Coursework Handbook

Cambridge IGCSE™ / IGCSE™ (9−1)

Design & Technology 0445 / 0979
For examination from 2020
© Cambridge University Press & Assessment 2021 v3
Cambridge Assessment International Education is part of Cambridge University Press & Assessment.
Cambridge University Press & Assessment is a department of the University of Cambridge.

Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres
are permitted to copy material from this booklet for their own internal use. However, we cannot give
permission to centres to photocopy any material that is acknowledged to a third party even for internal use
within a centre.
Contents

Introduction ...................................................................................................................................................... 4

Section 1: Suitable projects .............................................................................................................................. 5

1.1 Syllabus requirements
1.2 Choosing a project
1.3 Project outcomes
1.4 Structure
1.5 Content
1.6 Use of ICT

Section 2: Administering the project ............................................................................................................... 34

2.1 General issues
2.2 Health and safety
2.3 Guidance to learners
2.4 Internal assessment
2.5 External moderation

Section 3: Project assessment ....................................................................................................................... 36

3.1 General
3.2 Project assessment criteria
Coursework Handbook

Introduction

This handbook has been devised to support the planning and delivery of the Cambridge IGCSE/IGCSE(9–1)
Design & Technology (0445 / 0979) syllabus. It includes marked examples of candidates’ work representing a
good range of marks

It aims to improve your confidence in:

• developing effective and appropriate coursework projects
• applying the assessment criteria.

How to use this handbook

Read through the handbook, then download from the School Support Hub the sample projects A, B and C and
compare your marks with those of the moderator. The moderator’s comments on the marking are provided to
offer insight into how to apply the mark scheme. We strongly recommend you view the projects on screen so you
can expand the image sizes, but if you are going to print them, we suggest you do so at A3 size.

The project component of this qualification is marked by classroom teachers themselves. A sample of the marking
from each centre is then sent to Cambridge International where it is moderated by our senior examiners to ensure
accuracy and consistency across the entire cohort.

Additional support materials can be found on the School Support Hub.

4
 Coursework Handbook

Section 1: Suitable projects

1.1 Syllabus requirements

The syllabus requires learners to take three components:
• compulsory component Paper 1: Product design
• compulsory component Paper 2: Project
• an optional component – learners take one paper chosen from the three below:
o Paper 3: Resistant Materials
o Paper 4: Systems and Control
o Paper 5: Graphic Products

Each learner is required to undertake a personally identified project. They should produce this during the last two
terms of the course. The timing means that your learners will be able to make full use of the knowledge acquired
and the skills they have developed during their course. The project is likely to focus on the optional component
your learners have taken, although there may be some overlap. For example, learners may wish to use
electronics and / or mechanisms in their resistant materials project.

The work presented for assessment will typically be in the form of an A3 size design folder and a made product.
Learners are encouraged to make full use of the range of ICT available to them for their project work. Freehand
sketches, hand-drawn technical drawings and computer-aided design (CAD) generated drawings are acceptable
for submission. The design folder must include sufficient photographs of the made product showing an overall
view together with detailed views of parts or sections showing evidence to support the marks awarded for product
realisation.

Photographs of particular construction details, or stages in the manufacturing process also help to confirm the
quality of the product. The made product itself is not to be submitted for external assessment unless it is a 2-
dimensional (2D) graphic product.

1.2 Choosing a project

Design & Technology is, above all, a practical subject which requires learners to produce made solutions to the
design tasks undertaken. The product may or may not work successfully but learners should not be dissuaded
from taking on challenging projects. All designers succeed and fail and most make many prototypes before they
achieve a breakthrough.

Learners should be reassured that products which do not achieve the intended objectives can still be awarded
high marks. In these cases there should be clear evidence in the design folder that the required process has been
followed and that areas of failure have been identified with reasons given.

There is, however, a considerable difference between challenging and daunting. You will know the strengths and
weaknesses of your learners and, as such, your initial guidance on the choice of project is vital.

The selection of appropriate projects may be approached in several ways. Some Centres give learners a free
choice to identify their own design need from which they wish to work. They can discuss its suitability with you
and modify as necessary. In others, the teacher may wish to give a group of learners a limited number of
appropriate design tasks from which they choose one. Learner interest in the choice of project will help to
maintain a motivated and determined approach to coursework.

There is no right or wrong method of approaching task selection, but the chosen method may reflect learners’
levels of ability, or the nature of their previous experience of Design & Technology. It is inadvisable to allow
learners to simply make what they want as this may lead to inappropriate project outcomes that do not reflect the
required structure for assessment.

Whatever method is used, it is vital that learners take on tasks that can be completed in the time available and
which allow them to respond to all sections of the design process in the assessment criteria. It is also important
that learners are allowed only to take on projects that have a level of demand appropriate to their abilities.

5
Coursework Handbook

Many successful projects start from a learners’ own area of interest or hobby, or from a real design need found in
their living environment. However, many extremely interesting and challenging tasks arise where a learner has
investigated some social or community design need outside of their normal experience.

In order to access the full range of marks available, learners should avoid identifying the product outcome at the
start of their project. What they should do is clearly identify the design need as this will encourage greater
engagement with the design process. A statement such as, ‘I am going to make a coffee table’, is an example of
where a learner has identified the project outcome, and this should be avoided. Similarly, learners should not take
on a task that reflects a scientific or engineering approach as the resulting work may contain too much knowledge
content and prevent them from producing and evaluating a meaningful, or working, product.

1.3 Project outcomes

Projects that focus on the Resistant Materials or Systems and Control options are usually straightforward. The
main difference being that the Systems and Control projects will normally include consideration of aspects of
electronics, mechanisms and structures. Learners should not be allowed to develop projects that focus solely on
electronic circuits or mechanisms at the expense of the housing for the parts. A design process of the required
nature for this assessment is only complete when the outcome is a usable and safe product or final prototype.

It is possible for the outcome to be a model, but this approach is only acceptable when the specification states
clearly that a model will be produced and gives reasons for this. For example, a model of a bridge, for testing
purposes. Many learners produce excellent architectural models which can be used to clearly show details to a
client.

In the case of architectural design, the made product should be a well-constructed architectural 3D model. The
model should be evaluated for its quality and effectiveness. Models are not appropriate as made products in other
specialist options. For example, it is inappropriate to produce paper / card models as the final outcome for
products that should be manufactured using resistant materials. Learners should create a product that can be
properly tested and evaluated in the environment it is intended for.

If learners have chosen the Graphic Products option, their made product could be in 2D or 3D form. If it is 2D, the
folder will contain all the preliminary design work and the made product. If the graphic product is 3D, the folder will
contain all the preliminary design work and photographs of the made product – 3D made products are not to be
submitted for moderation. It is essential that images which are part of a graphic product should be included in the
folder and, if the scale is appropriate, developments / nets should be included.

6
 Coursework Handbook

1.4 Structure
There is no agreed or prescribed design process that has to be followed. Learners should be encouraged to
structure their work in line with the assessment criteria contained in the syllabus. In this way, the guidance for
learners will be clear and following this structure will mean that they will not miss out any of the evidence required
for assessment. Having projects which follow similar structures will also make marking easier and where several
teachers are involved should make the process consistent and reliable.

Cambridge International does not attempt to stipulate the number of pages required for the design folder as
assessment is based on quality and not quantity. Learners should be encouraged to evidence this by making best
use of time and space with appropriate and relevant information clearly presented on each page. They should
avoid overly large fonts, large headings and unnecessary embellishment.

The marks available for each section of the design process should give some indication of the proportion of time
which should be given to each. As already stated, various approaches and content are to be expected depending
on the nature of the task. The following guidance is intended to cover the information which should be included as
evidence for each section of the assessment criteria.

1.5 Content
The content of each project will reflect the needs and requirements of the design problem being addressed. The
way the project is structured should mean that it covers all of the assessment criteria. This does not imply a rigid
linear approach to designing and making. Learners are expected to carry out further research as they explore
ideas and develop proposals. The following points offer guidance for each of the assessment headings as set out
in the syllabus. In some cases, examples are given of the type of content that might be included. These must be
seen as examples only, as there will be considerable variation in actual content depending on the design problem
and outcome.

1.5.1 Identification and analysis of a need or opportunity leading to a design brief

Learners are required to state clearly a need or opportunity and to consider aspects of the design problem. This
should include the context, situation and how these affect the intended user. A targeted questionnaire or
interviews with possible client(s) can help learners to show that they have a good understanding of the needs of
the potential user group. They would benefit from looking at the needs and expectations of the selected users. It
may be useful for them to consider the type of environment in which the designed product will be used and
highlight key issues.

Examples of questions that might be asked and answered include:

• Where does the problem exist?
• Whom does it affect? (Consider their age, gender or any particular problems, etc.)
• What are the consequences of the problem?
• What are the financial implications?
• Are there solutions already available?

This should be followed by a clear design brief stating what they are going to do.

7
Coursework Handbook

Example 1

This learner
has
presented a
very well-
structured
sheet
containing
detailed
identification
of need with
some
reference to
the user.

Example 2

This learner
has used a
different way
to approach
the analysis
of the need
for a point of
sale display.

8
Coursework Handbook

Example 3

This page
shows
evidence of
the learner
investigating
a situation in
which coffee
shops sell
and serve
their
products.

Example 4

This learner has

used a mind
map approach
to consider
aspects for
further
investigation.

9
Coursework Handbook

1.5.2 Research into the design brief resulting in a specification

In this section, learners are required to identify the requirements of the brief and to collect relevant
information and other data. At this point, learners should not propose any solutions or even start to suggest
ways of helping the situation. They should simply outline different aspects of the problem. Your learners
might wish to consider existing products to help gather information.

Learners should avoid simply repeating extracts of information on materials, constructions, fittings and
finishes from textbooks. Instead, they must produce evidence of having considered a range of ideas in order
to access the marks available. For example, if they were attempting to create a product to store art / graphics
equipment, the following might be considered, and relevant data collected:
• Where the product would be situated?
• Would there be a need to make it portable?
• How many items of art / graphic equipment would the product need to hold?
• What would be the size-range of the equipment?
• What form of storage would be most accessible (e.g. vertical or horizontal)?
• Could the storage have another function, e.g. hold paper while drawing / painting?

As well as researching the particular features of existing products and gathering information and data such
as ergonomic or environmental factors, learners are also expected to collect information directly relating to
the user and their needs for the product. This is often done through the use of interviews, surveys, letters,
emails and internet research.

From the outcome of this research a list of specification requirements is produced. The points should be
relevant to the particular problem and well justified. They should not be generic, such as: ‘Must be safe’.
However, safety issues might be covered in a statement such as: ‘Knives or sharp pointed tools should be
held securely so there is no chance of the user cutting themselves when using the product’.

Many learners include approximate cost in their specifications, but few include other quantitative
requirements such as maximum and minimum dimensions and / or weight where appropriate.

The specification they produce should be used by learners when they are evaluating their ideas and when
making a final evaluation of the made product. However, they should not simply use the specification like a
checklist but should clearly evaluate the extent to which their proposals meet the specification. Learners may
wish to add to their specification later as a result of exploring new ideas or developing their proposal.

10
Coursework Handbook

Example 1

This learner
has
presented a
detailed
outline of
research
needed.

Example 2

This shows
evidence of
initial
research
planning.

11
Coursework Handbook

Example 3

Further
focused
research on
DVD
storage
systems.

Example 4

Research
on specific
components
which will
probably be
used in the
product.

12
Coursework Handbook

Example 5

The learner
has
researched
similar,
existing
products to
identify
positive and
negative
features that
will help them
to formulate a
specification
and inform
their design.

Example 6

This is an
initial
specification
showing how
the learner
would use a
table to judge
design ideas.
Their
commentary
explains their
reasoning.

13
Coursework Handbook

Example 7

This learner
has given a
well-justified
specification.

A summary
can be helpful
to pick out
areas to focus
design
thinking on.

Example 8

This learner
has given a
very detailed
and well-
justified
specification.

14
 Coursework Handbook

1.5.3 Generation and exploration of design ideas

Learners have the opportunity to show their creativity and imagination in this section by exploring and
proposing design ideas.

There is no preferred method of presenting drawings, but ideas should be clear to the observer. In most
cases this will be through freehand sketching with sensible use of colour and / or shading as required. The
use of more formal drawing techniques can have a constraining effect.

For the highest marks learners need to offer a wide range of appropriate solutions showing imaginative
interpretation. They should not focus on one or two concepts but record any ideas they have.

Drawings need to be annotated so that they relate to the specification and any research that has been
carried out in the previous section of the folder. Although there is no requirement to develop a chosen idea at
this stage, learners are advised to include notes on possible materials, constructions, the range of forms
considered and other details so that the reader can see how ideas have emerged.

A successful set of design sheets should enable someone who has not seen the work before to have a clear
understanding of why the project has developed the way it has. Learners should identify good ideas as they
proceed so that these can be brought together at the development stage.

In the case where learners are using CAD to generate ideas, it is advisable for them to also use pencil or
pen sketches so that they can explore their initial ideas quickly in order to produce a wider range of possible
solutions.

Many learners present their work with a good integration of annotated sketched ideas and design
possibilities with simple models. This helps to show the natural progression of design and development.

Example 1

Initial
concept
sketches for
a folding
chair.

15
Coursework Handbook

Example 2

Detailed
sketch of
possible
methods of
supporting a
bicycle
frame, with
clear
annotation.

Example 3

A wide
range of
exploratory
concept
sketches for
an
architectural
model,
including
some detail
of possible
materials.

16
Coursework Handbook

Example 4

Here, design
possibilities
are evaluated
against the
specification
with clear
reasoning
shown for the
subsequent
design
decisions.

Example 5

One of six
ideas
generated for
a coin-sorting
device.

17
Coursework Handbook

1.5.4 Development of proposed solution

Learners need to bring together relevant ideas from the previous section and make decisions about form,
materials, constructions, production methods, finishes and all other details relating to the final proposal.
There should be some indication of the alternatives that have been considered and reasons for their
decisions.

For the highest marks learners need to show that they have carried out appropriate modelling and trialling
with regard to most of the points considered. This should take the form of 2D and / or 3D modelling to test
simple mechanisms, functions, evaluating overall shape and form, or testing construction techniques and
possible materials.

In all cases, learners must focus on the ideas being developed and not just present general information
extracted from textbooks. For example, a long list of woods, metals and plastics with their qualities and uses
serves no purpose if it does not relate and refer to the ideas being considered.

Learners following a Graphic Products option must not forget to consider all aspects of semi-resistant
materials, joining methods, rendering techniques and reproduction methods, as appropriate.

Learners following a Systems and Control option must not focus simply on developing electronic circuits, for
example, but consider all aspects of the final design so that it is developed into a complete product.

Example 1

Here, the
learner has
considered
the
construction
method for a
point of sale
display.

18
Coursework Handbook

Example 2

Effective use
of simple
models to help
to decide on
the best
method of
production.

Example 3

Developing
further ideas
from initial
concepts. This
sheet focuses
on aesthetic
features.

19
Coursework Handbook

Example 4

Here, design
possibilities
are evaluated
against the
specification
with clear
reasoning
shown about
subsequent
decisions.

Example 5

Developing a
circuit using
software to
check
suitability for
the functions
required and
PCB
production.

20
Coursework Handbook

Example 6

Development
of a circuit
leading to a
proposed
solution.

21
Coursework Handbook

1.5.5 Planning for production

Learners need to provide all the information that would allow a skilled person to produce the final, developed
design idea. This should include an effective order for the full sequence of operations, working drawings and
a list of the materials required.

Working drawings need not necessarily be orthographic projections but they must be fully dimensioned and
provide all the information required for the complete final product.

The sequence of operations does not require learners to give detailed information on basic procedures such
as marking out, cutting, simple shaping, etc., but they should include information on the more complex
operations especially if these are new to them.

You must remind learners that they have ownership of their coursework – including the manufacture of the
product. Any external help outside of usual teacher / technical assistance must be acknowledged, and the
marks adjusted accordingly.

Example 1

Hand-drawn
diagram with
dimensions for
the parts of a
point of sale
display.

22
Coursework Handbook

Example 2

Sub-assembly
drawing of
component
parts.

Example 3

CAD drawing
of final
proposal for
an
architectural
model.

23
Coursework Handbook

Example 4

CAD drawings
of final
proposal
interior layout
of an
architectural
model.

Example 5

Final circuit
diagram for
product.
Details of the
product casing
were also
included in the
project.

24
Coursework Handbook

Example 6

Detailed CAD
drawings of
layout of
building with
parts prepared
to be laser cut.

Example 7

Detailed plan
of
manufacturing
operations
listed with
breakdown of
approximate
times for each
stage.

25
Coursework Handbook

1.5.6 Product realisation

This is the opportunity for learners to show how they can manipulate materials to produce usable high-quality
products. Clearly the product will be based on the drawings for the final developed design idea but if
modifications need to be made as the manufacture progresses, these can be referred to in the final section
of the folder.

Learners should be encouraged to design products that give them the opportunity to demonstrate a range of
constructions and techniques. However, in the marking of this section you will need to balance the standard
achieved and the complexity of the construction being attempted.

Example 1

Clear photos
showing the
external
features of a
coin sorting
device.

26
Coursework Handbook

Example 2

Evidence of
final outcomes
of an
architectural
model.

Example 3

Different
views of a
desk tidy.

27
Coursework Handbook

Example 4

Views of a
squash ball
heater.

28
 Coursework Handbook

1.5.7 Testing and evaluation

It is important that learners test their made product in the environment for which it was designed. This can be
evidenced by information and records from the testing and through photographs with comment.

Learners must also refer to the design specification during the testing process and record comments as
appropriate. A list of the specification points with ticks or crosses serves little purpose unless these are
commented on in some way.

Where the learner has worked closely with a client it is very helpful for them to be involved in the testing and
evaluation stage. Their feedback is very important to the learner and will help them to formulate a final
evaluation and draw meaningful conclusions for improvements or modifications. Questionnaires can serve
some purpose but comments from them need to be collated and referenced to the specification and the
product.

The evaluation should include the identification of strengths and weaknesses and proposals for
modifications. Modifications should ideally be demonstrated in the form of sketches and notes. Learners
should avoid the temptation to use this section to comment on the project overall and describe the problems
they had with materials, construction, etc. Evaluation must be of the product in use, as it performs against
the specification.

Example 1

Well-
presented
sheet
showing
evidence of
client’s
involvement
with the
testing and
evaluation of
the final
proposal.

29
Coursework Handbook

Example 2

Good use of
questionnaires
to evaluate
the final
outcome.

Example 3

Brief, personal
evaluation
identifying
some
strengths and
weaknesses
of the product.

30
Coursework Handbook

Example 4

A brief check
against
specification
can lead to a
more detailed
evaluation.

Some
improvements
and
modifications
are outlined.
This could
lead on to a
more detailed
description
using
annotated
sketches.

31
Coursework Handbook

Example 5

A detailed
evaluation
using the
specification.

Example 6

Clear points
made, very
good
summary.
This
evaluation
could have
benefitted
from
photographs
or sketches to
explain the
issues more
clearly.

32
 Coursework Handbook

1.6 Use of ICT

Learners are encouraged to make use of the full range of ICT including CAD / CAM, if facilities are available
to them. However, they will not be penalised if ICT is not used in their project work. Many learners present
parts of their design folders through its use, for example for word processing and the production of formal
drawings.

33
Coursework Handbook

Section 2: Administering the project

2.1 General issues

As the project is expected to be carried out at the end of the course, it is assumed that learners will be
familiar with the design process and will have carried out a series of design-and-make projects. Some of
their early work will probably have focused on particular aspects of the design process with later projects
encompassing all the design-and-make stages.

To allow learners sufficient time to complete their project and take into account the deadlines for the
submission of marks, this means that work will probably start at the beginning of the final year of a two-year
course, i.e. January / February for those taking the examination in November, and September / October for
those taking the examination in June.

It is important that your learners choose projects that can be completed in the time available, stretches them
to their full abilities and satisfies the requirements of the assessment criteria. Clear guidance and advice
from you is vital.

The project will probably take up most of the classroom time during this period, but this can be
complemented with the teaching of the knowledge content to help prepare learners for their written
examination paper. There are many different approaches to obtaining this balance and the knowledge
content could be covered through design projects. However, you must ensure that all syllabus topics are
covered and that your learners have opportunities to practise examination papers.

2.2 Health and safety

The syllabus contains a list of learning objectives for health and safety and this covers all issues linked to the
use of tools and equipment in a workshop. You need to make sure that you are familiar with all hazards in
your learners’ workspace.

Your learners will be working on their projects individually, so it is important that particular care is taken and
precautions are in place to protect learners when using dangerous machines, equipment, hazardous
materials and heat processes.

You should take particular care and to follow local guidelines when learners are considering the use of mains
electricity in their projects.

2.3 Guidance to learners

The question most commonly asked is, ‘How much help do I give my learners?’ The simple answer to this is
that you should be seen as a resource to be used just in the way that a learner might refer to information in a
book. Guidance and advice should be given but the learner must carry out the work on their own. There are
times when some learners may require extra input and help to move from one stage to the next. Under these
circumstances you should acknowledge this help and take account of it in the award of marks for the
relevant section of the assessment criteria.

Learners must receive sufficient guidance to give them the opportunity to access all of the marks available.
To do this, the evidence they produce will need to meet the syllabus requirements. You need to monitor the
progress of your learners on a regular basis so that you are always aware of the stage that each individual
learner has reached.

34
 Coursework Handbook

You may require your learners to produce some material for their projects as homework. This is acceptable
as long as you are familiar with learners’ ability and can be as sure as possible that the work produced is
their own. Be cautious of allowing learners to produce much of their ‘made product’ away from the classroom
and school facilities as you may find it difficult to authenticate their work with any degree of certainty.

2.4 Internal assessment (marking by teachers)

The Cambridge Handbook provides the deadline for the submission of final project marks for each
examination session and this should be adhered to.

You are required to mark the projects of each learner using the project assessment criteria which are
contained in the syllabus. Marks for each criterion should be recorded against each learner’s name on the
Coursework Assessment Summary Form, available from www.cambridgeinternational.org/samples.

The individual marks should be added up and checked by a second person. The total marks should then be
transferred to mark sheet MS1 and sent to Cambridge International before the examination series. The
transfer of marks should also be checked.

When several teachers are involved in internal assessment of coursework, arrangements must be made
within your Centre for all learners to be assessed to a common standard. It is essential that, within each
Centre, the marks for each skill assigned within different teaching groups are moderated internally for the
whole cohort. The Centre’s assessment will then be subject to external moderation.

2.5 External moderation

Coursework Assessment Summary Forms and the moderator copy of the computer-printed mark sheet MS1
must be received by Cambridge International no later than 30 April for the June examination and 31 October
for the November examination, together with a sample of the projects undertaken by the learners.

The sample submitted for external moderation should:

• represent the spread of marks across the entire ability range for the cohort, to include the top scoring
piece of coursework, some middle range marks and the lowest scoring piece of work
• include a balance of work from learners across all teaching sets and assessors
• include the second copy of the MS1
• contain information on the circumstances in which coursework was completed by learners and about
how you undertook internal moderation.

Each sample should:

• include the learners’ coursework clearly marked with their name, candidate number, and your Centre
name and number
• include the Coursework Assessment Summary Form(s).

On no account should made products be sent for moderation purposes. Design folders must include
sufficient photographs of the made product showing an overall view together with detailed views of evidence
to support the award of marks for product realisation.

The learners selected for external moderation must be indicated by an asterisk (*) on the Coursework
Assessment Summary Form.

You will be able to access all forms and instructions on compiling your sample for external moderation on the
Samples database, located on our public website www.cambridgeinternational.org/samples. Enter your
Centre number and the relevant syllabus code and the appropriate information will be retrieved from the
database for you.

It might be necessary for moderators to call for a further sample of work, beyond the original submission. Full
details of this further sample would be addressed to the named Examinations Officer at the Centre.

Centres are asked to retain copies of all Coursework Assessment Summary Forms until the publication of
results.

35
Coursework Handbook

Section 3: Project assessment

3.1 Marking the project

Three projects are available to download from The School Support Hub for you to practise marking.
• Project A: Resistant Materials,
• Project B: Graphic Products
• Project C: Systems and Control.

How to use the mark scheme

On the following pages you will find the project assessment criteria reproduced from the syllabus. Using
these criteria, you should attempt to mark the projects. Then, compare your marks with those of the
moderator, taking note of the accompanying commentaries.

Each criterion is arranged in distinct marking levels and you will see that if these are read from the bottom to
the top, they describe increasingly assured performances. However, in practice, work rarely matches one
statement precisely so a balance needs to be made across levels.

You should first mark the work and then make a ‘best fit’ judgement as to which level to place it in. Very often
you may see qualities that fit more than one band, so always use at least two bands and come to a decision
between them.

Mark work positively, rewarding what has been achieved rather than penalising learners for any errors they
have introduced or for any information they have not included.

If all the criteria in a level fit your judgement, award the highest mark and check the level above, just in case
a mark at the bottom of the next level is appropriate.

When you assess the projects for which you are responsible, place them in a rank order and award the
marks accordingly, paying special attention to the boundaries of the levels.

The projects available to download are not intended to be examples of prescribed formats or ways in which
projects should be produced. They are offered as examples of work that indicate the types of outcome that
could justify the marks awarded.

The projects, which were originally in A3 format, should be seen as examples of what is likely to be produced
by IGCSE learners.

36
 Coursework Handbook

3.2 Project assessment criteria

Description Level Mark
Criterion 1. Identification of a need or opportunity with an analysis leading to a design brief
Comprehensive investigation and full analysis of the design need, the
3 4–5
identification of the intended user(s) and a clear and full design brief.
Relevant investigation with appropriate analysis of the design need, the
2 2–3
identification of the intended user(s) and a functional design brief.
Limited investigation with an attempt at some analysis of the design need
1 1
which results in a simple and unqualified design brief.
No creditable response. 0 0
Criterion 2. Research into the design brief resulting in a specification
Full and objective research into the design brief and intended user(s) with
thorough analysis of the data/information leading to a detailed and justified 3 7–10
specification for the product.
Relevant research into the design brief and intended user(s) with appropriate
analysis of the data/information leading to a clear and partly justified 2 4–6
specification for the product.
Minimal examination and research into the design brief and intended user(s)
1 1–3
resulting in a limited specification for the product.
No creditable response. 0 0
Criterion 3. Generation and exploration of design ideas
A wide range of imaginative solutions which are conceptually different. Ideas
are developed and clarified with reference to the specification.
Appropriate drawing techniques are used and are clear and well presented.
4 16–20
Detailed and concise annotations explore technical aspects of each idea
including consideration of possible materials and constructions.
Ideas are evaluated with clear reference to each specification point.
A range of imaginative solutions which are conceptually different. Main ideas
are developed and clarified with reference to the specification.
Appropriate drawing techniques used with annotations to explore most of the
3 11–15
technical aspects including consideration of possible materials and
constructions.
Ideas are evaluated with some reference to the specification points.
A limited range of solutions. Some ideas are clarified with reference to the
specification.
Use of appropriate drawing techniques with limited annotations to explore 2 6–10
some aspects of each idea.
Main ideas are evaluated with some reference to the specification points.
A narrow range of ideas with a tendency to focus on one or two ideas with
little or no reference to the specification.
1 1–5
Basic sketching skills used.
Little or no reference to the evaluation of ideas.
No creditable response 0 0

37
Coursework Handbook

Description Level Mark

Criterion 4. Development of proposed solution
Comprehensive evidence of modelling and trialling to assist decisions about
form, materials, fixings and construction/production methods.
Excellent use of appropriate drawing methods which assist the clarification of
3 11–15
the technical specification of the item to be manufactured.
Evidence of evaluative comments or references to the specification where
appropriate.
Adequate evidence of modelling and trialling or sketches with annotations to
assist decisions about form, materials, fixings and construction/production
methods.
2 6–10
Good use of appropriate drawing methods which assist the clarification of the
technical specification of the item to be manufactured.
Evidence of some evaluative comments or references to the specification.
Some evidence of development towards a single solution.
Superficial or limited information on decisions about form, materials, fixings
and construction/production methods.
1 1–5
Basic use of various drawing methods which assist the clarification of the
technical specification of the item to be manufactured.
Limited or no reference to the specification.
No creditable response. 0 0
Criterion 5. Planning for production
High-quality working drawings which include full details for manufacture.
Clear and detailed evidence of production planning leading to a logical, clearly 3 7–10
communicated, sequence of the stages of manufacture including material
lists, fittings and finishes.
Working drawings which include most details for manufacture, e.g. overall
layout and major dimensions.
Adequate evidence of production planning leading to a logical sequence of 2 4–6
the stages of manufacture including most of the details required for material
lists, fittings and finishes.
Basic working drawings which may include some details for manufacture, e.g.
overall layout and major dimensions.
1 1–5
Limited evidence of production planning. Some of the details required for
material lists, fittings and finishes.
No creditable response. 0 0

38
 Coursework Handbook

Description Level Mark

Criterion 6. Product realisation
The product will be complete and finished to a very high standard. The overall
outcome will be made with precision and accuracy and will function well. The 6 26–30
product will fully meet all the requirements of the specification.
The product will be complete and finished to a high standard. The overall
outcome will be well made, and will function well, but may have some parts
with minor inaccuracies and blemishes. 5 21–25
The product will meet most of the requirements of the specification.
The product will be complete and finished to a good standard. The overall
outcome will be well made, and will function well, but may contain some
inaccuracies and blemishes. 4 16–20
The product will meet many of the requirements of the specification.
The product will be mainly complete and finished to a fair standard. The
overall outcome will be adequately made, and will partially function, but may
contain significant inaccuracies and blemishes. 3 11–15
The product will meet some of the requirements of the specification.
The product may not be complete. The overall outcome will be adequately
made and will partially function, but may contain significant mistakes,
inaccuracies and/or blemishes. 2 6–10
The product will meet a few of the requirements of the specification.
The product will not be complete with parts at a poor level of finish. The
overall outcome will be basic, and it may not function as intended. The work
will contain significant mistakes, inaccuracies and blemishes. 1 1–5
The product will meet few or none of the requirements of the specification.
No creditable response 0 0
Criterion 7. Testing and evaluation
Objective testing and evaluation of the product with systematic reference to
its performance, the specification and user. Where appropriate, testing will be
carried out in the environment for which the product was intended.
3 7–10
Clear identification and analysis of strengths and weaknesses of the product
leading to detailed and meaningful conclusions with proposals for further
development.
Adequate testing and evaluation of the product with some reference to its
performance, the specification and user.
2 4–6
Identification of simple strengths and weaknesses of the product leading to
some conclusions with proposals for further development.
Little or no evidence of the testing and evaluation of the product with general
reference to its performance. Little or no reference to the specification and
user. 1 1–3
Superficial identification of a limited number of strengths and weaknesses of
the product leading to limited proposals for further development.
No creditable response 0 0

39
Cambridge Assessment International Education
The Triangle Building, Shaftsbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554
e: [email protected] www.cambridgeinternational.org

© Cambridge University Press & Assessment 2021 v3