specification design and technology - ocr level specification design and technology h404 design...

A LEVELSpecification

DESIGN AND TECHNOLOGYH404 Design EngineeringH405 Fashion and TextilesH406 Product DesignFor first assessment in 2019

A LEVEL Design and Technology

ocr.org.uk/aleveldesignandtechnology

Version 1.1 (May 2018)

http://ocr.org.uk/qualifications/as-a-level-gce-design-and-technology-h004-h006-h404-h406-from-2017/

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1© OCR 2017 A Level in Design and Technology

Contents

1 Why choose an OCR A Level in Design and Technology? 21a. WhychooseanOCRqualification? 21b. WhychooseanOCRALevelinDesignandTechnology? 31c. Whatarethekeyfeaturesofthisspecification? 51d. HowdoIfindoutmoreinformation? 6

2 Thespecificationoverview 72a. OCR’s A Level in Design and Technology (H404, H405 and H406) 72b. Content of A Level in Design and Technology (H404, H405 and H406) 82c. Summaryofendorsedtitles 92d. IntroductiontothecontentofthePrinciples(/01)andProblemSolving(/02)

components 102e. DesignEngineering(H404/01andH404/02) 112f. FashionandTextiles(H405/01andH405/02) 252g. ProductDesign(H406/01andH406/02) 372h. Introductiontonon-examassessment(NEA)content–IterativeDesignProject 492i. Non-examassessmentinterpretation–DesignEngineering(H404/03,04) 572j. Non-examassessmentinterpretation–FashionandTextiles(H405/03,04) 582k. Non-examassessmentinterpretation–ProductDesign(H406/03,04) 592l. Priorknowledge,learningandprogression 60

3 Assessment of A Level in Design and Technology 613a. Formsofassessment 613b. Assessmentobjectives(AO) 683c. Assessmentavailability 693d. Retakingthequalification 693e. Assessmentofextendedresponse 693f. Internalassessmentofnon-examassessment(NEA) 693g. Synopticassessment 783h. Calculatingqualificationresults 78

4 Admin:whatyouneedtoknow 794a. Pre-assessment 794b. Specialconsideration 814c. Externalassessmentarrangements 814d. Adminofnon-examassessment 814e. Resultsandcertificates 844f. Post-resultsservices 854g. Malpractice 85

5 Appendices 865a. Accessibility 865b. Overlapwithotherqualifications 865c. UseofmathematicswithinDesignandTechnology 875d. Use of science within Design and Technology 945e. Data Source 1005f. Glossaryoftermsfromthespecificationcontent 1075g. Acceptedfileformats 1105h. Acknowledgements 110

Summaryofupdates 111

2© OCR 2017

A Level in Design and Technology

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1 Why choose an OCR A Level in Design and Technology?

Choose OCR and you’ve got the reassurance that you’reworkingwithoneoftheUK’sleadingexamboards. Our new A Level in Design and Technology coursehasbeendevelopedinconsultationwithteachers,employersandHigherEducationtoprovidelearnerswithaqualificationthat’srelevanttothemandmeetstheirneeds.

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

Weworkwitharangeofeducationproviders,including schools, colleges, workplaces and other institutionsinboththepublicandprivatesectors.Over 13,000 centres choose our A Levels, GCSEs and vocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.

OurSpecifications

Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourstudentstoachievemore.

We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailorthedeliveryofthecoursetosuityourneeds.Weaim

toencouragelearnerstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.

We provide a range of support services designed to helpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:

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

• AccesstoSubjectAdvisorstosupportyouthroughthetransitionandthroughoutthelifetimeofthespecification.

• CPD/Trainingforteacherstointroducethequalificationsandprepareyouforfirstteaching.

• ActiveResults–ourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividual learners or whole schools.

AllALevelqualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’s A Level in Design and Technology is QN603/1131/9.

1a. WhychooseanOCRqualification?


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1b. Why choose an OCR A Level in Design and Technology?

Design and technology is an inspiring, rigorous and practicalsubject.Informulatingthisspecification,OCRhasworkedcloselywithrepresentativesfromhighereducationandindustryprofessionalstoensurethatthedirectionofthequalificationfulfilstherequirementsthatsupportprogression.Therehasalsobeenafocusonensuringthecontentreflectsauthenticpractice,asbestasitcanwithintheschoolenvironment,givinganinsightintothewaythatcreative,engineeringand/ormanufacturingindustriesfunction.Learnersarethusenabledtomaketheconnectionbetweentheknowledge,understandingandskillstheydevelopandhowthiswillbenefitthemin the future.

Learning about design and technology at A level strengthenslearners’criticalthinkingandproblemsolvingskillswithinacreativeenvironment,enablingthemtodevelopandmakeprototypes/productsthatsolvereal-worldproblems,consideringtheirownandothers’needs,wants,aspirationsandvalues.OCR’s ALevelqualificationrequireslearnerstoidentifymarketneedsandopportunitiesfornewproducts,initiateanddevelopdesignsolutions,andmakeandtestprototypes/products.Learnersshouldacquiresubjectknowledgeindesignandtechnology,including how a product can be developed through thestagesofprototyping,realisationandcommercialmanufacture.

Thisqualificationwillexciteandengagelearnerswithcontemporarytopicscoveringthebreadthofthisdynamicandevolvingsubject.Itwillcreateempatheticlearnerswhohavetheabilitytoconfidentlycritiqueproducts,situationsandsocietyin every walk of their lives now and in the future.

Learners will build their skills in thinking and designingtosupporttherequirementsthattheywillneedtodemonstratewhenprogressingtohighereducationorindustry.Inordertosupportthein-depthlearningofdifferentroutesthatlearnersmayprogressto,threesubjectendorsementsareavailable,linkedtodesigndisciplinesthatreflectpossiblehighereducationroutesandindustry:

• DesignEngineering• FashionandTextiles• ProductDesign.

OCR’s A Level in Design and Technology enables learners to take every opportunity to integrate and applytheirunderstandingandknowledgefromothersubjectareasstudiedduringKeyStage4,withaparticularfocusonscienceandmathematics,andthosesubjectstheyarestudyingalongsideASandALevelDesignandTechnology.Thisqualificationoffersthe opportunity to apply learners’ wider learning throughcreativityandinnovation.

OCRhasacomprehensiveanddynamicsupportpackage in place for the delivery and understanding ofthisqualification,includingarangeoffreeresourcesavailableonourwebsite,CPDopportunitiesandDesignandTechnologySubjectAdvisorswhoareavailable to support teachers. This support will continuouslyevolvetosuittherequirementsofteachingandlearningthroughthelifetimeofthespecification,basedoncontinuedfeedbackfromteachers.

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Aimsandlearningoutcomes

OCR’s A Level in Design and Technology will encouragelearnersto:

• beopentotakingdesignrisks,showinginnovationandenterprisewhilstconsideringtheirroleasresponsibledesignersandcitizens

• developintellectualcuriosityaboutthedesignandmanufactureofproductsandsystems,andtheirimpactondailylifeandthewiderworld

• workcollaborativelytodevelopandrefinetheirideas,respondingtofeedbackfromusers,peersandexpertpractitioners

• gainaninsightintothecreative,engineeringand/ormanufacturingindustries

• developthecapacitytothinkcreatively,innovativelyandcriticallythroughfocusedresearchandtheexplorationofdesignopportunitiesarisingfromtheneeds,wantsand values of users and clients

• developknowledgeandexperienceofrealworld contexts for design and technological activity

• developastrongcoreknowledgeandunderstanding of principles in design and technologyenablingthemtomakeinformeddecisions in broader contexts

• becomeindependentandcriticalthinkerswhocan adapt their technical knowledge and understandingtodifferentdesignsituations

• developanin-depthknowledgeandunderstandingofmaterials,components andprocessesassociatedwiththecreation of products that can be tested and evaluated in use

• developanexperiencedunderstandingofiterativedesignprocessesthatisrelevanttoindustrypractice

• beabletomakeinformeddesigndecisionsthroughanin-depthunderstandingofthemanagementanddevelopmentoftakingadesignthroughtoaprototype/product

• beabletocreateandanalyseadesignconceptandusearangeofskillsandknowledgefromothersubjectareas,includingmathematicsandscience,toinformdecisionsindesignandtheapplicationordevelopmentoftechnology

• beabletoworksafelyandskilfullytoproducehigh-qualityprototypes/products

• haveacriticalunderstandingofthewiderinfluencesondesignandtechnology,includingcultural,economic,environmental,historicaland social factors

• becomeempatheticandsuccessfuldesigners,who not only consider global and local change, butalsothewidersocialimplicationsofproductstomeetmultipleneedsandrequirements

• developtheabilitytodrawonandapplyarangeofskillsandknowledgefromothersubjectareas,includingtheuseofmathematicsandscienceforanalysisandinformingdecisions in design

• developandusekeydesignandtechnologyterminologytocommunicateeffectivelyinfutureeducationandemployment.


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1c. Whatarethekeyfeaturesofthisspecification?

The key features of OCR’s A Level in Design and Technologyforyouandyourlearnersare:

• clarityontheapplicationofiterativedesignprocesses to support teaching and learning

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

• threeendorsedtitlesgivingaccesstolearnerswitharangeoffutureaspirationsinthedesignand engineering industries

• contentthatcanbeco-taughtalongsidegroupsfollowing the OCR AS level

• freedominapproachestowardsdesigningandmakingsoasnottolimitthepossibilitiesofprojectworkorthematerialsandprocessesbeing used

• clearmarkingcriteriafornon-examassessmentthatsupportsinternalmarkingandpreparatoryteachingandlearning,rewardingiterativedesignprocesses,problemsolvingandcreativethinking

• examinedassessmentthatsupportsbothapracticalandexploratoryapproachtolearning,keepingallassessmentrelevantandpurposefulto industry and learners’ design interests

• supportedbyresearch,authenticpracticesandcontextual challenges developed by DOT*

• aglossarytoexplainkeytermsandclarifydefinitionsfromthespecificationcontent (seeSection5f)

• aflexible,dynamicandengagingsupportpackage for teachers developed through listening to teachers’ needs and working with industryandeducationalprofessionalstoensure relevance. The support package is designed to evolve to support teachers’ deliveryandcontinuingCPDandkeepteachersandlearnersup-to-datewithcontemporarypracticeandresearchindesign,technology and engineering.

*OCRhasdrawnresearchandauthenticpracticesofaninitiativecalledDesigningOurTomorrow(DOT),fromUniversityofCambridge.

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1IfyouarealreadyusingOCRspecificationsyoucancontactusat:www.ocr.org.uk

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

If you are not yet an approved centre and would like tobecomeonegoto: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://www.cpdhub.ocr.org.uk


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

• components01,02and03forOCRRepositorysubmissionoption,or• components01,02and04forpostalsubmissionoption• inordertobeawardedtheOCRALevelinDesignandTechnology.

Thethreecomponentsoutlinedaresetoutgenericallytoexplainthestructureofassessmentwithinthisqualificationforallthreeendorsedtitles.

ContentOverview AssessmentOverview

Thispaperissetoutthroughfoursetsofquestionsthatpredominantlycovertechnicalprincipleswithineachendorsedtitle.Learnerswillberequiredto:

• analyseexistingproducts• demonstrateappliedmathematicalskills• demonstratetheirtechnicalknowledgeofmaterials,

productfunctionality,manufacturingprocessesandtechniques

• demonstratetheirunderstandingofwidersocial,moralandenvironmentalissuesthatimpactonthedesignandmanufacturingindustries.

Principlesof… (01)

80marks

1hour30minutesWrittenpaper

26.7%of totalA Level

Thiscomponenthasaseriesoflongeranswerquestionsthatrequirelearnerstodemonstratetheirproblemsolvingandcriticalevaluationskills.Learnerswillberequiredto:

• applytheirknowledge,understandingandskillsofdesigningandmanufacturingprototypesandproducts

• demonstratetheirhigherthinkingskillstosolveproblemsandevaluatesituationsandsuitabilityofdesignsolutions.

ProblemSolvingin…* (02)

70marks

1hour45minutesWrittenpaper

23.3%of totalA Level

The‘IterativeDesignProject’requireslearnerstoundertakeasubstantialdesign,makeandevaluateprojectcentredontheiterativeprocessesofexplore,createandevaluate.

Learnersidentifyadesignopportunityorproblemfromacontextoftheirownchoice,andcreateaportfolioofevidenceinrealtimethroughtheprojecttodemonstratetheircompetence.

IterativeDesignProject* (03, 04)

100marks**

Approx. 65 hoursNon-examassessment

50%of totalA Level

*Indicatesinclusionofsynopticassessment(seeSection3g).**NEAisweightedupto150marks.Learnerswhoareretakingthequalificationmaycarryforwardtheirresultforthenon-examassessmentcomponent(seeSections4aand4d).

2a. OCR’s A Level in Design and Technology (H404, H405 and H406)

2 Thespecificationoverview

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Centraltothecontentofthisqualificationistherequirementforlearnerstounderstandandapplyprocessesofiterativedesigningintheirdesignandtechnologypractice.Theywillneedtodemonstratetheir knowledge, understanding and skills through interrelatediterativeprocessesthat‘explore’needs,‘create’solutionsand‘evaluate’howwelltheneedshavebeenmet.

Fig. 1 IterativeDesignWheel©DesigningOurTomorrow,UniversityofCambridge

Fig. 2Multipleiterationsofdesign©DesigningOurTomorrow,UniversityofCambridge

Atthecentreofanyiterativeprocessistheneedtodevelopcritical-creativethinkingskillstomanageandorganiseopportunitiesthatareidentified.Thislearningwillequiplearnerswithlife-longskillsofproblemspottingandproblemsolving,andenablethemtoapplytheirlearningtodifferentsocial,moralandcommercialcontexts.

Theenquirynatureofthisspecification’scontentwillencouragelearnerstomakelinksbetweentopicsandtoexplore,createandevaluatearangeofoutcomes.Itencouragesacreativeapproachsupportedbysubjectknowledgeinordertodesignandmakeprototypesthatsolveauthentic,real-worldproblemsandhaverealpotentialtobecomeviableproducts.

The knowledge, understanding and skills that all learnersmustdevelopareunderpinnedbytechnicalprinciplespredominantlyassessedinthewrittenexam,anddesigningandmakingprinciplespredominantlyassessedinthenon-examassessment(NEA)althoughthereisanexpectationthatlearningbuildsaholisticunderstandingofthesubject.

Thereisdistinctcontentfortheexamandnon-examassessment,butthisisheldtogetherthroughninetopicareasthatshapeallcomponentsandgiveclarity,theseare:

1. Identifyingrequirements2. Learningfromexistingproductsandpractice3. Implicationsofwiderissues4. Designthinkingandcommunication5. Materialconsiderations6. Technical understanding7. Manufacturing processes and techniques8. Viabilityofdesignsolutions9. Health and safety.

Experiencinglearningthroughpracticalactivity,(bothdesigningandtechnicalprinciples)isfundamentaltothedeliveryofthisspecification,asistheimportanceof the contextual relevance of design and technology practice.Learnersshould,asaresult,begivenincreasedautonomytomakedecisionsinordertojustifytheirreasoningwhensolvingproblemsintheirown way.

The‘IterativeDesignProject’isasubstantialdesign,makeandevaluateprojectthatallowslearnerstorepositionordevelopfurtheranexistingproductinrelationtoagivencontext.Theexperienceofthiswillbe supported by and support their learning for the ‘Principles’writtenexam.

Design and technology requires learners to apply mathematicalskillsandunderstandrelatedscience.ThisreflectstheimportanceofDesignandTechnologyasapivotalSTEMsubject.Thisspecificationalongwithprior learning in Design and Technology and other subjectsofferstheopportunityforlearnerstobuildonand apply their learning at Key Stage 4 and Key Stage 5.

2b. Content of A Level in Design and Technology (H404, H405 and H406)


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TheOCRALevelinDesignandTechnologyoffersthreeendorsedtitleslistedbelow.Theendorsedtitlesaretopreparelearnersfortertiaryeducationand/orwork-basedstudyandtraininginthedesign,creative,engineeringand/ormanufacturingindustries:

• DesignandTechnology:DesignEngineering(H404)

• DesignandTechnology:FashionandTextiles(H405)

• DesignandTechnology:ProductDesign(H406)

EachoftheendorsedtitlesrelatetodisciplinesofdesignandtechnologythatlearnersmostcommonlyprogresstoathighereducationfollowingtheirASorAlevelstudies.Thoughtherearenaturallymanysimilaritiesandoverlapsinthedesignprocesses,materialsandthinkingthatdesignersfromeachapproachmaytake,therearealsosignificantdistinctfeaturesofeachendorsedtitle.

DesignEngineeringis focused towards engineered andelectronicproductsandsystems;theanalysisoftheseinrespectoffunction,operation,componentsandmaterials,inordertounderstandtheirapplicationandusesinengineeredproducts/systemsthathavecommercialviability.

FashionandTextiles is focused towards fashion and textilesproductsandaccessoriesinarangeofapplications;theiranalysisinrespectofmaterials,process,trendsanduseinrelationtoindustrialandcommercialpracticesoffashionandtextiles.

ProductDesignisfocusedtowardsconsumerproductsandapplications;theiranalysisinrespect ofmaterials,components,andmarketabilitytounderstandtheirselectionandusesinindustrialandcommercialpracticesofproductdevelopment.

ThroughouttheOCRspecification,weallowthedistinctionbetweentheendorsedtitlestobefullyrealised,notlimitingdesigndevelopmentsfromanydiscipline.Therecouldbemanyoccasionswhenusingtextiles,usingelectronicormechanicalsystemsmaybeappropriatewithinanotherendorsedtitle.

Inordertosupporteachendorsedtitle,content andinformationhavebeenkeptseparatewherepossibletoallowidentificationofthespecific learningrequirementswhenfollowingeachroute.Thetablebelowsupportstheidentificationofpagesforindividualendorsedtitles.

2c. Summaryofendorsedtitles

DesignEngineering FashionandTextiles ProductDesign

Exam content Section2e Section2f Section2g

NEA content Section2h(generic) Section2h(generic) Section2h(generic)

NEAinterpretations Section2i Section2j Section2k

Tasksetting Section3a(generic) Section3a(generic) Section3a(generic)

Tasktaking Section3a(generic) Section3a(generic) Section3a(generic)

Requiredevidence Section3a(generic) Section3a(generic) Section3a(generic)

NEAmarkingcriteria Section3f(specific) Section3f(specific) Section3f(specific)

AdministrationofNEA Section4d(generic) Section4d(generic) Section4d(generic)

Mathsrequirements Section5c(specific) Section5c(specific) Section5c(specific)

Sciencerequirements Section5d(generic) Section5d(generic) Section5d(generic)

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Therearetwowrittenexamcomponentsforeachendorsedtitle,the‘Principles’componentandthe‘ProblemSolving’componentandthesedrawonthesamecontent.

Theexamcontentissetoutthroughanenquiryapproach to support teaching and learning. The content is set out separately for each of the three endorsedtitles,toensurethefocusisspecificto the required learning and progression related to that fieldofstudy.Thereis,however,considerablecomparabilitybetweenmanyareasoflearningthatenablesmuchofthecontenttobeco-taught.Thisreflectsthecoreprinciplesindesignandtechnologythatarecommontoall.

Inordertomakeclearwhethertheprinciplesrefertodesign or technical principles, these are also highlighteddowntheleft-handsideofthecontent.

WherecontentislistedusingaRomannumeralbullete.g. (i), it denotes content that must be taught and maybedirectlyassessedintheexamination.Wherecontentislistedusingbulletpoints‘•’or‘•’ or follows ane.g.,thiscontentisillustrativeonlyanddoesnotconstituteanexhaustivelist.Adirectquestionwillnotbeaskedabouttheexampleslistedbutlearnerswillneedtodrawonsuchexampleswhenrespondingtoquestionsintheexamination.

Inthewrittenexaminations,alllearnersarerequiredtodemonstratetheirmathematicalskillsandscientificknowledgeasappliedtodesignandtechnologypractice.ThelevelofmathematicalandscientificknowledgewithinthisqualificationshouldbeequivalenttohighertierGCSE(9–1)learning.

Itisarequirementthat15%ofthemarkswithinthewrittenexamforFashionandTextilesandProduct

DesignassesstheuseofmathematicalskillsatalevelofdemandwhichisnotlowerthanthatexpectedathighertierGCSE(9–1)Mathematics.WithintheDesignEngineeringthisrequirementis25%,this extra10%coveringthespecificmathematicalskillsassociatedwithscientificformulae.

Learnersarepermittedtouseascientificorgraphicalcalculatorfortheirwrittenexam.CalculatorsaresubjecttotherulesinthedocumentInstructions for Conducting Examinations published annually by JCQ (www.jcq.org.uk).

Thescientificknowledgeisintegratedintothecontent and outlined in Appendix 5d.

WithinAppendix5cand5dthereareformulaethatlearners are expected to be able to recall when respondingtomathematicalquestionsinthewrittenexamination.ThoseinAppendix5dareonlyrelevantto learners following the Design Engineering endorsedtitle.

Symbolsareusedtoclearlyidentifyexampleswheremathematicsand/orsciencecouldbeconsideredrelevant:

= Maths

= Science

Thesubjectcontentofthiscomponentshouldbeunderpinned by understanding and applying it to a range of contextual approaches that allow learners to develop their skills, knowledge and understanding throughiterativedesigning,innovationandcommunication;studyingmaterialsandtechnologies;making;considerationofmanufactureandproduction;critiquing;reviewingvaluesandethics.

2d. IntroductiontothecontentofthePrinciples(/01)andProblemSolving(/02)components

http://www.jcq.org.uk


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Thesubjectcontentofthiscomponentisfocusedtowards electronics and engineered products and systemsandtheiranalysisinrespectof:

• materialsandcomponents,andtheirselectionandusesinproducts/systems

• widerissuesaffectingdesigndecisions.

Itisessentialthatmaterials,componentsandsystemsarestudiedfromtheperspectiveofanalysingmodernengineeredproducts.Learnersshouldgainpracticalexperienceofusingmaterials,componentsand

systemsand,wherepossible,thecontentwhichfollowsshouldbelearnedthroughappliedpracticalactivities,setwithinrealisticdesignscenarios.

Theaimofthecomponentistogivelearnersaframeworkforanalysingexistingproducts/systemsthatenablesthemtomakeconsideredselectionsofappropriatematerials,components,systemsandmanufacturingprocesseswhendesigning.

Thecomponentbringstogethertheknowledge,understandingandskillsacquiredintheNEA.

2e. DesignEngineering(H404/01andH404/02)

1.Identifyingrequirements

DESIGNINGPRINCIPLES

Considerations Maths & Science

1.1Whatcanbelearntbyexploringcontextsthatdesignsolutionsareintendedfor?

a. Understandthatalldesignpracticeiscontextdependentandthatinvestigationsarerequiredtoidentifywhatmakesacontextdistinctinrelationto:

i. environmentandsurroundings ii. userrequirements iii. economicandmarketconsiderations iv. productopportunities.

1.2Whatcanbelearntbyundertakingstakeholderanalysis?

a. Demonstrateanunderstandingofmethodsusedforinvestigatingstakeholderrequirements,suchas:• user-centreddesignandstakeholderanalysis• SWOTanalysis• focusgroups• qualitativeobservations• marketresearchtoidentifygapsfornewproductsoropportunitiestoupdate

existingproducts.

b. Demonstrateanunderstandingofhowenterprisecanhelpdrivethedevelopmentofnewproductideasthroughroutestoinnovationsuchas:• entrepreneurship• commercialpartnerships• venturecapitalistsandcrowdfundingwebsites.

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TECH

NICAL

PRINCIPLES


1.3Howcanusabilitybeconsideredwhendesigningprototypes?

a. Learnersshouldbeabletoanalyseandevaluatefactorsthatmayneedconsiderationinrelationtotheuserinteractionofadesignsolution,including:

i. theimpactofasolutiononauser’slifestyle ii. the ease of use and inclusivity of products iii. ergonomicconsiderationsandanthropometricdatatosupporteaseofuse iv. aestheticconsiderations.

b. Demonstrateanunderstandingoftheergonomicfactorsthatmayneedconsideringwhendevelopingengineeredproducts,including:

i. anthropometricdatatohelpdefinedesignparametersassociatedwiththehumanbody

ii. usercomfort,layoutofcontrols,softwareuser-interface.

2.Learningfromexistingproductsandpractice

DESIGNING&M

AKINGPRINCIPLES


2.1Whyisitimportanttoanalyseandevaluateproductsaspartofthedesignandmanufacturingprocess?

a. Analyseandevaluatethefeaturesandmethodsusedinexistingproductsanddesignsolutionstoinformopportunitiesandconstraintsthatmayinfluencedesigndecisionstoofferproductenhancement,including:

i. thecontextoftheexistingproductandthecontextoffuturedesigndecisions

ii. themultiplematerialsandcomponentsused iii. methodsofconstructionandmanufacture iv. howfunctionalityisachieved v. theeaseofuse,including;ergonomicandanthropometricconsiderations vi. inclusivityofproductsandappropriateconsiderationofapplicationtoa

wide variety of users vii. fitnessforpurpose viii. theimpactonuserlifestyles ix. theeffectoftrends,tasteand/orstyle x. theeffectofmarketingandbranding. xi. theconsiderationsofhowtogetaproducttomarket.

2.2Whyisitimportanttounderstandtechnologicaldevelopmentsindesignengineering?

a. Beabletocriticallyevaluatehownewandemergingtechnologiesinfluenceandinformtheevolutionandinnovationofproductsandsystemsinbothcontemporaryandpotentialfuturescenarios,includingconsiderationofblueskyandincrementalinnovation.


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DESIGNING&M

AKINGPRINCIPLES


2.3Whyisitimportanttounderstandbothpastandpresentdevelopmentsindesignengineering?

a. Recognise how past and present design engineers, technologies and design thinkinghaveinfluencedthestyleandfunctionofproductsfromdifferentperspectives,including:

i. theimpactonindustryandenterprise ii. theimpactonpeopleinrelationto:lifestyle,cultureandsociety iii. theimpactontheenvironment iv. considerationofsustainability.

b. Understandhowkeyhistoricalmovementsandfiguresandtheirmethodshavehadaninfluenceonfuturedevelopments.

2.4Whatcanbelearntbyexamininglifecyclesofproducts?

a. Demonstrateanunderstandingofaproduct’smarketinglifecycle,frominitiallaunchtodeclineinpopularity,including:

i. considerationofinitialdemand,growthinpopularityanddeclineover time

ii. methodsusedtocreatemoredemandandmaintainalongerproductpopularity

iii. newmodelsofmarketingandtheinfluenceofsocialmedia.

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3.Implicationsofwiderissues

DESIGNING&M

AKINGPRINCIPLES


3.1Whatfactorsneedtobeconsideredwhendesigningandmanufacturingproductstoovercomepossibleconflictsbetweenmoralandcommercialfactors?

a. Understandhowsocial,ethicalandenvironmentalissueshaveinfluencedandbeenimpactedbypastandpresentdevelopmentsindesignpracticeandthinking,including:

i. considerationoflifecycleassessment(LCA)atallstagesofaproduct’slifefromrawmaterialtodisposal

ii. thesourceandoriginofmaterialsandtheecologicalandsocialfootprint ofmaterials

iii. thedepletionandeffectsofusingnaturalsourcesofenergyandrawmaterials

iv. planned obsolescence v. buying trends vi. environmentalincentivesanddirectives.

3.2Whatfactorsneedtobeconsideredwhendevelopingdesignsolutionsformanufacture?

a. Awarenessoftheresponsibilitiesandprinciplesofdesigningformanufacture(DFM),including:

i. planningforaccuracyandefficiencythroughtestingandprototyping ii. beingawareofissuesinrelationtodifferentscalesofproduction iii. designingforrepairandmaintenance iv. designingwithconsiderationofproductlife.

b. Awarenessofproductlifecyclemanagementandengineeredlifespansconsidering;systemcompatibility,theneedformaintenanceofmachinery,productsupportandend of life (EOL).

c. Demonstrateanunderstandingofhowenvironmentalfactorsimpacton: i. sourcingandprocessingrawmaterialsintoaworkableform ii. thedisposalofwaste,surplusmaterialsandcomponents,by-productsof

productionincludingpollutionrelatedtoenergy iii. costimplicationsrelatedtomaterialsandprocess.

d. Demonstrateanunderstandingofsustainabilityissuesrelatingtoindustrialmanufacture,including:

i. fairtradeandtheEthicalTradeInitiative(ETI) ii. economicissuesandglobalisation iii. materialsustainabilityandoptimisation,availability,recyclingand

conservationschemes,suchas: o exploringtheimpactanduseofeco-materials o exploringhowmaterialscanbeup-cycled.


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3.3Whatfactorsneedtobeconsideredwhenmanufacturingproducts?

a. Demonstrateanunderstandingofhowtoachieveanoptimumuseofmaterialsandcomponents,including:

i. thecostofmaterialsand/orcomponents ii. stocksizesandformsavailable iii. sustainabilityproduction.

3.4Whatfactorsneedtobeconsideredwhendistributingproductstomarkets?

a. Understandtheissuesrelatedtotheeffectiveandresponsibledistributionofproducts,suchas:• costeffectivedistribution• environmentalissuesandenergyrequirements• socialmediaandmobiletechnology• globalproductionanddelivery.

b. Demonstrateanunderstandingoftheimplicationsofintellectualproperty(IP),registereddesigns,registeredtrademarks,copyright,designrightsandpatents,inrelationtoethicsindesignpracticeandconsumerrights.

3.5Whatenergyfactorsneedtobeconsideredwhendevelopingdesignsolutions?

a. Understandwiderissuesrelatingtotheselectionofenergysources,storage,transmissionandutilisationinordertoselectthemappropriatelyforuse.

3.6Howcanskillsandknowledgefromothersubjectareas,includingmathematicsandscience,informdecisionsindesignengineering?

a. Demonstrateanunderstandingoftheneedtoincorporateknowledgefromotherexpertsandsubjectstoinformdesignandmanufacturingdecisions,includingtheareasofscienceandmathematics.

b. Understandhowundertakingprimaryandsecondaryresearchandbeingabletointerprettechnicaldataandinformationfromspecialistwebsitesandpublicationssupportsdesigndevelopment.

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4.Designthinkingandcommunication

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4.1Howdodesignerengineersuseannotated2Dand3Dsketchinganddigitaltoolstographicallycommunicateideas?

a. Demonstrateanunderstandingofhowtouseannotatedsketchinganddigitaltoolstographicallycommunicateideasandsketchmodellingtoexplorepossibleimprovements,intermsofphysicalrequirements,suchas:• function,usability,construction,movement,stability,composition,strength• aestheticqualities• manufacturingprocesses• suitabilityofmaterialsandcomponents.

b. Demonstrateanunderstandingofmethodsusedtorepresentsystemsandcomponentstoinformthirdparties,including:

i. constructionaldiagrams/workingdrawings ii. digitalvisualisations iii. circuitandsystemdiagrams iv. flowchartswithassociatedsymbols v. prototypesandmodels.

4.2Howdoindustryprofessionalsusedigitaldesigntoolstosupportandcommunicatetheexploration,innovationanddevelopmentofdesignideas?

a. Demonstrateanunderstandingofhowdesignersdevelopproductsusingdigitaltoolsandonlinecollaboration,suchas:• discussingandexchangingideaswithspecialists• developingdesignsconcurrentlywithotherdesigners• explainingandcommunicatingtheirdesigndecisionstostakeholders.

b. Demonstrateanunderstandingofhowdigitaldesignsoftware,includingCADandCAEareusedduringproductdevelopment,suchas:• visualpresentation,renderingandphoto-qualityimaging• productsimulationandsystemssimulation• scientificanalysisofreal-worldphysicalfactorstodeterminewhethera

product will break or work the way it was intended.


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4.3Howdodesignengineersusedifferentapproachestodesignthinkingtosupportthedevelopment of design ideas?

a. Awarenessofdifferentstrategies,techniquesandapproachestoexplore,createandevaluatedesignideas,including:• iterativedesigning• user-centreddesign• circulareconomy• systemsthinking.

b. Theimportanceofcollaborationtogainspecialistknowledgefromacrosssubjectareaswhendeliveringsolutionsinthedesignandmanufacturingindustries.

c. Understandhowdesignengineersusesystemdesignprocessestodefineanddevelopsystemsthatsatisfyspecifiedrequirementsofusersusingthethreesub-tasksof:

i. user-interfacedesign ii. data design iii. process design.

d. Understandhowdesignteamsusedifferentapproachestoprojectmanagementwhenfacedwithlargeprojects,suchascriticalpathanalysis,scrumandsixsigma.

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5.Materialandcomponentconsiderations

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5.1Whatfactorsinfluencetheselectionofmaterialsthatareusedinproducts?

a. Understandthattheselectionofmaterialsandcomponentsisinfluencedbyarangeoffactors,including:

i. functionalperformance ii. aesthetics iii. cost and availability iv. propertiesandcharacteristics v. environmentalconsiderations vi. social, cultural and ethical factors.

5.2WhatmaterialsandcomponentsshouldbeselectedwhendesigningandmanufacturingproductsandprototypesinDesignEngineering?

a. Understandthatmostproductsconsistofmultiplematerialsandthatdesignengineersarerequiredtodiscriminatebetweenthemappropriatelyfortheiruse,including:

i. ferrous,non-ferrousandalloymetals,suchas: o mildsteel,aluminiumandbrass.

ii. thermosofteningandthermosettingpolymers,suchas: o HIPS,ABSandpolyesterresin,epoxyresinandpolyimides.

iii. timbersandmanufacturedboards,suchas: o oak, plywood and MDF.

iv. textilesusedforreinforcementandcoverings,suchas: o geotextilesusedincivilengineeringandconstruction.

v. compositematerials,suchas: o fibre-reinforcedplastics,glass-reinforcedplastics(GRP)andcarbonfibre

(CFRP). vi. smartmaterials,suchas:

o shapememoryalloy,motioncontrolgel,self-healingmaterials,thermochromic,photochromicandelectrochromicmaterials.

vii. modernmaterials,suchas: o sandwichpanels,e-textiles,rareearthmagnets,highperformance

alloysandsuper-alloys,grapheneandcarbonnanotubes.

5.3Whyisitimportanttoconsidertheproperties/characteristicsofmaterialswhendesigningandmanufacturingproducts?

a. UnderstandthecharacteristicsandpropertiesofmaterialsthataresignificantinDesignEngineering,suchas:• density,tensilestrength,strengthtoweightratio,hardness,durability,

thermalandelectricalconductivity,corrosionresistance,stiffness,elasticity,plasticity,impactresistance,malleabilityandductility,machinability.

b. Understandhowtheavailableforms,costsandpropertiesofmaterialscontributetothedecisionsaboutsuitabilityofmaterialswhendevelopingandmanufacturingtheirownproducts.


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6.Technicalunderstanding

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6.1Whatconsiderationsneedtobemadeaboutthestructuralintegrityofadesignsolution?

a. Learnersshouldunderstandhowandwhysomematerialsand/orsystemcomponentsneedtobereinforcedorstiffenedtowithstandforcesandstressestofulfilthestructuralintegrityofproducts.

b. Learners should understand processes that can be used to ensure the structural integrityofaproduct,suchas:• triangulation• reinforcing.

6.2Howdomechanismsprovidefunctionalitytoproductsandsystems?

a. Demonstrateanunderstandingofthefunctionsthatmechanicaldevicesoffertoproducts,providingdifferenttypesofmotion,including:

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

b. Demonstrateanunderstandingofdevicesandsystemsthatareusedtochangethemagnitudeanddirectionofforcesandtorques,including:

i. gears,cams,pulleysandbelts,levers,linkages,screwthreads,wormdrives,sprockets, chain drives and belt drives

ii. epicyclicgearsystems iii. bearingsandlubrication iv. efficiencyinmechanicalsystems.

6.3Whatforcesneedconsiderationtoensurestructuralandmechanicalefficiency?

a. Demonstrateanunderstandingofstaticanddynamicforcesinstructuresandhowtoachieverigidity,including:

i. tension,compression,torsionandbending ii. stress,strainandelasticity iii. massandweight iv. rigidity v. modesoffailure.

6.4Howcanelectronicsystemsofferfunctionalitytodesignsolutions?

a. Demonstrateanunderstandingofhowelectronicsystemsprovideinput,controlandoutputprocessfunctions,including:

i. switches and sensors, to produce signals in response to a variety of inputs ii. programmablecontroldevices iii. signalamplification iv. devicestoproduceavarietyofoutputsincludinglight,sound,motion.

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b. Demonstrateanunderstandingofthefunctionofanoverallsystem,referringtoaspectsincluding:

i. passivecomponents:resistors,capacitors,diodes ii. inputs:sensorsforposition,light,temperature,sound,infra-red,force,

rotationandangle iii. processcontrol:programmablemicrocontroller iv. signalamplification:MOSFET,driverICs v. outputs:LED,sounder,solenoid,DCmotor,servomotor,steppermotor,piezo

actuator, displays vi. analogueanddigitalsignalsandconversionbetweenthem vii. openandclosedloopsystemsincludingfeedbackinasystemandhowit

affectstheoverallperformance viii. sub-systemsandsystemsthinking.

c. Demonstrateanunderstandingofwhatcanbegainedfrominterfacingelectroniccircuitswithmechanicalandpneumaticsystemsandcomponents,suchas:• theabilitytoaddelectroniccontrolasaninputtomechanicalorpneumaticoutput• theuseofflowrestrictorstocontrolcylinderspeed• theuseofsensorstomeasurerotationalspeed,strain/force,distance.

d. Demonstrateanunderstandingofnetworkingandofcommunicationprotocols,including:

i. wirelessdevices,suchas:RFID,NFC,Wi-Fi,bluetooth ii. embeddeddevices iii. smartobjects iv. networkingelectronicproductstoexchangeinformation.

e. Demonstrateanunderstandingofthebasicprinciplesofelectricity,including: i. voltage ii. current iii. Ohm’slaw iv. power.

6.5Howcanprogrammabledevicesandsmarttechnologiesprovidefunctionalityinsystemdesign?

a. Demonstrateanunderstandingofhowsmartmaterialschangethefunctionalityofengineeredproducts,suchas:• colourchanges,shape-shifting,motioncontrol,self-cleaningandself-healing.

b. Demonstrateanunderstandingofhowprogrammabledevicesareusedtoaddfunctionalitytoproducts,relatingtocodingofandspecificapplicationsofprogrammablecomponents,suchas:• howtheyincorporateenhancedfeaturesthatcanimprovetheuserexperience

andsolveproblemsinsystemdesign• howtheyusebasictechniquesformeasuring,controlling,storingdataand

displayinginformationinpracticalsituations• electronicprototypingplatformsandintegrateddevelopmentenvironments

(IDE)forsimulationinvirtualenvironments• theuseofprogrammablecomponentsandmicrocontrollersfoundinproducts

andsystems,suchasroboticarmsorcars• creatingflowchartstodescribeprocessesanddecisionswithinaprocessto

controlinputandoutputcomponents.


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7.Manufacturingprocessesandtechniques

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7.1Howcanmaterialsandprocessesbeusedtomakeiterativemodels?

a. Understandthat3Diterativemodelscanbemadefromarangeofmaterialsandcomponentstocreateblockmodelsandworkingprototypestocommunicateandtestideas,movingpartsandstructuralintegrity.

b. Demonstrateanunderstandingofsimpleprocessesthatcanbeusedtomodelideas using hand tools and digital tools, such as rapid prototyping, or digital simulationpackages.

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7.2Howcanmaterialsandprocessesbeusedtomakefinalprototypes?

a. Understandhowtoselectandsafelyusecommonworkshoptools,equipmentandmachinerytomanipulatematerialsbymethodsof:

i. wasting/subtractionprocessessuchascutting,drilling,turning,milling ii. additionprocessessuchassoldering,brazing,welding,adhesives,fasteners iii. deformingandreformingprocessessuchasbending,vacuumforming.

b. Demonstrateanunderstandingoftheroleofcomputer-aidedmanufacture(CAM)andcomputer-aidedengineering(CAE)tofabricatepartsofafinalprototype:

i. additivemanufacturing(3Dprinting)tofabricateausablepart ii. subtractiveCNCmanufacturingsuchaslaser/plasmacutting,milling,turning

androuting.

c. Demonstrateanunderstandingofmeasuringinstrumentsandtechniquesusedtoensurethatproductsaremanufacturedaccuratelyorwithintolerancesasappropriate.

d. Understandhowtheavailableforms,costsandworkingpropertiesofmaterialscontributetothedecisionsaboutsuitabilityofmaterialswhendevelopingandmanufacturingtheirownproducts.

7.3Howcanmaterialsandprocessesbeusedtomakecommercialproducts?

a. Demonstrateanunderstandingoftheindustrialprocessesandmachineryusedformanufacturingcomponentpartsinvariousmaterials,including:

i. polymermouldingmethods,suchasinjectionmoulding,blowmoulding,compressionmouldingandthermoforming

ii. metalcastingmethodssuchassandcastinganddiecasting iii. sheetmetalformingmethodsusingequipmentsuchaspunches,rollers,

shearsandstampingmachines.

b. Demonstrateanunderstandingoftheindustrialmethodsusedforassemblingelectronicproducts,including:

i. surfacemounttechnology(SMT) ii. PCBassemblyusingsolderstencils,pick-and-placemachinesandreflow

soldering ovens.

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c. Demonstrateanunderstandingofthebenefitsandflexibilityofusingcomputer-controlledmachineryduringindustrialproduction,suchas:• automatedmaterialhandlingsystems• robotarmstostack,assemble,joinandpaintparts.

d. Understandthenecessityformanufacturerstooptimisetheuseofmaterialsandproductionprocesses,suchas:• economicalcuttingandcosting,ensuringcosteffectiveproductionforviability• workingtoabudgetthroughefficientmanufactureandmakingthebestuseof

labourandcapitalthroughoutthedesignandmanufacturingprocess.

7.4Howismanufacturingorganisedandmanagedfordifferentscalesofproduction?

a. Understandhowandwhydifferentproductionmethodsareusedwhenmanufacturingproducts,dependentonmarketdemand,including:

i. one-offandbespoke,batchandhighvolumeproductionsystems ii. modular/cellproductionsystems iii. leanmanufacturing iv. just-in-timemanufacture v. fullyautomatedmanufacture.

b. UnderstandhowICTanddigitaltechnologiesarechangingmodernmanufacturing:

i. customisedmanufacturesystems ii. rapid prototyping iii. additiveanddigitalmanufacturemethods iv. stockcontrol,monitoring,purchasinglogisticsinindustry.

7.5Howisthequalityofproductscontrolledthroughmanufacture?

a. Understandtheprocessesthatneedtobeundertakentoensureproductsmeetlegalrequirementsandarehighquality:

i. quality control ii. quality assurance iii. ‘TotalQualityManagement’(TQM) iv. EuropeanandBritishstandards.


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8.Viabilityofdesignsolutions


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8.1Howcandesignengineersassesswhetheradesignsolutionmeetsitsstakeholderrequirements?

a. Criticallyevaluatinghowadesignsolutionhasmetitsintendedrequirements,including:

i. functionality ii. easeofuseandinclusivityofthesolution iii. user needs.

b. Demonstrateanunderstandingoftheneedsandmethodsfortestingdesignsolutionswithstakeholdersthroughoutthedesigndevelopment,andwhentestingthesuccessofaproductorsystem.

c. Demonstrateanunderstandingoftheimportanceoftestingthefeasibilityofgettingaproducttomarketincludingconsiderationsofcost,packagingandappeal.

d. Understandingtherelevantstandardsthatneedtobemeetandhowtoensurethesearedelivered,including:

i. thosepublishedbytheBritishStandardsInstitute(BSI) ii. thosepublishedbytheInternationalOrganisationforStandardisation(ISO)

specifictothesubject.

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8.2Howcandesignengineersassesswhetheradesignsolutionmeetsthecriteriaoftechnicalspecifications?

a. Demonstrateanunderstandingofthemethodsandimportanceofundertakenphysicaltestingonaproducttoensureitmeetsthecriteriaitismeanttofulfil,including:

i. functionality ii. accuracy iii. performance.

b. Recognisehowphysicaltestingsystemsareintegratedintothemanufacturingprocesstotestfunctionality,including:

i. destructiveandnon-destructivemethods ii. testingofmaterialsfordurability iii. testingmodelsandprototypesforperformanceandfitnessforpurpose iv. testingproductsinusethroughdifferentmethods,suchas:

o consumertesting o virtualtesting.

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8.3Howdodesignengineersandmanufacturersdeterminewhetherdesignsolutionsarecommerciallyviable?

a. Demonstrateanunderstandingofthevalueoffeasibilitystudiestodeterminethelikelyfactorsthatinfluencethecommercialviabilityofaproducttomarket,suchas:• thedesignsolution’simpactonuserlifestyles• howwellaproductperforms• technicaldifficultyofmanufacture• stockavailabililtyofmaterialsandcomponents• costsandprofit• timescalesinvolved• promotion,brandawarenessandadvertisingpotential• balancingsupplyanddemand• marketanalysisofsimilarproducts.

9. Health and safety

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9.1Howcansafetybeensuredwhenworkingwithmaterialsinaworkshopenvironment?

a. Demonstrateanunderstandingofsafeworkingpracticesintheworkshopsituation,including:

i. understandingtheneedforriskassessments ii. identifyinghazardsandimplementingcontrolmeasurestominimiserisks.

b. Demonstrateanunderstandingofhowtoworksafelywithspecialisttools,techniques,processes,equipmentandmachineryduringthedesignandmanufactureofproducts.

9.2Whataretheimplicationsofhealthandsafetylegislationonproductmanufacture?

a. DemonstrateanunderstandingofhowtheregulatoryandlegislativeframeworkintheHealthandSafetyatWorkAct(HASAW)setsoutdutiesofemployersandemployeesintheproductmanufacturingindustries,including:

i. ControlofSubstancesHazardoustoHealth(COSHH) ii. PersonalProtectiveEquipmentatworkregulations(PPE) iii. ensuringmachineryiswellmaintained.

b. Theresponsibilityofmanufacturestoappropriatelylabelproductsandofferwarrantiestotheirconsumerstodeliverthecorrectlevelsofproductassurancerelated to safety.


2

Thecontentofthiscomponentisfocusedtowardsfashionandtextilesproductsandapplicationsandtheiranalysisinrespectof:

• materials,componentsandtheirselectionandusesinfashionandtextiles

• industrialandcommercialpractices• widerissuesaffectingdesigndecisions.

Itisessentialthatmaterialsandcomponentsarestudiedfromtheperspectiveofanalysingmodernconsumerproductsthataredesignedtomeetidentifiedconsumerneeds,theirdesignandmanufacture,andtaughtwithinthecontextof

productdevelopmentandindustrialandcommercialpractices.

Learnersshouldbefamiliarwitharangeofmaterialsandcomponentsusedinthemanufactureofcommonlyavailableproducts,andshouldbeabletomakecriticalcomparisonsbetweenthem.Theaimofthecomponentistogivelearnersaframeworkforanalysingexistingproducts,whichenablesthemtomakeconsideredselectionsofappropriatematerialsandmanufacturingprocesseswhendesigning.


2f. FashionandTextiles(H405/01andH405/02)

Identifyingrequirements

DESIGNINGPRINCIPLES







existingproducts• useofforecastingcompaniestoidentifytechnologicalandfashiontrends.


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b. Demonstrateanunderstandingoftheergonomicfactorsthatmayneedconsideringwhendevelopingproducts,including:


ii. usercomfort,layoutofcontrols,softwareuser-interface.


DESIGNINGPRINCIPLES



a. Analyseandevaluatethefeaturesandmethodsusedinexistingproductsanddesignsolutions,toinformopportunitiesandconstraintsthatmayinfluencedesigndecisionstoofferproductenhancement,including:

i. thecontextoftheexistingproductandthecontextoffuturedesigndecisions ii. themultiplematerialsandcomponentsused iii. methodsofconstructionandmanufacture iv. howfunctionalityisachieved v. theeaseofuse,includingergonomicandanthropometricconsiderations vi. inclusivityofproductsandappropriateconsiderationsofapplicationtoawide

variety of users vii. fitnessforpurpose viii. theimpactonuserlifestyles ix. theeffectoftrends,tasteand/orstyle x. theeffectofmarketingandbranding xi. theconsiderationsofhowtogetaproducttomarket.

2.2Whyisitimportanttounderstandtechnologicaldevelopmentsinfashionandtextiles?

a. Beawareofandabletocriticallyevaluatehownewandemergingtechnologiesinfashionandtextilesinfluenceandinformthefunctionandinnovationofproducts,suchas:• militarytextiles• nanofibres• medicaltextiles• conductivedyes• innovativesportswear.


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DESIGNINGPRINCIPLES


2.3Whyisitimportanttounderstandbothpastandpresentdevelopmentsinfashionandtextiles?

a. Recognisehowpastandpresentfashionandtextilesdesigners,technologiesanddesignthinkinghaveinfluencedthestyleandfunctionofproductsfromdifferentperspectives,including:


b. Understandhowkeyhistoricalmovementsandfiguresandtheirmethodshavehadaninfluenceonfuturedevelopmentsinfashionandtextilesdesign.


a. Demonstrateanunderstandingofaproduct’smarketinglifecyclefrominitiallaunchtodeclineinpopularity,including:

i. considerationofinitialdemand,growthinpopularityanddeclineovertime ii. methodsusedtocreatemoredemandandmaintainalongerproductpopularity iii. newmodelsofmarketingandtheinfluenceofsocialmedia.


DESIGNINGPRINCIPLES


3.1Whatfactorsneedtobeconsideredwhilstinvestigatingdesignpossibilities?



ii. thesourceandoriginoffibresandtheecologicalandsocialfootprintofmaterials

iii. thedepletionandeffectsofusingnaturalsourcesofenergyandrawmaterials iv. planned obsolescence v. consumerbuyingtrends vi. environmentalincentivesanddirectives.


a. Awarenessoftheresponsibilitiesandprinciplesoftotalqualitymanagement(TQM),including:


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DESIGNINGPRINCIPLES


b. Awareness of issues related to product lifecycles that extend useful product life, suchas:• productsstandingthetestoftimeintermsofdurabilityandstyle• maintenanceandaftercare• re-workingandrecyclingsystems.

c. Demonstrateanunderstandingofhowenvironmentalfactorsimpacton: i. sourcingandprocessingrawmaterialsintoaworkableform ii. thedisposalofwaste,surplusmaterialsandcomponents,by-productsof

productionincludingpollutionrelatedtoenergy iii. costimplicationsrelatedtomaterialsandprocess.


i. fairtradeandtheEthicalTradeInitiative(ETI) ii. economicissuesandglobalisation iii. materialsustainabilityandoptimisation,availability,recyclingand

conservationschemes,suchas: o exploringtheimpactanduseofeco-materialsinthefashion/textileschain o exploringhowmaterialscanbeup-cycled.

TECH

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i. thecostofmaterialsand/orcomponents ii. stocksizesandformsavailable iii. sustainableproduction.


a. Understandtheissuesrelatedtotheeffectiveandresponsibledistributionofproducts,suchas:• costeffectivedistribution• environmentalissuesandenergyrequirements• socialmediaandmobiletechnology• globalproductionanddelivery.


3.5Howcanskillsandknowledgefromothersubjectareas,includingmathematicsandscience,informdecisionsinfashionandtextiles?




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4.1Howdofashionandtextilesdesignersuseannotated2Dand3Dsketchinganddigitaltoolstographicallycommunicateideas?


b. Demonstrateanunderstandingofmethodsusedtocommunicatetheconstructionofdesignsolutionstoinformthirdparties,suchasproducing:

i. working/technicaldrawings ii. digitalvisualisations iii. patterndraftingwithrelevantcuttingandconstructionsymbols iv. economicallayplans v. prototypes and toiles.



b. Demonstrateanunderstandingofhowdigitaldesignsoftwareisusedduringproductdevelopment,suchas:• visualpresentation,renderingandphoto-qualityimaging• productsimulation.

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4.3Howdofashionandtextilesdesignersusedifferentapproachestodesignthinkingtosupportthe development of design ideas?



c. Understandhowdesignteamsusedifferentapproachestoprojectmanagementwhenfacedwithlargeprojects,suchascriticalpathanalysis,scrumandsixsigma.

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5.Materialconsiderations

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5.2Whatmaterialsshouldbeselectedwhendesigningandmanufacturingproductsandprototypesinfashionandtextiles?

a. Understandthatmostproductsconsistofmultiplematerialsandthatfashionandtextilesdesignersarerequiredtodiscriminatebetweenthemappropriatelyfortheiruse,including:

i. naturalandsynthetictextiles ii. polymersusedincomponentparts,blendedtextiles iii. metalsusedforjewellery,componentpartsandconductivethreads iv. woodusedforcomponentparts v. rubberusedforperformanceandfunctionality.

b. Demonstrateanunderstandingoftheclassificationandsourceoftextilefibresandmaterials,including:

i. naturalanimaltextiles,suchas: o wool,silkandcashmere

ii. naturalplanttextiles,suchas: o cottonandflax

iii. naturalmineraltextiles,suchas: o glassfibre

iv. synthetictextiles,suchas: o nylon, polyester and acrylic.

c. Demonstrateanunderstandingoftheclassificationofdifferentyarns,including: i. singlefibrespunyarns ii. mixedandblendedfibrespunyarns,suchascotton/polyesterandwool/

acrylic iii. filamentyarns iv. fancy yarns, such as boucle, chenille and lurex v. bulked and textured yarns.


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d. Demonstrateanunderstandingoftheclassificationofdifferentstructuresoffabrics,including:

i. knittedfabrics,includingweft,warpandpileknitsthroughhandandmachineknitting

ii. structuredfabrics,suchasknottedandbraidedfabrics/structures,3Dnovelstructures

iii. wovenfabrics,suchasbrocades,jacquards,plaid,tartansandcrêpe iv. non-wovenfabrics,suchasfelt,andheated,mechanicalandadhesivebonded

fabrics v. microfibres.


a. Understandwhythenaturalcharacteristicsandpropertiesofthefibres,yarnsandfabricsin5.2tomakethemsuitableforuseinavarietyofproductsdependentonthecontextualapplication,including:• tensilestrength,softness,texture,durability,resilience,weight,stiffness,

elasticity,flammability,absorbency,washability,breathability,thermalandelectricalconductivity,resistancetodecay,biodegradable.

b. Understandhowtheavailableforms,costsandpropertiesofmaterialscontributetothedecisionsaboutsuitabilityofmaterialswhendevelopingandmanufacturingtheirown products.



TECH

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b. Understandhowconstructionalsolutionscanbeusedtomakefabricssuitableforpurpose,including:

i. thedifferencebetweenwholegarmentknittingandfullyfashionedpanels ii. shapingthroughtheadditionofboningforstructuralintegrity iii. reductionoffullnessaccordingtothedesign;darts,gathers,elastic,pleats iv. quiltingtoaddthermalinsulation.

c. Understandhowavarietyofcomponentsfulfilfunctionalrequirementsthroughtheirapplicationinthemanufactureofatextilesproduct,including:

i. fastenings,suchas:buttonandbuttonholes,zips,poppers,velcro,hooksandeyes,parachuteclips,eyeletsandtiesandtoggles

ii. decorativecomponents,suchas:appliquédmotifs,ribbon,lace,braid,beads,sequins and piping

iii. constructionalcomponents,suchas:shoulderpads,cuffingandinterfacing.

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6.2Howcanproductsbedesignedtofunctioneffectivelywithintheirsurroundings?

a. Demonstrateanunderstandingofsurfacefinishes,decorativetechniquesandsurfacepatterntechnologythatcanbeusedtoenhancetheaestheticqualitiesofproducts,including:

i. printinganddyeingtechniques,suchasscreen,block,rolleranddischargeprinting,andmethodsofresistandvatdyeing.

ii. biologicaltechniques,suchastheuseofnaturalenzymestocreatestonewasheffectsonjeans

iii. embroideryandapliquétechniques iv. mechnicalprocess,suchasembossingandheatsettingusedonthermo

polymerfabricstoshapeorcreatepleats. v. digitaltechnolgiesusedtoprint,emboseandcutdesigns,suchasdye

sublimationprintinganduseofalasercutter.

b. Understandhowmaterialsandproductscanbefinishedindifferentwaystopreventcorrosionordecay,orenhancetheirperformancefortheirintendedpurpose,including:

i. methodsoflaminatingtostrengthenfabrics ii. chemicalsfinishesusedtoimproveafabric’sperformancesuchas:water

repellence,stainresistance,flameresistance,anti-static,moth-proofing,anti-pilling,rotproofing,anti-felting,hygienic(sanitised)

iii. breathablecoatingsforhighperformancewear iv. transparentcoatingsonfinefabrics.

6.3Whatopportunitiesaretherethroughusingsmartmaterials,e-textilesandtechnicaltextileswithinproducts?

a. Demonstrateanunderstandingofhowsmartmaterialschangethefunctionalityofproducts,suchas:• colourchangesusingthermochromic,photochromicandelectrochromicfibres• shape-shiftingsuchasshapememoryalloy• breathablemembraneslikeGore-Tex.

b. Understandandrecognisehowe-textilesareinnovative,wearabletextilesthatincorporateconductivefibresorelementsdirectlyintothetextileitself,integratingfunctionalperformanceintoproducts.Considerdevelopments,suchas:• arangeofconductivethreadsandpigments• fibretronics• arangeofprogrammablecontrollersusingarangeofsensors.

c. Understandhowtechnicaltextilesaredevelopedforarangeofindustrysectors,suchas:

i. geotextilesusedincivilengineering,coastalengineeringandtheconstructionindustry

ii. thedevelopmentoffabricsforhi-techclothing.


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a. Understandthatiterativemodelscanbemadefromarangeofmaterialstocreatesamples,toilesandothermodelledconceptstocommunicateandtestideas,fitandstructural integrity.

b. Demonstrateanunderstandingofhowtodevelopiterativemodelsusingpatternmaking,patterndraftingandtoilestobeabletotestgarmentsandformofothertextilesproducts.

c. Understand the use of both hand tools and digital tools such as rapid prototyping, ordigitalsimulationpackagestosupportthecreationofiterativedevelopments.


a. Recognisetheorderofassemblyfordifferentfashionandtextilesproducts,including: i. assemblyoffabricpiecesincludinglining ii. additionofworkingpartssuchaszipsandfastenings iii. reductionoffullnessaccordingtothedesign;darts,gathers,elastic,pleats iv. addingembellishment v. addingfunctionaldetails;pocketsandquilting.

b. Demonstrateanunderstandingofthetools,processesandmachineryrequiredtoaccuratelymanufacturefashionandtextilesproductsinaworkshopenvironment,including:

i. dyeingandprintingprocesses ii. handanddigitalprintingprocessessuchas,screen,rollerandtransfer

printingmethods iii. transferringpatternmarkingsusingtailor’schalk,tailor’stacksandtracingwheel iv. cuttingfabricsusingfabricshearsoracuttingwheel v. joiningfabricsusingasewingmachine,overlocker,needlesandpins vi. finishingfabricsandgarmentsusingasteamiron.

c. Understandhowdigitaltechnology,includingtheuseofcomputer-aideddesign(CAD)andcomputer-aidedmanufacture(CAM)canbeusedinthemakingoffinalprototypes.

d. Understandhowthedesignoftemplatesandpatternscanensurequalityandaccuracywhenmakingafinalprototype.

e. Understandhowtheavailableforms,costsandworkingpropertiesofmaterialscontributetothedecisionsaboutsuitabilityofmaterialswhendevelopingandmanufacturingtheirownprototypes.

f. Demonstrateanunderstandingoftheprinciplesofpatterncutting,including: i. patternsizing ii. patternsymbolsandinstructions iii. howtomanipulatepatternsfordifferentapplications.

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a. Recognisethetools,processesandmachineryrequiredtocompletearangeoftextilesproductsinindustry,including:

i. dyeing processes ii. handanddigitalprintingprocessessuchas,screen,rollerandtransfer

printingmethods iii. transferringpatternmarkingsusingthreadmarkers,drillsandhotnotchers iv. cuttingfabricsusingmulti-plyfabriccutting,computer-controlledknives,

lasers,waterjets,plasmaorultrasoundtocutfabricandpreventfraying v. joiningfabricsusinglockstitch,overlocker,seamcover,linking,automatic

buttonholeandcomputer-controlledsewingmachines vi. finishingfabricsandgarmentsusingpressingunits,ironingandsleeveboards,

steamdollies,tunnelfinishersandflatbedpressesfortrousers.

b. Understandthenecessityforfashionandtextilesmanufacturerstooptimisetheuseofmaterialsandproductionprocesses,suchas:• economicallayplansandcosting;ensuringcosteffectiveproductionforviability• workingtoabudgetthroughefficientmanufactureandmakingthebestuseof

labourandcapitalthroughoutthedesignandmanufacturingprocess.


a. Understandhowandwhydifferentproductionmethodsareusedwhenmanufacturingproducts,dependentonmarketdemand,including:

i. one-offandbespoke,batchandhighvolumeproductionsystems ii. modular/cellproductionsystems iii. leanmanufacturing iv. just-in-timemanufacture v. bought-inpartsandcomponents,standardisedparts vi. fullyautomatedmanufacture.

b. UnderstandhowICTanddigitaltechnologiesarechangingmodernmanufacturingsuchas:• customisedmanufacturesystems• rapidprototyping• additiveanddigitalmanufacturemethods• stockcontrol,monitoring,purchasinglogisticsinindustry.


a. Understandtheprocessesthatneedtobeundertakentoensureproductsmeetlegalrequirementsandarehighqualitysuchas:



2



DESIGNING&M

AKINGPRINCIPLES

8.1Howcandesignersassesswhetheradesignsolutionmeetsitsstakeholderrequirements?

a. Criticallyevaluatinghowadesignsolutionhasmetitsintendedrequirements,including: i. functionality ii. easeofuseandinclusivityofthesolution iii. user needs.

b. Demonstrateanunderstandingoftheneedsandmethodsfortestingdesignsolutionswithstakeholdersthroughoutthedesigndevelopment,andwhentestingthe success of a product.

c. Demonstrateanunderstandingoftheimportanceoftestingthefeasibilityofgettingaproducttomarket,including:considerationsofcost,packagingandappeal.

d. Understandingtherelevantstandardsthatneedtobemetandhowtoensurethesearedelivered,including:



TECH

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PRINCIPLES

8.2Howcanfashionandtextilesdesignersassesswhetheradesignsolutionmeetsthecriteriaoftechnicalspecifications?



b. Recognisehowphysicaltestingsystemsareintegratedintothemanufacturingprocessinthetextilesindustrytotestfunctionalfeasibility,including:

i. testingoffibresandfabricsfordurabilityandaftercare ii. testingprototypes,toilesandsamplesforperformanceandfitnessforpurpose iii. samplinggarmentsandproductsthroughdifferentmethods,suchas:

o consumertesting,wearertrials o virtualtesting.

8.3Howdodesignersandmanufacturersdeterminewhetherdesignsolutionsarecommerciallyviable?


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i. ControlofSubstancesHazardoustoHealth(COSHH) ii. PersonalProtectiveEquipmentatworkregulations(PPE).

b. Theresponsibilityofmanufacturestoappropriatelylabelproductsandofferguaranteestotheirconsumerstodeliverthecorrectlevelsofproductassurancerelatedtosafety,including:

i. carelabellingcodeandsymbols ii. flamability.


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Thecontentofthiscomponentisfocusedtowardsproductsandapplicationsandtheiranalysisinrespectof:

• materials,componentsandtheirselectionandusesinproducts/systems

• industrialandcommercialpractices• widerissuesaffectingdesigndecisions.

Itisessentialthatmaterialsandcomponentsarestudiedfromtheperspectiveofanalysingmodernconsumerproductsthataredesignedtomeetidentifiedconsumerneeds,theirdesignandmanufacture,andtaughtwithinthecontextofproductdevelopmentandindustrialandcommercialpractices.

Learnersshouldbefamiliarwitharangeofmaterialsandcomponentsusedinthemanufactureofcommonlyavailableproducts,andtheyshouldbeabletomakecriticalcomparisonsbetweenthem.

Theaimofthecomponentistogivelearnersaframeworkforanalysingexistingproductsthatenablesthemtomakeconsideredselectionsofappropriatematerialsandmanufacturingprocesseswhen designing.


2g. ProductDesign(H406/01andH406/02)

1.Identifyingrequirements

DESIGNINGPRINCIPLES







existingproducts• useofforecastingcompaniestoidentifytechnologicalandfashiontrends.


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b. Demonstrateanunderstandingoftheergonomicfactorsthatmayneedconsideringwhendevelopingproducts,including:


ii. usercomfort,layoutofcontrols,softwareuserinterface.


DESIGNINGPRINCIPLES



a. Analyseandevaluatethefeaturesandmethodsusedinexistingproductsanddesignsolutions,toinformopportunitiesandconstraintsthatmayinfluencedesigndecisionstoofferproductenhancement,including:

i. thecontextoftheexistingproductandthecontextoffuturedesigndecisions ii. themultiplematerialsandcomponentsused iii. methodsofconstructionandmanufacture iv. howfunctionalityisachieved v. theeaseofuse,including:ergonomicandanthropometricconsiderations vi. inclusivityofproductsandappropriateconsiderationsofapplicationtoawide

variety of users vii. fitnessforpurpose viii. theimpactonuserlifestyles ix. theeffectoftrends,tasteand/orstyle x. theeffectofmarketingandbranding xi. theconsiderationsofhowtogetaproducttomarket.

2.2Whyisitimportanttounderstandtechnologicaldevelopmentsinproductdesign?

a. Beabletocriticallyevaluatehownewandemergingtechnologiesinfluenceandinformtheevolutionandinnovationofproductsinbothcontemporaryandpotentialfuturescenarios.


2

DESIGNINGPRINCIPLES


2.3Whyisitimportanttounderstandbothpastandpresentdevelopmentsinproductdesign?

a. Recognise how past and present product designers, technologies and design thinkinghaveinfluencedthestyleandfunctionofproductsfromdifferentperspectives,including:


a. Understandhowkeyhistoricalmovementsandfiguresandtheirmethodshavehadaninfluenceonfuturedevelopmentsinproductdesign.


a. Demonstrateanunderstandingofaproduct’smarketinglifecyclefrominitiallaunchtodeclineinpopularity,including:

i. considerationofinitialdemand,growthinpopularityanddeclineovertime ii. methodsusedtocreatemoredemandandmaintainalongerproductpopularity iii. newmodelsofmarketingandtheinfluenceofsocialmedia.


DESIGNING&M

AKINGPRINCIPLES


3.1Whatfactorsneedtobeconsideredwhilstinvestigatingdesignpossibilities?



ii. thesourceandoriginofmaterials;andtheecologicalandsocialfootprintofmaterials

iii. thedepletionandeffectsofusingnaturalsourcesofenergyandrawmaterials iv. planned obsolescence v. buying trends vi. environmentalincentivesanddirectives.


a. Awarenessoftheresponsibilitiesandprinciplesofdesigningformanufacture(DFM),including:


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AKINGPRINCIPLES


b. Awareness of product lifecycles that extend useful product life through planning for and considerationofmaintenance,repair,upgrades,remanufactureandrecyclingsystems.

c. Demonstrateanunderstandingofhowenvironmentalfactorsimpacton: i. sourcingandprocessingrawmaterialsintoaworkableform ii. thedisposalofwaste,surplusmaterialsandcomponents,by-productsofproduction

includingpollutionrelatedtoenergy iii. costimplicationsrelatedtomaterialsandprocess.


i. fairtradeandtheEthicalTradeInitiative(ETI) ii. economicissuesandglobalisation iii. materialsustainabilityandoptimisation,availability,recyclingandconservationschemes,

suchas: o exploringtheimpactanduseofeco-materials o exploringhowmaterialscanbeup-cycled.

TECH

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PRINCIPLES



i. thecostofmaterialsand/orcomponents ii. stocksizesandformsavailable iii. sustainableproduction.


a. Understandtheissuesrelatedtotheeffectiveandresponsibledistributionofproducts,including:

i. costeffectivedistribution ii. environmentalissuesandenergyrequirements iii. socialmediaandmobiletechnology iv. globalproductionanddelivery.


3.5Howcanskillsandknowledgefromothersubjectareas,includingmathematicsandscience,informdecisionsinproductdesign?




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4.1Howdoproductdesignersuseannotated2Dand3Dsketchinganddigitaltoolstographicallycommunicateideas?


b. Demonstrateanunderstandingofmethodsusedtocommunicatetheconstructionofdesignsolutionstoinformthirdparties,suchasproducing:

i. working/technicaldrawings ii. digitalvisualisation iii. schematicdiagramsandlayplansifappropriate iv. flowchartswithassociatedsymbols v. prototypesandmodels.



b. Demonstrateanunderstandingofhowdigitaldesignsoftwareisusedduringdesigndevelopment,suchas:• visualpresentation,renderingandphoto-qualityimaging• productsimulation• scientificanalysisofreal-worldphysicalfactorstodeterminewhethera

product will break or work the way it was intended.

DESIGNING&M

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PRINCIPLES

4.3Howdoproductdesignersusedifferentapproachestodesignthinkingtosupportthedevelopment of design ideas?



c. Understandhowdesignteamsusedifferentapproachestoprojectmanagementwhenfacedwithlargeprojects,suchascriticalpathanalysis,scrumandsixsigma.

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5.Materialandcomponentconsiderations

TECH

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5.2Whatmaterialsshouldbeselectedwhendesigningandmanufacturingproductsandprototypesinproductdesign?

a. Understandthatmostproductsconsistofmultiplematerialsandthatproductdesignersarerequiredtodiscriminatebetweenthemappropriatelyfortheiruse,including:

i. hardwoodsandsoftwoods,suchas: o oak,teakandbeech;pine,spruceandfir

ii. manufacturedboards,suchas: o plywood, MDF and block board

iii. ferrousandnon-ferrousmetals,suchas: o castiron,mildsteelandstainlesssteel;aluminumandcopper

iv. metalalloys,suchas: o brass,bronzeandtungsten

v. thermopolymersandthermosettingpolymers,suchas: o PET,HDPE,PVC,LDPE,polypropylene,polystyreneandABS;urea

formaldehyde,epoxyresinandpolyesterresin. vi. naturalandsyntheticfibres,suchas:

o cotton,woolandsilk;polyesterandnylon vii. textilefabrics,suchas:

o woven,non-woven,knittedandblendedtextiles viii. compositematerials,suchas:

o fibre-reinforcedplastics,glass-reinforcedplastics(GRP)andcarbonfibre(CFRP)

ix. modernmaterials,suchas: o e-textiles,super-alloys,graphene,bioplasticsandnanomaterials

x. smartmaterials,suchas: o thermochromic,photochromicandelectrochromicmaterials;shapememory

alloyandshapememorypolymers;conductivepaintsande-textiles.


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PRINCIPLES


a. Understandwhythecharacteristicsandpropertiesofthematerialsin5.2amakethemsuitableforuseinavarietyofproductsdependentonthecontextualapplication,including:• density,strength,hardness,durability,strength-to-weightratio,stiffness,

elasticity,impactresistance,plasticity,malleabilityandductility,corrosiveresistancetochemicalsandweather,flammability,absorbency,washability,thermalandelectricalconductivity,resistancetodecay,biodegradable.

b. Understandhowtheavailableforms,costsandpropertiesofmaterialscontributetothedecisionsaboutsuitabilityofmaterialswhendevelopingandmanufacturingtheir own products.

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b. Learners should understand processes that can be used to ensure the structural integrityofaproduct,suchas:• triangulation• reinforcing.

6.2Howcanproductsbedesignedtofunctioneffectivelywithintheirsurroundings?

a. Understandhowsurfacefinishesandcoatingscanbeusedtoenhancetheappearanceofproductsandthemethodsofpreparingdifferentsurfacestoacceptfinishesinordertodeliveradecorative,colourfulandqualityoutcome.

b. Understandhowmaterialsandproductscanbefinishedindifferentwaystopreventcorrosionordecayintheenvironmenttheyareintendedfor,suchas:• paints,varnishes,sealants,preservatives,anodising,plating,coating,

galvanisationandelectroplating.

6.3Whatopportunitiesaretherethroughusingsmartandmoderntechnologieswithinproducts?

a. Demonstrateanunderstandingofhowsmartmaterialschangethefunctionalityofproducts,suchas:• colourchanges,shape-shifting,motioncontrol,self-cleaningandself-healing• smartmaterialsusedinmedicalprocedurestoactinawaythatconventional

materialsandprocesseswouldnotpreviouslyhavepermitted.

b. Understandhowmoderntechnologiescansupportthefunctionofproducts, suchas:• programmablecomponentsthatcanbebuiltintoaproductandcodedto

respondtoinputsthatcommandanaction.


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a. Understandthat3Diterativemodelscanbemadefromarangeofmaterialsandcomponentstocreateblockmodelsandworkingprototypestocommunicateandtestideas,movingpartsandstructuralintegrity.

b. Demonstrateanunderstandingofsimpleprocessesthatcanbeusedtomodelideas using hand tools and digital tools such as rapid prototyping, or digital simulationpackagestosupportthecreationofiterativedevelopments.

TECH

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a. Understandmethodsofjoiningsimilaranddissimilarmaterialswithinproductstofulfillthefollowingfunctions:

i. permanentlyjoiningmaterialstoincludeconstructionaljoints ii. temporarily/semi-permanentlyjoiningmaterials iii. adhesion and heat iv. usingstandardcomponentsandfixings.

b. Demonstrateanunderstandingofavarietyofprocesses,toolsandmachineryusedtoaccuratelymanufacturefinalprototypesintheworkshopmadefromwood,metalandpolymers,including:

i. wastingtechniques,suchasdrilling,sawing,shapingandabrading ii. mouldingmethods,suchasthermoformingandvacuumforming iii. millingmetalsandturningwoods iv. castingofmetalssuchaslostwaxcasting,sandcasting,lowtemperature

andresincasting v. formingandlamination vi. bending,rollingandformingsheetmaterial.

c. Understandhowdigitaltechnology,includingtheuseofcomputer-aideddesign(CAD)andcomputer-aidedmanufacture(CAM)canbeusedinthemakingoffinalprototypes.

d. Understandhowthedesignoftemplates,jigs,formersandmouldsensurequalityandaccuracywhenmakingafinalprototype.

e. Understandhowtheavailableforms,costsandworkingpropertiesofmaterialscontributetothedecisionsaboutsuitabilityofmaterialswhendevelopingandmanufacturingproducts.

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a. Understandcommercialproductionprocessesandmachineryusedtomanufactureproductstodifferentscalesofproduction,including:

i. mouldingmethods,suchasinjection,rotational,compression,extrusionand blow

ii. thermoformingandvacuumforming iii. diecastingandsandcasting iv. sheetmetalformingandstamping v. automatedmaterialhandlingsystems vi. roboticarmstostack,assemble,joinandpaintparts.

b. Understandhowthedesignofjigs,fixtures,presses,formersandmouldsincommercialproductionareusedtoensureconsistentaccuracyandquality,anddifferentscalesofproductionmethods.

c. Understandthenecessityformanufacturerstooptimisetheuseofmaterialsandproductionprocesses,suchas:• economicallayplansandcosting;ensuringcosteffectiveproductionfor

viability• workingtoabudgetthroughefficientmanufactureandmakingthebestuse

oflabourandcapitalthroughoutthedesignandmanufacturingprocess.


a. Understandhowandwhydifferentproductionmethodsareusedwhenmanufacturingproductsdependentonmarketdemand,including:

i. one-offandbespoke,batchandhighvolumeproductionsystems ii. modular/cellproductionsystems iii. leanmanufacturing iv. just-in-timemanufacture v. bought-inpartsandcomponents,standardisedparts vi. fullyautomatedmanufacture.

b. UnderstandhowICTanddigitaltechnologiesarechangingmodernmanufacturing:

i. customisedmanufacturesystems ii. rapid prototyping iii. additiveanddigitalmanufacturemethods iv. stockcontrol,monitoring,purchasinglogisticsinindustry.


a. Understandtheprocessesthatneedtobeundertakentoensureproductsmeetlegalrequirementsandarehighquality:



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DESIGN&M

AKINGPRINCIPLES


8.1Howcandesignersassesswhetheradesignsolutionmeetsitsstakeholderrequirements?

a. Criticallyevaluatinghowadesignsolutionhasmetitsintendedrequirements,including: i. functionality ii. easeofuseandinclusivityofthesolution iii. user needs.

b. Demonstrateanunderstandingoftheneedsandmethodsfortestingdesignsolutionswithstakeholdersthroughoutthedesigndevelopment,andwhentestingthe success of a product.

c. Demonstrateanunderstandingoftheimportanceoftestingthefeasibilityofgettingaproducttomarketincludingconsiderationsofcost,packagingandappeal.

d. Understandingtherelevantstandardsthatneedtobemeetandhowtoensurethesearedelivered,including:



TECH

NICAL

PRINCIPLES

8.2Howcanproductdesignersandmanufacturersassesswhetheradesignsolutionmeetsthecriteriaoftechnicalspecifications?



b. Recognisehowphysicaltestingsystemsareintegratedintothemanufacturingprocessinthedesignindustrytotestfunctionalfeasibility,including:

i. testingofmaterialsfordurabilityandaftercare ii. testingmodelsandprototypesforperformanceandfitnessforpurpose iii. testingproductsinusethroughdifferentmethods,suchas:

o consumertesting o virtualtesting.

8.3Howdodesignersandmanufacturersdeterminewhetherdesignsolutionsarecommerciallyviable?


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i. ControlofSubstancesHazardoustoHealth(COSHH) ii. PersonalProtectiveEquipmentatworkregulations(PPE).

b. Theresponsibilityofmanufacturerstoappropriatelylabelproductsandofferguaranteestotheirconsumerstodeliverthecorrectlevelsofproductassurancerelated to safety.


2

TheIterativeDesignProjectisasubstantialdesignandmakeprojectthatisindividualtoeachlearnerandfollowsthemethodologyofiterativedesigning.Learners will be required to explore contexts of theirownchoosingthatarebothcontemporary andchallenging.Thefocusshouldbeonidentifyingproblemsandopportunitiestoberesolvedinaninnovativewaywithintheendorsedtitlethey areworkingin.Theundertakingoftheirprojectshoulddemonstratetheirself-managementand

aclearandthoroughunderstandingofiterativedesignprocessesinpractice.

Learnerswillneedtodemonstratetheirknowledge,understanding and skills through overlapping, repeatediterativeprocessesthat:

• ‘explore’ needs• ‘create’solutionsthatdemonstratehowthe

needscanbemet,and• ‘evaluate’howwelltheneedshavebeenmet.

2h. Introductiontonon-examassessment(NEA)content–IterativeDesignProject

Fig. 3 IterativeDesignWheelshowingkeyactivities©DesigningOurTomorrow,UniversityofCambridge

Basedontheexplorationofthecontexttheyhavechosen, the related stakeholder needs and requirementsareidentifiedanddesignsolutionscreated.Thedesignsolutionsaretestedandevaluatedconsideringuserfeedbacktoidentifyanyfurtherimprovementsrequiredforfuture‘iterations’ofthedesignsolution.Inturn,thesemodifieddesignsolutionsaretestedandtheprocessesrepeated.Thiscontinuoussystemofdesigningproducesconstantlyevolvingiterationsthatbuildclearerneedsandbettersolutionsforaconcept.Prototypesaredevelopedintoaprogressivelyimprovedproduct.

Theneedsandrequirementsofusersandstakeholdersareimportantconsiderationsthroughoutalliterativeprocesses,asisanalysing andinteractingwithexistingproducts.Theprocesses

arerepeateduntilrequirementsaremetandproblemsarereducedtothelowestlevelpossible. Inthiswaythefinalprototypebeforeproductionis ofthehighestqualityandfitforpurpose.Inatypeof‘trialanderror’process,designsolutionsthatsatisfyusersandstakeholderscontinuetoinfluencefutureiterationsthroughfurtherimprovementandrefinement.Thosethatdonotarediscarded.

Centraltoanyiterativedesigningprocessisthethinkingandmanagementaroundthedevelopmentoftheprocesses,whichissometimesverycomplex,requiringlearnerstomanagecompetingproblems toprogresstheiriterativeproject.Mistakesareaninherent part of this learning experience and should not be hidden, but rather evidenced and used to improvefutureiterations.

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So long as the interrelated principles of ‘explore,create and evaluate’ are followed, there are no hard and fast rules as to how and when to start or develop aproject,learnersshoulddecidehowtomanageand

recordtheprocessesastheirindividualprojectdemands.Itisoftenbeneficialtobreakdownmorecomplexproblemsintosmallermoremanageableareas.

Explore(AO1)

Exploringisaboutsystematicallyunderstandingtheneed(s),knownasrequirements,oftheprimaryuserandstakeholder(s).Therequirementsshouldbeusedinawaythatstimulatesthe‘create’stageofdesigndevelopmentandformsthebasisofmeasurablecriteriainthe‘evaluate’stageoftheprocess.Therequirementscanbederivedbyexploringthefollowingquestions:

• Whoarethestakeholders?e.g.usingpersonaswithaninterestinthecontextoranticipatedproductoutcomes.

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

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

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

• What istheimpactofwhatstakeholdersdoonsociety(people),theenvironment(planet)andeconomics(profit)?

Thisexplorationmaytakevariousforms,butaswithotherstagesintheiterativeprocesses,akeyelementwillbedirectpersonalinteractionbetweenthelearner and the stakeholder(s).

Create(AO2)

Creatingfocusesonthecognitiveprocessesthat areassociatedwithcreativethought.Creativeideastodevelopthedesignsolutionshouldbebothnovel and appropriate(orfunctionalindesignterms). In order to be novel,ideasmustgobeyondclichéd orstereotypicalresponses–somethingknown as[design]fixation.Recognisingfixationandunderstanding the conceptual processes that help avoidit,iscrucialtocreativethought.Forexample,theprocessofconceptualcombination,whichisthemergingoftwoormoreconceptstoformanovel idea, which, if appropriate,isbydefinitioncreative.

Suitablecommunicationandpresentationtechniquesareessentialtorecordandsharecreativethoughtsclearlytoathirdparty.Initially,thefocusisonthegenerationofawidevarietyofideas,usingquickmethodsofcommunicationsuchasfreehandsketching.Thereisabsolutelythefreedomfor

learners to approach their designing in the way they feelmostappropriate,e.g.withtheuseofdigitaltechnologyorrudimentarymodels.Workingup rough prototypes of ideas using readily available materialsallowsevaluationforfutureiterations. Thepresentationoflateriterationsmayincludetechniquessuchasdetailedsketches,moresubstantivemodelsandphotosofmodelswithannotationsoftechnicalrequirementsandgeneralthoughts.Learners’finaldesignsolutionscan similarlybepresentedinanymedium,butshouldbedrawn with enough skill and detail to show relevant technicaldetails,projectionsandrendering,resultinginfinalprototype(s)thatresemblestheintendediterativedesignsolutionforpresentationandevaluation.Thefinaldesignsolutionwillalsoberequiredtobepresentedthroughthemakingofafinalfunctioningandqualityprototype.Itisnotintendedthattheresultingfinalprototypenecessarily


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bemadetofullscaleorusingthemanufacturingtechniques, but learners will be required to understandhowthefinalprototypecouldbemanufacturedintoaworkingproduct.

Ideasintheformofsketches,modelsandannotationsasdescribedaspartofthe‘create’stageshouldbe

tested and evaluated as described as part of the ‘evaluate’stage.Inthisway,thelearner’screativejourneyisrecordednaturallyandclearlycommunicatestheircreativeandcriticalthoughtprocessesandanunderstandingofhow‘explore’,‘create’,and‘evaluate’areinterrelated.

Evaluate(AO3)

Evaluationestablisheswhethertheneed(s)oftheuser(s)andstakeholder(s)havebeenmet.Ideas(sketches,CADandmodels)generatedand developedwithin‘create’areusedtotestandsystematicallyevaluatetheirappropriateness against thestakeholderrequirementsidentifiedaspartof‘explore’.Whereneedshavenotbeensatisfactorilymet,furtherexplorationandcreatingofideaswillberequired.Newordevelopedideaswillneedtobesystematicallyevaluated.Theseiterativeprocesses

arerepeateduntilalluserandstakeholderneedshavebeenmetinlinewithstakeholderrequirements.Eachevaluationinformsthenextiterationand should be evident throughout the learner’s product development.Inordertodothislearnersshouldselectfromavarietyofsuitabletechniquesthat willhelpthemtosystematicallyandobjectivelytestthesolutionsdevelopedtomeettheidentifiedstakeholderrequirements.

The ethos and aims of the NEA component

TheALevelIterativeDesignProjectwillencourageand enable learners to develop a wide range of skills andabilities,whichareapplicablenotonlytostudyinHigherEducationbutalsowithintheworldofworkandday-to-daylife.

Informulatingthiscomponent,OCRhasworkedcloselywithrepresentativesfromhighereducationand industry professionals to ensure that the contentreflectsauthenticindustrialpractice andgivesaninsightintothewaythatcreative,engineeringand/ormanufacturingindustriesfunction.Learnersarethusenabledtomake theconnectionbetweentheknowledge,understanding and skills they develop and howthiswillbenefittheminthefuture.

Thiscomponentwillcultivateimportantindividual/personalqualitiesandskillsincluding:

• initiative,independenceandcriticalthinking

• curiosity,creativity,innovationandimagination

• adecisivebutsensitiveapproachconsideringthe needs, wants and values of others

• effectivecommunication,forexample,listening,reporting,explaining,illustrating,presenting

• anambitiousattitudewithpersistenceandperseverance

• apositiveoutlooktorisk-taking

• anopennesstouncertainty,totestunfamiliarideasandtolearnfrommistakesandfailures

• aresponsibleapproachasaninitiatorofchange

• theabilitytoanalyse,testandevaluateobjectively,seeingtheirworkfromothers’point of view

• abletobenefitfromexpertadviceandcollaborationwithothers

• attentiontodetail.

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Thecolumnontherightindicateswherelearnersmayconsidermathematicalskillsorknowledgefromwidersubjects,includingscience.

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

NEAcontentrequirement

InordertoundertaketheirIterativeDesignProjectNEA,learnersshould:

1. Identifyingrequirements

Explore

Crea

te

Evalua

te

Maths&

Science

a. Understandmethodsofinvestigatingandanalysingcontextsinordertoidentifyproblemsandopportunitiesthatofferpotentialforaninnovativedesignsolution.

b. Beabletodevelopandprioritisespecificissuesidentifiedforattentioninordertoproduceadesignbriefanddeterminethenextstepsfordesigndevelopment.

c. Understandthecentralimportanceofobtainingandtakingaccount of the needs, wants, values and views of users and stakeholdersthroughouttheiterativedesignprocesses.

d. Beabletoidentifyandstateuserandstakeholderrequirementsinaformthatwilldirect,informandoffertheopportunityforreflectionoftheirdesigningandmakingprogressthroughoutthedesign process.

2. Learningfromexistingproductsandpractice

a. Beabletotocriticallyanalyserelevantexistingproducts,understandinghowinvestigationscanbeusedtoinformdesignthinkinganddeliverysolutionstotechnicalrequirementsthatcouldbeutilisedwithintheirowndesignsolutions.

b. Investigateexistingproducts’fitnessforpurpose,withreferencetoaesthetics,ergonomicsandanthropometrics,toidentifykeyareasforconsiderationwhendesigningandcreatingprototypes.

c. Understand and apply relevant design theory, including how key historicmovementsorfiguresandtheirmethodsmayinfluenceor inspire their own designing.

d. Considerandusedifferentdesignstrategies,techniquesandapproacheswhenexploring,creatingandevaluating.

e. Usephysicaltestingofexistingproducts,materialsandcomponents(includingdestructiveandnon-destructivemethods)duringtheiterativeprocessestodeterminedesignrequirementsandtoinformthedevelopmentofimproveddesigns.


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3. Implicationsofwiderissues

Explore

Crea

te

Evalua

te

Maths&

Science

a. Understandtheimpactofsocial,moral,andethicalfactorswheninvestigatingandanalysingexistingproducts,systems,technologiesandtechnologicaldevelopmentsinordertoconsiderandapplytheseprincipleswhendesigningandcreatingprototypes.

b. Beabletodrawonandapplyskillsandknowledgefromothersubjectareas,includingmathematicsandscience,toinformandsupportdecisionswhendesigning or when developing technological aspects of their product.

c. Reviewwiderenvironmentalimplicationswhencreatingprototypes,understanding the use of product lifecycle analysis to consider factors suchasthedisposalofwaste,surplusmaterials,componentsandby-productsandsustainability.

4. Designthinkingandcommunication

a. Demonstrateanabilitytoformulateappropriatetechnicalandnon-technicalspecificationsreflectingontheirowninvestigationsandconsideringstakeholderrequirements,including:• non-technicalspecificationsthatcoverrequirements• technicalrequirementsthatoutlinethespecificrequirementsfor

neededtosupportthemakingofafinalprototype.

b. Selectanduseappropriatemethodsofcommunicationwithstakeholdersandusers,understandingandapplyingtheprinciplesofuser-centreddesignandotherrelevantdesignapproachesthroughouttheiterativedesign process.

c. Understandhowtousecommunicationskillsthroughoutaproject,utilisingarangeofmediaandpresentationtechniquesappropriatetotheprojectwhichclarify,recordandexplaintheirthinking,andenableotherstounderstandtheirdecisionsandintentions.

d. Applydigitalandnon-digitalskillsandtechniquesthataresuitabletothestageofdevelopmentandrecordreal-timeprogressthroughoutaniterativedesignprocess,suchas:• informal2Dand3Dsketchingandmodellingtocommunicateinitialideas• systemandschematicdiagrams,annotatedsketches,explodeddiagrams,

modelsandwrittennotes,tocommunicatedevelopmentiterations• audioandvisualrecordingstosharethinking,explorationsandthe

functionalityofideas• formal2Dand3Dworkingdrawingstooutlinespecification

requirements;3Dillustrations,mathematicalmodellingandcomputer-basedtoolstopresentfinaldesignsolutions;schedulesandflowchartsto deliver planning

• writingreportsand/orsummariestorecordthethinkingprocess• presentationsandreal-timeevidencetocommunicatethroughoutthe

project.

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e. Useprojectmanagementtoolsandproductionplansasappropriateduringtheprojecttoensureallphasesaremanagedefficiently.

5. Materialconsiderations

a. Beabletoselectandworkwithappropriatematerialsandcomponentswhendesigningandmakingprototypes,understandingtheroleofdifferentmaterialsandmaterialcombinationswhenanalysingandconsideringthemforusewithintheirowndesignsolutions.

6. Technicalunderstanding

a. Understandhowinvestigationsofexistingproductsanduserandstakeholderrequirementscanbeusedtounderstandtherequirementsforfunctionalityandusabilitywhendesigningandcreatingprototypes.

b. Understandtheimportanceofappropriatematerials,components,finishesanduseoftechnologywhencreatinganddevelopingfunctionalandeasy-to-useproductsandsystems.

c. Understandaesthetics,ergonomicsandanthropometricsinordertoensuretheirdesignsolutionsarefitforpurposeinmeetingstakeholderanddesignrequirements.

7. Manufacturingprocessesandtechniques

a. Useappropriateandaccuratemarkingoutmethodsincluding:considerationanduseofreference/datumpoints;usetemplates,jigsand/orpatternswhereappropriate;workingwithintolerances;understandingefficientcuttingandhowtominimisewaste.Ensuringappropriateaccuracyandprecisionrequiredfortheirproducttofulfilits intended purpose.

b. Selectanduseappropriatespecialisttools,equipmentandmachinery,bothmanuallyanddigitallyoperated,whencreatingtheirprototypes,productsandsystems.

c. Investigatethefeasibilityandsuitabilityoftechniquesandprocessestobeusedduringtheprocessofdesigningandmakingprototypesthroughexperimentation,testingandmodelling.

d. Selectanduseappropriateprocessesandtechniquestodemonstratepracticalmakingskillswithhand,machineanddigitaltechnologiesthroughthecreationofmodels,simulationsandfinalprototypes.Reflectingontheeffectivenessoftheprocessesandtechniquesused.

e. Understandmanufacturingmethods,scalesofproductionandqualitytoensuretheirfinalprototypeoftheirdesignsolutionmeetsidentifiedstakeholderrequirements.


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f. UnderstandtheprinciplesofDesignforManufactureandAssembly(DFMA)todevelopdesignsolutionsthatensureaccuracyandprecisionaremet,andeconomyandefficiencyareachieved.

g. Understand and apply quality control and quality assurance principles totheirproject.

8. Viabilityofdesignsolutions

a. Designanddeveloponefinalprototypeorasetofprototypesthatmeetssteakeholderrequirementsandisfitforpurpose.

b. Testandevaluatetheviabilityofpotentialdesigniterationsagainstagreedrequirementslistsandspecifications,inliaisonwithstakeholdersandusers,toinformfutureiterationsoftheirdesignsolutions.

c. Evaluatestakeholderrequirementswhilstalsoconsideringcommercialviability,includinganunderstandingofcostandmarketability.

d. Usephysicaltesting(destructiveandnon-destructivemethods),throughexperimentsandtrials,scaledmodels,mock-ups,prototypesandcomponentsasappropriatetoassessthesuitabilityofdesignsolutionsandtoinformsuccessivedesigniterations.

e. Understand and use IT based tools to test and evaluate the viability of specificcomponentsandprototypestopredictperformance.

f. Beabletomakeinformedandreasoneddecisionsthatrespondtostakeholderfeedbacktoensureallneedsandrequirementsareaddressedandtoidentifythepotentialnext-stepsforfurtherdevelopmentandsuggesthowmodificationscouldbemadethroughdesignoptimisation.

g. UnderstandandapplyrelevantstandardstomeasuretheviabilityofdesignsolutionsincludingBSIandISO


a. Beabletoidentifyrelevanthazardswhencreatingprototypesandapplysafeworkingpracticeswhencreatingdesignsandprototypes,applyingappropriateriskassessments.

Furtherdetailsontherequirementsforundertakingthenon-examassessmentNEAcanbefoundinSection3a.

GuidanceonassessmentoftheNEA,includingthemarkingcriteriaisoutlinedinSection3f.

AdministrationrequirementsoftheNEAareoutlinedinSection4d.

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Inordertosupportthemathematicalskillsthatarerequiredtobeassessedinthewrittenexamination,thereisanexpectationwithinthisspecificationthatlearnerswillcontinuetodemonstrateappropriatemathematicalskillsintheirNEAatalevelofdemandwhichisnotlowerthanthatexpectedathighertierGCSE(9–1)Mathematics.Theapplicationoftheseskillsshouldnotbeusedartificially,butappropriatelyasopportunitiesarise,notonlytodemonstrateaccuracythroughpracticalskills,butalsotosolveproblems,supportinvestigationsandanalysefindings.

WithintheNEA,thefollowingskillscouldbe drawnon:

• appropriateuseofmeasurementsusingmetricunitstoensureaccuracyandminimisewaste

• calculationsofmaterialandcomponentcostsandquantities,consideringappropriatetolerances and resourcefulness

• utilisingandinterpretingappropriatedatatosupportthedevelopmentofdesigniterations

• useappropriatemethodstopresentperformancedata,surveyresponsesandinformationondesigndecisions,includingtheuse of frequency tables, graphs and bar charts

• accurategraphicalcommunicationtodeliverdesignandmanufacturingintentionstoothers

• thedesignandtestingofdesignprototypestomeetspecificrequirements,standardsandtolerances,andthecalculationandpresentationofdataandstatistics.

Inaddition,DesignEngineeringlearnerscouldutilisescientificformulaetojustifytheirdesigndecisionsandconsiderationoffunctionalsuccessofanyproduct.

MathematicalSkillsintheNEA


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Thefocusofan‘IterativeDesignProject’undertakenby a learner pursuing Design Engineering will have a moresignificantfocusonthefunctionalrequirementsand/orsystemsofaproduct.

Existingproductsmaybeexploredthroughdestructiveornon-destructivemethodsoftesting,butitisimportanttobeindirectcontactwitha userand/orwiderstakeholdersthatcanoffermeaningfulfeedbacktosupportexplorations andtestingthroughout.

Userinteractionwithamechanicalorelectronicproductmaybefocusedontheuserinterfacing, ormorewidelyonhowtheexistingproduct meetstheuser’sneeds.Communicatingwithstakeholdersfromengineeringindustries mayalsosupportthethinkingbehindtheproductdevelopment.Asystemsapproachtotheproject maybeconsidered.

Considerationoftheconstructionalrequirements ofanyiterativedesignsolutionscanbeexploredthroughmanydifferentways,includinginitialhanddrawnideasthroughtomodelstoexploreeffectiveprocesses and techniques. Learners are likely to benefitfromtheuseoffull-scalemodellingduring theiterativedesignprocesstodetermineergonomic,dimensionalandfunctionalsuitabilityintheirproposeddesignsolutions.Itisimportantthatlearnersconsiderandincorporatetheirmathematicalskillstodemonstratetheviabilityoftheirdesignsolutions,botheconomicallyandfunctionally.

TheuseofCAD,CAM,CAEandimagemanipulationsoftwareisexpectedtosupportalearner’smodelling,visualisation,development,andrefinementoftheir

designsolutions.Technical/workingdrawingswillberequiredtodemonstratethatthedesignsarecommerciallyviabletoathirdparty.

Aspartoftheirconsiderationofmaterialsandcomponentsitisexpectedthatlearnerswill includeconsiderationofappropriatebought-in and standardised parts for use within their design solutions,thoughanysuchapplicationsshouldbeappropriately thought out to ensure they will adequatefulfilthepurposestheyareintentfor andnotdetractfromafinalprototype.

Arangeofhand,machineanddigitaltechnologiesincludingCAD/CAMareexpectedtobeusedasappropriateinlearners’modelling,experimentingand prototyping.

Learnersarelikelytobenefitfromtheuseoffull-scalemodellingduringtheiterativedesignprocesstodetermineergonomic,dimensionalandfunctionalsuitabilityintheirproposeddesignsolutions.

Itisimportantforlearnerstoconsiderevidenceoftheiterativedevelopments,inparticularwithDesignEngineering,demonstrationofthefunctionalityofthedesignsolutions.Real-timeevidenceintheformofshortvideoclipsislikelytobethemosteffectivewayofdemonstratingthiswithintheirchronologicale-portfolio.

Being in regular direct contact with stakeholders and users willdelivernon-biasedopinions.Learnersareexpectedtoobjectivelytesttheprototypesdevelopedtomeettheidentifiedstakeholderrequirements. Listeningandobservationarekeyskillsforthelearneriniterativetestingandevaluation.

2i. Non-examassessmentinterpretation–DesignEngineering (H404/03,04)

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Thefocusofan‘IterativeDesignProject’undertakenbyalearnerpursuingFashionandTextileswillhaveamoresignificantfocusonwiderangingproductsthatpredominantlyutilisetextilematerials.Theproductsarelikelytoconsiderfashionsand/ortrendsandcouldbeappliedtoindustrialorcommercialpractices.

Existingproductsmaybeexploredthroughdestructiveornon-destructivemethodsoftestingsuchasreverseengineeringgarmentsortextilesproducts,butitisimportanttobeindirectcontactwithauserand/orwiderstakeholdersthatcanoffermeaningfulfeedbacktosupportexplorationsandtestingthroughout.

Thetypeofproductbeingdevelopedwilldeterminewhetheramorecommercialapproachthroughconsumertestingisappropriateorwhethercommunicatingwithmanufacturingand/orretailstakeholderswillbemoreappropriatetosupportexplorationsoftheopportunitiesandconstraintsofre-developingaproduct.

Considerationoftheproduct’srelationshipwithuserswillrelyonconsiderationofanthropometricdataordataonclothessizes,butdemonstrationofeconomicviabilitymayalsobeconsidered.

Itisexpectedthatlearnerswillreflectcommercialpracticebyincludingmarketingaspectsintheirdesignthinkingatallstagesoftheiterativeprocess,toensuretheirfinalproductwillbemarketableandreadyformarket.

Themanipulationoffabricsandaddingsurfacefinishesincludingdecoration,dyeingandprintingcanalso be explored in their evolving studies. Considerationoftheconstructionalrequirementsofanyiterativedesignsolutionscanbeexploredthroughmanydifferentways,includinginitialhanddrawnideasthroughtocreatingtheirownpatternsandtoilesorsamplestoexploreeffectiveprocessesandtechniques.Learnersarelikelytobenefitfromtheuseoffull-scaletoilesormodellingduringtheiterativedesignprocesstodetermineergonomic,dimensionalandfunctionalsuitabilityintheirproposeddesignsolutions.

ItiscrucialthatFashionandTextileslearnersof thefutureutilisenewandemergingtechnologies.Thismayincludethelasercutter,e-textiles,sublimationprinterorthe3Dprinterinthecreationofcomponents.TheuseofCADandCAMisexpectedtosupportalearner’smodelling,visualisation,development,and/orrefinementoftheirdesignsolutions;howeverthesecanbeinsupportofdesigning and workshop skills.

Itisexpectedthatlearners’finaldesignsolutions willbedefinedinsufficientdetailforthirdpartymanufacturewithoutfurtherguidance.Patterndrafting,layplansandworkingdrawingswillberequiredtodemonstratethatthedesignsarecommerciallyviable.


Aspartoftheirconsiderationofmaterialsandcomponentsitisexpectedthatlearnerswillincludeconsiderationofappropriatebought-inandstandardisedparts,particularlyife-textilesorprogrammablecomponentsarebeingconsidered forusewithintheirdesignsolutions.

Itisimportantforlearnerstoconsiderevidence oftheiterativedevelopments,inparticularwithfashionandtextilesdemonstrationoftheperformanceofaproductorprototypeinuse.Real-timeevidenceintheformofshortvideoclipsislikelytobethemosteffectivewayofdemonstratingthiswithintheirchronologicale-portfolio.Allportfolioevidenceistobeelectronic;thereforeitmaybenecessary to either scan or photograph swatches of textilematerials.

Being in regular direct contact with stakeholders and userswilldelivernon-biasedopinions.Learnersareexpectedtoobjectivelytesttheprototypesdevelopedtomeettheidentifiedstakeholderrequirements. Listeningandobservationarekeyskillsforthelearneriniterativetestingandevaluation.

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Thefocusofan‘IterativeDesignProject’undertakenbyalearnerpursuingProductDesignwillhaveafocusonabroadrangeofdomestic,commercialandindustrialcontextsthatembraceproductsofalltypes,sizesandcomplexities.

Disassembly,testing,andcomparisonofsimilarproducts,componentsandmaterialswillhighlightstrengths and weaknesses and support technical understanding,butitisimportanttobeindirectcontactwithauserand/orwiderstakeholders thatcanoffermeaningfulfeedbacktosupportexplorationsandtestingthroughout.

Communicatingwithusersandwiderstakeholderswillsupportexplorationsintotheopportunitiesandconstraints of developing a product. It is expected thatlearnersgiveconsiderationtothewiderfunctionalitywhendesigningproducts,forexample,howtheymaybestored,movedortransportedandmaintainedoradaptedtoachievefunctionandfitnessforpurpose.

Itisexpectedthatlearnerswillreflectcommercialpracticebyincludingmarketingaspectsintheirdesignthinkingatallstagesoftheiterativeprocess,toensuretheirfinalproductwillbemarketableandreadyformarket.

Considerationoftheconstructionalrequirementsofanyiterativedesignsolutionscanbeexploredthroughmanydifferentways,includinginitialhanddrawnideasthroughtomodelstoexploreeffectiveprocesses and techniques. Learners are likely to benefitfromtheuseoffull-scalemodellingduringtheiterativedesignprocesstodetermineergonomic,dimensionalandfunctionalsuitabilityintheirproposeddesignsolutions.

TheuseofCAD,CAMandimagemanipulationsoftwareisexpectedtosupportalearner’smodelling,visualisation,developmentandrefinementoftheir

designsolutions.Thismayincludeanimationtoshowarticulationandtheanalysisofstructuralfeatures.

Itisexpectedthatlearners’finaldesignsolutions willbedefinedinsufficientdetailforthirdpartymanufacturewithoutfurtherguidance,andpresentedusingsuitableCADsoftwaretomirrorstandardpracticeintheproductdesignindustry,showingallrelevant technical details using appropriate 2D (e.g. orthographic)and/or3D(e.g.rendereddrawings)formatstogetherwithpartsliststopresentacoherentandcompletesolutionpackage.Graphicdesignartworkshouldbe‘print-ready’usingsuitableDTPsoftwaretomirrorstandardpracticeinthegraphicdesignindustry,showingallowanceforbleeds,crop/trim/foldmarks,andappropriatecolourreferences.


Aspartoftheirconsiderationofmaterialsandcomponentsitisexpectedthatlearnerswillincludeconsiderationofappropriatebought-inandstandardised parts for use within their design solutions.

Itisimportantforlearnerstoconsiderevidenceoftheiterativedevelopments,inparticularwithProductDesignthedemonstrationoftheperformanceofaproductorprototypeinuseorinsitu.Real-timeevidenceintheformofshortvideoclipsislikelytobethemosteffectivewayofdemonstratingthiswithintheirchronologicale-portfolio.

Being in regular direct contact with stakeholders and users willdelivernon-biasedopinions.Learnersareexpectedtoobjectivelytesttheprototypesdevelopedtomeettheidentifiedstakeholderrequirements. Listeningandobservationarekeyskillsforthelearneriniterativetestingandevaluation.

2k. Non-examassessmentinterpretation–ProductDesign(H406/03,04)

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Nopriorqualificationisrequiredinorderforlearnersto enter for an A Level in Design and Technology, nor is any prior knowledge or understanding required for entry onto this course. Learners would however benefitfromhavingcompletedtheGCSE(9–1)inDesignandTechnologyasafoundationtothelearningatthislevel.HigherlevelGCSE(9–1)qualificationsinMathsandSciencewillalso supportlearnerswithmuchoftheknowledgeandunderstandingwithinthecontent.Priorexperienceandskillsinillustrationandtheusedigitaltechnologywouldalsobebeneficial.

Theseendorsedtitleswithinthisqualificationwillenable learners to progress to higher, further or vocationaleducationroutes.ThisqualificationhasbeendesignedwithconsiderationoftheentryrequirementsofHigherEducationInstituteswho offerrelatedundergraduatedegreesinengineering,

fashion,manufacturing,materialscience,productdesignandtextiletechnologiesamongstothers.

AswithEPQs,thesubstantiveprojectworkundertakenaspartofthisqualificationwillgivelearnersvaluablematerialtodiscussintheirpersonalstatementifprogressingtohighereducation.Learnerswillalsohavetheopportunitytousemuchoftheworkundertakenthroughoutthisqualificationaspartoftheportfoliothatmanyuniversitiesrequirewheninterviewingpotentialstudents.

Therearelinkstomathematicsandsciencecontentwithinthisspecification.Wherethisistobeassessed,the standard level will be equivalent to the learning that expected at the end of Key Stage 4.

ThereareanumberofDesignandTechnologyspecificationsatOCR.Findoutmoreatwww.ocr.org.uk

2l. Priorknowledge,learningandprogression



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OCR’s A Level in Design and Technology is a linear qualificationwiththreeendorsedtitles,eachof whichconsistoftwocomponentsthatareexternallyassessedandonecomponentthatisassessedby thecentreandexternallymoderatedbyOCR.

Theexaminedandnon-examassessmentsaccountfor50%ofthequalificationeach.Learnersmusttakeallthreecomponentsthatrelatedtotheendorsedtitlethey have entered.

3a. Formsofassessment

3 Assessment of A Level in Design and Technology

Principles(01)writtenexamination

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

ContentforassessmentintheexaminationisoutlinedinSection2e–2gforeachendorsedtitle.

Principlesof‘DesignEngineering,FashionandTextilesorProductDesign’

26.7%ofALevel

1hour30minutes

Writtenpaper

80marks

Thesepaperspredominantlycoverthetechnicalprinciplesoftheexaminedcontentforeachendorsedtitle.

• Therewillbesetsofquestionsthatarefocusedaroundacontextorexistingproduct.

• Learnerswillberequiredtoanswerall questions.• Thequestionswillcoverarangeoftheoutlinedexamcontent.• Therewillbeamixtureofdifferentlevelsofquestions.• Atleastonequestionwillrequirelearnerstoanalyseanexistingproduct.• Atleastonequestionwillrequirelearnerstoapplymathematicalskillsthat

are appropriate to design or technology.• Theremaybequestionsrequiringlearnerstouseannotatedsketchingto

communicationoftheconstructionofaproduct.• Therewillbeoneextendedanswerquestion.Thequestionwillnotassess

spelling,punctuationandgrammar,butwillassesstheuseofsubjectterminologyandthequalityofextendedresponse.

• Theextendedresponsequestionwillrequirelearnerstodrawontheirsynopticknowledgefromacrossthespecification.(TheNEAand‘ProblemSolving’paperwillofferfurtheropportunitiestoassessthisfurther).

• Useofcalculatorsispermittedinthewrittenexamination.

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

ContentforassessmentintheexaminationisoutlinedinSection2e–2gforeachendorsedtitle.

ProblemSolving(02)writtenexaminationwithdrawing

ProblemSolvingin‘DesignEngineering,FashionandTextilesorProductDesign’

23.3%ofALevel

1hour45minutes

Writtenpaper

70marks

Thesepapersrequirelearnerstoapplytheirhigherlevelcriticalthinkingandproblemsolvingskillstoevaluatethesuitabilityofdesignsolutionsandrequirementsinrelationtospecificsituations.

• Learnerswillberequiredtoapplytheirknowledgeandunderstandingoftechnicalanddesigningprinciplesfromtheexaminedcontentforeachendorsedtitle.

• Learnerswillberequiredtoanswerall questions.• Learnerswillbegivenaninsertbookletthatsetsoutcontextsanddetailed

informationrelatedtothequestionpaper,aswellasgenericdatacoveringthedatasourcesfromSection5ethatarerelevanttothatendorsedtitle.

• Learnerswillberequiredtoansweraseriesoflongeranswerquestionsthatrequirelearnerstodemonstratetheirproblemsolvingandcriticalevaluationskills.

• Atleastonequestionwillrequirelearnerstoapplymathematicalskills.• Atleasthalfofthemarksforthispaperwillrequirelearnerstoapplythe

in-depthknowledgeandunderstandingofmaterials,manufacturingprocesses and techniques and technical understanding.

• Atleasttwoquestionswillrequirelearnerstoreflectonconsideration of:o theimplicationsofwiderfactorsofdesignandtechnologyo current trendso understandingofdesignthinkingandcommunication.

• Therewillbetwoextendedanswerquestions,thesequestionswillnotassessspelling,punctuationandgrammar,butwillassesstheuseofsubjectterminologyandthequalityofextendedresponse.

• Theextendedresponsequestionswillrequirelearnerstodrawontheirsynopticknowledgefromacrossthespecification.(TheNEAand‘Principles’writtenpaperwillofferfurtheropportunitiestoassessthisfurther).

• Useofcalculatorsispermittedinthewrittenexamination.


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The‘IterativeDesignProject’isasingletaskcomponent,worth50%ofthequalification,givinglearnerstheopportunitytodemonstratetheirknowledge,understandingandskillsovertimeinordertorealiseavalidoutcomethatreflectsreal-worlddesignconsiderations.Thecomponentisinternallyassessedandexternallymoderated.

Thecontenttobeconsideredinthe‘IterativeDesignProject’isoutlinedinSection2h,withinterpretationsforeachendorsedtitlefromsections2ito2k.

Guidanceonassessment,includingthemarkingcriteriaisoutlinedinSection3f.

AdministrationrequirementsforcompletingtheNEAareoutlinedinSection4d.

Thefollowingsub-headingsgivefurtherclarityon therequirementsforteachersandlearnerswhensetting,takingandevidencingthe‘IterativeDesignProject’.

IterativeDesignProject(03,04)non-examassessment(NEA)

Settingtheproject

At A Level, it is for the learner to explore and contextualisethe‘IterativeDesignProject’theyundertake.Theprojectshouldbeofsufficientcomplexityandofferanappropriatedegreeofuncertaintyofoutcometoenablelearnerstodemonstratetheirabilitytoinitiate,sustainandmanagetheiterativeprocessesofdesigning,making,testing,refining,improvingandevaluatinginresponse to a context of their choice and the needs andwantsofauserormarket.

Tomaximisethebenefitandpotentialoftheproject,learners should look beyond their own desires and immediateintereststoreal-worldsituationsandproblems.Projectsmayarisefromworkplaces,businessesandorganisations,butmoreimportantlyfromtheidentificationofrealneedsandopportunities.Theywillfallintothecategoryof‘domestic,commercialandindustrialproductsandsystems’.

Theoverallcomplexity,thebreadthand/ordepth ofdesigning,makingandevaluatingskills,andthelevelofthinkinginvolvedisimportant,ratherthanthesizeoftheproduct.ThelevelofdifficultyandsophisticationinvolvedmustbeappropriatetoAdvancedlevel.‘Simple’and‘straightforward’projectsareunlikelytoattainhighmarkswhere thereisinsufficientdemandanddepth.

Iterative Design Projects should:

• besetwithinanauthenticcontext• suittheinterestsofthelearner• coverasufficientrangeanddepthofdesigning

andmakingactivitiestoenablethelearnertodemonstratetheirabilityandaccessthefullmarkrangeineachofthemarkingcriteria

• enablethelearnertomirrorindustrialandcommercialprocesses

• encouragethelearnertolookbeyondtheirpersonal needs

• givethelearneropportunitiesforcreativityandinnovation

• bemanageableandrealisticbearinginmindthetime,resourcesandfacilities,staffexpertiseand specialist support available

• enablethelearnertocompletetheproject,includingthedesigning,making,andtestingofafinalqualityproduct,inthetimeavailable.

It is expected that the teacher will provide guidance tothelearnersinrelationtothepurposeandrequirementsofthetask,ensuringthatlearnersareclearabouttheassessmentexpectationsandmarkingcriteria they will be assessed against.

Learnerswillhaveapproximately65hoursinwhichtocompletethewhole‘IterativeDesignProject’.Thistimeallowanceisforguidanceonlyanddoesnot

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constituteamaximumorminimumrequirement.Itshouldbenotedthatassessmentofthiscomponentisreliantonrelevantlinesofinvestigationanddevelopment,thereforetimespentonthiscomponentshouldretainaclearfocusonthecontextexploredandbriefwrittenbythelearner.

Priorlearningandpracticalexperiencewillberequired in order that learners are able to demonstratetheknowledge,understandingandskillsbeing assessed. Once the learners are working on their‘IterativeDesignProject’,allinteractionwithothersshouldberecordedaspartoftheon-goingreal-timeprogressofthelearnersowniterativedesignprocesses.Teachersareabletoofferguidanceasastakeholder,butshouldnotbeseentoinfluencethedirectionofthelearner’sproject.

Aspartoftheassessmentofthiscomponent,learnersare required to explore their own context and write theirownbrief.Generalguidanceispermittedtoensurelearnersundertakeachievableprojects,thoughteachersmustnotsetanybriefsordeliverspecificguidancefortheirlearnerswhenwritingtheirbriefs.

Group Projects

Incaseswhereanumberoflearnerschooseaprojectwithinthesamecontext,eachlearnermustidentifyaneedoropportunitywhichisuniquetothemselves.Eachlearnermustcompletetheirown‘IterativeDesignProject’andprovidetheirownindividualportfolioofevidenceforassessment.

Further guidance about the nature of advice can be found in the JCQ Instructions for conducting non-exam assessment.

Undertakingtheproject

The‘IterativeDesignProject’requireslearnerstoinitiate,developandmakeaprototype(s)throughiterationsofexploring,creatingandevaluatingthatidentifyopportunitiesandconstantlyrespondtostakeholder needs, wants and interests. This process shouldbefollowedandevidencedtodemonstrateanaccurate account of their progress.

ThroughouttheNEAitisessentialthattheteachercanauthenticatethatthelearner’sworkistheirown.

Developing a brief

Learners are required to write their own design brief to set out how they are going to challenge the problemsandopportunitiesidentifiedasaresponsetothecontexttheyaregoingtopursue.Priortowritingadesignbrief,itisessentialthatalearnerhasfully explored the context(s) they are considering and conduct a feasibility study of products, stakeholders and/ormarketsthatmayoffertheopportunitiesforaninnovativechallengetobepursued.

The design brief should outline the approach a learner has chosen in response to the context. Writingthedesignbriefisanessentialpartof

outliningthechallengesinvolvedintheir‘IterativeDesignProject’.Toensureitisdeliveredappropriatelythefollowingshouldbeconsidered:

• alllearnersmustdevelopauniquedesignbriefthatrespondstotheirowninterpretationofthechosen‘context’

• learnersshouldhavepriorawarenessoftheircentre’sfacilitiesandresourcestofullyconsidertheimplicationsoftheirownapproach

• ifchangesneedtobemadetoalearner’sdesignbriefatalaterstage,thismustbefullyjustifiedbythelearnerinresponsetotheiriterativedesignprocessandremaintruetotheirchosen‘context’.

Outlining requirements

Learnersarerequiredtofollowiterativedesignprocessesdeterminedbytheopportunities,requirementsandproblemstheyencounter.Whenever stakeholderrequirements or technical requirementsareidentifiedthatcoverspecificneeds,wants and interests, they should be outlined and presented accordingly to support the thinking within the design process.


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Generating initial ideas

There are various techniques and design approaches thatcanbetakentoconceiveinitialideas,but all ideas should be focused on responding to identifiedproblemsandrequirementsand offeringinnovativechallenge.Designingstarts fromapositionofmanyinitialideasthatquicklycommunicateandcapturethinkingappropriatelywithinthedesignprocess.Wheninitialideashavebeengeneratedthroughinteractionwithothers,learnersshould:

• acknowledgewhogeneratedtheideaandwhen

• useideasgeneratedbyothersonlywhensupportedbyareflectionofwhytheyareconsidered appropriate.

Design developments

When developing designs, the focus is on narrowing downandimprovingideasthroughmoredetailediterationsthatgivedeeperconsiderationtoresolvingidentifiedrequirementstechnically,conceptuallyandcommercially.

Itislikelythattechnicalanddesignproblemsmaybeidentified,someofwhichmaybeseenasmistakes.Recognising and solving these issues through the demonstrationofthoughtprocessesandpracticalactivityshouldbeclearlyevidenced.

Designdevelopmentsareassessedthroughthelevelofdetailofferedandthequalityandrangeofskillsusedtofindsuitablesolutions.Therefore,thequantityofdevelopmentsisverymuchdependentonthislevelofthinking.Twodesigndevelopmentsshouldalwaysbeconsideredaminimumregardlessofthequalityoftheoutcome.

Developing a final design solution

Whendevelopingadesignsolutiontobemade intoafinalprototype(s),learnersshouldconsider thesolutionasitwouldlookandfunctionifsoldasacommercialorindustrialproduct.Thisshouldincludeexperimentationofprocessesandtechniquesthroughmodellingandtesting.

Digitaldesignandmanufacturemust be used either throughthedevelopmentofthefinaldesignsolutionorwhenmakingthefinalprototype(s).

Delivering a technical specification

Learnersarerequiredtojustifyandpresenttheirfinaldesignsolutionthroughatechnicalspecification that deliversspecificwrittenandgraphicalinformationtooutlinehowthefinaldesignsolutionmeetsthestakeholderrequirementsandwillsupportaccurateproduction.Thespecificationshouldofferjustificationandasuitablelevelofinformationsothatathirdpartywouldknowwhattheintentionsareformanufacturingthedesignsolutionasacommercialproduct,butalsoexactlyhowthedesignsolutionwouldbemadeintoafinalprototype(s)topresentittothestakeholders.

Producing a final prototype

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

Itispossiblethatthemostsuitablematerialsormachineryarenotavailableinthecentre’sworkshop.Itispermissibletousethemostsuitablealternativematerialsinordertoclearlydemonstratetheintentionsofthefinalprototype(s)andtodeliver highqualityoutcomes.

Analysing validity of the final prototype

Inordertomakeanappropriateevaluationofthefinalprototype(s),analysingstakeholders’opinionswillberequired.Thisshouldbesoughtfrommeaningfulsourcesratherthansuperficiallywithintheteachinggroup.Itmaybenecessarytoanalysethefinalprototype(s)inthesituationorwiththeusergroup it is designed for. Centres mustensurethat:

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

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Guidance and supervision requirements

Authenticatingthemakingofthelearner’sfinalprototype(s)isofgreatimportanceasthisistheonlyactivitythatcannotbefullyrecordedinthedesignprocess.

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

Tomakebestuseofsupervisedtime,itisimportantthatlearnersarepreparedforandplantheiractivityinadvance.Itisalsoimportantforlearnerstowriteareportoftheirprogressthroughthemakingprocesstoevidencetheon-goingactivityintheire-portfolio.Thewritingofthisreportdoesnotneedbeunderdirect supervision.

Anotherreasonforthissupervisedactivityissothattheteachercanauthenticatethelevelofguidanceandsupportgiventhroughthemakingofthelearner’sfinalprototype(s).Anysupportthatis giventoassistalearnerduringproductionshould be recorded by the supervisor concerned, whether it is direct assistance or due to health and safety requirementsinthecentre.Thelevelofassistancegivenshouldbereflectedintheassessmentofthelearner’sNEA.

AtALevelthelearnercanmakearrangementstoproducecomponentpartsoutsideofthecentre,butfor these to be recognised as the learner’s work, they must,atalltimes,beunderimmediateguidanceandsupervisionfromamemberofstafforbyanindustryprofessionalwhocanbetrustedtoauthenticatethatthecomponentwassolelymanufacturedbythelearner.

Allpracticalworkshouldbesecurelystoredinthecentrethroughoutthedesignandmakeprocess and distributed to the learner at the start of any supervisedtime.Ifforanyreasonpracticalworkneedstobetakenoutsideofthenormalworkshopor

ITfacilitiesbeforeitisfullycomplete,thelearnerandfinalprototype(s)shouldatalltimesbeaccompaniedbyasuitablesupervisorandthisactivityshouldberelevant to the design process and explained in the learner’se-portfolio.

Learnersmaywishtohaveaccesstotheirworkbetweentimetabledsupervisedsessions.Thisaccesscan only be given if a suitable supervisor is available toauthenticatetheworkbeingundertaken.OncetheNEAhasbeensubmittedforassessmentlearnersshould not have access to their work. It should be securelyretainedwithinthecentreuntilresultsareissued and it is certain that no Result Enquiry or Appeal procedure is required.

Teacher marking and feedback

Althoughthe‘IterativeDesignProject’istobeassessedinternallyoncetheprojecthasbeensubmitted,theremayberequirementsinsomecentresforlearnerstoreceivefeedbackand/orgradesduringtheprojecttoinformthemoftheirprogress.Therefore,itisimportanttoconsiderwhatis acceptable.

Teacherscan only give generic feedback on learners’ workinprogressandreturnitforre-drafting.Oncehandedinforfinalassessment,teachersmaynotreturnanyworktolearnersforfurtheradjustment.Anyfeedbackgivenbytheteachermustbeframedinsuch a way as to enable the learner to take the initiativeindevelopingtheirownworkfurther.

Teacherscannotgivedetailedadviceandspecificsuggestionsastohowtheworkmaybeimprovedinordertomeetthemarkingcriteria.Thisincludesindicatingerrorsoromissionsandpersonallyinterveningtoimprovethecontentofthework.

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

Both the teacher and learner will be required to confirmtheauthenticationofthelearners’workusingtheCandidateDeclarationFormasoutlinedinSection4d.


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

Portfolio of evidence

Learnersshouldproduceachronologicale-portfolio(refertoSection4d)supportedbyreal-timeevidencethatdemonstratestheircomplete‘IterativeDesignProject’.Thisevidenceshouldclearlydemonstratethedesignbriefthatthelearnerhaswritten.Itshouldalsobeintheordereachactivityisundertaken,outliningiterationsastheyoccuroraredevelopedratherthanastheymaybebestpresented.

Portfolioevidencecanbesupportedbydifferentdigitalfiles(seeSection5f),photographs,videoandaudiorecordings.Allevidencemustbecontainedinasingle digital folder for each learner, clearly labelled and signposted by the learner to indicate when evidencewascompletedandtoensureeverythingiseasilyidentifiablethroughbothinternalmarkingandexternalmoderation.LearnersshouldcompleteaCandidate Content Sheet to support this.

Final Prototype

Thefinalprototype(s)basedonthelearner’sdesignbrief should be clearly evidenced by the learner in their e-portfoliothroughtheuseofphotographyandvideoasappropriate.Allmovingpartsandperspectivesshouldbeappropriatelyvisibletoensureitofferssuitable evidence to any third party, enabling accurate assessmentwithouttheartefactbeingpresent.

Thefinalprototype(s)mustbekeptsecurelyinthecentreduringproduction.Photographsandvideosshouldbetakenassoonasproductioniscompletetoensure all evidence is captured before any risk of damageorloss.

Observations

Teachersarethemostappropriateindividualstoevidence a learner’s progress and the level of support givenorindependencedemonstrated.Evidenceofthisnaturecanonlybeacceptedinconjunctionwiththee-portfolioandfinalprototype(s).

Observedevidenceissupportingevidencethatshouldberecordedonthe‘CandidateRecordForm’andshouldreflectthewiderevidenceandsupporttheinternalmarking.

Authenticity

Learnersmustclearlyandunambiguouslyindicateworkwhichisnottheirownanddistinguishitfromtheir own. Only the work of the learner, which can includemanagingtheinputfromothersandothersources,mustbeassessed.

Itisarequirementoftheiterativeprojectthatallreferencesandsourcesofinformation/assistancemustbeindexedandacknowledgedinabibliographyandmustbeclearlyidentifiableattheappropriatepointinthee-portfolioofevidencesubmittedforassessment.Thisincludeswebsites,books,digitalsources, and help given by teachers, technicians, and others. This should also be acknowledged on their CandidateDeclarationForm.

RequiredEvidence

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TherearefourAssessmentObjectivesintheALevelin Design and Technology. These are detailed in the table below.

Learnersareexpectedtodemonstratetheir abilityto:

3b. Assessmentobjectives(AO)

AssessmentObjective

AO1 Identify,investigateandoutlinedesignpossibilitiestoaddressneedsandwants.

AO2 Designandmakeprototypesthatarefitforpurpose.

AO3

Analyseandevaluate–• designdecisionsandoutcomes,includingforprototypesmadebythemselvesand

others• widerissuesindesignandtechnology.

AO4Demonstrateandapplyknowledgeandunderstandingof–• technicalprinciples• designingandmakingprinciples.

TheassessmentobjectivesAO1,AO2andAO3relatedirectlytoiterativeprocessesof‘explore/create/evaluate’asfollows:AO1=Explore,AO2=Create,AO3=Evaluate.

AOweightingsinALevelinDesignandTechnology

Therelationshipbetweentheassessmentobjectivesandthecomponentsareshowninthefollowingtable:

Component

% of OCR A Level in Design and Technology(H404-H406)

AO1 AO2 AO3 AO4

Principlesof…(component01ofeachendorsedtitle)

0 0 5% 21.7%

ProblemSolvingin….(component02ofeachendorsedtitle)

0 0 7% 16.3%

IterativeDesignProject(component03or04ofeachendorsedtitle)

12.5% 25% 12.5% 0

Total 12.5% 25% 24.5% 38%


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TherewillbeoneexaminationseriesavailableeachyearinMay/Juneforall learners.

Allcomponentsmustbetakeninthesameexaminationseriesattheendofthecourse.

ThisspecificationwillbecertificatedfromtheJune2018examinationseriesonwards.

3c. Assessment availability

3d. Retakingthequalification

Learnerscanretakethequalificationasmanytimesastheywish.Theyretakeallexaminedcomponentsofthequalification.Learnerscanchooseeithertoretake

thenon-examcomponentortocarryforwardtheirmarkforthenon-examcomponentbyusingthecarryforwardentryoption(seeSection4d).

3e. Assessmentofextendedresponse

Theassessmentmaterialsforthisqualificationprovidelearnerswiththeopportunitytodemonstratetheirability to construct and develop a sustained line of

reasoningwhichiscoherent,relevant,substantiatedand logically structured. Marks for extended responsesareintegratedintothemarkingschemes.

3f. Internalassessmentofnon-examassessment(NEA)

TherearedifferentstagesintheproductionoftheNEA,thetasksetting,tasktakingandrequiredevidenceareoutlinedinSection3a,thissection

outlinesthemarkingandfinalsubmissionofthecentre’s entries.

InternalAssessment

Markingshouldbepositive,rewardingachievementratherthanpenalisingfailureoromissions.Theawardingofmarksmustbedirectlyrelatedtothemarkingcriteria.

Teachersshouldusetheirprofessionaljudgementinselectingthebanddescriptorsthatbestdescribestheworkofthelearnertoplacethemintheappropriateband.

Teachersshouldusethefullrangeofmarksavailabletothemandawardallthemarksinanymarkbandforwhichworkfullymeetsthatdescriptor.

Toselectthemostappropriatemarkinthebanddescriptor, teachers should use the following guidancetolocatethebest-fit:

• wherethelearner’sworkconvincinglymeetsthestatement,thehighestmarkshouldbeawarded

• wherethelearner’sworkadequatelymeets thestatement,themostappropriatemarkinthemiddleoftherangeshouldbeawarded

• wherethelearner’sworkjustmeetsthestatement,thelowestmarkshouldbeawarded.

Thestatementsineachmarkbandarebalancedintermsoftheirsignificancetohelpassessorsjudgetheoverall‘best-fit’withinanassessmentstrand.

There should be clear evidence that work has been attemptedandsomeworkproduced.Ifalearnersubmitsnoworkforacomponentthenthelearner

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shouldbeindicatedasbeingabsentfromthatcomponent.Ifalearnercompletesanyworkatallforthecomponentthentheworkshouldbeassessedaccordingtothemarkingcriteriaandtheappropriatemarkawarded,whichmaybezero.

Aslearnerscandelivertheire-portfoliosusingavarietyofformats,therearenospecificlimitstotheamountofevidenceproduced;however,anyiterativedesignprocessshouldremainrelevanttothecontextandbriefoftheproject.Itisessentialthatmarkingfullyreviewsandconsidersallmaterial.Itisthelearner’sresponsibilitytoensureallfilesfunctionproperly.Iffilesdonotopenorfunctionproperly,thiswork cannot be considered in evidence.

Itisessentialthatmarkingfullyreviewsandconsidersallmaterial.Itisthelearner’sresponsibilitytoensureallfilesfunctionproperly.Iffilesdonotopenorfunctionproperly, this work cannot be considered in evidence.

TeachersmustclearlyshowhowthemarkshavebeenawardedinrelationtothemarkingcriteriaontheCandidateRecordForm.

Thefollowingapproachestoindicatehowmarkshavebeenawardedshouldbeadopted:

• beclearandunambiguous• beappropriatetotheaimsandobjectivesof

the work• facilitatethestandardisationofmarkinginthe

centre• enablethemoderatortochecktheapplication

ofthemarkingcriteriatothemarking.

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

FinalSubmission

Teachers should ensure that the standard applied in markingalearner’sworkineachendorsedtitlewithintheDesignandTechnologyspecificationisthesamestandard as that expected and assessed for a learner followinganindividualspecialisttitle,e.g.DesignEngineering.

WorksubmittedforAlevelcomponentsshouldreflectthestandardexpectedforalearnerafterafullAlevelcourseofstudy.TheworkpresentedforassessmentinanAlevelqualificationshowsgreaterdepthofstudythanthatpresentedforanASqualification.Thismight,forexample,beachievedby:

• agreaterdepthofunderstandingandskillindesignand/orareasofproduction

• extendeddevelopmentofdesignthinkingandcommunicationthroughhigherlevelskillsinthinkingandpresentation

• deeperlevelsofexplorationwithmoresupportthroughstakeholderengagement

• anincreasedrequirementtodemonstrateunderstandingandprojectprogressthroughinformativecommunication

• higherlevelskillsdemonstratedincomplexandsophisticateddesignsolutionsandprototypes

• morerigoroustestingandanalysisofdesignsolutionsandtheirviabilityasamarketableproduct.

Toensureteachersaremarkingtothecorrectstandard,teacherswhoaredeliveringAleveland/orAS level should ensure they use the A level and AS levelmarkingcriteria,performancedescriptorsandreferenceexemplarworkforeachlevel.Theseareavailable on the OCR website, www.ocr.org.uk.

Centresmustcarryoutinternalstandardisationtomakesurethatmarksawardedbydifferentteachersare accurate and consistent across all learners entered by the centre. To help set the standard of marking,centresshoulduseexemplarmaterialprovidedbyOCR,and,whereavailable,workfrom



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thatcentrefromthepreviousyear.Whereworkhasbeenmarkedbymorethanoneteacherinacentre,standardisationofmarkingshouldnormallybecarried out according to one of the following procedures:

• eitherasampleofworkthathasbeen markedbyeachteacherisre-markedby the teacher who is in charge of internal standardisation

• oralltheteachersresponsibleformarkingacomponentexchangesomemarkedwork(preferablyatameetingledbytheteacherinchargeofinternalstandardisation)andcomparetheirmarkingstandards.

Where standards are found to be inconsistent, the relevantteacher(s)shouldmakeadjustmenttotheirmarksorre-markalllearners’workforwhichtheywere responsible.

Ifcentresareworkingtogetherinaconsortium,theymustcarryoutinternalstandardisationofmarkingacrosstheconsortium.Centresshouldretainevidencethatinternalstandardisationhasbeencarried out.

Oncethefinale-portfolioissubmittedbythelearnerforassessmentitmustnotberevised.Addinganymaterialtotheworkorremovinganymaterialfromitafterithasbeenpresentedbyalearnerforfinalassessmentwouldconstitutemalpractice.Ifalearnerhasrequiredadditionalassistanceinordertodemonstrateaspectsoftheassessment,theteachermustsubmitamarkwhichrepresentsthelearner’sunaidedachievement.

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

Each learner’s work should be stored in a folder on a secureareaonthecentre’snetwork.PriortosubmittingtheworktoOCR,thecentreshouldaddtheCandidateRecordForm’.

Forfurtherguidanceone-portfoliosandhowtosubmitworkrefertoSection4d.Workshouldbesavedusingthecandidatenameandcentrenameasreference.

Examsdirectory:www.ocr.org.uk

IterativeDesignProject(03,04)–Markingcriteria

Themarkingcriteriaaresetoutoverthefollowingpages to outline how learners are to be assessed followingcompletionoftheirowniterativedesignprocessthatreflectstheirthinking,creativeandpracticalskillsandabilitiesthroughdesigningandmakingaprototype(s).Toensurecomparabilityofalllearnersundertakingthe‘IterativeDesignProject’componentthemarkingcriteriasetoutaretobeusedregardlessoftheendorsedtitletheyhavefollowed.

Themarkingcriteriacoversfivemarkbandstoclearlydifferentiatelearners’workandaredeliveredthroughfivestrandsofassessment,rewardingtwodistinctconsiderations:

• thethinkinganddesignprocessofthe‘IterativeDesignProject’throughexplore/create/evaluate is assessed in strands 1, 2 and 5

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

Theseareoutlinedinmoredetailbelow.

Markband5shouldbeusedtoidentifythoselearnerswhoselevelofworkandoutcome(s)isexceptional,inthatitrepresentsanexpertunderstandingandapplicationofiterativedesigningand is considered the highest standard expected in GCEqualifications.

Thelevelofattainmentisconsistentwithstandardsthatcouldbeseeninaprofessionalenvironment.Asa consequence Mark Band 5 is reserved for learners whomeetthisexceptionalstandardandevidenceshould be apparent.


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Themarkingcriteriafollowa‘bestfit’approach asoutlinedinmoredetailearlierinthissection. Thelayoutoftheassessmentstrandsistosupportinternalapplicationofthecriteria,usingthestatementsandthemarksalongthebottomof eachstrandtosupport‘best-fit’allocation.

Themarkingcriteriaforthe‘IterativeDesignProject’shouldbeconsideredtogetherwiththenon-examcontent(NEA)fromSection2handtherelevant

endorsedtitleinterpretationoftheNEA2ito2ktoensure coverage of content.

Guidance on the delivery and required evidence for the‘IterativeDesignProject’aresetoutinSection3a.

Whencompletinginternalassessment,thesemarkingcriteria should be considered together with the administrativerequirementsoftheNEAoutlinedinSection4d.

Assessmentofprocess

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

Theassessmentof‘process’istheprocessthateachindividual learner has undertaken. The evidence of the process will be given through the learner’s chronologicale-portfolio.

Assessmentofoutcomes

The two outcomestrands(3and4)ofthemarkingcriteriaareanopportunityforassessmentofthegraphicalandpracticaloutcomesdeliveredthroughout the learner’s design processes. This istheassessor’sjudgementof:

• thequalityofdesigncommunication• thequalityofthefinalprototype(s).

Theassessmentof‘outcomes’canonlybemadeagainst what is evidenced in the learner’s chronologicale-portfolio.

Furtherguidanceonthecollectionandpresentationofevidencecanbefoundearlierinthissection,inSection3aandSection4d.

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Strand1–Explore(AO1)

ExceptionalLevel

MarkBand1(1−6) MarkBand2(7−11) MarkBand3(12−16) MarkBand4(17−21) MarkBand5(22−25)

Investigations of the context and feasibility study of potential approaches

Superficialinvestigationsidentifylittleornoproblemsand/oropportunitiesforfurtherconsideration.Littleornoconsiderationofmarketpotentialthrough the approaches taken.

Investigationsareofsufficientqualitytoidentifysomeproblemsand/oropportunitiesforfurtherconsideration.Someconsiderationofmarketpotentialthroughtheapproaches taken.

Investigationsofferagoodlevelofdetailandidentifyabreadthofproblemsandopportunitiesforfurtherconsideration.Informedconsiderationofmarketpotentialthrough the approaches taken.

Comprehensiveinvestigationsidentifyabreadthand/ordepth ofchallengingproblemsandopportunitiesforfurtherconsideration.Objectiveconsiderationofmarketpotentialthrough the approaches taken.

Exceptionalinvestigationsidentify a breadth of highly challenging problemsandopportunitiesforfurtherconsideration.Objectiveandinnovativeconsiderationofmarketpotentialthroughtheapproachestaken.

Design brief Limitedrelevancetothecontextandlittleornoidentificationofaprimaryuserorotherstakeholders.

Somerelevancetothecontextandidentificationofaprimaryuserand/or other stakeholders.

Mostly has relevance to the context offeringscopeforchallengeandidentificationofaprimaryuserandother stakeholders.

Clear and fully relevant to the contextofferingscopeforchallengeandafocusedidentificationofaprimaryuserandotherstakeholders.

Exceptionalunderstandingthatisfullyrelevanttothecontextofferingscope for challenge and a fully focusedidentificationofaprimaryuser and other stakeholders.

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

Superficialconsiderationofprimaryuser(s) needs and wants with littleornoconsiderationofotherstakeholders.Littleornorequirementshavebeenidentifiedandareoutlinedwithlimitedscopeto support the future design process.

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

Informedconsiderationofprimaryuser and other stakeholders needs andwants.Arangeofrequirementswith a good level of detail are identifiedthatofferscopetosupport the design process.

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

Exceptionalconsiderationofprimaryuser and other stakeholders needs and wants. A range of clearly definedandcomprehensiverequirementsareidentifiedthatofferscopetosupportthedesignprocess.

Investigations of existing products and design practices

Littleornoinformationorsourcesofinspirationareidentifiedtooffersupporttodesigniterationsandthinking.

Someinformationand/orsourcesofinspirationareidentifiedthatmaynotalwaysberelevantbutdooffersomeinfluenceondesigniterationsand thinking.

Goodamountofrelevantinformationandsourcesofinspirationareidentifiedtoinfluencedesigniterationsandthinking when required throughout the design process.

Comprehensiveandrelevantinformationandsourcesofinspirationareidentifiedtoinfluencedesigniterationsandthinking when required throughout the design process.

Sophisticated,comprehensiveandfullyrelevantinformationandsourcesofinspirationareidentifiedtoperceptivelyandskillfullyinfluencedesigniterationsandthinking when required throughout the design process.

Exploration of materials and possible technical requirements

Superficialconsiderationofmaterialsand/orpossibletechnicalrequirements.

Somerelevantconsiderationofmaterialsandpossibletechnicalrequirements.

Informedconsiderationofrelevantmaterialsandpossibletechnicalrequirementswhenrequiredthroughout the design process.

Fullandobjectiveconsiderationofrelevantmaterialsandpossibletechnicalrequirementswhenrequired throughout the design process.

Exceptionalconsiderationofrelevantmaterialsandpossibletechnicalrequirementswhenrequired throughout the design process.

Technical specification Inaccurate, outlines basic details and/orisincompletemakingitdifficultforathirdpartytounderstand.

Generally accurate, outlines details thatcommunicatesomerequirementstoathirdparty.

Good levels of accuracy, outlines detailsthatcommunicatemostrequirementstoathirdparty.

High levels of accuracy, outlines detailsthatclearlycommunicateallrequirementstoathirdparty.

Exceptionallevelsofaccuracy,outlines details that show requirementsareconvincinglycommunicatedtoathirdparty.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

0marks–Noresponseornoresponseworthyofcredit

ExceptionalLevel

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Strand2–Create:DesignThinking(AO2)

ExceptionalLevel


Generation of initial ideas

Limiteduseofdifferentdesignapproaches that lead to ideas thatdonotalwaysreflecttherequirementsandmayappearstereotypical.

Somedifferentdesignapproachesthatleadtosomeideasthatavoiddesignfixationandgenerallyreflecttherequirements.

Differentandrelevantdesignapproaches that lead to a ideasthatmostlyavoiddesignfixation,offerscopeforchallengeandreflectrequirements.

Differentandrelevantdesignapproaches that lead to ideas thatfullyavoiddesignfixation,offerexcellentscopeforchallengeandfullyreflectrequirements.

Different,relevantandinnovativedesignapproachesthatleadtonon-fixatedideas,offeringoutstandingscopeforchallengeandfullyreflectandmeetrequirements.

Design developments

Limiteddevelopmentsaresuperficialand/orarenotiterative.

Iterativedevelopmentsaregenerally progressive and respondtosomeidentifiednext-stepsofdevelopment.

Iterativedevelopmentsareprogressive,incorporatingtechnicalrequirementsandrespondtomostidentifiednext-stepsofdevelopment.

Iterativedevelopmentsarecomprehensiveandprogressive,incorporatingalltechnicalrequirementsandfullyrespondtoidentifiednext-stepsofdevelopment.

Iterativedevelopmentsareexceptional,incorporatingalltechnicalrequirementsandfullyrespondandmeetidentifiednext-stepsofdevelopment.

Development of final design solution(s)

Littleornoprogressionseenfromearlierdevelopmentsandlittleornoneoftheidentifiedopportunitiesandrequirementshavebeenmet.

Someprogressionseenfromearlierdevelopmentsandsomeoftheidentifiedopportunitiesandrequirementshavebeenmet.

Clearprogressionfromearlierdevelopmentsandmostoftheidentifiedopportunitiesandrequirementshavebeenmet.

Clearandcomprehensiveprogressionfromearlierdevelopmentsandalloftheidentifiedopportunitiesandrequirementshavebeenmet.

Exceptionalprogressionfromearlierdevelopmentsandalloftheidentifiedopportunitiesandrequirementshavebeenmet.

Critical thinking Superficialresponseswhenproblemsareidentified.

Littleornoevidenceofinnovation*throughoutthedesign process.

Effectiveresponsestosomeidentifiedproblems.

Someevidenceofinnovation*throughout the design process.

Effectiveresponsestomostidentifiedproblems.

Clearevidenceofinnovation*throughout the design process.

Systematicandeffectiveresponsestoallidentifiedproblems.

Clearandsystematicevidenceofinnovation*throughoutthedesign process.

Clear,systematicandhighlyeffectiveresponsestoallidentifiedproblems.

Exceptionalevidenceofinnovation*throughoutthedesign process.

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


*Innovationinthiscontextreferstolearnersconsideringnewmethodsorideastoimproveandrefinetheirdesignsolutionsandmeettheneedsoftheirintendedmarketand/orprimaryuser.

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Strand3–Create:DesignCommunication(AO2)

ExceptionalLevel


Quality of chronological progression

Designiterationsarenotalwaysclearand/orchronological,withlittleornosupportfromreal-timeevidence.

Designiterationsaresometimesclearandpredominantlychronological,somesupportfromreal-timeevidence.

Designiterationsareclearandchronological,mostlysupportedbyreal-timeevidence.

Designiterationsareclear,systematicandchronological,fullysupportedbyreal-timeevidence.

Designiterationsarehighlyprofessional,systematicandchronological, fully supported byexceptionalreal-timeevidence.

Quality of initial ideas

Informalgraphicalandmodellingskillsarelimitedand rarely clear enough to appropriatelycommunicateinitialthinking.

Informalgraphicalandmodellingskillsaresufficient,but are not consistent in appropriatelycommunicatinginitialthinking.

Informalgraphicalandmodellingskillsaregoodandare consistent in appropriatelycommunicatinginitialthinking.

Informalgraphicalandmodellingskillsareexcellentandareeffectiveandconsistent in appropriately communicatinginitialthinking.

Informalgraphicalandmodellingskillsareexceptionalandarehighlyeffectiveandconvincinginappropriatelycommunicatinginitialthinking.

Quality of design developments

Therangeofcommunicationtechniques*usedarelimitedand rarely clear enough to appropriately develop or communicatedesignconcepts.

Therangeofcommunicationtechniques* used are sufficient,butarenotconsistent in appropriately developingorcommunicatingdesign concepts.

Therangeofcommunicationtechniques* used are good and are consistent in appropriately developing or communicatingdesignconcepts.

Therangeofcommunicationtechniques* used are excellentandareeffectiveand consistent in appropriately developing or communicatingdesignconcepts.

Therangeofcommunicationtechniques* used are exceptionalandarehighlyeffectiveandconvincinginappropriately developing or communicatingdesignconcepts.

Quality of final design solution(s)

Formalpresentationofthefinaldesignsolution(s)islimitedmakingitdifficultfora third party to understand.

Formalpresentationofthefinaldesignsolution(s)issufficientandprovidessomeclarity to a third party.

Formalpresentationofthefinaldesignsolution(s)isgood and provides appropriate clarity to a third party.

Formalpresentationofthefinaldesignsolution(s)isexcellent and provides impactandappropriateclarity to a third party.

Formalpresentationofthefinaldesignsolution(s)isexceptionalandprovidesstrongimpactandappropriate clarity to a third party.

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


*RefertoStrand4whenassessingdigitaldesignandmanufacture.

Strand2–Create:DesignThinking(AO2)

ExceptionalLevel


Generation of initial ideas

Limiteduseofdifferentdesignapproaches that lead to ideas thatdonotalwaysreflecttherequirementsandmayappearstereotypical.

Somedifferentdesignapproachesthatleadtosomeideasthatavoiddesignfixationandgenerallyreflecttherequirements.

Differentandrelevantdesignapproaches that lead to a ideasthatmostlyavoiddesignfixation,offerscopeforchallengeandreflectrequirements.

Differentandrelevantdesignapproaches that lead to ideas thatfullyavoiddesignfixation,offerexcellentscopeforchallengeandfullyreflectrequirements.

Different,relevantandinnovativedesignapproachesthatleadtonon-fixatedideas,offeringoutstandingscopeforchallengeandfullyreflectandmeetrequirements.

Design developments

Limiteddevelopmentsaresuperficialand/orarenotiterative.

Iterativedevelopmentsaregenerally progressive and respondtosomeidentifiednext-stepsofdevelopment.

Iterativedevelopmentsareprogressive,incorporatingtechnicalrequirementsandrespondtomostidentifiednext-stepsofdevelopment.

Iterativedevelopmentsarecomprehensiveandprogressive,incorporatingalltechnicalrequirementsandfullyrespondtoidentifiednext-stepsofdevelopment.

Iterativedevelopmentsareexceptional,incorporatingalltechnicalrequirementsandfullyrespondandmeetidentifiednext-stepsofdevelopment.

Development of final design solution(s)

Littleornoprogressionseenfromearlierdevelopmentsandlittleornoneoftheidentifiedopportunitiesandrequirementshavebeenmet.

Someprogressionseenfromearlierdevelopmentsandsomeoftheidentifiedopportunitiesandrequirementshavebeenmet.

Clearprogressionfromearlierdevelopmentsandmostoftheidentifiedopportunitiesandrequirementshavebeenmet.

Clearandcomprehensiveprogressionfromearlierdevelopmentsandalloftheidentifiedopportunitiesandrequirementshavebeenmet.

Exceptionalprogressionfromearlierdevelopmentsandalloftheidentifiedopportunitiesandrequirementshavebeenmet.

Critical thinking Superficialresponseswhenproblemsareidentified.

Littleornoevidenceofinnovation*throughoutthedesign process.

Effectiveresponsestosomeidentifiedproblems.

Someevidenceofinnovation*throughout the design process.

Effectiveresponsestomostidentifiedproblems.

Clearevidenceofinnovation*throughout the design process.

Systematicandeffectiveresponsestoallidentifiedproblems.

Clearandsystematicevidenceofinnovation*throughoutthedesign process.

Clear,systematicandhighlyeffectiveresponsestoallidentifiedproblems.

Exceptionalevidenceofinnovation*throughoutthedesign process.

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


*Innovationinthiscontextreferstolearnersconsideringnewmethodsorideastoimproveandrefinetheirdesignsolutionsandmeettheneedsoftheirintendedmarketand/orprimaryuser.

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Strand4–Create:FinalPrototype(s)(AO2)

ExceptionalLevel


Quality of planning for making the final prototype(s)

Offerslittleornosupporttothemakingprocesswithlittleornoconsiderationofsafety.

Generally supports the managementofthemakingprocesswithsomerelevantrequirementsandsafetyconsiderationsidentifiedfromthetechnicalspecification.

Good level of detail and relevant, coveringmostrequirementsandsafetyconsiderationsidentifiedfromthetechnicalspecificationtomanagethemakingprocess.

Comprehensiveandrelevant,coveringallrequirementsandsafetyconsiderationsidentifiedfromthetechnicalspecificationtoeffectivelymanagethemakingprocess.

Exceptionalandfullyrelevant,coveringallrequirementsandsafetyconsiderationsidentifiedfromthetechnicalspecificationtoconvincinglymanagethemakingprocess.

Quality of final prototype(s)

Inaccurateand/orbasicstandardsdemonstrated.Finishingmaynotbeappropriateand/ortheoutcomewould not present well to a stakeholder.

Sufficientstandarddemonstratedthrough a generally accurate outcome.Finishingisappropriatebuttheoutcomecouldbebetterpresented to stakeholders.

Good standard and levels of accuracydemonstrated.Finishingisappropriateandtheoutcomewillpresent well to a stakeholder.

Excellentstandard,demonstratinghigh levels of accuracy. Finishing isappropriateandtheoutcomewill present well and provide impacttoastakeholder.

Exceptionalstandard,demonstratingoutstandinglevelsof accuracy. Finishing is appropriate andtheoutcomewillconvinceandprovidestrongimpactwhenpresented to a stakeholder.

Use of specialist techniques and processes

Limitedandrarelyappropriatetomaterials/componentsbeingused.

Sufficient,butarenotconsistentlyappropriatetomaterials/componentsbeingused.

Good and are consistently appropriatetomaterials/componentsbeingused.

Excellentandareeffectiveandconsistently appropriate to materials/componentsbeingused.

Exceptional,highlyeffectiveandconsistently appropriate to materials/componentsbeing used.

Use of specialist tools and equipment

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

Useandselectionofhandtoolsandmachineryaresufficient,butnotalways consistently appropriate. Digitaldesignandmanufacture*isnot always used appropriately, but demonstratesufficientskillsandknowledge.

Useandselectionofhandtoolsandmachineryaregoodandconsistently appropriate. Digital designandmanufacture*areusedappropriatelytodemonstrategoodskills and knowledge.

Useandselectionofhandtoolsandmachineryareeffectiveandconsistently appropriate. Digital designandmanufacture*areusedeffectivelyandappropriatelytodemonstrateexcellentskillsand knowledge.

Useandselectionofhandtoolsandmachineryarehighlyeffectiveand consistently appropriate. Digitaldesignandmanufacture*areusedhighlyeffectivelyandappropriatelytodemonstrateexceptionalskillsandknowledge.

Viability of the final prototype(s)

Littleornolinkstothetechnicalspecificationanddemonstrateslimitedpotentialtobecomeamarketable/industrialproduct.

Meetssomeofthetechnicalspecificationanddemonstratessomepotentialtobecomeamarketable/industrialproduct.

Meetsmostofthetechnicalspecificationanddemonstratesgoodpotentialtobecomeamarketable/industrialproduct.

Meets all of the technical specificationanddemonstratesexcellentpotentialtobecomeamarketable/industrialproduct.

Meets all of the technical specificationanddemonstratesexceptionalpotentialtobecomeamarketable/industrialproduct.

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


*Itmaynothavebeenappropriatetousedigitaldesignandmanufactureinthefinalprototype.Wherethisisthecase,thestatementshouldbeassessedontheskilllevelsdemonstratedwhenusingdigitaldesignandmanufacturethroughearliermodelling.Thiscanequallybeappliedtotheuseofhandtoolsandmachinery,allofwhich require appropriate evidence.

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Strand5–Evaluate(AO3)

ExceptionalLevel


Analysis and evaluation of primary and/or secondary sources

Limitedanalysisandevaluationofinvestigatedsourcesofinformationfromstakeholders,existingproductsand/orwiderissues,offeringlittleornosupporttoinformthedesignprocess.

Sufficientanalysisandevaluationofinvestigatedsourcesofinformationfromstakeholders,existingproductsandwiderissues,offeringsomesupporttoinformthedesignprocess.

Good level of analysis and evaluationofinvestigatedsourcesofinformationfromstakeholders,existingproductsandwiderissues,offeringclearsupporttoinformthedesignprocess.

Comprehensiveandsystematicanalysisandevaluationofinvestigatedsourcesofinformationfromstakeholders,existingproductsandwiderissues,offeringclearandfocusedsupporttoinformthedesignprocess.

Exceptionalanalysisandevaluationofinvestigatedsourcesofinformationfromstakeholders,existingproductsandwiderissues,offeringclearandconvincingsupporttoinformthedesignprocess.

Ongoing evaluation to manage design progression

Superficialevaluationswithlittleornoreflectiononrequirementsor feedback.

Littleornoreviewstoidentifyanyproblemsand/ornext-stepsforfutureiterationsresultinginlimitedsupporttodesignprogression.

Somecriticalevaluationswithsufficientreflectiononrequirementsandfeedback.

Infrequentreviewstoidentifysomeproblemsand/ornext-stepsforfutureiterationsthat are not always consistent in supportingdesignprogression.

Mostlycriticalevaluationswithgoodreflectiononrequirementsand feedback.

Ongoing and clear reviews to identifyproblemsandnext-stepsforfutureiterationstoconsistently support design progression.

Fullandcriticalevaluationswithfocusedreflectiononrequirementsandfeedback.

Ongoing, clear and comprehensivereviewstoidentifyproblemsandnext-stepsforfutureiterationstoeffectivelyand consistently support design progression.

Exceptionalcriticalevaluationswithfocusedreflectiononrequirementsandfeedback.

Ongoing,perceptiveandcomprehensivereviewstoidentifyproblemsandnext-stepsforfutureiterationsandconvincinglysupports progression.

Risk Assessments Littleornoanalysisandevaluationresultinginsuperficialconsiderationsofhealthandsafety risks.

Sufficientanalysisandevaluationthatresultinsomeconsiderationsofhealthandsafety risks.

Good level of detail in analysis andevaluationthatresultinclearconsiderationsofhealthandsafety risks.

Comprehensiveanalysisandevaluationthatresultinclearandfocusedconsiderationsofhealth and safety risks.

Exceptionalanalysisandevaluationthatresultinperceptiveandappropriateconsiderationsofhealth and safety risks.

Feasibility of the design solution

Limitedwithlittleornomethodsused to appropriately analyse and test whether the design solutionisfitforpurpose.

Sufficientwithsomeappropriatemethodsusedtoanalyse and test whether the designsolutionisfitforpurpose.

Goodlevelofdetailwithmostlyappropriatemethodsusedtoanalyse and test whether the designsolutionisfitforpurpose.

Comprehensivewithfullyappropriatemethodsusedtoanalyse and test whether the designsolutionisfitforpurpose.

Exceptional,withfullyappropriatemethodsusedtoanalyseandtestwhetherthedesignsolutionisfitfor purpose.

Evaluation of the final prototype(s)

Superficialevaluationofstrengthsand/orweaknesseswithlittleornosuggestionsformodificationand/orconsiderationofpossibledesignoptimisationpresented.

Sufficientcriticalevaluationofstrengthsand/orweaknesseswithsomesuggestionsformodificationand/orconsiderationofpossibledesignoptimisationpresented.

Goodcriticalevaluationofstrengths and weaknesses with detailedsuggestionsformodificationandconsiderationofpossibledesignoptimisationpresented.

Fullandcriticalevaluationofstrengths and weaknesses with comprehensivesuggestionsformodificationandconsiderationofpossibledesignoptimisationpresented.

Exceptionalcriticalevaluationofstrengths and weaknesses with perceptiveandcomprehensivesuggestionsformodificationandconsiderationofclearlydefineddesignoptimisationpresented.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

0marks–Noresponseornoresponseworthyofcredit.

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ThetablebelowdemonstrateshowtheAssessmentObjectivesareattributedtoeachsectionofthe

non-examassessmentandwhereevidenceofmathematicscanbeassessed.

IterativeDesignProject(03)–AssessmentObjectiveDistribution

StrandofMarkingCriteria%ofoverallIterativeDesignProject Total %

perstrand

Use of Maths SkillsAO1 AO2 AO3

Explore 25 0 0 25

Create–DesignThinking 0 19 0 19

Create–DesignCommunication 0 13 0 13

Create–Finalprototype(s) 0 18 0 18

Evaluate 0 0 25 25

Total 25% 50% 25% 100%

3g. Synopticassessment

Synopticassessmentisthelearner’sunderstandingoftheconnectionsbetweendifferentelementsofthesubject.Itinvolvestheexplicitdrawingtogetherofknowledge,skillsandunderstandingfromacrossthefull A Level course of study.

Theemphasisofsynopticassessmentistoencouragethe understanding of Design and Technology as a whole discipline.

Synopticassessmentrequireslearnerstomakeanduseconnectionswithinandbetweenalldifferentareasofdesignandtechnology,forexample,by:

• understandinghowaniterativedesignprocessrequiresmultipleconsiderationsnotonlyto‘explore/create/evaluate’,butalsothroughtheapplicationofknowledgeandunderstandingof

both‘core’and‘applied’designing,makingandtechnical principles

• justifyingthinkinginrelationtoaniterativedesignprocessthroughtheconsiderationof,say,theforcesexertedonajointorseamandwhatimpactthathasonthematerialsbeingusedtodemonstratethatitiseffectivelyfulfillingitsrequirements,ortheidentificationofstakeholderneedsandfulfillingtheseneedsthroughthedeliveryofadesignsolution

• stretchingdesignchallengestonotonlydemonstrateapplicationofknowledge and understanding of design and technical principles,butalsothroughtheapplication ofwidermathematicalandscientificknowledge.

3h. Calculatingqualificationresults

Alearner’soverallqualificationgradeforALevelinDesign and Technology will be calculated by multiplyingtheirmarksfortheNEAby150%andthenaddingthistotheirmarksforthetwoexaminedcomponentstakentogivetheirtotalweightedmark.

Thismarkwillthenbecomparedtothequalificationlevelgradeboundariesfortheentryoptiontakenbythelearnerandfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.


4

Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.

MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.OCR’s Admin overview is available on the OCR website at http://www.ocr.org.uk/administration.

4 Admin:whatyouneedtoknow

4a. Pre-assessment

Estimatedentries

Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.Estimatedentries

shouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityourcentre in any way.

Finalentries

Final entries provide OCR with detailed data for eachlearner,showingeachassessmenttobetaken. Itisessentialthatyouusethecorrectentrycode,considering the relevant entry rules and ensuring that youchoosetheentryoptionforthemoderationyouintend to use.

FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.

All learners taking an A Level in Design and Technologymustbeenteredforoneofthe followingentryoptions:

Entryoption Components

Entrycode Title Code Title Assessment type

H404 A

Design and Technology:

Design Engineering A

01 PrinciplesofDesignEngineering ExternalAssessment

02 ProblemSolvinginDesignEngineering

ExternalAssessment

03 IterativeDesignProject(Repository)

Non-examAssessment

H404 B


Design Engineering B



ExternalAssessment

04 IterativeDesignProject(Postal) Non-examAssessment

H404 C


Design Engineering C



ExternalAssessment

80 IterativeDesignProject(CarriedForward)

Non-examAssessment

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Entryoption Components

Entrycode Title Code Title Assessment type

H405 A

Design and Technology:Fashion and TextilesA

01 PrinciplesofFashionandTextiles ExternalAssessment

02 ProblemSolvinginFashionandTextiles

ExternalAssessment


Non-examAssessment

H405 B

Design and Technology:Fashion and TextilesB



ExternalAssessment


H405 C

Design and Technology:Fashion and TextilesC



ExternalAssessment


Non-examAssessment

H406 ADesign and Technology:

ProductDesignA

01 PrinciplesofProductDesign ExternalAssessment

02 ProblemSolvinginProductDesign ExternalAssessment


Non-examAssessment

H406 BDesign and Technology:

ProductDesignB




H406 CDesign and Technology:

ProductDesignC




Non-examAssessment

*EntryoptionH404C,H405CorH406Cshouldonlybeselectedforlearnerswhoareretakingthequalificationwhowanttocarryforwardtheirmarkforthenon-examassessment.


4

Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.

Detailedinformationabouteligibilityfor specialconsiderationcanbefoundinthe

JCQpublication A guide to the special consideration process.

Regulationsgoverningexaminationarrangements are contained in the JCQ Instructions for conducting examinations.

4b. Specialconsideration

4c. Externalassessmentarrangements

Regulationsgoverningexaminationarrangementsare contained in the JCQ Instructions for conducting examinations.

4d. Adminofnon-examassessment

RegulationsgoverningarrangementsforinternalassessmentsarecontainedintheJCQInstructions for conducting non-examination assessments.

Itshouldbemadecleartolearnersthatoncethefinalportfolioshavebeensubmittedforassessment,nofurtherworkmaytakeplace.

Approvaloftasks

TheexplorationofanycontextusedinanALevel‘IterativeDesignProject’isessentiallydowntothelearner,astherearenoOCRsettasks,andthisformsanimportantpartofthelearner’snon-examassessment.Priorteachingandlearningshouldensure learners know how to explore contexts that offerpossibilitiesfordevelopmentthroughaproject.

Learnersshouldalsobeawareofhowtomodifytheirapproachappropriatelythroughaniterativedesignprocess,evidencingchangesinthedirectionofataskis required.

FurtherinformationontasksettingcanbefoundinSection3a.

Authenticationoflearners’work

Centresmustdeclarethattheworksubmittedforassessmentisthelearner’sownbycompletingacentreauthenticationform(CCS160)foreachinternally-assessedcomponent.ThisinformationmustberetainedatthecentreandbeavailableonrequesttoeitherOCRortheJCQcentreinspectionservice.Itmustbekeptuntilthedeadlinehaspassedforcentrestosubmitanenquiryaboutresults(EAR).Once this deadline has passed and centres have not requested an EAR, this evidence can be destroyed.

AcopyoftheCandidateDeclarationForm,whichformspartofthesubmissionforeachlearner’swork,can be found on the OCR website www.ocr.org.uk. It isimportanttonotethatall learners are required to signandcompletethisform,andnotmerelythosewhoseworkformspartofthesamplesubmittedtothemoderator.MalpracticediscoveredpriortothelearnersigningthedeclarationofauthenticationneednotbereportedtoOCRbutmustbedealtwithinaccordance with the centre’s internal procedures.


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Beforeanyworktowardsthenon-examassessment isundertaken,thelearner’sattentionshouldbedrawn to the relevant JCQ Notice to Learners. This is available on the JCQ website www.jcq.org.uk and included in the Instructions for Conducting Coursework/Portfolios. More detailed guidance onthepreventionofplagiarismisgiveninthePlagiarism in Examinations.

Learners’ level of ability and each individual’s work shouldbeclearlyidentifiableandbetakenunderconditionswhichensurethattheevidencegeneratedbyeachlearnercanbeauthenticated.

Investigation,explorationanddesignthinkingcantake place outside the centre as well as within the centre. Teachers need to ensure that the any work of thisnatureisonlyusedtosupportthenarrativeoftheNEAandthatanyworkundertakentopresenttheirfinaldesignsolution(s)andprototype(s)iscarried out under guidance and supervision.

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

Headofcentreannualdeclaration

The Head of Centre is required to provide a declarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthat all candidates at the centre have had the opportunity to undertake the prescribed course activities.

PleaseseetheJCQpublicationInstructions for conducting non-examination assessments for further information.AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentre status being suspended and could lead to the withdrawal of our approval for you to operate as a centre.

InternalStandardisation

Centresmustcarryoutinternalstandardisationtoensurethatmarksawardedbydifferentteachersare

accurate and consistent across all learners entered for thecomponentfromthatcentre.

Privatecandidates

PrivatecandidatesmayenterforOCRassessments.

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

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

isanessentialpartofthecourseandwillallowlearners to develop skills for further study or employment.

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

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

http://www.jcq.org.uk


4

Preparingworkforsubmission

Preparingworkforsubmissioncanbeatimeconsumingand stressful task if not planned properly. So as not to wasteprecioustime,centresshouldmakesuretheyarefullyawareofthesampletheyarerequiredtosubmit.Centres will have stored all of their learners’ folders within a secure folder on their centre network.

Withineachlearner’sfolderfromthesamplebeingsubmitted,thefollowingformsmustbeincluded:

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

appropriate).

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

TheCandidateRecordFormisusedtomarklearners’workwithsupportingevidence.Thiswilloffercentresanopportunitytojustifyhowtheyarrivedatthemarkthatwasgivenandtoaddanyadditionalevidenceofthe prototype(s) if the learners’ evidence is not sufficientindemonstratingthemarksawarded.

AllformsforsubmissionareavailabletodownloadonthesubjectpageontheOCRwebsite.

Moderation

Thepurposeofmoderationistobringthemarkingofinternally-assessedcomponentsinallparticipatingcentres to an agreed standard. This is achieved by checkingasampleofeachcentre’smarkingoflearners’ work.

Followinginternalstandardisation,centressubmitmarkstoOCRandthemoderator.Iftherearefewerthan10learners,alltheworkshouldbesubmittedformoderationatthesametimeasmarksaresubmitted.

OncemarkshavebeensubmittedtoOCRandyourmoderator,centreswillreceiveamoderationsamplerequest.Sampleswillincludeworkfromacrosstherangeofattainmentofthelearners’work.

Therearetwowaystosubmitasample:

ModerationviatheOCRRepository–Where you upload electronic copies of the work included inthesampletotheOCRRepositoryandyourmoderatoraccessestheworkfromthere.Please refer to the OCR Admin guide: 14–19 qualifications fordetailsabouthowtosubmitfilesusingtheOCRRepository.

Postalmoderation–Whereyoupostthesampleofworktothemoderator.

Themethodthatwillbeusedtosubmitthemoderationsamplemustbespecifiedwhenmakingentries.TherelevantentrycodesaregiveninSection4a.

Alllearners’workmustbesubmittedusingthesameentryoption.Itisnotpossibleforcentrestoofferbothoptionswithinthesameseries.

Centreswillreceivetheoutcomeofmoderationwhentheprovisionalresultsareissued.Thiswillinclude:

ModerationAdjustmentsReport–Listingany scalingthathasbeenappliedtointernally-assessedcomponents

ModeratorReporttoCentres–Abriefreportbythemoderatorontheinternalassessmentoflearners’work.

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Carryingforwardnon-examassessment

Learnerswhoareretakingthequalificationcanchooseeithertoretakethenon-examassessmentortocarryforwardtheirmarkforthatcomponentfromthepreviousexamseries.

Ifalearnerdecidestocarryforwardtheirmark,theymustbeenteredintheretakeseriesusingtheentrycodeforthecarryforwardoptionH404C,H405CorH406 C.

• Learnersmustdecideatthepointofentrywhether they are going to carry forward the non-examassessment,oriftheyaregoingto

retake 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.

Alevelqualificationsaregradedonthescale:A*, A, B, C, D, E, where A* is the highest. Learners who failtoreachtheminimumstandardforEwillbeUnclassified(U).

OnlysubjectsinwhichgradesA*toEareattainedwillberecordedoncertificates.

4e. Resultsandcertificates

GradeScale

E-Portfolios

Inordertominimisesoftwareandhardwarecompatibilityissuesitwillbenecessarytosavelearners’workusinganappropriatefileformat.

Learnersmustuseformatsappropriatetotheevidence they are providing and appropriate to viewingforassessmentandmoderationpurposes.

Openfileformatsorproprietaryformatsforwhichadownloadable reader or player is available are acceptable. Where a downloadable version is not available,thefileformatisnotacceptable.

Evidencesubmittedcanbethroughoneormoreformats,butitisessentialthatallformatsareclearlylabelledandsignpostedtoofferastraightforwardchronological review of the work.

Learnersdonotgainmarksforusingmoresophisticatedformatsorforusingarangeofformats.

Allportfolioevidenceshouldbeappropriatetothereal-timeactivitybeingpursued.Solongasevidenceisclearlyreal-time,alearnerwhochoosesoronlyhasaccess to digital photography (as required in the specification)andworddocumentswillnotbedisadvantaged by that choice.

Toensurecompatibility,allfilessubmittedmustbeintheformatslistedinAppendix5g.Wherenewformatsbecomeavailablethatmightbeaccepted,OCRwillprovidefurtherguidanceonthesubjectwebpage.OCRadvisesagainstchangingthefileformatthatthedocumentwasoriginallycreated in. It is the centre’s responsibility to ensure that theelectronicworksubmittedformoderationisaccessibletothemoderatorandfullyrepresents the evidence available for each learner.


4

Anumberofpost-resultsservicesareavailable:

• Enquiriesaboutresults–Ifyouarenothappywiththeoutcomeofalearner’sresults,centresmaysubmitanenquiryaboutresults.

• Missingandincompleteresults–Thisserviceshouldbeusedifanindividualsubjectresult

foralearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied.

• Accesstoscripts–Centrescanrequestaccesstomarkedscripts.

4f. Post-resultsservices

4g. Malpractice

Anybreachoftheregulationsfortheconductofexaminationsandnon-examassessmentwork mayconstitutemalpractice(whichincludesmaladministration)andmustbereportedto OCR as soon as it is detected.

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

Results

Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centres will have access to the following results informationforeachlearner:

• thegradeforthequalification• therawmarkforeachcomponent• thetotalweighted markforthequalification.

Thefollowingsupportinginformationwillbeavailable:

• rawmarkgradeboundariesforeachcomponent• weightedmarkgradeboundariesforeachentry

option.

Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.

Alearner’sfinalresultswillberecordedonanOCRcertificate.TheH404,H405andH406endorsedtitleswillbeshownrespectivelyonthecertificateas:

‘OCRLevel3AdvancedGCEinDesignandTechnology:Design Engineering’

‘OCRLevel3AdvancedGCEinDesignandTechnology:FashionandTextiles’

‘OCRLevel3AdvancedGCEinDesignandTechnology:ProductDesign’.

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

TheAlevelqualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcould disadvantage learners who share a protected CharacteristicasdefinedbytheEqualityAct2010. Allreasonablestepshavebeentakentominimiseanysuch disadvantage.

5a. Accessibility

5 Appendices

5b. Overlapwithotherqualifications

Thisqualificationallowsforknowledgeandunderstandingtobedrawnonandappliedfrom otherqualificationssuchasArtandDesign,ComputerScienceandGeography,butthereisnosignificantoverlapwiththesequalifications.

ThereiscontentinthespecificationthathassomeoverlapwithGCSE(9–1)mathematicsandscientificspecifications.ThisoverlapisarequirementofthequalificationandinparticularthemathematicalskillsaresetoutasaconditionofassessmentbyOfqual.

WithinthecontentinSections2e–2kofthisspecificationthelinkstomathematicsandsciencearehighlightedusingsymbols.

= Maths

= Science

Inaddition,themathematicalskillsareinterpretedforeachcomponentalongsidethecontentandfurthermappingisgiveninthenexttwosections tooutlinethelinkstorespectiveGCSE(9–1)specificationsinMathematicsandCombinedScience.

Inadditiontotheabove,theendorsedtitleof TextileswithinASandALevelArtandDesigncan beseentolinkdirectlytothetextilesrequirements inthisqualification.Itis,however,importantto beawarethatthetwoqualificationscoververydifferentsubjects.Learnersconsideringtaking eitherqualificationshouldbemadeawareofthesedifferencestoensuretheyaremakingtherightchoices for their futures. A review of the progression fromGCEDesignandTechnology:FashionandTextileswillsupportcentresinunderstandingtheavailablepathwaysintoHigherandFurtherEducation.

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5c. UseofmathematicswithinDesignandTechnology

Through their work in design and technology, learners are required to apply relevantmathematicalknowledge,skillsandunderstandingequivalenttohighertierGCSE(9–1)learning.

ThetablebelowshowstherequirementsformathematicalskillstobecoveredwithinALevelDesignandTechnology.Thesearesupportedwithexamplestodemonstrateapplicationofeachskillthatcouldbeassessedinexaminations.

LearnersfollowingtheDesignEngineeringendorsedtitlearerequiredtoadditionallyapplytheirmathematicalskillstothescientificformulaeoutlinedinAppendix5dandspecificengineeringformulaeasoutlinedbelow.Learnerswillberequiredtoknowtheseformulaeandshouldbefamiliarwithhowtoapplythemthroughtheirteachingandlearning.Formulaethatfallwithinmathematicalskillswillbeattributedtothe25%mathsmarks,formulaefromscienceandengineering will not.

WithinOCR’sGCSE(9–1)inMathematicsthecontentisoutlinedatthreedifferentlevels,thethirdcolumnidentifiesthelearningthatisexclusivetohighertierGCSE(9–1).Thefirsttwocolumnsidentifycontentthatisassociateswithfoundationtierorlower.TheseareallshowninthetablebelowtodemonstratehowtheGCSE(9–1)inMathematicscansupportteachingandlearninginDesignandTechnology.

TheMathscontentcolumnsareindicatedasappropriateusing(1),(2)and(3)toclarifythestandard.WherecontentispresentedfromthefirsttwocolumnsthesewillbeassessedatalevelofdemandabovethedescriptionofthestatementtoensuretheymeettherequirementsofhighertierGCSE(9–1).

WithanymathematicswithinDesignandTechnologyitisimportantthatlearnersunderstandthestandardapplicationofmetricunitsandotherstandardunitsofmass,length,timeandmoney.

MathematicalskillsrequirementsforDesignandTechnology

OCR

GCS

E(9–1

)Mathe

mati

cs

ref. GCSE(9–1)Mathematicsspecification(J560)

Required skills Examples of application in Design and Technology

M1

Confidentuseofnumberandpercentages

All endorsed titles

• calculationofquantitiesofmaterials,components,costsandsizewithconsiderationofpercentageprofitsandtolerancesasappropriate.

• substitutenumericalvaluesintoandrearrangelearntformulaeandexpressions.

• confidentuseofdecimalandstandardform.

3.01b

3.02a

4.01a

4.01c

• Calculatepositiveintegerpowersandexactroots.(1)

• Interpretandordernumbersexpressedinstandardform.Convertnumberstoandfromstandardform.(1)

• Roundanswerstoanappropriatelevelofaccuracy.(2)

• Useinequalitynotationtowritedownanerrorintervalforanumberormeasurementroundedortruncatedtoagivendegreeof accuracy. (2) Calculate the upper and lower bounds of a calculationusingnumbersroundedtoaknowndegreeofaccuracy. (3)

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OCR

GCS

E(9–1

)Mathe

mati

cs



6.02a

6.02b

6.02c

6.04a

10.01a

10.01b

Formulatesimpleformulaeandexpressionsfromreal-worldcontexts.(1)

Substitutepositivenumbersintosimpleexpressionsandformulaetofindthevalueofthesubject(1)andintomorecomplexformulae,includingpowers,rootsandalgebraicfractions.(2)

Rearrangeformulaetochangethesubject,includingcaseswherethesubjectappearstwice,orwhereapowerorreciprocalofthesubjectappears. (2)

Understandandusethesymbols<,≤,>and≥.(1)Solvelinearinequalitiesinone variable. (2)

Useandconvertstandardunitsofmeasurementforlength,area,volume/capacity,mass,timeandmoney(1)andinalgebraiccontexts.(2)

Useandconvertsimplecompoundunits(e.g.forspeed,ratesofpay,unitpricing)(1)(e.g.density,pressure)(2).Knowandapplyinsimplecases:speed=distance÷time(1)anddensity=mass÷volume.Useandconvertcompoundunitsinalgebraiccontexts.(2)

Design Engineering only:

• recallandapplicationofengineeringformulaeinqualitativeworkandcalculationswhenapplyingengineeringtomathematicalskills:

o Young’smodulus=strainstress

6.02b

6.02e

Substitutepositivenumbersintosimpleexpressionsandformulaetofindthevalueofthesubject(1)ornegativenumbersintomorecomplexformulae,includingpowers,rootsandalgebraicfractions.(2)

Use , 21

and 2v u at s ut at v u as2 2 2= + = + = + where a is constant

acceleration,uisinitialvelocity,visfinalvelocity,sisdisplacementfrompositionwhent = 0 and tistimetaken.(1)

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OCR

GCS

E(9–1

)Mathe

mati

cs



o Stress = cross sectional area

force-

o Strain = original lengthextension

o Pressure=force/areao Wavefrequency=1/periodo Turningeffects,torque=Fd,or

moment=Fx

• recallandapplicationofscientificformulaeoutlinedinrequirementS1inAppendix5d.

10.01b Useandconvertsimplecompoundunits(e.g.forspeed,ratesofpay,unitpricing(1))(e.g.density,pressure)(2).Knowandapplyinsimplecases:speed=distance÷time(1)anddensity=mass÷volume.Useandconvertcompoundunitsinalgebraiccontexts.(2)

M2Useofratios

• understandanduseratiosinthescalingofdrawingsandpatterngrading

• understandandapplyfractions andpercentages when analysing data, survey responsesanduserquestionnairesgivenintables and charts

• calculatepercentagese.g.withprofit,wastesavingcalculationsorcomparingmeasurements.

2.01a

2.01c

2.03a

2.03b

2.03c

5.01a

5.01b

5.01c

5.01d

9.04c

Recogniseanduseequivalencebetweensimplefractionsandmixednumbers.(1)

Calculateafractionofaquantity.(1)

Convertbetweenfractions,decimalsandpercentages.(1)

Calculateapercentageofaquantity,andexpressonequantityasapercentage of another. (1)

Expresspercentagechangeasadecimalorfractionalmultiplier.Applythistopercentagechangeproblems(includingoriginalvalueproblems).(2)

Findtheratioofquantitiesintheforma :bandsimplify.Findtheratioofquantitiesintheform1:n. (1)

Splitaquantityintotwopartsgiventheratiooftheparts.Expressthedivisionofaquantityintotwopartsasaratio.Calculateonequantityfromanother,giventheratioofthetwoquantities.(1)

Interpretaratiooftwopartsasafractionofawhole.(1)

Solvesimpleratioandproportionproblems.(1)

Comparelengths,areasandvolumesusingrationotationandscalefactors.(1)Understandtherelationshipbetweenlengths,areasandvolumesofsimilarshapes.(3)

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M3Calculationofsurface areas and/orvolumes

• determiningquantitiesofmaterialsbysurfacearea

• calculatetheoverallsurfaceareaofdifferentshapes, such as cuboids, cylinders and spheres todeterminequantitiesofmaterialandfeasibility analysis

• calculatethevolumeofdifferentshapes,suchas,cuboids,cylindersandspherestodeterminesuitabilityofobjectsandproducts.

8.06a

10.04a

10.04b

10.04c

Recogniseandknowthepropertiesofthecube,cuboid,prism,cylinder,pyramid,coneandsphere.(1)

Calculatethesurfaceareaandvolumeofcuboidsandotherrightprisms(including cylinders). (1)

Calculatethesurfaceareaandvolumeofspheres,conesandsimplecompositesolids(formulaewillbegiven).(2)

Calculatethesurfaceareaandvolumeofapyramid(theformulaareaofbase × height will be given). (2)

M4Use of trigonometry

All endorsed titles

• calculatethesidesandanglesofobjectstodeterminestructuralintegrity,markingoutanddirectionofmovement

Design Engineering only

• determiningprojectilemotionanddirectionofmovement

• determininghowtoresolveforcevectorsusingFx = F cosi and Fy = F sini

8.04b

10.05a

10.05b

10.05c

Knowthebasicpropertiesofthesquare,rectangle,parallelogram,trapezium,kiteandrhombus.(1)Usethesefactstofindlengthsandanglesinrectilinearfiguresandinsimpleproofs.(2)Usethesefactsinmoreformalproofsofgeometricalresults.(3)

Know,deriveandapplyPythagoras’theorema b c2 2 2+ = tofindlengthsinright-angledtrianglesin2Dfigures.(2)ApplyPythagoras’theoreminmorecomplexfigures,including3Dfigures.(3)

Knowandapplythetrigonometricratios,sini, cosi and tani and apply themtofindanglesandlengthsinright-angledtrianglesin2Dfigures.(2)Applythetrigonometryofright-angledtrianglesinmorecomplexfigures,including3Dfigures.(3)

Know the exact values of sini and cosi for i = 0°, 30°, 45°, 60° and 90°.Know the exact value of tani for i = 0°, 30°, 45° and 60°. (2)

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10.05d

10.05e

Know and apply the sine rule, sin sin sinAa

Bb

Cc

= = ,tofindlengthsandangles. (3)

Know and apply the cosine rule, 2 cosa b c bc A2 2 2= + - ,tofindlengthsand angles. (3)

M5Construction,useand/oranalysis of graphs and charts

All endorsed titles

• representationof datausedto informdesigndecisionsandevaluationof outcomes

• presentationof marketdata,userpreferences, outcomesof marketresearchaspartofproduct design,fashionand textiles

• interpretandextractappropriatedata.

7.01a

7.04a

12.02a

12.02b

12.03a

Work with x-andy-coordinatesinallfourquadrants.(1)

Constructandinterpretgraphsinreal-worldcontexts.(1)Recogniseandinterpretgraphsthatillustratedirectandinverseproportion.(2)

Interpretandconstructchartsappropriatetothedatatype;includingfrequencytables,barcharts,piechartsandpictogramsforcategoricaldata,verticallinechartsforungroupeddiscretenumericaldata.Interpretmultipleandcompositebarcharts.(1)Designtablestoclassifydata.Interpretandconstructlinegraphsfortimeseriesdata,andidentifytrends(e.g.seasonalvariations).(2)

Interpretandconstructdiagramsforgroupeddataasappropriate,i.e.cumulativefrequencygraphsandhistograms(witheitherequalorunequal class intervals). (3)

Calculatethemean,mode,medianandrangeforungroupeddata.Findthemodalclass,andcalculateestimatesoftherange,meanandmedianforgroupeddata,andunderstandwhytheyareestimates.Describeapopulationusingstatistics.Makesimplecomparisons.Comparedatasetsusing‘likeforlike’summaryvalues.Understandtheadvantagesanddisadvantagesofsummaryvalues.(1)Calculateestimatesofmean,median,mode,range,quartilesandinterquartilerangefromgraphicalrepresentationofgroupeddata.Drawandinterpretboxplots.Usethemedianandinterquartilerangetocomparedistributions.(3)

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12.03c

12.03d

Plotandinterpretscatterdiagramsforbivariatedata.Recognisecorrelation.(1)Interpretcorrelationwithinthecontextofthevariables,andappreciatethedistinctionbetweencorrelationandcausation.Drawalineofbestfitbyeye,anduseittomakepredictions.Interpolateandextrapolatefromdata,andbeawareofthelimitationsofthesetechniques. (2)

Identifyanoutlierinsimplecases.(1)Appreciatetheremaybeerrors indatafromvalues(outliers)thatdonot‘fit’.Recogniseoutliersonascattergraph.(2)

Design Engineering only

• presentandinterpretvelocity/timegraphs,stress-strainand resistance-temperaturegraphs

• representationoffrequency,period,amplitudeand phase.

7.04b

7.04c

Calculateorestimategradientsofgraphs,andinterpretincontexts suchasdistance-timegraphs,velocity-timegraphsandfinancialgraphs.Apply the concepts of average and instantaneous rate of change (gradientsofchordsortangents)innumerical,algebraicandgraphicalcontexts. (3)

Calculateorestimateareasundergraphs,andinterpretincontextssuchasdistance-timegraphs,velocity-timegraphsandfinancialgraphs.(3)

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M6Use of coordinates and geometry

• useofdatumpointsandgeometrywhensettingoutdesigndrawings,whensettingoutpatternsandwithin engineeringdrawings

• presentaccurate2Dand3Dgraphicstocommunicatedesignsolutions.

8.01g

8.06b

9.03a

10.01c

Use x-andy-coordinatesinplanegeometryproblems,includingtransformationsofsimpleshapes.(1)

Interpretplansandelevationsofsimple3Dsolids.(1)Constructplansandelevationsofsimple3Dsolids,andrepresentations(e.g.usingisometricpaper)ofsolidsfromplansandelevations.

Understandaddition,subtractionandscalarmultiplicationofvectors. (2)Usevectorsingeometricargumentsandproofs.(3)

Construct and interpret scale drawings. (1)

M7Useofstatisticsand probability asameasureoflikelihood

• interpretstatisticalanalysestodetermineuserneeds and preferences

• usedatarelated tohumanscaleandproportiontodetermineproduct scale and dimensionsandsizesanddimensionsof fashion products

• understandingof dimensional variationsinmassproducedcomponents

• defectsinbatches andreliabilitylinked toprobabilities.

11.01a

11.01b

11.01c

11.02e

11.02f

Usethe0-1probabilityscaleasameasureoflikelihoodofrandomevents,forexample,‘impossible’with0,‘evens’with0.5,‘certain’ with 1. (1)

Record,describeandanalysetherelativefrequencyofoutcomesofrepeatedexperimentsusingtablesandfrequencytrees.(1)

Userelativefrequencyasanestimateofprobability.(1)Understandthatrelativefrequenciesapproachthetheoreticalprobabilityasthenumberof trials increases.

Usetheadditionlawformutuallyexclusiveevents.Use p(A) + p(not A) = 1. (1) Deriveorinformallyunderstandandapplytheformulap(A B) p(A) p(B) p(A B)or and= + - (2)

Usetreediagramsandotherrepresentationstocalculatetheprobabilityofindependentanddependentcombinedevents.(2)Understandtheconceptofconditionalprobability,andcalculateitfromfirstprinciplesinknowncontexts.Deriveorinformallyunderstandandapplytheformulap(A and B) = p(A given B)p(B). Know that events A and B are independent if and only if p(A given B) = p(A). (3).

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5d. UseofsciencewithinDesignandTechnology

Through their work in design and technology, learners are required to apply relevantscientificknowledge,skillsandunderstandingequivalenttoKeyStage4learninginCombinedScience.

ThetablebelowshowstherequirementsforscienceknowledgeandskillstobecoveredwithintheendorsedtitlesforOCR’sALevelinDesignandTechnology.Thesearesupportedwithexamplestodemonstrateapplicationofeachrequirementwithadesignandtechnologycontext.

WithinOCR’sGCSE(9–1)inCombinedScienceAthecontentoutlinesstandardKeyStage4contentandhighertiercontentinbold.ThisisshowninthetablebelowtodemonstratehowtheGCSE(9–1)inCombinedScienceAcansupportteaching and learning in Design and Technology.

ScientificknowledgeandskillsrequirementsforDesignandTechnology

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GCSE(9–1)CombinedScienceAspecification(J250)Science requirements

Examples applied to D&T

S1Usescientificlaws–Newton’slawsofmotion,Hooke’s law, Ohm’slawasappropriate to the design product

Usescientificlawsappropriately to the design of products,suchas:

• Newton’slawsofmotion

• Hooke’sLaw• Ohm’sLaw.

2e (6)

2i (6)

P2.2

P2.2

P2.3

P3.2

P3.2

• Contactandnon-contactforcesinfluencingthemotionofanobject.

• Newtonsandthatthisisthemeasureofforce.• Forcearrowsandhaveanunderstandingofbalancedand

unbalanced forces.

• Forcesactingtodeformobjectsandtorestrictmotion.• Understandingofforceandextensionforaspringcovering

Hooke’s law.

• Measurementofconventionalcurrentandpotentialdifferencein circuits.

• Assembleseriesandparallelcircuitsandofhowtheydifferwithrespecttoconventionalcurrentandpotentialdifference.

• Currentandresistanceandtheunitsinwhichtheyaremeasured.

• RecallandapplyOhm’slawtherelationshipbetweenI,RandV.

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Knowledgeofthefunctionofmechanicaldevicestoproducedifferentsortsofmovement,andthemovementofobjectsundertheinfluenceofforcesinordertosolveproblemsaround stress, strain and elasticity,includingprojectiles.

2e (6)2i (6)

P2.1

P2.2

P2.2

P2.3

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

• Contactandnon-contactforcesinfluencingthemotionofanobject.• Newtonsandthatthisisthemeasureofforce.

• Forcearrowsandhaveanunderstandingofbalancedandunbalanced forces.

• Forcesactingtodeformobjectsandtorestrictmotion.• Hooke’slawandtheideathatwhenworkisdonebyaforceitresults

inanenergytransferandleadstoenergybeingstoredbyanobject.• Thereisaforceduetogravity.

Knowledge of the electronic systemsthroughanunderstanding of currents (I), resistance(R)andpotentialdifference(V);explainthedesign and use of circuits –includingforlamps,diodes,thermistorsandLDRs.

Calculate the currents, potentialdifferencesandresistances in DC series circuits;representthemwiththeconventionsofpositiveandnegativeterminals,andthesymbolsthatrepresentcommoncircuitelements,

2e (6)2i (6)

P3.1

P3.2

P3.2

P3.3

P5.1

• Electrontransferleadingtoobjectsbecomingstaticallychargedandtheforcesbetweenthem.

• Existenceofanelectricfield.

• Measurementofconventionalcurrentandpotentialdifferenceincircuits.

• Assembleseriesandparallelcircuitsandhowtheydifferwithrespecttoconventionalcurrentandpotentialdifference.

• Currentandresistanceandtheunitsinwhichtheyaremeasured.

• RecallandapplyOhm’slawandtherelationshipbetweenI,RandV.

• Magnetsandtheideaofattractiveandrepulsiveforces.• Shapeofthefieldsaroundbarmagnets.• Magneticeffectofacurrentandelectromagnets.

• Energytransferinprocessofelectricalcircuits.• Conservationofenergyandthatithasaquantitythatcanbe

calculated.

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including diodes, LDRs and thermistors.

P5.2 • Transferofenergyintousefulandwasteenergystores.• Powerandhowdomesticappliancescanbecompared.• Insulatorsandhowenergytransferisinfluencedbytemperature.

Understanding of how to choose appropriate energy sources.

2e (6)2i (6)

B6.1

C6.2

P4.1

P4.2

P5.1

P5.2

P6.2

• Ecosystemsandthevariouswaysorganismsinteract.• Gasesoftheatmosphere.

• CompositionoftheEarth,thestructureoftheEarth,therockcycle,thecarboncycle,thecompositionoftheatmosphereandtheimpactofhumanactivityontheclimate.

• Howwavesbehaveandhowthespeedofawavemaychangeasitpassesthroughdifferentmedia.

• Howsoundisheardandthehearingrangesofdifferentspecies.

• Usesofsometypesofradiation.

• Beabletoapproachsystemsintermsofenergytransfersandstores.• Thatenergycanbetransferredinprocessessuchaschanging

motion,burningfuelsandinelectricalcircuits.• Ideaofconservationofenergyandthatithasaquantitythatcan

be calculated.

• Transferofenergyintousefulandwasteenergystores.• Powerandhowdomesticappliancescanbecompared.• Insulatorsandhowenergytransferisinfluencedbytemperature.• Waystoreduceheatlossinthehome.

• Renewableandnon-renewableenergyresources.• Understandingofhowpowerstationsworkandthecostof

electricityinthehome.• Electricalsafetyfeaturesinthehome.

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Applicationofscientificformulaeandcalculationofquantitieswhenapplying science to mathematicalskills.

2e,f,g (7) 2e,f,g (8) 2h (7) 2h (8)

5c

5d

P1.1e

P1.1

5f

• Scientificquantitiesandcorrespondingunits.

• Applytheminqualitativeworkandcalculations.

• Applyskillsinobservation,modellingandproblem-solving,withopportunitiesfortheseskillstobeshownthroughlinkstospecificationcontent.

• Explainthedifferencesindensitybetweenthedifferentstatesofmatterintermsofthearrangementsoftheatomsandmolecules.

• Applytherelationshipbetweendensity,massandvolumetochangeswheremassisconserved.(coveredasmathsrequirement)

• density(kg/m3)=mass(kg)/volume(m3)(coveredasmathsrequirement)

• distancetravelled(m)=speed(m/s)×time(s)(coveredasmathsrequirement)

• acceleration(m/s2)=changeinvelocity(m/s)/time(s)(coveredasmathsrequirement)

• kineticenergy(J)=0.5×mass(kg)×(speed(m/s))2

• force(N)=mass(kg)×acceleration(m/s2)

• workdone/energy(J)=force(N)×distance(m)(alongthelineofactionoftheforce)

• power(W)=workdone(J)/time(s)

• momentum(kgm/s)=mass(kg)×velocity(m/s)

• forceexertedbyaspring(N)=extension(m)×springconstant(N/m)

• gravityforce(N)=mass(kg)×gravitationalfieldstrength,g(N/kg) (g=9.81N/kg)

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• (inagravityfield)potentialenergy(J)=mass(kg)×height(m)×gravitationalfieldstrength,g(N/kg)

• chargeflow(C)=current(A)×time(s)

• potentialdifference(V)=current(A)×resistance(Ω)

• energytransferred(J)=charge(C)×potentialdifference(V)• power(W)=potentialdifference(V)×current(A)=(current(A))2 ×

resistance(Ω)

• energytransferred(J,kWh)=power(W,kW)×time(s,h)

• wavespeed(m/s)=frequency(Hz)×wavelength(m)

• efficiency=usefuloutputenergytransfer(J)/inputenergytransfer(J)

• changeinthermalenergy(J)=mass(kg)×specificheatcapacity(J/kg°C)×changeintemperature(°C)

S2Describe the conditionswhich cause degradation

Understanding of propertiesofmaterials and how they need to be protectedfrompotentialdegradationandcorrosionduetoenvironmentalfactors.

2e,f,g (5)2e,f,g (7)2h (5)2h (7)

C2.3

C3.4

C6.1

P1.2

• Understandingofphysicalpropertiesofelementsandcompoundsconsideringthenatureoftheirbondingaffectingtheirproperties.

• Manyusefulmaterialsthatweusetodayaremixtures.

• Demonstrateanunderstandingofelectrolysis,ionicsolutionsandsolids.

• Describeaprocesswhereamaterialorproductisrecycledforadifferentuse,andexplainwhythisisviable.

• Evaluatefactorsthataffectdecisionsonrecycling.

• Describethebasicprinciplesincarryingoutalifecycleassessmentofamaterialorproduct.

• Matterandthesimilaritiesanddifferencesbetweensolids,liquidsand gases.

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S3Know the physical propertiesofmaterialsandexplain how these are related to their uses

Knowledgeofpropertiesofmaterials to be applied when designing and making.

2e,f,g (5)2e,f,g (7)2h (5)2h (7)

C2.2 • Explainapplicationsofchemistrythatcanbeusedtohelphumansimprovetheirownlivesandstrivetocreateasustainableworldforfuturegenerations.

• Propertiesofceramics,polymersandcomposites.• Themethodofusingcarbontoobtainmetalsfrommetaloxides.

Knowledge of the propertiesofmaterialsbasedontheirscientificconstitution.

2e,f,g (5) 2h (5)

C2.1

C6.1

P1.1

• Explainthatmanyusefulmaterialsareformulationsofmixtures.

• Explainthedifferencesindensitybetweenthedifferentstatesofmatterintermsofthearrangementsoftheatomsandmolecules.

• Explainhowmodernlifeiscruciallydependentuponhydrocarbonsandrecognisethatcrudeoilisafiniteresource.

• Applytherelationshipbetweendensity,massandvolumetochangeswheremassisconserved.

Understand the appropriate use of materials,includingpolymers,composites,woodsandmetals,basedon their physical properties.

2e,f,g (5) 2h (5)

C2.3

C2.2

• Explainhowthebulkpropertiesofmaterials(ioniccompounds,simplemolecules,giantcovalentstructures,polymersandmetals)arerelatedtothedifferenttypesofbondstheycontain,theirbondstrengthsinrelationtointermolecularforcesandthewaysinwhichtheir bonds are arranged.

• Describeandcomparethenatureandarrangementofchemicalbondsin:

i. ioniccompounds ii. simplemolecules iii. giant covalent structures iv. polymers v. metals.

Understand the appropriate useofmaterials,includingtechnicaltextiles,fibres,polymersandmetals,basedontheirphysicalproperties.

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5e. DataSource

OCR has supplied data to support centres with a consistent approach throughout theirassessment.Thedataoutlinedinthissectiondeliverstheformatandlevelofinformationthatwouldbeusedwithinanexam.

Sourcescovergeneraldatawithinanenvironment,anthropometricdataanddatatosupportclothessizesacandidatewillneedtobeabletouseandunderstand.

Generaldatawithinanenvironment

Architecture (mm)

Width of passage 750

Body depth 450

Sittingbodydepth 600

Kneeling body depth 900

Verticalreach 1750

Wheelchair (mm)

Width of passage 900

Verticalreach 1200

Turning radius 1500

Operatingcontrols 900–1200

Supportingbar 850–900

Guidelinesworkingheights (mm)

Precisemanipulativetasks Elbow height + 5 total 100

Moderate force and precision Elbowheight–5total100

Heavymanipulation,downwardpressure Elbowheight–10total250

Liftingandhandling Betweenfistandelbowheight

Hand-operatedcontrols Between elbows and shoulders

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AnthropometricData–Standing

AgeRange5–9 AgeRange13–18 AgeRange19–65Dimensions (mm) Combined(Percentiles) Combined(Percentiles) Men(Percentiles) Women(Percentiles)

5% 50% 95% 5% 50% 95% 5% 50% 95% 5% 50% 95%1 Height 1058 1264 1483 1470 1685 1857 1630 1745 1860 1510 1620 17302 Eye level 895 1055 1180 1456 1570 1740 1520 1640 1760 1410 1515 16203 Shoulder height 843 1014 1198 1184 1352 1525 1340 1445 1550 1240 1330 14204 Elbow height 610 720 805 945 1005 1170 1020 1100 1180 950 1020 10905 Hip height 496 619 754 734 855 990 850 935 1020 750 820 8906 Knuckleheight(fistgripheight) 375 480 565 690 720 815 700 765 830 670 720 7707 Fingertipheight 298 390 470 420 620 695 600 675 730 560 620 6808 Verticalreach(standingposition) 1241 1521 1820 1758 2033 2220 1950 2100 2250 1810 1940 2070

9 Forward grip reach (standing) 442 531 640 594 689 809 720 790 860 660 725 790

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AnthropometricData–Sitting


5% 50% 95% 5% 50% 95% 5% 50% 95% 5% 50% 95%10 Sittingheight 594 694 797 774 908 968 860 915 970 800 855 91011 Sittingeyeheight 446 570 648 640 759 834 740 800 860 700 750 80012 Sittingshoulder 315 390 440 520 575 635 570 615 660 530 580 63013 Sittingelbowheight 120 160 205 185 232 285 210 250 290 190 235 28014 Thigh thickness 81 116 169 116 153 178 130 155 180 120 150 18015 Poplitealheight(lowerleglength) 220 295 340 360 435 485 410 450 490 370 410 45016 Knee height 315 393 481 456 525 558 490 535 580 460 495 53017 Buttock-popliteallength 230 300 350 430 480 545 450 510 570 440 500 56018 Buttock-kneelength 321 410 511 490 571 628 560 605 670 520 585 65019 Abdominaldepth 140 165 195 185 215 270 220 275 330 200 270 34020 Chest depth 125 140 170 210 230 265 210 245 280 210 250 29021 Lateralarmspan 860 1160 1300 1505 1780 1935 1670 1810 1950 1520 1650 178022 Shoulder breadth 232 280 325 360 385 490 440 485 530 390 440 49023 Elbow to elbow breath 212 260 305 340 365 470 420 465 510 370 420 47024 Hip breadth 186 222 275 263 321 363 350 390 430 350 405 46025 Verticalreach(sit) 650 780 905 1010 1225 1330 1220 1305 1390 1100 1190 128026 Shoulder-elbowlength 188 259 316 302 352 396 330 365 400 300 330 36027 Elbowfingertiplength 276 333 404 390 450 509 440 475 510 400 430 460

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AnthropometricData–Head,handandfeet


5% 50% 95% 5% 50% 95% 5% 50% 95% 5% 50% 95%

28 Head depth 167 184 196 180 193 208 190 200 210 170 185 20029 Head height 165 189 210 191 212 237 218 232 247 204 218 23230 Head breadth 131 141 151 139 150 163 140 155 170 140 150 16031 Headcircumference 485 524 552 517 554 591 550 578 610 533 558 58532 Hand length 115.0 137.0 164.0 157.0 179.0 202.0 170.0 190.0 210.0 160.0 175.0 190.033 Hand breadth 53.0 63.0 74.0 69.0 81.0 96.0 80.0 90.0 100.0 70.0 80.0 90.034 Thumbbreadth(diameter) 12.2 14.9 17.3 15.8 19.0 21.4 20.0 23.0 26.0 16.0 19.0 22.035 Thumblength 37.0 48.0 60.0 51.0 64.0 74.0 44.0 51.0 58.0 40.0 47.0 53.036 Forefingertipbreadth(indexfinger) 9.5 11.5 13.5 12.1 14.6 17.1 18.0 21.0 24.0 15.0 18.0 21.037 Forefingerlength(indexfinger) 42 53 66 61 71 80 64 72 80 60 67 7438 Handthickness(minimumhandclearance) 44.0 51.0 58.0 40.0 45.0 50.039 Foot length 162 197 236 220 249 287 240 265 290 220 240 26040 Foot breadth 63 77 91 83 97 109 90 100 110 80 90 100

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ClothingSizeData–Children

AgeRange2–5–14years Dimensions (cm) Combined(Sizes) Circumference 2 3 4 5 6 7 8 9 10 11 12 13 141 Neck 25.00 – 26.00 27.00 28.00 29.00 30.00 31.00 32.00 33.00 34.00 35.00 35.002 Wrist 12.00 – 12.50 13.00 13.50 14.00 14.50 15.00 15.50 16.00 16.50 17.00 17.003 Chest 54.70 – 57.00 59.50 62.00 64.50 67.00 69.50 72.00 74.50 77.00 80.00 83.005 Waist 54.00 – 55.00 56.50 58.00 59.50 61.00 62.50 64.00 66.00 68.00 69.50 71.006 Hip 58.70 – 61.00 63.50 66.00 68.50 71.00 73.50 76.00 79.00 82.00 85.00 88.00 Lengths 7 Sleeve length 33.50 – 37.50 39.50 42.00 44.00 46.50 48.50 50.50 52.80 55.00 57.00 59.008 Back waist length 27.50 – 25.50 26.70 28.00 33.20 34.50 35.80 37.00 38.50 40.00 41.50 43.009 Hip depth 9.80 – 10.40 11.00 11.60 12.20 12.80 13.40 14.00 14.50 15.20 15.80 16.4010 Knee length 15.00 – 30.60 32.60 34.50 36.30 38.40 40.20 42.20 43.80 45.70 47.60 49.6011 Trousers length 61.00 – 60.60 64.80 69.00 73.10 77.40 81.50 85.20 89.00 92.90 96.70 100.7012 Crotch length 17.80 – 14.60 15.30 16.00 16.60 17.40 18.00 18.70 19.50 20.40 21.20 22.20

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ClothingSizeData–Women

AgeRange19–65 Dimensions (cm) Women(Sizes) 8 10 12 14 16 18 20 22 24 26 Circumferences XS XS S M M L L XL 2XL 3XL1 Necksize 35.00 36.00 37.00 38.00 39.00 40.00 41.00 42.40 43.80 45.202 Cuffsizeforshirts 21.00 21.00 21.50 21.50 22.00 22.50 23.00 23.50 24.00 24.503 Chest 30.00 31.20 32.40 33.60 34.80 36.00 37.20 39.00 40.80 42.604 Bust 80.00 84.00 88.00 92.00 96.00 100.00 104.00 110.00 116.00 122.005 Waist 64.00 68.50 73.50 78.50 84.00 90.00 95.00 100.00 106.50 111.506 Hips/Seat 88.00 92.00 96.00 100.00 104.00 108.00 112.00 117.00 122.00 127.00 Lengths 7 Sleeve length 57.20 57.80 58.40 59.00 59.50 60.00 60.50 61.00 61.20 61.408 Napetowaist(necktowaist) 40.20 40.60 41.00 41.40 41.80 42.20 42.60 43.00 43.40 43.809 Waist to hip 20.00 20.30 20.60 20.90 21.20 21.50 21.80 22.10 22.40 22.7010 Waist to knee 57.50 58.00 58.50 59.00 59.50 60.00 60.50 61.00 61.50 62.0011 Waisttofloor 102.00 103.00 104.00 105.00 106.00 107.00 108.00 109.00 110.00 111.0012 Inside leg short length 76.20 76.20 76.20 76.20 76.20 76.20 76.20 76.20 76.20 76.2012 Inside leg regular length 81.28 81.28 81.28 81.28 81.28 81.28 81.28 81.28 81.28 81.2812 Inside leg long length 86.36 86.36 86.36 86.36 86.36 86.36 86.36 86.36 86.36 86.36

106©

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ClothingSizeData–Men

AgeRange19–65 Dimensions (cm) Men(Sizes) Circumferences XS S M L XL 2XL 3XL

1 Necksize 37.00 38.00 39.00 40.00 41.00 42.00 43.002 Cuffsizeforshirts 23.00 23.50 23.50 24.00 24.00 24.50 24.503 Chest 88.00 92.00 96.00 100.00 104.00 108.00 112.004 Bust – – – – – – –5 Waist 74.00 78.00 82.00 86.00 90.00 94.00 98.006 Hips/Seat 90.00 94.00 98.00 102.00 106.00 110.00 114.00 Lengths 7 Sleeve length 84.00 85.00 85.00 86.00 86.00 87.00 87.008 Napetowaist(necktowaist) 43.00 43.40 43.80 44.20 44.60 44.80 45.009 Waist to hip 21.30 21.60 21.90 22.20 22.50 22.80 23.10 10 Waist to knee 63.50 64.00 64.50 65.00 65.50 66.00 66.50 11 Waisttofloor 111.00 115.00 119.00 123.00 127.00 131.00 135.00 12 Inside leg short length 76.00 76.00 76.00 76.00 76.00 76.00 76.0012 Inside leg regular length 81.00 81.00 81.00 81.00 81.00 81.00 81.0012 Inside leg long length 86.00 86.00 86.00 86.00 86.00 86.00 86.00


5

5f. Glossaryoftermsfromthespecificationcontent

Circulareconomy Acirculareconomyisanalternativetoatraditionallineareconomy(make,use,dispose) in which we keep resources in use for as long as possible, extract the maximumvaluefromthemwhilstinuse,thenrecoverandregenerateproductsandmaterialsattheendofeachservicelife.Itaimstokeepproducts,componentsandmaterialsattheirhighestutilityandvalueatalltimes.

Context Circumstancesthatformasetting,surroundings,people,places,eventsthatallformasettingforustodesignwithin.

Creativity Creativityisaphenomenonwherebysomethingnewandvaluableisformed.Theabilitytotranscendtraditionalideas,rules,patterns,relationships,ortheliketocreatemeaningfulnewideas,forms,methods,interpretations,etc.originality,progressiveness,orimagination.

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

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

Designsolution Adesignsolutionisagenerictermthatcanbeusedtooutlineanyexistingproductsorsystems,oranydesigndevelopmentthatisofferedasananswertoneeds,wantsandrequirements.Thiscanbeafullydrawnupsolutionoraprototype one.

Digital design Digitaldesignistheuseofcomputers,graphicstabletsandotherelectronicdevices to create graphics and designs for the web, television, print and portable electronic devices. Digitaldesignersusecreativityandcomputerskillsto design visuals associated with electronic technology.

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

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

Enterprise Relatingtoaprogressiveapproachthatdemonstratesinitiative,resourcefulnessandwillingnesstoundertakenewandchallengingprojects.

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

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

108© OCR 2017


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Globalsustainabledevelopment

Sustainabledevelopmentrelatestotheprincipleofsustainingfiniteresourcesthatarenecessarytoprovidefortheneedsoffuturegenerationsoflifeontheplanet.

IncrementalInnovation Aseriesofsmallimprovementstoanexistingproductorproductlinethataimstoimproveitscompetitivepositionovertime.Incrementalinnovationisregularlyusedwithinhigh-techbusinessestoensureproductsincludenewfeaturesthataredesiredbyconsumers.

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-timeproductionortheToyotaproductionsystem(TPS),isamethodologyaimedprimarilyatreducingflowtimeswithinproductionaswellasresponsetimesfromsuppliersandtocustomers.Astrategycompaniesemploytoincreaseefficiencyanddecreasewastebyreceivinggoodsonlyastheyareneededintheproductionprocess,thereby reducing inventory costs.

Leanmanufacturing Leanmanufacturingorleanproduction,oftensimply“lean”,isasystematicmethodfortheeliminationofwastewithinamanufacturingsystem.

Lifecycle assessment (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.

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

Real-timeevidence Evidencethatdemonstratesdesignactivityasithappensthroughwhatevermediumitisrecordedin.Real-timeevidenceisgatheredchronologicallytotellareal story.

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

Sketchmodelling Sketchmodellingenablesyoutostudy,visualiseandunderstandthespacein3Dbecauseitlooksmorerealthanpenandpapersketches.Itcaninvolvemodellingusingcheapmaterialsandhelpyouworkoutyourdesignideasorsketchingofparts to explore the parts of a design.

Socialfootprint Socialfootprintislinkedtothecarbonfootprint,implyingthatallhumanactionsleaveatraceandsometimesourlifestylechoiceshavenegativeconsequencesontheenvironment.

Solution Asolutionisawaytosolveaproblemorresolveabadsituation.

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

Systemsthinking ‘Systemsthinking’isaholisticapproachtoanalysisthatfocusesonthewaythatasystem’sconstituentpartsinterrelateandhowsystemsworkovertimeandwithinthecontextoflargersystems.

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

Upcycling Upcycling, also known as creativereuse,istheprocessoftransformingby-products,wastematerials,uselessand/orunwantedproductsintonewmaterialsorproductsofbetterqualityorforbetterenvironmentalvalue.

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

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)

5g. Acceptedfileformats

5h. 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


5

Summaryofupdates

Date Version Section Titleofsection ChangeMay 2018 1.1 Front cover Disclaimer AdditionofDisclaimer

112© OCR 2017


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