Commentary: Example 2

Is it ethically correct for Primark to sell clothing that has

been produced in sweatshops and child labour inflicted
environments?

Criterion Marks available Marks awarded

A: Focus and method 6 4

B: Knowledge and understanding in 9 5

context

C: Critical thinking 12 5

D: Communication 3 2

E: Engagement and reflection 6 4

Total 36 20

Commentary
Criterion A: Focus and method
The issue and related ethical dilemma is appropriate and the focus is generally sustained, though this slips
at times—sometimes response seems more interested in the qualities of Primark than the ethical dilemma.
The student provides a range of appropriate source material and data reflecting different perspectives,
showing good evidence of a planned approach to research. The survey designed and administered by the
student shows initiative; however, the information it provided would have been significantly more relevant
with a more considered choice of questions (eg the survey establishes that customers “would not shop at
Primark as much if they put up their prices”, when a question such as “how much more would you be prepared
to pay for clothes to ensure they were produced ethically?” would be better linked to the ethical dilemma).
Further, the people surveyed were not appropriate for the information sought. Understanding of bias is shown
mainly through the relatively balanced selection of source material; there is little explicit evidence of
understanding of the validity or provenance of the sources selected (eg the Primark website quoted
uncritically).

Criterion B: Knowledge and understanding in context

The student provides more than one perspective on the dilemma, balancing accusations of unethical use of
sweated labour in the UK and overseas with Primark’s explanation of the range of legitimate practices that
allow them to produce cheap clothes. Through this, the student shows some straightforward understanding
of global economic context by identifying how poor working conditions in less economically-developed
counties are in part driven by the demand for cheaper products during times of recession. However, these
examples tend to be described rather than explored or analyzed, which limits the student’s ability to show a
more developed understanding of the dilemma.

Criterion C: Critical thinking

The student is able to link ideas and concepts to show some understanding of cause and effect (“By changing
Primark’s manufacturing process, it could lead to a massive increase in Primark’s costs, therefore leading to
an increase in prices in store; ultimately leading to a decrease in customers and a decrease in sales income”).
However, often key points are asserted with little use of supporting evidence (eg If a shop is ethical you will
attract customers and increase profits). Where evidence and data is used it is often presented, rather than

Reflective project teacher support material 1

 Commentary: Example 2

interpreted and analyzed. Overall, there is also tendency to describe what Primark has done to address the
ethical dilemma (and taking this at face value) rather than the ethical dilemma itself. Some interesting points
are raised (Is it acceptable that workers are employed in poor working conditions if that keeps unemployment
down?), but not developed. The conclusion is brief and not well linked to the ethical dilemma considered. On
balance there is enough evidence to award a mark at the bottom of the middle band.

Criterion D: Communication
Communication is generally clear with simple but appropriate structure. For the most part points follow
logically on from each other, though the conclusion is relatively week. Terminology is used appropriately
(sustainable, recession, export earnings).

Criterion E: Engagement and reflection

Overall, the candidate was more able to reflect effectively on the research process than the ethical dimension
itself. The reflection log and supervisor interviews showed evidence that the candidate had given
considerable thought to the research process and had independently made well-informed decisions about
how to improve the variety and range of material gathered. While this was not always fully reflected in the
final project, the candidate recognized this and was able to suggest solutions. On balance the higher mark
in the middle band was awarded.

Reflective project teacher support material 2