gcse design and technology - scribble resourcesin order to be awarded the ocr gcse (9–1) in design...

Syllabus Snapshot

GCSE Design and Technology

Exam Board: OCR

7© OCR 2016 GCSE (9–1) in Design and Technology

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Therearetwosubmissionoptionsforthenon-examassessment(NEA).Theseoptionsdeterminetheentries,butdonotsignifydifferentroutesthroughthequalification.Learnersmusttakeeither:

• components01and02forOCRRepositorysubmissionoption,or• components01and03forPostalsubmissionoption

in order to be awarded the OCR GCSE (9–1) in Design and Technology.

ContentOverview AssessmentOverview

Thiscomponentbringstogetherthelearners‘core’and‘in-depth’knowledgeandunderstanding.

• ‘Core’ knowledge of Design and Technology principles demonstrateslearners’broadunderstandingofprinciplesthatalllearnersshouldhaveacrossthesubject.

• ‘In-depth’knowledgeallowslearnerstofocusmoredirectly on at least onemainmaterialcategory,ordesign engineering.

Thequestionpaperissplitintotwosections.

Aminimumof15%ofthepaperwillassesslearners’mathematicalskillsasappliedwithinadesignandtechnology context.

PrinciplesofDesign and

Technology*(01)

100marks

2 hours

Writtenpaper

50%of totalGCSE (9–1)

Thiscomponentofferstheopportunityforlearnerstodemonstrateunderstandingofandskillsiniterativedesigning,inparticular:

• theinterrelatednatureoftheprocessesusedtoidentifyneedsandrequirements(explore)

• creatingsolutionstomeetthoseneeds(create)• evaluatingwhethertheneedshavebeenmet

(evaluate).

Asanoutcomeoftheirchallenge,learnerswillproduceachronologicalportfolioandonefinalprototype(s).

Itisthroughtheiterativeprocessesofdesigningthatlearners draw on their wider knowledge and understanding of Design and Technology principles.

Contextual challenges will be released on 1 June each year.

IterativeDesignChallenge*

(02, 03)

100marks

Approx. 40 hours

Non-examassessment

50%of totalGCSE (9–1)

*Indicatesinclusionofsynopticassessment(seeSection3g).

Learnerswhoareretakingthequalificationmaycarryforwardtheirresultforthenon-examassessmentcomponent,SeeSection4d.

2a. OCR’s GCSE (9–1) in Design and Technology (J310)

2 Thespecificationoverview

8© OCR 2016

GCSE (9–1) in Design and Technology

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Centraltothecontentofthisqualificationistherequirementforlearnerstounderstandandapplyprocessesofiterativedesigningintheirdesignandtechnologypractice.Theywillneedtodemonstratetheirknowledge,understandingandskillsthroughinterrelatediterativeprocessesthat‘explore’needs,‘create’solutionsand‘evaluate’howwelltheneedshavebeenmet.

Fig. 1 IterativeDesignWheel©DesigningOurTomorrow,UniversityofCambridge

Fig. 2Multipleiterationsofdesign©DesigningOurTomorrow,UniversityofCambridge

Atthecentreofanyiterativeprocessistheneedtodevelopcritical-creativethinkingskillstomanageandorganiseopportunitiesthatareidentified.Thislearning will equip learners with life-long skills of problemspottingandproblemsolving,andenablethemtoapplytheirlearningtodifferentsocial,moralandcommercialcontexts.

Theenquirybasednatureofthisspecificationwillencouragelearnerstomakemeaningfulconnectionsbetweenexplore,createandevaluate.Itfacilitatesacreativeapproachsupportedbysubjectknowledgein

ordertodesignandmakeprototypesthatsolveauthentic,real-worldproblems.

Theknowledge,understandingandskillsthat alllearnersmustdevelopareunderpinnedbytechnical principles and principles of designing andmaking.

Technicalprincipleswillpredominantlybeassessed inthewrittenexamanddesigningandmakingprinciplespredominantlyinthenon-exam assessment(NEA).Thereisanexpectationforlearnerstoreflectontheirunderstandingofall of the principles of design and technology in both components.ThisisoutlinedfurtherinSection3g ofthisspecification.

Thecontentofthequalificationhasbeendivided uptoidentifytherequirementsofexamined andnon-examassessment.Thereareeighttopic areastoguidebothcomponentsandgiveclarity,theseare:

1. Identifyingrequirements2. Learningfromexistingproductsandpractice3. Implicationsofwiderissues4. Designthinkingandcommunication5. Materialconsiderations6. Technical understanding7. Manufacturing processes and techniques8. Viabilityofdesignsolutions.

Experiencinglearningthroughpracticalactivity (both designing and technical principles) is fundamentaltothedeliveryofthisspecification, asistheimportanceofthecontextualrelevance ofdesignandtechnologypractice.Topreparelearnerstosuccessfullycompletethe‘Iterative DesignChallenge’,theyshouldincreasinglybe givenautonomytomakedecisionsinorderto justifytheirreasoningwhensolvingproblemsin their own way.

2b. Content of GCSE (9–1) in Design and Technology (J310)


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The content does not restrict learners’ approaches tothequalificationintermsofthematerialsandprocesstheycanuse,butitdoessetoutminimumrequirements.Centresshouldusetheirdiscretiontoallow learners to approach areas of designing and makingthatareappropriatetothefacilitiesandresourcesavailabletothem,whilstensuringtherightlevelofchallenge.

Design and Technology requires learners to apply mathematicalskillsandunderstandrelatedscience.ThisreflectstheimportanceofDesignandTechnologyasapivotalSTEMsubject.Thisspecificationrequireslearners to build on their prior learning in Design and TechnologyandothersubjectsatKeyStage3inordertodeveloptheirunderstandingofthisimportance.

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Thespecificationcontentissetoutthroughanenquiry approach to support teaching and learning. Inaddition,‘core’and‘in-depth’principlesarehighlightedthroughoutthecontenttodemonstratetherequiredlevelsofknowledge,understandingandapplicationthatlearnersshoulddevelopinrelation to each part of the content.

The‘core’ principlesofDesignandTechnologyofferabroadsetofprinciplesthatalllearnersmustknowregardlessoftheirspecificpracticalexperiences.These principles are required so that learners are able tomakeinformedchoicesasadesigneranddemonstratetheirfundamentalknowledgeandunderstandingofthesubject.The‘core’contentoftheexamdrawsandbuildsonpriorknowledgecoveredintheKeyStage3curriculumofstudy.

Wherelearnersarerequiredtodemonstratetheir‘in-depth’ knowledge,understandinganddesigndevelopmentskills,thiswillrelatetothespecificexperiencestheyhavepursuedthroughouttheirDesign and Technology learning. When designing and/ormaking,learnerswillbuildanin-depthtoolkitofknowledge,understandingandskillsinrelationtomaterialsorsystemstheyhaveworkedwithandhaveaninterestin,thiscanbedrawnupontosupportwrittenresponses.

Learnersshouldbuildin-depthknowledge,understandinganddesigndevelopmentskillsthatrelatetooneormoreofthefollowingmaincategoriesofmaterials:

• papersandboards• naturalandmanufacturedtimber• ferrousandnon-ferrousmetals• thermoandthermosettingpolymers• natural,synthetic,blendedandmixedfibres,

andwoven,non-wovenandknittedtextiles.

Alternativelysomelearnersmaychoosetofollowthedesignengineeringrequirementsiftheyhavemore of an interest and in-depth understanding of electronicandmechanicalsystemsandcontrol. Thispathstillrequiresmuchofthesamein-depthknowledge,buttherewillbemoreofafocuson parts 6.3 and 6.4 of the content.

Inthewrittenexamination,alllearnersarerequiredtodemonstratetheirmathematicalskillsandscientificknowledgeasappliedtodesignandtechnologypractice.Thelevelofmathematical andscientificknowledgewithinthisqualificationshouldbeequivalenttoKeyStage3learning.

ThemathematicalrequirementsandpossibleapplicationsareoutlinedattheendofthissectionandinAppendix5c.Wheremathematicalskillsarelearntthrough‘in-depth’areas,learnersshouldbeable to apply this learning to other broader contexts. Thescientificknowledgeisintegratedintothecontent and outlined in Appendix 5d.

Symbolsareusedtoclearlyidentifyexampleswheremathematicsand/orsciencecouldbeconsideredrelevant:

= Maths

= Science

Thesubjectcontentshouldbeunderpinnedbyunderstanding and applying it to a range of contextualapproachesthatallowlearnerstodeveloptheirskills,knowledgeandunderstandingthroughiterativedesigning,innovationandcommunication;studyingmaterialsandtechnologies;workingwithmaterialsandtechnologies;consideringmanufactureandproductionmethods;critiquing;exploringexistingproductsandconsideringvaluesandethics.

Thecontenthastwocolumnstoindicatewithatick ( )whetherthecontentrelatesto‘core’principlesor‘in-depth’principlestosupportappropriatelevelsofteaching and learning.

WherecontentislistedusingaRomannumeralbullete.g.(i),itdenotescontentthatmust be taught and maybedirectlyassessedintheexamination.Wherecontentislistedusingbulletpoints‘•’or‘o’ or follows ane.g.,thiscontentisillustrativeonlyanddoesnotconstituteanexhaustivelist.Adirectquestion willnotbeaskedabouttheexampleslistedbutlearnerswillneedtodrawonsuchexampleswhenrespondingtoquestionsintheexamination.

2c. ContentofPrinciplesofDesignandTechnology(J310/01)


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1.Identifyingrequirements

D&M

PRINCIPLES

Considerations Core In-depth

1.1Howcanexploringthecontextadesignsolutionisintendedforinformdecisionsandoutcomes?

a. Considerationsforexploringacontextshouldinclude: i. whereandhowtheproductorsystemisused ii. identifyingprimaryuserandwiderstakeholderrequirements iii. howtheinvestigationofsocial,cultural,moralandeconomic

factorstoidentifyopportunitiesandconstraintscaninfluencethe design process.

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1.2Whyisusabilityanimportantconsiderationwhendesigningprototypes?

a. Considerationsinrelationtouserinteractionwithdesignsolutions,including:

i. theimpactofasolutiononauser’slifestyle ii. theeaseofuseandinclusivityofdesignsolutions iii. ergonomicconsiderationsandanthropometricdatatosupport

ease of use iv. aestheticconsiderations.

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2.Learningfromexistingproductsandpractice


D&M

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2.1Whataretheopportunitiesandconstraintsthatinfluencedesignandmakingrequirements?

a. Explorationandcritiqueofexistingdesigns,systemsandproductstoidentifyfeaturesandmethods,considerationsshouldinclude:

i. thematerials,componentsandprocessesthathavebeenused ii. theinfluenceoffashion,trends,tasteand/orstyle iii. theinfluenceofmarketingandbranding iv. theimpactonsociety v. theimpactonusability vi. theimpactontheenvironment;lifecycleassessment vii. theworkofpastandpresentprofessionalsandcompaniesinthe

area of Design and Technology.

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2.2HowdodevelopmentsinDesignandTechnologyinfluencedesigndecisionsandpractice?

a. Criticalevaluationofhownewandemergingtechnologiesinfluenceandinformdesigndecisions,consideringbothcontemporaryandpotentialfuturescenariosfromtheperspectives,suchas:• ethics• theenvironment• productenhancement.

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3.Implicationsofwiderissues

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3.1Whataretheimpactsofnewandemergingtechnologieswhendevelopingdesignsolutions?

a. Explorationoftheimpactswithindifferentcontextson: i. industryandenterprise,suchasthecirculareconomy ii. people,inrelationtolifestyle,cultureandsociety iii. theenvironment iv. sustainability.

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3.2Howdodesignerschooseappropriatesourcesofenergytomakeproductsandpowersystems?

a. Thegenerationofelectricityandhowenergyisstoredandtransferred. ✔

b. Theappropriateuseinproductsandsystemsofrenewableandnon-renewablesourcesincluding:

i. fossilfuels,nuclearfuel,bio-fuel ii. wind,hydro-electricity,tidalandsolar.

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D&M

PRINCIPLES 3.3Whatwiderimplicationscanhaveaninfluenceontheprocessesofdesigningandmaking?

a. Considerationofenvironmental,socialandeconomicinfluences,including:

i. environmentalinitiatives ii. fair trade iii. social and ethical awareness iv. globalsustainabledevelopment.

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4.Designthinkingandcommunication

D&M

PRINCIPLES


4.1Howcandesignsolutionsbecommunicatedtodemonstratetheirsuitabilitytoathirdparty?

a. Theuseofgraphicaltechniquestocommunicateideas,modifications,constructionalandtechnicalconsiderations,suchas:• clear2Dand3Dsketcheswithnotes• sketchmodelling• explodeddrawings• mathematicalmodelling• flowcharts.

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4.2Howdodesignerssourceinformationandthinkingwhenproblemsolving?

a. Awarenessofdifferentdesignapproaches,including: i. user-centred design ii. systemsthinking.

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b. Theimportanceofcollaborationtogainspecialistknowledgefromacrosssubjectareaswhendeliveringsolutionsindesignandmanufacturingindustries.

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5.Materialconsiderations

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5.1Whatarethemaincategoriesofmaterialsavailabletodesignerswhendevelopingdesignsolutions?

Understandingthatproductsarepredominantlymadefrommultiplematerials.

Anoverviewofthemaincategoriesofmaterialsasfollows:a. papersandboards,including: i. papers,e.g.layoutandcartridge,differentweightsandcoatings ii. card,e.g.cartonboard,bleachedcardandcorrugatedcard iii. boards/sheets,e.g.foamboard,Styrofoamandpolypropylene

sheet iv. laminatedlayers,e.g.reflectivesurfaces.b. naturalandmanufacturedtimber,including: i. hardwoods,e.g.oak,birchandteak ii. softwood,e.g.pine,cedarandspruce iii. manufacturedboards,e.g.MDF,plywoodandblockboard.c. ferrousandnon-ferrousmetals,including: i. ferrousmetals,e.g.iron,mildsteelandstainlesssteel ii. non-ferrousmetals,e.g.aluminium,copperandtin iii. alloys,e.g.brass,pewterandtin/leadsolder.d. thermoandthermosettingpolymers,including: i. thermopolymers,e.g.PET,HDPE,PVC,LDPE,PS,PP,ABS,acrylic

and TPE ii. thermosettingpolymers,e.g.silicone;epoxyresinandpolyester

resin.e. textilefibresandfabrics,including: i. naturalfibres,e.g.cotton,woolandsilk ii. syntheticfibres,e.g.nylon,polyesterandacrylic iii. mixed/blendedfibres,e.g.cotton/polyester iv. woven,non-wovenandknittedfabrics.

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f. Awarenessofdevelopmentsin: i. modernandsmartmaterialssuchasgraphene,superalloys,

biopolymersandnano-materials ii. compositematerialsandtheirpurposeinrelationtocontrasting

applications iii. technicaltextilesusedindifferenttypesofproductsdependent

on context.

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5.2Whatfactorsareimportanttoconsiderwhenselectingappropriatematerialsand/orsystemcomponentswhendesigning?

a. Thecharacteristicpropertiesofthemaincategoriesofmaterials (5.1a–e,notthespecificmaterials)andwhythismakesthemappropriatefordifferentuses,suchas:• density,strength,hardness,durability,strengthtoweightratio,

stiffness,elasticity,impactresistance,plasticity,corrosiveresistancetochemicalsandweather,flammability,absorbency,thermalandelectricalconductivity.

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b. Thephysicalandworkingpropertiesofspecific materials and/or system components,withconsiderationof:

i. how easy they are to work with ii. howwelltheyfulfiltherequiredfunctionsofproductsin

differentcontexts.

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c. Otherfactorsthatinfluencetheselectionofmaterialsand/orcomponents,including;

i. requiredfunctionalityofthedesignsolution ii. aestheticattributes iii. environmentalconsiderations iv. availabilityandcostofstockforms v. social,culturalandethicalconsiderations

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5.3Whyisitimportanttounderstandthesourcesororiginsofmaterialsand/orsystemcomponents?

a. The sources and origins of specificmaterials and/or system components.

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b. Anoverviewoftheprocessesusedtoextractand/orconvertthesourcematerialintoaworkableform.

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c. Considerationoftheecological,socialandethicalissuesassociatedwith processing specificmaterials and/or system components to convertthemintoworkableforms,suchas:• mining,harvesting,manufacturing,transporting.

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d. The lifecycle of specificmaterials and/or system components when used in products.

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e. Considerationofrecycling,reuseanddisposalofspecific materials and/or system components,suchas:• recyclingandsustainabilityschemes• eco-materials• upcycling.

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5.4Whyisitimportanttoknowthedifferentavailableformsofspecificmaterialsand/orsystemscomponents?

a. Awarenessofcommonlyavailableformsandstandardunitsofmeasurementofspecificmaterials and/or system components when calculatingcostsandquantities,including:

i. weights and sizes ii. stockforms,suchas:

o lengths,sheets,pellets,reels,rolls,rods. iii. standardcomponents,suchas:

o paperandboards,e.g.clips,fasteners,bindings o timber,e.g.hinges,brackets,screws o metals,e.g.bolts,rivets,hinges o polymers,e.g.caps,fasteners,bolts o fibresandfabrics,e.g.zips,buttons,poppers o systemcomponents,e.g.resistors,capacitors,diodes,

transistorsanddrivers,microcontrollers o mechanicalcomponents,e.g.gearsandcams,pulleysand

belts,leversandlinkages.

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6.Technicalunderstanding

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6.1Whatgivesaproductstructuralintegrity?

a. How and why specific materials and/or system components need to bereinforcedorstiffenedtowithstandforcesandstresses.

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b. Awareness of the processes that can be used to ensure the structural integrityofaproduct,suchas:• triangulation• useofboning,dartsandlayeringintextileproducts• plasticwebbing• reinforcing.

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6.2Howcanmaterialsandproductsbefinishedfordifferentpurposes?

a. Theprocessesusedforfinishingandaddingsurfacetreatmentstomaterialsandproductsforspecificpurposes,including:

i. function,suchas:durabilityandaddedresistancetoovercomeenvironmentalfactors

ii. aesthetics.

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6.3Howdoweintroducecontrolledmovementtoproductsandsystems?

a. Anoverviewofdifferentsortsofmovementandtypesofmotion,including:

i. rotary ii. linear iii. oscillating iv. reciprocating.

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b. Theeffectofforcesontheeaseofmovement,including: i. load ii. effort iii. fulcrum.

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c. Howdifferentmechanicaldevicesareusedtochangethemagnitudeanddirectionofmotionorforces,includingconsiderationof:

i. cams ii. gears iii. pulleys and belts iv. leversandlinkages.

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6.4Howdoelectronicsystemsprovidefunctionalitytoproductsandprocesses?

a. Howsensorsandcontroldevicesrespondtoavarietyofinputs,including: i. sensorsincludinglightdependentresistors(LDR),infra-redsensors ii. switchesincludingtiltswitches,push-to-makeswitchesand

time-delayswitches.

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b. Howdevicesareusedtoproducearangeofoutputs,including: i. light-emittingdiodes(LED)toproducelight ii. speakers and buzzers to produce sound iii. motorstoproducemotion.

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c. Theuseofprogrammablecomponentssuchasmicrocontrollers,toembedfunctionalityintoproductsinordertoenhanceandcustomisetheiroperation.

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7.Manufacturingprocessesandtechniques

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7.1Howcanmaterialsandprocessesbeusedtomakeiterativemodels?

a. Theprocessesandtechniquesusedtoproduceearlymodelsand/ortoilestosupportiterativedesigning.

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7.2Howcanmaterialsbemanipulatedandjoinedindifferentwaysinaworkshopenvironmentwhenmakingfinalprototypes?

a. Theuseofspecialisttechniques,handtoolsandequipmentusedtoshape,fabricate,constructandassemblehighqualityprototypes,withexemplificationofthefollowingprocesses:

i. wastage,suchas: o paperandboards,e.g.cuttingandpunching o timber,e.g.sawing,drillingandturning o metals,e.g.sawing,drilling,sheeringandturning o polymers,e.g.sawinganddrilling o fibresandfabrics,e.g.cuttingandshearing o designengineering,e.g.etching*.

ii. addition,suchas: o paperandboards,e.g.adhesionandlaminating o timber,e.g.adhesion,joiningandlaminating o metals,e.g.adhesion,welding/braisingandriveting o polymers,e.g.adhesionandheatwelding o fibresandfabrics,e.g.sewing,bondingandlaminating o designengineering,e.g.soldering*.

iii. deformingandreforming,suchas: o paperandboards,e.g.perforatingandfolding o timber,e.g.steamingandpressing o metals,e.g.pressing,bendingandcasting o polymers,e.g.moulding,vacuumformingandlinebending o fibresandfabrics,e.g.heattreatments,pleatingand

gathering o designengineering,e.g.moulding*.

*and other processes appropriate to the materials or components being used in design engineering.

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PRINCIPLES

7.3Howdodesignersandmanufacturersensureaccuracywhenmakingprototypesandproducts?

a. Theuseofappropriateandaccuratemarkingoutmethods,including: i. measuringanduseofreferencepoints,linesandsurfaces ii. templates,jigsand/orpatterns iii. working within tolerances iv. understandingefficientcuttingandhowtominimisewaste.

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7.4Howdoindustryprofessionalsusedigitaldesigntoolswhenexploringanddevelopingdesignideas?

a. Theuseof2Dand3Ddigitaltechnologyandtoolsareusedtopresent,model,designandmanufacturesolutions,suchas:• rapidprototyping• imagecreationandmanipulationsoftware• digitalmanufacture• interpretationofplans,elevationsof3Dmodels• CAD,CAM,CAE.

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7.5Howdoprocessesvarywhenmanufacturingproductstodifferentscalesofproduction?

a. Themethodsusedformanufacturingatdifferentscalesofproduction,including:

i. one-off,bespokeproduction ii. batchproduction iii. massproduction iv. leanmanufacturingandjust-in-time(JIT)methods.

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b. Awarenessofmanufacturingprocessesusedforlargerscalesofproduction,suchas:• paperandboards,e.g.offsetlithography,screenprocessprinting,

digitalprinting,vinylcutting,diecutting• timber,e.g.CNCrouters,sawingandsteambendingmachines

and lathes• metals,e.g.CNCmilling,turning,sheetmetalfolding,pressing

andstampings,anddiecasting• polymers,e.g.compressionmoulding,injectionmoulding,

vacuumforming,rotationalmoulding,extrusionandblowmoulding

• fibresandfabrics,e.g.bandsawcutting,flatbedandrotaryscreenprinting,digitallayplanning,industrialsewingmachinesandoverlockers,automatedpressesandsteamdollies

• designengineering,e.g.lasercutting,rapidprototypingand3Dprinting.

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7.6Howdonewandemergingtechnologieshaveanimpactonproductiontechniquesandsystems?

a. Criticalevaluationofthebenefitsandimplicationsofincorporatingnewandemergingtechnologiesintoproductionprocesses,suchas:• considerationofeconomiesofscale• howdisruptivetechnologiessuchas3Dprintingandroboticsare

changingmanufacturing.

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8.Viabilityofdesignsolutions

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8.1Howcancostandavailabilityofspecificmaterialsand/orsystemcomponentsaffecttheirselectionwhendesigning?

a. Thesignificanceofthecostofspecific materials and/or system componentsinrelationtocommercialviability,differentstakeholderneedsandmarketability.

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b. Howtocalculatethequantities,costandsizesofmaterialsand/orsystemcomponentsrequiredinadesignorproduct,beingabletoapplythistodifferentapplications.

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Itisarequirementofthisqualificationthataminimumof15%ofthewrittenexamassessestheuseofmathematicalskillsatalevelofdemandwhichis not lower than that expected at Key Stage 3.

Therequiredmathematicalskillstobetestedintheexaminationarelistedinthetablesbelow.Inorder tosupporttheapplicationoftheseskills,examples ofhowtheskillsmaybeappliedtodesignandtechnologyandmaybeassessedinanexamareprovided.Theexamplesgivenarenotexhaustive. ThecontentinthespecificationwiththeMathssymbolsalsoindicatesandsupportspossible contentforapplication.

Wheremathematicalskillsarelearntthrough‘in-depth’areas,learnersshouldbeabletoapply this learning to other broader contexts.

Learnersarepermittedtouseascientificorgraphicalcalculatorforthiswrittenexamination.CalculatorsaresubjecttotherulesinthedocumentInstructions for Conducting Examinations published annually by JCQ (www.jcq.org.uk). However,itisexpectedthathowacalculationwasreachedshouldbeshownbyalearner in their responses.

MathematicalskillsinthePrinciplesexam

M1Arithmeticandnumericalcomputation

Required skills Examples of application to Design and Technology

a. Recognise and use expressions in decimalandstandardform.

• UnderstandthestandardapplicationofmetricunitsusedinDesignandTechnologyandapplytheseappropriatelyusingstandardform(alsobeawarethatsomemeasurementscommonlyretaintheuseofimperialunits).

• Usedecimalandstandardformappropriatelywhenusingunitsofmass,length,time,moneyandothermeasures.

• Useandapplystandardformwhencalculatingquantitiesofmaterials, cost and sizes.

b. Useratios,fractionsand percentages.

• Understandanduseratiosinthescalingofdrawings.• Understandandapplyfractions andpercentageswhenanalysingdata,

survey responsesanduserquestionnairesgivenintablesandcharts.• Calculatepercentagese.g.withprofit,wastesavingcalculationsor

comparingmeasurements.

c. Calculate surface areaandvolume.

• Calculatethesurfaceareatodeterminequantitiesofmaterials(wheredimensionsaregiven).

• Calculatethevolumeofcuboids,simpleandcompositeshapes(wheredimensionsaregiven).

• Applytolerancestomaterialdimensionsandquantities.

M2 Handling data

a. Presentationofdata, diagrams,barcharts and histograms.

• Constructandinterpretfrequencytables,piechartsandbarchartsfromgivendatasources.

• Presentgiveninformationtoaccuratelyrepresentperformanceovertime.

http://www.jcq.org.uk

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M3Graphs

Required skills Examples of application to Design and Technology

a. Plot draw and interpret appropriate graphs.

• Plotordrawgraphsfromgiveninformationsuchasperformancedataandclientsurveyresponses.

• Analysisgraphstointerpretandextractinformation.

b. Translate informationbetween graphical andnumericform.

• Extractinformationfromtechnicalspecificationsandgraphicalsourcestounderstandinstructionsorrequirements.

M4Geometryandtrigonometry

a. Use angular measuresindegrees.

• Knowthebasicpropertiesofisosceles,equilateralandrightangletriangles.

• Understandthebasicrulesofangularcalculationsandtrigonometrytosupportaccuratemarkingout.

• Demonstrateaccuracyinmeasurementandmarkingoutofangles.• Understandsymmetrytocreatetessellatedpatternstominimisewaste.

b. Visualiseandrepresent 2D and 3D formsincludingtwodimensionalrepresentationsof3Dobjects.

• Graphicalpresentationofdesignstocommunicateintentionstoothers.• Transferinformationfrom3Dobjectswithgivendimensionsintoaccurate

2Drepresentations.• Interpretinformationtoaccurateypresentisometricdrawings.

c. Calculate areas of triangles and rectangles.

• Calculateareastodeterminequantitiesofmaterials(wherenotalldimensionsaregiven).

• Calculateareatodetermineareascalefactorapplication.

d. Calculate the surface area and volumesofcubes.

• Calculatetheoverallsurfaceareaofcuboidstodeterminequantitiesofmaterial.

• Calculatethevolumeofcuboidstodeterminesuitabilityofobjectsfittingintoaspace(wherenotalldimensionsaregiven).

• Calculatethevolumeofcuboidstodeterminevolumescalefactorapplication.

FurtherdetailsontheformsofassessmentforexaminationscanbefoundinSection3a.

ThemathematicalrequirementsaremappedoutagainsttheOCRGCSE(9–1)inMathematicsinSection5c.


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Thenon-examassessmentforthisqualificationrequireslearnerstodemonstratetheirabilitytodrawtogetherdifferentareasofknowledgeandunderstandingfromacross the full course of study through a single ‘challenge’project–the‘IterativeDesignChallenge’.

Attheheartofanyiterativedesignchallengearethreeinterrelatedprocesses,requiringlearnersto:

• ‘explore’needs• ‘create’solutionsthatdemonstratehowthe

needscanbemet• ‘evaluate’howwelltheneedshavebeenmet.

Theaboveprocessesoccurrepeatedlyasiterationsthroughout any process of designing prototyped solutions.Thiscontinualsystemofdesigningensuresconstantlyevolvingiterationsthatbuildclearerneedsandbettersolutionsforaconcept,sothattheideasandprototypescouldbedevelopedintosuccessfulproducts.Learnerswillberequiredasaresultoftheir‘IterativeDesignChallenge’,toproduceonefinalprototypeorasetthatworkinconjunction.

Centraltoanyiterativedesigningprocessisthethinkingandmanagementaroundthedevelopmentof the processes (centre circle in Fig. 3). This requires learnerstomanagecompetingproblemstoprioritiserequirementsinordertoprogresswiththeirchallenge.Takingcalculatedrisksandmanagingthem

are an inherent part of this learning experience and shouldnotbehidden,butencouragedasanintegralandnecessaryaspectofiterativedesigning.Reflectingonproblemsolvingthroughdesigniterationsshouldbeevidencedthroughout.

Thecontentofthenon-examassessmentislaid outtoclarifytheiterativeprocessesof‘explore/create/evaluate’andtohighlighthowthecontentrequirementsarenotrestrictedtoasinglepart/stageofaniterativedesigningchallenge.

Learnersarerequiredtodemonstratetheirunderstandingthatdesignandtechnologyactivityexistsincontextsthatinfluencetheoutcomes.ThreedifferentcontextualchallengeswillbesetbyOCReach year in order for learners to explore a challenge thattheycanrelateto.Thechallengeswill:

• offerabroadrangeofreal-worldcontexts,representingcontemporaryissuesandconcerns

• beopen-ended,avoidingpredeterminingthematerialsorprocessestobeusedtoachieveadesignsolution

• focusonneeds,wantsandvaluesofdifferentgroups,leadinglearnerstoaddressproblemsand/oropportunities

• beaccessibleandrelevanttoalllearnersregardlessofareastheymayhavecovered‘in-depth’.

2d. Non-examassessmentcontent–IterativeDesignChallenge (J310/02,03)

Fig. 3 IterativeDesignWheelshowingkeyactivities©DesigningOurTomorrow,UniversityofCambridge

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Exploringisaboutsystematicallyunderstandingtheneed(s),knownasrequirements,ofthestakeholder(s).Therequirementsshouldbedescribedinawaythatstimulatesthe‘create’stageofdesigndevelopmentandformsthebasisofmeasurableevaluationcriteriainthe‘evaluation’stageoftheprocess.Therequirementscanbederivedbyexploringthefollowingquestions:

• Whoarethestakeholders?e.g.usingpersonas.

• What do stakeholders do and when do they do it?e.g.usingtaskanalysis.

• Where dostakeholdersdoit?e.g.throughprimaryandsecondaryresearchthathelpsunderstandthephysical,organisational,socialandculturalenvironments.

• Whydostakeholdersdowhattheydo?e.g.establishing what stakeholders want to achieve.

• Whatistheimpactofwhatstakeholdersdoonsociety(people),theenvironment(planet)andeconomics(profit)?

Explore(AO1)

Create(AO2)

Creatingfocusesonthecognitiveprocessesthatareassociatedwithcreativethought.Creativeideas/productshavetobebothnovel and appropriate (orfunctionalindesignterms).Inordertobenovel, ideasmustgobeyondclichédorstereotypicalresponses-somethingknownas[design]fixation.Recognisingfixationandunderstandingtheconceptualprocessesthathelpavoidit,iscrucial tocreativethought.Forexample,theprocessofconceptualcombination,whichisthemergingof twoormoreconceptstoformanovelidea,which,ifappropriate,isbydefinitioncreative.

Suitablecommunicationandpresentationtechniquesareessentialtorecordandsharecreativethoughtsclearlytoathirdparty.Initially,thefocusisonthegenerationofawidevarietyofideas,usingquickmethodsofcommunicationsuchasfreehandsketching.Thereisabsolutelythefreedomforlearners to approach their designing in the way they feelmostappropriate,e.g.withtheuseofdigitaltechnologyorrudimentarymodels.Workinguproughprototypesofideasusingreadilyavailablematerials

allowsevaluationforfutureiterations.Thepresentationoflateriterationsmayincludetechniquessuchasdetailedsketches,moresubstantivemodelsandphotosofmodelswithannotationsoftechnicalrequirementsandgeneralthoughts.Learners’finaldesignsolutionscan similarlybepresentedinanymedium,butshouldbedrawnwithenoughskillanddetailtoshowrelevanttechnicaldetails,projectionsandrendering,resultinginafinalprototype(s)thatresemblestheintendediterativedesignsolutionforpresentationandevaluation.Thefinaldesignsolutionwillalsoberequiredtobepresentedthroughthemakingofafinalfunctioningandqualityprototype(s).

Ideasintheformofsketches,modelsandannotationsasdescribedaspartofthe‘create’stageshould betestedandevaluatedasdescribedaspartof the‘evaluate’stage.Inthisway,thelearner’s creativejourneyisrecordednaturallyandclearlycommunicatestheircreativeandcriticalthoughtprocessesandanunderstandingofhow‘explore’,‘create’,and‘evaluate’areinterrelated.

Evaluationestablisheswhethertheneed(s)oftheuser(s)andstakeholder(s)havebeenmet.Ideas(sketchesandmodels)generatedanddevelopedwithin‘create’areusedtotestandsystematically

evaluatetheirappropriateness against the stakeholderrequirementsidentifiedaspartof‘explore’.Whereneedshavenotbeensatisfactorilymet,moreexplorationandcreatingofideaswillbe

Evaluate(AO3)


2NEAcontentrequirementThecolumnontheleftindicateswherelearnersmayconsidermathematicalskillsorscienceknowledge.

The‘explore’,‘create’and‘evaluate’columnshavedifferentsizedots,notonlytoindicatetheirinterrelationship,butalsotheirsignificancewithinany topic strand.

InordertoundertaketheirIterativeDesignChallenge,learnersshould:

1.Identifyrequirements

Explore

Crea

te

Evalua

te

Mat

hs &

Sc

ienc

e

D&M

PRINCIPLES

a. Understandthatalldesignandtechnologicalpracticetakesplacewithincontextsthatinformoutcomes.Learnersshouldbeabletoidentifyandprioritiseproblemsandopportunitiesthatarerelevanttotheirchosencontext.Theseissuesshouldbereflectedonthroughouttheirproject.

● ● ●

b. Beabletowriteadesignbriefinresponsetoacontextualchallengethatconsidersthestakeholdersthatcouldhaveaninterestinthepotentialoutcome.

● ● ●

c. Investigatetheneeds,wantsandinterestsofprimaryusersandotherstakeholderstoidentifyandunderstandtherequirementsfordesigning,throughcollecting,analysingandpresentingtheirfindingsfromprimaryandsecondarydata.

● ● ●

2.Learningfromexistingproductsandpractice

D &

M

PRINCIPLES

a. Investigateandanalyserelevantexistingproducts,understandinghowtheyareusedwithintheirphysical,organisational,socialand/orculturalenvironments,usingmethodssuchasdisassemblyandsystemsthinkinginordertomakeinformedandreasoneddecisions.

● ● ●

b. Investigateandanalysethewiderworkofprofessionalsandcompaniesinordertostimulatetheirowndesignthinking.

● ● ●

required.Newordevelopedideaswillneedtobesystematicallyevaluated.

Thisiterativeprocessisrepeateduntilalluserandstakeholderneedshavebeenmetinlinewithstakeholderrequirements.Eachevaluationinforms

thenextiterationandshouldbeevidentthroughoutthelearner’schallengeproject.Inordertodothis,learnersshouldselectfromavarietyofsuitabletechniquesthatwillhelpthemtosystematicallyandobjectivelytestthesolutionsdevelopedtomeettheidentifiedstakeholderrequirements.

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3.Implicationsofwiderissues

Explore

Crea

te

Evalua

te

Mat

hs &

Sc

ienc

e

D &

M

PRINCIPLES

a. Investigatefactors,suchasenvironmental,socialandeconomicchallenges,inordertoidentifyopportunitiesandconstraintsthatmightinfluencetheprocessofiterativedesigningandmaking,suchastakingintoconsiderationtheecologicalandsocialfootprintofmaterials.

● ● ●

4.Designthinkingandcommunication

D&M

PRINCIPLES

a. Demonstrateanabilitytoidentifyandformulateappropriaterequirementlistsandspecifications,reflectingontheirowninvestigationsandconsideringstakeholderneeds,including:• requirementsthatcoverstakeholderneedsandwants• requirementsthatcovertechnicalneeds• technicalspecificationsthatoutlinethespecific

requirementsneededtosupportthedesignsolutionbeingmadeintoafinalprototype.

● ● ●

b. Beabletousedifferentdesignstrategiesandapproachessuchascollaboration,user-centreddesignandsystemsthinkingwhengeneratinganddevelopinginnovativedesignideasthatavoiddesignfixation.

● ● ●

c. Beabletodesignanddevelopatleastoneprototypethatrespondstoneedsand/orwantsandisfitforpurpose,demonstratingfunctionality,aestheticsandmarketability.

● ● ●

d. Applytechniquesinordertocommunicateandrecorddesignideassuitabletothestageofdevelopmentinordertojustifytheirownthinkingandpresenttheirthinkingandintentionstoathirdparty,suchas:• informal2Dand3Dsketchingandmodellingto

communicateinitialideas• systemandschematicdiagrams,annotatedsketches,

explodeddiagrams,modelsandwrittennotes,tocommunicatedevelopmentiterations

• audioandvisualrecordingstosharethinking,explorationsandthefunctionalityofideas

• formal2Dand3Dworkingdrawingstooutlinespecificationrequirements;3Dillustrations,mathematicalmodellingandcomputer-basedtoolstopresentfinaldesignsolutions;schedulesandflowchartstodeliverplanning

• presentationsandreal-timeevidencetocommunicatethroughouttheproject.

● ● ●


2

5.Materialconsiderations

Explore

Crea

te

Evalua

te

Mat

hs &

Sc

ienc

e

TECH

NICAL

PRINCIPLES a. Developandapplyin-depthknowledgebyselectingand

workingwithappropriatematerialsandcomponentswhendevelopingtheirideas,earlymodelsandproducingtheirfinalprototype(s).

● ● ●

6.Technicalunderstanding

TECH

NICAL

PRINCIPLES a. Applytechnicalprinciplesappropriatelytoensurefunctional

requirementsareachievedwhendevelopingadesignsolution.● ● ●

b. Beabletousesurfacetreatmentsandfinishesforfunctionalandaestheticpurposes.

● ● ●

7.Manufacturingprocessesandtechniques

D&M

PRINCIPLES

a. Beabletousespecialisttechniquesandprocessestoshape,fabricate,constructandassembleatleastonehighqualityprototype,includingtechniquessuchaswastage,addition,deformingandreforming,asappropriatetothematerials and/orsystemcomponentsbeingused.

● ● ●

b. Beabletousespecialisttoolsandequipment,appropriatetothematerialsorsystemcomponentsused(includinghandtools,machinery,digitaldesignandmanufacture),tocreatemodelsand prototypes.

● ● ●

c. Beabletouseappropriateandaccuratemarkingoutmethodsincluding:measuringanduseofreferencepoints,linesandsurfaces;usetemplates,jigsand/orpatternswhereappropriate;workwithintolerances;understandefficientcuttingandhowtominimisewaste.

● ● ●

8.Viabilityofdesignsolutions

D&M

PRINCIPLES

a. Beabletotest,criticallyanalyseandevaluatetheirdesignsolutionsagainsttheidentifiedstakeholderrequirements,designopportunitiesandconstraintsinordertorefineandimprovefutureiterations.

● ● ●

b. Beabletomakeinformedandreasoneddecisionsthroughouttheiterativedesignprocess,respondingtofeedbackasappropriatetoidentifythepotentialnextstepsoffurtherdevelopment.

● ● ●

c. Beabletorespondtofeedbackgivenbyothersabouttheirprototype(s)inordertoidentifythepotentialforfurtherdevelopmentandsuggesthowmodificationscouldbemadethroughdesignoptimisation.

● ● ●

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Furtherdetailsontherequirementsforundertakingthenon-examassessment(NEA)canbefoundinSection3a.

GuidanceonassessmentoftheNEA,includingthemarkingcriteriaisoutlinedinSection3f.

AdministrationrequirementsoftheNEAareoutlinedinSection4d.

Healthandsafetyisnotanassessmentrequirementofthisqualification,however,therewillalwaysbearequirementofHealthandSafetystandardstobemetinanyworkshopenvironmentandthelearnersshouldbefullyawareofrelevantregulationsandrequirements.

MathematicalskillsintheNEA

Inordertosupportthemathematicalskillsthatarerequiredtobeassessedintheexaminedassessment(NEA),thereisanexpectationwithinthisspecificationthatlearnerswillcontinuetodemonstrateappropriatemathematicalskills.Theapplicationoftheseskillsshouldnotbeusedartificially,butusedappropriatelyasopportunitiesarise,notonlytodemonstrateaccuracythroughpracticalskills,butalsoanabilitytousemathematicalskillstosolveproblems,supportinvestigationsandanalysefindings.SeeSection5cforfurtherinformation.

Within the NEA the following skills could be drawnon:

• appropriateuseofmeasurementsusingmetricunitstoensureaccuracyandminimisewaste

• calculationsofmaterialandcomponentcostsandquantitiesconsideringappropriatetolerances and resourcefulness

• utilisingandinterpretingappropriatedatatosupportthedevelopmentofdesigniterations

• useappropriatemethodstopresentperformancedata,surveyresponsesandinformationondesigndecision,including theuseoffrequencytables,graphsandbarcharts

• accurategraphicalcommunicationto deliverdesignandmanufacturingintentions to others.

2e. Priorknowledge,learningandprogression

LearnersinEnglandwhoarebeginningthisGCSE(9–1)coursearelikelytohavefollowedaKeyStage3programmeofstudyinDesignandTechnology.Though no prior knowledge or understanding of the subjectisrequired,earlierlearningthatconsidersprogressiontothisqualificationwillgreatlysupportlearningatalllevels.

GCSEsarequalificationsthatenablelearnerstoprogresstofurtherqualifications,eithervocationalorgeneral.ThisqualificationprovidestheidealfoundationforlearnerstoprogresstoeitheranOCRCambridgeTechnicalinEngineering,ortoOCRASor

ALevelDesignandTechnologywithendorsedtitlesinDesignEngineering,FashionandTextilesorProductDesign.TheOCRDesignandTechnologyqualificationshavebeendesignedspecificallywiththisprogressioninmind,andtosupportthefurtherprogressinlearningtodegreelevelorequivalent.

Therearelinkstomathematicsandsciencecontentwithinthisspecification.Wherethisistobeassessed,thestandardlevelwillbeequivalenttothelearningthat expected at the end of Key Stage 3.

Findoutmoreatwww.ocr.org.uk

http://www.ocr.org.uk

1Why choose an OCR GCSE (9–1) in Design and Technology?1a.Why choose an OCR qualification?1b.Why choose an OCR GCSE (9–1) in Design and Technology?1c.What are the key features of this specification?1d.How do I find out more information?2The specification overview

2a.OCR’s GCSE (9–1) in Design and Technology (J310)2b.Content of GCSE (9–1) in Design and Technology (J310)2c.Content of Principles of Design and Technology (J310/01)2d.Non-exam assessment content – Iterative Design Challenge (J310/02, 03)2e.Prior knowledge, learning and progression3Assessment of GCSE (9–1) in Design and Technology

3a.Forms of assessment 3b.Assessment objectives (AO)3c.Assessment availability3d.Retaking the qualification3e.Assessment of extended response3f.Internal assessment of non-exam assessment (NEA)3g.Synoptic assessment 3h.Calculating qualification results 4Admin: what you need to know

4a.Pre-assessment4b. Special consideration 4c.External assessment arrangements4d.Admin of non-exam assessment4e.Results and certificates4f.Post-results services4g.Malpractice 5Appendices

5a.Accessibility5b.Overlap with other qualifications5c.Use of mathematics within Design and Technology5d.Use of science within Design and Technology5e.Glossary of terms from the specification content5f.Accepted file formats5g.AcknowledgementsSummary of updates

gcse design and technology - scribble resourcesin order to be awarded the ocr gcse (9–1) in design...

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