GCSE (9-1)

WJEC Eduqas GCSE (9-1) in

DESIGN AND TECHNOLOGY
ACCREDITED BY OFQUAL

SPECIFICATION

Teaching from 2017

For award from 2019

Version 2 January 2019

This Ofqual regulated qualification is not available for

candidates in maintained schools and colleges in Wales.
 GCSE DESIGN AND TECHNOLOGY

SUMMARY OF AMENDMENTS
Version Description Page number

2 'Making entries' section has been amended to clarify resit 41

rules and carry forward of NEA marks.
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WJEC Eduqas GCSE (9-1) in

DESIGN AND TECHNOLOGY
For teaching from 2017
For award from 2019
Page

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

Appendix A: Non-exam assessment marking criteria 42

Appendix B: Links to mathematics and science 50

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GCSE DESIGN AND TECHNOLOGY 2

GCSE DESIGN AND

TECHNOLOGY
SUMMARY OF ASSESSMENT
Component 1: Design and Technology in the 21st Century
Written examination: 2 hours
50% of qualification

A mix of short answer, structured and extended writing

questions assessing candidates' knowledge and
understanding of:
• technical principles
• designing and making principles
along with their ability to
• analyse and evaluate design decisions and wider
issues in design and technology.

Component 2: Design and make task

Non-exam assessment: approximately 35 hours
50% of qualification

A sustained design and make task, based on a contextual

challenge set by WJEC, assessing candidates' ability to:
• identify, investigate and outline design possibilities
• design and make prototypes
• analyse and evaluate design decisions and wider
issues in design and technology.

This linear qualification will be available for assessment in May/June each year. It will
be awarded for the first time in summer 2019.

Qualification Accreditation Number: 603/1121/6

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GCSE DESIGN AND

TECHNOLOGY
1 INTRODUCTION
1.1 Aims and objectives
The WJEC Eduqas GCSE in Design and Technology offers a unique opportunity in
the curriculum for learners to identify and solve real problems by designing and
making products or systems. Through studying GCSE Design and Technology,
learners will be prepared to participate confidently and successfully in an increasingly
technological world; and be aware of, and learn from, wider influences on design and
technology, including historical, social/cultural, environmental and economic factors.

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 realistic design proposals as a result of the exploration of design

opportunities and users’ needs, wants and values

• use imagination, experimentation and combine ideas when designing

• 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

• develop a broad knowledge of materials, components and technologies and

practical skills to develop high quality, imaginative and functional prototypes

• be ambitious and open to explore and take design risks in order to stretch the
development of design proposals, avoiding clichéd or stereotypical responses

• consider the costs, commercial viability and marketing of products

• demonstrate safe working practices in design and technology

• 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

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1.2 Prior learning and progression

There are no previous learning requirements for this specification. Any requirements
set for entry to a course based on this specification are at the school/college’s
discretion.

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.

1.3 Equality and fair access

This specification may be followed by any learner, irrespective of gender, ethnic,
religious or cultural background. It has been designed to avoid, where possible,
features that could, without justification, make it more difficult for a learner to achieve
because they have a particular protected characteristic.

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.

This document is available on the JCQ website (www.jcq.org.uk). As a consequence

of provision for reasonable adjustments, very few learners will have a complete
barrier to any part of the assessment.

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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.

The specification content and assessment requirements are designed to ensure

learners develop an appropriate breadth and depth of knowledge and understanding
in design and technology.

2.1 Technical principles

Core knowledge and understanding is presented in five clear and distinct topic areas:

• design and technology and our world

• smart materials
• electronic systems and programmable components
• mechanical components and devices
• materials

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:

a. electronic systems, programmable components & mechanical devices

b. papers & boards
c. natural & manufactured timber
d. ferrous & non-ferrous metals
e. thermoforming & thermosetting polymers
f. fibres & textiles

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.

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2.2 Designing and making principles

Core knowledge and understanding that learners are required to develop and apply
is presented in ten clear topic areas:
• understanding design and technology practice
• understanding user needs
• writing a design brief and specifications
• investigating challenges
• developing ideas
• investigating the work of others
• using design strategies
• communicating ideas
• developing a prototype
• making decisions
Learners are required to cover all of the content in these ten areas, to ensure they
are able to apply a broad knowledge and understanding of design and technology
principles within design and make activities.
In-depth knowledge and understanding is presented in five clear topic areas:
• selecting and working with materials and components
• marking out
• using tools and equipment
• using specialist techniques
• using surface treatments and finishes
Learners are required to cover all of the content in these five areas, in relation to at
least one of the topic areas (a to f) identified in the in-depth knowledge and
understanding section of technical principles.
The content structure of this GCSE design and technology specification is illustrated
below.

Technical principles

Core knowledge & understanding In-depth knowledge & understanding

a. Electronic systems, programmable
• Design and technology and components & mechanical devices
our world
b. Papers & boards
Plus at
• Smart materials least one
from c. Natural & manufactured timber
• Electronic systems and
programmable components
d. Ferrous & non-ferrous metals
• Mechanical components
and devices e. Thermosetting & thermoforming
plastics
• Materials
f. Fibres & textiles

Designing and making principles

In-depth knowledge & understanding

Core knowledge & understanding Plus
(in relation to at least one of a to f above)

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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.

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2.1 Technical principles

Technical principles
Core knowledge and understanding
This section is designed to develop learners’ knowledge and understanding in design and
technology and its impact on daily life. Learners should develop a broad understanding of
materials, systems and processes and have the opportunity to apply knowledge and
understanding from other subject areas including mathematics and science. Appendix B
illustrates links to relevant mathematics and science skills. These must be covered within
GCSE Design and Technology qualifications and will be assessed in this qualification in
Component 1.

Design and technology and our world

Learners need a breadth of technical knowledge and understanding in order to make effective
choices in relation to the selection of materials, components and systems. They should
consider emerging technologies, environmental issues and impacts on society. They should
consider the needs of future generations as well as their own, and take a broad view of the
impact of design and technology activities.

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.

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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.

3. How energy is • Types of renewable and non-renewable energy sources: wind,

generated and stored solar, geothermal, hydroelectric, wood/biomass, wave, coal, gas,
in order to choose and nuclear and oil.
use appropriate • Issues surrounding the use of fossil fuels: coal, oil and gas.
sources to make • The advantages and disadvantages of renewable energy
products and to power sources.
systems • The use of renewable energy sources in modern manufacturing
production systems: the use of solar panels and wind turbines in
manufacturing sites.
• Renewable energy sources for products: wind-up and
photovoltaic cells.
• Energy generation and storage in a range of contexts: motor
vehicles (e.g. petrol/diesel, electricity) and household products
(e.g. battery, solar, mains electricity).

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Smart materials, composites and technical textiles

The design and manufacture of products depends upon material technology and the
development and implementation of materials in products. Learners need to be aware of
developments in materials technology and how these impact on the design and use of
products.

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.

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Electronic systems and programmable components

Familiar products often include the use of electronic components. Learners should be aware
of the importance of electronic and programmable components to the product designer and
end user and how such components are integrated into everyday products we use.

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.

6. The use of • Sub routines or macros in control systems.

programmable • Programmable microcontrollers can be used to control a range
components to embed of systems.
functionality into • Programmable microcontrollers can interface with other
products in order to devices.
enhance and • Programmable microcontrollers can be reprogrammed
customise their repeatedly.
operation • The benefits and limitations of programmable microcontrollers.
• Programmable Interface Controllers (PIC) and how they can be
used to control products or systems.

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Mechanical components and devices

Familiar products often include the use of mechanical components and devices. Learners
should be aware of the importance of mechanical components and devices to the product
designer and end user and how such components are integrated into everyday products we
use.

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.

• Simple calculations involving mechanical systems.

• Analyse the function of mechanical products that have:

• pulley systems, e.g. curtain rails, sewing machine;
• gear systems, e.g. whisk, hand drill;
• levers and linkages, e.g. scissors;
• rack and pinion, e.g. chair lift;
• cams, e.g. automata toys.

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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.

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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.

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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:

• electronic systems, programmable components & mechanical devices.

• papers & boards.
• natural & manufactured timber.
• ferrous & non-ferrous metals.
• thermoforming & thermosetting polymers.
• natural, synthetic, blended and mixed fibres; woven, non-woven and knitted textiles.

In-depth knowledge and understanding

This section is for electronic systems, programmable components & mechanical devices.
Learners are required to develop an in-depth knowledge and understanding of:
Content Amplification
1. The sources, Components and how they can be combined to from a
origins, physical and system or sub-system.
Electronic systems, programmable components & mechanical devices

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.

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1. The sources, origins, Operational amplifiers and gain.

physical and working • Programmable micro controllers to control a variety of
properties of the input and output devices.
material categories or • The function of AND, OR, EOR, NOT, and NAND logic
the components and gates.
systems, and their • Combining logic gates to form control systems.
ecological and social
footprint (cont.) Output Components
• Lamps, LEDs, buzzers, piezo sounders,
loudspeakers, sirens, motors and solenoids.

Functions of mechanical devices / systems

• Simple and compound pulley and belt systems.
Electronic systems, programmable components & mechanical devices

• Calculate velocity ratio.

• RV of driver*dia of driver= RV of driven*dia of driven.
• Simple and compound gear systems.
• Calculate velocity ratio.
• RV of driver*teeth on driver= RV of driven*teeth on
driven.
• Worm drive systems.
• Bevel gear systems.

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.

Ecological and social footprint

• Changing society’s view on waste, encourage
recycling.
• Living in a greener world.
• Life-cycle analysis of a material or product.
• Sustainable design, e.g. with reference to rapidly
updated products such as mobile phones.

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

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3. The impact of forces • How mechanical components are strengthened to withstand

and stresses on forces.
materials and objects • Casing and protecting electronic components.
and the ways in which
materials can be
reinforced and
stiffened

4. Stock forms, types • Standard stock electronic components sizes.

and sizes in order to • Dual In Line (DIL) standard for electronic ICs.
calculate and • Stock materials for the manufacture of products.
determine the quantity • Calculate cost of materials and components for products.
of materials or
Electronic systems, programmable components & mechanical devices

components required

5. Alternative • Mass production.

processes that can be • Just in time manufacturing.
used to manufacture • The use of CAD/CAM in production.
products to different • Batch production.
scales of production • Jigs and devices to control repeat activities.
• One-off production.

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

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In-depth knowledge and understanding

This section is for papers and boards.
Learners are required to develop an in-depth knowledge and understanding of:
Content Amplification
1. The sources, • How wood pulp is made.
origins, physical and • The differences between mechanical and chemical wood
working properties of pulp.
the material categories • Recycled paper.
or the components and • How paper is made by hand.
systems, and their • Surface finishes of paper and card.
ecological and social • Commercial manufacture of papers and boards.
footprint • The physical and working properties of paper and board:
texture, weight, thickness, strength, surface finish,
transparency, folding ability and absorbency.
Ecological and social footprint:
• The impact on the environment.
• Greenhouse gases.
• Changing society’s view on waste, encourage recycling
of all materials.
• Living in a greener world.
• Packaging – is it always needed?
• Life-cycle analysis of a material or product.
• Sustainable design.
2. The way in which • Aesthetic and functional properties of cards and boards.
the selection of •
Papers and boards

Advantages and disadvantages of common paper, card and

materials or boards for commercial and everyday use:
components is layout paper, tracing paper, copier paper, recycled paper,
influenced by a range cartridge paper, mounting board, folding boxboard and
of factors, such as corrugated board.
functional, aesthetic, • The reasons for use of paper, card and boards in everyday
environmental, products.
availability, cost, • The aesthetic properties of paper, card and boards.
social, cultural and • Responsibilities of designers and manufacturers who design
ethical using paper card with respect to:
• the environment;
• working conditions in third world countries, low labour
costs and poverty;
• exploitation of employees;
• recyclability and waste;
• biodiversity and deforestation.
• Estimating the true costs of a prototype or product.
3. The impact of forces • The behaviour of papers and board under forces or stress.
and stresses on • Reinforcement of papers and boards by corrugating, folding,
materials and objects gluing.
and the ways in which • Stiffening papers and boards by increasing thickness,
materials can be adding ribs.
reinforced and • Structural integrity, stiffness and strength of papers and card
stiffened boards by laminating and the design of the cross-section of
the board, e.g. corrugated card board has a fluted core
between two layers of card.
• The strength of paper and boards in products will depend
upon the design and the joining or fixing methods used.

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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

5. Alternative • Advantages and disadvantages of producing single, one off

processes that can be products.
used to manufacture • The advantages and disadvantages of producing products
products to different in limited quantities (batch production).
scales of production • The need to produce a number of identical products.
•
Papers and boards

Jigs and devices to control repeat activities.

• The advantages and disadvantages of high volume,
continuous production.
• Issues related to high volume production.
• The importance of CAM in modern high volume production.
• Pre-press, on-press and the finishing processes used by
commercial printers to produce products in batches or
mass/high volume.
• Pre-press operations:
• Grids, registration marks, layout, imposition and colour
separation;
• On-press operations;
• Finishing Processes;
• Die cutting, spirit varnishing, and UV varnishing,
laminating, embossing, debossing, cropping, folding and
binding methods;
• Techniques used to produce books, magazines, leaflets,
flyers, packages and other printed products.

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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

appropriate to the • 3D printing.

materials and/or
• Press forming / moulding.
components being
• Blow moulding.
used
• CAM machines.
• 3D Printers.
• Score and fold paper and card.
• Assembly and components.
• Components for a particular purpose.
• Material joining - permanent and temporary.

7. Appropriate surface • The application of a variety of finishing materials.

treatments and finishes • Die cutting, spirit varnishing, U.V. varnishing, laminating,
that can be applied for embossing, debossing, cropping, folding and binding
functional and methods.
aesthetic purposes • The use and importance of product labelling and symbolic
images that convey messages.

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In-depth knowledge and understanding

This section is for natural and manufactured timber.

Learners are required to develop an in-depth knowledge and understanding of:

Content Amplification
1. The sources, • The physical and working properties of hardwoods,
origins, physical and softwoods and man-made boards: toughness, flexibility,
working properties of grain structure, strength, absorbency, surface finish, colour
the material categories and hardness.
or the components and • Natural solid timber - strengths and weaknesses
systems, and their • Defects: shrinkage, splits, shakes, knots, fungial attack.
ecological and social • Hardwoods: beech, oak, mahogany, balsa and jelutong.
footprint • Softwoods: scots pine, western red cedar and parana pine.
• Strengths, weaknesses of the following manufactured
boards:
• plywood, MDF - medium density fibreboard, chipboard
and hardboard.
• The impact on the environment of deforestation.
• Ecological and social footprint.
• Changing society’s view on waste, encourage recycling.
• Living in a greener world.
Natural and manufactured timber

• Life-cycle analysis of a material or product.

2. The way in which • Aesthetic properties of natural and manufactured timbers.

the selection of • Functional properties of natural and manufactured
materials or timbers.
components is • Responsibilities of designers and manufacturers who
influenced by a range design using timber 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 and deforestation.
• Estimating the true costs of a prototype or product.
• Comparison costs of hardwoods, softwoods and
manufactured board.

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.

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4. Stock forms, types • Natural timber is available in different sectional forms,

and sizes in order to various standard sizes and can have a different finish
calculate and (sawn or planed).
determine the quantity • Manufactured boards are commonly available in sheet form
of materials or and in standard sizes and various thicknesses.
components required • Calculate the costs involved in the design of products:
fixtures, fittings, finishes required and the material cost.

5. Alternative • Advantages and disadvantages of producing single, one off

processes that can be products.
used to manufacture • The advantages and disadvantages of producing products
products to different in limited quantities (batch production).
scales of production • The need to produce a number of identical products.
• Jigs and devices to control repeat activities.
• The advantages and disadvantages of high volume,
continuous production.
• Issues related to high volume production.
• The importance of CAM in modern high volume production.
Natural and manufactured timber

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.

7. Appropriate surface • Surface treatments of natural timber and manufactured

treatments and finishes boards to prolong life of a product: sealants and primers.
that can be applied for • Finishes for aesthetic or functional reasons: varnish, wood
functional and stains, oils, polishes and preservative paints.
aesthetic purposes

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In-depth knowledge and understanding

This section is for ferrous and non-ferrous metals.
Learners are required to develop an in-depth knowledge and understanding of:
Content Amplification
1. The sources, origins, • Classification as ferrous metals, non-ferrous metals and
physical and working alloys.
properties of the • Metals are soured from ores and are a natural resource.
material categories or
the components and Ferrous Metals
systems, and their • Strengths and weaknesses.
ecological and social • Cast iron, mild steel, medium carbon steel and high
footprint carbon steel.
• Stainless steel, high-speed steel and high-tensile steel.
• Physical properties of metals: melting point, thermal and
electrical conductivity.
• Mechanical properties of metals: tensile strength,
toughness, plasticity, malleability and hardness.
• Heat treatment of ferrous metals: annealing, hardening,
tempering and case hardening.
Non-Ferrous Metals
• Strengths and weaknesses.
Ferrous and non-ferrous metals

• Aluminium, duralumin, copper, brass, bronze, pewter

and silver.
• Heat treatment of non-ferrous metals: annealing and
hardening
• Physical properties of metals: melting point, thermal and
electrical conductivity.
• Mechanical properties of metals: tensile strength,
toughness, plasticity, malleability and hardness.
Ecological and social footprint:
• The impact on our environment of mining for ores.
• Greenhouse gases during the production of metals.
• Changing society’s view on waste, encouraging recycling
of metals.
• Living in a greener world.
• Life-cycle analysis of a material or product.
2. The way in which • Aesthetic and functional properties of the following:
the selection of aluminium, duralumin, copper, brass, bronze, pewter,
materials or silver, cast iron, mild steel and medium carbon steel.
components is • Responsibilities of designers and manufacturers who design
influenced by a range using metals 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, social, • exploitation of employees;
cultural and ethical • recyclability and waste.
• Biodiversity.
• Estimating the true costs of a prototype or product.

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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

4. Stock forms, types • Metals are available in a number of common forms:

Ferrous and non-ferrous metals

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.

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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

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In-depth knowledge and understanding

This section is for thermosetting and thermoforming plastics.

Learners are required to develop an in-depth knowledge and understanding of:

Content Amplification
1. The sources, • Natural and synthetic plastic.
origins, physical and • Polymers and the polymerisation process.
working properties of • Common thermoplastics, their strengths, weaknesses and
the material categories working properties: acrylic, polythene, PVC,
or the components and polypropylene, polycarbonate, styrofoam, expanded
systems, and their polystyrene and nylon.
ecological and social • Common thermosetting plastics, their strengths,
footprint weaknesses and working properties: urea formaldehyde,
melamine and epoxy resins.
• Physical properties of plastics: thermal conductivity and
electrical conductivity/insulation.
• Mechanical properties of plastics: tensile strength,
Thermosetting and thermoforming plastics

toughness, plasticity, malleability and hardness.

Ecological and social footprint:

• The impact on our environment of oil exploration and
extraction.
• Greenhouse gases during the extraction and production
of polymer plastics.
• Changing society’s view on waste, encourage recycling of
all plastics.
• Living in a greener world.
• Life-cycle analysis of a material or product.

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.

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3. The impact of forces • The behaviour of thermoforming and thermosetting

and stresses on plastics under forces or stress.
materials and objects • The stiffness and a strength of thermoforming and
and the ways in which thermosetting plastic polymers depends upon the type of
materials can be plastic, the cross sectional area and the depth of the
reinforced and section.
stiffened • Thermoforming and thermosetting plastic polymers can
be strengthened by laminating.
• Different forms of fibres can affect the strength of
Thermosetting and thermoforming plastics

thermosetting plastics and act as reinforcement.

4. Stock forms, types • Polymers are available in expanded forms:

and sizes in order to open cell – foams; closed cell - expanded plastics.
calculate and • Plastic polymers are available in a wide range of forms:
determine the quantity powders, granules, pellets, liquids, films, sheets and
of materials or extruded shapes.
components required • Calculate material costs for products.

5. Alternative • Advantages and disadvantages of producing single, one off

processes that can be products.
used to manufacture • The advantages and disadvantages of producing products
products to different in limited quantities (batch production).
scales of production • The need to produce a number of identical products.
• Jigs and devices to control repeat activities.
• The advantages and disadvantages of high volume,
continuous production.
• The importance of CAM in modern high volume production.
• A range of products suitable for high volume, continuous
production.
• The principles of producing plastic products and
components using the following processes: blow
moulding, vacuum forming, press moulding and
compression moulding.

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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.

7. Appropriate surface • Self-finishing nature of many thermosetting and

treatments and thermoforming plastics.
finishes that can be • Textured finishes of plastics.
applied for functional
and aesthetic
purposes

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In-depth knowledge and understanding

This section is for natural, synthetic, blended and mixed fibres, and woven, non-woven
and knitted textiles.

Learners are required to develop an in-depth knowledge and understanding of:

Content Amplification
1. The sources, • Construction methods, and how their advantages and
origins, physical and disadvantages affect end use.
Natural, synthetic, blended and mixed fibres, and woven, non-woven and knitted textiles

working properties of • Weaving: plain, twill, satin, herringbone, pile.

the material categories • Knitting: weft knit and a warp knit.
or the components and • Bonding: sticking with adhesives; heating thermoplastic
systems, and their fibres; stitching a web of fibres.
ecological and social • Laminating.
footprint • Felting.
• Fibres are the raw material of textiles and they can be
classified according to their source.
• The nature of staple and continuous filaments; textured
yarns; novelty yarn (chenille) and these determine fabric
weight, flexibility, handle and end use.
• The properties of the main natural and manufactured
fibres/fabrics: strength, elasticity, absorbency, durability,
insulation, flammability, water repellence, anti-static and
resistance to acid, bleach, sunlight.
• Blending and mixing fibres to improve the properties and
uses of yarns and materials.
• Blends: polyester and cotton, silk and viscose, hemp and
cotton or silk.
• Mixture: cotton and wool, lycra with wool cotton or nylon.
• Bonding breathable waterproof membranes to outer fabrics
for all-weather wear (Gore-Tex, Permatex).
• Bonding foam to knitted or woven fabrics.
• Bonding plastic to loosely woven cotton to simulate leather.
• Quilting – polyester wadding between an outer and lining
material.

Ecological and social footprint:

• The impact on our environment e.g. pollution from the
processing of textiles, in parts of the world.
• Changing society’s view on waste, encourage recycling.
• Living in a greener world.
• Life-cycle analysis of a material or product.

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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

social, cultural and

ethical • To enhance fabric life:
• Flame retardant, moth proofing.

• 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.

• Responsibilities of designers and manufacturers who design

using textiles with respect to:
• the environment;
• working conditions in third world countries, low labour
costs and poverty;
• exploitation of employees;
• recyclability and waste;
• biodiversity.

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

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5. Alternative • Products can be manufactured in quantity.

processes that can be • Different methods of manufacture: job production
used to manufacture (custom-made or one–off); batch production; mass
products to different production and when each is appropriately used.
scales of production • The scale of production depends on the quantity of
products required.
• How manufacturing systems are organised: line
production; progressive bundle system; cell
production.
6. Specialist • The correct materials, hand tools and equipment for a
Natural, synthetic, blended and mixed fibres, and woven, non-woven and knitted textiles

techniques and range of practical tasks such as template production;

processes that can be stencil preparation; cutting out and assembly.
used to shape, • Change accessories when appropriate for special
fabricate, construct processes e.g. using a zipper foot for piping.
and assemble a high • Industrial manufacturing processes, e.g. stitch, trim and
quality prototype, neaten seams with the over locker.
including techniques • CAD/CAM equipment for cutting templates accurately and
such as wastage, continuously.
addition, deforming • Pattern language and markers for lay plans.
and reforming, as • Visual checks for pattern drop/match.
appropriate to the • The importance of accuracy and working to a tolerance -
materials and/or correct use of seam tolerances in joining/trimming.
components being
• Correct use of thread-colour, type, shade, stitch length.
used
• The appropriate choice of construction and decorative
processes for fabric type and product end use.
• The basic procedures for lay planning and use of pattern
language.
• Lengthwise / crosswise folds, cutting on the cross or bias,
notches, grain lines, balance marks, tuck/pleat lines, dart
markings, positions for pockets, buttons / holes, centre
front / back lines, seam tolerance.
• Different methods of transferring important marks onto
material prior to product manufacture.
• Tailor’s chalk.
• Hot notch marking in industry.
• Different types of cutting tools and equipment used
industry and know why they are used;
• Cutting tools:
• straight knives, round or band knives, automated die
cutters for products of constant shapes, computer
controlled cutting machines and laser cutters.
• Other equipment used for: lay planning and estimating
material quantities, fabric spreading to include several
plies.
7. Appropriate surface • Dyeing: piece, dip, random, tie and dye, batik.
treatments and • Printing: silk screen, roller, discharge, block, burn out;
finishes that can be stencilling; marbling; air brushing.
applied for functional • Painting: felt tip, dimensional, fabric paint, silk paints.
and aesthetic • Transfers: image-maker, ink-jet transfer (CAM).
purposes • Embroidery: hand embroidery, machine embroidery,
CAM.
• Appliqué; beadwork.

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2.2 Designing and making principles

Designing and making principles
Develop and apply core knowledge, understanding and skills
This section is designed to develop learners’ knowledge, understanding and skills when
designing and making prototypes. It describes the 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.

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.

3. Demonstrate an ability to • Write design briefs for specific needs, wants or

write a design brief and interests.
specifications from their own • Write specifications that are derived from their own
and others’ considerations of investigations, the needs and wants of clients.
human needs, wants and
interests.
4. Investigate factors, such • Designing should not take place in isolation but there
as environmental, social and are wider needs to be considered:
economic challenges, in • ergonomics
order to identify
• anthropometrics
opportunities and constraints
that influence the processes • environmental
of designing and making. • social
• economic
5. Explore and develop their • The importance of testing and evaluating ideas.
ideas, testing, critically • Continuously reviewing and critically analysing work as
analysing and evaluating it develops to improve the final design outcome.
their work in order to inform
• Refine and modify design ideas based upon learners'
and refine their design
own decisions and those of others.
decisions thus achieving
improved outcomes.

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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.

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Designing and making principles

Develop and apply in-depth knowledge, understanding and skills
Learners are required to develop and apply in-depth knowledge, understanding and skills in relation
to at least one of the following:

• electronic systems, programmable components & mechanical devices

• papers & boards
• natural & manufactured timber
• ferrous & non-ferrous metals
• thermoforming & thermosetting polymers
• natural, synthetic, blended and mixed fibres; woven, non-woven and knitted textiles.

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.

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3 ASSESSMENT

3.1 Assessment objectives and weightings

Below are the assessment objectives for this specification. Learners must
demonstrate their ability to:

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.

AO1 AO2 AO3 AO4 Total

Component 1 - - 10% 40% 50%
Component 2 10% 30% 10% 50%
Overall weighting 10% 30% 20% 40% 100%

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.

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3.2 Arrangements for non-exam assessment

The contextual challenge requires learners to demonstrate, at GCSE level, their
knowledge and understanding of the following core designing and making principles,
in the context of a sustained design and make activity. As detailed in Section 2.2,
learners are required to:

• work within a context which will inform the outcome

• identify and understand client and user needs
• write a design brief and specifications
• identify opportunities and constraints that influence the processes of
designing and making
• explore, develop, test, critically analyse and evaluate ideas
• investigate and analyse the work of others
• use different design strategies to generate initial ideas
• develop, communicate, record and justify design ideas
• design and develop at least one prototype* that is fit for purpose
• make informed and reasoned decisions to identify the potential for further
development

In addition, when designing and making in relation to at least one material or

component/ system(s) learners are required to:

• select and work with appropriate materials and components to produce a

prototype
• use appropriate and accurate marking out methods; work within
tolerances; understand efficient cutting and minimise waste
• use specialist tools and equipment, appropriate to the materials or
components used, to create a specific outcome
• use specialist techniques and processes to shape, fabricate, construct and
assemble a high quality prototype, as appropriate to the materials and/or
components being used
• use appropriate surface treatments and finishes

* In the context of this component, ‘prototype’ is used to describe all working solutions
including products, models and systems.

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Assessment criteria for the contextual challenge

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.

Contextual challenge titles

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.

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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.

Limited guidance refers to giving general advice to:

• support the learner only;
• ensure that the learner knows the requirements of the design and make task i.e.
design folio of evidence, models, times etc.;
• ensure that the learner's choice of task has the potential to address the requirements
of the marking criteria;
• enable the learner to feel comfortable in using the iterative process within the design
and make task;
• ensure that all work being completed during the iterative journey is that of the learner.
Where design work has been taken outside of the school environment, the teacher
must monitor to validate that the work being produced is solely that of the learner;
• ensure safe storage and security of all work, to ensure plagiarism does not take
place;
• advise on any health and safety issues.

Within limited guidance teachers are not allowed to:

• give the learner detailed advice and take the lead through the design and make
process;
• specify the situation/task or brief,
• correct or modify the work of a learner;
• give specific direction to the learner to achieve higher marks;
• mark work and then return the work to the learner to improve;
• return the work to the learner once it has been submitted for marking and final
marking has taken place ready for submitting to the board.

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.

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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.

Assessment of the design and make task

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.

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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.

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4 TECHNICAL INFORMATION

4.1 Making entries

This is a linear qualification in which all assessments must be taken at the end of the
course. Assessment opportunities will be available in May/June each year, until the
end of the life of this specification. Summer 2019 will be the first assessment
opportunity.

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 entry code appears below.

WJEC Eduqas GCSE Design and Technology: C600QS

The current edition of our Entry Procedures and Coding Information gives up-to-date
entry procedures.

4.2 Grading, awarding and reporting

GCSE qualifications are reported on a nine point scale from 1 to 9, where 9 is the
highest grade. Results not attaining the minimum standard for the award will be
reported as U (unclassified).

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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

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(a) Identifying and investigating design possibilities [AO1] Band

The candidate has:
9 – 10 marks 4
• undertaken a comprehensive and effective identification of opportunities for the
development of designs within the prescribed context.
• undertaken comprehensive, relevant research and investigation, clearly linked to
the context and, where appropriate, the work of past/present professionals and
companies.
• undertaken an effective analysis of information, reflecting the needs, wants and
values of clients or potential users.
• identified a range of problems/opportunities to clearly inform the development of
possible design briefs.
6 – 8 marks 3
• undertaken a generally effective identification of opportunities for the
development of designs within the prescribed context.
• undertaken relevant research and investigation, linked to the context and, where
appropriate, the work of past/present professionals and companies.
• undertaken a mostly effective analysis of information, reflecting the needs, wants
and values of potential users.
• identified a range of problems/opportunities to inform the development of
possible design briefs.
3 – 5 marks 2
• identified some opportunities for the development of designs within the
prescribed context.
• undertaken research and investigation, generally linked to the context and,
where appropriate, the work of past/present professionals and companies.
• undertaken a partially effective analysis of information, though the needs, wants
and values of potential users may not have not been fully considered.
• identified some problems/opportunities which partially inform the development of
possible design briefs.
1 – 2 marks 1
• identified one opportunity for the possible development of designs within the
prescribed context.
• undertaken little research and investigation, which is only partially linked to the
context.
• undertaken a superficial analysis of information, with little or no consideration of
the needs, wants and values of potential users.
• identified few problems/opportunities which are of little use in the development of
possible design briefs.
0 marks
• produced no work that is worthy of a mark.

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(b) Developing a design brief and specification [AO1] Band

The candidate has:
9 – 10 marks 4
• thoroughly considered a range of problems/opportunities in detail before deciding
upon a final design brief.
• demonstrated a very good understanding of the task ahead and the requirements
which have to be met, to satisfy fully the needs, wants and interests of potential
users.
• written a comprehensive design brief, directly relevant to the context, based upon
a thorough analysis of their research and investigation.
• written a comprehensive, relevant specification, including a range of objective
and measurable criteria, to direct and inform the design and manufacture of a
prototype.
6 – 8 marks 3
• considered a range of problems/opportunities before deciding upon a final design
brief.
• demonstrated a good understanding of the task ahead and most of the
requirements which have to be met, to satisfy most of the needs, wants and
interests of potential users.
• written a good design brief, linked to the context, based upon a general analysis
of their research and investigation.
• written a relevant specification, including a range of objective and measurable
criteria, to inform the design and manufacture of a prototype.
3 – 5 marks 2
• considered some problems/opportunities before deciding on a final design brief.
• demonstrated a general understanding of the task ahead and one or two
requirements have been identified to satisfy some of the needs, wants and
interests of potential users.
• written a satisfactory design brief, based upon some aspects of the analysis of
their research and investigation.
• written a satisfactory specification, including some key points, to partially inform
the design and manufacture of a prototype.
1 – 2 marks 1
• focussed on a single opportunity to produce a basic design brief.
• demonstrated a limited understanding of the task ahead, with little or no
consideration of the needs, wants and interests of potential users.
• written a design brief with little or no reference to their research and investigation.
• produced a small range of partially appropriate specification points.
0 marks
• produced no work that is worthy of a mark.

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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.

(c) Generating and developing design ideas [AO2] Band

The candidate has:
24 – 30 marks 4
• considered a range of design strategies, techniques and approaches and applied
an iterative design process to generate and communicate a range of initial ideas
which fully reflect all requirements.
• identified and considered social, moral and economic factors which are fully
relevant to the context and potential user(s).
• clear, effective and detailed use of testing to evolve ideas and to refine their
design decisions.
• developed a proposal, including comprehensive and relevant details of materials,
dimensions, finishes and production techniques, which clearly address all
requirements of the design brief and specification.
• demonstrated sophisticated use of skills/techniques to clearly communicate ideas
and proposals to a third party.
16 – 23 marks 3
• considered a range of design strategies, techniques and approaches and applied
an iterative design process to generate and communicate a range of initial ideas
which generally reflect requirements.
• identified and considered social, moral and economic factors which are generally
relevant to the context and potential user(s).
• clear and generally effective use of testing to evolve ideas and to refine their
design decisions.
• developed a proposal, including relevant details of materials, dimensions,
finishes and production techniques, which address most requirements of the
design brief and specification.
• demonstrated good use of skills/techniques to communicate ideas and proposals
to a third party.

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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.

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(d) Manufacturing a prototype [AO2] Band

The candidate has:
24 – 30 marks 4
• clearly communicated comprehensive and relevant details of a logical sequence
and achievable timeline for the stages of production and testing of their final
prototype.
• worked with appropriate materials and components to complete all aspects of
the manufacture of their prototype to a defined schedule.
• used appropriate making skills and processes to produce a high quality
functioning prototype that fully meets all requirements of the design specification
and is fit for purpose.
• an excellent understanding of the working properties and performance
characteristics of the specified materials and, where appropriate, demonstrated
consideration of surface treatments/finishes.
• selected and safely used specialist tools, appropriate techniques, processes,
equipment and machinery with excellent accuracy and precision to enable the
prototype to perform as intended and fully meet the user's requirements.
16 – 23 marks 3
• communicated relevant details of a logical sequence and achievable timeline for
the stages of production and testing of their final prototype.
• worked with appropriate materials and components to complete most aspects of
the manufacture their prototype, generally to a defined schedule.
• used appropriate making skills and processes to produce a good quality
functioning prototype that generally meets most of the requirements of the
design specification and is fit for purpose.
• a good understanding of the working properties and performance characteristics
of the specified materials and, where appropriate, demonstrated consideration of
surface treatments/finishes.
• selected and safely used specialist tools, appropriate techniques, processes,
equipment and machinery with good accuracy and precision to enable the
prototype to perform as intended and generally meet the user's requirements.
8 – 15 marks 2
• communicated details of a sequence for manufacture and testing of their final
prototype.
• worked with materials and components to partly complete the manufacture of
their prototype, generally to a defined schedule.
• used making skills and processes to produce a satisfactory, functioning
prototype that partially meets the requirements of the design specification and is
generally fit for purpose.
• a satisfactory understanding of the main working properties and performance
characteristics of the specified materials and, where appropriate, demonstrated
basic consideration of surface treatments/finishes.
• selected and safely used specialist tools, techniques, processes, equipment and
machinery with a fair degree of accuracy and precision, the prototype partially
performs as intended and meets some aspects of the user's requirements.

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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.

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AO3 Analyse and evaluate

• design decisions and outcomes, including for prototypes made by
themselves and others
• wider issues in design and technology
Definitions used in AO3
Analyse Deconstructing information and/or issues to find connections and provide logical
chain(s) of reasoning.
Evaluate Appraising and/or making judgements with respect to information and/or issues.
Analysis and evaluation should draw on underpinning knowledge and
understanding.

(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.

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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.

Ref Mathematical skills Examples of D&T Examples of specification

requirements applications content
1 Arithmetic and numerical computation
a Recognise and use Calculation of quantities NEA (assessment criteria
expressions in decimal and of materials, costs and (c)) – details of
standard form. sizes. dimensions.
2.1 in-depth, 4. Stock
forms, types and sizes in
order to calculate and
determine the quantity of
materials or components
required.
b Use ratios, fractions and Scaling drawings, NEA (assessment criteria
percentages. analysing responses to (a)) – analysis of
user questionnaires. information.
2.1 core, 7. The functions
of mechanical devices, to
produce different sorts of
movement, changing the
magnitude and direction
of forces.
c Calculate surface area and Determining quantities of NEA (assessment criteria
volume. materials. (d)) – manufacturing a
prototype.
2.1 in-depth, 4. Stock
forms, types and sizes in
order to calculate and
determine the quantity of
materials or components
required.

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Ref Mathematical skills Examples of D&T Examples of specification

requirements applications content
2 Handling data
a Presentation of data, Construct and interpret NEA (assessment criteria
diagrams, bar charts and frequency tables; present (c)) – communicating
histograms. information on design ideas and proposals to a
decisions. third party.
3 Graphs
a Plot, draw and interpret Analysis and presentation NEA (assessment criteria
appropriate graphs. of performance data and (a)) – analysis of
client survey responses. information.
b Translate information Extracting information NEA (assessment criteria
between graphical and from technical (a)) – analysis of
numeric form. specifications. information.
4 Geometry and trigonometry
a Use angular measures in Measurement and NEA (assessment criteria
degrees. marking out, creating (d)) – manufacturing a
tessellated patterns. prototype.
b Visualise and represent Graphic presentation of NEA (assessment criteria
2D and 3D forms including design ideas and (c)) – communicating
two dimensional communicating intentions ideas and proposals to a
representations of 3D to others. third party.
objects.
c Calculate areas of Determining the quantity NEA (assessment criteria
triangles and rectangles, of materials required. (d)) – manufacturing a
surface areas and prototype.
volumes of cubes. 2.1 in-depth, 4. Stock
forms, types and sizes in
order to calculate and
determine the quantity of
materials or components
required.

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Links to science
Learners must be able to apply the following scientific knowledge and skills.

Ref Scientific knowledge and Examples of D&T Examples of specification

skills requirements application content
1 Use scientific vocabulary, terminology and definitions
a Quantities, units and Appropriate use of NEA (assessment
symbols. scientific terms when criteria (b)) – developing
developing a design a design brief and
brief and specifications. specification.
b SI units (e.g. kg, g, mg; Calculation of quantities, NEA (assessment
km, m, mm; kJ, J), measurement of criteria (d)) –
prefixes and powers of materials and selection manufacturing a
ten for orders of of components. prototype.
magnitude (e.g. tera,
giga, mega, kilo, centi,
milli, micro and nano).
c Metals and non-metals Classification of the technical principles –
and the differences types and properties of a core knowledge and
between them, on the range of materials. understanding –
basis of their materials (sections 8 to
characteristic physical 12).
and chemical properties.
2 Life cycle assessment and recycling
a The basic principles in Selection of materials technical principles – in-
carrying out a life- cycle and components based depth knowledge and
assessment of a material on ethical factors, taking understanding (section 2
or product. into consideration the in all material areas).
ecological and social
footprint of materials.

© WJEC CBAC Ltd.

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Ref Scientific knowledge and Examples of D&T Examples of specification

skills requirements application content
3 Using materials
a The conditions which Understanding of properties technical principles –
cause corrosion and the of materials and how they core knowledge and
process of corrosion and need to be protected from understanding –
oxidisation. corrosion through surface materials (section 10
treatments and finishes. ferrous and non-ferrous
Appreciate how oxidisation metals).
can be used when dyeing
materials.
b The composition of some Selecting appropriate technical principles –
important alloys in materials. core knowledge and
relation to their understanding –
properties and uses. materials (section 10
ferrous and non-ferrous
metals).
c The physical properties Knowledge of properties of NEA (assessment
of [materials], how the materials to be applied criteria (d)) –
properties of materials when designing and manufacturing a
are selected related to making. prototype.
their uses.
d The main energy sources Understanding of how to technical principles –
available for use on choose appropriate energy core knowledge and
Earth (including fossil sources. understanding – D&T
fuels, nuclear fuel, bio- and our world – (section
fuel, wind, hydro- 3 how energy is
electricity, the tides and generated and stored).
the Sun), the ways in
which they are used and
the distinction between
renewable and non-
renewable sources.
e The action of forces and Knowledge of the function technical principles –
how levers and gears of mechanical devices to core knowledge and
transmit and transform produce different sorts of understanding –
the effects of forces. movement, changing the mechanical components
magnitude and direction of and devices (section 7
forces. the functions of
mechanical devices).

WJEC Eduqas GCSE Design and technology specification for teaching from 2017/LG
30.01.17.

© WJEC CBAC Ltd.