GCSE Design and Technology₈₅₅₂

GCSE Design and Technology Specification Specification for first teaching in 2017

22 Sep 2016

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4.0 Scheme of assessment

Find past papers and mark schemes, and sample papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

GCSE exams and certification for this specification are available for the first time in May/June 2019 and then every May/June for the life of the specification.

All materials are available in English only.

Our GCSE exams in Design and Technology include questions that allow students to demonstrate their ability to:

recall information
draw together information from different areas of the specification
apply their knowledge and understanding in practical and theoretical contexts.

4.1 Aims and learning outcomes

Courses based on this specification must encourage students to:

demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice
develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values
use imagination, experimentation and combine ideas when designing
develop the skills to critique and refine their own ideas whilst designing and making
communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing
develop decision making skills, including the planning and organisation of time and resources when managing their own project work
develop a broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes
be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses
consider the costs, commercial viability and marketing of products
demonstrate safe working practices in design and technology
use key design and technology terminology including those related to: designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics.

4.2 Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Design and Technology specifications and all exam boards.

The exams and non-exam assessment will measure how students have achieved the following assessment objectives.

AO1: Identify, investigate and outline design possibilities to address needs and wants.
AO2: Design and make prototypes that are fit for purpose.
AO3: Analyse and evaluate:
- design decisions and outcomes, including for prototypes made by themselves and others
- wider issues in design and technology.
AO4: Demonstrate and apply knowledge and understanding of:
- technical principles
- designing and making principles.

4.2.1 Assessment objective weightings for GCSE Design and Technology

Assessment objectives (AOs)	Component weightings (approx %)		Overall weighting (approx %)
Assessment objectives (AOs)	Paper 1	NEA	Overall weighting (approx %)
AO1	0	10	10
AO2	0	30	30
AO3	10	10	20
AO4	40	0	40
Overall weighting of components	50	50	100

4.3 Assessment weightings

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Component	Maximum raw mark	Scaling factor	Maximum scaled mark
Paper 1	100	x1	100
NEA	100	x1	100
Total scaled mark:			200

4.4 Non-exam assessment

The Non-exam assessment will contribute towards 50% of the students overall mark. The NEA project in its entirety should take between 30–35 hours to complete and consist of a working prototype and a concise portfolio of approximately 20 pages of A3 paper, equivalent A4 paper or the digital equivalent.

Students' work should consist of an investigation into a contextual challenge, defining the needs and wants of the user and include relevant research to produce a design brief and specification. Students should generate design ideas with flair and creativity and develop these to create a final design solution (including modelling). A manufacturing specification should be produced to conclude your design findings leading into the realisation of a final prototype that is fit for purpose and a final evaluation. Students should investigate, analyse and evaluate throughout the portfolio and evidence all decisions made.

Six criteria are produced for assessment and there are a number of points within each. Each band should be viewed holistically when marking assessments. Students who produce no work for a criterion or work that is below a GCSE standard should be awarded zero.

The criteria should not be viewed as a linear process to be followed in a step by step manner. Rather, students should be encouraged to follow the iterative design process and assessors encouraged to award marks where they are deserved and can be evidenced. You should ensure that the criteria are assessed accurately and students are not rewarded for quantity of work but the quality of work produced.

With the assessment process being viewed holistically it's vital that students clearly record their work so it is clear where the marks can be awarded. It's also essential that teachers provide clear annotation to support their assessments.

4.4.1 Setting the task

Students will be required to undertake a small-scale design and make task and produce a final prototype based on a design brief produced by the student.

The contextual challenges for the task will be set by us and allow students to select from a list issued to schools via e-AQA. The contexts will change every year and will be released on 1 June in the year prior to the assessment being submitted.

4.4.2 Taking the task

With reference to the context, students will be expected to develop a specific brief that meets the needs of a user, client or market.

The task must be of an appropriate level of complexity and contain a degree of uncertainty of the outcome so that students can engage in an iterative process of designing, making, testing, improving and evaluating.

Students must produce a final prototype based on the design brief that they have developed, along with a written or digital design folder or portfolio.

4.4.2.1 Evidence

Students must produce a written or digital design folder clearly evidencing how the assessment criteria have been met, together with photographic evidence of the final manufactured prototype.

Students should produce a concise folder. We recommend that this folder does not exceed 20 pages of A3 paper, equivalent A4 paper or the digital equivalent.

Students who do not follow these guidelines will penalise themselves by not meeting the expectations of the assessment appropriately.

Students that exceed the recommended length will self-penalise by not being appropriately focused on the demands of the task. Students that produce work that is shorter than the recommended page count will self-penalise by not allowing appropriate coverage of the assessment objectives.

4.4.2.2 Time limits

Students should spend 30–35 hours on their NEA unless there are specific access requirements that should be considered.

We expect students to be selective in their choice of material to include, and to manage their time appropriately.

4.4.3 Feedback

Students are free to revise and redraft a piece of work before submitting the final piece for assessment. You can review draft work and provide generic feedback to ensure that the work is appropriately focused. In providing generic feedback you can :

provide feedback in oral and/or written form
explain syntax in general terms
advise on resources that could be used
remind students of the key sections that should be included in their final folder.

In providing generic feedback you cannot :

correct a student’s work
provide templates, model answers or writing frames
provide specific guidance
provide specific feedback to students on how to improve their projects to meet the requirements of the marking criteria
give examples of how to implement
provide feedback where a student has produced an incomplete stage and this is sufficient to allow progression to the next stage.

A clear distinction must be drawn between providing feedback to students as part of work in progress and reviewing work once it has been submitted by the student for final assessment. Once work is submitted for final assessment it cannot be revised. It is not acceptable for you to give, either to individual students or to groups, feedback and suggestions as to how the work may be improved in order to meet the marking criteria.

In accordance with the JCQ Instructions for conducting NEA, any support or feedback given to individual students which has not been provided to the class as a whole must be clearly recorded on the CRF and the student’s mark must be appropriately adjusted to represent the student’s unaided achievement.

4.4.4 Assessment criteria

Guidance on applying the marking criteria

Level of response marking instructions are broken down into mark bands , each of which has a descriptor. The descriptor for the mark band shows the average performance for the level required . Before you apply the mark scheme to a student’s project, review both the prototype and portfolio and annotate it and/or make notes on it to show the qualities that are being looked for. You can then apply the marking criteria.

Start at the lowest band of the marking criteria and use it as a ladder to see whether the work meets the descriptor for that band . The descriptor for the band indicates the different qualities that might be seen in the student’s work for that level. If it meets descriptors for the lowest band then go to the next one and decide if it meets this, and so on, until you have a match between the band descriptor and the student's work.

You can compare your student’s work with the standardisation examples to determine if it is the same standard, better or worse. When assigning a level you should look at the overall quality of the work. If the project covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the work to help decide the mark within the band .

To select the most appropriate mark in the band descriptor, teachers should use the following guidance to locate the best-fit:

where the student’s work fully meets all statements, the highest mark should be awarded
where the student’s work mostly meets all statements, the most appropriate mark in the middle of the range should be awarded
where the learner’s work just meets the majority of statements, the lowest mark should be awarded.

There will be instances where a student fully meets for example 3/4 statements but only just meets the other. In this scenario a best-fit approach should be taken. If, in this scenario, the range of marks within the band was 16–20, then a mark of 18/19 would be appropriate.

The assessment criteria for the NEA are split into six sections as follows.

	Section	Criteria	Maximun marks
AO1 Identify, investigate and outline design possibilities	A	Identifying & investigating design possibilities	10
AO1 Identify, investigate and outline design possibilities	B	Producing a design brief & specification	10
A02 Design and make prototypes that are fit for purpose	C	Generating design ideas	20
	D	Developing design ideas	20
	E	Realising design ideas	20
A03 Analyse and evaluate	F	Analysing & evaluating	20
	Total		100

4.4.4.1 Section A: Identifying and investigating design possibilities (10 marks)

By analysing the contextual challenge students will identify design possibilities, investigate client needs and wants and factors including economic and social challenges. Students should also use the work of others (past and/or present) to help them form ideas. Research should be concise and relate to their contextual challenge. Students are also advised to use a range of research techniques (primary/secondary) in order to draw accurate conclusions. Students should be encouraged to investigate throughout their project to help inform decisions.

Mark band	Description
9–10	Design possibilities identified and thoroughly explored, directly linked to a contextual challenge demonstrating excellent understanding of the problems/opportunities . A user/client has been clearly identified and is entirely relevant in all aspects to the contextual challenge and student has undertaken a comprehensive investigation of their needs and wants, with a clear explanation and justification of all aspects of these. Comprehensive investigation into the work of others that clearly informs ideas. Excellent design focus and full understanding of the impact on society including; economic and social effects. Extensive evidence that investigation of design possibilities has taken place throughout the project with excellent justification and understanding of possibilities identified.
6–8	Design possibilities identified and explored, linked to a contextual challenge demonstrating a good understanding of the problems/opportunities . A user/client has been identified that is mostly relevant to the contextual challenge and student has undertaken an investigation of their needs and wants, with a good explanation and justification of most aspects of these. Detailed investigation into the work of others that has influenced ideas. Good design focus and understanding of the impact on society including; economic and social effects. Evidence of investigation of design possibilities at various stages in the project with good justification and understanding of possibilities identified.
3–5	Design possibilities identified and explored with some link to a contextual challenge demonstrating adequate understanding of the problems/opportunities . A user/client has been identified that is partially relevant to the contextual challenge . Student has undertaken an investigation of their needs and wants, with some explanation and justification of some aspects of these. Some investigation into the work of others that has had some influence on their ideas. Some design focus and understanding of the impact on society including; economic and social effects. Investigation of design possibilities goes beyond the initial stages of the project but only some justification and understanding of possibilities identified.
1–2	Basic design possibilities identified. Link to a contextual challenge is unclear and student demonstrates only a limited understanding of the problems/opportunities . An attempt has been made to identify a user/client but is not be relevant to the contextual challenge . Student has undertaken a basic investigation of their needs and wants, but given little explanation and justification of these. Basic investigation into the work of others that has not been used to inform their ideas. Limited design focus and understanding of the impact on society including; economic and social effects. Investigation of design possibilities only takes place in the initial stages of the project and there is very little justification and understanding of possibilities identified.
0	Nothing worthy of credit.

4.4.4.2 Section B: Producing a design brief and specification (10 marks)

Based on conclusions from their investigations students will outline design possibilities by producing a design brief and design specification. Students should review both throughout the project.

Mark band	Description
9–10	Comprehensive design brief which clearly justifies how they have considered their user/client’s needs and wants and links directly to the context selected . Comprehensive design specification with very high level of justification linking to the needs and wants of the client/user. Fully informs subsequent design stages.
6–8	Good design brief with an attempt to justify how they have considered most of their client’s needs and wants and has clear links to the context selected . Detailed design specification with good justification linking to the needs and wants of the client/user. Largely informs subsequent design stages.
3–5	Adequate design brief with some consideration of their client’s needs and wants is evident, as is the relevance to the context selected. Adequate design specification lacking some detail. Some justification linking to the needs and wants of the client/user. Informs subsequent design stages to some extent.
1–2	Basic design brief that contains only limited consideration of their client's needs and wants and has little or no relevance to the context selected. Basic design specification has minimal detail. Limited justification linking to the needs and wants of the client/user. Very little influence on subsequent design stages.
0	Nothing worthy of credit.

4.4.4.3 Section C: Generating design ideas (20 marks)

Students should explore a range of possible ideas linking to the contextual challenge selected. These design ideas should demonstrate flair and originality and students are encouraged to take risks with their designs. Students may wish to use a variety of techniques to communicate.

Students will not be awarded for the quantity of design ideas but how well their ideas address the contextual challenge selected. Students are encouraged to be imaginative in their approach by experimenting with different ideas and possibilities that avoid design fixation.

In the highest band students are expected to show some innovation by generating ideas that are different to the work of the majority of their peers or demonstrate new ways of improving existing solutions.

Mark band	Description
16–20	Imaginative, creative and innovative ideas have been generated, fully avoiding design fixation and with full consideration of functionality , aesthetics and innovation. Ideas have been generated, that take full account of on-going investigation that is both fully relevant and focused. Extensive experimentation and excellent communication is evident, using a wide range of techniques. Imaginative use of different design strategies for different purposes and as part of a fully integrated approach to designing.
11–15	Imaginative and creative ideas have been generated which mainly avoid design fixation and have adequate consideration of functionality, aesthetics and innovation. Ideas have been generated , taking into account on-going investigation that is relevant and focused. Good experimentation and communication is evident, using a wide range of techniques. Effective use of different design strategies for different purposes as an approach to designing.
6–10	Imaginative ideas have been generated with a degree of design fixation and having some consideration of functionality, aesthetics and innovation. Ideas have been generated that take some account of investigations carried out but may lack relevance and/or focus . Experimentation is sufficient to generate a range of ideas. Communication is evident, using a range of techniques. Different design strategies explored but only at a superficial level with the approach tending to be fairly narrow.
1–5	Basic ideas have been generated with clear design fixation and limited consideration of functionality, aesthetics and innovation. Ideas generated taking little or no account of investigations carried out. Basic experimentation and communication is evident, using a limited number of techniques . Basic use of a single design strategy.
0	Nothing worthy of credit.

4.4.4.4 Section D: Developing design ideas (20 marks)

Students will develop and refine design ideas. This may include, formal and informal 2D/3D drawing including CAD, systems and schematic diagrams, models and schedules. Students will develop at least one model, however marks will be awarded for the suitability of the model(s) and not the quantity produced.

Students will also select suitable materials and components communicating their decisions throughout the development process. Students are encouraged to reflect on their developed ideas by looking at their requirements; including how their designs meet the design specification. Part of this work will then feed into the development of a manufacturing specification providing sufficient accurate information for third party manufacture, using a range of appropriate methods, such as measured drawings, control programs, circuit diagrams, patterns, cutting or parts lists.

Mark band	Description
16–20	Very detailed development work is evident, using a wide range of 2D/3D techniques (including CAD where appropriate) in order to develop a prototype . Excellent modelling, using a wide variety of methods to test their design ideas , fully meeting all requirements. Fully appropriate materials/components selected with extensive research into their working properties and availability. Fully detailed manufacturing specification is produced with comprehensive justification to inform manufacture.
11–15	Good development work is evident, using a range of 2D/3D techniques (including CAD where appropriate) in order to develop a prototype . Good modelling which uses a variety of methods to test their design ideas, largely meeting requirements . Materials/components selected are mostly appropriate with good research into their working properties and availability. Largely detailed manufacturing specification is produced with good justification to inform manufacture.
6–10	Development work is sufficient, using some 2D/3D techniques (including CAD where appropriate) in order to develop a prototype . Modelling is sufficient, using a variety of methods to test their design ideas, meeting some requirements . Materials/components selected with some research into their working properties and availability. Some of these may not be fully appropriate for purpose. Adequate manufacturing specification contains sufficient detail with some justification to inform manufacture.
1–5	Basic development work is evident, using a limited range of 2D/3D techniques (including CAD where appropriate) in order to develop a prototype . Modelling is basic, using a limited number of methods to test their design ideas meeting requirements only superficially . Materials/components selected with minimal research into their working properties or availability and may not be fully fit for purpose. Basic manufacturing specification that lacks detail and has minimal justification to inform manufacture.
0	Nothing worthy of credit.

4.4.4.5 Section E: Realising design ideas (20 marks)

Students will work with a range of appropriate materials/components to produce prototypes that are accurate and within close tolerances. This will involve using specialist tools and equipment, which may include hand tools, machines or CAM/CNC. The prototypes will be constructed through a range of techniques, which may involve shaping, fabrication, construction and assembly. The prototypes will have suitable finish with functional and aesthetic qualities, where appropriate. Students will be awarded marks for the quality of their prototype(s) and how it addresses the design brief and design specification based on a contextual challenge.

Mark band	Description
16–20	The correct tools, materials and equipment (including CAM where appropriate) have been consistently used or operated safely with an exceptionally high level of skill . A high level of quality control is evident to ensure the prototype is accurate by consistently applying very close tolerances. Prototype shows an exceptionally high level of making/finishing skills that are fully consistent and appropriate to the desired outcome. An exceptionally high quality prototype that has the potential to be commercially viable has been produced and fully meets the needs of the client/user .
11–15	The correct tools, materials and equipment (including CAM where appropriate) have been used or operated safely with a good level, of skill . Detailed quality control is evident to ensure the prototype is mostly accurate through partial application of tolerances. Prototype shows a good level of making/finishing skills that are largely consistent and appropriate to the desired outcome. A good quality prototype that may have potential to be commercially viable has been produced which mostly meets the needs of the client/user .
6–10	The correct tools, materials and equipment (including CAM where appropriate) have been used or operated safely with an adequate level of skill . Some quality control is evident through measurement and testing . Prototype shows an adequate level of making/finishing skills that are mostly appropriate to the desired outcome. A prototype of sufficient quality has been produced that may have potential to be commercially viable, although further developments would be required, and only partially meets the needs of the client/user .
1–5	Tools, materials and equipment (including CAM where appropriate) have been used or operated safely at a basic level. Basic quality control is evident through measurement only. Prototype shows a basic level of making/finishing skills which may not be appropriate for the desired outcome. A prototype of basic quality has been produced with little or no potential to be commercially viable and does not meet the needs of the client/user .
0	Nothing worthy of credit.

4.4.4.6 Section F: Analysing and evaluating (20 marks)

Within this iterative design process students are expected to continuously analyse and evaluate their work, using their decisions to improve outcomes. This should include defining requirements, analysing the design brief and specifications along with the testing and evaluating of ideas produced during the generation and development stages. Their final prototype(s) will also undergo a range of tests on which the final evaluation will be formulated. This should include market testing and a detailed analysis of the prototype(s).

Mark band	Description
16–20	Extensive evidence that various iterations are as a direct result of considerations linked to testing , analysis and evaluation of the prototype, including well considered feedback from third parties. Comprehensive testing of all aspects of the final prototype against the design brief and specification. Fully detailed and justified reference is made to any modifications both proposed and undertaken. Excellent ongoing analysis and evaluation evident throughout the project that clearly influences the design brief and the design and manufacturing specifications.
11–15	Good evidence that various iterations are as a result of considerations linked to testing , analysis and evaluation of the prototype, including some consideration of feedback from third parties. Good testing of most aspects of the final prototype against the design brief and specification. Detailed reference is made to any modifications either proposed or undertaken. Good analysis and evaluation at most stages of the project that influences the design brief and the design and manufacturing specifications.
6–10	Some evidence that various iterations are as a result of considerations linked to testing , analysis and evaluation of the prototype, including basic consideration of feedback from third parties. Adequate testing of som e aspects of the final prototype against the design brief and specification. Some reference is made to modifications either proposed or undertaken. Adequate analysis and evaluation is present at some stages of the project but does not have sufficient influence on the design brief and the design and manufacturing specifications.
1–5	Limited evidence that various iterations are as a result of considerations linked to testing , analysis and evaluation of the prototype. Basic testing of some aspects of the final prototype against the design brief and specification. Little reference is made to any modifications either proposed or undertaken. Superficial analysis and evaluation. Little influence on the design brief and the design and manufacturing specifications.
0	Nothing worthy of credit.

3.3 Designing and making principles

5.0 Non-exam assessment administration