specification design and technology - ocr · 2018-04-24 · gcse (9-1) specification. design and...

GCSE (9-1)Specification

DESIGN AND TECHNOLOGYJ310For first assessment in 2019

ocr.org.uk/gcsedesignandtechnology

GCSE (9-1) Design and Technology

Version 1.1 (April 2018)

http://ocr.org.uk/qualifications/gcse-design-and-technology-j310-from-2017/

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

Contents

1 Why choose an OCR GCSE (9–1) in Design and Technology? 21a. WhychooseanOCRqualification? 21b. WhychooseanOCRGCSE(9–1)inDesignandTechnology? 31c. Whatarethekeyfeaturesofthisspecification? 51d. HowdoIfindoutmoreinformation? 6

2 Thespecificationoverview 72a. OCR’s GCSE (9–1) in Design and Technology (J310) 72b. Content of GCSE (9–1) in Design and Technology (J310) 82c. Content of Principles of Design and Technology (J310/01) 102d. Non-examassessmentcontent–IterativeDesignChallenge(J310/02,03) 212e. Priorknowledge,learningandprogression 26

3 Assessment of GCSE (9–1) in Design and Technology 273a. Formsofassessment 273b. Assessmentobjectives(AO) 323c. Assessmentavailability 323d. Retakingthequalification 333e. Assessmentofextendedresponse 333f. Internalassessmentofnon-examassessment(NEA) 333g. Synopticassessment 413h. Calculatingqualificationresults 42

4 Admin:whatyouneedtoknow 434a. Pre-assessment 434b. Specialconsideration 444c. Externalassessmentarrangements 444d. Adminofnon-examassessment 444e. Resultsandcertificates 484f. Post-resultsservices 484g. Malpractice 48

5 Appendices 495a. Accessibility 495b. Overlapwithotherqualifications 495c. UseofmathematicswithinDesignandTechnology 505d. Use of science within Design and Technology 565e. Glossaryoftermsfromthespecificationcontent 615f. Acceptedfileformats 645g. Acknowledgements 64

Summaryofupdates 65

2© OCR 2016

GCSE (9–1) in Design and Technology

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1 Why choose an OCR GCSE (9–1) in Design and Technology?

ChooseOCRandyou’vegotthereassurancethatyou’reworkingwithoneoftheUK’sleadingexamboards. Our new OCR GCSE (9–1) in Design and Technologycoursehasbeendevelopedinconsultationwithteachers,employersandHigherEducationtoprovidelearnerswithaqualificationthat’srelevanttothemandmeetstheirneeds.

We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.

Weworkwitharangeofeducationproviders,includingschools,colleges,workplacesandotherinstitutionsinboththepublicandprivatesectors.Over13,000centreschooseourALevels,GCSEsandvocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.

OurSpecifications

Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourlearnerstoachievemore.

We’vecreatedteacher–friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailorthedeliveryofthecoursetosuityourneeds.Weaim

toencouragestudentstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.

Weprovidearangeofsupportservicesdesignedtohelpyouateverystage,frompreparationthrough tothedeliveryofourspecifications.Thisincludes:

• Awiderangeofhigh-qualitycreativeresourcesincluding:o DeliveryGuideso TransitionGuideso TopicExplorationPackso LessonElementso …andmuchmore.

• AccesstoSubjectAdvisorstosupportyouthroughthetransitionandthroughoutthelifetimesofthespecifications.

• CPD/Trainingforteacherstointroducethequalificationsandprepareyouforfirstteaching.

• ActiveResults–ourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividuallearnersorwholeschools.

AllGCSE(9–1)qualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’s GCSE (9–1) in Design and Technology is QN603/0663/4.

1a. WhychooseanOCRqualification?


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1b. Why choose an OCR GCSE (9–1) in Design and Technology?

LearningaboutDesignandTechnologywillencouragelearnerstodevelopdesignandthinkingskillsthatopenupaworldofpossibility,givingthemthetoolstocreatethefuture.Thisspecificationwillexciteandengagelearnerswithcontemporarytopicscoveringthebreadthofthisdynamicandevolvingsubject. Itwillgenerateempatheticlearnerswhohavetheability toconfidentlycritiqueproducts,situationsandsocietyineverywalkoftheirlivesnowandinthefuture.

DesignandTechnologyisasubjectthatbringslearningtolife,requiringlearnerstoapplytheirlearningtoreal-lifesituations.Thisqualificationaimstorelateauthenticreal-worldawarenessofiterativedesignpracticesandstrategiesusedbythecreative,engineeringandmanufacturingindustries.Learnerswillberequiredtousecriticalthinking,leadingtowardsinventionanddesigninnovation,todesignandmakeprototypesthatsolverealandrelevantproblems,consideringtheirownandothers’needs,wantsandvalues.

OCR’s GCSE (9–1) in Design and Technology enables learnerstoprogressfromtheirlearninginKey Stage3,developingcriticalthinkingandpractical skillsthatwillservethemwellintheirfutures,with

ALevels,FurtherEducation,HigherEducationorinthe workplace.

LearnerswillbuildanddeveloptheirbroadknowledgeandunderstandingfromKeyStage3,whilstalsohavingthefreedomtofocusinmoredepthonareasofDesignandTechnologythatmostinterestthem.

Thisqualificationwillgivelearnersanopportunitytoengagewithcreativityandinnovationandunderstandhowtheycanbeenhancedbytheapplicationofknowledgefromotherdisciplinesacrossthecurriculumsuchasmathematics,science,artanddesign,computingandhumanities,aswellasthepracticalandtechnicalknowledgeandunderstandingtheywilllearnfromDesignandTechnology.

OCRhasacomprehensiveanddynamicsupportpackageinplaceforthedeliveryandunderstandingofthisqualification,includingarangeoffreeresourcesavailableonourwebsite,CPDopportunitiesandDesignandTechnologySubjectAdvisors whoareavailabletosupportteachers.Thissupportwillcontinuouslyevolvetosuittherequirements ofteachingandlearningthroughthelifetimeof thespecification,basedoncontinuedfeedbackfromteachers.

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Aimsandlearningoutcomes

OCR’s GCSE (9–1) in Design and Technology will encouragelearnersto:

• developanawarenessandunderstandingofreal-life experiences in designing and in the developmentsandopportunitiesseenincreative,manufacturingandengineeringindustries

• demonstratetheirunderstandingthatalldesignandtechnologicalactivitytakesplacewithincontextsthatinfluencetheoutcomesofdesignpractice

• developanexperiencedunderstandingofaniterativedesignprocessandtherelevanceofthesetoindustrypractice

• developrealisticdesignproposalsasaresultoftheexplorationofdesignopportunitiesandusers’(andstakeholders)needs,wantsandvalues

• useimagination,experimentationandcombineideas when designing

• developtheskillstocritiqueandrefinetheirownideaswhilstdesigningandmaking

• communicatetheirdesignideasanddecisionsusingdifferentmediaandtechniques,asappropriatefordifferentaudiencesatkeypoints in their designing

• developdecisionmakingskills,includingtheplanningandorganisationoftimeandresourceswhenmanagingtheirownprojectwork

• developabroadknowledgeofmaterials,componentsandtechnologiesandpracticalskillstodevelophighquality,imaginativeandfunctionalprototypes

• becomeindependentandcriticalthinkers who can adapt their technical knowledge and understandingtodifferentdesignsituations

• beambitiousandopentoexploreand take design risks in order to stretch the developmentofdesignproposals,avoidingclichéd or stereotypical responses

• considerthecosts,commercialviabilityandmarketingofproducts

• demonstratesafeworkingpracticesinDesignand Technology

• usekeyDesignandTechnologyterminologyincludingthoserelatedto:designing,innovationandcommunication;materialsandtechnologies;making,manufactureandproduction;critiquing,valuesandethics

• engagelearnerswithroutesthatareopentothemwhenprogressingtoaGCEqualification,apprenticeshiporinafuturecareerinthefield.


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1c. Whatarethekeyfeaturesofthisspecification?

The key features of OCR’s GCSE (9–1) in Design and Technologyforyouandyourlearnersare:

• clarityontheapplicationofiterativedesigningto support teaching and learning

• aspecificationthatencouragescreativethinkingleadingtodesigninnovation,byusingauthenticandcontemporarydesignstrategiesand techniques that are centred around iterativedesignprocessesof‘explore/create/evaluate’,thuspreparinglearnerstobecomecriticalandinnovativedesigners,engineersandconsumersofthefuture

• aflexible,dynamicandengagingsupportpackageforteachersdevelopedthroughlistening to teachers’ needs and working with industryandeducationalprofessionalstoensurerelevance.Thesupportpackageisdesignedtoevolvetosupportteachers’deliveryandcontinuingCPDandkeepteachersandlearnersup-to-datewithcontemporarypracticeandresearchindesign,technologyandengineering

• freedominapproachestowardsdesigningandmakingsoasnottolimitthepossibilitiesofprojectworkorthematerialsandprocessesbeing used

• clearmarkingcriteriafornon-examassessmentthatsupportsinternalmarkingandpreparatoryteachingandlearning,rewardingiterativedesignprocesses,problemsolvingandcreativethinking

• examinedassessmentthatsupportsbothapracticalandexploratoryapproachtolearning,keepingallassessmentrelevantandpurposefulto industry and learners’ design interests

• supportedbyresearch,authenticpracticesandcontextualchallengesdevelopedbyDOT*

• aspecificationthatoffersclearprogressionfromKeyStage3throughtoASandALevelqualificationsinDesignandTechnology

• aglossarytoexplainkeytermsandclarifydefinitionsfromthespecificationcontent (seeSection5e).

*OCRhavedrawnonresearchandauthenticpracticesofaninitiativecalledDesigningOurTomorrow(DOT),fromUniversityofCambridge.

6© OCR 2016


1IfyouarealreadyusingOCRspecificationsyoucancontactusat:www.ocr.org.uk

If you are not already a registered OCR centre then youcanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk

Ifyouarenotyetanapprovedcentreandwouldliketobecomeonegoto:www.ocr.org.uk

Wanttofindoutmore?

ContactaSubjectAdvisor:Email:D&[email protected]:01223553998

Exploreourteachersupport:http://www.ocr.org.uk/qualifications/by-subject/design-and-technology/

Joinourcommunities:Twitter:@OCR_DesignTech OCRCommunity:http://social.ocr.org.uk/groups/design-technology

CheckwhatCPDeventsareavailable: www.cpdhub.ocr.org.uk

1d. HowdoIfindoutmoreinformation?

http://www.ocr.org.uk



mailto:D%[email protected]

http://www.ocr.org.uk/qualifications/by-subject/design-and-technology/

http://www.ocr.org.uk/qualifications/by-subject/design-and-technology/

https://twitter.com/OCR_DesignTech

http://social.ocr.org.uk/groups/design-technology

http://social.ocr.org.uk/groups/design-technology

http://www.cpdhub.ocr.org.uk


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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

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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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TECH

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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

PRINCIPLES

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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INCIPLES

2.2HowdodevelopmentsinDesignandTechnologyinfluencedesigndecisionsandpractice?

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

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3.Implicationsofwiderissues

TECH

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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

TECH

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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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TECH

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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

✔

5.3Whyisitimportanttounderstandthesourcesororiginsofmaterialsand/orsystemcomponents?

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

✔

b. Anoverviewoftheprocessesusedtoextractand/orconvertthesourcematerialintoaworkableform.

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

✔

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

✔

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

✔

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

TECH

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INCIPLES


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.

✔

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.

✔

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

✔

c. Howdifferentmechanicaldevicesareusedtochangethemagnitudeanddirectionofmotionorforces,includingconsiderationof:

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

✔

6.4Howdoelectronicsystemsprovidefunctionalitytoproductsandprocesses?

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

time-delayswitches.

✔

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

✔

c. Theuseofprogrammablecomponentssuchasmicrocontrollers,toembedfunctionalityintoproductsinordertoenhanceandcustomisetheiroperation.

✔

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7.Manufacturingprocessesandtechniques

TECH

NICALPR

INCIPLES


7.1Howcanmaterialsandprocessesbeusedtomakeiterativemodels?

a. Theprocessesandtechniquesusedtoproduceearlymodelsand/ortoilestosupportiterativedesigning.

✔

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.

✔

D &

M

PRINCIPLES

7.3Howdodesignersandmanufacturersensureaccuracywhenmakingprototypesandproducts?

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

✔


2


TECH

NICALPR

INCIPLES

7.4Howdoindustryprofessionalsusedigitaldesigntoolswhenexploringanddevelopingdesignideas?

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

✔

7.5Howdoprocessesvarywhenmanufacturingproductstodifferentscalesofproduction?

a. Themethodsusedformanufacturingatdifferentscalesofproduction,including:

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

✔

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.

✔

7.6Howdonewandemergingtechnologieshaveanimpactonproductiontechniquesandsystems?

a. Criticalevaluationofthebenefitsandimplicationsofincorporatingnewandemergingtechnologiesintoproductionprocesses,suchas:• considerationofeconomiesofscale• howdisruptivetechnologiessuchas3Dprintingandroboticsare

changingmanufacturing.

✔

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8.Viabilityofdesignsolutions

TECH

NICALPR

INCIPLES


8.1Howcancostandavailabilityofspecificmaterialsand/orsystemcomponentsaffecttheirselectionwhendesigning?

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

✔

b. Howtocalculatethequantities,costandsizesofmaterialsand/orsystemcomponentsrequiredinadesignorproduct,beingabletoapplythistodifferentapplications.

✔


2

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


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.


2

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)


2NEAcontentrequirement

Thecolumnontheleftindicateswherelearnersmayconsidermathematicalskillsorscienceknowledge.

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



3

OCR’s GCSE (9–1) in Design and Technology is a linear qualificationwith50%externalassessmentbyexaminationand50%throughnon-examassessment

(NEA) internally assessed by the centre and externally moderatedbyOCR.Learnersmusttakebothcomponents.

3a. Formsofassessment

3 Assessment of GCSE (9–1) in Design and Technology

PrinciplesofDesignandTechnology(01)writtenexamination

Thisisasingleexaminationcomponentwithquestionscoveringboth‘core’and‘in-depth’content.

Thecomponentisexternallyassessed.

PrinciplesofDesignandTechnology

50%ofGCSE(9–1)

2 hours

Drawnandwrittenpaper

100marks

‘Core’principlesequate to approximately60%and‘In-depth’principles equate to approximately40%oftheexam.

Thispapercoversthefullextentoftheexaminedcontent.Thequestionsofferfullaccesstoalllearnersregardlessoftheirpracticalexperiencesinthesubject.Whenlearnersarerequiredtodemonstratetheir‘in-depth’knowledge,understandingandskills,sufficientoptionalitywillbeofferedtoensureeachofmainmaterialcategories and designengineering can all be accessed.

Thepaperissplitintotwosections.

SectionA(55marks)

Thissectionofthepaperconsistsofthreesetsofwiderquestionsthatpredominantlyrequirelearnerstodemonstratetheir‘core’knowledge,however,theremaybesomequestionsthatrelyonlearnersabilitytodrawnontheir‘in-depth’toolkitofknowledge.

• Learnerswillberequiredtoanswerall questions.• Therewillbeamixtureofdifferentlevelsofquestions.• Therewillbeoneextendedresponsequestion.

SectionB(45marks)

Thissectionofthepaperwillpredominantlyassess‘in-depth’knowledge.Learnerswillbeabletochooseaproductwithinasituationalcontextinordertodemonstratetheirdeeperunderstandingofmaterialsand/orsystemsandthedevelopmentsandmanufactureofprototypesandproductsinrelationtotheirmainareaoflearning.

• Learnerswillberequiredtoanswerall questions.• Therewillbeamixtureofdifferentlevelsofquestions.• Thequestionswillhaveamainfocusonthein-depthknowledgewithin

Sections5,6and7oftheexamcontent.• Therewillbeoneextendedresponsequestion.

Aminimumof15%ofthepaperwillassesslearners’mathematicalskillsasappliedwithin a design and technology context.

UseofcalculatorsispermittedinthewrittenexaminationasoutlinedinSection2c.

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TheIterativeDesignChallengeisasingletaskcomponent,worth100marksandcovering50%ofthequalification.TheIterativeDesignChallengegiveslearnerstheopportunitytodemonstratetheirknowledge,understandingandskillsovertimeinordertorealiseavalidoutcomethatreflectsreal-worlddesignconsiderations.Thiscomponentisinternallyassessedandexternallymoderated.

Thecontenttobeconsideredinthe‘IterativeDesignChallenge’isoutlinedinSection2d.

Guidanceonassessment,includingthemarkingcriteriaisoutlinedinSection3f.

AdministrationrequirementsforcompletingtheNEAareoutlinedinSection4d.

Thefollowingsub-headingsgivefurtherclarityonthesettingofthechallenge,whatisrequiredbyteachersand learners when the challenge is being taken and anoutlineoftherequiredevidencetosupportlearner’schallengesforassessment.

Iterativedesignchallenge(02,03)non-examassessment(NEA)

Settingofthechallenge

Contextual challenges will be released by OCR on 1 June in the year prior to which the learner wishes to beawardedthequalification.OCRwillreleasethreeopen-endedandreal-worldchallengesatthistimethat are open for learners to interpret and respond to astheyseefit.Thesechallengesarenotdefinedbythematerialsorprocessesusedtomakeaprototype,learners are also not required to connect the challenge directly to their in-depth learning for the writtenexamination.

A contextual challenge will need to be selected by the learner,offeringanauthenticstartingpointtoexploreandconsiderinrelationtotheirsubjectinterestsandtheproblemsandtheopportunitiestheyidentifywithin the context(s).

Priortoundertakingthechallenge,itisimportantthatlearnershaveexperiencedlearningand practicalactivitythatnotonlypreparesthemfordemonstratingtheirabilitytoundertakeaniterativechallenge,butalsotohaveconfidenceintheirowndecision-makingwhendealingwithagivencontext,toavoidhavingpre-conceivedideasaboutdesiredoutcomes.Tocompleteasuccessful‘IterativeDesignChallenge’,itisexpectedthatlearnersareableto

fully explore a context and only narrow down their approachthroughanon-goingiterativeprocessofimprovementandrefinement.

The‘IterativeDesignChallenge’mustbeselectedfromthecontextualchallengessetbyOCR,however,itisexpectedthatpriortoselectingacontextualchallengetheteacherandlearner(s)mayundertakegeneralcollaborativediscussionsandinitialexplorationstoconsiderthebroaderpossibilities thatmayexist.Oncethechosenchallengehasbeenselectedbythelearner,thisconstitutesthestartofundertaking the challenge.

Learnerswillhaveapproximately40hoursinwhich tocompletethewhole‘IterativeDesignChallenge’.Thistimeallowanceisforguidanceonlyanddoesnotconstituteamaximumorminimumrequirement,butitshouldbenotedthatexcessivetimespentonthiscomponentcouldbedetrimentaltothelevelofthelearner’sworkifitweretoloserelevanceandfocusto the context and brief.

Furtherguidanceaboutthenatureofadvicecan be found in the JCQ Instructions for conducting non-examined assessment.

Takingthechallenge

The‘IterativeDesignChallenge’requireslearnerstodesignandmakeaprototype(s)throughiterationsofexploring,creatingandevaluatingthatconstantly

respondtostakeholderneeds,wantsandinterests.Thisprocessshouldbefollowedandevidencedtodemonstrateanaccurateaccountoftheirprogress.


3

Throughoutthechallengeitisessentialthattheteachercanauthenticatethatthelearner’sworkistheir own.

Developing a brief

Learnersarerequiredtowritetheirowndesignbriefasa response to their chosen contextual challenge set by OCR.Priortowritingadesignbrief,itisessentialthatalearner has fully explored the contextual challenge(s) they are considering. When exploring the contextual challenge(s),thefollowingshouldbeconsidered:

• thatthelearnermaywanttoexplorethecontextual challenge outside of the centre

• whentheopinionsofothershavebeenused,thesemustberecordedandacknowledgedaspart of their design process.

The design brief should outline the approach a learner has chosen to take to respond to the set challenge.Writingthedesignbriefisanessential part of outlining how the learner will approach the ‘IterativeDesignChallenge’.Toensureitisdeliveredappropriatelythefollowingshouldbeconsidered:

• alllearnersmustdevelopauniquedesignbriefthatrespondstotheirowninterpretationofthechosen‘contextualchallenge’

• learnersshouldhavepriorawarenessoftheircentre’sfacilitiesandresourcestofullyconsidertheir own approach

• whereacentrehashadtoofferadditionalsupport,thecentremustensurealllearnershaveauniquedesignbrief

• ifchangesneedtobemadetoalearner’sdesignbrief,thismustbefullyjustifiedbythelearnerinresponsetotheiriterativedesignprocessandremaintruetotheirchosen‘contextualchallenge’.

Outlining requirements

Learnersarerequiredtofollowiterativedesignprocessesdeterminedbytheopportunities,requirementsandproblemstheyencounter.Wheneverstakeholderrequirementsareidentifiedthatcoverspecificneeds,wantsandinterests,theyshould be outlined and presented accordingly to support the thinking within the design process.

Generating initial ideas

Therearevarioustechniquesanddesignapproachesthatcanbetakentoconceiveinitialideas,butallideasshouldbefocusedonrespondingtoidentifiedproblemsandrequirementsandofferinginnovativechallenge.Designingstartsfromapositionofmanyinitialideas,butaminimumoftenshouldbedeliveredappropriatelywithinthedesignprocess.Wheninitialideashavebeengeneratedthroughinteractionwithothers,leanersshould:

• acknowledgewhogeneratedtheideaandwhen• useideasgeneratedbyothersonlywhen

supportedbyareflectionofwhytheyareconsidered appropriate.

Design developments

Whendevelopingdesigns,thefocusisonnarrowingdownandimprovingideasthroughmoredetailediterationsthatgivedeeperconsiderationto resolvingidentifiedrequirementstechnicallyandconceptually.

Itislikelythattechnicalanddesignproblemsmaybeidentified,someofwhichmaybeseenasmistakes.Recognisingandsolvingtheseissuesthroughthedemonstrationofthoughtprocessesandpracticalactivityshouldbeclearlyevidenced.

Designdevelopmentsareassessedthroughthelevelofdetailofferedandqualityandrangeofskillsusedtofindsuitablesolutions,thereforethequantityofdevelopmentsisverymuchdependentonthislevelofthinking.Twodesigndevelopmentsshouldalwaysbeconsideredaminimumregardlessofthequalityoftheoutcome.

Developing a final design solution

Whendevelopingadesignsolutiontobemadeintoafinalprototype(s),learnersshouldconsiderthesolutionasitwouldlookandfunctionifsoldasaproduct.Thisshouldincludeexperimentationofprocessesandtechniquesthroughmodellingandtesting.

Digitaldesignandmanufacturemust be used either throughoutthedevelopmentofthefinaldesignsolutionorwhenmakingthefinalprototype(s).

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Delivering technical specification

Learnersarerequiredtojustifyandpresenttheirfinaldesignsolutionthroughtechnicalspecification that deliverspecificwrittenandgraphicalinformationtooutlinehowthefinaldesignsolutionmeetsthestakeholderrequirementsandwillsupportaccurateproduction.Thespecificationshouldofferjustificationandasuitablelevelofinformationsothatathirdpartywouldknowexactlywhatthefinalprototype(s)should look like.

Producing a final prototype

Whenlearnersareproducingtheirfinalprototype(s)thismustbecompletedundertherequiredlevelofguidanceandsupervision within the centre (see opposite). This is to ensure that each learner is witnessedproducingtheirownoutcome(s)soitcanbeauthenticatedandthelearner’ssafetycanbeassured.

Itispossiblethatthemostsuitablematerialsormachineryarenotavailableinthecentre’sworkshop.Itispermissibletousethemostsuitablealternativeinordertoclearlydemonstratetheintentionsofthefinalprototype(s)andtodeliverhighqualityoutcomes.

Analysing validity of the final prototype

Inordertomakeanappropriateevaluationof thefinalprototype(s),analysingstakeholders’opinions will be required. This should be sought frommeaningfulsourcesratherthansuperficiallywithintheteachinggroup.Itmaybenecessarytoanalysethefinalprototype(s)inthesituationitisdesigned for. If taking this approach centres mustensurethat:

• therequiredphotographicand/orvideoevidencemust be taken prior to the prototype(s)beingtakenfromthecentretoensureavalidassessmentcanbemadeshouldanything happen to the prototypes(s) whilst out of the centre.

Guidance and supervision requirements

Authenticatingthemakingofthelearner’sfinalprototype(s)isofgreatimportanceasthisistheonlyactivitythatcannotbefullyrecordedinthedesignprocess.

Itisexpectedthattheproductionofthefinalprototype(s)willtakeplaceduringnormallessontime,usingworkshopandITfacilitiesasappropriate.Learnersmustbeunderdirectteacherand/ortechniciansupervisionduringthistime.TheymustcompletealloftheirworkunderthesesupervisedconditionsandtheteachermustsetthetoneforthiselementoftheNEA.

Tomakebestuseofsupervisedtime,itisimportantthatlearnersarepreparedforandplantheiractivityinadvance.Itisalsoimportantforlearnerstowriteareportoftheirprogressthroughthemakingprocesstoevidencetheon-goingactivityintheirportfolio.Thewritingofthisreportdoesnotneedtobeunderdirectsupervision.

Anotherreasonforthissupervisedactivityissothattheteachercanauthenticatethelevelofguidanceandsupportgiventhroughthemakingofthelearner’sfinalprototype(s).Anysupportthatisgiventoassistalearnerduringproductionshouldberecordedbythesupervisorconcerned,whetheritisdirectassistanceorduetohealthandsafetyrequirementsinthecentre.Thelevelofassistancegivenshouldbereflectedintheassessmentofthelearner’sNEA.

Allpracticalworkshouldbesecurelystoredinthecentrethroughoutthedesignandmakeprocessanddistributedtothelearneratthestartofanysupervisedtime.IfforanyreasonpracticalworkneedstobetakenoutsideofthenormalworkshoporITfacilitiesbeforeitisfullycomplete,thelearnerandfinalprototype(s)shouldatalltimesbeaccompaniedbyamemberofcentrestaffandthisactivityshouldberelevanttothedesignprocessandexplainedinthelearner’sportfolio.

LearnersshouldnothaveaccesstotheirworkbetweensupervisedsessionsoroncetheNEAhasbeensubmittedforassessment.Itshouldbesecurelyretainedwithinthecentreuntilresultsareissuedanditiscertainthat no Result Enquiry or Appeal procedure is required.

Teacher marking and feedback

Althoughthe‘IterativeDesignChallenge’istobeassessedinternallyoncetheprojecthasbeensubmitted,theremayberequirementsinsomecentresforlearnerstoreceivefeedbackand/orgradestoinformthemoftheirprogress.Therefore, itisimportanttoconsiderwhatisacceptable.


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Teacherscanonlygivegenericfeedbackonlearners’workinprogressandreturnitforre-drafting.Oncehandedinforfinalassessment,teachersmaynotreturnanyworktolearnersforfurtheradjustment.Anyfeedbackgivenbytheteachermustbeframedinsuch a way as to enable the learner to take the initiativeindevelopingtheirownworkfurther.

Teacherscannotgivedetailedadviceandspecificsuggestionsastohowtheworkmaybeimproved inordertomeetthemarkingcriteria.Thisincludes

indicatingerrorsoromissionsandpersonallyinterveningtoimprovethecontentofthework.

Teachersmustreflectanyassistancegiventhroughoutthe‘IterativeDesignChallenge’whenmarkinglearners’work.Providedthatadviceremainsatagenerallevel,thisdoesnotconstituteintervention.

Boththeteacherandlearnerwillberequiredtoconfirmtheauthenticationofthelearners’workusingtheCandidateDeclarationFormasoutlinedinSection4d.

Requiredevidence

There are threeformsofevidencerequiredtosupporttheauthenticationoflearners’workandenabletheconsiderationofeachlearner’slevelofattainmentagainstthemarkingcriteria,whichissetouttodifferentiatebetweeneachlearner’sperformance.

Portfolio of evidence

Learnersshouldproduceachronologicalportfolio(refertoSection4d)supportedbyreal-timeevidencethatdemonstratestheircompletechallenge.Thisevidenceshouldclearlydemonstratethelearner’sdesignbriefwritteninresponsetotheirchosencontextual challenge set by OCR. It should also be intheordereachactivityisundertaken,outliningiterationsastheyoccuroraredevelopedrather thanastheymaybebestpresented.

Portfolioevidencecanbesupportedbydifferentdigitalfiles(seeSection5f),photographs,videoandaudiorecordings.Allevidencemustbecontainedinasingledigitalfolderforeachlearner,clearlylabelledand signposted by the learner to indicate when evidencewascompletedandtoensureeverythingiseasilyidentifiablethroughbothinternalmarkingandexternalmoderation.Aclearlistofcontentwillhelpto support this.

Final Prototype

Thefinalprototype(s)basedonthelearner’sdesignbriefshouldbeclearlyevidencedbythelearnerintheirportfoliothroughtheuseofphotography

andvideoasappropriate.Allmovingpartsandperspectivesshouldbeappropriatelyvisibletoensureitofferssuitableevidencetoanythirdparty,enablingaccurateassessmentwithouttheartefactbeingpresent.

Thefinalprototype(s)mustbekeptsecurelyinthecentreduringproduction.Photographsandvideosshouldbetakenassoonasproductioniscomplete toensureallevidenceiscapturedbeforeanyriskofdamageorloss.

Observations

Teachersarethemostappropriateindividualstoevidencealearner’sprogressandthelevelofsupportgivenorindependencedemonstrated.Evidenceofthisnaturecanonlybeacceptedinconjunctionwiththeportfolioandfinalprototype(s).

Observedevidenceissupportingevidencethatshouldberecordedonthe‘CandidateRecordForm’andshouldreflectthewiderevidenceandsupporttheinternalmarking.

Authenticity

Learnersmustclearlyandunambiguouslyindicateandacknowledgeworkintheirportfoliowhichisnottheirownanddistinguishitfromtheirown.Onlytheworkofthelearner,whichcanincludemanagingtheinputfromothersources,mustbeassessed.Thisshould also be acknowledged on their Candidate DeclarationForm.

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TherearefourAssessmentObjectivesintheOCRGCSE (9–1) in Design and Technology. These are detailed in the table below.

Learnersareexpectedtodemonstratetheir abilityto:

3b. Assessmentobjectives(AO)

AssessmentObjective

AO1 Identify,investigateandoutlinedesignpossibilitiestoaddressneedsandwants

AO2 Designandmakeprototypesthatarefitforpurpose

AO3 Analyseandevaluate–• designdecisionsandoutcomes,includingforprototypesmadebythemselves

and others• widerissuesindesignandtechnology

AO4 Demonstrateandapplyknowledgeandunderstandingof–• technicalprinciples• designingandmakingprinciples

Theassessmentobjectiverelatedirectlytoiterativeprocessesof‘explore/create/evaluate’asfollows: AO1 =Explore,AO2=Create,AO3=Evaluate.

AOweightingsinOCRGCSE(9–1)DesignandTechnology

TherelationshipbetweentheAssessmentObjectivesandthecomponentsareshowninthefollowingtable:

Component

%ofoverallGCSE(9–1)inDesign and Technology (J310)

AO1 AO2 AO3 AO4

Principles of Design and Technology (J310/01) 0 0 10 40

IterativeDesignChallenge(J310/02or03) 10 30 10 0

Total 10% 30% 20% 40%

3c. Assessmentavailability

Therewillbeoneexaminationseriesavailableeachyear in May/June to all learners.

Theexaminedcomponentmustbetakeninthesameexaminationseriesasthenon-examassessment.

ThisspecificationwillbecertificatedfromtheJune2019examinationseriesonwards.


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Learnerscanretakethequalificationasmany timesastheywish.Theymustretakeallexaminedcomponentsofthequalification.Learnerscanchoose

eithertoretakeortocarryforwardtheirmarkfor thenon-examcomponentbyusingthecarryforwardentryoption(seeSection4d).

3d. Retakingthequalification

3e. Assessmentofextendedresponse

Theassessmentmaterialsforthisqualificationprovidelearnerswiththeopportunitytodemonstratetheirabilitytoconstructanddevelopasustained lineofreasoningwhichiscoherent,relevant,

substantiatedandlogicallystructured.Marksforextended responses are integrated into the markingschemes.

3f. Internalassessmentofnon-examassessment(NEA)

Therearedifferentstagesintheproductionofthenon-examassessment(NEA),thetasksetting,tasktakingandrequiredevidenceareoutlinedin

Section3a,thissectionoutlinesthemarkingandfinalsubmissionofthecentre’sentries.

Internalassessment

Markingshouldbepositive,rewardingachievementratherthanpenalisingfailureoromissions.Theawardingofmarksmustbedirectlyrelatedtothemarkingcriteria.

Teachersshouldusetheirprofessionaljudgementinselectingthebanddescriptorsthatbestdescribestheworkofthelearnertoplacethemintheappropriateband.

Teachersshouldusethefullrangeofmarksavailabletothemandawardallthemarksinanymarkbandforwhichworkfullymeetsthatdescriptor.

Toselectthemostappropriatemarkinthebanddescriptor,teachersshouldusethefollowingguidancetolocatethebest-fit:

• wherethelearner’sworkconvincinglymeetsthestatement,thehighestmarkshouldbeawarded

• wherethelearner’sworkadequatelymeetsthestatement,themostappropriatemarkinthemiddleoftherangeshouldbeawarded

• wherethelearner’sworkjustmeetsthestatement,thelowestmarkshouldbeawarded.

Thestatementsineachmarkbandarebalancedintermsoftheirsignificancetohelpassessorsjudge theoverall‘best-fit’withinanassessmentstrand.

Thereshouldbeclearevidencethatworkhasbeenattemptedandsomeworkproduced.Ifalearnersubmitsnoworkforacomponentthenthelearnershouldbeindicatedasbeingabsentfromthatcomponent.Ifalearnercompletesanyworkatallforthecomponentthentheworkshouldbeassessedaccordingtothemarkingcriteriaandtheappropriatemarkawarded,whichmaybezero.

Aslearnerscandelivertheire-portfoliosusingavarietyofformats,therearenospecificlimitsto theamountofevidenceproduced,however,anyiterativedesignprocessshouldremainrelevanttothecontextual challenge. A guide here would be the equivalentof24A3pages,butthisisnotarestrictionsolongascommunicationisrelevantandconcise.

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Itisessentialthatmarkingfullyreviewsandconsidersallmaterial.Itisthelearner’sresponsibilitytoensureallfilesfunctionproperly.Iffilesdonotopenorfunctionproperly,thisworkcannotbeconsideredinevidence.

TeachersmustclearlyshowhowthemarkshavebeenawardedinrelationtothemarkingcriteriaontheCandidateRecordForm.

Thefollowingapproachestoindicatehowmarkshavebeenawardedshouldbeadopted:

• beclearandunambiguous• beappropriatetotheaimsandobjectivesof

the work• facilitatethestandardisationofmarkinginthe

centre• enablethemoderatortochecktheapplication

ofthemarkingcriteriatothemarking.

Thereare‘CandidateRecordForms’forindividuallearners that can be found on Interchange. One ‘CentreRecordingSheet’shouldalsobeusedtopresentthemarksforalllearners.

Finalsubmission

WorksubmittedfortheGCSElevelcomponentsshouldreflectthestandardexpectedforalearnerafterafullGCSE(9−1) levelcourseofstudy.

Centresmustcarryoutinternalstandardisationtomakesurethatmarksawardedbydifferentteachersare accurate and consistent across all learners entered bythecentre.Tohelpsetthestandardofmarking,centresshoulduseexemplarmaterialprovidedbyOCR,and,whereavailable,workfromthatcentrefromthepreviousyear.Whereworkhasbeenmarkedbymorethanoneteacherinacentre,standardisationofmarkingshouldnormallybecarriedoutaccordingtooneofthefollowingprocedures:

• eitherasampleofworkthathasbeenmarkedbyeachteacherisre-markedbytheteacherwhoisinchargeofinternalstandardisation

• oralltheteachersresponsibleformarkingacomponentexchangesomemarkedwork(preferablyatameetingledbytheteacherinchargeofinternalstandardisation)andcomparetheirmarkingstandards.

Wherestandardsarefoundtobeinconsistent,therelevantteacher(s)shouldmakeanadjustmenttotheirmarksorre-markalllearners’workforwhichthey were responsible.

Ifcentresareworkingtogetherinaconsortiumtheymustcarryoutinternalstandardisationofmarking

acrosstheconsortium.Centresshouldretainevidencethatinternalstandardisationhasbeencarried out.

Oncethefinalportfolioissubmittedbythelearnerforassessmentitmustnotberevised.Addinganymaterialtotheworkorremovinganymaterial fromitafterithasbeenpresentedbyalearnerforfinalassessmentwouldconstitutemalpractice.Ifalearnerrequiresadditionalassistanceinordertodemonstrateaspectsoftheassessment,theteachermustsubmitamarkwhichrepresentsthelearner’sunaidedachievement.

Wherethelearner’sevidenceoftheirfinalprototype(s)isinsufficienttodemonstratethemarksthathavebeensubmittedbythecentre,itispermittedforadditionalphotographyand/orvideoevidencetobetakentosupportthemarking.Thisevidenceshouldremainseparatefromthelearner’swork.

Each learner’s work should be stored in a folder on a secureareaonthecentre’snetwork,orifcompletedonpaper,inasecurelocation.PriortosubmittingtheworktoOCR,thecentreshouldaddthe‘CandidateRecordForm’.

ForfurtherguidanceonportfoliosandhowtosubmitworkrefertoSection4d.Workshouldbesavedusingthecandidate’snameandcentrenameasreference.

Examsdirectory:www.ocr.org.uk



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Themarkingcriteriaaresetoutoverthefollowingpages to outline how learners are to be assessed followingcompletionoftheirowniterativedesignprocessthatreflectstheirthinking,creativeandpracticalskillsandabilitiesthroughdesigningandmakingaprototype(s).

Themarkingcriteriacoversfourmarkbandstoclearlydifferentiatelearners’workandaredeliveredthroughfivestrandsofassessment,rewardingtwodistinctconsiderations:

• thethinkinganddesignprocessofthe‘IterativeDesign Challenge’ through explore/create/evaluateisassessedinstrands1,2and5

• thequalityofdesignoutcomesinrelationtodesigncommunicationandthefinalprototype(s) are assessed in strands 3 and 4.

Theseareoutlinedinmoredetailbelow.

Themarkingcriteriafollowa‘best-fit’approachasoutlinedinmoredetailearlierinthissection.Thelayoutoftheassessmentstrandsistosupportinternalapplicationofthecriteria,usingthestatementsandmarksatthebottomofeachstrandtosupport‘best-fit’allocation.

Themarkingcriteriaforthe‘IterativeDesignChallenge’ should be considered together with the non-examassessmentcontent(NEA)inSection2dtoensureappropriatecoverageofcontent.

Guidanceonthedeliveryandrequiredevidenceforthe‘IterativeDesignChallenge’aresetoutinSection3a.

Whencompletinginternalassessment,themarkingcriteria should be considered together with the administrativerequirementsoftheNEAinSection4d.

IterativeDesignChallenge(02,03)–Markingcriteria

Assessmentofprocess

Thethreeprocessstrands(1,2and5)ofthemarkingcriteriafollowaniterativedesignprocesswithstrandsthatcover‘explore’,‘create’and‘evaluate’.Effectivemanagementoftheinterrelationshipbetweenthestrandsoftheiterativedesignprocessisalsoassessedwithin these strands.

Theassessmentof‘process’istheprocessthateachindividuallearnerhasundertaken.Theevidence oftheprocesswillbegiventhroughthelearner’schronologicale-portfolio.

Assessmentofoutcomes

Thetwooutcomestrands(3and4)ofthemarkingcriteriaareanopportunityforassessmentofthegraphicalandpracticaloutcomesdeliveredthroughout the learner’s design processes. This is the assessor’sjudgementof:

• thequalityofdesigncommunication• thequalityofthefinalprototype(s).

Theassessmentof‘outcomes’canonlybemadeagainstwhatisevidencedinthelearner’schronologicale-portfolio.

Furtherguidanceonthecollectionandpresentationofevidencecanbefoundearlierinthissection,inSection3aandSection4d.

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esign and Technology

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Strand1–Explore(AO1)

MarkBand1(1−5) MarkBand2(6−10) MarkBand3(11−15) MarkBand4(16−20)

Investigations of the context

Superficialinvestigationsindentifylittleornoproblemsand/oropportunitiesforfurtherconsideration.

Investigationsareofsufficientqualitytoindentifysomeproblemsand/oropportunitiesforfurtherconsideration.

Investigationsofferagoodlevelofdetailandindentifyabreadthofproblemsandopportunitiesforfurtherconsideration.

Comprehensiveinvestigationsindentifyabreadthofchallengingproblemsandopportunitiesforfurtherconsideration.

Design brief Limitedrelevancetothecontextandlittleornoidentificationofaprimaryuserorotherstakeholders.

Somerelevancetothecontextandidentificationofaprimaryuserand/or other stakeholders.

Mostlyhasrelevancetothecontextofferingscopeforchallengeandidentificationofaprimaryuserandother stakeholders.

Clearandfullrelevancetothecontextofferingscopeforchallenge and a focused identificationofaprimaryuserandother stakeholders.

Investigations of user and stakeholder needs and wants and the outlining of stakeholder requirements (non-technical specification)

Superficialconsiderationofprimaryuser(s)needsandwantswithlittle ornoconsiderationofotherstake- holders.Littleornorequirementshavebeenidentifiedandareoutlinedwithlimitedscopetosupport the future design process.

Somerelevantconsiderationofprimaryuser(s)needsandwantsandsomeconsiderationofotherstakeholders.Somerequirementsareidentifiedthatoffersomescopeto support the design process.

Informedconsiderationofprimaryuser and other stakeholders needs andwants.Arangeofrequirementswithagoodlevelofdetailareidentifiedthatofferscopetosupport the design process.

Fullandobjectiveconsiderationofprimaryuserandotherstakeholdersneeds and wants. A range of comprehensiverequirementsareidentifiedthatofferscopetosupport the design process.

Investigations of existing products and design practices

Littleornoinformationorsourcesofinspirationareidentifiedtooffersupporttodesigniterationsandthinking.

Someinformationand/orsourcesofinspirationareidenfifiedthatmaynotalwaysberelevantbutdooffersomeinfluenceondesigniterationsandthinking.

Goodamountofrelevantinformationandsourcesofinspirationareidentifiedtoinfluencedesigniterationsandthinking when required throughout the design process.

Comprehensiveandrelevantinformationandsourcesofinspirationareidentifiedtoinfluenceondesigniterations and thinking when required throughout the design process.

Exploration of materials and possible technical requirements

Superficialconsiderationofmaterialsand/orpossibletechnicalrequirements.

Somerelevantconsiderationofmaterialsandpossibletechnicalrequirements.

Informedconsiderationofmaterialsandpossibletechnicalrequirementswhenrequiredthroughout the design process.

Fullandobjectiveconsiderationofmaterialsandpossibletechnicalrequirementswhenrequiredthroughout the design process.

Technical specification Inaccurate,outlinesbasicdetailsand/orisincompletemakingitdifficultforathirdpartytounderstand.

Generallyaccurate,outlinesdetailsthatcommunicatesomerequirementstoathirdparty.

Goodlevelsof accuracy,outlinesdetailsthatcommunicatemostrequirementstoathirdparty.

Highlevelsofaccuracy,outlinesdetailsthatclearlycommunicateallrequirementstoathirdparty.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

0marks–Noresponseornoresponseworthyofcredit

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Strand2–Create:DesignThinking(AO2)


Generation of initial ideas Limiteduseofdifferentdesignapproaches that lead to ideas thatdonotalwaysreflecttherequirementsandmayappearstereotypical.

Somedifferentdesignapproachesthatleadtosomeideasthatavoiddesignfixationandgenerallyreflecttherequirements.

Differentandrelevantdesignapproaches that lead to ideas that mostlyavoiddesignfixation,offerscopeforchallengeandreflectrequirements.

Differentandrelevantdesignapproaches that lead to ideas thatfullyavoiddesignfixation,offerscopeforchallengeandfullyreflectrequirements.

Design developments Limiteddevelopmentsaresuperficialand/orarenotiterative.

Iterativedevelopmentsaregenerallyprogressiveandrespondtosomeidentifiednext-stepsofdevelopment.

Iterativedevelopmentsareprogressive,incorporatingtechnicalrequirementsandrespondtomostidentifiednext-stepsofdevelopment.

Iterativedevelopmentsarecomprehensiveandprogressive,incorporatingalltechnicalrequirementsandfullyrespondtoidentifiednext-stepsofdevelopment.

Development of final design solution(s)

Littleornoprogressionseenfromearlierdevelopmentsandlittleornoneoftheidentifiedopportunitesandrequirementshavebeenmet.

Someprogressionseenfromearlierdevelopmentsandsomeoftheidentifiedopportunitiesandrequirementshavebeenmet.

Clearprogressionfromearlierdevelopmentsandmostoftheidentifiedopportunitiesandrequirementshavebeenmet.

Clearandcomprehensiveprogressionfromearlierdevelopmentsandalloftheidentifiedopportunitiesandrequirementshavebeenmet.

Critical thinking Superficialresponseswhenproblemsareidentified.

Littleornoevidenceofinnovation*throughout the design process.

Effectiveresponsestosomeidentifiedproblems.

Someevidenceofinnovation*throughout the design process.

Effectiveresponsestomostidentifiedproblems.

Clearevidenceofinnovation*throughout the design process.

Systematicandeffectiveresponsestoallidentifiedproblems.

Clearandsystematicevidenceofinnovation*throughoutthedesign process.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24


*Innovationinthiscontextreferstolearnersconsideringnewmethodsorideastoimproveandrefinetheirdesignsolutionsandmeettheneedsoftheirintendedmarketand/orprimaryuser.

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Strand3–Create:DesignCommunication(AO2)


Quality of chronological progression

Designiterationsarenotalwaysclearand/orchronological,withlittleornosupportfromreal-timeevidence.

Designiterationsaresometimesclearandpredominentlychronological,somesupportfromreal-timeevidence.

Designiterationsareclearandchronological,mostlysupportedbyreal-timeevidence.

Designiterationsaresystematicandchronological,fullysupportedbyreal-timeevidence.

Quality of initial ideas Informalgraphicalandmodellingskillsarelimitedandrarelyclearenough to appropriately communicateinitialthinking.

Informalgraphicalandmodellingskillsaresufficient,butarenotconsistent in appropriately communicatinginitialthinking.

Informalgraphicalandmodellingskills are good and are consistent in appropriatelycommunicatinginitialthinking.

Informalgraphicalandmodellingskillsareexcellentandareeffectiveand consistent in appropriately communicatinginitialthinking.

Quality of design developments

Therangeofcommunicationtechniques*usedarelimitedandrarely clear enough to appropriatelydeveloporcommunicatedesignconcepts.

Therangeofcommunicationtechniques*usedaresufficient,butare not consistent in appropriately developingorcommunicatingdesign concepts.

Therangeofcommunicationtechniques*usedaregoodandareconsistent in appropriately developingorcommunicatingdesign concepts.

Therangeofcommunicationtechniques*usedareexcellentandareeffectiveandconsistentinappropriatelydevelopingorcommunicatingdesignconcepts.

Quality of final design solution(s)

Formalpresentationofthefinaldesignsolution(s)islimitedmakingitdifficultforathirdpartytounderstand.

Formalpresentationofthefinaldesignsolution(s)issufficientandprovidessomeclaritytoathirdparty.

Formalpresentationofthefinaldesignsolution(s)isgoodandprovidesappropriateclaritytoathird party.

Formalpresentationofthefinaldesignsolution(s)isexcellentandprovidesimpactandappropriateclarity to a third party.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16


*RefertoStrand4whenassessingdigitaldesignandmanufacture.

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Strand4–Create:FinalPrototype(s)(AO2)


Quality of planning for making the final prototype(s)

Offerslittleornosupporttothemakingprocess.

Generally supports the managementofthemakingprocesswithsomerelevantrequirementsidentifiedfromthetechnicalspecification.

Goodlevelofdetailandrelevance,coveringmostrequirementsidentifiedfromthetechnicalspecificationtomanagethemakingprocess.

Comprehensiveandrelevant,coveringallrequirementsidentifiedfromthetechnicalspecificationtoeffectivelymanagethemakingprocess.

Quality of final prototype(s)

Inaccurate and/or basic standards demonstrated.Finishingmaynotbeappropriateand/ortheoutcomewould not present well to a stakeholder.

Sufficientstandarddemonstratedthrough a generally accurate outcome.Finishingisappropriatebuttheoutcomecouldbebetterpresented to stakeholders.

Goodstandardandlevelsofaccuracydemonstrated.Finishingisappropriateandtheoutcomewillpresent well to a stakeholder.

Excellentstandard,demonstratinghighlevelsofaccuracy.Finishingisappropriateandtheoutcomewillpresentwellandprovideimpacttoa stakeholder.

Use of specialist techniques and processes

Limitedandrarelyappropriatetomaterials/componentsbeingused.

Sufficient,butarenotconsistentlyappropriatetomaterials/componentsbeingused.

Good and are consistently appropriatetomaterials/componentsbeingused.

Excellentandareeffectiveandconsistently appropriate to materials/componentsbeingused.

Use of specialist tools and equipement

Useandselectionofhandtoolsand/ormachineryarelimitedandrarely appropriate. Digital design and/ormanufacture*islimitedanddemonstratelittleornoskillsorknowledge.

Useandselectionofhandtoolsandmachineryaresufficient,butnotalways consistenly appropriate. Digitaldesignandmanufacture*isnotalwaysusedappropriately,butdemonstratesufficientskillsandknowledge.

Useandselectionofhandtoolsandmachineryaregoodandconsistenly appropriate. Digital designandmanufacture*areusedappropriatelytodemonstrategoodskills and knowledge.

Useandselectionofhandtoolsandmachineryareeffectiveandconsistenly appropriate. Digital designandmanufacture*areusedeffectivelyandappropriatelytodemonstrateexcellentskillsandknowledge.

Viability of the final prototype(s)

Littleornolinkstothetechnicalspecificationanddemonstratinglimitedpotentialtobecomeamarketableproduct.

Meetssomeofthetechnicalspecificationanddemonstratingsome potentialtobecomeamarketableproduct.

Meetsmostofthetechnicalspecificationanddemonstratinggood potentialtobecomeamarketableproduct.

Meets all of the technical specificationanddemonstratingexcellent potentialtobecomeamarketableproduct.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20


*Itmaynothavebeenappropriatetousedigitaldesignandmanufactureinthefinalprototype.Wherethisisthecase,thestatementshouldbeassessedontheskilllevelsdemonstratedwhenusingdigitaldesignandmanufacturethroughearliermodelling.Thiscanequallybeappliedtotheuseofhandtoolsandmachinary,allofwhichrequireappropriateevidence.

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Strand5–Evaluate(AO3)


Analysis and evaluation of primary and/or secondary sources

Limitedanalysisandevaluationofinvestigatedsourcesofinformationfromstakeholders,existingproductsand/orwiderissues,offeringlittleornosupporttoinformthedesignprocess.

Sufficientanalysisandevaluationofinvestigatedsourcesofinformationfromstakeholders,existingproductsandwiderissues,offeringsomesupporttoinformthedesignprocess.

Goodlevelofanalysisandevaluationofinvestigatedsourcesofinformationfromstakeholders,existingproductsandwiderissues,offeringclearsupporttoinformthedesign process.

Comprehensiveandsystematicanalysisandevaluationofinvestigatedsourcesofinformationfromstakeholders,existingproductsandwiderissues,offeringclear and focused support to informthedesignprocess.

Ongoing evaluation to manage design progression

Superficialevaluationswithlittleornoreflectiononrequirementsorfeedback.

Littleornoreviewstoidentifyanyproblemsand/ornext-stepsforfutureiterationsresultinginlimitedsupport to design progression.

Somecriticalevaluationswithsufficientreflectiononrequirementsandfeedback.

Infrequentreviewstoidentifysomeproblemsand/ornext-stepsforfutureiterationsthatarenotalwaysconsistentinsupportingdesign progression.

Mostlycriticalevaluationswithgoodreflectiononrequirementsand feedback.

Ongoingandclearreviewstoidentifyproblemsandnext-stepsforfutureiterationstoconsistentlysupport design progression.

Fullandcriticalevaluationswithfocusedreflectiononrequirementsand feedback.

Ongoing,clearandcomprehensivereviewstoidentifyproblemsandnext-stepsforfutureiterationstoeffectivelyandconsistentlysupportdesign progression.

Feasibility of the design solution

Limitedwithlittleornomethodsused to appropriately analyse and testwhetherthedesignsolutionisfitforpurpose.

Sufficientwithsomeappropriatemethodsusedtoanalyseandtestwhetherthedesignsolutionisfitfor purpose.

Goodlevelofdetailwithmostlyappropriatemethodsusedtoanalyse and test whether the designsolutionisfitforpurpose.

Comprehensivewithfullyappropriatemethodsusedtoanalyse and test whether the designsolutionisfitforpurpose.

Evaluation of the final prototype(s)

Superficialevaluationofstrengthsand/orweaknesseswithlittleornosuggestionsformodificationand/orconsiderationofpossibledesignoptimisationpresented.

Sufficientcriticalevaluationofstrengths and/or weaknesses with somesuggestionsformodificationand/orconsiderationofpossibledesignoptimisationpresented.

Goodcriticalevaluationofstrengths and weaknesses with detailedsuggestionsformodificationandconsideration ofpossibledesignoptimisationpresented.

Fullandcriticalevaluationofstrengths and weaknesses with comprehensivesuggestionsformodificationandconsideration ofpossibledesignoptimisationpresented.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20



3

ThetablebelowdemonstrateshowtheAssessmentObjectivesareattributedtoeachstrandofthe

markingcriteriaandwhereevidenceofmathematicsisassessedimplicitly.

IterativeDesignChallenge(02)–AssessmentObjectivedistribution

StrandofMarkingCriteria

%ofoverallIterativeDesignChallenge Total %

perstrand

Use of Maths Skills

AO1 AO2 AO3

Explore 20 0 0 20 ✔

Create – Design Thinking 0 24 0 24 ✔

Create–DesignCommunication 0 16 0 16 ✔

Create – Final prototype(s) 0 20 0 20 ✔

Evaluate 0 0 20 20 ✔

Total 20% 60% 20% 100%

3g. Synopticassessment

Synopticassessmentisthelearners’understandingoftheconnectionsbetweendifferentelementsofthesubject.Itinvolvestheexplicitdrawingtogetherofknowledge,skillsandunderstandingfromacrosstheGCSE (9–1) course.

Theemphasisofsynopticassessmentistoencouragethe understanding of Design and Technology as a whole discipline.

SynopticassessmentrequireslearnerstomakeanduseconnectionswithinandbetweenalldifferentareasofDesignandTechnology,forexample,by:

• understandinghowaniterativedesignprocessrequiresmultipleconsiderationsnotonlyto‘explore/create/evaluate’,butalsothroughtheapplicationofknowledgeandunderstandingofboth‘core’and‘in-depth’designing,makingand technical principles

• justifyingthinkinginrelationtoaniterativedesignprocessthroughtheconsideration of,say,theforcesexertedonajointor seamandwhatimpactthathasonthematerialsbeingusedtodemonstratethatit iseffectivelyfulfillingitsrequirements,or theidentificationofstakeholderneedsandfulfillingtheseneedsthroughthedelivery ofadesignsolution

• stretchingdesignchallengestonotonlydemonstrateapplicationofknowledge and understanding of design and technical principles,butalsothroughtheapplication ofwidermathematicalandscientific knowledge

• bothcomponentsinthisqualification containanelementofsynopticassessmentdemonstratingthelinksbetweenknowledgeandpracticalexperiences.

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Alearner’soverallqualificationgradefortheOCRGCSE (9–1) in Design and Technology will be calculatedbyaddingtogethertheirmarksfrom thetwocomponentstakentogivetheirtotalweightedmark.

Thismarkwillthenbecomparedtothequalificationlevelgradeboundariesfortheentryoptiontakenbythelearnerandfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.

3h. Calculatingqualificationresults


4

Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.

MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.OCR’s Admin overviewisavailableontheOCRwebsiteat http://www.ocr.org.uk/administration.

4 Admin:whatyouneedtoknow

4a. Pre-assessment

Estimatedentries

Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.Estimatedentries

shouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityourcentre in any way.

Finalentries

FinalentriesprovideOCRwithdetaileddatafor eachlearner,showingeachassessmenttobetaken. Itisessentialthatyouusethecorrectentrycode,consideringtherelevantentryrulesandensuring thatyouchoosetheentryoptionforthemoderationyou intend to use.

FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.

All learners taking a GCSE (9–1) in Design and Technologymustbeenteredforoneofthefollowingentryoptions:

Entryoption Components

Entrycode Title Code Title Assessment type

J310 A Design and Technology A

01 Principles of Design and Technology

Externalassessment

02 IterativeDesignChallenge(Repository)

Non-examassessment

J310B Design and TechnologyB


Externalassessment

03 IterativeDesignChallenge(Postal)

Non-examassessment

J310 C Design and TechnologyC*


Externalassessment

80 IterativeDesignChallenge(Carried Forward)

Non-examassessment

*EntryoptionJ310Cshouldonlybeselectedforlearnerswhoareretakingthequalificationwhowanttocarryforwardtheirmarkforthenon-examassessment.

http://www.ocr.org.uk/administration

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Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.

DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication; A guide to the special consideration process.

Regulationsgoverningexaminationarrangementsarecontained in the JCQ Instructions for conducting examinations.

4b. Specialconsideration

4c. Externalassessmentarrangements

Regulationsgoverningexaminationarrangementsarecontained in the JCQ Instructions for conducting examinations.

4d. Adminofnon-examassessment

RegulationsgoverningarrangementsforinternalassessmentsarecontainedintheJCQInstructions for conducting non-examination assessments.

The contextual challenges that are set by OCR annuallyforthisqualificationwillbepostedonthesubjectpageoftheOCRwebsiteonthe1June

everyyear,fromJune2018,forthoselearnersthatareenteringforcertificationthefollowingsummer.Thecontextual challenges will not be posted to centres.

Itshouldbemadecleartolearnersthatoncethefinale-portfolioshavebeensubmittedforassessment,nofurtherworkmaytakeplace.

Interpretationof‘challenge’tasks

TheinterpretationofanyofthecontextualchallengessetbyOCRformsanessentialpartofthelearner’snon-examassessment.Priorteachingandlearningshould ensure learners know how to respond to a varietyofcontextssetindifferentways.Learnersshouldalsobeawareofhowtomodifytheir

approachappropriatelythroughaniterativedesignprocess,evidencingchangesinthedirectionofataskis required.

FurtherinformationontasksettingcanbefoundinSection3a.

Authenticationoflearners’work

Centresmustdeclarethattheworksubmittedforassessmentisthelearner’sownbycompletingacentreauthenticationform(CCS160)fortheNEA.ThisinformationmustberetainedatthecentreandbeavailableonrequesttoeitherOCRortheJCQcentre

inspectionservice.Itmustbekeptuntilthedeadlinehaspassedforcentrestosubmitanenquiryaboutresults (EAR). Once this deadline has passed and centreshavenotrequestedanEAR,thisevidencecanbe destroyed.


4

AcopyoftheCandidateDeclarationForm,whichformspartofthesubmissionforeachlearner'sworkcan be found on the OCR website www.ocr.org.uk. It isimportanttonotethatall learners are required to signandcompletethisform,andnotmerelythosewhoseworkformspartofthesamplesubmittedtothemoderator.

MalpracticediscoveredpriortothelearnersigningthedeclarationofauthenticationdoesnotneedtobereportedtoOCRbutmustbedealtwithinaccordancewith the centre’s internal procedures.

Beforeanyworktowardsthenon-examassessment isundertaken,thelearner’sattentionshouldbedrawntotherelevantJCQNotice to Learners. ThisisavailableontheJCQwebsitewww.jcq.org.uk and included in the Instructions for Conducting Coursework/Portfolios. More detailed guidance on thepreventionofplagiarismisgiveninthePlagiarism in Examinations.

Learners’levelofabilityandeachindividual’sworkshouldbeclearlyidentifiableandbetakenunderconditionswhichensurethattheevidencegeneratedbyeachlearnercanbeauthenticated.

Investigations,explorationsanddesignthinkingcantake place outside the centre as well as within the centre. Teachers need to ensure that the any work of thisnatureisonlyusedtosupportthenarrativeoftheNEA.Designworkcanbecompletedoutsideofthecentre,butthecentremustensurethattheyhaveobservedenoughevidencetobeabletoconfidentlyauthenticateitasthelearner’sownwork.

Whenlearnersareproducingtheirfinalprototype(s)thisisrequiredtobemadeunderdirectguidanceorsupervisiontoensureauthenticity(refertoSection3aforrequirementsforguidanceandsupervision).Thework should be securely stored within the centre throughoutthispartofthedesignandmakeprocess.ThisisoutlinedinmoredetailinSection3a.

Headofcentreannualdeclaration

TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatallcandidatesatthecentrehavehadtheopportunitytoundertaketheprescribedactivities for this course.

PleaseseetheJCQpublicationInstructions for conducting non-examination assessments for further information.AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentre status being suspended and could lead to the withdrawalofourapprovalforyoutooperateasacentre.

Privatecandidates

PrivatecandidatesmayenterforOCRassessments.

Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre.Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.Theymustbebasedin the UK.

OCR’s GCSE in Design and Technology requires learnerstocompletenon-examinedassessment.This

isanessentialpartofthecourseandwillallowlearnerstodevelopskillsforfurtherstudyoremployment.

PrivatecandidatesneedtocontactOCRapprovedcentres to establish whether they are prepared to hostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.

FurtherguidanceforprivatecandidatesmaybefoundontheOCRwebsite:http://www.ocr.org.uk


http://www.jcq.org.uk


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Preparingworkforsubmission

CentreswillbeinformedbyOCRofthesampletheyarerequiredtosubmit.Centresareresponsibleforthe storage of learners’ folders within a secure folder ontheircentrenetwork,orifcompletedonpaper,inasecurelocation.

Withineachlearner’sfolderfromthesamplebeingsubmitted,thefollowingformsmustbeincluded:

1. CandidateDeclarationForm2. CandidateRecordForm.(CRF1/2/3as

appropriate).

The Centre Recording Sheet (CRS1) should also be submittedwiththesample.Thisiswherealllearners’marksshouldbelisted.

TheCandidateRecordFormisusedtomarklearners'workwithsupportingevidence.Thiswilloffercentresanopportunitytojustifyhowtheyhavearrivedatthemarkthatwasgivenandtoaddadditionalevidenceofprototype(s)ifthelearners'evidenceisnotsufficientindemonstratingthemarksawarded.

AllformsforsubmissionareavailabletodownloadonthesubjectpageontheOCRwebsite.

Internalstandardisation

Centresmustcarryoutinternalstandardisationtoensurethatmarksawardedbydifferentteachersareaccurate and consistent across all learners entered for

thecomponentfromthatcentre.ThisprocessisoutlinedfurtherinSection3funder‘FinalSubmission’.

Thepurposeofmoderationistobringthemarkingofinternally-assessedcomponentsinallparticipatingcentrestoanagreedstandard.Thisisachievedbycheckingasampleofeachcentre’smarkingoflearner’s work.

Followinginternalstandardisation,centressubmitmarkstoOCRandthemoderator.Iftherearefewerthan10learners,alltheworkshouldbesubmitted formoderationatthesametimeasmarksaresubmitted.

OncemarkshavebeensubmittedtoOCRandyourmoderator,centreswillreceiveamoderationsamplerequest.Sampleswillincludeworkfromacrosstherangeofattainmentofthelearners’work.

Therearetwowaystosubmitasample:

ModerationviatheOCRRepository – Where you upload electronic copies of the work included in the sampletotheOCRRepositoryandyourmoderatoraccessestheworkfromthere.

Postalmoderation–Iswhereyoupostthesampleofworktothemoderator.

Themethodthatwillbeusedtosubmitthemoderationsamplemustbespecifiedwhenmakingentries.Therelevantentrycodesaregivenin Section4a.

Alllearners’workmustbesubmittedusingthesameentryoption.Itisnotpossibleforcentrestoofferbothoptionswithinthesameseries.

Centreswillreceivetheoutcomeofmoderationwhentheprovisionalresultsareissued.Thiswillinclude:

ModerationAdjustmentsReport–Listinganyscalingthat has been applied to internally assessed components.

ModeratorReporttoCentres – The external moderatorfeedsbackonthedeliveryandaccuracy ofacentresinternalassessmentoftheirlearners’work.

Moderation


4

Inordertominimisesoftwareandhardwarecompatibilityissuesitwillbenecessarytosavelearners’workusinganappropriatefileformats.

Learnersmustuseformatsappropriatetotheevidencetheyareprovidingandappropriatetoviewingforassessmentandmoderationpurposes.

Openfileformatsorproprietaryformatsforwhichadownloadablereaderorplayerisavailableareacceptable.Whereadownloadableversionisnotavailable,thefileformatisnotacceptable.

Evidencesubmittedcanbethroughoneormoreformats,butitisessentialthatallformatsareclearlylabelledandsignpostedtoofferastraightforwardchronologicalreviewofthework.

Learnersdonotgainmarksforusingmoresophisticatedformatsorforusingarangeofformats.Allportfolioevidenceshouldbeappropriatetothe

actualactivitybeingpursued.Solongasevidenceisclearly‘real-time’alearnerwhochoosestouseoronly has access to digital photography (as required in thespecification)andworddocumentswillnotbedisadvantagedbythatchoice.

Toensurecompatibility,allfilessubmittedmustbeintheformatslistedinAppendix5f.Wherenewformatsbecomeavailablethatmightbeaccepted,OCRwillprovidefurtherguidanceonthesubjectwebpage.OCRadvisesagainstchangingthefileformatthatthedocumentwasoriginallycreatedin.Itisthecentre’sresponsibility to ensure that the electronic work submittedformoderationareaccessibletothemoderatorandfullyrepresenttheevidenceavailablefor each learner.

E-portfolioscanbesubmittedthrougheithertheOCRrepository(J310/02)oronaUSBmemorystickorDVDthroughpostalsubmission(J310/03).

Paperportfolios

AlthoughOCRhaveapreferenceforlearnerstoproducee-portfolios,hardcopypaperportfoliosareacceptablethroughthepostaloption(J310/03).Whensubmittingpaperfolders,allmaterialshouldbesecurely bound together in a chronological order with a clear content page at the front.

Iflearnersaresubmittingpaperportfolios,itislikelythattheseportfolioswillneedtobesupportedbyelectronicfilesthatshowreal-timeevidenceor

providetherequiredevidencetodemonstratethefunctionalityofthelearner’sfinalprototype(s).Learnersshouldclearlyreferenceanysupportingelectronicevidenceintheappropriatepartoftheirpaperportfoliotosupportmarkingandmoderation.

ThecentreshouldsubmitelectronicevidenceinacceptableformatslistedinAppendix5f,theseshouldbeonasingleUSBmemorystickorDVDwitheachlearner’s work in a separate folder and clearly labelled.

Carryingforwardnon-examassessment

Learnerswhoareretakingthequalificationcanchooseeithertoretakethenon-examassessmentortocarryforwardtheirmarkforthatcomponentfromthepreviousexamseries.

Ifalearnerdecidestocarryforwardtheirmark,theymustbeenteredintheretakeseriesusingtheentrycodeforthecarryforwardoptioninSection4a.

• Learnersmustdecideatthepointofentrywhether they are going to carry forward the non-examassessment,oriftheyaregoingtoretake it to count towards their result. It is not

possibleforalearnertoretakethenon-examassessmentandthenchoosewhethertheretake result or a carried forward result is used forcertification.

• Learnerscanonlycarryforwardfromoneyearinto the following year. Where the gap between theinitialqualificationandtheretakeismorethanoneyear,carryforwardisnotpermitted.

• Aresultforanon-examassessmentcomponentcan only be carried forward once.

E-Portfolios

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GCSE(9–1)qualificationsaregradedonthescale:9–1,where9isthehighest.Learnerswhofailtoreachtheminimumstandardof1willbeUnclassified(U).

Onlysubjectsinwhichgrades9to1areattainedwillberecordedoncertificates.

4e. Resultsandcertificates

GradeScale

Results

Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centreswillhaveaccesstothefollowingresultsinformationforeachlearner:

• thegradeforthequalification• therawmarkforeachcomponent• thetotalweighted markforthequalification.

Thefollowingsupportinginformationwillbeavailable:

• rawmarkgradeboundariesforeachcomponent• weightedmarkgradeboundariesforeachentry

option.

Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.

Alearner’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas:

‘OCRLevel1/Level2GCSE(9–1)inDesignandTechnology’.

4f. Post-resultsservices

Anumberofpost-resultsservicesareavailable:

• Enquiriesaboutresults – If you are not happy withtheoutcomeofalearner’sresults,centresmaysubmitanenquiryaboutresults.

• Missingandincompleteresults–Thisserviceshouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied.

• Accesstoscripts – Centres can request access tomarkedscripts.

4g. Malpractice

Anybreachoftheregulationsfortheconduct ofexaminationsandnon-examassessment mayconstitutemalpractice(whichincludesmaladministration)andmustbereportedto OCR as soon as it is detected.

Detailedinformationonmalpracticecanbe foundintheJCQpublicationSuspected Malpractice in Examinations and Assessments: Policies and Procedures.


5

Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,withoutchangingthedemandsoftheassessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.Detailedinformationabouteligibilityforaccessarrangementscanbefoundin the JCQ Access Arrangements and Reasonable Adjustments.

TheGCSE(9–1)qualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcoulddisadvantagelearnerswhoshareaprotectedCharacteristicasdefinedbytheEqualityAct2010. Allreasonablestepshavebeentakentominimiseanysuchdisadvantage.

5a. Accessibility

5 Appendices

5b. Overlapwithotherqualifications

ThisqualificationallowsforknowledgeandunderstandingtobedrawnonandappliedfromotherqualificationssuchasGCSE(9–1)ArtandDesign,GCSE(9–1)ComputerScienceandGCSE(9–1)Geography,butthereisnosignificantoverlapwiththesequalifications.

ThereiscontentinthespecificationthathassomeoverlapwithGCSE(9–1)mathematicsandscientificspecifications.ThisoverlapisarequirementofthequalificationandinparticularthemathematicalskillsaresetoutasaconditionofassessmentbyOfqual.

WithinthecontentinSections2cand2dofthisspecificationthelinkstomathematicsandsciencearehighlightedusingsymbols.

= Maths

= Science

Inaddition,themathematicalskillsareinterpretedforeachcomponentalongsidethecontentandfurthermappingisgiveninthenexttwosectionstooutlinethelinkstorespectiveGCSE(9–1)specificationsinMathematicsandScience.

Inaddition,totheabovetheendorsedtitleof TextileswithinGCSE(9–1)ArtandDesigncanbe seentolinkdirectlytothetextilesrequirements inthisqualification.Itis,however,importantto beawarethatthetwoqualificationscoververydifferentsubjects.Learnersconsideringtakingeitherqualificationshouldbemadeawareofthesedifferencestoensuretheyaremakingtherightchoicesfortheirfutures.AreviewoftheprogressiontoGCEDesignandTechnology:FashionandTextileswillsupportcentresinunderstandingtheavailablepathways.

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5c. UseofmathematicswithinDesignandTechnology

Through their work in Design and Technology learners are required to apply relevantmathematicalknowledge,skillsandunderstandingequivalenttoKeyStage 3 learning.

Thetablebelowshowstherequirementsformathematicalskillstobecoveredwithin the OCR GCSE (9–1) Design and Technology. These are supported with examplestodemonstrateapplicationofeachskillthatcouldbeassessedinexaminations.

WithinOCRsGCSE(9–1)inMathematicsthecontentisoutlinedatthreedifferentlevels,thefirstlevelidentifyingtheinitiallearningrequiredpriortoundertakingtheGCSEqualification,thisbeingequivalenttoKeyStage3learning.ThisisshowninthetablebelowtodemonstratehowtheGCSE(9–1)inMathematicscansupport teaching and learning in Design and Technology.

MathematicalskillsrequirementsforDesignandTechnology

OCR

GCS

E (9

–1)

Mathe

mati

csre

f.

GCSE(9–1)Mathematicsspecification(J560)M1 Arithmeticandnumericalcomputation


a. Recognise and use expressions indecimalandstandardform.

• understandthestandardapplicationofmetricunits used in design and technology and apply theseappropriatelyusingstandardform(alsobeawarethatsomemeasurementscommonlyretaintheuseofimperialunits)

• usedecimalandstandardformappropriatelywhenusingunitsofmass,length,time,moneyandothermeasures

• useandapplystandardformwhencalculatingquantitiesofmaterials,costandsizes.

3.02a

3.02b

2.02a

2.02b

Interpretandordernumbersexpressedinstandardform.Convertnumberstoandfromstandardform.

e.g. 1320 1.32 103#= , 0.00943 9.43 10 3#= -

Useacalculatortoperformcalculationswithnumbersinstandardform.

Expressasimplefractionasaterminatingdecimalorviceversa,without a calculator.

e.g. 0.4 52

=

Understandanduseplacevalueindecimals.

Add,subtractandmultiplydecimalsincludingnegativedecimals,without a calculator.

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mati

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f.



2.02c

10.01a

10.01b

Divideadecimalbyawholenumber,includingnegativedecimals,without a calculator.e.g. 0 24 6. '

Useandconvertstandardunitsofmeasurementforlength,area,volume/capacity,mass,timeandmoney.

Useandconvertsimplecompoundunits(e.g.forspeed,ratesofpay,unit pricing).

Knowandapplyinsimplecases:speed=distance÷time.

b. Useratios,fractionsandpercentages.

• understandanduseratiosinthescalingofdrawings

• understandandapplyfractions andpercentageswhenanalysingdata,surveyresponsesanduserquestionnairesgivenintables and charts

• calculatepercentagese.g.withprofit,wastesavingcalculationsorcomparingmeasurements.

2.01a

2.01b

Recogniseanduseequivalencebetweensimplefractionsandmixednumbers.

e.g. 62

31

=

2 21

25

=

Add,subtract,multiplyanddividesimplefractions(properandimproper),includingmixednumbersandnegativefractions.

e.g. 1 21

43+

65

103

#

3 54#-

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f.



2.01c

2.03a

2.03b

2.03c

5.01a

Calculateafractionofaquantity.

e.g. 52

of £3.50

Expressonequantityasafractionofanother.[see also Ratios and fractions, 5.01c]

Convertbetweenfractions,decimalsandpercentages.

e.g. 41

0 25 25. %= =

1 21

150%=

Understandpercentageis‘numberofpartsperhundred’.

Calculateapercentageofaquantity,andexpressonequantityasapercentageofanother,withorwithoutacalculator.

Increaseordecreaseaquantitybyasimplepercentage,includingsimpledecimalorfractionalmultipliers.Applythistosimpleoriginalvalueproblemsandsimpleinterest.e.g.Add10%to£2.50byeitherfinding10%andadding,or

bymultiplyingby1.1or100110

Calculateoriginalpriceofanitemcosting£10aftera50%discount.

Findtheratioofquantitiesintheforma :bandsimplify.Findtheratioofquantitiesintheform1:n.e.g.50cm:1.5m=50:150=1:3

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c. Calculate surface areaandvolume.

• calculatethesurfaceareatodeterminequantitiesofmaterials(wheredimensionsaregiven)

• calculatethevolumeofcuboids,simpleandcompositeshapes(wheredimensionsaregiven)

• applytolerancestogivenmaterialdimensionsandquantities.

10.04a

10.04b

Calculatethesurfaceareaandvolumeofcuboidsandotherrightprisms.

Calculatethesurfaceareaandvolumeofspheres,conesandsimplecompositesolids(formulaewillbegiven).

M2 Handling Data

a. Presentationofdata, diagrams,bar charts and histograms.

• constructandinterpretfrequencytables,piechartsandbarchartsfromgivendatasources

• presentgiveninformationtoaccuratelyrepresentperformanceovertime.

12.02a Interpretandconstructchartsappropriatetothedatatype;includingfrequencytables,barcharts,piechartsandpictogramsforcategoricaldata,verticallinechartsforungroupeddiscretenumericaldata.Interpretmultipleandcompositebarcharts.

M3 Graphs

a. Plot draw and interpret appropriate graphs.

• plotordrawgraphsfromgiveninformationsuchasperformancedataandclientsurveyresponses

• analysisgraphstointerpretandextractinformation.

7.01a

7.02a

7.04a

Work with x- and y- coordinates in all four quadrants.

Useatableofvaluestoplotgraphsoflinearandquadraticfunctions.e.g. 2 3y x= + 2 1y x2= +

Construct and interpret graphs in real-world contexts.e.g.distance-time,moneyconversion,temperatureconversion[see also Direct proportion, 5.02a, Inverse proportion, 5.02b]

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mati

csre

f.

GCSE(9–1)Mathematicsspecification(J560)M3 Graphs


b. Translate informationbetween graphical and numericform.

• extractinformationfromtechnicalspecificationsandgraphicalsourcestounderstandinstructionsorrequirements.

7.01b

7.04a

Useatableofvaluestoplotgraphsoflinearandquadraticfunctions.e.g. 2 3y x= + 2 1y x2= +

Construct and interpret graphs in real-world contexts.e.g.distance-time,moneyconversion,temperatureconversion[see also Direct proportion, 5.02a, Inverse proportion, 5.02b]

M4 Geometryandtrigonometry

a. Use angular measuresindegrees.

• knowthebasicpropertiesofisosceles,equilateral and right angle triangles

• understandthebasicrulesofangularcalculationsandtrigonometrytosupportaccuratemarkingout

• demonstrateaccuracyinmeasurementandmarkingoutofangles

• understandsymmetrytocreatetessellatedpatternstominimisewaste.

8.01b

8.03a

8.03b

8.03c

8.04a

Knowthetermsacute,obtuse,rightandreflexangles.

Usethestandardconventionsforlabellingandreferringtothesidesand angles of triangles.e.g.AB, ABC+ ,angleABC,a is the side opposite angle A.

Knowandusethesumoftheanglesatapointis360°.

Knowthatthesumoftheanglesatapointonalineis180°.

Knowanduse:Verticallyoppositeanglesareequalalternateanglesonparallellinesare equal corresponding angles on parallel lines are equal.

Knowthebasicpropertiesofisosceles,equilateralandright-angledtriangles.

Givegeometricalreasonstojustifytheseproperties.

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DesignandTechnologycontentfromthisspecification

OCR

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E (9

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M4 Geometryandtrigonometry


b. Visualiseandrepresent 2D and 3D formsincluding two dimensionalrepresentationsof3Dobjects.

• graphicalpresentationofdesignstocommunicateintentionstoothers

• transferinformationfrom3Dobjectswithgivendimensionsintoaccurate2Drepresentations

• interpretinformationtoaccurateypresentisometricdrawings.

8.06b

9.04b

10.01c

Interpretplansandelevationsofsimple3Dsolids.

Enlargeasimpleshapefromagivencentreusingawholenumberscalefactor,andidentifythescalefactorofanenlargement.

Usethescaleofamap,andworkwithbearings.

Construct and interpret scale drawings.

c. Calculate areas of triangles and rectangles.

• calculateareastodeterminequantitiesofmaterials(wherenotalldimensionsaregiven)

• calculateareatodetermineareascalefactorapplication.

10.03a

10.03b

Knowandapplytheformula:

21

area base height#= .

Knowandapplytheformula:area base height#= .[Includesareaofarectangle]

d. Calculate the surface area and volumesofcubes.

• calculatetheoverallsurfaceareaofcuboidstodeterminequantitiesofmaterial

• calculatethevolumeofcuboidstodeterminesuitabilityofobjectsfittingintoaspace(wherenotalldimensionsaregiven)

• calculatethevolumeofcuboidstodeterminevolumescalefactorapplication.

10.04a Calculatethesurfaceareaandvolumeofcuboidsandotherrightprisms.

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5d. UseofsciencewithinDesignandTechnology

Throughtheirworkindesignandtechnology,learnersarerequiredtoapplyrelevantscienceknowledgeandunderstandingequivalenttoKeyStage3learning.

ThetablebelowshowstherequirementsforscienceknowledgeandskillstobecoveredwithintheOCRGCSE(9–1)DesignandTechnology.Thesearesupportedwithexamplestodemonstrateapplicationofeachrequirementwithinadesignandtechnologycontextandwheretherequirementsaremappedtotheexamcontentwithinthisspecificationorcouldbeconsideredwithinnon-examassessment(NEA).

WithinOCRsspecificationforGCSE(9–1)inCombinedScienceAandGCSE (9–1)ComputerSciencethecontentoutlines‘underlyingknowledgeandunderstanding’whichisequivalenttotherequirementsofKeyStage3learning.ThisisshowninthetablebelowtodemonstratehowtheGCSE(9–1)inCombinedScienceAandGCSE(9–1)ComputerSciencecansupportteachingandlearninginDesign and Technology.

ScientificknowledgeandskillsrequirementsforDesign and Technology

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S1 Useofscientificvocabulary,terminologyanddefinitions

Science requirements Examples applied to D&T

a. Quantities,unitsandsymbols.

Appropriateuseofscientificterms whendevelopingadesign brief and specifications.

2d (1)

2d (4)

5d

5e

• Scientificquantitiesandcorrespondingunits.

• Applyskillsinobservation,modellingandproblem-solving,withopportunitiesfortheseskillstobeshownthroughlinkstospecificationcontent.

b. SIunits(e.g.kg,g,mg;km,m,mm; kJ,J),prefixesandpowers of ten for ordersofmagnitude(e.g.tera,giga, mega,kilo,centi,milli,microandnano).

Calculationofquantities, measurementofmaterialsand selectionofcomponents.

2c (7) 2c (8) 2d (7) 2d (8)

5d

5e

P1.1

• Scientificquantitiesandcorrespondingunits.• Applytheminqualitativeworkandcalculations.


• Densityisaffectedbythestatematerialsarein.

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S1 Useofscientificvocabulary,terminologyanddefinitions


c. Metals and non-metalsand the differencesbetweenthem,on the basis of their characteristicphysical and chemicalproperties.

Classificationofthetypesand propertiesofarangeofmaterials.

2c (5) 2d (5)

5e

C2.1

C3.1

C5.1

P1.1

P1.2

• Processesandmethodsofscienceandconsiderationofthedifferenttypesofscientificenquiry.

• Atomicmodel(Dalton).

• Conceptofpuresubstances.• Substancesintermsofmeltingpoint,boilingpointandchromatography

willalsohavebeenmetbefore

• Conservationofmass,changesofstateandchemicalreactions.

• Atomicmodelandatomsareexamplesofparticles.Theyshouldalsoknowthedifferencebetweenatoms,moleculesandcompounds.

• Densityisaffectedbythestatematerialsarein.

• Matterandthesimilaritiesanddifferencesbetweensolids,liquidsandgases.

• Effectoftemperatureinthemotionandspacingofparticlesandanunderstandingthatenergycanbestoredinternallybymaterials.

S2 Lifecycleassessmentandrecycling

a. The basic principles in carrying out a life-cycleassessmentofamaterialor product.

Selectionofmaterialsand componentsbasedonethicalfactors, taking into considerationthe ecological and social footprint of materials.

2c (3) 2c (5) 2d (3) 2d (5)

B6.1

C6.2

• Ecosystemsandthevariouswaysorganismsinteract.• GasesoftheatmospherefromKeyStage3.

• CompositionoftheEarth,thestructureoftheEarth,therockcycle,thecarboncycle,thecompositionoftheatmosphere.

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Scientificknowledgeandskillsrequirementsfor Design and Technology

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GCSE(9–1)CombinedScienceAspecification(J250)OrGCSE(9–1)ComputerSciencespecification(J276)S3 Usingmaterialsandsystem


a. Theconditionswhichcause corrosion and the process of corrosion and oxidisation.

Understandingofpropertiesofmaterials and how they need to be protectedfromcorrosion through surface treatmentsandfinishes.

2c (5)2c (7)2d (5)2d (7)

C2.3

C3.4

P1.2

• Differencebetweenanatom,elementandcompound.

• Ionicsolutionsandsolids.

• Effectoftemperatureinthemotionandspacingofparticlesandanunderstandingthatenergycanbestoredinternallybymaterials.

b. Thecompositionofsome importantalloysinrelationtotheir propertiesanduses.

Selectingappropriatematerials.

2c (5) 2d (5)

5e

P1.2

P2.3


• Matterandthesimilaritiesanddifferencesbetweensolids,liquidsandgases.

• Forcesactingtodeformobjectsandtorestrictmotion.

c. The physical propertiesof[materials],howthepropertiesofmaterialsareselectedrelated to their uses.

Knowledgeofpropertiesofmaterials to be applied when designing and making.

2c (5)2c (7)2d (5)2d (7)

C6.1

P2.3

• Propertiesofceramics,polymersandcomposites.• Themethodofusingcarbontoobtainmetalsfrommetaloxides.

• Forcesactingtodeformobjectsandtorestrictmotion.

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d. Themainenergysources availableforuse on Earth (including fossil fuels,nuclearfuel,bio-fuel,wind,hydro- electricity,thetidesandtheSun),thewaysinwhich they are used and thedistinctionbetween renewable and non- renewable sources.

Understanding of how to choose appropriate energy sources.

2c (3)2d (3)

B6.1

C6.2

P4.1

P4.2

P5.1

P5.2

P6.2

• Ecosystemsandthevariouswaysorganismsinteract.• Gasesoftheatmosphere.

• CompositionoftheEarth,thestructureoftheEarth,therockcycle,thecarboncycle,thecompositionoftheatmosphereandtheimpactofhumanactivityontheclimate.

• Howwavesbehaveandhowthespeedofawavemaychangeasitpassesthroughdifferentmedia.

• Howsoundisheardandthehearingrangesofdifferentspecies.

• Usesofsometypesofradiation.

• Energylistedasninetypes.• Beabletoapproachsystemsintermsofenergytransfersandstores.• Thatenergycanbetransferredinprocessessuchaschangingmotion,

burning fuels and in electrical circuits.• Ideaofconservationofenergyandthatithasaquantitythatcanbe

calculated.

• Transferofenergyintousefulandwasteenergies.• Powerandhowdomesticappliancescanbecompared.• Insulatorsandhowenergytransferisinfluencedbytemperature.• Waystoreduceheatlossinthehome.

• Renewableandnon-renewableenergyresources.• Electricalsafetyfeaturesinthehome.

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e. Theactionofforcesandhowleversandgearstransmitandtransformtheeffectsofforces.

Knowledgeofthefunctionofmechanicaldevicestoproducedifferentsortsofmovement,changingthemagnitudeanddirectionofforces.

2c (6)2d (6)

P2.1

P2.2

P2.3

• Relationshipbetweenspeed,distanceandtime.• Representinformationinadistance-timegraph.• Relativemotionofobjects.

• Contactandnon-contactforcesinfluencingthemotionofanobject.• Newtonsandthatthisisthemeasureofforce.• Forcearrowsandhaveanunderstandingofbalancedandunbalanced

forces.

• Forcesactingtodeformobjectsandtorestrictmotion.• Hooke’slawandtheideathatwhenworkisdonebyaforceitresultsin

anenergytransferandleadstoenergybeingstoredbyanobject.

f. Knowledge of electronicsystemsthrough an understanding of currents(I),resistance (R) and potentialdifference(V);explainthedesign and use of circuits – including forlamps,diodes,thermistorsandLDRs.

Calculatethecurrents,potentialdifferencesandresistances in DC series circuits;representthemwiththeconventionsofpositiveandnegativeterminals,andthesymbolsthatrepresentcommoncircuitelements,includingdiodes,LDRsandthermistors.

2c (6)2d (6)

P3.1

P3.2

P3.3

P5.1

P5.2

• Electrontransferleadingtoobjectsbecomingstaticallychargedandtheforcesbetweenthem.

• Existenceofanelectricfield.

• Assembleseriesandparallelcircuitsandofhowtheydifferwithrespecttoconventionalcurrentandpotentialdifference.

• Currentandresistanceandtheunitsinwhichtheyaremeasured.

• Magnetsandtheideaofattractiveandrepulsiveforces.• Magneticeffectofacurrentandelectromagnets.

• Energytransferinprocessofelectricalcircuits.• Conservationofenergyandthatithasaquantitythatcanbecalculated.

• Transferofenergyintousefulandwasteenergies.• Powerandhowdomesticappliancescanbecompared.

• Insulatorsandhowenergytransferisinfluencedbytemperature.


5

Circulareconomy Acirculareconomyisanalternativetoatraditionallineareconomy(make,use,dispose)inwhichwekeepresourcesinuseforaslongaspossible,extractthemaximumvaluefromthemwhilstinuse,thenrecoverandregenerateproductsandmaterialsattheendofeachservicelife.Itaimstokeepproducts,componentsandmaterialsattheirhighestutilityandvalueatalltimes.

Context Circumstancesthatformasetting,surroundings,people,places,eventsthatallformasettingforustodesignwithin.

Creativity Creativityisaphenomenonwherebysomethingnewandvaluableisformed.Theabilitytotranscendtraditionalideas,rules,patterns,relationships,orthelike;tocreatemeaningfulnewideas,forms,methods,interpretations,etc.originality,progressiveness,orimagination.

Critique Critiqueisamethodofdisciplined,systematicanalysisofawrittenororaldiscourse.Althoughcritiqueiscommonlyunderstoodasfaultfindingandnegativejudgment,itcanalsoinvolvemeritrecognition,andinthephilosophicaltraditionitalsomeansamethodicalpracticeofdoubt.Itisdetailedevaluation.

Design optimisation

Productdesignanddevelopmentrequiresthatengineersconsidertrade-offsbetweenproductattributesintheareasofcost,weight,manufacturability,qualityandperformance.Itisaboutdetermininghowtoarriveatthebestoveralldesign,makingtherightcompromisesandnotsacrificingcriticalattributeslikesafety.

Designsolution Adesignsolutionisagenerictermthatcanbeusedtooutlineanyexistingproductsorsystems,oranydesigndevelopmentthatisofferedasananswertoneeds,wantsandrequirements.Thiscanbeafullydrawnupsolution,aprototypeoranexistingproduct.

Digital design Digitaldesignistheuseofcomputers,graphicstabletsandotherelectronicdevicestocreategraphicsanddesignsfortheweb,television,printandportableelectronicdevices. Digitaldesignersusecreativityandcomputerskillstodesignvisualsassociatedwith electronic technology.

Disruptivetechnology

Disruptivetechnologyisanewemergingtechnologythatunexpectedlydisplacesanestablishedone.Recentexamplesofdisruptivetechnologiesincludesmartphonesande-commerceretailing.ClaytonChristensenpopularisedtheideaofdisruptivetechnologiesinthebook“TheInnovator’sDilemma”in1997.

Disassembly Todisconnectthepiecesof(something),totakethingsapartintosmallerpieces.Usedwithin Design and Technology to analyse and test products.

Ecological footprint

Ecologicalfootprintisameasurehumanimpactthroughsupplyanddemandonnature.Itrepresentstheproductivearearequiredtoproviderenewableresourcesthathumanityisusingandtoabsorbitswaste.

Enterprise Relatingtoaprogressiveapproachthatdemonstratesinitiative,resourcefulnessandwillingnesstoundertakenewandchallengingprojects.

Fixation The state of being unable to stop thinkingaboutsomething,oranunnaturallystrong interestinsomething.Wetalkaboutthisintermsofdesignfixation,i.e.beingfixatedwith an idea.

5e. Glossaryoftermsfromthespecificationcontent

http://dictionary.cambridge.org/dictionary/english/state

http://dictionary.cambridge.org/dictionary/english/unable

http://dictionary.cambridge.org/dictionary/english/stop

http://dictionary.cambridge.org/dictionary/english/thinking

http://dictionary.cambridge.org/dictionary/english/strong

http://dictionary.cambridge.org/dictionary/english/interest

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Globalsustainabledevelopment

Sustainabledevelopmentrelatestotheprincipleofsustainingfiniteresourcesthatarenecessarytoprovidefortheneedsoffuturegenerationsoflifeontheplanet.

Innovation Innovationinthecontextofthisqualificationreferstolearnersconsideringnewmethodsorideastoimproveandrefinetheirdesignsolutionsandmeettheneedsoftheirintendedmarketand/orprimaryuser.

Iterativedesign Iterativedesignisadesignmethodologybasedonacyclicprocessofprototyping,testing,analysingandrefiningaproductorprocess.Withinthecontextofthisspecificationwerefinetheseprocessestoexplore/create/evaluate.Initerativedesign,interactionwiththeproductorsystemisusedasaformofinvestigationforinformingandevolvingaproject.Basedontheresultsoftestingthemostrecentiterationofadesign,changesandrefinementsaremade.

Just-in-time(JIT) Just-in-time(JIT)manufacturing,alsoknownasjust-in-timeproductionorthe Toyotaproductionsystem(TPS),isamethodologyaimedprimarilyatreducingflowtimeswithinproductionaswellasresponsetimesfromsuppliersandtocustomers. Astrategycompaniesemploytoincreaseefficiencyanddecreasewastebyreceivinggoodsonlyastheyareneededintheproductionprocess,therebyreducinginventorycosts.

Leanmanufacturing

Leanmanufacturingorleanproduction,oftensimply“lean”,isasystematicmethodfortheeliminationofwastewithinamanufacturingsystem.

Lifecycleassessment(LCA)

Lifecycleassessment(LCA),alsoknownaslifecycleanalysis,eco-balance,andcradle-to-graveanalysisisatechniquetoassessenvironmentalimpactsassociatedwithallthestagesofaproduct’slifefromcradle-to-grave(fromrawmaterialextractionthroughmaterialsprocessing,manufacture,distribution,useduringitslife,repairandmaintenanceandendoflifedisposalorrecycling).

Need Aneedisathingthatisnecessaryforsomeonetoliveahealthy,safeandfulfilledlife.Aneedcanimplyawant,alack,orademand,whichmustbefilled.

Ongoingdialogue Anexchangeofideasoropinionsonaparticularissue,withaviewtoreachinganamicableagreementorsettlement.

Practicalactivities Practicalactivitiesenablethestudenttoputintopracticethetheoryand/orskillstheyarestudying,inapracticalenvironment.Thiswillinvolveallstagesofdesigningandmaking,butalsoinvestigative,testingandanalyticalactivities.

Primaryuser Theprimaryuseristhatpersonorgroupofpeoplethatareintendedtopracticallyuseaproductorsystemintheirlives.Manyproductsmayhaveprimaryusersthatusethesameproductindifferentwaysorwithdifferentpurposes.

Prototype Inthecontextofthisqualification,theterm‘prototype’referstoafunctioningdesignoutcome.Afinalprototypecouldbeahighlyfinishedproduct,madeasproofofconceptpriortomanufacture,orworkingscalemodelsofasystemwhereafull-sizeproductwouldbeimpractical.

Real-timeevidence

Evidencethatdemonstratesactivityasithappensthroughwhatevermediumitisrecordedin.Real-timeevidenceisgatheredtosupportthechronologicaldeliveryofaportfolio.

https://en.wikipedia.org/wiki/Design

https://en.wikipedia.org/wiki/Prototyping

https://en.wikipedia.org/wiki/Product_testing

https://en.wiktionary.org/wiki/cradle

https://en.wiktionary.org/wiki/grave


5

Requirement Inproductdevelopmentarequirementisasingularphysicalandfunctionalneedthataparticulardesign,productorprocessmustbeabletoperform.Itisastatementthatidentifiesanecessaryattribute,capability,characteristic,orqualityofasystemforittohavevaluetoacustomer,user,orotherstakeholder.

Sketchmodelling Sketchmodellingenablesyoutostudy,visualiseandunderstandthespacein3Dbecauseitlooksmorerealthanpenandpapersketches.Itcaninvolvemodellingusingcheapmaterialsandhelpyouworkoutyourdesignideasorsketchingofpartstoexplore the parts of a design.

Socialfootprint Socialfootprintislinkedtothecarbonfootprint,implyingthatallhumanactionsleaveatraceandsometimesourlifestylechoiceshavenegativeconsequencesontheenvironment.

Solution Asolutionisawaytosolveaproblemorresolveabadsituation.

Stakeholder Astakeholderisaperson,groupororganisationwithaninterestinaproject;forexample,parents/schoolswhendesigningproductsforchildren;themanufacturerorretailerthathasaninterestinaproduct;aregulatorwhoneedstoensureproductsmeetrequiredregulationswithinajurisdiction;whenactingasadesigner,thestakeholderthatyouareworkingforwouldbedefinedasaclient.

Systemsthinking ‘Systemsthinking’isaholisticapproachtoanalysisthatfocusesonthewaythatasystem’sconstituentpartsinterrelateandhowsystemsworkovertimeandwithinthecontextoflargersystems.

Technicaltextiles Technicaltextilesarematerialsmeetinghightechnicalandqualityrequirements, e.g.mechanical,thermal,electrical,durabilityetc.,thisgivesthemtheabilitytooffertechnicalfunctions.

Upcycling Upcycling,alsoknownascreativereuse,istheprocessoftransformingby-products,wastematerials,uselessand/orunwantedproductsintonewmaterialsorproductsofbetterqualityorforbetterenvironmentalvalue.

User-centreddesign

User-centreddesign(UCD)isaframeworkofprocesses(notrestrictedtointerfacesortechnologies)inwhichtheneeds,wantsandlimitationsofendusersofaproduct,serviceorprocessaregivenextensiveattentionatthestageofthedesignprocess.

https://en.wikipedia.org/wiki/Creative_reuse

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Furtherexplanationoftheuseofformatsfornon-examassessmentcanbefoundinSection4dunder‘E-portfolios’

MovieformatsfordigitalvideoevidenceMPEG(*.mpg)QuickTimemovie(*.mov)MacromediaShockwave(*.aam)MacromediaShockwave(*.dcr)Flash(*.swf)WindowsMediaFile(*.wmf)MPEGVideoLayer4(*.mp4)

AudioorsoundformatsMPEGAudioLayer3(*.mp3)

Graphicsformatsincluding:JPEG(*.jpg)Graphicsfile(*.pcx)

MSbitmap(*.bmp)GIFimages(*.gif)

AnimationformatsMacromediaFlash(*.fla)

TextformatsCommaSeparatedValues(.csv)PDF (.pdf) Richtextformat(.rtf)Textdocument(.txt)

MicrosoftOfficesuitePowerPoint (.ppt) (.pptx)Word (.doc) (.docx)Excel (.xls) (.xlsx)Visio(.vsd)(.vsdx)Project(.mpp)(.mppx)

5f. Acceptedfileformats

5g. Acknowledgements

Indevelopingthisspecification,wehaveconsultedanddrawnontheresearchandauthenticpracticesofaninitiativecalledDesigningOurTomorrow,fromtheUniversityofCambridge.Inparticular,thecontentandFiguresrelatedtotheiterativeprocesses,from,

namely,Explore:Create:Evaluate:Manage, usedthroughoutthisspecificationandshownschematicallyinFig.1,Fig.2andFig.3.

©ThesefiguresremaincopyrightofDesigning OurTomorrow,UniversityofCambridge. Formoreinformationabouttheirworkvisit: www.designingourtomorrow.com.

http://www.designingourtomorrow.com


Summaryofupdates

Date Version Section TitleofSection Change

April2018 1.1 i)FrontCoverii) 4e

i)Disclaimerii)ResultsandCertificates:

Results

i)AdditionofDisclaimerii)AmendtoCertificationTitling

66© OCR 2016


68© OCR 2016


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