out of?'. This would encourage manufacturing methods, specific names and sizes of materials to improve scores for this part of the question.
COMMERCIAL MANUFACTURING PRACTICES Surprisingly, this question proved more accessible than expected despite being a 'new' area of the specification. A mean mark of 7 of 10 demonstrates good performance, understanding and knowledge here. (a)
Most candidates knew Surface Mount Technology.
(b)
The majority of candidates placed the stages in the correct order. Very few lost any marks.
(c)
(i)
Candidates lost marks here due to a lack of understanding of the process of reflow soldering. Many gained 2 or 3 marks and clearly understood this process.
(ii)
Again, by failing to understand the process, candidates faced difficulty in describing an advantage and some simply guessed. Those who knew could explain a number of advantages clearly and gained 2 marks.
20
Q.6
MATERIALS AND COMPONENTS This was a difficult question and only provided a mean mark of 8.7 of a 15 mark total. Some candidates struggled with several areas in this question.
Q.7
(a)
Most could draw the symbols for at least two components. It was rare for candidates to have 4 marks here. The capacitor was not widely understood.
(b)
Nearly all gained 2 marks here.
(c)
Most gained some if not all of the marks here. Few candidates incorrectly named the gear systems.
(d)
Poorly answered by some candidates, who generally failed to follow a methodical process and became confused and mixed up. Candidates are encouraged to state formula first and then logically work through the problem. Marks are gained for workings even if the end answer is incorrect.
(e)
Moments are well understood, and this example of testing knowledge is very accessible for candidates. Lots gained the 3 marks which was pleasing to see.
TOOLS, EQUIPMENT AND MAKING Very surprisingly, this question was the least accessible on the paper with a mean mark 8 of a 20 mark total.
Q.8
(a)
Most gained some marks here, but few gained all of the marks available.
(b)
Responses here differed centre by centre. There are many ways to make a pcb, all gaining credit. Some, however, opted for CAM and gained no marks. The photograph of the pcb helped some.
(c)
Many candidates lost marks here. A simple 3 ptm series and 3 bulbs parallel would have gained the 3 marks.
(d)
(i)
Most gained 1 mark for CAM.
(ii)
Few understood the tool path lines. Many incorrectly described engraving and cutting on a laser.
(iii)
The weakest part of nearly every candidate's paper. Virtually no candidates gained 4 marks here. Some gained marks for possible methods of sinking a switch.
ICT/CAD/CAM AND SYSTEMS AND PROCESSES The second most difficult question with a mean sore of 7.6 with a 15 mark potential. Perhaps time and fatigue played a part in performance of candidates in this final question. (a)
(i)
Most gained the mark for naming one of the sensors.
(ii)
Most gained the mark for naming motor.
(iii)
Some gained one mark for understanding that this detected a vehicle leaving, but only some understood the counting of vehicles and spaces. 21
(iv)
(b)
This was demanding and challenging and very few gained the full 7 marks. The most common error was the return loop. Many struggled with the mathematical ordering for the x number.
Many candidates gained the 4 marks for producing acceptable responses here. The most common were the controlling of a number of inputs and outputs. Reduced sized pcb's to fit in the car park system, and the ability to be upgraded or reprogrammed.
22
DESIGN & TECHNOLOGY General Certificate of Secondary Education Summer 2011 Textiles Technology
Sub. No.
Option
4131
01/W1
4131
01/W1
Unit Details Unit 1: Written Paper Unit 2: CAT
Principal Examiner:
Max. UMS
Max. Raw Mark
A*
A
B
C
D
E
F
G
80
120
86
75
64
54
45
36
27
18
120
180
142 126 110
94
74
55
36
17
Raw Marks Boundaries
Jacqui Howells
General Comments The performance of candidates in the 2011 paper which followed the new format broadly reflected that of past years. The style and demand of questions were similar to previous papers and effectively tested candidates' ability to demonstrate knowledge, understanding and skills acquired over the period of study at GCSE level. The structure of each question meant the papers were accessible to all; candidates attempted all questions. Many centres deliver a well balanced course and thoroughly prepare their candidates for the examination; those centres are to be commended on their efforts. The highest recorded mark was 104. However there continues to be a huge disparity between performance in the controlled assessment task and the written examination. The vast majority of candidates achieved marks of around 50-60% of the total available; the lowest recorded mark was 10. Two of the main weaknesses in candidates' responses are failure to read the questions carefully and failure to explain, which requires a fact with elaboration; most candidates simply list facts. Q.1
PRODUCT ANALYSIS The mean mark for this question was 8.1 out of a possible 15. (a)
Most candidates gave the correct answer – batch production.
(b)
Most candidates understood that the product was inexpensive /affordable for most people; few elaborated on their answers for full marks.
(c)
This part of the question required candidates to think what the specification point would have been in order to produce the soft toy. Many candidates simply described the product. An exemplar question with mark scheme is included in the specimen assessment materials and teachers guide both available online.
23
Q.2
(d)
Most candidates understood the function of the toy however only a minority fully explained their answer, most simply listed facts. This part of the question is set to test the knowledge of the more able candidate; it was disappointing to see how few candidates achieved full marks.
(e)
Interpretation of the graphical data was done well with the majority of candidates showing their calculations, gaining full marks for this part of the question. A calculator can be used if necessary.
GENERAL ISSUES The mean mark for this question was 4.4 out of a possible 10.
Q.3
(a)
Most candidates recognised the lion mark as a symbol of toy safety and simply named it; this did not gain credit as an explanation of the meaning was required. It is important that candidates read the questions carefully.
(b)
Matching the statements to the appropriate word was well done, most gained full marks.
(c)
Most candidates gave a detailed answer with a clear understanding of the reasons why Polartec® fleece is considered eco-friendly.
(d)
This part of the question which is meant to test the more able candidate was very poor with very few candidates achieving full marks. Answers were weak and superficial, lacking any in-depth understanding of the concept of 'rethink' when applied to designing new products. Given the amount of information relating to the 6 R's and sustainable design widely available on the net and in all current text books, it is surprising that candidates did not have the knowledge to answer this part of the question.
DESIGNERS The mean mark for this question was 4.6 out of a possible 10. (a)
(b)
(i)
Most candidates recognised the work of John Galliano. A few candidates missed this part of the question and missed out on picking up relatively easy marks; I reiterate the importance of reading questions carefully.
(ii)
Most candidates knew that Vivienne Westwood is the creator of the Anglo Mania label.
The answers to this question were very variable. Many candidates produced good answers and had been well prepared for the examination. It is worth noting that whilst the work of the two chosen designers is to be tested, the wording on the questions will change each year requiring more thought and adaptability in the response, again it is important that the question is read carefully. It should also be noted that: •
Biographical information does not gain any marks;
•
Extra marks are not awarded for overlong responses;
•
Full marks cannot be achieved without addressing both parts of the question;
•
Marks are awarded for excellent quality of written communication; similarly marks are reduced for poor quality of written communication. 24
Q.4
THE DESIGN PROCESS The mean mark for this question was 14.4 out of a possible 25. (a)
(b)
(i)
Most candidates matched each term to the correct meaning and understood the importance of producing a toile before making the final product.
(ii)
The importance of a design specification is less clearly understood, many of the answers were superficial and weak.
(i)
Most candidates respond very well to the design question and produce highly imaginative ideas given the constraints of exam conditions. Candidates' ability to use the mood board as a source of inspiration varies greatly with some hardly referencing it at all. This does impact on the marks awarded.
(ii)
Candidates produced a range of imaginative accessories however a few candidates did not understand the term 'co-ordinating.' It is pleasing to see that the annotation used to explain ideas and quality of communication in general is of a very good standard; the use of named style details is much improved on recent years.
(iv)
Candidates were well prepared for this question with the right equipment, this year few designs were not coloured.
Section B of the paper which tests specific knowledge of textiles was generally much weaker than section A which covers the more general issues. With the exception of a minority of candidates, detailed knowledge of commercial manufacturing, materials and components and tools, equipment and making was very poor. This is clearly seen in the mean mark for each question. Again I stress the need for delivering a balanced course which covers all aspects of the subject. Q.5
COMMERCIAL MANUFACTURING PRACTICES The mean mark for this question was 2.8 out of a possible 10. (a)
The majority of candidates placed a tick in the correct box to identify which statements were true or false.
(b)
Most candidates understood the advantages of the JIT system of manufacturing but failed to elaborate on their answers for the full two marks.
(c)
Responses varied to this part of the questions, some were superficial stating the machinery is quicker than stitching by hand or the products are a better quality. Detailed knowledge of this type of embroidery system was lacking, few gained full marks.
(d)
Hardly any candidates gained full marks for this part of the question which tested candidates' knowledge of globalisation. Answers were vague and lacked any real understanding.
25
Q.6
MATERIALS AND COMPONENTS The mean mark for this question was 4.7 out of a possible 15. (a)
Most candidates gained full marks in this part of the question by underlining the correct material for each product shown.
(b)
Responses varied to this question. Whilst most candidates correctly named one source of natural fibres (i), fewer were able to name the main source of regenerated fibres (ii). Most gave simplistic responses to mixing fibres (iii), few candidates gained the two marks.
(c)
Candidates could name a number of finishes applied to materials but few correctly named finishes that would enhance the materials aesthetic qualities.
(d)
Most candidates were able to describe a suitable method which would test a materials resistance to water however a few described a test more suitable for absorption.
(e)
Most correctly underlined civil engineering as the correct answer.
(f)
Candidates do not understand the term 'Interactive' textiles. A few made reference to photochromic or thermochromic materials and were awarded a mark. The term refers to textiles that function as electronic devices and sensors: • • •
Circuits integrated into fabrics such as heart rate monitors. Wearable electronics such as mobile phones or music player. Wearable electronics integrated into the fabric itself.
Few demonstrated sufficient knowledge to gain full marks in this part of the question. Q.7
TOOLS, EQUIPMENT AND MAKING The mean mark for this question was 7.8 out of a possible 20. (a)
(i)
Most candidates correctly named the pieces of equipment though some had difficulty naming the batik pot. (ii) Most gained full marks for explaining the use of the over lock machine.
(b)
(i)
Most candidates drew the symbol for the position and size of button hole but were less successful drawing the symbol for a tuck. (ii) Most understood why interfacing is used on the top edge of the pocket and most had a reasonable idea that clipping curved edges reduces bulk. Again there is a need for some candidates to elaborate on their answers. (iii) The response to the next part of the question varied and was generally quite disappointing; it proved too demanding for some candidates with a large number of candidates not even attempting an answer. Only a minority of candidates correctly explained how to make and attach a frill. The main part of this question required candidates to explain how to make gathers i.e. using a large stitch, pulling the threads to create gathers, this was rarely seen.
26
(c)
The response to this question was equally disappointing. Several candidates simply described a method of printing the motif on then adding some stitching. Given the variety of techniques used in their controlled assessment tasks and in their time studying textiles, I would have expected something more imaginative in their answers! Few gained high marks. In order to achieve high marks in question 7, candidates need to demonstrate an understand of how textile products are put together and how to construct processes such as frills or describe methods used to create various decorative techniques. I was pleased to see some excellent responses to the latter part of question 7, which demonstrated a high level of detail and technical knowledge. Exemplar responses taken from the 2011 paper will be available at the 2012 inset.
Q.8
ICT, CAD, CAM AND SYSTEMS AND PROCESSES The mean mark for this question was 6.7 out of a possible 15. (a)
(i) & (ii) Most candidates correctly gave the full meaning of ICT however few were able to give a detailed explanation on the use of a spreadsheet to present information.
(b)
(i) & (ii) Most gave correct answers to this part of the question and were able to draw the symbols for process and quality control.
(c)
Most named a suitable software package (i) and were able to explain how to develop patterns using cut and paste tools.
(d)
The final part of this question was too demanding for some candidates, but most had an understanding of using a suitable software package to design the shape then use a machine such as the laser cutter to cut it out. Answers tended to lack detail, few achieved full marks.
It is worth centres noting that an exemplar paper with mark scheme is included in the specimen assessment material which has been sent out to schools. The teacher's guide is available online at www.wjec.co.uk as well as past papers and other material which will support the delivery of the textile specification. I hope that the feedback I have provided in this report will enable centres to reflect on the strategies and advice given to their candidates as they prepare for the 2012 examination.
27
DESIGN & TECHNOLOGY General Certificate of Secondary Education Summer 2011 Product Design Sub. No.
Option
4141
01/W1
4141
01/W1
Unit Details Unit 1: Written Paper Unit 2: CAT
Principal Examiner: Q.1
Q.2
Q.3
Max. UMS
Max. Raw Mark
A*
A
B
C
D
E
F
G
80
120
98
86
74
63
48
34
20
16
120
180
148
129
110
92
72
53
34
15
Raw Marks Boundaries
Jason Killingsworth
PRODUCT ANALYSIS (a)
Generally this question was well attempted by candidates. Many candidates were able to write a specification point for each of the headings but did not always fully explain the point.
(b)
A target market was identified by the majority of candidates but in most cases the appeal was not fully described.
(c)
Some candidates were able to fully explain a safety feature linked to the product in detail.
(d)
The majority of candidates were able to do the calculation required enabling them access the full marks for this question.
GENERAL ISSUES (a)
The majority of candidates were able to link each statement to the correct R.
(b)
Most candidates were able to identify key areas to this question but many failed to fully expand the explanation to gain full marks.
(c)
Most candidates were able to identify the advantages for the products. More able candidates were able to give a detailed answer to the disadvantage for the product.
DESIGNERS (a)
The majority of candidates were able identify the correct designers from the image or statement.
(b)
The majority of answers to this question were very pleasing. Some centres had prepared their candidates very well and many achieved marks in the highest band. Some centres had not fully prepared their candidates and this was shown in a superficial response as a biography. Centres should take note of the points below: (i) (ii) (iii)
Biographical data does not gain any marks; Extra marks are not awarded for overextended essays; The fifteen lines provided are sufficient space for the essay. 28
Q.4
Q.5
Q.6
Q.7
THE DESIGN PROCESS (a)
There were an alarming number of candidates who failed to identify the correct stage of the design process. I expect this was down to the candidates failing to read the question correctly and rushing to answer the question. Ongoing evaluation was answered well but the planning question was very disappointing. Candidates failed to identify a specific point and then explain it in detail. Candidates had completed their CAT this year but failed to link back to this task (page 12).
(b)
The design question was answered in a more mature way from last year's paper. Candidates understood how to access the full range of marks available. Many of the answers were to a satisfactory standard but lacked creativity. Graphic communication was good but could still be improved upon. Candidates need to be more specific with details given in their answers to gain higher marks. They also need to relate their knowledge of making products to the materials element of the question. They need to be informed about the necessity for the correct drawing materials to be able to complete this question.
COMMERCIAL MANUFACTURING PRACTICES (a)
The majority of candidates were able identify the correct method of production from the list given.
(b)
Candidates understood the advantages of mass production. A range of answers covering the manufacturer, retailer and consumer were given.
(c)
All candidates attempted this question but it was the higher ability candidates that fully accessed the marks. Some features were offered but when asked of the disadvantages, answers were often limited.
MATERIALS AND COMPONENTS (a)
The majority of candidates were able identify the correct material and classification from the list given.
(b)
It was pleasing to see that candidates had a good understanding of composite materials and were able to explain the benefits of such materials.
(c)
The majority of candidates were able identify the correct material associated with the stock forms given.
(d)
This question was poorly answered with the higher ability candidates having the knowledge to access the full range of marks.
TOOLS, EQUIPMENT AND MAKING (a)
It was surprising that around half of the candidates could name the tool and give an appropriate use for it. The tools given were general workshop tools used in most centres from Keystage 3 onwards. The Centre Square was correctly identified by the more able candidates.
(b)
Candidates were able to state the safety considerations for using a pillar drill.
(c)
The majority of candidates attempted this question and gained over half marks. They were asked to us both notes and sketches but some candidates failed to use both. Candidates need to be prepared for these styles of questions. A limited number of candidates were able to fully explain the term 'deforming process'. 29
Q.8
ICT/CAD/CAM AND SYSTEMS AND PROCESSES It was pleasing to see that 99.8% of candidates attempted this question and remained focused till the end. (a)
The majority of candidates answered this question correctly.
(b)
Candidates were able to give an advantage of CAD and demonstrate their knowledge of CAM but explaining why different colours were used.
(c)
It was surprising the number of candidates who failed to identify the 3 techniques shown, with the majority identifying only 1 correctly.
(d)
The majority of candidates managed to gain half marks here. The use of correct drawing materials and the understanding of this technique were very limited in some centres. Centres need to look at the different presentation techniques used today and prepared the candidates.
13 10 11 GCSE D&T Examiners Report Summer 2011/LG
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