ARC :: Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 54 KB)

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student's work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range	A student in this range:
8-10 (High)	identifies and describes the bag's performance criteria, clearly making a distinction between functional properties and aesthetic aspects of the bag explains the relationship between the selection of materials, equipment and construction techniques to the end use of the bag establishes criteria to assess the quality of the bag in design and construction, and then uses the criteria to evaluate the quality of their own piece of work
4-7 (Satisfactory)	identifies the performance criteria, making some distinctions between functional properties and aesthetic aspects of the bag describes the relationship between the selection of materials, equipment and construction techniques to the end use of the bag describes the quality of the bag in design and construction
1-3 (Progressing)	identifies a limited range of performance criteria makes some links made between the selection of materials, equipment and construction techniques to the end use of the bag makes limited reference to the quality of the bag.

Feedback

Written comments will inform students about such things as:

scaffolding for an evaluation response to ensure all relevant aspects of the report are included
their understanding of performance criteria and differentiation between aesthetic and functional requirements
their justification of the materials, equipment and construction techniques selected for the project according to the performance criteria they have established
their use of correct textile terminology.

The teacher may lead a discussion on the formulation of a set of criteria to determine the quality of a textile item. Discussion about the use of textile terminology to enhance responses may also take place.

This Activity could be peer-assessed. Peer assessment would give students an opportunity to consider how criteria are used to assess a piece of work. As this is an introductory unit of work it would allow students to develop evaluation skills early in the course and gain confidence in effectively assessing their own and others' work.

Future directions

This Activity will conclude the unit of work. Their project work and design development documentation could be displayed. Students have gained skills and confidence in the application of colouration and decoration techniques. Future project work will progressively build on the skills gained. Students’ understanding of performance criteria and their ability to distinguish between aesthetic aspects and functional properties of an item will also progressively build as they plan, complete and present project work.