Section D: Making a Prototype
GCSE — 2.2 NEA Guide (Core & In-depth Skills)
Overview
30 marks — AO2 (Assessment Objective 2: Design, make, evaluate and communicate)
This section is about planning and making your prototype. Your teacher and the moderator want to see that you can work with materials accurately and safely, follow a logical sequence, and produce a high-quality outcome. Aim for 4–5 pages.
Where it goes: your production plan (sequence of production) and final prototype photographs go in your formal presentation folio. Your making diary can go in either.
Supervised making: Your final prototype must be made in school under supervised conditions. Your teacher has to be able to confirm that the work is your own.
Practical evidence: Keep any jigs, formers, patterns, templates, test pieces and trials you make along the way, or photograph them. They count as supporting practical evidence and show your making skills.
What to include — page by page
Page numbers are a suggested order. WJEC sets no fixed format — see sketchbook and folio.
Page 17: Production plan
Before you start making, produce a detailed production plan. This shows you have thought through the entire making process.
A strong production plan includes:
- Sequence of production — numbered steps in the correct logical order (e.g. cut parts before assembling them)
- Timeline / schedule — estimated time for each stage, with dates if possible
- Materials and tools — what you will use at each stage
- Quality control checks — when and how you will check accuracy and quality throughout making (e.g. check against the working drawing, test fit before gluing)
- Testing stages — when you will test functionality (not just at the end)
Format: A table works well here. Columns could be: Step | Task | Tools/Materials | Time | Quality check.
Note: Prototypes may be aimed at a single user (one-off production) or have the potential for batch or mass production. State which applies to yours and why.
Pages 18–19: Making diary / photographic evidence
Document your making process with photographs and written commentary.
For each significant stage:
- Photograph the work in progress
- Write a short commentary explaining:
- What you did and how
- Which tools, equipment and techniques you used
- Any problems encountered and how you solved them
- Any changes made to your original plan and why
- How you checked accuracy and quality
Key things to demonstrate:
- Accuracy and precision — show measurements being taken, joints being checked for squareness, etc.
- Safe use of tools and equipment — mention safety precautions where relevant
- Material knowledge — show understanding of how your chosen materials behave (e.g. grain direction in timber, working with acrylic, etc.)
- Surface treatments and finishes — document the application of any finish and explain why you chose it
Tip: Take more photos than you think you need. It is much easier to select from many than to wish you had taken more.
Page 20: Final prototype photographs
Include high-quality photographs of your completed prototype from multiple angles:
- Front, side and back views
- Detail shots showing quality of joints, finishes, mechanisms or key features
- The prototype in use (showing it is functional and fits the user)
- Any scale reference (a ruler or hand in shot for context)
Add brief annotations pointing out key features, materials and finishes used.
What is being assessed
Your teacher (and the moderator) will look at your physical prototype as well as your documentation. The prototype itself is assessed against:
| Criteria | What to aim for |
|---|---|
| Functionality | The prototype works as intended — it does what your brief requires |
| Fit for purpose | It meets the user’s needs as described in your specification |
| Quality of making | Accurate cuts, clean joints, consistent finish — evidence of skill |
| Material selection | Appropriate materials chosen and worked correctly |
| Surface treatments | Appropriate finish applied well |
| Safety | No sharp edges, structurally sound, safe to use |
| Marketability | Could it be developed for wider production? |
| Innovation | Does it feature any innovative use of materials or technology (e.g. smart materials, technical textiles)? |
Marking criteria
Your teacher picks the band that best fits your work. A mark at the top of a band needs all of its descriptors met; missing evidence means a lower mark within the band. See how the marks are awarded.
| Band | Marks | What your work needs to show |
|---|---|---|
| 4 | 24–30 | Comprehensive production plan with logical sequence and timeline; appropriate materials used successfully; range of making skills produce a high-quality functioning prototype meeting the spec; excellent material knowledge; surface treatments applied; specialist tools used with high accuracy and precision |
| 3 | 16–23 | Logical plan with timeline; appropriate materials; good quality functioning prototype generally meeting the spec; good material knowledge; surface treatments considered; tools used accurately |
| 2 | 8–15 | Sequence for manufacture communicated; materials partly completed; adequate range of skills; prototype functions with some links to spec; basic surface finish; limited accuracy |
| 1 | 1–7 | Superficial or no plan; prototype only partially complete; some making skills; limited material knowledge; limited accuracy; partially functioning |
Checklist for Band 4
- Production plan completed before making begins
- Plan includes logical sequence, estimated timings and quality checks
- Making process documented with photographs at each key stage
- Commentary explains tools, techniques and decisions made
- Problems encountered are recorded along with how they were solved
- Accuracy and precision demonstrated throughout
- Surface treatment or finish applied and documented
- Final prototype is fully functional and meets the design brief
- Multiple high-quality photographs of the completed prototype included
- Innovation or use of smart/technical materials noted if present
- Prototype made in school under supervision
- Jigs, templates, test pieces and trials kept or photographed