1. GCSE Graphic Products 2015-2016 11-2-GP (DESIGN) Controlled assessment

2. The exam is broken up into two main parts
The exam is broken up into two main parts. The ‘Design’ section and the ‘Make’ section

3. The ‘Design’ section is broken down into three key components, the first is ‘Investigate’.

4. The second component is the ‘Design’ section.

5. The third component is the ‘Develop’ section.

6. Project Choices You must select a theme from one of the four projects.
To design and make the packaging (cover) for a computer game and the point of sale to market the game . The product should be targeted at a specific market audience. The point of sale should inform customers of the launch date of the new game and the cover should provide information about the game.
Project 2
To design and make the packaging (cover) and the point of sale to market a new perfume product aimed at a specific market audience. The point of sale should display the product and advertise the product so that it entices potential customers to purchase the product.
Project 3
To design and make a board game which reflects a given theme or concept. It should have a specific target audience. The board game should have a three-dimensional element to the game. The game components should be able to exemplify a wide range of making skills.
Project 4
To design and make a scale model of a new concept for a wine bar, restaurant or high street coffee shop. The model should include a theme which is developed through the interior decorations and furnishings. The model should exemplify a wide range of making skills.

7. Computer game/POS

8. PERFUME/ AFTERSHAVE/POS

9. Investigate – 1.1 Analysing the Brief
Learning Objectives
Students will be assessed on their ability to:
analyse their design brief in enough detail to be able to clarify design needs.
Involving the analysis of key words and phrases that help in understanding the issues related to the chosen/given design task.
Learning Outcomes
All students should be able to write a design brief for their related choice of theme.
Most students should be able to analyse the design brief.
Some students will be able to analyse the design brief using questions to direct them in formulating a research plan.

10. Investigate – 1.1 Analysing the Brief (Examiner’s Feedback)
Candidates, who had completed a successful thorough analysis, often presented it in the form of paragraphs of writing with specific headings. This produced focussed and relevant questions about the problem being considered. Some centres were found to be quite often generously assessing this section, this tended to be where candidates produced simple mind maps of criteria rather than a detailed analysis of the brief. Mind maps are a good starting point to highlight the issues that may need to be considered, but the problems to be faced, must then be alliterated. Some candidates were also limited by an unclear design brief that did not clearly state the intention of the task. The majority of submissions saw the candidates write their own brief, where centre briefs were provided, the candidates often failed to develop an analysis in enough depth. Moderators also saw an increase in working alongside a ‘real’ client, this can be a useful tool to initiate a task, but it should be kept realistic and in keeping with the amount of emphasis the mark scheme demands for this section. Some candidates were designing for major multi-nationals and spent some time trying to persuade the moderator that this was realistic, it is not a requirement for this submission and centres may wish to spend more time concentrating on the issues central to the problem being studied.

11. Investigate – 1.1 Analysing the Brief (Controlled Assessment – I Hr)
Pre-Task
In order to help you get fully organised for the controlled assessment you need to create a folder on your Drop Box called ‘GCSE Graphics’ and then inside that folder you need to create a folder called ‘Investigate’.
All work from the Analysis, Research and Specification will go into this folder.
All work is to be ed to Mr Eaton correctly named and he will keep a copy. You are responsible for making sure the work is available both in school and at home. Only one copy per piece!

12. Investigate – 1.1 Analysing the Brief (Controlled Assessment – I Hr)
Task 1
Based on the four themes suggested write a context to your chosen theme.
Task 2
Then write a design brief explaining exactly what you are trying to do. Highlight any keywords within the brief that you could expand upon in more detail.
Task 3
Complete the analysis using the help sheet supplied. Then save your file with the title 1.1 Analysing the Design Brief and then a copy to Mr Eaton.