Gcse Design and Technology Specification
Gcse Design and Technology Specification
SPECIFICATION
SUMMARY OF AMENDMENTS
Version Description Page number
Summary of assessment 2
1. Introduction 3
1.1 Aims and objectives 3
1.2 Prior learning and progression 4
1.3 Equality and fair access 4
2. Subject content 5
2.1 Technical principles 8
2.2 Designing and making principles 32
3. Assessment 35
3.1 Assessment objectives and weightings 35
3.2 Arrangements for non-exam assessment 36
4. Technical information 41
4.1 Making entries 41
4.2 Grading, awarding and reporting 41
This linear qualification will be available for assessment in May/June each year. It will
be awarded for the first time in summer 2019.
The specification enables learners to work creatively when designing and making
and apply technical and practical expertise, in order to:
• demonstrate their understanding that all design and technological activity takes
place within contexts that influence the outcomes of design practice
• develop the skills to critique and refine their own ideas whilst designing and
making
• communicate their design ideas and decisions using different media and
techniques, as appropriate for different audiences at key points in their designing
• develop decision making skills, including the planning and organisation of time
and resources when managing their own project work
• be ambitious and open to explore and take design risks in order to stretch the
development of design proposals, avoiding clichéd or stereotypical responses
• use key design and technology terminology including those related to: designing,
innovation and communication; materials and technologies; making, manufacture
and production; critiquing, values and ethics
This specification builds on subject content which is typically taught at key stage 3
and provides a suitable foundation for the study of design and technology at either
AS or A level. In addition, the specification provides a coherent, satisfying and
worthwhile course of study for learners who do not progress to further study in this
subject.
The protected characteristics under the Equality Act 2010 are age, disability, gender
reassignment, pregnancy and maternity, race, religion or belief, sex and sexual
orientation.
The specification has been discussed with groups who represent the interests of a
diverse range of learners, and the specification will be kept under review.
Reasonable adjustments are made for certain learners in order to enable them to
access the assessments (e.g. candidates are allowed access to a Sign Language
Interpreter, using British Sign Language). Information on reasonable adjustments is
found in the following document from the Joint Council for Qualifications (JCQ):
Access Arrangements and Reasonable Adjustments: General and Vocational
Qualifications.
2 SUBJECT CONTENT
The subject content is presented under two headings: technical principles and
designing and making principles. Within each area, the content is further divided into
core knowledge and understanding and in-depth knowledge and understanding.
Core knowledge and understanding is presented in five clear and distinct topic areas:
Learners are required to study all of the content in these five areas, to ensure they
have a broad knowledge and understanding of design and technology and that they
are able to make effective choices in relation to which materials, components and
systems to utilise within design and make activities.
In-depth knowledge and understanding is presented in six clear and distinct topic
areas:
Learners are required to study at least one of these six areas, to ensure they have an
in-depth knowledge and understanding of a specific material area and/or components
and systems to support their design and make activities.
All topics within the core knowledge and understanding, the in-depth knowledge and
understanding, and designing and making principles must be addressed. In each
case, the left hand column identifies the content topic and the amplification indicates
the areas that need to be covered. The amplification column provides more
information on the content presented in the left hand column, including the breadth
and depth of study required. Where 'e.g.' is used in the amplification column, the list
which follows is illustrative only. In all other instances, the list of items in the
amplification column must be covered. Centres are not restricted to how they will
deliver this to the learner but it is anticipated that there will be an integrated approach
between the core and the in-depth content.
Technical principles
There is no hierarchy implied in the order in which the content is presented and it does not
imply a prescribed teaching order.
The subject content for GCSE Design and Technology will be assessed in the written
examination and non-exam assessment (NEA).
Design and Technology in the 21st Century Design and make task
Written examination: 2 hours NEA: approximately 35 hours
50% of qualification 50% of qualification
100 marks 100 marks
Calculators may be used in Component 1 and in Component 2. Learners are responsible for
making sure that their calculators meet the relevant regulations for use in written
examinations: information is found in the JCQ publications Instructions for conducting
examinations and Information for candidates for written examinations.
Content Amplification
1. The impact of new The focus of this content is the impact of new and emerging
and emerging technologies on the areas identified below.
technologies on:
• industry • The impact of new and emerging technologies on industry and
• enterprise enterprise:
• sustainability • market pull – responding to demands from the market;
• people • technology push – development in materials and components,
• culture manufacturing methods;
• society • consumer choice – consumers wishing to own the latest
• the environment technologies/products.
• production • The Product Life Cycle.
techniques • Global production and its effects on culture and people.
• systems • Legislation to which products are subject.
• Consumer rights and protection for consumers when purchasing
and using products.
• Moral and ethical factors related to manufacturing products and
the sale and use of products.
• Sustainability; meeting today’s needs without compromising the
needs of future generations.
• Advantages and disadvantages of using computer aided design
(CAD).
• Advantages and disadvantages of the use of computer aided
manufacture (CAM).
• How CAM equipment can be used in a variety of applications:
CNC embroidery, vinyl cutting, CNC routing, laser cutting and 3D
printing.
Content Amplification
2. How the critical The focus of this content is how the critical evaluation of new and
evaluation of new and emerging technologies informs design decisions.
emerging technologies
informs design • The importance of sustainability issues and environmental issues
decisions; considering when designing and making.
contemporary and • Social, cultural, economic and environmental responsibilities in
potential future designing and making products.
scenarios from • The SIX R's of sustainability; rethink, reuse, recycle, repair,
different perspectives, reduce and refuse.
such as ethics and the
environment • Life Cycle Analysis to determine the environmental impact of a
product.
• Fair-trade policies and carbon footprint.
• Ecological footprint.
Content Amplification
4. Developments in • Electroluminescent film or wire i.e. LCD.
modern and smart • Quantum Tunnelling Composite (QTC) - when used in circuits the
materials, composite resistance changes under compression.
materials and • SMA – shape memory alloys.
technical textiles • Polymorph.
• Smart fibres and fabrics that respond to the environment or
stimuli:
• photo-chromic;
• thermo-chromic;
• micro-encapsulation;
• biometrics.
• Carbon Fibre, Kevlar and GRP.
• Interactive textiles that function as electronic devices and
sensors: circuits integrated into fabrics, such as heart rate
monitors; wearable electronics such as mobile phones or music
player, GPS, tracking systems and electronics integrated into the
fabric itself.
• Micro-fibres in clothing manufacture.
• Phase changing materials: breathable materials; proactive heat
and moisture management.
• Sun protective clothing.
• Nomex.
• Geotextiles for landscaping.
• Rhovyl as an antibacterial fibre.
Content Amplification
5. How electronic • Graphical conventions for communicating concepts: circuit
systems provide diagrams, block diagrams and flowcharts.
functionality to • The ‘systems' approach – input; process; output.
products and • Principles of a control system:
processes, including • input data from a sensor: light dependent resistor (LDR),
sensors and control thermistor;
devices to respond to • processing by control devices: semi-conductor, IC,
a variety of inputs, and microprocessor or computer;
devices to produce a • output where a signal is received that will perform a desired
range of outputs function: buzzer, light emitting diode (LED).
• The importance of feedback within the system.
• The methods of providing feedback in different systems.
• Familiar products in terms of their control system.
• Control devices that include counting, switching and timing.
• Analogue and digital sensors as input components.
Content Amplification
7. The functions of • Principle of a mechanical device to transform input motion and
mechanical devices, force into a desired output motion and force.
to produce different • Analyse everyday mechanical devices and how they function.
sorts of movement, • Consider mechanical systems in terms of input; process; output.
changing the
magnitude and • Mechanical systems which:
direction of forces • increase or decrease speed of movement/rotation;
• change magnitude/direction of force/movement/rotation.
Materials
Learners need to have a broad understanding of the categorisation and properties of a range
of materials. They should be aware of their source, use and application in products.
Content Amplification
8. Papers and boards • The categorisation and properties of paper, cards, boards and
composite materials. Properties to be considered in terms of
their strength, folding ability, surface finish and absorbency.
• Papers, cards and boards can be laminated to improve
strength, finish and appearance.
• The standard ISO sizes of paper.
• The use of grammage i.e. grams per square metre (gsm) to
measure weight of paper.
• The use of microns to measure thickness of card.
• The use of recycled materials to manufacture papers and
boards.
• The aesthetic and functional properties of common papers,
cards and boards: layout paper, tracing paper, copier paper,
recycled paper, corrugated board, cartridge paper, mounting
board and folding boxboard.
9. Natural and • The categorisation and properties of hardwoods and softwoods.
manufactured timber • Properties to be considered: strength, grain structure, surface
finish and absorbency.
• Natural timber is harvested from deciduous (hardwoods) and
coniferous (softwood) trees.
• Natural timber is available in the following forms: plank, board,
strip, square, and dowel.
• Natural timber can be identified using a range of discriminators:
weight, colour, grain, texture, durability and ease of working.
• Natural timber is protected using different finishes and these
finishes are sometimes used to improve aesthetic appeal.
• Categorisation and properties of manufactured timbers.
• Manufactured timbers are made from natural timbers and made
from particles/fibres or laminates.
• Manufactured timbers are available in standard sizes and
forms: plywood, MDF (Medium Density Fibreboard), chipboard,
hardboard and veneered boards.
• Manufactured timbers can be protected using finishes and
these finishes are sometimes used to improve the aesthetic
appeal.
10. Ferrous and non- • Categorisation and working properties of ferrous metals, non-
ferrous metals ferrous metals and alloys.
• Properties of metals: hardness, elasticity, conductivity,
toughness, ductility, tensile strength and malleability.
• Metals are sold as sheet, bar, rod, tube and angle.
• Ferrous metals: cast iron, mild steel, medium carbon steel and
high carbon steel.
• Ferrous metals may require a protective finish and the finish is
sometimes used to improve the aesthetic appeal.
• Non-ferrous metals: aluminium, copper, brass, bronze.
• Alloys of metals are a base metal mixed with other metals or
non-metals to change their properties or appearance.
• Non-ferrous metals may require a protective finish and the
finish is sometimes used to improve the aesthetic appeal.
11. Thermoforming • Categorisation and physical properties of polymers.
and thermosetting • Polymers can be made from both natural and synthetic
polymers resources.
• Polymers are sold as sheet, film, bar, rod and tube.
• The differences between a thermoforming (thermoplastic) and
thermosetting material.
• Properties of polymers: weight, hardness, elasticity,
conductivity/insulation, toughness and strength.
• The properties of thermoplastics: polythene, polystyrene,
polypropylene and PVC.
• The properties of the thermosetting plastics: UF (urea
formaldehyde), MF (melamine formaldehyde), PR (polyester
resin) and ER (epoxy resin).
12. Natural, synthetic, • The categorisation and working properties of fibres and textiles.
blended and mixed • The raw materials of textiles are classified according to their
fibres, and woven, source.
non-woven and • Natural polymers:
knitted textiles. • Animal polymers: wool/fleece – mohair, cashmere, angora,
alpaca, camel (hair).
• Insect polymers: silk.
• Plant polymers: cotton, linen hemp, jute, rayon, viscose.
• Manufactured polymers:
• Synthetic: polyester, polypropylene, nylon, acrylic, elastane,
lycra, aramid fibres.
• Microfibres – Tactel, Tencel (Lyocell).
• The properties of textiles fibres: strength, elasticity, absorbency,
durability, insulation, flammability, water-repellence, anti-static
and resistance to acid, bleach and sunlight.
• Blending and mixing fibres improves the properties and uses of
yarns and materials.
Technical principles
In-depth knowledge and understanding
Learners are required to develop an in-depth knowledge and understanding in relation to at
least one of the following:
working properties of
Functions of electronic and programmable devices /
the material categories
systems
or the components and
systems, and their • Voltage, Resistance and Current and their relationship
ecological and social in an electronic circuit.
footprint • Ohm's Law: V=I*R.
• Function of resistors and their colour code system.
• Electronic circuits / systems in terms of input, process
and output blocks.
• Use of a relay.
Input Devices
• SPST, SPDT, DPDT, push to make, push to break,
reed, and tilt switches.
• Sensors for light, heat and moisture, the LDR and the
thermistor in a potential divider.
Process Components
• The transistor to control a switching or sensing circuit;
as a switch, amplifier, transducer driver.
• ICs to control monostable time delays.
• ICs to control astable pulse generators, multi-
vibrators, comparators and amplifiers.
• Controlling a time delay and pulse frequency.
• The capacitor and its role in timing circuits.
• The function of a thyristor or silicon controlled rectifier
as a latching device.
Levers
• Classification.
• Calculation of mechanical advantage.
• Calculate forces acting in simple lever systems using
the principle of moments.
Others
• Rack and Pinion.
• Pawl and Ratchet.
• Crank and Slider.
• Cams.
2. The way in which the • Components and their functional benefits or limitations.
selection of materials • Miniaturisation to reduce the size of control systems, or
or components is the number of components for functional or cost reasons.
influenced by a range • Cultural, social, ethical and environmental responsibilities
of factors, such as of designers and manufacturers with respect to:
functional, aesthetic, material/component selection should not be harmful to
environmental, people or the environment; working conditions;
availability, cost, social, recyclability and waste.
cultural and ethical
components required
6. Specialist Wastage/Addition
techniques and • Appropriate tools and equipment to mark out, hold,
processes that can be cut, shape, drill and form materials.
used to shape, • The pillar drill to drill holes to various diameters.
fabricate, construct • Jigs and formers to ensure accuracy.
and assemble a high
quality prototype, Deforming/Reforming
including techniques • Bending plastics.
such as wastage, • Hot/cold working of sheet metals, casting.
addition, deforming • Drilling and turning materials.
and reforming, as • Vacuum forming, moulding.
appropriate to the • Laser cutting.
materials and/or
• 3D printing.
components being
used Assembly and components
• Components for a particular purpose: nuts, bolts,
washers, screws, rivets.
• Joining components together, e.g. soldering
components to circuit boards.
• Joining materials - mechanical or chemical bond.
• Joining like and unlike materials together.
• Material joining - permanent and temporary.
7. Appropriate surface • Surface finishes applied to electronic devices for functional
treatments and or aesthetic purposes.
finishes that can be • Powder and plastics coating of metals.
applied for functional
and aesthetic
purposes
4. Stock forms, types • Standard sizes of papers and boards. i.e. rolls, A5, A4, A3.
and sizes in order to • Paper is measured in grams per square metre.
calculate and • Cardboard is available in different forms with different cores.
determine the quantity • Costs and how to calculate the cost of materials for different
of materials or forms of products.
components required
6. Specialist Wastage/Addition
techniques and • Tools and equipment to mark out, hold, cut, shape, drill,
processes that can be form laminates of plastics, papers/boards.
used to shape, • Marking out materials using a range of workshop tools.
fabricate, construct • Jigs and formers to ensure accuracy as part of the
and assemble a high process of drilling, bending, cutting and forming.
quality prototype,
including techniques Deforming/Reforming
such as wastage, • Bending plastics.
addition, deforming • Vacuum forming.
and reforming, as • Laser cutting.
Papers and boards
3. The impact of forces • The behaviour of natural and manufactured timber under
and stresses on forces or under stress.
materials and objects • The stiffness and a strength of natural timber will depend
and the ways in which upon the wood, the cross sectional area and the depth of
materials can be the section.
reinforced and • Reinforcement of natural timber by laminating.
stiffened • The strength of plywood will depend upon the number of
layers and the wood grain being at right angles.
• The strength of a timber product will depend upon how
the product is jointed or what fixing method is used.
6. Specialist Wastage/Addition
techniques and • Tools and equipment to mark out, hold, cut, shape,
processes that can be drill and form laminates of natural timbers and
used to shape, manufactured boards.
fabricate, construct • The pillar drill to drill holes to various diameters.
and assemble a high • Jigs and formers to ensure accuracy as part of the
quality prototype, process of drilling, bending, cutting wood materials.
including techniques
such as wastage, Deforming/Reforming
addition, deforming • Material joining can be permanent or temporary.
and reforming, as • The principles of producing wood products using the
appropriate to the following processes: jointing, veneering, laminating
materials and/or and steam bending.
components being • Classification of wood joints as frame or box
used construction.
• Frame: mitre, dowel, mortise and tenon, halving and
bridle joint.
• Box/carcass: butt, lap, housing, dovetail and comb
joint.
• Adhesives: PVA (wood to wood), contact adhesive and
epoxy resin (wood to other materials).
• Temporary: screw (countersunk and round head) and
knock down fittings.
• Lasers.
• CAM machines.
3. The impact of forces • The ability of a metal to withstand forces will depend upon
and stresses on the type of metal and the natural ability of the metal to be
materials and objects hardened or tempered by the action of heat.
and the ways in which • The stiffness and strength of metals will depend upon the
materials can be metal’s natural properties, stock form, cross sectional
reinforced and area and the depth of the section.
stiffened
and sizes in order to (round) rod, square rod, hexagonal rod, strip, sheet, round
calculate and tube, square tube, angle and channel.
determine the quantity • Sizes of metals are normally related to their cross section
of materials or and are available in stock lengths.
components required • Costs and how to calculate the cost of metals for different
forms of products.
5. Alternative • Manufacturing systems: one off, batch and high volume
processes that can be production.
used to manufacture • Manufacturing systems, the advantages and
products to different disadvantages of producing single, one off products.
scales of production • The advantages and disadvantages of producing products
in limited quantity (batch production).
• Jigs and devices to control repeat activities.
• The advantages and disadvantages of high volume,
continuous production.
• Issues related to high volume production.
• Commercial production line and its features.
• The importance of CAM in modern high volume
production.
6. Specialist Wastage/Addition
techniques and • Cutting metals to the required shape or contour.
processes that can be • Tools and equipment to mark out, hold, cut, shape, drill
used to shape, and form metals.
fabricate, construct • The pillar drill to drill holes to various diameters.
and assemble a high • Jigs and formers to ensure accuracy as part of the
quality prototype, process of drilling.
including techniques • Pilot, clearance, tapping, countersunk and counterbored
such as wastage,
Ferrous and non-ferrous metals
holes.
addition, deforming
and reforming, as Deforming/Reforming
appropriate to the • Metal joining can be permanent or temporary, by welding,
materials and/or soldering and the use of nuts, bolts, washers, screws,
components being rivets, hinges, catches.
used • Lathe to turn materials.
• Milling machine to create a slot or face edge.
• The main stages in the following joining processes:
• Permanent: riveting, welding, brazing, silver soldering
and use of epoxy resins.
• Temporary: screws, nuts, bolts.
• Lasers.
• CAM machines.
7. Appropriate surface • Metal surface treatments finishing processes: plastic
treatments and finishes coating, enamelling, oil finishing black steel, paint and
that can be applied for primer.
functional and
aesthetic purposes
2. The way in which • Aesthetic and functional properties and the advantages
the selection of and disadvantages plastics in everyday products.
materials or
components is • Responsibilities of designers and manufacturers who design
influenced by a range using plastics with respect to:
of factors, such as • the environment;
functional, aesthetic, • working conditions in third world countries, low labour
environmental, costs and poverty;
availability, cost, • exploitation of employees;
social, cultural and • recyclability and waste.
ethical • biodiversity.
• Estimating the true costs of a prototype or product.
• New polymers are being developed often for specific
purposes: biodegradability and compostability.
6. Specialist Wastage/Addition
techniques and • Cutting thermosetting and thermoforming plastics to the
processes that can be required shape or contour.
used to shape, • Tools and equipment to mark out, hold, cut, shape, drill,
fabricate, construct and form plastics
and assemble a high • The pillar drill to drill holes to various diameters.
quality prototype, • Jigs and formers to ensure accuracy as part of the
including techniques
Thermosetting and thermoforming plastics
process of drilling.
such as wastage, • Pilot, clearance, tapping, countersunk and counterbored
addition, deforming holes.
and reforming, as
appropriate to the Deforming/Reforming
materials and/or • Plastics joining can be permanent or temporary, by
components being plastic welding and the use of nuts, bolts, washers,
used screws, rivets, hinges, catches.
• Lathe to turn materials.
• Milling machine to create a slot or face edge.
• Lasers.
• CAM machines.
• Blow moulding.
• Vacuum forming.
• Press moulding.
2. The way in which • A variety of finishing processes and why they are
the selection of important for aesthetic and functional reasons.
materials or • Different methods of enhancing the appearance,
components is prolonging and protecting life.
influenced by a range • To enhance aesthetic quality:
of factors, such as • Colouring, surface decoration, embossing, glazing,
functional, aesthetic, moiré effect, stiffening, increasing lustre (calendering,
environmental, mercerising), brushing, stain resistance (Scotchguard,
availability, cost, Teflon).
Natural, synthetic, blended and mixed fibres, and woven, non-woven and knitted textiles
• To improve functionality:
• Shower proofing using PVA or PVC or wax; crease
resistance using resin; waterproofing using silicones;
shrink resistance using chlorine treatment; anti-static
finish, coating with PVC, neoprene, silicone rubber,
polyurethane; use of barrier membranes laminated to
an outer or inner shell to make them breathable yet
waterproof; windproof materials made by very close
weave construction.
3. The impact of forces • Textile materials and components behave differently when
and stresses on subjected to force or stress e.g. a loaded rucksack, tents,
materials and objects uses in geotextiles, active sportswear, workwear, in normal
and the ways in which daily wear.
materials can be • The strength, durability and elasticity of textile materials will
reinforced and depend upon the fibre source and the construction method
stiffened for the material or components.
• Textile materials can be strengthened by laminating,
bonding and quilting to improve functionality.
• The strength of textile products will depend upon the
combination of joining or fixing methods used.
4. Stock forms, types • Textile materials come in standard widths 90cm, 115cm,
and sizes in order to 150cm, 200cm, 240cm.
calculate and • Estimate material quantities and costs based on best use
determine the quantity of materials.
of materials or • Calculate costs and quantities for components.
components required
Additionally, whilst not being required within the written examination to undertake design and
make activity, or evaluate their own prototypes from the NEA, learners' knowledge and
understanding of these designing and making principles will be assessed in Component 1
'Design and Technology in the 21st Century'.
Content Amplification
1. Understand that all design • Contexts are a starting point to inform possible
and technological practice outcomes, situations to create design briefs.
takes place within contexts
which inform outcomes.
2. Identify and understand • Identify the needs and wants of the end user.
client and user needs • Suggest possible design problems from the contexts.
through the collection of • Explore and investigate existing products, situations
primary and secondary data. before deciding upon whether there is a real need for a
product.
• Explore and investigate existing products, situations to
inform possible specification points for designing.
• Primary research data: collecting data and using this to
explore and aid further work.
• Secondary research data: collecting existing data and
using this to explore and aid further work.
6. Investigate and analyse • Investigate and analyse the work of past and present
the work of past and present designers and companies:
professionals and o Airbus
companies in the area of o Apple
design and technology in
o James Dyson
order to help inform their
own ideas. o Philippe Starck
o Matthew Williamson
• Where appropriate, review and link the work of past and
present designers and companies to inform, refine and
modify their design ideas.
7. Use different design • Use of design strategies such as:
strategies, such as • Collaboration – Discover, Define, Develop,
collaboration, user-centred Deliver.
design and systems thinking,
• User-centred design - Contexts, Requirements,
to generate initial ideas and
Design solutions, Evaluate, Iteration.
avoid design fixation.
• Systems thinking.
8. Develop, communicate, • Formal and informal 2D and 3D drawing.
record and justify design • System and schematic diagrams.
ideas, applying suitable
• Annotated sketches.
techniques, for example:
formal and informal 2D and • Exploded diagrams.
3D drawing; system and • Models.
schematic diagrams; • Presentations.
annotated sketches; • Written notes.
exploded diagrams; models;
presentations; written notes; • Flow diagrams
working drawings; • Working drawings.
schedules; audio and visual • Schedules.
recordings; mathematical • Audio and visual recordings.
modelling; computer-based • Mathematical modelling.
tools.
• Computer-based tools.
9. Design and develop at Design and develop a prototype which :
least one prototype that • Responds to needs and/or wants
responds to needs and/or • Is fit for purpose,
wants and is fit for purpose,
demonstrating functionality, • Demonstrates functionality,
aesthetics, marketability and
consideration of innovation.
10. Make informed and • Respond thoughtfully and make informed judgements
reasoned decisions, respond when evaluating their own prototype.
to feedback about their own • Act on the views of others.
prototypes (and existing • Make suggestions for improvements of their own
products and systems) to prototype and how these modifications could be made.
identify the potential for • Respond to feedback from others or clients and suggest
further development and improvements/modifications of their prototype.
suggest how modifications
could be made.
As for the core knowledge, understanding and skills described above, this section describes
activities learners are required to undertake as part of the sustained design and make activity which
forms the non-exam assessment (NEA) in this qualification. Learners are required to cover all of the
content in these five areas, to ensure they are able to apply a broad knowledge and understanding
of design and technology principles within the examined component.
Content Amplification
1. Selecting and working with • Select and work with appropriate materials or components
appropriate materials and that will realise their chosen prototype.
components in order to
produce a prototype.
2. Using appropriate and • When making prototypes, measure and mark out
accurate marking out methods accurately
including: measuring and use • Consider how to minimise waste and make allowances for
of reference points, lines and effective cutting methods.
surfaces; use templates, jigs • Marking methods:
and/or patterns; work within • Measuring and use of reference points.
tolerances; understand
• Lines and surfaces.
efficient cutting and how to
minimise waste. • Use templates, jigs and/or patterns.
• Work within tolerances.
3. Using specialist tools and • When making prototypes learners should:
equipment, appropriate to the • select and use specialist techniques, hand tools
materials or components used and machinery appropriate to the material being
(including hand tools, shaped or worked;
machinery, digital design and • adhere to relevant Health and Safety regulations
manufacture), to create a will need to applied appropriate to the environment
specific outcome. they are working in.
4. Using specialist techniques • When making prototypes learners should use specialist
and processes to shape, techniques to:
fabricate, construct and • Shape
assemble a high quality • Fabricate
prototype, including • Construct
techniques such as wastage, • Assemble
addition, deforming and • Include techniques such as wastage, addition, deforming
reforming, as appropriate to and reforming, as appropriate to the materials and/or
the materials and/or components being used.
components being used.
5. Using appropriate surface • Be aware and use appropriate surface finishing for
treatments and finishes for different materials
functional and aesthetic • The importance of finishing techniques to protect and
purposes. enhance the aesthetics qualities of the material/s.
3 ASSESSMENT
AO1
Identify, investigate and outline design possibilities to address needs and wants
AO2
Design and make prototypes that are fit for purpose
AO3
Analyse and evaluate:
• design decision and outcomes including for prototypes made by themselves
and others
• wider issues in design and technology
AO4
Demonstrate and apply knowledge and understanding of:
• technical principles
• designing and making principles
The table below shows the weighting of each assessment objective for each
component and for the qualification as a whole.
The table shows that AO3 is split between the two components. Component 1 assesses
learners' ability to analyse and evaluate wider issues in design technology. Component 2
assesses learners' ability to analyse and evaluate design decisions and outcomes including
for prototypes made by themselves and others.
* In the context of this component, ‘prototype’ is used to describe all working solutions
including products, models and systems.
The assessment criteria for learners’ contextual challenge (a sustained design and make
task) are summarised in the table below and shown in detail in Appendix A.
Assessment
Assessment Criteria Marks
objective
(a) Identifying and investigating design possibilities. 10
AO 1
(b) Developing a design brief and specification. 10
(c) Generating and developing design ideas. 30
AO 2
(d) Manufacturing a prototype. 30
(e) Analysing and evaluating design decisions and prototypes. 20 AO 3
Total 100
The design and make task is worth 50 per cent of the total marks available for this GCSE
design and technology qualification. The design and make task is assessed by the centre
and moderated by WJEC.
WJEC will publish the details of contextual challenges for GCSE Design and Technology on
the WJEC secure website on 01 June in the calendar year preceding the year in which the
qualification is to be awarded.
Learners will choose one contextual challenge from a range of three possible contextual
challenges. The contextual challenges will be reviewed by WJEC every year.
Learners are required to complete one sustained design and make task, based on the
contextual challenge they have chosen. Approximately 35 hours should be devoted to this
task. As the design folio is iterative the learners should manage their time appropriately. In
completing the design and make task, the learner will be required to produce the following
evidence:
• a design brief developed in response to one of the contextual challenges set
by WJEC
• a final prototype (or prototypes) based on that design brief, and
• additional evidence as necessary, including a design folio, to enable the
assessment of the learner's attainment in each of the categories (a) to (e) in
the table above.
Supervision
The design and make task must be appropriately supervised to ensure that assessors are
able to confidently authenticate each learner’s work.
The design and make task should be carried out in the normal design and technology
classroom/workshop environment. Learners are allowed supervised access to resources that
may include information gathered outside assessment time, but their portfolios must be
compiled within the school or college environment so that assessors can confidently
authenticate the work.
Each learner must produce their final prototype or prototypes (though not necessarily their
portfolio) under 'immediate guidance or supervision'. This means the prototype(s) have to be
produced either:
(i) with the simultaneous physical presence of the learner and the supervisor, or
(ii) remotely by means of simultaneous electronic communication.
In most cases supervision will be of the form described in (i), but in some circumstances, for
example if the learner is carrying out a specialist process away from the centre, (ii) may be
more appropriate.
The supervising teacher may give candidates limited guidance during the design and make
task in order to clarify what is to be done and to ensure that safe working practices are
followed.
Where a teacher has had to give detailed guidance advice and support to the learner this
must be declared in writing by the centre and marking of the work should be adjusted to
reflect this support. No credit should be given for work or decisions that learners have not
made by themselves.
It is the responsibility of the centre to ensure the authenticity of all work presented for
assessment. All learners are required to sign an authentication statement endorsing the
originality of their work presented for assessment, and assessors must countersign that they
have taken all reasonable steps to validate this. Authentication documentation must be
completed by all learners, not just those selected for moderation.
All assessors who have marked learners’ work must sign the declaration of authentication to
confirm that the work is solely that of the learner concerned and has been conducted under
the required conditions. Centres must ensure that the authentication documents are
completed for each learner and made available to the moderator.
Instructions for non-exam assessments are provided by JCQ. These inform the operational
practices required during non-exam assessment sessions. The head of the school or college
is responsible for making sure that supervision and authentication is conducted in line with
JCQ instructions and those laid out in this specification.
The design and make task is assessed using the criteria shown in Appendix A.
The marks awarded will arise by matching the learner’s performance in the design and make
task to each of the five sets of criteria (targeting AO1, AO2 and AO3) and then deciding
upon the extent to which the learner has demonstrated those criteria in their work.
Beginning at the lowest band, the assessor should consider the learner’s work and establish
whether it matches the descriptor for that band. If the descriptor at the lowest band is
satisfied, the assessor should move up to the next band and repeat this process for each
band until the descriptor accurately reflects the work.
If the work covers different aspects of different bands within the assessment criteria, a ‘best
fit’ approach should be adopted to decide on the band and then careful analysis of the
learner’s work should be made to decide on the mark within the band. For example, if the
work is judged to be mainly in band 2, but with a limited amount of band 3 content
addressed, the work would be placed in band 2, but the mark awarded would be close to the
top of band 2 as a result of the band 3 content.
Application of a 'best fit' approach is holistic and assessors should view the band as a whole
when considering learners' work. It is not simply a case of adding up the number of bullet
points within a band that the learner meets and awarding marks within the band on that
basis. This is because the descriptors linked to each bullet point do not necessarily
represent an equal amount of work or demand.
The assessment criteria are presented as a series of four bands, describing achievement
from the lowest level worthy of a mark, to that which is worthy of full marks for the relevant
set of criteria. In addition to applying the best-fit approach described above, assessors need
to take into account the complexity of the candidate's design and make task and the method
of manufacture.
It is important that learners are not discouraged from attempting challenging tasks and
producing innovative solutions. Candidates should be appropriately rewarded for their
achievements, however complex/simple their task. So a candidate who has attempted a
complex task and has not been entirely successful could achieve a high overall mark for the
NEA, when the complexity of the task is taken into account.
Assessors need to consider the quality achieved in the context of the demands of the
prototype. Also, the means of manufacture needs to be taken into account: a component
produced by 3D-printing, for example, may have an excellent finish, but will have been
straightforward to achieve.
Outcomes do not need to be perfect to achieve full marks, but should reflect the standard
expected at GCSE.
Internal moderation/standardisation
Where there is more than one assessor in a centre, the assessment of learners’ design and
make tasks must be standardised internally. This is to ensure that the final assessment
accurately reflects a single agreed standard for all GCSE design and technology candidates
entered for assessment by the centre.
Internal standardisation should involve all assessors independently marking sample pieces
of work to identify any differences in marking standards. Such differences should be
discussed collectively to arrive at an agreed common standard for the centre. Standardising
material will be issued by WJEC to assist with this process.
Submission of marks
Centres are required to submit marks for the design and make task online at the beginning
of May of the year in which the qualification is to be awarded. When marks have been
submitted to WJEC, the online system will apply the sample formula based on the overall
rank order for the entry and immediately identify the sample of learners whose work is
selected for moderation.
Once learners’ design and make tasks have been assessed by the centre and the marks
have been submitted to WJEC, learners must not have access to their work for further
development and the work must not be removed from the centre.
Moderation
A moderator appointed by WJEC will visit the centre during May in the year in which the
qualification is awarded.
Moderators will provide detailed feedback to centres through a written report which will be
made available on the day results are issued. Adjustments will be made when it is deemed
that the centre’s internal assessment does not conform to agreed common standards
established by WJEC. If centres have concerns about the outcomes of moderation, they may
access a range of post-results services as outlined on the WJEC website.
4 TECHNICAL INFORMATION
A qualification may be taken more than once. Candidates must resit all examination
units in the same series.
Marks for NEA may be carried forward for the life of the specification. If a candidate
resits an NEA unit (rather than carrying forward the previous NEA mark), it is the new
mark that will count towards the overall grade, even if it is lower than a previous
attempt.
Where a candidate has certificated on two or more previous occasions, the most
recent NEA mark is carried forward, regardless of whether that mark is higher or
lower (unless that mark is absent).
The current edition of our Entry Procedures and Coding Information gives up-to-date
entry procedures.
APPENDIX A
Non-exam assessment marking criteria
The assessment criteria for learners’ contextual challenge (a design and make task) are
summarised in the table below and shown in detail in the following pages. A definition of key
terms used within each assessment objective precedes the relevant assessment criteria.
Assessment
Assessment Criteria Marks objective
(a) Identifying and investigating design possibilities. 10
AO 1
(b) Developing a design brief and specification. 10
(c) Generating and developing design ideas. 30
AO 2
(d) Manufacturing a prototype. 30
(e) Analysing and evaluating design decisions and prototypes. 20 AO 3
Total 100
AO1 Identify, investigate and outline design possibilities to address needs and wants
Definitions used in AO1
Identify looking at areas and opportunities in which designs can take place
Investigate pursuing ideas and gathering information relating to a context
identify and investigate are interdependent - the processes work together and
take place in no particular order
Outline to produce a design brief and specification to inform AO2
AO2 Design and make prototypes that are fit for purpose
Definitions used in AO2
Design the generation and development of ideas that can be presented to a third party,
and can be evaluated and tested (however, the actual analysis and evaluation
forms part of AO3).
Prototype an appropriate working solution to a need or want that is sufficiently developed
to be tested and evaluated (for example, full sized products, scaled working
models or functioning systems).
Fit for purpose in addition to being a working solution, addressing the needs/wants of the
(prototype) intended user.
making skills can be assessed through the designing and making of the
prototype(s), as well as the nature and quality of the final prototype.
8 – 15 marks 2
• considered some design strategies and techniques and applied an iterative
design process to generate and communicate a range of basic initial ideas.
• identified social, moral and/or economic factors with some attempt to relate these
to the context and potential user(s).
• made some use of testing to evolve ideas and to refine their design decisions.
• developed a proposal, including satisfactory details of materials, dimensions,
finishes and/or production techniques, which address the main requirements of
the design brief and specification.
• demonstrated satisfactory use of skills/techniques to communicate ideas and
proposals to a third party.
1 – 7 marks 1
• generated and communicated a limited range of undeveloped initial ideas.
• identified aspects of social, moral or economic factors, though these are not
closely related to the context and or potential user(s).
• made little or no use of testing to evolve ideas.
• developed a proposal, with superficial details of materials, dimensions, finishes
and/or production techniques which addresses few requirements of the design
brief and/or specification.
• demonstrated limited ability to communicate their idea(s) to a third party.
0 marks
• produced no work that is worthy of a mark.
1 – 7 marks 1
• communicated superficial or no details of a sequence for manufacture and/or
testing of their final prototype.
• worked with materials and components to partly complete the manufacture of
their prototype.
• implemented making skills and processes to produce a partially functioning
prototype, some aspects of which meet elements of the design specification.
• a limited understanding of the working properties and/or performance
characteristics of the specified materials.
• selected and safely used specialist tools, techniques, processes, equipment and
machinery with a limited degree of accuracy, the prototype only just performs or
is unable to perform as intended, and meets few aspects of the needs, wants
and values of the user.
0 marks
• produced no work that is worthy of a mark.
(e) Analysing and evaluating design decisions and prototypes [AO3] Band
The candidate has:
16 – 20 marks 4
• undertaken a critical, objective analysis, evaluation and testing of their ideas and
decisions whilst applying iterative design processes.
• undertaken a critical and objective evaluation and testing of their final prototype,
taking into account the views of potential users.
• responded to feedback and clearly identified the potential for further
development of their prototype, with detailed suggestions for how modifications
could be made.
11 – 15 marks 3
• undertaken an objective analysis, evaluation and testing of their ideas and
decisions whilst applying iterative design processes.
• undertaken an objective analysis, evaluation and testing of the final prototype,
with some consideration of the views of potential users.
• responded to feedback and identified the potential for further development of
their prototype, suggesting how modifications could be made.
• responded to feedback and identified the potential for further development of
their prototype, with suggestions of how modifications could be made.
6 – 10 marks 2
• undertaken a satisfactory analysis, evaluation and/or testing of their ideas and
decisions whilst applying iterative design processes.
• undertaken a satisfactory analysis, evaluation and/or testing of their final
prototype, with partial consideration of the views of potential users.
• identified the potential for some further development of their prototype, including
suggestions of how modifications could be made.
1 – 5 marks 1
• produced a superficial evaluation of their ideas and decisions.
• produced a superficial evaluation of their final prototype.
• partially identified how their prototype could be modified.
0 marks
• produced no work that is worthy of a mark.
APPENDIX B
Links to mathematics and science
Through their work in design and technology learners are required to apply relevant
knowledge, skills and understanding from key stage 3 and key stage 4 courses in the
sciences and mathematics.
They should use the metric and International System of Units (SI) system but also be aware
that some materials and components retain the use of imperial units.
Through the assessment of their knowledge and understanding of technical principles and
designing and making skills learners will be required to demonstrate an understanding of the
mathematical and scientific requirements shown in the following tables. The examples in the
tables below are illustrative of how the mathematical skills and scientific knowledge and
skills identified could be applied in design and technology.
Links to mathematics
Learners must be able to apply the following mathematical skills.
Links to science
Learners must be able to apply the following scientific knowledge and skills.
WJEC Eduqas GCSE Design and technology specification for teaching from 2017/LG
30.01.17.