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Syllabus Snapshot
GCSE Design and Technology
Exam Board: OCR
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Therearetwosubmissionoptionsforthenon-examassessment(NEA).Theseoptionsdeterminetheentries,butdonotsignifydifferentroutesthroughthequalification.Learnersmusttakeeither:
• components01and02forOCRRepositorysubmissionoption,or• components01and03forPostalsubmissionoption
in order to be awarded the OCR GCSE (9–1) in Design and Technology.
ContentOverview AssessmentOverview
Thiscomponentbringstogetherthelearners‘core’and‘in-depth’knowledgeandunderstanding.
• ‘Core’ knowledge of Design and Technology principles demonstrateslearners’broadunderstandingofprinciplesthatalllearnersshouldhaveacrossthesubject.
• ‘In-depth’knowledgeallowslearnerstofocusmoredirectly on at least onemainmaterialcategory,ordesign engineering.
Thequestionpaperissplitintotwosections.
Aminimumof15%ofthepaperwillassesslearners’mathematicalskillsasappliedwithinadesignandtechnology context.
PrinciplesofDesign and
Technology*(01)
100marks
2 hours
Writtenpaper
50%of totalGCSE (9–1)
Thiscomponentofferstheopportunityforlearnerstodemonstrateunderstandingofandskillsiniterativedesigning,inparticular:
• theinterrelatednatureoftheprocessesusedtoidentifyneedsandrequirements(explore)
• creatingsolutionstomeetthoseneeds(create)• evaluatingwhethertheneedshavebeenmet
(evaluate).
Asanoutcomeoftheirchallenge,learnerswillproduceachronologicalportfolioandonefinalprototype(s).
Itisthroughtheiterativeprocessesofdesigningthatlearners draw on their wider knowledge and understanding of Design and Technology principles.
Contextual challenges will be released on 1 June each year.
IterativeDesignChallenge*
(02, 03)
100marks
Approx. 40 hours
Non-examassessment
50%of totalGCSE (9–1)
*Indicatesinclusionofsynopticassessment(seeSection3g).
Learnerswhoareretakingthequalificationmaycarryforwardtheirresultforthenon-examassessmentcomponent,SeeSection4d.
2a. OCR’s GCSE (9–1) in Design and Technology (J310)
2 Thespecificationoverview
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Centraltothecontentofthisqualificationistherequirementforlearnerstounderstandandapplyprocessesofiterativedesigningintheirdesignandtechnologypractice.Theywillneedtodemonstratetheirknowledge,understandingandskillsthroughinterrelatediterativeprocessesthat‘explore’needs,‘create’solutionsand‘evaluate’howwelltheneedshavebeenmet.
Fig. 1 IterativeDesignWheel©DesigningOurTomorrow,UniversityofCambridge
Fig. 2Multipleiterationsofdesign©DesigningOurTomorrow,UniversityofCambridge
Atthecentreofanyiterativeprocessistheneedtodevelopcritical-creativethinkingskillstomanageandorganiseopportunitiesthatareidentified.Thislearning will equip learners with life-long skills of problemspottingandproblemsolving,andenablethemtoapplytheirlearningtodifferentsocial,moralandcommercialcontexts.
Theenquirybasednatureofthisspecificationwillencouragelearnerstomakemeaningfulconnectionsbetweenexplore,createandevaluate.Itfacilitatesacreativeapproachsupportedbysubjectknowledgein
ordertodesignandmakeprototypesthatsolveauthentic,real-worldproblems.
Theknowledge,understandingandskillsthat alllearnersmustdevelopareunderpinnedbytechnical principles and principles of designing andmaking.
Technicalprincipleswillpredominantlybeassessed inthewrittenexamanddesigningandmakingprinciplespredominantlyinthenon-exam assessment(NEA).Thereisanexpectationforlearnerstoreflectontheirunderstandingofall of the principles of design and technology in both components.ThisisoutlinedfurtherinSection3g ofthisspecification.
Thecontentofthequalificationhasbeendivided uptoidentifytherequirementsofexamined andnon-examassessment.Thereareeighttopic areastoguidebothcomponentsandgiveclarity,theseare:
1. Identifyingrequirements2. Learningfromexistingproductsandpractice3. Implicationsofwiderissues4. Designthinkingandcommunication5. Materialconsiderations6. Technical understanding7. Manufacturing processes and techniques8. Viabilityofdesignsolutions.
Experiencinglearningthroughpracticalactivity (both designing and technical principles) is fundamentaltothedeliveryofthisspecification, asistheimportanceofthecontextualrelevance ofdesignandtechnologypractice.Topreparelearnerstosuccessfullycompletethe‘Iterative DesignChallenge’,theyshouldincreasinglybe givenautonomytomakedecisionsinorderto justifytheirreasoningwhensolvingproblemsin their own way.
2b. Content of GCSE (9–1) in Design and Technology (J310)
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The content does not restrict learners’ approaches tothequalificationintermsofthematerialsandprocesstheycanuse,butitdoessetoutminimumrequirements.Centresshouldusetheirdiscretiontoallow learners to approach areas of designing and makingthatareappropriatetothefacilitiesandresourcesavailabletothem,whilstensuringtherightlevelofchallenge.
Design and Technology requires learners to apply mathematicalskillsandunderstandrelatedscience.ThisreflectstheimportanceofDesignandTechnologyasapivotalSTEMsubject.Thisspecificationrequireslearners to build on their prior learning in Design and TechnologyandothersubjectsatKeyStage3inordertodeveloptheirunderstandingofthisimportance.
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Thespecificationcontentissetoutthroughanenquiry approach to support teaching and learning. Inaddition,‘core’and‘in-depth’principlesarehighlightedthroughoutthecontenttodemonstratetherequiredlevelsofknowledge,understandingandapplicationthatlearnersshoulddevelopinrelation to each part of the content.
The‘core’ principlesofDesignandTechnologyofferabroadsetofprinciplesthatalllearnersmustknowregardlessoftheirspecificpracticalexperiences.These principles are required so that learners are able tomakeinformedchoicesasadesigneranddemonstratetheirfundamentalknowledgeandunderstandingofthesubject.The‘core’contentoftheexamdrawsandbuildsonpriorknowledgecoveredintheKeyStage3curriculumofstudy.
Wherelearnersarerequiredtodemonstratetheir‘in-depth’ knowledge,understandinganddesigndevelopmentskills,thiswillrelatetothespecificexperiencestheyhavepursuedthroughouttheirDesign and Technology learning. When designing and/ormaking,learnerswillbuildanin-depthtoolkitofknowledge,understandingandskillsinrelationtomaterialsorsystemstheyhaveworkedwithandhaveaninterestin,thiscanbedrawnupontosupportwrittenresponses.
Learnersshouldbuildin-depthknowledge,understandinganddesigndevelopmentskillsthatrelatetooneormoreofthefollowingmaincategoriesofmaterials:
• papersandboards• naturalandmanufacturedtimber• ferrousandnon-ferrousmetals• thermoandthermosettingpolymers• natural,synthetic,blendedandmixedfibres,
andwoven,non-wovenandknittedtextiles.
Alternativelysomelearnersmaychoosetofollowthedesignengineeringrequirementsiftheyhavemore of an interest and in-depth understanding of electronicandmechanicalsystemsandcontrol. Thispathstillrequiresmuchofthesamein-depthknowledge,buttherewillbemoreofafocuson parts 6.3 and 6.4 of the content.
Inthewrittenexamination,alllearnersarerequiredtodemonstratetheirmathematicalskillsandscientificknowledgeasappliedtodesignandtechnologypractice.Thelevelofmathematical andscientificknowledgewithinthisqualificationshouldbeequivalenttoKeyStage3learning.
ThemathematicalrequirementsandpossibleapplicationsareoutlinedattheendofthissectionandinAppendix5c.Wheremathematicalskillsarelearntthrough‘in-depth’areas,learnersshouldbeable to apply this learning to other broader contexts. Thescientificknowledgeisintegratedintothecontent and outlined in Appendix 5d.
Symbolsareusedtoclearlyidentifyexampleswheremathematicsand/orsciencecouldbeconsideredrelevant:
= Maths
= Science
Thesubjectcontentshouldbeunderpinnedbyunderstanding and applying it to a range of contextualapproachesthatallowlearnerstodeveloptheirskills,knowledgeandunderstandingthroughiterativedesigning,innovationandcommunication;studyingmaterialsandtechnologies;workingwithmaterialsandtechnologies;consideringmanufactureandproductionmethods;critiquing;exploringexistingproductsandconsideringvaluesandethics.
Thecontenthastwocolumnstoindicatewithatick ( )whetherthecontentrelatesto‘core’principlesor‘in-depth’principlestosupportappropriatelevelsofteaching and learning.
WherecontentislistedusingaRomannumeralbullete.g.(i),itdenotescontentthatmust be taught and maybedirectlyassessedintheexamination.Wherecontentislistedusingbulletpoints‘•’or‘o’ or follows ane.g.,thiscontentisillustrativeonlyanddoesnotconstituteanexhaustivelist.Adirectquestion willnotbeaskedabouttheexampleslistedbutlearnerswillneedtodrawonsuchexampleswhenrespondingtoquestionsintheexamination.
2c. ContentofPrinciplesofDesignandTechnology(J310/01)
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1.Identifyingrequirements
D&M
PRINCIPLES
Considerations Core In-depth
1.1Howcanexploringthecontextadesignsolutionisintendedforinformdecisionsandoutcomes?
a. Considerationsforexploringacontextshouldinclude: i. whereandhowtheproductorsystemisused ii. identifyingprimaryuserandwiderstakeholderrequirements iii. howtheinvestigationofsocial,cultural,moralandeconomic
factorstoidentifyopportunitiesandconstraintscaninfluencethe design process.
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1.2Whyisusabilityanimportantconsiderationwhendesigningprototypes?
a. Considerationsinrelationtouserinteractionwithdesignsolutions,including:
i. theimpactofasolutiononauser’slifestyle ii. theeaseofuseandinclusivityofdesignsolutions iii. ergonomicconsiderationsandanthropometricdatatosupport
ease of use iv. aestheticconsiderations.
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2.Learningfromexistingproductsandpractice
Considerations Core In-depth
D&M
PRINCIPLES
2.1Whataretheopportunitiesandconstraintsthatinfluencedesignandmakingrequirements?
a. Explorationandcritiqueofexistingdesigns,systemsandproductstoidentifyfeaturesandmethods,considerationsshouldinclude:
i. thematerials,componentsandprocessesthathavebeenused ii. theinfluenceoffashion,trends,tasteand/orstyle iii. theinfluenceofmarketingandbranding iv. theimpactonsociety v. theimpactonusability vi. theimpactontheenvironment;lifecycleassessment vii. theworkofpastandpresentprofessionalsandcompaniesinthe
area of Design and Technology.
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2.2HowdodevelopmentsinDesignandTechnologyinfluencedesigndecisionsandpractice?
a. Criticalevaluationofhownewandemergingtechnologiesinfluenceandinformdesigndecisions,consideringbothcontemporaryandpotentialfuturescenariosfromtheperspectives,suchas:• ethics• theenvironment• productenhancement.
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3.Implicationsofwiderissues
TECH
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Considerations Core In-depth
3.1Whataretheimpactsofnewandemergingtechnologieswhendevelopingdesignsolutions?
a. Explorationoftheimpactswithindifferentcontextson: i. industryandenterprise,suchasthecirculareconomy ii. people,inrelationtolifestyle,cultureandsociety iii. theenvironment iv. sustainability.
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3.2Howdodesignerschooseappropriatesourcesofenergytomakeproductsandpowersystems?
a. Thegenerationofelectricityandhowenergyisstoredandtransferred. ✔
b. Theappropriateuseinproductsandsystemsofrenewableandnon-renewablesourcesincluding:
i. fossilfuels,nuclearfuel,bio-fuel ii. wind,hydro-electricity,tidalandsolar.
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D&M
PRINCIPLES 3.3Whatwiderimplicationscanhaveaninfluenceontheprocessesofdesigningandmaking?
a. Considerationofenvironmental,socialandeconomicinfluences,including:
i. environmentalinitiatives ii. fair trade iii. social and ethical awareness iv. globalsustainabledevelopment.
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4.Designthinkingandcommunication
D&M
PRINCIPLES
Considerations Core In-depth
4.1Howcandesignsolutionsbecommunicatedtodemonstratetheirsuitabilitytoathirdparty?
a. Theuseofgraphicaltechniquestocommunicateideas,modifications,constructionalandtechnicalconsiderations,suchas:• clear2Dand3Dsketcheswithnotes• sketchmodelling• explodeddrawings• mathematicalmodelling• flowcharts.
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4.2Howdodesignerssourceinformationandthinkingwhenproblemsolving?
a. Awarenessofdifferentdesignapproaches,including: i. user-centred design ii. systemsthinking.
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b. Theimportanceofcollaborationtogainspecialistknowledgefromacrosssubjectareaswhendeliveringsolutionsindesignandmanufacturingindustries.
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5.Materialconsiderations
TECH
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INCIPLES
Considerations Core In-depth
5.1Whatarethemaincategoriesofmaterialsavailabletodesignerswhendevelopingdesignsolutions?
Understandingthatproductsarepredominantlymadefrommultiplematerials.
Anoverviewofthemaincategoriesofmaterialsasfollows:a. papersandboards,including: i. papers,e.g.layoutandcartridge,differentweightsandcoatings ii. card,e.g.cartonboard,bleachedcardandcorrugatedcard iii. boards/sheets,e.g.foamboard,Styrofoamandpolypropylene
sheet iv. laminatedlayers,e.g.reflectivesurfaces.b. naturalandmanufacturedtimber,including: i. hardwoods,e.g.oak,birchandteak ii. softwood,e.g.pine,cedarandspruce iii. manufacturedboards,e.g.MDF,plywoodandblockboard.c. ferrousandnon-ferrousmetals,including: i. ferrousmetals,e.g.iron,mildsteelandstainlesssteel ii. non-ferrousmetals,e.g.aluminium,copperandtin iii. alloys,e.g.brass,pewterandtin/leadsolder.d. thermoandthermosettingpolymers,including: i. thermopolymers,e.g.PET,HDPE,PVC,LDPE,PS,PP,ABS,acrylic
and TPE ii. thermosettingpolymers,e.g.silicone;epoxyresinandpolyester
resin.e. textilefibresandfabrics,including: i. naturalfibres,e.g.cotton,woolandsilk ii. syntheticfibres,e.g.nylon,polyesterandacrylic iii. mixed/blendedfibres,e.g.cotton/polyester iv. woven,non-wovenandknittedfabrics.
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f. Awarenessofdevelopmentsin: i. modernandsmartmaterialssuchasgraphene,superalloys,
biopolymersandnano-materials ii. compositematerialsandtheirpurposeinrelationtocontrasting
applications iii. technicaltextilesusedindifferenttypesofproductsdependent
on context.
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5.2Whatfactorsareimportanttoconsiderwhenselectingappropriatematerialsand/orsystemcomponentswhendesigning?
a. Thecharacteristicpropertiesofthemaincategoriesofmaterials (5.1a–e,notthespecificmaterials)andwhythismakesthemappropriatefordifferentuses,suchas:• density,strength,hardness,durability,strengthtoweightratio,
stiffness,elasticity,impactresistance,plasticity,corrosiveresistancetochemicalsandweather,flammability,absorbency,thermalandelectricalconductivity.
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TECH
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Considerations Core In-depth
b. Thephysicalandworkingpropertiesofspecific materials and/or system components,withconsiderationof:
i. how easy they are to work with ii. howwelltheyfulfiltherequiredfunctionsofproductsin
differentcontexts.
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c. Otherfactorsthatinfluencetheselectionofmaterialsand/orcomponents,including;
i. requiredfunctionalityofthedesignsolution ii. aestheticattributes iii. environmentalconsiderations iv. availabilityandcostofstockforms v. social,culturalandethicalconsiderations
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5.3Whyisitimportanttounderstandthesourcesororiginsofmaterialsand/orsystemcomponents?
a. The sources and origins of specificmaterials and/or system components.
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b. Anoverviewoftheprocessesusedtoextractand/orconvertthesourcematerialintoaworkableform.
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c. Considerationoftheecological,socialandethicalissuesassociatedwith processing specificmaterials and/or system components to convertthemintoworkableforms,suchas:• mining,harvesting,manufacturing,transporting.
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d. The lifecycle of specificmaterials and/or system components when used in products.
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e. Considerationofrecycling,reuseanddisposalofspecific materials and/or system components,suchas:• recyclingandsustainabilityschemes• eco-materials• upcycling.
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5.4Whyisitimportanttoknowthedifferentavailableformsofspecificmaterialsand/orsystemscomponents?
a. Awarenessofcommonlyavailableformsandstandardunitsofmeasurementofspecificmaterials and/or system components when calculatingcostsandquantities,including:
i. weights and sizes ii. stockforms,suchas:
o lengths,sheets,pellets,reels,rolls,rods. iii. standardcomponents,suchas:
o paperandboards,e.g.clips,fasteners,bindings o timber,e.g.hinges,brackets,screws o metals,e.g.bolts,rivets,hinges o polymers,e.g.caps,fasteners,bolts o fibresandfabrics,e.g.zips,buttons,poppers o systemcomponents,e.g.resistors,capacitors,diodes,
transistorsanddrivers,microcontrollers o mechanicalcomponents,e.g.gearsandcams,pulleysand
belts,leversandlinkages.
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6.Technicalunderstanding
TECH
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INCIPLES
Considerations Core In-depth
6.1Whatgivesaproductstructuralintegrity?
a. How and why specific materials and/or system components need to bereinforcedorstiffenedtowithstandforcesandstresses.
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b. Awareness of the processes that can be used to ensure the structural integrityofaproduct,suchas:• triangulation• useofboning,dartsandlayeringintextileproducts• plasticwebbing• reinforcing.
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6.2Howcanmaterialsandproductsbefinishedfordifferentpurposes?
a. Theprocessesusedforfinishingandaddingsurfacetreatmentstomaterialsandproductsforspecificpurposes,including:
i. function,suchas:durabilityandaddedresistancetoovercomeenvironmentalfactors
ii. aesthetics.
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6.3Howdoweintroducecontrolledmovementtoproductsandsystems?
a. Anoverviewofdifferentsortsofmovementandtypesofmotion,including:
i. rotary ii. linear iii. oscillating iv. reciprocating.
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b. Theeffectofforcesontheeaseofmovement,including: i. load ii. effort iii. fulcrum.
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c. Howdifferentmechanicaldevicesareusedtochangethemagnitudeanddirectionofmotionorforces,includingconsiderationof:
i. cams ii. gears iii. pulleys and belts iv. leversandlinkages.
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6.4Howdoelectronicsystemsprovidefunctionalitytoproductsandprocesses?
a. Howsensorsandcontroldevicesrespondtoavarietyofinputs,including: i. sensorsincludinglightdependentresistors(LDR),infra-redsensors ii. switchesincludingtiltswitches,push-to-makeswitchesand
time-delayswitches.
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b. Howdevicesareusedtoproducearangeofoutputs,including: i. light-emittingdiodes(LED)toproducelight ii. speakers and buzzers to produce sound iii. motorstoproducemotion.
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c. Theuseofprogrammablecomponentssuchasmicrocontrollers,toembedfunctionalityintoproductsinordertoenhanceandcustomisetheiroperation.
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7.Manufacturingprocessesandtechniques
TECH
NICALPR
INCIPLES
Considerations Core In-depth
7.1Howcanmaterialsandprocessesbeusedtomakeiterativemodels?
a. Theprocessesandtechniquesusedtoproduceearlymodelsand/ortoilestosupportiterativedesigning.
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7.2Howcanmaterialsbemanipulatedandjoinedindifferentwaysinaworkshopenvironmentwhenmakingfinalprototypes?
a. Theuseofspecialisttechniques,handtoolsandequipmentusedtoshape,fabricate,constructandassemblehighqualityprototypes,withexemplificationofthefollowingprocesses:
i. wastage,suchas: o paperandboards,e.g.cuttingandpunching o timber,e.g.sawing,drillingandturning o metals,e.g.sawing,drilling,sheeringandturning o polymers,e.g.sawinganddrilling o fibresandfabrics,e.g.cuttingandshearing o designengineering,e.g.etching*.
ii. addition,suchas: o paperandboards,e.g.adhesionandlaminating o timber,e.g.adhesion,joiningandlaminating o metals,e.g.adhesion,welding/braisingandriveting o polymers,e.g.adhesionandheatwelding o fibresandfabrics,e.g.sewing,bondingandlaminating o designengineering,e.g.soldering*.
iii. deformingandreforming,suchas: o paperandboards,e.g.perforatingandfolding o timber,e.g.steamingandpressing o metals,e.g.pressing,bendingandcasting o polymers,e.g.moulding,vacuumformingandlinebending o fibresandfabrics,e.g.heattreatments,pleatingand
gathering o designengineering,e.g.moulding*.
*and other processes appropriate to the materials or components being used in design engineering.
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PRINCIPLES
7.3Howdodesignersandmanufacturersensureaccuracywhenmakingprototypesandproducts?
a. Theuseofappropriateandaccuratemarkingoutmethods,including: i. measuringanduseofreferencepoints,linesandsurfaces ii. templates,jigsand/orpatterns iii. working within tolerances iv. understandingefficientcuttingandhowtominimisewaste.
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Considerations Core In-depth
TECH
NICALPR
INCIPLES
7.4Howdoindustryprofessionalsusedigitaldesigntoolswhenexploringanddevelopingdesignideas?
a. Theuseof2Dand3Ddigitaltechnologyandtoolsareusedtopresent,model,designandmanufacturesolutions,suchas:• rapidprototyping• imagecreationandmanipulationsoftware• digitalmanufacture• interpretationofplans,elevationsof3Dmodels• CAD,CAM,CAE.
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7.5Howdoprocessesvarywhenmanufacturingproductstodifferentscalesofproduction?
a. Themethodsusedformanufacturingatdifferentscalesofproduction,including:
i. one-off,bespokeproduction ii. batchproduction iii. massproduction iv. leanmanufacturingandjust-in-time(JIT)methods.
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b. Awarenessofmanufacturingprocessesusedforlargerscalesofproduction,suchas:• paperandboards,e.g.offsetlithography,screenprocessprinting,
digitalprinting,vinylcutting,diecutting• timber,e.g.CNCrouters,sawingandsteambendingmachines
and lathes• metals,e.g.CNCmilling,turning,sheetmetalfolding,pressing
andstampings,anddiecasting• polymers,e.g.compressionmoulding,injectionmoulding,
vacuumforming,rotationalmoulding,extrusionandblowmoulding
• fibresandfabrics,e.g.bandsawcutting,flatbedandrotaryscreenprinting,digitallayplanning,industrialsewingmachinesandoverlockers,automatedpressesandsteamdollies
• designengineering,e.g.lasercutting,rapidprototypingand3Dprinting.
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7.6Howdonewandemergingtechnologieshaveanimpactonproductiontechniquesandsystems?
a. Criticalevaluationofthebenefitsandimplicationsofincorporatingnewandemergingtechnologiesintoproductionprocesses,suchas:• considerationofeconomiesofscale• howdisruptivetechnologiessuchas3Dprintingandroboticsare
changingmanufacturing.
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8.Viabilityofdesignsolutions
TECH
NICALPR
INCIPLES
Considerations Core In-depth
8.1Howcancostandavailabilityofspecificmaterialsand/orsystemcomponentsaffecttheirselectionwhendesigning?
a. Thesignificanceofthecostofspecific materials and/or system componentsinrelationtocommercialviability,differentstakeholderneedsandmarketability.
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b. Howtocalculatethequantities,costandsizesofmaterialsand/orsystemcomponentsrequiredinadesignorproduct,beingabletoapplythistodifferentapplications.
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Itisarequirementofthisqualificationthataminimumof15%ofthewrittenexamassessestheuseofmathematicalskillsatalevelofdemandwhichis not lower than that expected at Key Stage 3.
Therequiredmathematicalskillstobetestedintheexaminationarelistedinthetablesbelow.Inorder tosupporttheapplicationoftheseskills,examples ofhowtheskillsmaybeappliedtodesignandtechnologyandmaybeassessedinanexamareprovided.Theexamplesgivenarenotexhaustive. ThecontentinthespecificationwiththeMathssymbolsalsoindicatesandsupportspossible contentforapplication.
Wheremathematicalskillsarelearntthrough‘in-depth’areas,learnersshouldbeabletoapply this learning to other broader contexts.
Learnersarepermittedtouseascientificorgraphicalcalculatorforthiswrittenexamination.CalculatorsaresubjecttotherulesinthedocumentInstructions for Conducting Examinations published annually by JCQ (www.jcq.org.uk). However,itisexpectedthathowacalculationwasreachedshouldbeshownbyalearner in their responses.
MathematicalskillsinthePrinciplesexam
M1Arithmeticandnumericalcomputation
Required skills Examples of application to Design and Technology
a. Recognise and use expressions in decimalandstandardform.
• UnderstandthestandardapplicationofmetricunitsusedinDesignandTechnologyandapplytheseappropriatelyusingstandardform(alsobeawarethatsomemeasurementscommonlyretaintheuseofimperialunits).
• Usedecimalandstandardformappropriatelywhenusingunitsofmass,length,time,moneyandothermeasures.
• Useandapplystandardformwhencalculatingquantitiesofmaterials, cost and sizes.
b. Useratios,fractionsand percentages.
• Understandanduseratiosinthescalingofdrawings.• Understandandapplyfractions andpercentageswhenanalysingdata,
survey responsesanduserquestionnairesgivenintablesandcharts.• Calculatepercentagese.g.withprofit,wastesavingcalculationsor
comparingmeasurements.
c. Calculate surface areaandvolume.
• Calculatethesurfaceareatodeterminequantitiesofmaterials(wheredimensionsaregiven).
• Calculatethevolumeofcuboids,simpleandcompositeshapes(wheredimensionsaregiven).
• Applytolerancestomaterialdimensionsandquantities.
M2 Handling data
a. Presentationofdata, diagrams,barcharts and histograms.
• Constructandinterpretfrequencytables,piechartsandbarchartsfromgivendatasources.
• Presentgiveninformationtoaccuratelyrepresentperformanceovertime.
http://www.jcq.org.uk
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M3Graphs
Required skills Examples of application to Design and Technology
a. Plot draw and interpret appropriate graphs.
• Plotordrawgraphsfromgiveninformationsuchasperformancedataandclientsurveyresponses.
• Analysisgraphstointerpretandextractinformation.
b. Translate informationbetween graphical andnumericform.
• Extractinformationfromtechnicalspecificationsandgraphicalsourcestounderstandinstructionsorrequirements.
M4Geometryandtrigonometry
a. Use angular measuresindegrees.
• Knowthebasicpropertiesofisosceles,equilateralandrightangletriangles.
• Understandthebasicrulesofangularcalculationsandtrigonometrytosupportaccuratemarkingout.
• Demonstrateaccuracyinmeasurementandmarkingoutofangles.• Understandsymmetrytocreatetessellatedpatternstominimisewaste.
b. Visualiseandrepresent 2D and 3D formsincludingtwodimensionalrepresentationsof3Dobjects.
• Graphicalpresentationofdesignstocommunicateintentionstoothers.• Transferinformationfrom3Dobjectswithgivendimensionsintoaccurate
2Drepresentations.• Interpretinformationtoaccurateypresentisometricdrawings.
c. Calculate areas of triangles and rectangles.
• Calculateareastodeterminequantitiesofmaterials(wherenotalldimensionsaregiven).
• Calculateareatodetermineareascalefactorapplication.
d. Calculate the surface area and volumesofcubes.
• Calculatetheoverallsurfaceareaofcuboidstodeterminequantitiesofmaterial.
• Calculatethevolumeofcuboidstodeterminesuitabilityofobjectsfittingintoaspace(wherenotalldimensionsaregiven).
• Calculatethevolumeofcuboidstodeterminevolumescalefactorapplication.
FurtherdetailsontheformsofassessmentforexaminationscanbefoundinSection3a.
ThemathematicalrequirementsaremappedoutagainsttheOCRGCSE(9–1)inMathematicsinSection5c.
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Thenon-examassessmentforthisqualificationrequireslearnerstodemonstratetheirabilitytodrawtogetherdifferentareasofknowledgeandunderstandingfromacross the full course of study through a single ‘challenge’project–the‘IterativeDesignChallenge’.
Attheheartofanyiterativedesignchallengearethreeinterrelatedprocesses,requiringlearnersto:
• ‘explore’needs• ‘create’solutionsthatdemonstratehowthe
needscanbemet• ‘evaluate’howwelltheneedshavebeenmet.
Theaboveprocessesoccurrepeatedlyasiterationsthroughout any process of designing prototyped solutions.Thiscontinualsystemofdesigningensuresconstantlyevolvingiterationsthatbuildclearerneedsandbettersolutionsforaconcept,sothattheideasandprototypescouldbedevelopedintosuccessfulproducts.Learnerswillberequiredasaresultoftheir‘IterativeDesignChallenge’,toproduceonefinalprototypeorasetthatworkinconjunction.
Centraltoanyiterativedesigningprocessisthethinkingandmanagementaroundthedevelopmentof the processes (centre circle in Fig. 3). This requires learnerstomanagecompetingproblemstoprioritiserequirementsinordertoprogresswiththeirchallenge.Takingcalculatedrisksandmanagingthem
are an inherent part of this learning experience and shouldnotbehidden,butencouragedasanintegralandnecessaryaspectofiterativedesigning.Reflectingonproblemsolvingthroughdesigniterationsshouldbeevidencedthroughout.
Thecontentofthenon-examassessmentislaid outtoclarifytheiterativeprocessesof‘explore/create/evaluate’andtohighlighthowthecontentrequirementsarenotrestrictedtoasinglepart/stageofaniterativedesigningchallenge.
Learnersarerequiredtodemonstratetheirunderstandingthatdesignandtechnologyactivityexistsincontextsthatinfluencetheoutcomes.ThreedifferentcontextualchallengeswillbesetbyOCReach year in order for learners to explore a challenge thattheycanrelateto.Thechallengeswill:
• offerabroadrangeofreal-worldcontexts,representingcontemporaryissuesandconcerns
• beopen-ended,avoidingpredeterminingthematerialsorprocessestobeusedtoachieveadesignsolution
• focusonneeds,wantsandvaluesofdifferentgroups,leadinglearnerstoaddressproblemsand/oropportunities
• beaccessibleandrelevanttoalllearnersregardlessofareastheymayhavecovered‘in-depth’.
2d. Non-examassessmentcontent–IterativeDesignChallenge (J310/02,03)
Fig. 3 IterativeDesignWheelshowingkeyactivities©DesigningOurTomorrow,UniversityofCambridge
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Exploringisaboutsystematicallyunderstandingtheneed(s),knownasrequirements,ofthestakeholder(s).Therequirementsshouldbedescribedinawaythatstimulatesthe‘create’stageofdesigndevelopmentandformsthebasisofmeasurableevaluationcriteriainthe‘evaluation’stageoftheprocess.Therequirementscanbederivedbyexploringthefollowingquestions:
• Whoarethestakeholders?e.g.usingpersonas.
• What do stakeholders do and when do they do it?e.g.usingtaskanalysis.
• Where dostakeholdersdoit?e.g.throughprimaryandsecondaryresearchthathelpsunderstandthephysical,organisational,socialandculturalenvironments.
• Whydostakeholdersdowhattheydo?e.g.establishing what stakeholders want to achieve.
• Whatistheimpactofwhatstakeholdersdoonsociety(people),theenvironment(planet)andeconomics(profit)?
Explore(AO1)
Create(AO2)
Creatingfocusesonthecognitiveprocessesthatareassociatedwithcreativethought.Creativeideas/productshavetobebothnovel and appropriate (orfunctionalindesignterms).Inordertobenovel, ideasmustgobeyondclichédorstereotypicalresponses-somethingknownas[design]fixation.Recognisingfixationandunderstandingtheconceptualprocessesthathelpavoidit,iscrucial tocreativethought.Forexample,theprocessofconceptualcombination,whichisthemergingof twoormoreconceptstoformanovelidea,which,ifappropriate,isbydefinitioncreative.
Suitablecommunicationandpresentationtechniquesareessentialtorecordandsharecreativethoughtsclearlytoathirdparty.Initially,thefocusisonthegenerationofawidevarietyofideas,usingquickmethodsofcommunicationsuchasfreehandsketching.Thereisabsolutelythefreedomforlearners to approach their designing in the way they feelmostappropriate,e.g.withtheuseofdigitaltechnologyorrudimentarymodels.Workinguproughprototypesofideasusingreadilyavailablematerials
allowsevaluationforfutureiterations.Thepresentationoflateriterationsmayincludetechniquessuchasdetailedsketches,moresubstantivemodelsandphotosofmodelswithannotationsoftechnicalrequirementsandgeneralthoughts.Learners’finaldesignsolutionscan similarlybepresentedinanymedium,butshouldbedrawnwithenoughskillanddetailtoshowrelevanttechnicaldetails,projectionsandrendering,resultinginafinalprototype(s)thatresemblestheintendediterativedesignsolutionforpresentationandevaluation.Thefinaldesignsolutionwillalsoberequiredtobepresentedthroughthemakingofafinalfunctioningandqualityprototype(s).
Ideasintheformofsketches,modelsandannotationsasdescribedaspartofthe‘create’stageshould betestedandevaluatedasdescribedaspartof the‘evaluate’stage.Inthisway,thelearner’s creativejourneyisrecordednaturallyandclearlycommunicatestheircreativeandcriticalthoughtprocessesandanunderstandingofhow‘explore’,‘create’,and‘evaluate’areinterrelated.
Evaluationestablisheswhethertheneed(s)oftheuser(s)andstakeholder(s)havebeenmet.Ideas(sketchesandmodels)generatedanddevelopedwithin‘create’areusedtotestandsystematically
evaluatetheirappropriateness against the stakeholderrequirementsidentifiedaspartof‘explore’.Whereneedshavenotbeensatisfactorilymet,moreexplorationandcreatingofideaswillbe
Evaluate(AO3)
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2NEAcontentrequirementThecolumnontheleftindicateswherelearnersmayconsidermathematicalskillsorscienceknowledge.
The‘explore’,‘create’and‘evaluate’columnshavedifferentsizedots,notonlytoindicatetheirinterrelationship,butalsotheirsignificancewithinany topic strand.
InordertoundertaketheirIterativeDesignChallenge,learnersshould:
1.Identifyrequirements
Explore
Crea
te
Evalua
te
Mat
hs &
Sc
ienc
e
D&M
PRINCIPLES
a. Understandthatalldesignandtechnologicalpracticetakesplacewithincontextsthatinformoutcomes.Learnersshouldbeabletoidentifyandprioritiseproblemsandopportunitiesthatarerelevanttotheirchosencontext.Theseissuesshouldbereflectedonthroughouttheirproject.
● ● ●
b. Beabletowriteadesignbriefinresponsetoacontextualchallengethatconsidersthestakeholdersthatcouldhaveaninterestinthepotentialoutcome.
● ● ●
c. Investigatetheneeds,wantsandinterestsofprimaryusersandotherstakeholderstoidentifyandunderstandtherequirementsfordesigning,throughcollecting,analysingandpresentingtheirfindingsfromprimaryandsecondarydata.
● ● ●
2.Learningfromexistingproductsandpractice
D &
M
PRINCIPLES
a. Investigateandanalyserelevantexistingproducts,understandinghowtheyareusedwithintheirphysical,organisational,socialand/orculturalenvironments,usingmethodssuchasdisassemblyandsystemsthinkinginordertomakeinformedandreasoneddecisions.
● ● ●
b. Investigateandanalysethewiderworkofprofessionalsandcompaniesinordertostimulatetheirowndesignthinking.
● ● ●
required.Newordevelopedideaswillneedtobesystematicallyevaluated.
Thisiterativeprocessisrepeateduntilalluserandstakeholderneedshavebeenmetinlinewithstakeholderrequirements.Eachevaluationinforms
thenextiterationandshouldbeevidentthroughoutthelearner’schallengeproject.Inordertodothis,learnersshouldselectfromavarietyofsuitabletechniquesthatwillhelpthemtosystematicallyandobjectivelytestthesolutionsdevelopedtomeettheidentifiedstakeholderrequirements.
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3.Implicationsofwiderissues
Explore
Crea
te
Evalua
te
Mat
hs &
Sc
ienc
e
D &
M
PRINCIPLES
a. Investigatefactors,suchasenvironmental,socialandeconomicchallenges,inordertoidentifyopportunitiesandconstraintsthatmightinfluencetheprocessofiterativedesigningandmaking,suchastakingintoconsiderationtheecologicalandsocialfootprintofmaterials.
● ● ●
4.Designthinkingandcommunication
D&M
PRINCIPLES
a. Demonstrateanabilitytoidentifyandformulateappropriaterequirementlistsandspecifications,reflectingontheirowninvestigationsandconsideringstakeholderneeds,including:• requirementsthatcoverstakeholderneedsandwants• requirementsthatcovertechnicalneeds• technicalspecificationsthatoutlinethespecific
requirementsneededtosupportthedesignsolutionbeingmadeintoafinalprototype.
● ● ●
b. Beabletousedifferentdesignstrategiesandapproachessuchascollaboration,user-centreddesignandsystemsthinkingwhengeneratinganddevelopinginnovativedesignideasthatavoiddesignfixation.
● ● ●
c. Beabletodesignanddevelopatleastoneprototypethatrespondstoneedsand/orwantsandisfitforpurpose,demonstratingfunctionality,aestheticsandmarketability.
● ● ●
d. Applytechniquesinordertocommunicateandrecorddesignideassuitabletothestageofdevelopmentinordertojustifytheirownthinkingandpresenttheirthinkingandintentionstoathirdparty,suchas:• informal2Dand3Dsketchingandmodellingto
communicateinitialideas• systemandschematicdiagrams,annotatedsketches,
explodeddiagrams,modelsandwrittennotes,tocommunicatedevelopmentiterations
• audioandvisualrecordingstosharethinking,explorationsandthefunctionalityofideas
• formal2Dand3Dworkingdrawingstooutlinespecificationrequirements;3Dillustrations,mathematicalmodellingandcomputer-basedtoolstopresentfinaldesignsolutions;schedulesandflowchartstodeliverplanning
• presentationsandreal-timeevidencetocommunicatethroughouttheproject.
● ● ●
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5.Materialconsiderations
Explore
Crea
te
Evalua
te
Mat
hs &
Sc
ienc
e
TECH
NICAL
PRINCIPLES a. Developandapplyin-depthknowledgebyselectingand
workingwithappropriatematerialsandcomponentswhendevelopingtheirideas,earlymodelsandproducingtheirfinalprototype(s).
● ● ●
6.Technicalunderstanding
TECH
NICAL
PRINCIPLES a. Applytechnicalprinciplesappropriatelytoensurefunctional
requirementsareachievedwhendevelopingadesignsolution.● ● ●
b. Beabletousesurfacetreatmentsandfinishesforfunctionalandaestheticpurposes.
● ● ●
7.Manufacturingprocessesandtechniques
D&M
PRINCIPLES
a. Beabletousespecialisttechniquesandprocessestoshape,fabricate,constructandassembleatleastonehighqualityprototype,includingtechniquessuchaswastage,addition,deformingandreforming,asappropriatetothematerials and/orsystemcomponentsbeingused.
● ● ●
b. Beabletousespecialisttoolsandequipment,appropriatetothematerialsorsystemcomponentsused(includinghandtools,machinery,digitaldesignandmanufacture),tocreatemodelsand prototypes.
● ● ●
c. Beabletouseappropriateandaccuratemarkingoutmethodsincluding:measuringanduseofreferencepoints,linesandsurfaces;usetemplates,jigsand/orpatternswhereappropriate;workwithintolerances;understandefficientcuttingandhowtominimisewaste.
● ● ●
8.Viabilityofdesignsolutions
D&M
PRINCIPLES
a. Beabletotest,criticallyanalyseandevaluatetheirdesignsolutionsagainsttheidentifiedstakeholderrequirements,designopportunitiesandconstraintsinordertorefineandimprovefutureiterations.
● ● ●
b. Beabletomakeinformedandreasoneddecisionsthroughouttheiterativedesignprocess,respondingtofeedbackasappropriatetoidentifythepotentialnextstepsoffurtherdevelopment.
● ● ●
c. Beabletorespondtofeedbackgivenbyothersabouttheirprototype(s)inordertoidentifythepotentialforfurtherdevelopmentandsuggesthowmodificationscouldbemadethroughdesignoptimisation.
● ● ●
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Furtherdetailsontherequirementsforundertakingthenon-examassessment(NEA)canbefoundinSection3a.
GuidanceonassessmentoftheNEA,includingthemarkingcriteriaisoutlinedinSection3f.
AdministrationrequirementsoftheNEAareoutlinedinSection4d.
Healthandsafetyisnotanassessmentrequirementofthisqualification,however,therewillalwaysbearequirementofHealthandSafetystandardstobemetinanyworkshopenvironmentandthelearnersshouldbefullyawareofrelevantregulationsandrequirements.
MathematicalskillsintheNEA
Inordertosupportthemathematicalskillsthatarerequiredtobeassessedintheexaminedassessment(NEA),thereisanexpectationwithinthisspecificationthatlearnerswillcontinuetodemonstrateappropriatemathematicalskills.Theapplicationoftheseskillsshouldnotbeusedartificially,butusedappropriatelyasopportunitiesarise,notonlytodemonstrateaccuracythroughpracticalskills,butalsoanabilitytousemathematicalskillstosolveproblems,supportinvestigationsandanalysefindings.SeeSection5cforfurtherinformation.
Within the NEA the following skills could be drawnon:
• appropriateuseofmeasurementsusingmetricunitstoensureaccuracyandminimisewaste
• calculationsofmaterialandcomponentcostsandquantitiesconsideringappropriatetolerances and resourcefulness
• utilisingandinterpretingappropriatedatatosupportthedevelopmentofdesigniterations
• useappropriatemethodstopresentperformancedata,surveyresponsesandinformationondesigndecision,including theuseoffrequencytables,graphsandbarcharts
• accurategraphicalcommunicationto deliverdesignandmanufacturingintentions to others.
2e. Priorknowledge,learningandprogression
LearnersinEnglandwhoarebeginningthisGCSE(9–1)coursearelikelytohavefollowedaKeyStage3programmeofstudyinDesignandTechnology.Though no prior knowledge or understanding of the subjectisrequired,earlierlearningthatconsidersprogressiontothisqualificationwillgreatlysupportlearningatalllevels.
GCSEsarequalificationsthatenablelearnerstoprogresstofurtherqualifications,eithervocationalorgeneral.ThisqualificationprovidestheidealfoundationforlearnerstoprogresstoeitheranOCRCambridgeTechnicalinEngineering,ortoOCRASor
ALevelDesignandTechnologywithendorsedtitlesinDesignEngineering,FashionandTextilesorProductDesign.TheOCRDesignandTechnologyqualificationshavebeendesignedspecificallywiththisprogressioninmind,andtosupportthefurtherprogressinlearningtodegreelevelorequivalent.
Therearelinkstomathematicsandsciencecontentwithinthisspecification.Wherethisistobeassessed,thestandardlevelwillbeequivalenttothelearningthat expected at the end of Key Stage 3.
Findoutmoreatwww.ocr.org.uk
http://www.ocr.org.uk
1Why choose an OCR GCSE (9–1) in Design and Technology?1a.Why choose an OCR qualification?1b.Why choose an OCR GCSE (9–1) in Design and Technology?1c.What are the key features of this specification?1d.How do I find out more information?2The specification overview
2a.OCR’s GCSE (9–1) in Design and Technology (J310)2b.Content of GCSE (9–1) in Design and Technology (J310)2c.Content of Principles of Design and Technology (J310/01)2d.Non-exam assessment content – Iterative Design Challenge (J310/02, 03)2e.Prior knowledge, learning and progression3Assessment of GCSE (9–1) in Design and Technology
3a.Forms of assessment 3b.Assessment objectives (AO)3c.Assessment availability3d.Retaking the qualification3e.Assessment of extended response3f.Internal assessment of non-exam assessment (NEA)3g.Synoptic assessment 3h.Calculating qualification results 4Admin: what you need to know
4a.Pre-assessment4b. Special consideration 4c.External assessment arrangements4d.Admin of non-exam assessment4e.Results and certificates4f.Post-results services4g.Malpractice 5Appendices
5a.Accessibility5b.Overlap with other qualifications5c.Use of mathematics within Design and Technology5d.Use of science within Design and Technology5e.Glossary of terms from the specification content5f.Accepted file formats5g.AcknowledgementsSummary of updates