GCSE (9-1)

WJEC Eduqas GCSE (9-1) in

DESIGN AND TECHNOLOGY
ACCREDITED BY OFQUAL

GUIDANCE FOR TEACHING

Teaching from 2017

This Ofqual regulated qualification is not available for

candidates in maintained schools and colleges in Wales.
Contents

Introduction 3
Continuing Professional Development 3
Aims and objectives 4
Prior learning and progression 4
The Specification at a glance 5
Course overview 8
Component 1 – Design and Technology in the 21st Century 8
Component 2 – Design and make task 20
Component 2 – Further examples of informal sketch pad and formal 53
portfolio for the design and make
Further support and resources 87
Examinations and assessment 87
Suggested frameworks for delivery 91
Frequently asked questions 93

2
Introduction

The WJEC EDUQAS GCSE Design and Technology specification can be delivered and
assessed in:
 all schools and colleges in England
 schools and colleges in independent regions such as Northern Ireland, Isle of Man
and the Channel Islands
 independent schools in Wales.
It will be awarded for the first time in summer 2018, using grades 9 to 1.
This specification meets the Conditions and Requirements for GCSE Design and
Technology Qualifications which set out the requirements for all new or revised GCSE
specifications developed to be taught in England from September 2017. Additionally, the
specification meets the requirements of the Approval Criteria for GCSE Design and
Technology (July 2016). WJEC EDUQAS has worked closely with teachers and outside
organisations in developing this qualification.

This guidance for teaching publication is one of a number of ways in which WJEC EDUQAS
provides assistance to teachers delivering this specification. This guide is to be used in
conjunction with, and as a supplement to the Specification and Sample Assessment
Materials (question papers and marking schemes). It is not intended as, and cannot be used
as, a replacement for either of these essential materials.

Other provision which you may find useful:

 easy access to the specification and other key documents on the WJEC EDUQAS
website
 CPD advice available via the WJEC EDUQAS website
 face to face CPD at a range of venues
 additional, free-to-access, digital resources
 easy access, by telephone or email, to both the Subject Officer and Subject Support
Officer for GCSE Design and Technology
 opportunities to become an examiner or moderator for the new specification
 visiting moderation

Contact points for WJEC EDUQAS in GCSE Design and Technology are as follows:

Stephen Howells steve.howells@wjec.co.uk 029 2026 5017 (Subject Officer)

Candice Dempster candice.dempster@wjec.co.uk 029 2026 5118 (Subject Support Officer)

Subject page: http://www.wjec.co.uk/qualifications/design-and-technology/r-design-and-

technology-gcse-from-2017/

Continuing Professional Development

CPD will be delivered to assist in explaining the WJEC EDUQAS GCSE in Design and
Technology qualification. WJEC EDUQAS will continue to deliver CPD in England for the life
of the qualification.

Please use the following link to search for CPD events and make bookings:

http://www.wjec.co.uk/cpd/

3
Aims and objectives

The WJEC EDUQAS GCSE specification in GCSE Design and Technology provides
opportunities for learners to follow a course that is inspiring, rigorous, coherent and
balanced.

The specification will enable learners 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.

This specification also gives learners an opportunity to produce extended written responses
and demonstrate the quality of their written communication, including appropriate use of
punctuation and grammar.

The learners will also have the opportunity to produce an extended piece of design work
based on contextual challenges where they will be expected to be creative, innovative and
solve problems that they have realised themselves. They will be able to use the iterative
design process in making real products that solve real problems identified by them.

www.eduqas.co.uk

Prior learning and progression

There are no previous learning requirements for this specification. Any requirements set for
entry to a course based on this specification are at the school/college’s discretion.

This specification builds on subject content which is typically taught at key stage 3 and
provides a suitable foundation for the study of design and technology at either AS or A level.
In addition, the specification provides a coherent, satisfying and worthwhile course of study
for learners who do not progress to further study in this subject.

4
The specification at a glance

The subject content for Design and Technology is basically split into two parts.

Technical Principles

Core Requirements

Core knowledge and understanding is presented in five clear and

distinct topic areas: Learners are required to study all of the content in these five areas,
 design and technology and our world to ensure they have a broad knowledge and understanding of
 smart materials design and technology and that they are able to make effective
 electronic systems and programmable components choices in relation to which materials, components and systems to
 mechanical components and devices utilise within design and make activities.
 materials

In-depth Requirements

In-depth knowledge and understanding is presented in six clear and

distinct topic areas: Learners are required to study at least one of these six areas, to
a. electronic systems, programmable components & mechanical ensure they have an in-depth knowledge and understanding of a
devices specific material area and/or components and systems to support
b. papers & boards their design and make activities.
c. natural & manufactured timber
d. ferrous & non-ferrous metals
e. thermoforming & thermosetting polymers
f. fibres & textiles

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Designing and making principles

Core Requirements

Core knowledge and understanding that learners are required to Learners are required to cover all of the content in these ten
develop and apply is presented in ten clear topic areas: areas, to ensure they are able to apply a broad knowledge and
 understanding design and technology practice understanding of design and technology principles within design
 understanding user needs and make activities.
 writing a design brief and specifications
 investigating challenges
 developing ideas
 investigating the work of others
 using design strategies
 communicating ideas
 developing a prototype
 making decisions

In-depth Requirements

In-depth knowledge and understanding is presented in five clear topic Learners are required to cover all of the content in these five
areas: areas, in relation to at least one of the topic areas (a to f)
identified in the in-depth knowledge and understanding section of
 selecting and working with materials and components technical principles.
 marking out
 using tools and equipment
 using specialist techniques
 using surface treatments and finishes

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 Technical principles

Core knowledge & understanding In-depth knowledge & understanding

a. Electronic systems, programmable components &
mechanical devices
 Design and technology and our world
b. Papers & boards
Plus at
 Smart materials
least one
from c. Natural & manufactured timber
 Electronic systems and programmable components

 Mechanical components and devices d. Ferrous & non-ferrous metals

 Materials e. Thermosetting & thermoforming plastics

f. Fibres & textiles

Designing and making principles

In-depth knowledge & understanding

Core knowledge & understanding Plus
(in relation to at least one of a to f above)

7
Course overview

GCSE Design and Technology

Component 1 – Design and Technology in the 21st Century

Written Examination: 2 hours

50% of qualification
100 marks in total
A mix of short answer structured and extended writing questions.

Learners are expected to attempt all questions in Section A and one from Section B.
Learners will write their responses in the space provided underneath each question. The
lined space provided is intended to give learners ample space to record their responses.
There is no expectation that learners will fill up all the space provided. However, extra lined
pages are provided within the question paper, and further continuation booklets will be
provided for learners if necessary.

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Sample core question

The Product Life Cycle Curve below shows the sales of a mobile telephone at each
stage throughout its life cycle.

Wikimedia Creative Commons http://bit.ly/2AuKY4

(a) (i) Underline what you believe to be the most appropriate unit of time for
the graph. [1]

Weeks Months Years

Exemplar response: Months

The only acceptable answer is Months.

(ii) Describe what happens during the Introduction stage of a product. [2]

Exemplar response: The product is introduced into the market and the
start of the sales is slow because people are not aware of the product.

The answer is worth two marks as the learner explains what is

happening and gives a detailed description.

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 (iii) Give three examples for the decline in sales of a product. [3]

Exemplar response: Technological advance - changes in taste and

behaviour - economic circumstances

The question asks for three examples for the decline of sales. Each
correct response will achieve 1 mark to a total of three.

(b) Recent energy legislation has meant that traditional light bulbs have been
phased out and replaced by newer LED bulbs.

Traditional light bulb LED bulb

(i) Explain why LED bulbs are now replacing the traditional light bulb.

Exemplar response: Traditional bulbs have short lifetimes; therefore

there is a need to keep replacing them.
The question is specifically asking for an explanation, one mark has
been awarded for a correct answer and one mark for a correct
explanation.
(ii) Give a detailed reason why the energy legislation can be an
advantage to the consumer. [2]

Exemplar response: The consumer would gain because the life of the
bulb is longer than a traditional one without any reduction in the quality
of the light.
The question is specifically looking for a detailed reason. One mark
would be awarded for the reason and one mark would be for an
explanation or justification of the reason.

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 (iii) The table below shows the costs related to running each light bulb for
an average day.

Cost per day

Bulb Type Power
(Pence)
Traditional light
100W 6.97p
bulb
LED bulb 18W 1.26p

Calculate as a percentage the saving that will be made by using the

LED bulb over the period of a year (365 days).
(Show all workings.) [5]

Exemplar response:
6.97 x 365 = £25.4405 (1 Mark)
1.26 x 365 = £4.599 (1 Mark)
25.4405 – 4.599 = £20.8415 (1 Mark)
20.8415
× 100 = 81.9 𝑺𝒂𝒗𝒊𝒏𝒈 (1 Mark for indication of method but the
25.4405
answer may be wrong). Final answer must be either 81.9% accept
82% (1 mark)
This question is a typical mathematics style of question. The marks
will be awarded for each correct stage or step in the calculations. The
learner must ensure that they show all workings.

(c) (i) Explain one disadvantage of using wind power to produce energy. [2]

Exemplar response: Good wind locations are often located in rural

areas and transmission lines need to be built to bring the energy to
populated towns and cities.
The question is specifically looking for one disadvantage worth 2
marks. One mark will be awarded for a correct disadvantage and one
mark for a more detailed description, explaining or illustrating the
disadvantage when producing energy.

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(ii) Discuss how using energy panels on houses can have a positive
effect on the environment. [3]

Exemplar response: The home owner has cheaper energy bills,

saves money and even makes a profit from the panels by selling back
to the electric company.
The answer must clearly indicate an understanding of how energy
panels have a positive effect on the environment. We are then looking
for some discussion from the learner to verify their understanding. If a
learner submits a correct answer that is not in the marking scheme,
the examiner can still award the marks appropriately.

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Sample core question
The jacket pictured below has been made using a thermo-chromic smart material.

Unable to trace copyright, please contact us if you are the copyright holder.

(a) Explain why a thermo-chromic material has been used as an additional

design feature of the jacket. [3]

Exemplar response: When the user wears the jacket, their body temperature
provides the heat to change the colour of the jacket; the action of a thermo-
chromic material. This gives an additional aesthetic feature to the jacket that
may attract a wider target market.

The explanation must show a clear understanding of a thermo-chromic

material; its ability to change colour by the body temperature of the user. The
answer then explains how the action of the material could be an aesthetic
feature and attract a wider market.

(b) (i) Medium density fibreboard (MDF), glass reinforced plastic (GRP) and
plywood are known as composite materials. Explain the meaning of a
composite material. [2]

Exemplar response: A composite material is where two or more

constituent materials with different properties or strengths are
combined together to make one material. This often means composite
materials have an improved weight to strength ratio.

This response demonstrates that the learner has a full understanding

of a composite material, the points made are clearly explained
including reference to strength to weight ratio.

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(ii) The snowboarding helmet is made from a carbon fibre reinforced
polymer. Analyse why the material properties of carbon fibre make it a
particularly suitable material for the snowboarding helmet. [3]

© Surfdome http://bit.ly/2nr3D3G. This image is used for critical analysis and review purposes
under the fair dealings policy.

Exemplar response: The carbon fibres have a very high tensile

strength while also being very light and flexible. By combining the two
materials together, you create a very light material that can be easily
formed into the shape of the helmet, while also being extremely strong
and resistant to breaking if a collision occurs.

The response indicates a detailed understanding of the main property

of carbon fibre with a balanced reason for its use in the product.

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Sample in depth question
Fibres and textiles
(a) Study the pictures of the two cushions shown below and answer the
questions that follow.

Bolster cushion
Floor cushion

© http://bit.ly/2E1q0XY. This image is used for critical

analysis and review purposes under the fair dealings policy.

(i) State the name of the edge finish that has been used on both
cushions and give a reason for its use.

Edge finish: piping [1]

Reason: The quality of the finished product looks more professional
and strengthens the cushion.
There is only one possible answer to the edge finish for 1 mark. In this
case the answer for the reason the learner has put down two possible
reasons for one mark ie the quality and strengthens the cushion. One
detailed reason would also gain one mark.

(ii) The main material used for both cushions is woven cotton. Give one
reason why a material with a woven construction is the most suitable
choice for these products. [1]
The woven material is more stable and will help give structure to the
cushions.
The learner has given a correct answer and with a justified reason. In
this question reference to cotton in the answer is not needed.

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(iii) Explain why it is important to lay templates out following pattern
language in the construction of the two cushions. [2]

Pattern language gives guidance on how the templates should be laid

on the material and how the pieces will fit together when making the
cushions. Failure to follow pattern language can affect the quality of
the final products as the pieces may not fit together as intended.

The question is asking for an explanation of pattern language and its

importance. Within the body of the answer the learner shows an
understanding because they make reference to 'guidance' and the
importance it plays in ensuring all the pieces are joined precisely for a
high quality outcome.

(iv) The pink flower design shown below needs to be appliquéd onto the
bolster cushion to co-ordinate the two cushions.

Describe how you would appliqué the flower design onto the bolster
cushion. [4]

Strengthen the top piece of material (in this case the patterned flower
shape) with bondaweb by ironing it to the back of the flower.

Cut it out carefully following the shape of the flower.

Peel off backing paper on the bondaweb and place it on the second
material (green background in this case).

Iron the shape in place.

Stitch around the edge to secure it to the green material.

Appliqué can be done in a number of different ways, but all follow a

logical sequence. The top material (flower shape in this case) has to
have a method of stabilising the material prior to stitching. Any
acceptable method would be marked. Within the body of the answer
to the above question there must be a description and up to four
different processes. In this case the learner has given five correct
stages but he or she would only achieve 4 marks.

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(b) The finished diameter of the circular ends on the bolster cushion is 20cm as
shown below.

Circular end panel with

a finished diameter of
20cm

Calculate what the circumference of the circular template would need to be in

order to achieve the finished measurement (a seam allowance of 1.5cm will
need to be included in your calculation), and how many cylindrical sides of the
bolster cushion can be cut from a 5m length of fabric. (Show all workings.)

NB. The length of the bolster cushion is the same measurement as the width
of material.

Diameter plus seam allowance 20cm + 3cm (1.5cm +1.5cm) = 23cm (1)

3.142 (π) x 23cm (1)

= 72.3cm (1)

(Credit method based on: Radius plus seam allowance 10 + 1.5cm (1))

The learner needs to recognise that the seam allowance – standard

measurement is 1.5cm - will need to be added twice to the diameter to get the
full diameter for one mark to be awarded. This need to be multiplied by π
(3.142) for another mark and the correct answer will get the final mark.

5m length of fabric / 62.84.cm circumference (circumference does not include

seam allowance) (1)

7 lengths (round down from 7.956) (1)

The circumference is calculated again this time without seam allowances for
one mark, which gives the length of the rectangular piece that will form the
cylindrical side. This measurement will need to be divided into 5m for the
number of pieces. The correct answer will need to be rounded down for the
second mark.

It is essential that the learner clearly shows all the processes/steps involved.
Any correct mathematical approach to the calculations will be acceptable.
Marks will be awarded for steps within the mathematical process. Learners
will be allowed to use calculators in the examination but a calculator will be
not be of any use if the learner does not realise that units may be different; as
in this case where the units are centimetres and metres. Credit will be given
to any appropriate approach in calculating the circumference and the number
of cylindrical sides that can be cut from the fabric.

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(c) The cushions are to be sold under the fair trade logo. Analyse the impact on
communities and workers who benefit under this scheme. [5]

Indicative content
This content is not prescriptive and candidates are not expected to refer to all
the material identified below

 Fair Trade Foundation seeks to ensure greater equity in international

trade, so workers should get paid a fair wage
 companies have better access to markets in developed countries, so
workers can have better job security
 income means that there may be a reduction in poverty and improved
education for children within communities
 it helps support employment and raising the standards of living in third
world countries
 it can encourage the development of skills in third world countries
 the working conditions within third world suppliers can be improved by
securing orders via the Fair Trade scheme/less exploitation of workers
 it can help small businesses in third world countries to move from income
insecurity and poverty to economic self-sufficiency and ownership.

The above list is indicative content that learners could refer to within their
answer. Credit would be given to alternative answers not listed but are
considered appropriate. Within the answer learners will need to demonstrate
an understanding of the term ‘analyse.’ It is expected that learners will apply
reasoning to any of the statements they make. Band descriptions will be
applied to questions with extended answers.

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(d) It is important that designers consider the world we live in and the needs of
future generations. Evaluate how designers can lessen the impact on our
environment when designing new textile products. [6]

Indicative content

This content is not prescriptive and candidates are not expected to refer to all
the material identified below

Designers can lessen the impact on our environment when designing textile
products by:

 considering how to minimise waste in manufacture of textile products

 for the product in question, considering whether using natural or synthetic
textiles will have the least impact on the environment (response could
also refer to sustainability)
 considering the use of natural finishes/dyes where appropriate
 if the product contains materials in addition to textiles; ensuring as far as
possible that it is straightforward to separate the textile components from
any other materials at the end of the product's life, to encourage recycling.
 reducing the need for unnecessary packaging of the product
 considering renewable energy sources during manufacture
 designing textile products to have a long life so that replacements should
not be needed for some time (recognising that fashion/fads can impact
here)

Credit would be given to alternative answers not listed but are considered
appropriate. Within the answer learners will need to demonstrate an
understanding of the term ‘evaluate.’ It is expected that learners will show
evidence of appraising a situation and/or make judgements relating to any
facts they include within their answer.

Band descriptions will be applied to questions with extended answers.

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Component 2 – Design and make task

NEA (Non Examined Assessment) – 50% of the qualification

Approximately 35 hours
Design and make task from a contextual challenge set by WJEC EDUQAS
Worth 100 raw marks
Apply the iterative process of designing

Contextual Challenge

The contextual challenge requires learners to demonstrate, at GCSE level, their knowledge
and understanding of the following core designing and making principles, in the context of a
sustained design and make activity.
 work within a context which will inform the outcome
 identify and understand client and user needs
 write a design brief and specification
 identify opportunities and constraints that influence the processes of designing and
making
 explore, develop, test, critically analyse and evaluate ideas
 investigate and analyse the work of others
 use different design strategies to generate initial ideas
 develop, communicate, record and justify design ideas
 design and develop at least one prototype* that is fit for purpose
 make informed and reasoned decisions to identify the potential for further development

In addition, when designing and making in relation to at least one material or

component/system(s) learners are required to:

 select and work with appropriate materials and components to produce a

prototype
 use appropriate and accurate marking out methods; work within tolerances;
understand efficient cutting and minimise waste
 use specialist tools and equipment, appropriate to the materials or components
used, to create a specific outcome
 use specialist techniques and processes to shape, fabricate, construct and
assemble a high quality prototype, as appropriate to the materials and/or
components being used
 use appropriate surface treatments and finishes

In the context of this component, ‘prototype’ is used to describe all working solutions
including products, models and systems.

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NEA: A sustained design and make task, based on a contextual challenge set by WJEC
EDUQAS, assessing learners' ability to apply the iterative approach to:

 Identify, investigate, analyse and outline design possibilities

 Design and make prototypes and evaluate their fitness for purpose.

Marked and standardised internally and moderated by a visiting moderator.

Requirements

Three contextual challenges available June 1st in the year preceding the year in which the
qualification is awarded. Learners will choose to tackle one challenge. From the challenge
the learner will investigate and decide upon possible problems/issues before deciding on a
possible design task to tackle.

There will be NO SET PAGE FORMAT for the NEA.

Suggested structure of evidence required

Informal A4/A3 sketchbook

This will clearly:

 Identify design possibilities

 Generate and develop design ideas.

Note: Centres do not need to purchase an A4/A3 sketchbook and this does not have to be a
bound book. It could simply be a series of A3 pages stapled together, or it could be a series
of A3 and A4 pages loosely bound together with a treasury tag for example. How exactly the
work is presented is up to the individual centre. However, it is important to track the work
and record clearly where marks have been awarded against the marking criteria.

Formal presentation A3 portfolio to include evidence of:

 Final brief and specification

 Final prototype – pictorial details
 Final prototype – technical details
 Final prototype – production details
 Sequence of production
 Evaluation of final prototype
 Modifications and further developments
 Photographs of final prototype

Make/practical outcomes

Final prototype (fully functioning high quality product) any supporting practical pieces
including models, jigs, formers, patterns, tests, trials, iterations must be included.

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Assessment criteria for the design and make contextual challenge.

Note: You do need to clearly indicate the learner's name and the centre name and number

Assessment Criteria Marks Assessment Guidance

objective

(a) Identifying and investigating 10 AO 1  The design context must be analysed critically
design possibilities.  There will be a number of possible design tasks
identified
(b) Developing a design brief and 10
 Detailed and relevant research will be evident
specification.
 Consider the users
 Analysis of existing products
(c) Generating and developing design 30 AO 2  Research into past / present professionals
ideas.

(d) Manufacturing a prototype. 30

(e) Analysing and evaluating design 20 AO 3

decisions and prototypes.

Total 100

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 A brainstorm might be the starting
point for some learners to gather
their thoughts about the context. It
is a good opportunity to explore
the divergent possibilities within
the context, and also generate
important areas for further
investigation/research. Mind maps
or brainstorms can allow learners
to record potential ideas,
questions, and tasks that can be
extended at a later date,
developed further during the
iterative design process, or parked
and not revisited.

Unable to trace copyright, please contact us if you are the copyright holder.

23
Evidence of critical analysis of users’ needs and wants, with investigation into the problem. Target market is considered and the problem is
understood fully.

24
Both pages show research into existing products, with the evaluation of features of existing designs on the market. All of the research is
focussed and relevant. There is analysis of information rather than just the presentation of information. Learners are reminded that their
evaluation and analysis of the research is the most important factor, not simply presenting raw research results.

25
Disassembling a product helps a learner see how typically similar products are manufactured and assembled.

26
 Where appropriate, the
opportunity to look at
other designers,
manufacturers, design
movements and
practitioners can often
bring inspiration and
stimulate styles, colours,
forms and textures. This
research is then used to
inspire learners’ own
designing.

© http://bit.ly/XQ2KUa. This image is used for critical analysis and review purposes under the fair dealings policy

27
Band 4 Assessment Criteria - Identifying design possibilities

 Undertaken thorough and effective identification of opportunities for the development of designs within the prescribed context.
 Undertaken detailed, relevant research and investigation, clearly linked to the context and, where appropriate, the work of past/present
professionals and companies.
 Undertaken detailed and effective analysis of information, reflecting the needs, wants and values of clients or potential users.
 Identified a broad range of problems/opportunities to clearly inform the development of possible design briefs.

Learners meeting the four descriptors from Band 4 of the marking criteria deserve 9-10 marks.

Assessment Criteria Marks Assessment objective Guidance

(a) Identifying and investigating design 10 AO 1  Opportunities are carefully considered before final brief
possibilities.  Understand the task and the needs and wants of users
 A clearly defined design brief is evident
(b) Developing a design brief and 10
 A detailed specification is generated to drive designing
specification.
 Measurable criteria included
 The specification is used throughout the designing
(c) Generating and developing design 30 AO 2 process
ideas.
(d) Manufacturing a prototype. 30
(e) Analysing and evaluating design 20 AO 3
decisions and prototypes.
Total 100

28
 A clear final brief is presented as a result of the detailed, relevant and
focussed research, following the consideration of a number of possible
design tasks.

This is a detailed specification containing measurable criteria that will be used to drive designing and development. The specification must be used as a
design tool, and any ideas, models, tests, initial prototypes must be evaluated against the specification criteria. There are important features used as
headings with multiple statements within each heading to ‘split’ up the success criteria into manageable aspects. There is a hierarchy of importance and the
learner has split the criteria into Primary and Secondary which clarifies what must be included and what could be included in the final proposal.

29
This specification is slightly weaker than the previous example. The criteria are less developed. The statements do not include such specific details,
and therefore it will be more difficult to begin iterative designing because the content has not been pin pointed clearly. Using ‘….must be brightly
coloured…’ is not specific. There are many bright colours, learners need to name ‘lime green’ if that is what the needs and wants of the users require.
Avoiding basic and simplistic statements is crucial, often small, safe, cheap, aesthetically pleasing are often included in specification criteria, but these
terms offer no meaning in isolation. Sizes need to be in measurable data form, e.g. 250mm x 120mm x 30mm. Cost must include prices in numerical
values e.g. must cost no more than £12.00 to manufacture in a school workshop, and the end product must have a retail price of £18.99. The
development of specification criteria is critical, and will make designing, prototyping, testing and evaluating far easier to conduct.

30
Band 4 Assessment Criteria - Developing a design brief and specification

 Fully considered a range of problems/opportunities before deciding upon a final

design brief.
 Demonstrated a very good understanding of the task ahead and the requirements
which have to be met, to satisfy fully the needs, wants and interests of potential
users.
 Written a design brief, relevant to the context, based upon a thorough analysis of
their research and investigation.
 Written a detailed, relevant specification, including a range of objective and
measurable criteria, to direct and inform the design and manufacture of a prototype.

A learner who meets the descriptors above deserves to be awarded 9-10 marks in Band 4.

31
 Assessment Criteria Marks Assessment objective Guidance

(a) Identifying and investigating design 10 AO 1  30% of the NEA

possibilities.  An iterative approach is required
 A range of design strategies
(b) Developing a design brief and 10
 Clear and effective testing
specification.
 Analysis against specification identifies further refinements
 Testing and selection of:
(c) Generating and developing 30 AO 2 Materials
design ideas. Components
Dimensions
(d) Manufacturing a prototype. 30 Manufacturing/production
Finishing
 High level skills evident
(e) Analysing and evaluating design 20 AO 3
decisions and prototypes.

Total 100

This aspect of the NEA represents a large proportion of the overall mark allocation, and there will need to be a variety of types of evidence to
achieve high marks here. The iterative approach must allow learners to ‘unpick’ the problem and begin to come up with possible ideas for parts
of the potential solution. There must be a clear ‘think, create, test, evaluate’ cyclic approach to the activities that learners undertake as part of
their generating and developing of design ideas. This culminates in the presentation of the final prototype.

32
A learner could start with some initial ideas for the outcome. This might be an opportunity to think about the problem and possible solution as a
‘whole’.

33
Once a learner has an idea that has potential, it requires testing. Here the learner explores form, aesthetics and size issues in order to establish
a further understanding of the casing issues as part of the engineering design product. There are multiple models in card, foam and HIPS which
are fully evaluated against specification criteria. Refinements are made as a result of analysis, and further iterations are produced and tested.
The introduction of CAD is useful here and supports the modelling, testing, analysing and refining of possible ideas.

34
The function of the device is being developed here. Again in an iterative style, the learner designs, models, evaluates and improves a number
of possible flowcharts to control a PICAXE system for the nightlight. The learner has used a prototype pcb to run different iterations of the
flowchart to test whether the device functions as specified in the specification. Detailed commentary supports decision making.

35
Here the learner uses CAD to develop a pcb for the PICAXE system. There are several iterations showing how the pcb is developing, analysis
and decision making is evident. Analysis shows how the former will be constructed for the vacuum forming process. There are details of the
base, with holes included to ensure the air is removed and the shell fits the base accurately.

36
This page focusses on the construction of the product, the components required and possible costs. Size issues are considered, decisions
made are clearly referenced.

37
This page concentrates on construction of the shell, and how components fit together when assembled. Fine details such as battery pack
holders, holes for screws, and keyhole fittings are finalised. Speaker holes are included, alongside CAMM1 vinyl details for finishing. Again,
there is comprehensive analysis and decision making evident, with detailed annotation of all design decisions.

Within the NEA the learner may interperate the contextual challenges and decide to do a different form of project which may focus on different
content.

38
Initial design sketches for a mechanical toy money box. When a coin is placed inside the money box, the device moves forwards, with the head
oscillating.

39
Further mechanical designs for the possible movement of the tortoise’s The electro-mechanical device is being developed from ‘inside out’ which
head. Pulley systems, crank and sliders and cam and follower is an effective style of iterative designing for products with internal
mechanisms suggested, with detailed annotation and high quality control systems.
sketching.
Battery positions, pcbs, pivot points/levers, external input components all
being configured.

40
 Finalising the individual component parts for the
moving money box.
The vacuum formed shell provides space for
internal electronic components and mechanical
parts to achieve the desired function.

41
This example shows final technical details of a proposal, with all CAD CAM data, power and speed settings, and
CAMM1 vinyl detailing.
The final transparency for PCB manufacture is presented, along with the final flowchart to program the pcb.

42
This is the final pictorial presentation of the prototype to be manufactured. A good attempt at generating a 3D drawing of
a complex product. The exploded diagram offers details of how components are assembled, and how electronic devices
are attached to the casing of the prototype.

43
A manufacturing specification page provides evidence of specific specialist tools, equipment and processing that will be
used to manufacture the product.

44
Band 4 Assessment Criteria ─ Generating and Developing Ideas

 Considered a range of design strategies, techniques and approaches and applied an iterative design process to generate and communicate
a broad, complex and diverse range of initial ideas.
 Identified and considered social, moral and economic factors which are relevant to the context and potential user(s).
 Clear, effective and detailed use of testing to evolve ideas and to refine their design decisions.
 Developed a detailed proposal, including comprehensive and relevant details of materials, dimensions, finishes and production techniques,
which clearly address all requirements of the design brief and specification.
 Demonstrated sophisticated use of a range of skills/techniques to clearly communicate ideas and proposals to a third party.

A learner meeting this assessment descriptor deserves 24-30 marks.

Assessment Criteria Marks Assessment objective Guidance

(a) Identifying and investigating design 10 AO 1  30% of the NEA
possibilities.  Stages of production timeline
 Completed prototype to schedule
(b) Developing a design brief and 10
 Successful high level making skills
specification.
 Excellent appreciation of materials and components
(c) Generating and developing design 30 AO 2  High levels of accuracy in outcome
ideas.  Prototype functions perfectly
(d) Manufacturing a prototype. 30  Meeting the user needs and wants

(e) Analysing and evaluating design 20 AO 3

decisions and prototypes.
Total 100

45
A sequence of stages for the production of the prototype is presented. The stages need to include details about the materials, processes, tools
and equipment that will be used at each stage when making the prototype. Factors such as quality control are good indicators that learners are
mindful of the necessity for a high quality final proto type.

46
The final prototype is a neatly constructed vacuum formed HIPS shell. The learner has used a wood turning lathe to create the
former from layered mdf. There is a laser cut acrylic base so that the HIPS shell fits perfectly and tightly. The bottom layer of
acrylic has again been laser cut, with CAMM 1 vinyl used to create two eyes for the ladybird. Inside, the pcb is of a very high
quality. It has been developed accurately and constructed well with high level skills. There are no burn marks or defects. There
is a battery pack holder which has been cut from a HIPS sheet, heated using a line bender, and set at the desired angle. There
are three LEDs equally spaced and neatly positioned using a pillar drill to create the holes, with LED holders mounting the LEDs
in place. There is a series of holes drilled with a pcb drill to act as a speaker vent. The on/off toggle switch is located at the back
of the product. The LDR is mounted onto the surface of the ladybird and each leg fits through a small pcb drilled hole. CAMM 1
vinyl spots are used to create the spots for the ladybird. The device is fully programmed, works perfectly, to complete a high
quality pre-production prototype.

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Band 4 Assessment Criteria – Manufacturing a prototype

 Clearly communicated comprehensive and relevant details of a logical sequence and achievable timeline for the stages of production and
testing of their final prototype.
 Selected and worked with appropriate materials and components to successfully complete the manufacture of their prototype to a defined
schedule.
 Used a range of appropriate making skills and processes to produce a high quality functioning prototype that meets the requirements of the
design specification and is fit for purpose.
 An excellent understanding of the working properties and performance characteristics of the specified materials and, where appropriate,
demonstrated consideration of surface treatments/finishes.
 Selected and safely used specialist tools, appropriate techniques, processes, equipment and machinery with a high level of accuracy and
precision to enable the prototype to perform as intended and fully meet the user's requirements.

This learner is clearly demonstrating skills within the 24 – 30 mark descriptor.

Assessment Criteria Marks Assessment Guidance

objective

(a) Identifying and investigating design 10 AO 1  20 marks available

possibilities.  On-going evaluation and analysis of ideas as they develop
 Appraising concepts through the iterative process
(b) Developing a design brief and 10
 A critical analysis and evaluation of the FINAL prototype
specification.
 User trials/testing and opinions of potential users
(c) Generating and developing design 30 AO 2  Reflection on feedback and further development issues identified
ideas.  Detailed suggestions for modifications
(d) Manufacturing a prototype. 30
(e) Analysing and evaluating design 20 AO 3
decisions and prototypes.
Total 100

48
 There are evaluative comments running
throughout the iterative development of the
proposals. The final analysis is clearly
linked to the brief and specification, and
critical and perceptive comments are
evident.
Opinions are sought from others, but there
is little evidence of this. The learner would
benefit from constructing a live user trial,
with photographic/video evidence of the
testing, together with the thoughts, opinions
and comments of those users.

49
There is some evidence of reflection on feedback here, where this learner offers further modifications. This needs to be a
designing/sketching based activity where learners do not simply point out faults, but offers solutions and further refinements
which would develop the final prototype further.

50
Band 4 Assessment Criteria - Analysing and evaluating design decisions and prototypes.

 Undertaken a critical, objective analysis, evaluation and testing of their ideas and
decisions whilst applying iterative design processes.
 Undertaken a critical and objective evaluation and testing of their final prototype, taking
into account the views of potential users.
 Responded to feedback and clearly identified the potential for further development of
their prototype, with detailed suggestions for how modifications could be made.

The learner does not quite meet all of the descriptors here, so cannot be awarded the Band
4 level 16 – 20 marks. The learner deserves a Band 3 mark, which fits between 11 – 15
marks. There is some reference to users and testing, but due to the lack of evidence, and
depth of analysis, 13 marks would be a fair reflection.

Summary of what is required for the iterative design and make task

Final prototype
Informal A4/A3 Formal presentation A3
(fully functioning high quality
sketchbook portfolio
product)

Exemplar pages can be found on the WJEC EDUQAS website:

http://www.eduqas.co.uk/qualifications/design-and-technology/gcse/

Design iteration

Definition: A design method based on the process of prototyping, testing, analysing, and
refining a product or process. It is not a method that will follow the traditional linear path to
create a desired outcome but a cyclic one.

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 Interaction of Mind and Hand model Source: Modified from
The Design and Technology Association http://bit.ly/2BtDKJh

The following links are available for you to watch to support and develop your understanding of the iterative process.

 https://www.youtube.com/watch?v=16rGwTX4NcM

 https://www.youtube.com/watch?v=WcFSZGvXtjA

Teacher guidance during the design and make

You are allowed to guide/support the learner through the iterative process. The subject teacher should check that the learner selects a problem
that is appropriately challenging and provides the opportunity to address all the assessment criteria. For further details on teacher guidance
please refer to pages 38 – 41of the specification.

52
Component 2 – Further examples of informal sketch pad and formal portfolio for the design and make

Identifying and investigating design possibilities.

Some learners find

mind maps a
useful means of
gathering their
initial thoughts and
ideas and to
identify key points
for further
consideration. It
provides an
excellent means of
exploring the
divergent range of
possibilities within
the chosen
context.

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Focussing on users Relevant research/product analysis

A range of possible design briefs

54
Design Brief: Using the concept of the 6R’s design and make a garment out of recycled materials and components for the teenage market.
The product can be casual but fashionable, it could be versatile. The garment could raise awareness of the millions of tonnes of textiles thrown
away each year and how to recycle your old materials.

The final design brief is

clear and detailed
formed as a result of
focussed and relevant
research. It offers
numerous opportunities
for a range of possible
design ideas.
The Specification is
reasonably detailed
and includes some
measurable criteria.
User needs and wants
have been identified
alongside some factors
critical to success.
Identifies key aspects
including: form,
function, materials,
sizes, safety,
ergonomics, cost etc.

55
Generating and developing design ideas: Informal sketch pad

A range of initial ideas that meet the design specification and brief – a good starting point. Ideas need to be evaluated and some will be
rejected.
First iteration for example could focus on form, shape and style.
First toile: evidence of modelling could be considered at this point.

56
 Any starting point!

Another iteration
focussing on style
details:

Quick developmental
sketches with high
levels of appropriate
annotation.

On-going evaluation of
ideas with lots of ideas
rejected.

Practical testing of ideas

is essential.

Decision making will

support developmental
iterations.

57
Good evidence of modelling the ideas:
Consider a mix of practical activity, sketching, CAD/CAM.
Analysis should be perceptive, with thorough testing against the specification.
Lean design: focussing on the most important details!

58
 Another iteration
focussing on
functional
development:

Practical testing of
processes for the
construction of the
product. Quick
sketches and
alternative methods
need to be
considered.

Lots of ideas will be

rejected.
Learners will have a
better
understanding of
the task ahead
through thorough
testing of ideas.

Development needs
to be relevant.

59
Alongside the practical testing of construction processes, materials and components should be considered. Appropriate tests should determine
the suitability of materials for example: wash tests, shrinkage, stain resistance, durability and so on.
Decorative processes for example stitched embellishments such as appliqué and embroidery, paint effects, dyes could also be considered as
yet another iteration. Testing leads the way, ideas need to be analysed and developed further or rejected.
Another
iteration
focusses on
functional and
performance
testing.

Materials are
selected and
tested for
suitability. 3D
printing of
component
parts offer
additional
iterations in the
development of
the prototype.

After a number
of iterations
learners should
be drawing
closer to the
final iteration
and chosen
idea for
manufacture.

60
A final prototype before manufacture and opinions of users considered. All important details will have been considered for example: form and
style; dimensions and sizes; materials and components; construction and decorative process and techniques.

61
62
63
Evidence of the iterative process of design albeit at a simplistic level.
There is clear evidence of modelling and testing of ideas.
Some evaluative comments and rejection of ideas.

64
 FORMAL PRESENTATION FOLIO

 A clear pictorial drawing of the

final prototype which includes
front and back views and
exploded diagrams to show
important decorative details.

 Presentation drawings can be

hand drawn or CAD but always
high quality and should include
all essential details.

 Learners should consider

whether a 3rd party/manufacturer
could produce the prototype
from the information provided.

65
 A fairly detailed
proposal has been
presented with most
critical dimensions
present.
Information needed on
this page includes:
 CAD CAM CNC
data - if it is
appropriate.
 Finishing
techniques and
processes.
 All material and
component details
needed.
Learners should
consider whether a 3rd
party/manufacturer
could produce the
prototype from the
information provided.

66
 Additional technical
details include:
 Tools and
equipment for
manufacture.
 Specialist
processes.
 Quality Control
factors.
 CNC/CAD CAM
details speeds
and settings if
appropriate.
All essential
production
information that
would be necessary
for a 3rd party to
manufacture the
same product.

67
Manufacturing a prototype.

FORMAL PRESENTATION FOLIO

A plan for manufacture should

contain:
 Details of a logical sequence with
sufficient detail for a 3rd party to
realise the same product.
 An achievable timeline for
manufacture.
 Reference to machinery needed
for manufacture.
A Gantt chart could provide an
overview of time for manufacture.
The plan should support the
manufacture of the product. If the
iterative process has been followed
in sufficient detail with testing and
practical modelling of ideas learners
will have the capability and
knowledge to manufacture their
products independently and to a
good standard.

68
 Final Prototype
 A high quality fully
functioning prototype
which demonstrates
highly appropriate
making skills.
 The learner has an
excellent
understanding of the
manufacturing
process for this
product.
 Specialist processes
and materials have
been used skilfully
with high levels of
accuracy achieved.
 A precise outcome.

69
Analysing and evaluating design decisions and prototypes.
FORMAL
PRESENTATION FOLIO

Ongoing analysis is
essential throughout the
iterative process of design
and developing ideas.

The final evaluation should

form a critical and
objective appraisal of the
final outcome against the
criteria laid out in the
specification. It should also
meet the requirements of
the design brief.
The final prototype should
be tested and the results
analysed.
Learners should seek the
opinions of users.

70
 FORMAL
PRESENTATION
FOLIO

 This is an
opportunity for
further design
and
development
that would
improve the
product.
 Learners should
respond to
feedback from
users when
considering
improvements.
 In the example
shown some
modifications
have been
offered but lack
detail.

71
Identifying and investigating design possibilities.

72
Developing a design brief and specification.

The specification must be used as a design tool, and any ideas, models, tests, initial prototypes must be evaluated against the specification
criteria. There are important features used as headings with multiple statements within each heading to ‘split’ up the success criteria into
manageable aspects. There is a hierarchy of importance.

73
A clear final brief is presented as a result of the detailed, relevant and focussed research, following the consideration of a number of possible
design tasks.

74
Generating and developing design ideas.

INFORMAL Sketchpad
 Initial ideas.
 Basic concepts.
 Scant information.
 Starting point.
 Lots of ideas
rejected.
 Shape/form/
aesthetics.

75
  Any starting point!
 Think, model, test,
reflect.
 Variety of ideas
based on
Specification criteria.
 Quick
developmental
sketching.
 Annotation provides
details.
 Decision making
supports
developmental
iterations.

76
  Good evidence of
modelling.
 Testing v Spec.
 Analysis is perceptive.
 Clear decision making.
 A mix of practical activity,
sketching, CAD, reflecting.
 Dynamic development!
 Lean design.

77
  Functional development.
 CAD used effectively.
 Analysis supports
change.
 Physical testing.
 Full understanding
demonstrated.
 Testing leads the way.

78
  Re-think based on
testing and
outcomes.
 Opinions of users?
 Introduce
prototyping.
 Solid modelling.
 CAD/simulations
 Functional/perform
ance testing.
 3D printing.

79
 FORMAL PRESENTATION FOLIO

 A clear pictorial drawing of the final

prototype.
 Hand drawn/CAD.
 High quality.
 Detailed presentation.
 Could a 3rd party/manufacturer produce
the prototype.

80
  Detailed proposal.
 All dimensions
present.
 CAD CAM CNC
data.
 Finishing techniques.
 Could a 3rd
party/manufacturer
produce the
prototype?
 Sophisticated skills
evident here.

81
Manufacturing a prototype.

 Details of a
sophisticated
logical
sequence.
 Achievable
timeline for
manufacture.
 Supports the
manufacture.

82
 Here the learner
indicates clearly
sizes and machine
setting for the
making and cutting
of the parts of the
final product.

83
 Final Prototype

 High quality fully

functioning prototype.
 Highly appropriate making
skills.
 Excellent understanding
shown.
 Specialist processes and
materials used skilfully.
 High levels of accuracy
achieved.
 A precise outcome.

84
Analysing and evaluating design decisions and prototypes.

85
Both evaluations discuss and reflect on the specification. There should be evidence of modifications which should have been done using
sketches and detailed diagrams of the changes.

86
 Further support and resources

There are a free range of digital resources available for centres which can be found on:
http://resources.eduqas.co.uk/Pages/ResourceByArgs.aspx?subId=8&lvlId=0

Examinations and assessment

Command words
To assist teachers when preparing learners for the examination they may like to consider the
following information.
This table is intended to define the command words used in papers and explain how they
are used and what is expected from the learner.
Command Marks Comments
words

Give 1 mark These command words will feature in the early parts of questions.
State These are designed to ease the learner into the question. They need a
simple statement or a short phrase. They do not need elaboration or
Name explanation in the answer.

Describe 2 marks These command words will be commonly used on the paper and will
feature in many questions.
Outline
These questions ask the learner to describe something in detail. The
answer will be in sentences and/or in a list. There is a need for detail in
the answers with elaboration of the answer.

Explain 2 or more These command words will be commonly used on the paper and will
marks feature in many questions.
Justify
These questions are asking the learner to respond in detail to the
question providing a full answer with an explanation. Full and detailed
sentences will be required and will often contain the word "because". A
short phrase will not be acceptable, the learner will need to make a valid
point and justify it.

Evaluate 2 or more These command words will feature towards the end of some questions.
marks
Analyse  Evaluate could involve assessing or appraising a situation or
product or material giving reasons to support their answers.
 Analyse means examining and dissecting a situation or product
giving thoughtful appropriate reasons to support the answer. It
could include finding logical chains of reasoning.

These questions are designed to test, stretch and challenge the more
able learner. The question requires the learner to make a well-balanced
argument involving both advantages and disadvantages. Extended
writing will be required.

87
Banded descriptors
This form of assessment will be associated with the questions that specifically require an extended answer. It will also be used in questions
where the quality of written communication is to be assessed.

Incorrect/no answer. 0

Brief analysis with little detail of……………………….. 1-2

Quality of Written Communication is limited, presenting material with limited coherence, many errors of grammar, punctuation and
spelling.

More detailed analysis, with some explanation of required…………………………………... 3-4

Quality of Written Communication is basic, presenting occasionally appropriate material with some coherence, some errors of
grammar, punctuation and spelling.

Detailed analysis and explanation of the types of……………………………………………….. 5-7

Quality of Written Communication is good, presenting mainly appropriate material in a coherent manner, few errors of grammar,
punctuation and spelling.

Clear and detailed analysis and explanation of the types of ………………………………….. 8 - 10

Quality of Written Communication is excellent, presenting wholly appropriate material in a coherent and logical manner, hardly any
errors of grammar, punctuation and spelling.

The following are general examples of questions with information about how they would be marked.

Examples

Question 1

Give two reasons why paper is sometimes laminated. [2]

What is required?

88
The question is a straightforward "give" question so short statements or phrases are needed
and they do not need justification.

Weak answer

Reason 1: Makes the paper stronger. (1)

Reason 2: (0)

Here the learner gives one relevant answer. However they have not attempted to state a
second reason. It is vital that all parts of questions are answered.

Good answer
Reason 1: Makes the paper stronger. (1)
Reason 2: Protects the paper. (1)

Here the learner gives two relevant answers.

Question 2

Eight card handles for a carrier bag can be CAM cut from one A3 sheet of card.
Describe one advantage to the manufacturer of doing this. [2]

What is required?

The question asks the learner to describe an advantage that the manufacturer would gain
from cutting more than one handle from each sheet of card. Short statements or phrases will
not be adequate. A clear description with justification using a sentence or sentences is
needed.

Weak answer

It is cheaper because the handles can be made in batches which reduces costs. (1)

Here the learner gives a relevant answer but the learner does not give any detail of the
advantage.

Good answer

It reduces the cost of making the handles, as there will be less waste material than
cutting one handle from each piece of card. (2)

Here the learner gives a full and detailed answer in a well-constructed sentence.

Question 3

Explain why it is necessary to score printed card that is 500 microns thick before folding it to
make a package [3]

What is required?
 The question asks the learner to explain the reasons for having to score card
before folding.
 Short statement will not be adequate.
 A clear explanation using a sentence or sentences is needed clearly stating a
reason and then elaborating the answer with appropriate reasons.

89
Weak answer

500 micron printed card will not fold easily so scoring the card makes the card able to be
folded. (1)

Here the learner gives a relevant answer but does not give any detail to support their
assertion.

Satisfactory answer

It makes the card easy to fold because it makes a dent in the card where it is to be
folded. (2)

Here the learner gives a relevant answer and does give some detail to support their
assertion. The detailed reason is rather superficial, as it does not explain why the card is
easier to fold.

Good answer

It makes the card easy to fold because it makes a dent in the card where it is to be
folded. This dent stretches some of the fibres and squashes others into a U shape so
that they are ready to fold. (3)

Here the learner gives a full and detailed answer in well-constructed sentences. They show
a detailed understanding of the reasons that allow the process to work.

90
Suggested frameworks for delivery

This GCSE in Design and Technology is designed to be taken by 16 year-old learners following a two-year programme of study
comprised of 120 guided learning hours (GLH). This is reflected in the breadth, depth and challenge of the content that learners will
be assessed against.
Note: Alessi is not part of the specification, it is purely a theme used in the design of the key fob.

91
92
Frequently asked questions

Question Answer

Does this qualification count in performance tables? Yes. This qualification counts within performance tables.

What is the split in the qualification for the exam and coursework 50% for each unit (Exam and Non-exam assessment).
units?

How will the units be assessed? Exam unit – Externally examined (2 hours, 100 marks).
Non-exam assessment (NEA) – Internally marked and externally
moderated (approx. 35 hours, 100 marks).

Will there be any resources available? We are currently working on a website which will include useful
resources, such as information on materials and processes, plus
quizzes for learners. This will be ready for the start of the new
specification.

Does WJEC provide a Scheme of Work for delivering the new We will provide a basic guide to schemes of work but it will be up to
specifications? centres to apply to their own timetable structure.

How is the exam structured? A mix of short answer structured and extended writing questions. All
questions are compulsory.

Weighting of questions? There will be weighted questions.

e.g. 1 mark, 2 mark, 4 mark, 6 marks questions etc.

Forms of questions? The learner will be expected to write formal structured answers, use
diagrams to support answers, complete diagrams etc.

93
How many assessment criteria is the NEA split into? 5 assessment criteria:
- Identifying and investigating design possibilities (10 marks)
- Developing a design brief and specification (10 marks)
- Generating and developing design ideas (30 marks)
- Manufacturing a prototype (30 marks)
- Analysing and evaluating design decisions and prototypes
(20 marks)

Will there be a prescribed workbook for learners to work on? There is no prescribed workbook. Learners are to use a formal portfolio
and an informal sketchbook. This will be to encourage an iterative
approach to design and development of their work.

What should be included within the sketchbook and portfolio? The iterative process is essential to NEA. It is anticipated that centres
will be providing evidence on:

Reviewing contextual challenges, reviewing primary/secondary

research, suggested design briefs, final design brief, testing, initial
design ideas, refinement and development of ideas, prototyping,
evaluative decision making, high quality 2D/3D images of proposals,
planning/timelines, modifications and evaluations, final prototype of
finished product etc. Worth noting that when we moderate will expect to
see everything that the learner has used in the development of the
design and project.

Can the portfolio be purely digital? Yes, the portfolio can be entirely digital. If this is appropriate for the
work undertaken and enables the learner to fully and successfully
address all aspects of the Assessment Objectives. Drawing can be
included, for example, through the use of a stylus and graphics tablet or
by simply scanning hand drawn sketches. There must though be
evidence of a range of design strategies within the e-portfolio.

Will there be set briefs? There will be three contextual challenges made available from 1 st June
in the year prior to the award. They will be designed so that learners
can go down the route of their area of interest. Centres are encouraged
to let the learner decide upon their own design brief.

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How will the design and make unit be assessed? Internally marked and externally moderated. A WJEC EDUQAS
moderator will visit the centre and look at the sample generated by
the online mark input system. Verbal feedback will be provided
(marks will not be discussed) as well as a written report made
available on results day.

What paper size should be used? We are suggesting that A4 or A3 paper size should be used. Our
recommendation is no more than 20 x A3 (approximately). Please note
this is a recommendation, what we don't want to see is that centres are
making learners do more and more sheets because volume creates
more marks. This will not be the case, it is the quality of the work that is
submitted that will decide upon the marks.

Are teachers able to give guidance? Essential at the start of the NEA, to ensure that the learner does not set
a problem that is unachievable in the time limit.

Can work be taken home? Yes. The majority of the work should be done within the school to
ensure that the assessor is able to authenticate the work as being the
learner's own. We suggest that you only allow the learners to take home
what they are working on and leave the rest of the work in a secure
place within the school.

Are writing frames allowed? No. As soon as you add in framed boxes onto pages it is classified as
leading the learner, which is not allowed.

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Can a specific making process be done by an outside company? Where a specific making process needs to be done outside the
school or college, each learner must produce their final prototype
or prototypes under 'immediate guidance or supervision'. This
means the prototype(s) have to be produced either:
(i) with the simultaneous physical presence of the learner and the
supervisor, or
(ii) remotely by means of simultaneous electronic communication.
In most cases supervision will be of the form described in (i), but
in some circumstances, for example, if the learner is carrying out a
specialist process away from the centre, (ii) may be more
appropriate.

Can practical work be done at home? All practical work should be completed within the school or college
under the guidance or supervision of the teacher. The final prototype
should be completed within the school or college and not be allowed to
be taken home at any point.

Eduqas GCSE GFT Design and Technology/LG

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