1. Section 1 Controlled Assessment / Checklist ➔ This is a breakdown of the marks in the controlled assessment and how to make sure you get tops marks. Section 2 Skills Checklist ➔ This is to help prepare you for the test, highlight areas you need to revise. Section 3 Subject Knowledge Checklist ➔ This is a checklist you help you revise for the written test. Section 4 Progress Record ➔ You will RAG your progress here weekly. Section 5 Keywords ➔ Graphic Design terminology which you will fill out throughout the year. Section 6 Grammar Guidance ➔ To help with writing for controlled assessment and for reflections. Section 7 Practise Exams Feedback ➔ You will record areas for improvement here. This will help with revision. Progress Log: Resistant Materials Yr11| Name: Course Overview Written Paper (120 marks) Design and Make (Controlled assessment) 2 Hour test Worth 40% 45 hours Worth 90 marks - 60%

2. Context: Popular tourist attractions such as Wildlife Sanctuaries, Art Galleries, Animal Farms, Zoos, Theme Parks and Museums often have their own Shops attached. Themed products are always a popular feature. A.Design Task 8: Design and make a small storage unit influenced by any design era of the last 100 years. A.Design Task 9: A major tourist attraction wishes to include themed, quality children’s toys. Design and make. Context: Designers have a responsibility to design products that demonstrate an awareness of environmental issues. Be inspired by the following word bank – Designing for sustainability, re-used and recycled materials and components, sustainable materials, energy efficient devices. Design Task 6: A ‘green’ shop is looking to sell products made from factory off-cuts and from materials and components recycled from pre-used products. Design and make an example of a product that could be made from these materials or components, and determine how the new product might be recycled at the end of its life. Choose your brief: Highlight your chosen Context & Design Task Context: Our lifestyles are changing rapidly. Our homes contain an ever-increasing range of gadgets and equipment. It is fashionable to have multi-functional living spaces. We need creative, innovative products to help us organise our lives. Design Task 11: Recent research suggests that the size of new housing in Britain is decreasing. There is a need for modern looking, compact, multi-functional furniture (possibly that comes flat packed, or can fold down). Design a product for this market, that could be sold at a chain of out of town retailers. You may wish to consider designing jigs or templates that aid its construction. 2 Context: Leisure activities are increasing in popularity. Many garden centres and department stores now have areas specifically targeting this consumer area. Design Task 2: The growth in leisure activities has been reflected in the availability of products to help with outdoor living. Whether this is camping or simply having a barbeque, the range of products is enormous. Design and make a product suitable for the “Outdoor Living” section of a large department store.

3. Assessment Criteria Max Mark Allocation 1 Investigating the design context (Brief) 8 2Development of Design proposals 32 3Making 32 4Testing and Evaluation 12 5Communication 6 Total 90 There are 90 marks to grab on the Design & Make (Controlled assessment) 1 Investigating the design context (Brief) 8 Marks Section 1 | Controlled Assessment Criteria Assess yourself as you go, as to where you fit into the marking scheme. Aim for top marks. 0-23-45-67-8 Discrimination shown when selecting and acquiring relevant research that will promote originality in designing Limited understanding or analysis of design context Basic understanding and analysis of the design context Good understanding and analysis of the design context Excellent understanding and analysis of the design context Minimal analysis of other products or systems undertaken Some analysis of related products or systems undertaken Good analysis of relevant products or systems undertaken Detailed analysis of relevant existing products or systems undertaken related to design intentions Provided little evidence of research and analysis of context Made a superficial analysis of most of the research material and the context Good analysis of relevant research and context Comprehensive analysis of relevant and focused research undertaken Design criteria is very general and lacking in any detail Design criteria reflects most of the analysis undertaken Design criteria which reflects the analysis undertaken Clear and specific design criteria identified, reflecting the analysis undertaken Limited understanding of the target market/user evident Some consideration has been taken of the likely consumer/user Target market for product has been identified Target market identified and the intended consumer/user profiled 3

4. 2 Development of Design proposals (Including Modelling) 32 Marks 0-56-1112-1819-2526-32 ideas are lacking in imagination with minimal development or further research Ideas show some variation in approach or concept Design ideas show some degree of creativity and further development Imaginative ideas demonstrating a degree of creativity, which are further developed to take account of ongoing research Imaginative and innovative ideas have been developed, demonstrating creativity, flair and originality. Further developments made to take account of ongoing research Little evidence of a logical approach being adopted, with no indication of planning A limited design strategy, with minimal planning, is evident An appropriate design strategy, with some evidence of planning, adopted for some aspects An appropriate design strategy, with evidence of planning, adopted for most aspects A coherent and appropriate design strategy, with clear evidence of a planned approach, adopted throughout Development work shows little consideration of social, moral, environmental and sustainability issues Some consideration taken of social, moral, environmental and sustainability issue in development of design solutions Developments of design solutions are influenced to some extent by factors relating to social, moral, environmental and sustainability issues Development of design proposals take into account the main aspects relating to a variety of social, moral, environmental and sustainability issues The implications of a wide range of issues including social, moral, environmental and sustainability, are taken into consideration and inform the development of the design proposals Basic development work undertaken using a limited range of techniques Development work is lacking in detail but makes reference to a number of techniques and modelling (including CAD where appropriate) Adequate development work achieved through working with a range of techniques and modelling (including CAD where appropriate) good development work achieved through working with a variety of techniques and modelling (including CAD where appropriate) Excellent development work through experimentation with a wide variety of techniques and modelling (including CAD where appropriate) in order to produce a final design solution Materials/ingredi ents and components selected with little regard to their working properties Materials/ingredien ts and components selected with limited regard to their working properties Materials/ingredient s and components selected with some regard to their working properties Appropriate materials/ingredients and components selected with regard to their working properties Appropriate materials/ingredients and components selected with full regard to their working properties Produced a simple product/manufac turing specification which is general in nature Limited product/manufactu ring specification which reflects most obvious features of analysis Product/manufacturi ng specification reflects most aspects of the analysis Product/manufacturin g specification is complete and reflects key aspects of the analysis undertaken Fully detailed and justified product/manufacturing specification taking full account of the analysis undertaken 4

5. 3 Making 32 Marks 0-56-1112-1819-2526-32 Final outcome is incomplete or represents an undemanding level of making/ modelling/finishing skills Final outcome is largely complete and represents a basic level of making/ modelling/finishing skills Final outcome shows good level of making/modelling/fini shing skills Final outcome shows very good level of making/modelling/fini shing skills Final outcome(s) shows a high level of making/modelling/finish ing skills and accuracy Used materials, components and equipment safely under close supervision Used materials, components and equipment correctly and safely (including CAM if appropriate) Used appropriate materials, components, equipment and processes correctly and safely (including CAM) Selected and used appropriate tools, materials and/or technologies including, where appropriate, CAM correctly and safely Selected and used appropriate tools, materials and/or technologies including, where appropriate, CAM correctly, skillfully and safely Worked with some assistance to produce outcome of limited demand Some aspects of outcome are demanding Parts of outcome show high levels of demand Outcome demonstrates a high level of demand Worked independently to produce a rigorous and demanding outcome There is limited evidence of any quality control and levels of accuracy are minimal Some evidence of limited quality control applied throughout the process Applied quality control checks broadly but superficially Quality control checks applied in the manufacture of the product Quality controls are evident throughout the project and it is clear how accuracy has been achieved The outcome has significant weaknesses which limit its suitability for the target market The outcome has some weaknesses which limit its suitability for the target market The outcome requires further development in order to be suitable for the target market The outcome is suitable for the target market and could be commercially viable with further development The outcome has the potential to be commercially viable and is suitable for the target market 4 Testing and Evaluation 12 Marks 0-23-56-89-12 Minimal testing and evaluation throughout the designing and making process Evidence of some testing and evaluation leading to the production of the final outcome Appropriate testing and evaluation evident throughout the designing and making process Detailed testing and evaluation as appropriate throughout the designing and making process taking account of client/user or third party opinion Limited or no testing of final outcome against the design criteria and/or the product/manufacturing specification Some evidence of testing against the design criteria and/or the product/ manufacturing specification Most aspects of the final outcome have been tested against the design criteria All aspects of the final outcome have been tested against the design criteria and/or the product/manufacturing specification Limited mention of some improvements or modifications that could be made to the product Some improvements or modifications to product suggested Evaluate and justify the need for improvements or modifications to the product Evaluate and justify the need for modifications to the product and consideration given as to how the outcome might need to be modified for commercial production 5

6. 5 Communication 6 Marks 0-23-45-6 Design folder shows excessive duplication of information and a lack of brevity and focus resulting in irrelevant content Design folder shows some skill in choice of material for inclusion but includes some irrelevant content Design folder is focussed, concise and relevant and demonstrates an appropriate selection of material for inclusion ideas and decisions communicated at a simplistic level with a limited grasp of the concepts involved and a limited use of technical vocabulary Most decisions communicated with some clarity and with some use of technical language All decisions communicated in a clear and coherent manner with appropriate use of technical language Numerous errors in grammar, punctuation and spelling There are a small number of errors in grammar, punctuation and spelling The text is legible, easily understood and shows a good grasp of grammar, punctuation and spelling Objectives within the Controlled Assessment | Term 1 AO 1 Recall, select and communicate knowledge and understanding in design and technology including its wider effects. AO 2 Apply knowledge, understanding and skills in a variety of contexts and in designing and making products. AO 3 Analyse and evaluate products, including their design and production. Objectives within the Controlled Assessment | Term 2 AO 1 Recall, select and communicate knowledge and understanding in design and technology including its wider effects. AO 2 Apply knowledge, understanding and skills in a variety of contexts and in designing and making products. AO 3 Analyse and evaluate products, including their design and production. 6

7. This section is to help assess your skills progress. This tracking will help you see where you need to practise/revise. You will use the RAG system to assess your progress, we will complete this once a week, depending on your progress it may be more. Red: I don’t know Amber: I kind of Know Green: I know it Example: Skills ChecklistRAG Understand the properties of Smart Materials. Understand different joints and their functionality. Section 2 | Skills Checklist Designing Skills Understand the design principles of form, function and fitness for purpose. Understand the role that designers and product developers have, and the impact and responsibility they have on and to society. Analyse and evaluate existing products, including those from professional designers. To develop and use design briefs and specifications for product development. Consider the conflicting demands that moral, cultural, economic, and social values and needs can make in the planning and in the designing of products. Skills ChecklistRAG 7

8. Consider environmental and sustainability issues in designing products. Anticipate and design for product maintenance where appropriate. Design for manufacturing in quantity and to be aware of current commercial/industrial processes. Reflect critically when evaluating and modifying their design ideas and proposals in order to improve the products throughout inception and manufacture. Use, where appropriate, a range of graphic techniques and ICT (including digital media), including CAD, to generate, develop, model and communicate design proposals. Plan and organise activities which involve the use of materials and components when developing or manufacturing. Test and evaluate the final design proposal against the design specification. Evaluate the work of other designers to inform their own practice. Understand the need to protect design ideas. Communicate the design proposal in an appropriate manner. Be creative and innovative when designing. Making SkillsRAG Can describe how to use tools and equipment safely with regard to themselves and others. You can select and use tools/equipment and processes to produce quality products. Can describe Computer-Aided Manufacture (CAM) and it advantages and disadvantages and use as appropriate. Can effectively analyse and evaluate through testing, modification and evaluation, that the quality of their products is suitable for intended users and devise modifications where necessary that would improve the outcome. 8

9. This section is to help assess your subject knowledge. This tracking will help you see where you need to practise/revise. ➔ You will use the RAG system to assess your progress, we will complete this once a week, depending on your progress it may be more. Red: I don’t know Amber: I kind of Know Green: I know it Example: Subject Knowledge ChecklistRAG Distinguish between quality of design and quality of manufacture. Understand the needs and wants of customers. Section 3 | Subject Knowledge Checklist Materials and ComponentsRAG Materials: Metals, timber, plastics, composites, smart & nanomaterials (Revision Guide Chapter 1) Be aware of the source of a range of materials, understand they are processed for use, and how they can be reused, recycled or disposed of, and the environmental consequences of their use. Recognise the properties, working characteristics and combinations of metal, plastics, wood, composites and smart materials and nanomaterials. Recognise the working characteristics of the common forms of metals; understand the differences between ferrous and non- ferrous metals and how they are used; know that the properties of metals can be changed by heat treatments; know that metals can be combined to form alloys. 9

10. Subject Knowledge ChecklistRAG Recognise the working characteristics of common forms of plastics; understand the difference between thermoplastics and thermosetting plastics and how this affects the way they are used. Know that smart materials have a reactive capacity. Know that different materials can be combined to change their characteristics. Recognise the working characteristics of the common forms of wood; know the difference between hardwoods and softwoods, and between natural timber and manufactured boards. Know that nanomaterials can change the characteristics of a material when used to form a nanocomposite. Components Adhesives & Applied Finishes (Revision Guide Chapter 2) Know about the selection of suitable components, pre-manufactured components adhesives and finishes. Know about and use appropriate adhesives and finishes for a variety of materials and conditions. Know about the use and application of a variety of components including fixings. Design & Market InfluencesRAG Task Analysis (Revision Guide Chapter 3) Analyse a task identifying factors that might influence the design. Consider the needs of the client and the user. Understand the implication of “market-pull, technology-push”. Research Analysis (Revision Guide Chapter 3) 10

11. RAG Use a range of relevant sources of information to inform decision making when designing. Use product analysis techniques to make critical judgements about the design and manufacture of resistant materials products produced in school or commercially. Take into consideration form, function, shape, colour, materials, texture, component parts, decoration and aesthetic appeal to evaluate suitability for purpose. Consider ergonomics and anthropometric data and use the information above to review and modify own designs. Analyse aesthetic and functional requirements in relation to cultural diversity. Consider the work of successful designers; use these influences to inform own designs. Sustainability of DesignRAG Product specification (Revision Guide Chapter 6) Generate a product specification influenced by analysis of initial research. Understand how the criteria of the design specification influence the quality of designing. DesigningRAG Creativity (Revision Guide Chapter 4) Generate a wide variety of ideas taking into consideration different possibilities of materials and processes. Look to be creative, innovative and adventurous in these ideas. Evaluation of ideas (Revision Guide Chapter 8) 11

12. RAG Check design proposals against design specification. Be able to consider modifying the specification in the light of design ideas and evaluation of them. Review the design with the intention of reducing parts in order to simplify its construction or manufacture in quantity. Development of ideas (Revision Guide Chapter 8) Understand modelling e.g. virtual, rapid prototype, modelling materials, constructional kits. Understand the importance of client testing. Can consideration and select material appropriate to design ideas Consideration and selection of constructional details. Formal/CAD drawings. Planning for manufacture (Revision Guide Chapter 8) Develop methods to aid accuracy and repetition in manufacture. Produce a sequence of instructions that would allow a competent third party or machine to manufacture the product. Identify critical points for quality control, and time scales in the manufacturing process. Social, cultural, moral, environmental, sustainability, economic issues RAG Social and cultural influences on the consumer market (Revision Guide Chapter 5) Understand that designing and making reflect and influence cultures and societies and recognise that products have an impact on lifestyle. 12

13. Consumer rights legislation, product maintenance & codes of practice RAG Sustainability & environmental issues (Revision Guide Chapter 6) Understand the sustainability and environmental issues associated with the designing and making of products. Understand the 6R’s: repair, reduce, recycle, reuse, rethink, refuse and how these impact on design. Health & Safety IssuesRAG Safety in the working environment (Revision Guide Chapter 9) Recognise that safety of the individual is essential; take responsibility to ensure that hazards are minimised and the working environment is safe to use. Observe health and safety regulations when working with tools, equipment, components and materials including the use of Personal Protective Equipment (PPE). Processes & ManufactureRAG Techniques & Processes (Revision Guide Chapter 11) Candidates should be aware of the selection and usage of appropriate tools and equipment, including CAD and CAM, for metal, plastics, wood, smart materials and composites. Preparation (Revision Guide Chapter 11) Understand the techniques including degreasing, planing, sawing and cutting. Marking Out (Revision Guide Chapter 11.1) Have knowledge of, and be able to use marking out tools, equipment and processes including use of templates and Understand the use of x, y, z coordinates in CAD and CAM systems. 13

14. Cutting & Shaping (Revision Guide Chapter 11) Candidates should be familiar with and able to use tools and equipment that are used for cutting commonly used materials. Pupils should be familiar with and able to use a range of tools and equipment that are used for shaping commonly used materials. Forming & Bending (Revision Guide Chapter 11) Candidates should be familiar with and able to use a range of equipment that is used for forming and bending commonly used materials. Casting & Moulding (Revision Guide Chapter 11.4) Candidates should be familiar with and able to use a range of tools and equipment that are used for casting and moulding commonly used materials. Joining TechniquesRAG Cleaning & finishing (Revision Guide Chapter 2) Have knowledge of/be able to use methods of cleaning preparing materials. Have a knowledge of/be able to use different finishing products and their applications. Have a knowledge of/be able to use different methods of applying a finish. CAM Systems (Revision Guide Chapter 11) Candidates should have knowledge of how CAM systems can be used for subtractive and additive processes. Systems and ControlRAG Mechanical systems (Revision Guide Chapter 12) 14

15. Candidates should have knowledge of basic mechanisms. Electrical systems (Revision Guide Chapter 12) Candidates should have knowledge of basic electrical systems. Quality control systems (Revision Guide Chapter 7 & 8) Understand and incorporate quality checks during the making of a product. Understand how to implement quality control procedures using devices to ensure the consistent production of products. Information & Communication TechnologyRAG CAD & CAM (Revision Guide Chapter 11.8 & 14.4) Recognise the economic importance and benefits of using CAD/CAM in the production of products; have knowledge of CAM for manufacturing in quantity. Can use CAD to present accurate drawings with sizes, using 3D and 3rd angle orthographic projections and consider alternative forms and colours when developing ideas. Industrial PracticesRAG Manufacturing Systems (Revision Guide Chapter 11.9) Candidates should understand how products are produced for various markets and the types of production systems used, including one-off, batch and continuous production. Industrial systems for batch or volume production (Revision Guide Chapter 11.9) Candidates should understand the commercial implications of manufacturing in quantity and the effects of introducing new technologies. Websites for revision: ●technologystudent.com: http://www.technologystudent.com/http://www.technologystudent.com/ ●Bitesize.com: http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/ http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/ ●Mr D&T: http://www.mr-dt.com/materials/materialfinishes.htmhttp://www.mr-dt.com/materials/materialfinishes.htm 15

16. Section 4 | Progress Record Title page and chosen task A.Create your title page. B.Select context and design task. 5W’s and 1H A.Analysis brief using What, Why, When, Who, Where and How. B.Brainstorm using ACCESS FM. C.Keywords analysis; sustainability, moral, social and cultural issues. User profile/Client profile A.Client Details/ Needs i.e.; user profile. B.Write a more detailed design Brief. Research Plan See guidance folder for exemplar. Conducted x2 Primary research Use GCSE help cards. Conducted x1 Secondary Research Use GCSE help cards. Written Specification A.Use ACCESS FM to write in detail using RM key terminology. Gantt Chart A.Production plan. See template. Initial Ideas A.Draw thumbnails or Mind map ideas using drawing techniques. B.Get user/client feedback. C.Annotate ideas using ACCESS FM. D.Annotate ideas with Keywords analysis; sustainability, moral, social and cultural issues. E.Evaluate against specification. Further Developed Design Ideas A.Draw x2 developed ideas using 1 or 2 point perspective. B.Get user/client feedback. C.Annotate ideas using ACCESS FM. D.Annotate ideas with Keywords analysis; sustainability, moral, social and cultural issues. E.Evaluate against specification. Model Developed Design Ideas A.Model your ideas in different materials. B.Evaluate strengths and weaknesses. C.Get user/client feedback. D.Annotate ideas using ACCESS FM. E.Annotate ideas with Keywords analysis; sustainability, moral, social and cultural issues. F.Evaluate against specification. Materials Research A.Research different materials you could use to make your product out of, consider sustainability issues. B.Test materials while making models and prototypes C.Cutting List. D.Keywords analysis; sustainability, moral, social and cultural issues. Each week you will RAG your progress 16

17. Ideas modelled A.Using photoshop/2D design, model ideas using CAD/CAM i.e.; Sketch-Up, 2D design, Photoshop etc. B.Measure your client to get the correct ergonomic and anthropometrics data to inform design ideas. C.Annotate ideas with Keywords analysis; sustainability, moral, social and cultural issues. D.Get user/client feedback. E.Evaluate against specification. Final Design Ideas A.Models of further developed design ideas. B.Annotate each design considering social, moral, environmental and sustainability issues. C.Get user/client feedback. D.Annotate ideas with Keywords analysis; sustainability, moral, social and cultural issues. E.Evaluate against specification. Technical drawings A.Orthographic Drawing Jigs/ Formers/ Templates A.Show images here and explain with a brief summary their purpose. B.Describe the weaknesses and strengths of each one. Prototype final ideas A.Scaled version of your model. B.Annotate ideas with Keywords analysis; sustainability, moral, social and cultural issues. C.Get user/client feedback. D.Evaluate against specification. E.State and record how your product will be manufactured. Improvements A.Re-design aspects of the product from your user feedback and evaluation of your design. Gantt Chart A.Did you follow your original plan? See whether you worked to your time frame. Evaluation A.Use ACCESS FM to evaluate work. B.Evaluate ideas with Keywords analysis; sustainability, moral, social and cultural issues. Final Design Get feedback from others Making Diary Get feedback from others, justify idea, relate to spec and research 17

18. These words are common in the Graphic Design world and may show up in your exams. Copy the keyword into the table on the next page and fill the table out. Cross out when completed Adhesives Aesthetics Allen Key Alloys Annealing Anthropometrics Assemble (in CAD) Biodegradable idegrade Buffed CAD CAM CE Mark Client COSHH Constraints Countersunk Culture Datum edge/line Deburring Develop Disposable Draw filing Electrolysis Ergonomic Evaluate Exploded View Fabrication Ferrous Filler rod Flowchart Flux Forging Form Function Galvanised Hardwood Inclusive design Jig Keyed Kit car Kitemark Knock-down Fitting Laminating Landfill Machine tools Maintenance Market Research Microelectronics Molten Moral Issues Modernist Mould Nanotechnology Non-ferrous Obsolescence Obsolete Ore Patent Patina Pendent Prototype Polymorph Rendering Softwood Sustainable Sustainability Sweatshop Thermochromic Thermoplastics Thermosetting plastics Tolerance Unique Veneer Wasting Wood joint Wood turning Work hardening Section 5 | Keywords WordDefinitionUse it in a sentence.. Analyse To look at something it in separate parts To improve the product I analysed to it see it weaknesses to improve it. Example: 18

19. WordDefinitionUse it in a sentence.. 19

20. Each week you will do a reflection, this will help you and guide you in your grammar and sentence structure. There will be questions you will need to answer in your reflections that will be on the board at the end of the lesson. These MUST be answered. Try and work the questions into your reflection instead of simply just answering them one by one. Example: Reflection Date: 29/08/2014 Today I learnt how to analyse a product. Basic analysis of a product means looking at the good and bad points to improve the design. More complex analysis is... Section 6 | Grammar Guidance Word Bank Here you can keep a record of words you misspell. You can keep them in your word bank and revisit to check spelling when you need to. 20

21. Sentence Starters ●Today I learnt... ●3 things I learnt are... ●I learnt... ●I have learnt... ●Something I took away from today was... ●Today I learnt something interesting, which was... ●I have found out that... ●In today’s lesson I have learnt... ●To summarize I learnt... ●Overall today... Connectives: used to bring two simple sentences together but because after before until as since when whenever so that while although finally next however Grammar Guidance When we are writing we need to make sure our grammar is correct for easy reading. Words Bat, help, going and now are all words. Words make up sentences. To ensure our sentences make sense and people read our work, as we intend it to be read, we need to ensure we do a few things... 1: Commas Use commas to separate words and word groups in a simple series of three or more items. Example: My estate goes to my husband, son, daughter-in-law and nephew. Use a comma after certain words that introduce a sentence, such as well, yes, why, hello, hey, etc. Examples: ●Why, I can't believe this! ●No, you can't have a dollar. 2: Sentences: When we write sentences i.e.; a clause, make sure you put a capital letter at the beginning of the clause and a full stop at the end. Example: The world is a beautiful place. 3: Sentence Structure: When creating sentences be careful to not be vague or start a sentence with an incomplete phrase or clause, such as, ‘while crossing the street’ or ‘forgotten by history,’ it must be followed closely by the person or thing it describes. Furthermore, that person or thing is always the main subject of the sentence. Breaking this rule results in the dreaded, all-too-common dangling modifier, or dangler. Dangler: Forgotten by history, his autograph was worthless. The problem: his autograph shouldn't come right after history, because he was forgotten, not his autograph. Correct: He was forgotten by history, and his autograph was worthless. ●also ●one of ●why ●that ●both ●neither ●not ●only ●either ●nor ●that ●what ●overall ●such as ●thus 21

22. Use these to help yourself construct simple or complex sentences. Summary ●in brief ●on the whole ●summarising ●overall ●to sum up ●evidently ●to recapitulate Opinion ●it would seem ●it appears ●obviously ●possibly ●it seems likely ●presumably ●one might consider Persuasion ●of course ●clearly ●evidently ●surely ●certainly ●decidedly ●indeed ●undoubtedly Emphasis ●above all ●in particular ●notably ●specifically ●more importantly Time ●at last ●now ●subsequently ●then ●when ●meanwhile ●ultimately ●next ●afterward ●finally ●later ●last ●lastly Addition of ideas ●moreover ●in addition ●then ●of equal importance ●equally important ●another ●and ●also ●besides ●further ●furthermore ●too Common Connecti ves ●how the ●how ●which ●what ●also ●to ●because ●between ●means ●is ●that ●the difference Results ●as a result, hence ●accordingly ●as a ●consequence, ●consequently, ●thus ●since ●therefore ●for this reason ●because of this 22

23. ★ See your Grade. Now use SIR marking to self assess your progress, which could help you with setting yourself targets for revision. S = What were your strengths in the test I = What do you need to improve on R = How will you make the improvements you highlighted Example: Paper 1: S: I did well at recognizing different print finishes and describing them. I: I need to improve my knowledge on Smart Materials; their advantages and disadvantages. R: I will do this by asking Miss Perry to set me a homework design task that means I have to explore different Smart Materials and I will revise on www.Bitesize.comwww.Bitesize.com Section 7 | Practise Papers Term 1Paper 1 23

24. Term 2Paper 2 Term 3Paper 3 24