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91057: Implement basic procedures using resistant materials or textile material to make a specified product

Updated March 2016. This document has been updated in its entirety to address new issues that have arisen from moderation.

Choosing a specified product

Students can make the same product, or one from a range. Alternatively, they can implement procedures by making a product of their own choice. Having students make a range of products is not the intent of this standard.

Assessors need to ensure that tasks provided give the learners sufficient opportunity to display basic skills in one or more of the techniques given in Explanatory Note (EN) 6 appropriate to curriculum level 6, and that there are suitable specifications that guide learners towards using the tools and techniques needed in the task.


Specifications do not include the criteria for Merit or Excellence (that is, specifications that reflect accuracy, independence and economy of time, effort and materials).


This standard does not require students to devise the sequence of techniques; this can be supplied by the assessor. If the student has determined how to make the product (as might happen within technological practice), then the assessor must ensure that this will lead to the successful development of an outcome.

There may be some procedures that are beyond the expectations of curriculum level 6, and if so students should not be penalised if these procedures are used with support. For example, dovetail jointing is defined as a special feature requiring advanced skills at level 2.

While making their product, students must undertake a range of appropriate tests to demonstrate that the product meets the specifications.

Where students implement more than one basic procedure in the categories specified (EN6), students should be informed about the procedures that they need to implement independently and accurately for a Merit grade. Alternatively, a holistic judgement could be made.

Collection of evidence

The emphasis in this standard requires students to show evidence of how they have created the specified outcome and assessors should not expect a detailed written log.   

Evidence must validate that students have complied with relevant health and safety regulations and testing as they apply techniques and procedures.

Annotated images or a brief video may be sufficient for moderation as long as the requirements of the standard are demonstrated. Evidence of the completed final outcome should be included for moderation, but the physical objects are not required.

Student work could also be supported by a comment from the assessor, indicating the skills used and the reason for judging the work to be independent and accurate for Merit, or working with economy for Excellence.


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