GCSE (9-1)

Design and
Technology
This draft qualification has not yet been accredited by Ofqual. It is published to enable teachers to have early sight of our
proposed approach to Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Music (1MU0). Further changes may be required
and no assurance can be given at this time that the proposed qualification will be made available in its current form, or
that it will be accredited in time for first teaching in September 2016 and first award in 2018.

Specification
Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Design and Technology (1DT0)
First teaching from September 2017
First certification from 2019 Issue 4
Summary of Pearson Edexcel Level 1/Level 2 GCSE (9–1)
in Design and Technology (1DT0) specification

Issue 4 changes

Summary of changes made between previous issue and this current issue Page
number

1.15.2 The work of past and present designers and companies has been updated to: 17

Centres should choose a selection of designers for study.

Suggestions for designers and companies for study can be found on the Pearson
Edexcel website.

Earlier issues 2 and 3 show previous changes.

If you need further information on these changes or what they mean, contact us via our website at:
qualifications.pearson.com/en/support/contact-us.html.
Contents

1 Introduction 2
Why choose the Edexcel GCSE in Design and Technology? 2
Supporting you in planning and implementing this qualification 3
Qualification at a glance 4

2 Subject content and assessment information 6

Component 1 8
Component 2 55
Assessment Objectives 72

3 Administration and general information 73

Entries 73
Access arrangements, reasonable adjustments, special consideration and
malpractice 73
Student recruitment and progression 76

Appendix 1: Mathematical skills 79

Appendix 2: Calculators 80
Appendix 3: Scientific skills, knowledge and understanding 81
Appendix 4: Links to other relevant subjects 83
Appendix 5: Command word taxonomy 85
Appendix 6: The context for the development of this qualification 86
Appendix 7: Transferable skills 88
Appendix 8: Codes 89
1 Introduction

Why choose the Edexcel GCSE in Design and

Technology?
We’ve listened to feedback from all parts of the design and technology subject community,
including teachers, subject associations, professional bodies and higher education. We’ve
used this opportunity of curriculum change to redesign a qualification that is engaging and
inspiring, and that reflects the demands of a truly modern and evolving society – a
qualification that enables your students to apply themselves and develop the practical skills
needed to succeed in their chosen pathway.

Building innovative design skills

Clear routes through the specification – we’ve listened to your feedback and developed a
new specification that provides clear routes for specialism in the material areas your students
enjoy, and where you already have the resources and equipment in place.
Breadth and depth in our exam papers – our exam paper will assess the breadth of
design and technology knowledge in the Core section, and assess the depth of knowledge in
the chosen material category for the Specialist section to enable students to fully
demonstrate their own particular strengths or specialism.
Creative design and making at the heart – the contextual challenges provided in our
qualification, for example extending human capacity, will give students the freedom to take
design risks and to innovate in a situation where it is safe to test and refine ideas.
Progression to AS and A Level – we’ve designed the GCSE and AS/A Level qualifications
together to ensure clear progression of knowledge, understanding and design/making skills
so that students will have a coherent experience of moving from the breadth of the GCSE to
the specialisation of AS and A Level.
Support with the new content – to help you plan for first teaching with confidence, we’ll
be running a range of training events to support you with the new qualification and the new
requirements. We’ll also give you practical free resources to minimise your lesson planning
and allow more productive time in the classroom with your students.

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Supporting you in planning and implementing this
qualification

Planning
● Our Getting Started guide gives you an overview of the new GCSE qualification to help
you to get to grips with the changes to content and assessment and to help you
understand what these changes mean for you and your students.
● We will give you editable course planners and schemes of work that you can adapt to
suit your department.
● Our mapping documents highlight key differences between the new and current
qualifications.

Teaching and learning

There will be lots of free teaching and learning support to help you deliver the new
qualification, including:
● a guide on teaching the properties and characteristics content for different material
categories
● guidance on contextual challenges within NEA
● guidance on delivering mathematical skills.

Preparing for exams

We will also provide a range of resources to help you prepare your students for the
assessments, including:
● additional assessment materials to support formative assessments and mock exams

● marked exemplars of student work with examiner commentaries.

ResultsPlus
ResultsPlus provides the most detailed analysis available of your students’ exam
performance. It can help you identify the topics and skills where further learning would
benefit your students.

Get help and support

Our support line will ensure you receive help and guidance from us and that you can share
ideas and information with other teachers. The Design and Technology team can be
contacted via:
● [email protected]

● +44 (0) 207 010 2166

● @PearsonTeachDT

Learn more at qualifications.pearson.com

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Qualification at a glance

Content and assessment overview

The Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Design and Technology consists of one
externally-examined paper and one non-examined assessment component.

Students must complete all assessment in May/June in any single year.

Component 1 (*Paper code: 1DT0/1A, 1B, 1C, 1D, 1E, 1F)

Written examination: 1 hour and 45 minutes

50% of the qualification

100 marks

Content overview
1 – Core content
and any one from the following material categories:
2 – Metals
3 – Papers and boards
4 – Polymers
5 – Systems
6 – Textiles
7 – Timbers

Assessment overview

The paper consists of two sections. Section A is assessed on the core content and
Section B is assessed on the material category students have chosen.

1DT0/1A – Metals, 1DT0/1B – Papers and boards, 1DT0/1C – Polymers,

1DT0/1D – Systems, 1DT0/1E – Textiles, 1DT0/1F – Timbers

Calculators may be used in the examination. Information on the use of calculators during
the examinations for this qualification can be found in Appendix 2: Calculators.

Section A: Core

This section is 40 marks and contains a mixture of different question styles, including
open-response, graphical, calculation and extended-open-response questions. There will
be 10 marks of calculation questions in Section A.

Section B: Material categories

This section is 60 marks and contains a mixture of different question styles, including
open-response, graphical, calculation and extended-open-response questions. There will
be 5 marks of calculation questions in Section B.

*See Appendix 8: Codes for a description of this code and all other codes relevant to this
qualification.

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Component 2 (Paper code: 1DT0/02)

Non-examined assessment

50% of the qualification

100 marks

Content overview

There are four parts to the assessment:

1 – Investigate

This includes investigation of needs and research, and a product specification

2 – Design

This includes producing different design ideas, review of initial ideas, development of
design ideas into a chosen design, communication of design ideas and review of the
chosen design

3 – Make

This includes manufacture, and quality and accuracy

4 – Evaluate

This includes testing and evaluation.

Assessment overview
● Students will undertake a project based on a contextual challenge released by us a year
before certification.
● This will be released on 1st June and will be available on our website.
● The project will test students’ skills in investigating, designing, making and evaluating a
prototype of a product.
● Task will be internally assessed and externally moderated.
● The marks are awarded for each part as follows.

o 1 – Investigate (16 marks)

o 2 – Design (42 marks)

o 3 – Make (36 marks)

o 4 – Evaluate (6 marks)

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2 Subject content and assessment
information
The GCSE in Design and Technology enables students to understand and apply iterative
design processes through which they explore, create and evaluate a range of outcomes. The
qualification enables students to use creativity and imagination to design and make
prototypes (together with evidence of modelling to develop and prove product concept and
function) that solve real and relevant problems, considering their own and others’ needs,
wants and values. It gives students opportunities to apply knowledge from other disciplines,
including mathematics, science, art and design, computing and the humanities.

Students will acquire subject knowledge in design and technology that builds on Key Stage 3,
incorporating knowledge and understanding of different materials and manufacturing
processes in order to design and make, with confidence, prototypes in response to issues,
needs, problems and opportunities. Students learn how to take design risks, helping them to
become resourceful, innovative and enterprising citizens. They should develop an awareness
of practices from the creative, engineering and manufacturing industries. Through the
critique of the outcomes of design and technology activity, both historic and present day,
students should develop an understanding of its impact on daily life and the wider world and
understand that high-quality design and technology is important to the creativity, culture,
sustainability, wealth and wellbeing of the nation and the global community.

In the context of this document, the term ‘prototype’ refers to a functioning design outcome.
A final prototype could be a highly-finished product, made as proof of concept before
manufacture, or working scale models of a system where a full-size product would be
impractical.

Qualification aims and objectives

The study of design and technology seeks to prepare students to participate confidently and
successfully in an increasingly technological world. It helps students to be aware of, and
learn from, wider influences on design and technology, including historical, social/cultural,
environmental and economic factors.

The aims and objectives of this qualification are to enable students to:
● demonstrate their understanding that all design and technological activity takes place in
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 while 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

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● 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.

Mathematics
Maths skills are fundamental to design and technology. These skills will be embedded in the
examination for this qualification. Please see Appendix 1: Mathematical skills for full details
of these maths skills and examples of their application.

Please see Appendix 2: Calculators for information on the use of calculators in the
assessments of this qualification.

Scientific skills, knowledge and understanding

Science skills, knowledge and understanding underpin the theory and practice of design and
technology. These skills will be embedded in the examination for this qualification. Please see
Appendix 3: Science skills, knowledge and understanding for full details of these skills and
examples of their application.

Links to other relevant subjects

In addition to maths and science, the GCSE in Design and Technology embeds knowledge,
techniques and practices from a wide range of subjects, including art and design, business,
computer science and geography (see Appendix 4). As part of the teaching of the
qualification, teachers should use Appendix 4 with the identified links to the subject content,
to ensure that students gain an awareness and appreciation of the ways in which these
subject areas relate to and inform decisions in design.

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 CORE

Component 1

Overview
The content is divided into two sections: core content and material categories. The core
content provides students with a breadth of study and the material categories provides
students with a depth of study.

All students must study the Core content plus at least one material category.

All topics within the core content and the chosen material category must be covered but can
be delivered in any order or in an integrated approach.

1 – Core content

Key idea What students need to learn:

1.1 The impact of To apply a breadth of technical knowledge and understanding of

new and the characteristics, advantages and disadvantages of the following
emerging in relation to new and emerging technologies.
technologies
1.1.1 Industry:
a unemployment
b workforce skill set
c demographic movement
d science and technology parks.

1.1.2 Enterprise:
a privately-owned business
b crowd funding
c government funding for new business start-ups
d not-for-profit organisations.

1.1.3 Sustainability:
a transportation costs
b pollution
c demand on natural resources
d waste generated.

1.1.4 People:
a workforce
b consumers
c children
d people with disabilities
e wage levels
f highly-skilled workforce
g apprenticeships.

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Key idea What students need to learn:

1.1.5 Culture:
a population movement within the EU
b social segregation/clustering within ethnic minorities.

1.1.6 Society:
a changes in working hours and shift patterns
b Internet of Things (IoT)
c remote working
d use of video conference meetings.

1.1.7 Environment:
a pollution
b waste disposal
c materials separation
d transportation of goods around the world
e packaging of goods.

1.1.8 Production techniques and systems:

a standardised design and components
b just-in-time (JIT)
c lean manufacturing
d batch
e continuous
f one off
g mass.

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Key idea What students need to learn:

1.2 How the critical To recognise the importance of the evaluative process and
evaluation of respective criteria when considering the impact of new and
new and emerging technologies to a range of scenarios.
emerging
1.2.1 How to critically evaluate new and emerging technologies
technologies
that inform design decisions:
informs design
decisions; a budget constraints
considering b timescale
contemporary
c who the product is for
and potential
future d the materials used
scenarios from e manufacturing capabilities.
different
1.2.2 How critical evaluations can be used to inform design
perspectives,
decisions, including the consideration of contemporary
such as ethics
and potential future scenarios:
and the
environment a natural disasters
b medical advances
c travel
d global warming
e communication.

1.2.3 Ethical perspectives when evaluating new and emerging

technologies:
a where it was made
b who was it made by
c who will it benefit
d fair trade products.

1.2.4 Environmental perspectives when evaluating new and

emerging technologies:
a use of materials
b carbon footprint
c energy usage and consumption during manufacture and
transportation
d life cycle analysis (LCA).

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Key idea What students need to learn:

1.3 How energy is The processes, applications, characteristics, advantages and

generated and disadvantages of the following, in order to be able to discriminate
stored in order between them and to select appropriately.
to choose and
1.3.1 Sources, generation and storage of energy:
use
appropriate a fossil fuels – oil, gas, coal
sources to b biofuels – biodiesel and biomass
make products
c tidal
and power
systems d wind
e solar
f hydroelectric.

1.3.2 Powering systems:

a batteries and cells
b solar cells
c mains electricity
d wind power.

1.3.3 Factors to consider when choosing appropriate energy

sources to make products and power systems:
a portability of the power source
b environmental impact
c power output
d circuit/system connections
e cost.

1.4 Developments To apply technical knowledge and understanding of the

in modern and characteristics, applications, advantages and disadvantages of the
smart following.
materials,
1.4.1 Modern and smart materials:
composite
materials and a shape-memory alloys (SMAs)
technical b nanomaterials
textiles
c reactive glass
d piezoelectric materials
e temperature-responsive polymers
f conductive inks.

1.4.2 Composites:
a concrete
b plywood
c fibre/carbon/glass
d reinforced polymers
e robotic materials.

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Key idea What students need to learn:

1.4.3 Technical textiles:

a agro-textiles
b construction textiles
c geo-textiles
d domestic textiles
e environmentally friendly textiles
f protective textiles
g sports textiles.

1.5 The functions The performance, principles, applications and the influence on the
of mechanical design of products of the following.
devices used to
1.5.1 Types of movement:
produce
different sorts a linear
of movements, b reciprocation
including the
c rotary
changing of
magnitude and d oscillation.
the direction of 1.5.2 Classification of levers:
forces
a class 1, 2 and 3
b calculations related to mechanical advantage (MA),
velocity ratio (VR), load, effort and efficiency.

1.5.3 Linkages:
a bell crank
b reverse motion linkages.

1.5.4 Cams:
a pear shaped
b eccentric (circular)
c drop (snail).

1.5.5 Followers:
a roller
b knife
c flat followers.

1.5.6 Pulleys and belts:

a V-belt
b velocity ratio (VR)
c input and output speeds.

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Key idea What students need to learn:

1.5.7 Cranks and sliders.

1.5.8 Gear types:

a simple and compound gear train
b idler gear
c revolutions per minute (RPM) calculations
d bevel gears
e rack and pinion.

1.6 How electronic Recognise and apply knowledge and understanding of the working
systems characteristics, applications, advantages and disadvantages of the
provide following.
functionality to
1.6.1 Sensors, including:
products and
processes, a the role of sensors in electronic systems
including b light-dependent resistors (LDRs)
sensors and
c thermistor.
control devices
to respond to a 1.6.2 Control devices and components, including:
variety of a the role of switches in electronic systems
inputs, and
b transistors
devices to
produce a c resistors.
range of
1.6.3 Outputs, including:
outputs
a the role of outputs in electronic systems
b buzzers
c light-emitting diodes (LEDs).

1.7 The use of The performance and functionality of using programmable

programmable components.
components to
embed 1.7.1 How to make use of flowcharts.
functionality
into products 1.7.2 How to switch outputs on/off in relation to inputs and
in order to decisions.
enhance and
customise their 1.7.3 How to process and respond to analogue inputs.
operation

1.7.4 How to use simple routines to control outputs with delays,

loops and counts.

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Key idea What students need to learn:

1.8 The To apply knowledge and understanding of working properties,

categorisation characteristics, applications, advantages and disadvantages of the
of the types, following types of materials, in order to be able to discriminate
properties and between them and select appropriately.
structure of
1.8.1 Ferrous metals, including:
ferrous and
non-ferrous a mild steel
metals b stainless steel
c cast iron.

1.8.2 Non-ferrous metals, including:

a aluminium
b copper
c brass.

1.8.3 Properties, including:

a ductility
b malleability
c hardness.

1.9 The To apply knowledge and understanding of working properties,

categorisation characteristics, applications, advantages and disadvantages of the
of the types, following types of materials, in order to be able to discriminate
properties and between them and select appropriately.
structure of
1.9.1 Paper, including:
papers and
boards a copier paper
b cartridge paper
c tracing paper.

1.9.2 Board, including:

a folding boxboard
b corrugated board
c solid white board.

1.9.3 Properties, including:

a flexibility
b printability
c biodegradability.

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Key idea What students need to learn:

1.10 The To apply knowledge and understanding of working properties,

categorisation characteristics, applications, advantages and disadvantages of the
of the types, following types of materials, in order to be able to discriminate
properties and between them and select appropriately.
structure of
1.10.1 Thermoforming polymers, including:
thermoforming
and a acrylic
thermosetting b high impact polystyrene (HIPS)
polymers
c biodegradable polymers – Biopol®.

1.10.2 Thermosetting polymers, including:

a polyester resin
b urea formaldehyde.

1.10.3 Properties, including:

a insulator of heat
b insulator of electricity
c toughness.

1.11 The To apply knowledge and understanding of working properties,

categorisation characteristics, applications, advantages and disadvantages of the
of the types, following types of materials, in order to be able to discriminate
properties and between them and select appropriately.
structure of
1.11.1 Natural, including:
natural,
synthetic, a animal – wool
blended and b vegetable – cotton.
mixed fibres,
and woven, 1.11.2 Synthetic, including:
non-woven and a polyester
knitted textiles b acrylic.

1.11.3 Woven, including:

a plain – calico
b twill – denim.

1.11.4 Non-woven, including:

a felted wool fabric

b bonded fibres/webs.

1.11.5 Knitted, including:

a weft-knitted fabrics
b warp-knitted fabrics.

1.11.6 Properties, including:

a elasticity
b resilience
c durability.

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Key idea What students need to learn:

1.12 The To apply knowledge and understanding of working properties,

categorisation characteristics, applications, advantages and disadvantages of the
of the types, following types of materials, in order to be able to discriminate
properties and between them and select appropriately.
structure of
1.12.1 Natural timbers – hardwoods, including:
natural and
manufactured a oak
timbers b mahogany
c beech
d balsa.

1.12.2 Natural timbers – softwoods, including:

a pine
b cedar.

1.12.3 Manufactured timbers, including:

a plywood
b medium density fibreboard (MDF).

1.12.4 Properties, including:

a hardness
b toughness
c durability.

1.13 All design and Performance characteristics of a wide range of materials,

technological components and manufacturing processes, in order to be able to
practice takes discriminate between them and select appropriately.
place within
1.13.1 A wide range of materials, components and manufacturing
contexts which
processes for a range of contexts, to inform outcomes,
inform
including:
outcomes
a the properties of materials and or components
b the advantages and disadvantages of materials and
components and manufacturing processes
c justification of the choice of materials and components
and manufacturing processes.

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Key idea What students need to learn:

1.14 Investigate Implications for designers and manufacturers of the following

environmental, when developing designs and manufacturing products.
social and
1.14.1 Respect for different social, ethnic and economic groups
economic
who have different needs and values when identifying new
challenges
design opportunities.
when
identifying 1.14.2 An appreciation of the environmental, social and economic
opportunities issues relating to the design and manufacture of products,
and constraints including, fair trade, carbon offsetting, product
that influence disassembly and disposal.
the processes
1.14.3 The main factors relating to ‘Green Designs’.
of designing
and making 1.14.4 The main factors relating to recycling and reusing
materials or products.

1.14.5 Human capability.

1.14.6 Cost of materials.

1.14.7 Manufacturing capability.

1.14.8 Environmental impact – life cycle analysis (LCA).

1.15 Investigate Strategies, techniques and approaches employed when

and analyse investigating and analysing the work of others.
the work of
1.15.1 Analysing a product to the following specification criteria:
past and
present a form
professionals b function
and companies
c client and user requirements
in order to
inform design d performance requirements
e materials and components/systems
f scale of production and cost
g sustainability
h aesthetics
i marketability
j consideration of innovation.

1.15.2 The work of past and present designers and companies:

Centres should choose a selection of designers for study.
Suggestions for designers and companies for study can be
found on the Pearson Edexcel website.

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Key idea What students need to learn:

1.16 Use different Strategies, techniques and approaches employed when generating
design design ideas.
strategies to
1.16.1 Use of different design strategies, including:
generate initial
ideas and avoid a collaboration
design fixation b user-centred design
c systems thinking.

1.17 Develop, Techniques employed when communicating and recording design

communicate, ideas.
record and
1.17.1 Develop and use a range of communication techniques
justify design
and media to present the design ideas, including:
ideas, applying
suitable a freehand sketching (2D and/or 3D)
techniques b annotated sketches
c cut and paste techniques
d digital photography/media
e 3D models
f isometric and oblique projection
g perspective drawing
h orthographic and exploded views
i assembly drawings
j system and schematic diagrams
k computer-aided design (CAD) and other specialist
computer drawing programs.

1.17.2 Record and justify design ideas clearly and effectively

using written techniques.

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 METALS

Material categories

2 – Metals

Key idea What students need to learn:

2.1 Design 2.1.1 When designing or modifying a product, students should be

contexts able to apply their knowledge and understanding of metals,
components and manufacturing processes.

2.2 The sources, To apply knowledge and understanding of the advantages,

origins, disadvantages and applications of the following materials, in order
physical and to be able to discriminate between them and select appropriately.
working
2.2.1 Ferrous metals:
properties of
ferrous and a mild steel (in topic 1)
non-ferrous b stainless steel (in topic 1)
metals and
c cast iron (in topic 1)
their social
and ecological d high carbon steel
footprint e tungsten steel.

2.2.2 Non-ferrous metals:

a aluminium (in topic 1)
b copper (in topic 1)
c brass (in topic 1)
d tin
e 7000 series aluminium
f titanium.

2.2.3 Sources and origins – where ferrous and non-ferrous

metals are resourced/manufactured and their geographical
origin:
a USA, Russia, Sweden – iron ore
b China – steel
c USA, France, Australia – bauxite (aluminium)
d USA, Chile, Zambia, Russia – copper
e Indonesia, China – tin.

2.2.4 The physical characteristics of each ferrous and

non-ferrous metal:
a conductivity
b magnetism
c density.

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Key idea What students need to learn:

2.2.5 Working properties – the way in which each material

behaves or responds to external sources:
a ductility (in topic 1)
b malleability (in topic 1)
c hardness (in topic 1)
d durability
e toughness
f elasticity
g tensile strength

h compressive strength.

2.2.6 Social footprint:

a trend forecasting
b impact of extraction and material production on
communities and wildlife
c ease and difficulty of recycling and disposal.

2.2.7 Ecological footprint:

a sustainability
b extraction and erosion of the landscape
c processing
d transportation
e wastage
f pollution.

2.3 The way in The influence of the following factors when selecting materials for
which the a specific application.
selection of
2.3.1 Aesthetic factors:
ferrous and
non-ferrous a form
metals is b colour
influenced
c texture.

2.3.2 Environmental factors:

a sustainability
b pollution
c energy consumption in the production of steel
d corrosion and decay.

2.3.3 Availability factors:

a use of stock materials
b use of specialist materials
c impact of market price on world consumption and
demand.

20 Pearson Edexcel Level 1/Level 2 GCSE (9–1) GCE in Design and Technology
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 METALS

Key idea What students need to learn:

2.3.4 Cost factors:

a quality of material
b manufacturing processes necessary
c commodity price on the London Metal Exchange
d cost of recycling in comparison to cost of producing new
steel.

2.3.5 Social factors:

a use for different social groups
b trends/fashion
c popularity.

2.3.6 Cultural and ethical factors:

a avoiding offence
b suitability for intended market
c the consumer society
d the effects of mass production
e built-in product obsolescence.

2.4 The impact of An awareness of the influence of forces and stresses that act on
forces and materials and the methods that can be employed to resist them.
stresses on
2.4.1 Forces and stresses:
ferrous and
non-ferrous a compression
metals and b tension
how they can
c shear
be reinforced
and stiffened d electrical
e magnetic.

2.4.2 Reinforcement/stiffening techniques:

a hardening
b tempering
c the effect of carbon content
d work hardening
e I, U, T and C beams.

Pearson Edexcel Level 1/Level 2 GCSE (9–1) GCE in Design and Technology 21
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 METALS

Key idea What students need to learn:

2.5 Stock forms, To apply knowledge and understanding of the advantages,

types and disadvantages and applications of the following forms/sizes of
sizes in order materials, in order to be able to discriminate between them and
to calculate select appropriately.
and determine
2.5.1 Stock forms/types:
the quantity of
ferrous and a bar
non-ferrous b sheet
metals
c plate
required
d pipe/tube
e castings
f extrusions
g wire
h powder metallurgy.

2.5.2 Sizes:
a gauge
b cross-sectional area
c diameter
d wall thickness of tubes.

2.6 Alternative Application, advantages and disadvantages, of the following

processes that processes, scales of production and techniques when
can be used to manufacturing products, in order to be able to discriminate
manufacture between them and select appropriately for use.
ferrous and
2.6.1 Processes:
non-ferrous
metal a forging
products to b casting
different c powder metallurgy
scales of
d stamping
production
e welding
f extrusion
g hardening.

2.6.2 Scales of production:

a one off
b batch
c mass production
d continuous.

22 Pearson Edexcel Level 1/Level 2 GCSE (9–1) GCE in Design and Technology
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 METALS

Key idea What students need to learn:

2.6.3 Techniques for quantity production – methods that are

employed when making products in quantity:
a marking-out methods (use of reference points, lines and
surfaces)
b jigs
c fixtures
d templates
e patterns
f moulds
g sub-assembly
h computer-aided manufacturing (CAM)
i quality control
j working within tolerance
k efficient cutting to minimise waste.

2.7 Specialist Application, advantages and disadvantages of the following

techniques, specialist techniques when manufacturing products, in order to be
tools, able to discriminate between them and select appropriately for
equipment use.
and processes
2.7.1 Tools and equipment:
that can be
used to shape, a hand tools
fabricate, b machinery
construct and c digital design and manufacture.
assemble a
2.7.2 Shaping:
high-quality
ferrous and/or a filing
non-ferrous b cutting/shearing
metal c drilling
prototype d turning
e milling
f bending
g abrading/grinding
h casting
i deforming and reforming.

2.7.3 Fabricating/constructing:
a welding
b brazing
c soldering
d stamping
e punching
f riveting snap and pop
g sheet metalwork
h wastage
i addition.

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 METALS

Key idea What students need to learn:

2.7.4 Assembling:
a tapping/threading
b fastening – use of nuts, bolts and washers
c machine screws
d use of adhesives – contact adhesive, epoxy resin.

2.8 Appropriate Application, advantages and disadvantages of the following

surface finishing techniques and methods of preservation, in order to be
treatments able to discriminate between them and select appropriately for
and finishes use.
that can be
2.8.1 Surface finishes and treatments:
applied to
ferrous and a paint
non-ferrous b dip coating
metals for
c electroplating
functional and
aesthetic d anodising
purposes e galvanising
f powder coating
g lacquering
h polishing.

24 Pearson Edexcel Level 1/Level 2 GCSE (9–1) GCE in Design and Technology
Specification – Issue 4 – November 2022 © Pearson Education Limited 2022
 PAPERS AND BOARDS

3 – Papers and boards

Key idea What students need to learn

3.1 Design 3.1.1 When designing or modifying a product, students should be

contexts able to apply their knowledge and understanding of papers
and boards, components and manufacturing processes.

3.2 The sources, To apply knowledge and understanding of the advantages,

origins, disadvantages and applications of the following materials, in order
physical and to be able to discriminate between them and select appropriately.
working 3.2.1 Paper:
properties of
papers and a copier paper (in topic 1)
boards and b cartridge paper (in topic 1)
their social c tracing paper (in topic 1)
and ecological
d bond
footprint
e heat transfer printing paper (sublimation printing).

3.2.2 Board:
a folding boxboard (in topic 1)
b corrugated board (in topic 1)
c solid white board (in topic 1)
d foil-lined board.

3.2.3 Packaging laminate (including Tetra Pak™):

a paperboard
b polyethylene
c aluminium foil.

3.2.4 Sources and origins – where paper and boards are

resourced/manufactured and their geographical origin:
a China, USA, Japan – pulp, paper and cardboard
b Eastern Asia – rice paper.

3.2.5 The physical characteristics of each type of paper and

board:
a density
b transparency
c texture.

3.2.6 Working properties – the way in which each material

behaves or responds to external sources:
a flexibility (in topic 1)
b printability (in topic 1)
c biodegradability (in topic 1)
d weight
e surface finish
f printability
g absorbency.

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 PAPERS AND BOARDS

Key idea What students need to learn:

3.2.7 Social footprint:

a trend forecasting
b impact of material production on communities and
wildlife
c impact of logging and material production on
communities and wildlife
d recycling/disposal – ethical responsibility
e reduction of packaging materials – reduction in
litter/waste/energy use
f brand identity – consumerism, changing the packaging
of products over time.

3.2.8 Ecological footprint:

a sustainability
b harvesting and erosion of the landscape
c processing
d transportation
e wastage
f pollution.

3.3 The way in The influence of the following factors when selecting materials for
which the a specific application.
selection of
3.3.1 Aesthetic factors:
papers and
boards is a form
influenced b colour
c texture
d surface graphics (across all areas).

3.3.2 Environmental factors:

a sustainability
b pollution
c genetic engineering.

3.3.3 Availability factors:

a use of stock materials
b use of specialist materials.

3.3.4 Cost factors:

a quality of material
b decorative techniques
c manufacturing processes necessary
d commodity price
e cost of recycling in comparison to cost of production
from raw materials.

26 Pearson Edexcel Level 1/Level 2 GCSE (9–1) GCE in Design and Technology
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 PAPERS AND BOARDS

Key idea What students need to learn:

3.3.5 Social factors:

a use for different social groups
b trends/fashion
c popularity.

3.3.6 Cultural and ethical factors:

a avoiding offence
b suitability for intended market
c use of colour and language
d the consumer society
e the effects of mass production
f built-in product obsolescence.

3.4 The impact of An awareness of the influence of forces and stresses that act on
forces and materials and the methods that can be employed to resist them.
stresses on
3.4.1 Forces and stresses:
papers and
boards and a bending
how they can b torsion
be reinforced
c shear
and stiffened
d compression.

3.4.2 Reinforcement/stiffening techniques:

a laminating
b encapsulation
c corrugation
d additions of layers and ribs
e sandwich construction
f packaging laminates.

3.5 Stock forms, To apply knowledge and understanding of the advantages,

types and disadvantages and applications of the following forms/sizes of
sizes in order materials, in order to be able to discriminate between them and
to calculate select appropriately.
and determine
3.5.1 Stock forms/types:
the quantity of
papers and a weights
boards b bond
required
c laminates.

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 PAPERS AND BOARDS

Key idea What students need to learn:

3.5.2 Sizes:
a common A sizes
b foolscap
c B series
d letter
e envelope
f area
g diameter.

3.6 Alternative Application, advantages and disadvantages, of the following

processes that processes, scales of production and techniques when
can be used to manufacturing products, in order to be able to discriminate
manufacture between them and select appropriately for use.
paper and
3.6.1 Processes:
board
products to a printing
different b cutting
scales of
c intermediate modelling of paper and card prototypes
production
d frame modelling
e test modelling.

3.6.2 Scales of production:

a one off
b batch
c mass production
d continuous.

3.6.3 Techniques for quantity production:

a marking-out methods (use of reference points, lines and
surfaces)
b jigs for folding
c fixtures
d templates
e patterns
f stencils
g photocopying
h computer-aided manufacturing (CAM)
i quality control
j working within tolerance
k efficient cutting to minimise waste.

28 Pearson Edexcel Level 1/Level 2 GCSE (9–1) GCE in Design and Technology
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 PAPERS AND BOARDS

Key idea What students need to learn:

3.7 Specialist Application, advantages and disadvantages, of the following

techniques, specialist techniques when manufacturing products, in order to be
tools, able to discriminate between them and select appropriately for
equipment use.
and processes
3.7.1 Tools and equipment:
that can be
used to shape, a hand tools
fabricate, b machinery
construct and
c digital design and manufacture.
assemble a
high-quality 3.7.2 Shaping:
paper and a cutting
board
b folding
prototype
c notching
d modelling
e manipulation.

3.7.3 Fabricating/assembling/constructing:
a strengthening
b addition of dissimilar materials – windows, inserts,
stickers, temporary components
c lamination
d use of split pins
e use of mapping pins
f stapling
g taping
h paper engineering
i use of adhesives
j lettering
k binding
l marking-out tools.

3.8 Appropriate Application, advantages and disadvantages of the following

surface finishing techniques and methods of preservation, in order to be
treatments able to discriminate between them and select appropriately for
and finishes use.
that can be
3.8.1 Surface finishes and treatments:
applied to
papers and a varnishing
boards for b hot foil blocking
functional and
c edge staining
aesthetic
purposes d embossing
e UV varnishes
f packaging laminates and films.

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 POLYMERS

4 – Polymers

Key idea What students need to learn:

4.1 Design 4.1.1 When designing or modifying a product, students should

contexts be able to apply their knowledge and understanding of
polymers, components and manufacturing processes.

4.2 The sources, To apply knowledge and understanding of the advantages,

origins, disadvantages and applications of the following materials, in order
physical and to be able to discriminate between them and select appropriately.
working
4.2.1 Thermoforming polymers:
properties of
thermoforming a acrylic (in topic 1)
and b high impact polystyrene (HIPS) (in topic 1)
thermosetting
c biodegradable polymers – Biopol® (in topic 1)
polymers and
their social and d polystyrene (PS) rigid (high density polystyrene) and
ecological expanded polystyrene
footprint e Styrofoam™
f polyvinyl chloride
g acrylonitrile-butadiene-styrene (ABS)
h polyethylene terephthalate (PET)
i urethane/polyurethane
j fluoroelastomer.

4.2.2 Thermosetting polymers:

a polyester resin (in topic 1) (when used to reinforce
glass and carbon fibre matting)
b urea formaldehyde (in topic 1).

4.2.3 Sources and origins – where thermoforming and

thermosetting polymers are resourced/manufactured and
their geographical origin:
a Russia, UAE, Saudi Arabia – crude oil.

4.2.4 The physical characteristics of each polymer:

a density
b durability.

4.2.5 Working properties – the way in which each material

behaves or responds to external sources:
a insulator of heat (in topic 1)
b insulator of electricity (in topic 1)
c toughness (in topic 1)
d plasticity
e hardness
f tensile strength
g compressive strength.

30 Pearson Edexcel Level 1/Level 2 GCSE (9–1) GCE in Design and Technology
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 POLYMERS

Key idea What students need to learn:

4.2.6 Social footprint:

a trend forecasting
b impact of extraction and material production on the
environment
c impact of extraction and material production on wildlife
d ease and difficulty of recycling and disposal.

4.2.7 Ecological footprint:

a sustainability
b oil exploration and extraction
c wildlife loss
d processing
e transportation
f wastage
g pollution.

4.3 The way in The influence of the following factors when selecting materials for
which the a specific application.
selection of
4.3.1 Aesthetic factors:
thermoforming
and a form
thermosetting b colour
polymers is
c texture.
influenced
4.3.2 Environmental factors:
a sustainability
b pollution
c biodegradable polymers – Biopol®

4.3.3 Availability factors:

a use of stock materials
b use of specialist materials
c effect of global oil supply.

4.3.4 Cost factors:

a quality of material
b manufacturing processes necessary
c treatments: fire proofing, additives
d commodity price – world oil price.

4.3.5 Social factors:

a use for different social groups
b trends/fashion
c popularity.

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 POLYMERS

Key idea What students need to learn:

4.3.6 Cultural and ethical factors:

a avoiding offence
b suitability for intended market
c use of colour and language
d the consumer society
e the effects of mass production
f built-in product obsolescence.

4.4 The impact of An awareness of the influence of forces and stresses that act on
forces and materials and the methods that can be employed to resist them.
stresses on
4.4.1 Forces and stresses:
thermoforming
and a compression
thermosetting b tension
polymers and
c shear
how they can
be reinforced d flexibility.
and stiffened 4.4.2 Reinforcement/stiffening techniques:
a frame structures
b triangulation
c suitable fabrication/assembly/construction processes
d use of additives.

4.5 Stock forms, To apply knowledge and understanding of the advantages,

types and sizes disadvantages and applications of the following forms/sizes of
in order to materials, in order to be able to discriminate between them and
calculate and select appropriately.
determine the
4.5.1 Stock forms/types:
quantity of
thermoforming a bar
and b sheet
thermosetting
c pipe/tube
polymers
required d mouldings
e resin
f granules/powder
g film.

4.5.2 Sizes:
a thickness
b cross-sectional area
c sheet size
d diameter.

32 Pearson Edexcel Level 1/Level 2 GCSE (9–1) GCE in Design and Technology
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 POLYMERS

Key idea What students need to learn:

4.6 Alternative Application, advantages and disadvantages, of the following

processes that processes, scales of production and techniques when
can be used to manufacturing products, in order to be able to discriminate
manufacture between them and select appropriately for use.
thermoforming
4.6.1 Processes:
and
thermosetting a blow moulding
polymers b press moulding
products to
c extrusion
different scales
of production d injection moulding
e polymer welding
f line bending.

4.6.2 Scales of production:

a one off
b batch
c mass production
d continuous.

4.6.3 Techniques for quantity production:

a marking-out methods (use of reference points, lines
and surfaces)
b jigs
c templates
d patterns
e moulds
f computer-aided manufacturing (CAM)
g quality control
h working within tolerance
i efficient cutting to minimise waste.

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 POLYMERS

Key idea What students need to learn:

4.7 Specialist Application, advantages and disadvantages, of the following

techniques, specialist techniques when manufacturing products, in order to be
tools, able to discriminate between them and select appropriately for
equipment and use.
processes that
4.7.1 Tools and equipment:
can be used to
shape, a hand tools
fabricate, b machinery
construct and
c digital design and manufacture.
assemble a
high-quality 4.7.2 Shaping:
thermoforming a laser cutting and engraving
and
b cutting
thermosetting
polymers c filing
prototype d bending
e abrading
f vacuum forming
g deforming and reforming.

4.7.3 Fabricating/constructing/assembling:
a tapping/threading
b fastening – use of nuts, bolts and washers
c use of adhesives – contact adhesive, epoxy resin,
Tensol® cement, liquid cement (dichloromethane)
d wastage
e addition.

4.8 Appropriate Application, advantages and disadvantages of the following

surface finishing techniques and methods of preservation, in order to be
treatments and able to discriminate between them and select appropriately for
finishes that use.
can be
4.8.1 Surface finishes and treatments:
applied to
thermoforming a polishing
and b use of textured moulds or moulds with a fine surface
thermosetting finish
polymers for
c laser engraving
functional and
aesthetic d vinyl stickers
purposes e GRP pigments.

34 Pearson Edexcel Level 1/Level 2 GCSE (9–1) GCE in Design and Technology
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 SYSTEMS

5 – Systems

Key idea What students need to learn:

5.1 Design 5.1.1 When designing or modifying a product, students should be

contexts able to apply their knowledge and understanding of
materials, components and manufacturing processes.

5.2 The sources, To apply knowledge and understanding of the advantages,

origins, disadvantages and applications of the following components, in
physical and order to be able to discriminate between them and select
working appropriately.
properties of
5.2.1 Sensors:
components
and systems a light-dependent resistors (LDRs) (in topic 1)
and their b thermistor (in topic 1)
social and
c moisture sensor
ecological
footprint d piezoelectric sensor.

5.2.2 Control devices and components:

a rocker switch (on/off) (in topic 1)
b resistors (in topic 1)
c push to make switch (PTM)
d micro switch
e reed switch
f variable resistors
g transistor (bipolar)
h microprocessor
i microcontroller/PIC
j relay.

5.2.3 Outputs:
a buzzers (in topic 1)
b light-emitting diodes (LEDs) (in topic 1)
c loudspeakers
d motors.

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 SYSTEMS

Key idea What students need to learn:

5.2.4 Sources and origins – where components and systems are

resourced/manufactured and their geographical origin:
a Russia, Saudi Arabia, United States: polymers from
crude oil – acrylic, high impact polystyrene (HIPS),
acrylonitrile butadiene styrene (ABS)
b China, Russia, USA – silicon
c China, Australia, Russia – gold
d Chile, China, Peru – copper
e Australia, Chile, Argentina – lithium
f China, Russia, Canada – aluminium
g China, Australia, USA – Rare Earth Elements (REEs)
h Philippines, Indonesia, Russia, Canada and Australia –
nickel.

5.2.5 The physical characteristics of each component and

system:
a tolerances, ratings and values – resistor colour codes
b material selection for case construction –
physical/working properties, sustainability,
manufacturing processes.

5.2.6 Working properties – the way in which each material

behaves or responds to external sources:
a conductors, insulators – thermal, electrical
b polymers used for cases – durability, hardness,
toughness, elasticity.

5.2.7 Social footprint:

a relying on scarce and/or hazardous elements used in
components and systems – cobalt, tantalum, lithium
b effects of using components and systems, including
modern communications – mobile phones, computers,
games consoles, social media networks.

5.2.8 Ecological footprint:

a effects of material extraction and processing of elements
b effects of built-in obsolescence
c effects of use
d the effects of disposal of components and systems –
toxicity of metals and polymers.

36 Pearson Edexcel Level 1/Level 2 GCSE (9–1) GCE in Design and Technology
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 SYSTEMS

Key idea What students need to learn:

5.3 The way in The influence of the following factors when selecting
which the materials/components for a specific application.
selection of
5.3.1 Aesthetic factors – the selection of materials and finishes
components
for enclosures and cases:
and systems is
influenced a form
b colour
c texture.

5.3.2 Environmental factors:

a the principles of the Restriction of Hazardous Substances
(RoHS) Directive for selection
b the principles of the Waste Electrical and Electronic
Equipment (WEEE) Directive for disposal.

5.3.3 Availability factors:

a use of stock materials
b use of specialist materials
c use of scarce elements.

5.3.4 Cost factors:

a quality of component – tolerances
b manufacturing processes necessary.

5.3.5 Social factors:

a use for different social groups
b trends/fashion
c popularity.

5.3.6 Cultural and ethical factors:

a avoiding offence
b suitability for intended market
c use of colour and language
d the consumer society
e the effects of mass production
f built-in product obsolescence.

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 SYSTEMS

Key idea What students need to learn:

5.4 The impact of An awareness of the influence of forces and stresses that act on
forces and materials and the methods that can be employed to resist them.
stresses on
5.4.1 Forces and stresses:
objects and
how they can a tension
be reinforced b compression
and stiffened
c torsion
d shear.

5.4.2 Reinforcement/stiffening techniques:

a using composite materials
b ribbing to strengthen case structures.

5.5 Stock forms, To apply knowledge and understanding of the advantages,

types and disadvantages and applications of the following stock forms/sizes,
sizes in order in order to be able to discriminate between them and select and
to calculate apply appropriately.
and determine
5.5.1 Stock forms/types:
the quantity of
components a tolerances, ratings and values – such as E12 series
required resistors
b surface-mount technology (SMT)
c through-hole components.

5.5.2 Sizes:
a unit of current (amp)
b unit of resistance (ohm)
c unit of potential difference (volt)
d applications of Ohm’s Law: V=I×R
e resistors in series: Rtotal = R1 + R2 + R3 etc.
f resistors in parallel: 1/Rtotal = 1/R1 + 1/R2 + 1/R3 etc.
g área
h diameter.

5.6 Alternative Application, advantages and disadvantages, of the following

processes that processes, scales of production and techniques when
can be used to manufacturing products, in order to be able to discriminate
manufacture between them and select appropriately for use.
components
5.6.1 Processes:
and systems
to different a photo etching
scales of b PCB population – PCB drilling and soldering.
production
5.6.2 Scales of production:
a one-off prototyping (breadboard)
b batch
c mass production
d continuous.

38 Pearson Edexcel Level 1/Level 2 GCSE (9–1) GCE in Design and Technology
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 SYSTEMS

Key idea What students need to learn:

5.6.3 Techniques for quantity production:

a pick and place technology
b surface-mount technology (SMT)
c quality control
d marking-out methods (use of reference points, lines and
surfaces)
e templates
f patterns
g sub-assembly
h working within tolerance
i efficient cutting to minimise waste.

5.7 Specialist Application, advantages and disadvantages, of the following

techniques, specialist techniques when manufacturing products, in order to be
tools, able to discriminate between them and select appropriately for
equipment use.
and processes
5.7.1 Tools and equipment:
that can be
used to shape, a hand tools
fabricate, b machinery
construct and
c digital design and manufacture.
assemble a
high-quality 5.7.2 Shaping:
systems a vacuum forming
prototype
b CNC laser cutting
c 3D printing
d drilling.

5.7.3 Fabricating/constructing/assembling:
a PCB mounting methods – through hole, surface mount
b cable management – looms, sleeving, ties
c wastage
d addition.

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 SYSTEMS

Key idea What students need to learn:

5.8 Appropriate Application, advantages and disadvantages of the following

surface finishing techniques and methods of preservation, in order to be
treatments able to discriminate between them and select appropriately for
and finishes use.
that can be
5.8.1 Surface finishes and treatments:
applied to
components a metal plating to enhance the functionality and
and systems performance of electronic connections
for functional b insulating coatings and coverings for functionality/safety
and aesthetic
c resistor colour code bands to identify values and
purposes
tolerance
d finishes applied to cases – anodising, painting, screen
printing.

40 Pearson Edexcel Level 1/Level 2 GCSE (9–1) GCE in Design and Technology
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 TEXTILES

6 – Textiles

Key idea What students need to learn:

6.1 Design 6.1.1 When designing or modifying a product, students should be

contexts able to apply their knowledge and understanding of
textiles, components and manufacturing processes.

6.2 The sources, To apply knowledge and understanding of the advantages,

origins, disadvantages and applications of the following materials, in order
physical and to be able to discriminate between them and select appropriately.
working
6.2.1 Natural:
properties of
natural, a animal
synthetic, i. wool (in topic 1)
woven and
ii. silk
non-woven,
knitted, b vegetable
blended and i. cotton (in topic 1)
mixed-fibre
ii. linen.
textiles and
their social 6.2.2 Synthetic:
and ecological a polyester (in topic 1)
footprint
b acrylic (in topic 1)
c regenerated cellulosic – viscose, acetate, Tencel®
d polyamide
e elastane
f nylon.

6.2.3 Woven:
a plain – calico (in topic 1)
b twill – denim (in topic 1)
c satin – jacquard
d pile – velvet.

6.2.4 Non-woven:

a felted wool fabric (in topic 1)

b bonded fibres/webs (in topic 1) .

6.2.5 Knitted:

a weft-knitted fabrics (in topic 1)

b warp-knitted fabrics (in topic 1).

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 TEXTILES

Key idea What students need to learn:

6.2.5 Sources and origins – where natural, synthetic, woven and

non-woven, knitted, blended and mixed-fibre textiles are
resourced/manufactured and their geographical origin:
a China, India, USA, Pakistan – cotton
b China, India, Uzbekistan – silk
c Russia, Canada, Ukraine, Europe (France and Belgium) –
(flax) linen
d Australia, New Zealand, China, USA, United Kingdom –
wool
e Alpine Forests – cellulose and wood pulp – cotton linters,
pine, spruce, or hemlock trees – soft wood – acetate
f European Forest – oak and birch – hard wood – Lyocell™
g Russia, UAE, Saudi Arabia – crude oil – polyester, nylon,
acrylic.

6.2.6 The physical characteristics of each natural, synthetic,

woven and non-woven, knitted, blended and mixed-fibre
textile:
a allergenic
b texture
c density.

6.2.7 Working properties – the way in which each material

behaves or responds to external sources:
a elasticity (in topic 1)
b resilience (in topic 1)
c durability (in topic 1)
d tensile strength
e breathability and absorbency
f electrical conductivity
g heat conductivity.

6.2.8 Social footprint:

a trend forecasting
b impact of material production on communities and
wildlife
c impact of farming and material production on
communities and wildlife
d recycling/disposal – ethical responsibility
e reduction of chemical finishes – surface and aftercare
treatments
f reduction of packaging materials – reduction in
litter/waste/energy use
g brand identity – consumerism, changing the packaging
of products over time.

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Key idea What students need to learn:

6.2.9 Ecological footprint:

a sustainability
b processing
c transportation
d wastage
e pollution
f deforestation
g oil exploration and extraction
h wildlife loss.

6.3 The way in The influence of the following factors when selecting materials for
which the a specific application.
selection of
6.3.1 Aesthetic factors:
natural,
synthetic, a form
blended and b colour
mixed-fibre
c texture
textiles is
influenced by d lustre, sheen, shine.

6.3.2 Environmental factors:

a sustainability
b pollution
c upcycling.

6.3.3 Availability factors:

a use of stock materials
b use of specialist materials.

6.3.4 Cost factors:

a quality of material
b manufacturing processes necessary
c treatments: fire proofing, stain resist, water proofing
d transportation – costs of moving materials around the
world from country of origin.

6.3.5 Social factors:

a use for different social groups
b trends/fashion
c popularity.

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Key idea What students need to learn:

6.3.6 Cultural and ethical factors:

a avoiding offence
b suitability for intended market
c use of colour and language
d the consumer society
e the effects of mass production
f built-in product obsolescence.

6.4 The impact of An awareness of the influence of forces and stresses that act on
forces and materials and the methods that can be employed to resist them.
stresses on
6.4.1 Forces and stresses:
natural,
synthetic, a compression
woven and b tension
non-woven,
c shear
knitted,
blended and d natural forces within the fibre as it grows – shape
mixed-fibre e flexibility.
textiles and
6.4.2 Reinforcement/stiffening techniques:
how they can
be reinforced a ribs and boning
and stiffened b suitable fabrication/assembly/construction processes
c lamination
d embedding composite materials
e stay stitching.

6.5 Typical stock To apply knowledge and understanding of the advantages,

forms, types disadvantages and applications of the following forms/sizes of
and sizes used materials, in order to be able to discriminate between them and
in order to select appropriately.
calculate and
6.5.1 Stock forms/types:
determine the
required a rolls
quantity of b blocks
natural,
c denier
synthetic,
woven and d weights – single, double
non-woven, e laminates.
knitted,
6.5.2 Sizes:
blended and
mixed-fibre a standard width – 90 cm, 137 cm, 154 cm
textiles b yarn weight
c area
d diameter.

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Key idea What students need to learn:

6.6 Alternative Application, advantages and disadvantages, of the following

processes that processes, scales of production and techniques when
can be used to manufacturing products, in order to be able to discriminate
manufacture between them and select appropriately for use.
typical
6.6.1 Processes that can be used to cut and shape materials:
products of
natural, a shears
synthetic, b stamp
woven and
c laser cut
non-woven,
knitted, d heating element – soldering iron
blended and e extrusion.
mixed-fibre
6.6.2 Scales of production:
textiles to
different a one off
scales of b batch
production
c mass production
d continuous.

6.6.3 Techniques for quantity production – methods that are

employed when making products in quantity:
a marking-out methods (use of reference points, lines and
surfaces)
b templates
c patterns
d sub-assembly
e computer-aided manufacturing (CAM)
f quality control
g working within tolerance
h efficient cutting to minimise waste.

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Key idea What students need to learn:

6.7 Specialist Application, advantages and disadvantages, of the following

techniques, specialist techniques when manufacturing products, in order to be
tools, able to discriminate between them and select appropriately for
equipment and use.
processes that
6.7.1 Tools and equipment:
can be used on
natural, a hand tools
synthetic, b machinery
woven and
c digital design and manufacture.
non-woven,
knitted, 6.7.2 Shaping:
blended and a adding and reducing fullness – pleat, gather, dart, tucks,
mixed-fibre shirring, ease, godet, under stitching
textiles to
b moulding – steam, heat, adhesive
shape,
fabricate, c adding structure – interfacing, boning.
construct and 6.7.3 Fabricating/constructing/assembling:
assemble a
a draping
high-quality
b seams – plain, felled, French, double stitching,
prototype
topstitching
c finishing raw edges – zig zagged, bound, rolled, turned
under and sewn, blind hemming, invisible stitching
d fusing – sealed seams, taping, bonding
e component linkage
f overlocking – 2, 3 or 4 thread – raw edges and joining
g pressing, moulding
h wastage
i addition.

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Key idea What students need to learn:

6.8 Appropriate Application, advantages and disadvantages of the following

surface finishing techniques and methods of preservation, in order to be
treatments and able to discriminate between them and select appropriately for
finishes that use.
can be applied
6.8.1 Surface finishes and treatments:
to natural,
synthetic, a fabric painting (including silk)
woven and b batik
non-woven, c laminating
knitted,
d couching
blended and
mixed fibre e embroidery
textiles for f appliqué
functional and g printing
aesthetic
h resist dyeing
purposes
i patchwork
j quilting
k chemical – bleaching, easy-care, mercerising,
carbonising, laminating, coating, fire proofing, stain
resist, shrink resist water proofing, antistatic
l physical – calendering, raising, heat-setting, desizing,
singeing, emerising, milling, fulling, walking
m biological – biostoning, biopolishing
n smart – thermochromic, photochromic, solvation
chromism, electrochromic, anti-bacterial, micro
encapsulation.

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 TIMBERS

7 – Timbers

Key idea What students need to learn:

7.1 Design 7.1.1 When designing or modifying a product, students should be

contexts able to apply their knowledge and understanding of
timbers, components and manufacturing processes.

7.2 The sources, To apply knowledge and understanding of the advantages,

origins, disadvantages and applications of the following materials, in order
physical and to be able to discriminate between them and select appropriately.
working
7.2.1 Natural timbers – hardwoods:
properties of
each natural a oak (in topic 1)
and b mahogany (in topic 1)
manufactured
c beech (in topic 1)
timber and
their social d balsa (in topic 1)
and ecological e jelutong
footprint
f birch
g ash.

7.2.2 Natural timbers – softwoods:

a pine (in topic 1)
b cedar (in topic 1)
c larch.

7.2.3 Manufactured timber:

a plywood (in topic 1)
b medium density fibreboard (MDF) (in topic 1)
c chipboard.

7.2.4 Sources and origins – where natural and manufactured

timbers are resourced/manufactured and their
geographical origin:
a Alpine forests – pine, cedar, larch
b European forests – oak, beech, ash, birch
c Amazonian forests – mahogany.

7.2.5 The physical characteristics of each timber:

a knots
b colour
c grain structure
d density.

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Key idea What students need to learn:

7.2.6 Working properties – the way in which each material

behaves or responds to external sources:
a hardness (in topic 1)
b toughness (in topic 1)
c durability (in topic 1)
d elasticity
e tensile strength
f compressive strength.

7.2.7 Social footprint:

a trend forecasting
b impact of logging on communities
c ease and difficulty of recycling and disposal.

7.2.8 Ecological footprint:

a sustainability
b deforestation
c habitat destruction and loss
d processing
e transportation
f wastage
g pollution.

7.3 The way in The influence of the following factors when selecting materials for
which the a specific application.
selection of
7.3.1 Aesthetic factors:
each natural
and a form
manufactured b colour
timber is
c texture.
influenced
7.3.2 Environmental factors:
a sustainability
b genetic engineering
c seasoning
d upcycling.

7.3.3 Availability factors:

a use of stock materials
b use of specialist materials
c environmental impact of hurricanes, storms and disease.

7.3.4 Cost factors:

a quality of material
b manufacturing processes necessary
c treatments: fire proofing, tanilized.

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 TIMBERS

Key idea What students need to learn:

7.3.5 Social factors:

a use for different social groups
b trends/fashion
c popularity.

7.3.6 Cultural and ethical factors:

a avoiding offence
b suitability for intended market
c the consumer society
d the effects of mass production
e built-in product obsolescence.

7.4 The impact of An awareness of the influence of forces and stresses that act on
forces and materials and the methods that can be employed to resist them.
stresses on
7.4.1 Forces and stresses:
each natural
and a compression
manufactured b tension
timber and
c shear
how they can
be reinforced d natural forces within the timber as it grows
and stiffened e pre-stressed construction beams.

7.4.2 Reinforcement/stiffening techniques:

a frame structures
b suitable fabrication/assembly/construction processes
c lamination
d use of braces and tie bars
e embedding composite materials.

7.5 Typical stock To apply knowledge and understanding of the advantages,

forms, types disadvantages and applications of the following forms/sizes of
and sizes used materials, in order to be able to discriminate between them and
in order to select appropriately.
calculate and
7.5.1 Stock forms/types:
determine the
required a regular sections
quantity of b mouldings
each natural
c dowels
and
manufactured d sheets.
timber 7.5.2 Sizes:
a PAR/PSE/imperial and metric
b cross-sectional area
c diameter
d board sizes – 2440 mm × 1220 mm, 1220 mm × 610 mm.

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 TIMBERS

Key idea What students need to learn:

7.6 Alternative Application, advantages and disadvantages, of the following

processes that processes, scales of production and techniques when
can be used to manufacturing products, in order to be able to discriminate
manufacture between them and select appropriately for use.
typical
7.6.1 Processes that can be used to cut and shape materials:
products of
each natural a routing
and b sawing
manufactured
c use of a mortise
timber to
different d use of a bag press.
scales of 7.6.2 Scales of production:
production
a one off
b batch
c mass production
d continuous.

7.6.3 Techniques for quantity production – methods that are

employed when making products in quantity:
a marking-out methods (use of reference points, lines and
surfaces)
b jigs
c fixtures
d templates
e patterns
f sub-assembly
g computer-aided manufacturing (CAM)
h quality control
i working within tolerance
j efficient cutting to minimise waste.

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 TIMBERS

Key idea What students need to learn:

7.7 Specialist Application, advantages and disadvantages, of the following

techniques, specialist techniques when manufacturing products, in order to be
tools, able to discriminate between them and select appropriately for
equipment use.
and processes
7.7.1 Tools and equipment:
that can be
used on each a hand tools
natural and b machinery
manufactured
c digital design and manufacture.
timber to
shape, 7.7.2 Shaping:
fabricate, a drilling
construct and
b cutting
assemble a
high-quality c planing
prototype d chiselling
e turning – face plate and between centres
f abrading – glass paper
g carving
h use of rasps/surforms.

7.7.3 Fabricating/constructing:
a lamination
b veneering
c use of screws
d nailing
e use of adhesives – PVA, contact adhesive
f jointing – butt, dowel, lap, housing, mitre, mortise and
tenon, dovetail
g wastage
h addition.

7.7.4 Assembling:
a knock-down fittings
b hinges
c ironmongery.

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 TIMBERS

Key idea What students need to learn:

7.8 Appropriate Application, advantages and disadvantages of the following

surface finishing techniques and methods of preservation, in order to be
treatments able to discriminate between them and select appropriately for
and finishes use.
that can be
7.8.1 Surface finishes and treatments:
applied to
each natural a painting
and b staining
manufactured
c varnishing
timber for
functional and d wax
aesthetic e oil
purposes
f shellac
g veneering.

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Assessment information
● First assessment: May/June 2019.

● The assessment is 1 hour and 45 minutes.

● There are two sections to the paper: Section A – Core content and Section B – either
Metals, Papers and Boards, Polymers, Systems, Textiles or Timbers.
● Section A – students must answer all questions. This section has four questions with a
total of 40 marks.
● Section B – students must answer all questions. This section has four questions with a
total of 60 marks.
● Each question is set in a context.

● The paper will include open-response, graphical, calculations and extended-open-response

questions.
● The paper will include questions that target mathematics.
● Calculators may be used in the examination. Information regarding the use of calculators
during the examinations for this qualification can be found in Appendix 2: Calculators.

Synoptic assessment
Synoptic assessment requires students to work across different parts of a qualification and to
show their accumulated knowledge and understanding of a topic or subject area.

Synoptic assessment enables students to show their ability to combine their skills, knowledge
and understanding with breadth and depth of the subject.

This component assesses synopticity.

Sample assessment materials

A sample paper and mark scheme for this component can be found in the Pearson Edexcel
Level 1/Level 2 GCSE (9–1) in Design and Technology Sample Assessment Materials (SAMs)
document.

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Component 2

Overview
Students will undertake a project as part of their non-examination assessment. The project
will test students’ skills in investigating, designing, making and evaluating a prototype of a
product that will allow them to apply the skills they have acquired and developed throughout
their study. We provide three themes, each with two contextual challenges. Students are
required to choose one of these challenges and analyse it on an individual basis. Having
selected a contextual challenge to work within, students should develop a range of potential
ideas and then realise one through practical making activities. The project must allow
students to apply knowledge and understanding in a product development process to
investigate, design, make and evaluate their prototype.

This project will require students to follow an iterative design process rather than a linear
process requiring them to continually test, evaluate and refine ideas. The content and
assessment criteria are set out in a linear format to show what is required at each stage of
the total project, but following an iterative process students will do work on different stages
at a variety of points throughout their project.

Content

1 – Investigate

Stage What students need to do:

1.1 Investigation 1.1a Identify the needs of the end user.

of needs and
1.1b Outline a design problem from the context provided and
research
identify a need for a product that could solve the problem.

1.1c Investigate existing products to inform the product

specification for the prototype, from past and present
designers.

1.1d Carry out a range of research strategies to gather relevant

information, to inform the design specification for the
prototype, including:
a market research
b research into the context in which the prototype will be
used
c research into other possible materials
d any sustainability issues that will be considered relevant
to the intended prototype.

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Stage What students need to do:

1.2 Product 1.2a Production of a design brief, that addresses all needs
specification previously identified.

1.2b Production of a product specification that includes

statements that are technical, measurable and justified,
and include consideration of:
a form
b function
c user requirements
d performance requirements
e material and component requirements
f scale of production
g cost
h sustainability.

1.2c Identification of criteria, which will be used to evaluate the

success of the prototype.

2 – Design

Stage What students need to do:

2.1 Design ideas 2.1a Production of a range of design ideas that address the
criteria in the design brief and product specification.

2.1b Consideration of a range of issues when producing the

design ideas, including:
a budget
b aesthetics
c cultural issues
d sustainability issues.

2.1c Exploration of different design approaches, including:

a materials
b components
c processes
d techniques.

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Stage What students need to do:

2.2 Review of 2.2a Analysis and evaluation of how each design idea meets the
initial ideas design brief and product specification.

2.2b Determine which designs follow the design brief and product
specification and should be taken forward for development.

2.2c Modification of design ideas to fit the design brief and

product specification.

2.3 Development of 2.3a Consideration of user group needs and preferences, of design
design ideas ideas, conducting further research where necessary.
into a chosen
2.3b Consideration of the design as a whole, rather than
design
focussing on component parts in isolation.

2.3c Modelling/simulation used to test the features of the

design ideas.

2.3d Analysis and evaluation of the design ideas, to inform

choice as to the chosen design to take forward.

2.3e Modification of design ideas to produce the chosen design,

which meets the design brief and product specification.

2.3f Use of calculations to determine all material quantities and

technical details of materials, processes and components
that could be interpreted by a third party.

2.4 Communication 2.4a Use a range of communication techniques and media to

of design ideas present the design ideas, including:
a freehand sketching (2D and/or 3D)
b annotated sketches
c cut and paste techniques
d digital photography/media
e 3D models
f isometric and oblique projection
g perspective drawing
h orthographic and exploded views
i assembly drawings
j system and schematic diagrams
k computer-aided design (CAD) and other specialist
computer drawing programs.

2.4b Communicate the design ideas clearly and effectively

using written techniques.

2.5 Review of 2.5a Produce a chosen design solution for the product that
chosen design meets the design brief and product specification.

2.5b Consideration given to the materials, techniques and

processes required to produce the chosen design solution.

2.5c Incorporation of feedback from research into the chosen

design.

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3 – Make

Stage What students need to do:

3.1 Manufacture 3.1a Production of a prototype that meets the requirements of

the design brief and product specification, showing a wide
range of making skills with precision and accuracy.

3.1b Selection and application of:

a material
b range of tools, including marking-out tools, hand tools
and machinery
c range of techniques
d fixtures, templates, jigs and/or patterns
e components
f surface treatments and finishes

used in the manufacture of the prototype.

3.1c Demonstration of safe working practice, for themselves and

others.

3.2 Quality and 3.2a Measuring the degree to which the prototype performs as
accuracy intended.

3.2b The prototype is accurately assembled and finished to a

high quality.

4 – Evaluate

Stage What students need to do:

4.1 Testing and 4.1a Analyse the prototype against the product specification by
evaluation conducting a variety of tests under realistic conditions, to
ensure fitness for purpose.

4.1b Analyse the results of the prototype testing.

4.1c Evaluate whether the prototype meets the product

specification.

4.1d Evaluate the sustainability of the final prototype by carrying

out a life cycle assessment (LCA), in order to assess its
impact on the environment.

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Assessment information
● Students will undertake a project based on a contextual challenge released by us a year
before certification. This will be released on 1st June and will available on our website.
● This non-examined assessment will be carried out under controlled conditions, as specified
on pages 60–62.
● First assessment: June 2019.

● The NEA consists of 100 marks.

● The project consists of a portfolio and a prototype.

● The teacher responsible for overseeing the student’s work must ensure that a Candidate
Assessment Booklet* (CAB) is completed for each student.
● The portfolio and CAB for each student in the sample must be sent to Pearson, in May in the
year of assessment. Please see our UK Information Manual for the submission deadline date.
● Centres must ensure that the NEA submitted is valid for the series in which they are
entered.
*Further information about how to complete the CAB is provided in the Project setting,
taking and marking section.

Contextual challenge
The contextual challenge will provide a basis from which students will undertake an
investigate, design, make and evaluate project. We will release this on 1st June, in the year
before certification. We will provide three themes, each with two contextual challenges.
Students are required to choose one of these challenges, with advice from the teacher, and
analyse it on an individual basis.

Synoptic assessment
Synoptic assessment requires students to work across different parts of a qualification and to
show their accumulated knowledge and understanding of a topic or subject area.

Synoptic assessment enables students to show their ability to combine their skills, knowledge
and understanding with breadth and depth of the subject.

This component assesses synopticity.

Project setting, taking and marking

Project setting
Pearson will communicate a contextual challenge to centres in June of the calendar year
preceding the year in which the qualification is to be awarded. Students will be expected to
undertake a small-scale project in response to this realistic contextual challenge, taking into
account the needs and wants of the user.

Project research

Teaching and learning

Teachers should cover the content of this assessment, which covers:
● investigate

● design

● make

● evaluate.

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Project controls relating to student independence and teacher guidance to
students

Teachers

Can:
● provide broad parameters for students’ design contexts (including areas for investigation,
availability of equipment, time constraints)
● explain what a commercial design methodology is

● advise on health and safety considerations, the use of equipment and potential ethical
concerns of certain types of materials
● discuss with students their initial design problems and students' initial approaches to solve
the problems.

Must:
● confirm that the project has the potential to meet the assessment criteria and offer
general guidance on any necessary amendments
● review each student’s design brief to ensure that the proposed design brief can suitably
access the specification requirements and give general guidance on the methodology and
design tools that the student plans to use
● promote good practice such as referencing and using a bibliography system

● store work securely once it is handed in for formal assessment

● ensure that students keep photographic records of the manufacturing process to evidence
the quality of manufacturing
● give students guidance on the safe use of unfamiliar tools and equipment.

Must not:
● give students a choice of titles or tasks to choose from
● give detailed feedback to individual students about how to improve work to meet the
assessment criteria. The guidance provided before final submission should enable students
only to take the initiative in making amendments, rather than detailing what amendments
should be made. This means that teachers must not provide templates and model answers
for the work of specific students
● mark work provisionally and share that mark so that students may then improve it

● return work to students after it has been submitted and marked

● give guidance on how to make improvements to the portfolio in order to meet the
assessment criteria so that students are no longer engaged in independent learning.

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If teachers give any assistance which goes beyond general advice, they must
then record this assistance on the CAB and take it into account when marking
the work, for example 1:
● providing detailed specific guidance on how to improve design ideas to meet the
assessment criteria
● giving detailed specific guidance on errors and omissions that limits a student’s
opportunity to show initiative themselves
● intervening personally to improve the presentation, manufacture or content of work.

Learning hours are not specified because the process of producing the design portfolio is
iterative and undertaken by the student, on their own, at the school/college. The prototype is
manufactured under immediate guidance (under direct supervision of a teacher) in
school/college. Where specialist processes or equipment are required beyond the
school/college capabilities they may be utilised but this must be documented and
authenticated in the appropriate section of the Pearson Edexcel Level 1/Level 2 GCSE (9–1)
in Design and Technology Candidate Assessment Booklet (CAB).

Annotation should be used to explain how marks were applied in the context of the additional
assistance given.

If teachers give specific guidance that goes beyond general guidance and do not take it into
account when marking the work, this will be considered as malpractice. If malpractice is
suspected, the awarding organisation will investigate. If malpractice is found to have taken
place a penalty will be applied dependent on the circumstances and severity of the
malpractice.

For full information regarding malpractice please see the JCQ document Suspected
Malpractice in Examinations and Assessments.

Project writing

Authenticity
Teachers and centres must be satisfied that the work is the student’s own and should sign
the Candidate Assessment Booklet.

Health and safety

Centres should develop their own mechanisms so that students know the importance of
ensuring their own safety and that of others. This should include developing risk
assessments as part of the manufacturing process, for example by using model risk
assessments or HSE pro forma to assess likely hazards and risk. Students who might be lone
working should be given additional information and guidance and the centre must have
suitable policies and procedures for lone working. Practical making activities must be
supervised at all times at school/college.

Resources
Students should have equal access to resources. Students should have access to a range of
resources, literature and sources of information to enable them to make choices as required
for their design and make task. Students should have access to the tools and equipment that
they will require in order to manufacture their final prototype with a high degree of accuracy
and skill.

1 First three bullet points as per the JCQ Instructions for conducting non-examination assessment,
section 4.2.

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Portfolio guidance
It is recommended that students produce an electronic portfolio equivalent of approximately
20-30 sides of A3 paper, for their design, make and evaluate project along with any models
and their prototype. Electronic portfolios must use either Adobe or Power Point and be
submitted electronically. Students will not be penalised specifically on the basis of the
amount of work that they produce. However, excessively high or low amounts of work may
restrict student’s ability to evidence the skills outlined in the marking criteria.

Photographic evidence
As proof of the quality of students’ making skills it is important that all stages of the
manufacturing process are photographed in order to evidence that the product is an
appropriate working solution to a need or want that is sufficiently developed to be tested and
evaluated (for example, full sized products, scaled working models or functioning systems).
Photographic evidence should also demonstrate that the final prototype/product is fit for
purpose and in addition to being a working solution; addresses the needs/wants of the
intended user and is successful in meeting the criteria of the specification. Images should
show fully the details of the prototype/product, which will require photographs being taken
from a range of angles to show details of all sides and features of a 3D outcome.
Photographs should be coloured, well lit, and of a high resolution in order to clearly show
details of the final outcome. Photographs should be submitted as jpegs, with a maximum
individual file size of 3 MBs. There should be sufficient photographic evidence to support the
award of marks, however a maximum quantity of 20 photographs per project is suggested.

Marking, standardisation and moderation

Once work has been submitted for marking it may not be given back to students.

Teachers should mark the project using the assessment criteria grids on the following pages.
Please refer to the ‘General Marking Guidance’ provided in the CAB for further information on
how to apply these assessment criteria grids accurately.

Teachers may annotate students’ work but should also include comments on the CAB to
justify the marks awarded.

Where marking has been carried out by more than one teacher in a centre, there must be a
process of internal standardisation carried out to ensure that there is a consistent application
of the assessment criteria.

Marks awarded by the centre will be subject to external moderation by Pearson. Moderation
will ensure consistency with national standards. Pearson will notify centres of the students
whose work has been selected for moderation. This sample will take cohort size into account.

The portfolio and CAB for each student in the sample must be sent to Pearson, in May in the
year of assessment. Please see our UK Information Manual for the submission deadline date.
A copy is made available to all examinations officers and is available on our website:
qualifications.pearson.com

If the moderation indicates that centre assessment does not reflect national standards, an
adjustment will be made to students’ final marks to compensate.

For further information please refer to the Joint Council for Qualifications (JCQ) document
Instructions for conducting non-examination assessments (new GCE and GCSE
specifications) on the JCQ website: www.jcq.org.uk. The assessment of this qualification
must comply with these instructions.

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Non-examined assessment criteria
Teachers must mark students’ work using the following assessment criteria grids. Please
refer to the ‘General Marking Guidance’ provided in the CAB for further information on how
to apply these assessment criteria grids accurately.

Please note that the numbering in the assessment grids does not correlate exactly with the
numbering used in the content section on pages 55 to 58.

1 – Investigate
Please refer to the information given on pages 55 to 56 relating to the content outlined for
this grid.

Level Mark 1.1 Investigation of needs and research (AO1 8 marks)

0 No rewardable material.

Level 1 1–3 ● Evidence of limited investigation and identification of partially

relevant design possibilities, which are partially justified in
relation to the contextual challenge.
● Basic assessment of user needs and wants and the
requirements of the prototype in response to the contextual
challenge, with limited appropriate reference to form and
function.
● Superficial evidence of links between the design requirements
and the research undertaken in relation to the contextual
challenge.

Level 2 4–6 ● Evidence of adequate investigation and identification of some

relevant design possibilities, which are mostly justified in
relation to the contextual challenge.
● Mostly developed assessment of user needs and wants and the
requirements of the prototype in response to the contextual
challenge, with some appropriate reference to form and
function.
● Some developed evidence of links between the design
requirements and the research undertaken in relation to the
contextual challenge.

Level 3 7–8 ● Evidence of developed investigation and identification of

relevant design possibilities, which are fully justified in relation
to the contextual challenge.
● Developed assessment of user needs and wants and the
requirements of the prototype in response to the contextual
challenge, with fully appropriate reference to form and function.
● Fully developed evidence of links between the design
requirements and the research undertaken in relation to the
contextual challenge.

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Level Mark 1.2 Specification (AO1 8 marks)

0 No rewardable material.

Level 1 1–3 ● Basic design brief that demonstrates a simplistic response to

the contextual challenge, addressing some of the investigated
needs and wants of the user.
● Limited range of specification points that are basic and partially
measurable, based on a superficial investigation of research in
relation to the contextual challenge.
● Basic justification of the performance requirements for the
product in relation to the contextual challenge.

Level 2 4–6 ● Generally sound design brief that demonstrates a coherent

response to the contextual challenge, addressing many of the
investigated needs and wants of the user.
● Mostly developed range of specification points that are realistic
and mostly measurable, based on a mostly relevant
investigation of research in relation to the contextual challenge.
● Generally sound justification of the performance requirements
for the product in relation to the contextual challenge.

Level 3 7–8 ● Fully sound design brief that demonstrates a realistic response
to the contextual challenge, addressing most of the
investigated needs and wants of the user.
● Fully developed range of specification points that are realistic,
technical and measurable, based on a fully relevant
investigation of research in relation to the contextual challenge.
● Fully sound justification of the performance requirements for
the product in relation to the contextual challenge.

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2 – Design
Please refer to the information given on pages 56 and 57 relating to the content outlined for
this grid.

Level Mark 2.1 Design ideas (AO2 8 marks)

0 No rewardable material.

Level 1 1–3 ● Basic selection and use of design strategies to inform decisions
to generate a limited range of simplistic design ideas in
response to the contextual challenge.
● Limited consideration for the user needs and specification
parameters.
● Ideas demonstrate a basic understanding of some materials
and processes.

Level 2 4–6 ● Generally appropriate selection and use of design strategies to

inform decisions to generate a range of design ideas in
response to the contextual challenge.
● Generally sound consideration for the user needs and
specification parameters.
● Ideas demonstrate a generally sound understanding of
relevant materials, processes and techniques.

Level 3 7–8 ● Fully appropriate selection and use of design strategies to

inform decisions to generate a wide range of design ideas in
response to the contextual challenge.
● Fully sound consideration for the user needs and specification
parameters.
● Ideas demonstrate a fully sound understanding of relevant
materials, processes and techniques.

Level Mark 2.2 Review of initial ideas (AO3 8 marks)

0 No rewardable material.

Level 1 1–3 ● Superficial analysis of design ideas in response to the

contextual challenge, which considers basic factors and makes
limited connections between elements of the design.
● Basic evaluation of design ideas leading to a limited refinement
and development of designs, demonstrating a limited
understanding of design considerations.

Level 2 4–6 ● Generally developed analysis of design ideas, leading to

appropriate refinement and development of designs, which
considers appropriate factors and makes mostly relevant
connections between elements of the design.
● Competent evaluation of design ideas leading to appropriate
refinement and development of designs, demonstrating a
mostly sound understanding of design considerations.

Level 3 7–8 ● Fully developed analysis of design ideas leading to effective

refinement and development of designs, which considers
comprehensive factors and makes fully relevant connections
between elements of the design.
● Effective evaluation of design ideas leading to considered
refinement and development of designs, demonstrating a fully
sound understanding of design considerations.

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Level Mark 2.3 Development of design ideas into a chosen design
(AO1 4 marks, AO2 8 marks)

0 No rewardable material.

Level 1 1–3 ● Limited use of research to inform ongoing developmental

changes.
● Basic refinements of design ideas and a design solution that
partially meets the design specification, informed by the basic
application of technical knowledge of materials and a limited
application of modelling/simulation techniques.
● Chosen design idea shows superficial technical details of some
materials and components that could be interpreted by a third
party.

Level 2 4–6 ● Some appropriate use of research to inform ongoing

developmental changes.
● Some sound refinements of design ideas and a design solution
that generally meets the requirements of the design
specification, informed by the generally sound application of
technical knowledge of materials and/or processes and the
mostly appropriate application of modelling/simulation
techniques.
● Chosen design idea shows generally appropriate application of
calculations to determine some material quantities and
technical details of most materials and components that could
be interpreted by a third party.

Level 3 7–9 ● Generally appropriate use of research to inform ongoing

developmental changes.
● Generally sound refinements of design ideas and a design
solution that mostly meets the requirements of the design
specification, informed by the mostly sound application of
technical knowledge of materials and processes and the fully
appropriate application of modelling/simulation techniques.
● Chosen design idea shows mostly appropriate application of
calculations to determine most material quantities and
technical details of materials, processes and components that
could be interpreted by a third party.

Level 4 10–12 ● Fully appropriate use of research to inform ongoing

developmental changes.
● Fully sound refinements of design ideas and a design solution
that fully meets the requirements of the design specification,
informed by the fully sound application of technical knowledge
of materials and processes and the effective application of
modelling/simulation techniques.
● Chosen design idea shows fully appropriate application of
calculations to determine all material quantities and technical
details of materials, processes and components that could be
interpreted by a third party.

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 Level Mark 2.4 Communication of design ideas (AO2 8 marks)

0 No rewardable material.

Level 1 1–3 ● Basic selection and partially appropriate use of graphical

techniques to communicate design ideas.
● Basic selection and partially appropriate use of computer-aided
design (CAD) techniques to communicate design ideas.
● Basic selection and partially appropriate use of written
techniques to communicate design ideas.

Level 2 4–6 ● Relevant selection and generally appropriate use of graphical

techniques to communicate design ideas.
● Relevant selection and generally appropriate use of
computer-aided design (CAD) techniques to communicate
design ideas.
● Relevant selection and generally appropriate use of written
techniques to communicate design ideas.

Level 3 7–8 ● Considered selection and fully appropriate use of techniques to

communicate design ideas.
● Considered selection and fully appropriate use of
computer-aided design (CAD) techniques to communicate
design ideas.
● Considered selection and fully appropriate use of written
techniques to communicate design ideas.

Level Mark 2.5 Review of chosen design (AO3 6 marks)

0 No rewardable material.

Level 1 1–2 ● Superficial analysis of the refinements made to the chosen

design in response to the contextual challenge, which
considers a limited range of factors and makes partially
appropriate connections between elements of the design.
● Basic evaluation of the refinements made to the chosen
design, with limited reference to feedback made by others, and
the consideration of the materials and components.

Level 2 3–4 ● Generally developed analysis of the refinements made to the

chosen design in response to the contextual challenge, which
considers a generally relevant range of factors and makes
mostly appropriate connections between elements of the
design.
● Competent evaluation of the refinements made to the chosen
design, with mostly sound reference to feedback made by
others, and the consideration of the materials, components
and manufacturing techniques.

Level 3 5–6 ● Fully developed analysis of the refinements made to the

chosen design in response to the contextual challenge, which
considers fully appropriate factors and makes fully appropriate
connections between elements of the design.
● Effective evaluation of the refinements made to the chosen
design, supported by fully sound reference to feedback made
by others and the consideration of the materials, components
and manufacturing techniques.

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3 – Make
Please refer to the information given on page 58 relating to the content outlined for this grid.

Level Mark 3.1a Manufacture – selection of materials (AO2 8 marks)

0 No rewardable material.

Level 1 1–3 ● Basic selection of materials that are generally appropriate for
the chosen prototype.
● Show limited understanding of the material properties of the
materials used in the prototype.

Level 2 4–6 ● Considered selection of materials that are mostly appropriate

for the chosen prototype.
● Show a generally sound understanding of material properties
of the materials used in the prototype.

Level 3 7–8 ● Effective selection of materials that are fully appropriate for
the chosen prototype.
● Show a fully sound understanding of material properties of the
materials used in the prototype.

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Level Mark 3.1b Manufacture – skills and processes (AO2 16 marks)

0 No rewardable material.

Level 1 1–4 ● Produce a prototype that demonstrates basic making skills.

● Basic selection of fixtures, components and fittings, which are

generally appropriate for the chosen prototype.
● Simplistic use of tools, equipment and techniques for the
manufacture of the prototype.
● Demonstrate an adequate degree of safe working practice for
self and others.

Level 2 5–8 ● Produce a prototype that demonstrates generally competent

making skills.
● Generally considered selection of fixtures, components and
fittings, which are mostly appropriate for the chosen
prototype.
● Generally competent use of tools, equipment and techniques
for the manufacture of the prototype.
● Demonstrate a generally high degree of safe working practice
for self and others.

Level 3 9–12 ● Produce a prototype that demonstrates mostly competent

making skills.
● Mostly considered selection of fixtures, components and
fittings, which are fully appropriate for the chosen prototype.
● Mostly competent use of tools, equipment and techniques for
the manufacture of the prototype.
● Demonstrate a high degree of safe working practice for self
and others.

Level 4 13–16 ● Produce a prototype that demonstrates fully competent making

skills.
● Fully considered selection of fixtures, components and fittings,
which are entirely appropriate for the chosen prototype.
● Fully competent use of tools, equipment and techniques for the
manufacture of the prototype.
● Demonstrate a sustained high degree of safe working practice
for self and others.

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Level Mark 3.2 Quality and accuracy (AO2 12 marks)

0 No rewardable material.

Level 1 1–3 ● Produce a simplistic prototype that partially meets the end
user needs in relation to a basic design problem.
● Produce a prototype that meets limited aspects of the design
specification.
● Show a basic understanding of the need for accuracy.

Level 2 4–6 ● Produce a generally functioning prototype that adequately

meets the end user needs in relation to a partially demanding
design problem.
● Produce a prototype that meets some aspects of the design
specification.
● Show a partially sound understanding of the need for accuracy.

Level 3 7–9 ● Produce a mostly functioning prototype that mostly meets the
end user needs in relation to a generally demanding design
problem.
● Produce a prototype that mostly meets the design
specification.
● Show a generally sound understanding of the need for
accuracy.

Level 4 10–12 ● Produce a fully functioning prototype that fully meets the end
user needs in relation to a demanding design problem.
● Produce a prototype that fully meets the design specification.

● Show a fully sound understanding of the need for accuracy.

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4 – Evaluate
Please refer to the information given on page 58 relating to the content outlined for this grid.

Level Mark 4.1 Testing and evaluation (AO3 6 marks)

0 No rewardable material.

Level 1 1–2 ● Superficial analysis of the prototype developed in response to

the contextual challenge, taking into account the end user
and product specification, and showing a partially considered
approach to testing against measurable criteria.
● Basic evaluation of the prototype, taking into account the
intended purpose of the prototype, including its sustainability
through a life cycle analysis and drawing partially appropriate
conclusions from testing against measureable criteria.

Level 2 3–4 ● Generally developed analysis of the prototype developed in

response to the contextual challenge, taking into account the
end user and product specification, and showing a generally
considered approach to testing against measurable criteria.
● Competent evaluation of the prototype, taking into account
the intended purpose of the prototype, including its
sustainability through a life cycle analysis and drawing
generally appropriate conclusions from testing against
measureable criteria.

Level 3 5–6 ● Fully developed analysis of the prototype developed in

response to the contextual challenge, taking into account the
end user and product specification, and showing a fully
considered approach to testing against measurable criteria.
● Effective evaluation of the prototype, taking into account the
intended purpose of the prototype, including its sustainability
through a life cycle analysis and drawing fully appropriate
conclusions from testing against measureable criteria.

Security and backups

It is the centre’s responsibility to keep the work that students have submitted for
assessment secure.

Secure storage is defined as a securely-locked cabinet or cupboard. As students are

producing prototypes, secure storage is defined as a classroom studio or workshop that is
locked or supervised from the end of one session to the start of the next.

The rules on storage also apply to electronic data. For example, centres should collect
memory sticks for secure storage between sessions or restrict student access to specific
areas of the centre’s IT network.

For materials stored electronically, centres are strongly advised to use firewall protection and
virus-checking software, and to employ an effective backup strategy, so that an up-to-date
archive of students’ evidence is maintained.

Further information
For up-to-date advice on teacher involvement and administration of non-examination
assessments, please refer to the Joint Council for Qualifications (JCQ) document Instructions
for conducting non-examination assessments (new GCE and GCSE specifications) available
on the JCQ website: www.jcq.org.uk

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Assessment Objectives

Students must: % in GCSE

AO1 Identify, investigate and outline design possibilities to address 10

needs and wants

AO2 Design and make prototypes that are fit for purpose 30

AO3 Analyse and evaluate: 20

● 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: 40

● technical principles

● designing and making principles

Total 100

Breakdown of Assessment Objectives

Assessment Objectives Total % for all

Assessment
Component AO1 % AO2 % AO3 % AO4 % Objectives

Component 1 0 0 10 40 50

Component 2 10 30 10 0 50

Total for GCSE 10 30 20 40 100

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3 Administration and general information

Entries
Details of how to enter students for the examinations for this qualification can be found in
our UK Information Manual. A copy is made available to all examinations officers and is
available on our website: qualifications.pearson.com

Discount code and performance tables

Centres should be aware that students who enter for more than one GCSE, or other Level 2
qualifications with the same discount code, will have only the grade for their ‘first entry’
counted for the purpose of the school and college performance tables (please see
Appendix 8: Codes). For further information about what constitutes ‘first entry’ and full
details of how this policy is applied, please refer to the DfE website:
www.gov.uk/government/organisations/department-for-education

Students should be advised that if they take two GCSEs with the same discount code,
schools and colleges they wish to progress to are likely to take the view that this
achievement is equivalent to only one GCSE. The same view may be taken if students take
two GCSEs or other Level 2 qualifications that have different discount codes but have
significant overlap of content. Students or their advisers who have any doubts about their
subject combinations should check with the institution they wish to progress to before
embarking on their programmes.

Access arrangements, reasonable adjustments,

special consideration and malpractice
Equality and fairness are central to our work. Our equality policy requires all students to
have equal opportunity to access our qualifications and assessments, and our qualifications
to be awarded in a way that is fair to every student.

We are committed to making sure that:

● students with a protected characteristic (as defined by the Equality Act 2010) are not,
when they are undertaking one of our qualifications, disadvantaged in comparison to
students who do not share that characteristic
● all students achieve the recognition they deserve for undertaking a qualification and that
this achievement can be compared fairly to the achievement of their peers.

Language of assessment
Assessment of this qualification will be available in English. All student work must be in
English.

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Access arrangements
Access arrangements are agreed before an assessment. They allow students with special
educational needs, disabilities or temporary injuries to:
● access the assessment

● show what they know and can do without changing the demands of the assessment.

The intention behind an access arrangement is to meet the particular needs of an individual
student with a disability, without affecting the integrity of the assessment.

Access arrangements are the principal way in which awarding bodies comply with the duty
under the Equality Act 2010 to make ‘reasonable adjustments’.

Access arrangements should always be processed at the start of the course. Students will
then know what is available and have the access arrangement(s) in place for assessment.

Reasonable adjustments
The Equality Act 2010 requires an awarding organisation to make reasonable adjustments
where a person with a disability would be at a substantial disadvantage in undertaking an
assessment. The awarding organisation is required to take reasonable steps to overcome
that disadvantage.

A reasonable adjustment for a particular person may be unique to that individual and
therefore might not be in the list of available access arrangements.

Whether an adjustment will be considered reasonable will depend on a number of factors,

including:
● the needs of the student with the disability
● the effectiveness of the adjustment

● the cost of the adjustment; and

● the likely impact of the adjustment on the student with the disability and other students.

An adjustment will not be approved if it involves unreasonable costs to the awarding

organisation, or affects timeframes or the security or integrity of the assessment. This is
because the adjustment is not ‘reasonable’.

Special consideration
Special consideration is a post-examination adjustment to a student's mark or grade to
reflect temporary injury, illness or other indisposition at the time of the
examination/assessment, which has had, or is reasonably likely to have had, a material
effect on a candidate’s ability to take an assessment or demonstrate their level of attainment
in an assessment.

Further information
Please see our website for further information about how to apply for access arrangements
and special consideration.

For further information about access arrangements, reasonable adjustments and special
consideration, please refer to the JCQ website: www.jcq.org.uk.

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Malpractice

Candidate malpractice
Candidate malpractice refers to any act by a candidate that compromises or seeks to
compromise the process of assessment or which undermines the integrity of the
qualifications or the validity of results/certificates.

Candidate malpractice in controlled assessments discovered before the candidate has signed
the declaration of authentication form does not need to be reported to Pearson.

Candidate malpractice found in controlled assessments after the declaration of authenticity

has been signed, and in examinations must be reported to Pearson on a JCQ Form M1
(available at www.jcq.org.uk/exams-office/malpractice). The form should be emailed to
[email protected]. Please provide as much information and supporting
documentation as possible. Note that the final decision regarding appropriate sanctions lies
with Pearson.

Failure to report candidate malpractice constitutes staff or centre malpractice.

Staff/centre malpractice
Staff and centre malpractice includes both deliberate malpractice and maladministration of
our qualifications. As with candidate malpractice, staff and centre malpractice is any act that
compromises or seeks to compromise the process of assessment or undermines the integrity
of the qualifications or the validity of results/certificates.

All cases of suspected staff malpractice and maladministration must be reported

immediately, before any investigation is undertaken by the centre, to Pearson on a
JCQ Form M2(a) (available at www.jcq.org.uk/exams-office/malpractice). The form,
supporting documentation and as much information as possible should be emailed to
[email protected]. Note that the final decision regarding appropriate sanctions
lies with Pearson.

Failure to report malpractice itself constitutes malpractice.

More detailed guidance on malpractice can be found in the latest version of the document
General and Vocational Qualifications Suspected Malpractice in Examinations and
Assessments Policies and Procedures, available at www.jcq.org.uk/exams-office/malpractice.

Awarding and reporting

This qualification will be graded, awarded and certificated to comply with the requirements of
Ofqual's General Conditions of Recognition.

This GCSE qualification will be graded and certificated on a nine-grade scale from 9 to 1
using the total subject mark where 9 is the highest grade. Individual components are not
graded.

Students whose level of achievement is below the minimum judged by Pearson to be of

sufficient standard to be recorded on a certificate will receive an unclassified U result.

The first certification opportunity for this qualification will be 2019.

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Student recruitment and progression
Pearson follows the JCQ policy concerning recruitment to our qualifications in that:
● they must be available to anyone who is capable of reaching the required standard

● they must be free from barriers that restrict access and progression

● equal opportunities exist for all students.

Prior learning and other requirements

There are no prior learning or other requirements for this qualification.

Progression
Students can progress from this qualification to:
● GCEs, e.g. GCE A Level or AS in Design and Technology

● Level 3 vocational qualifications, e.g. the BTEC Level 3 qualifications in Engineering

● employment, e.g. in a design- or technology-based industry where an Apprenticeship may

be available.

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Appendices

Appendix 1: Mathematical skills 79

Appendix 2: Calculators 80
Appendix 3: Scientific skills, knowledge and understanding 81
Appendix 4: Links to other relevant subjects 83
Appendix 5: Command word taxonomy 85
Appendix 6: The context for the development of this qualification 86
Appendix 7: Transferable skills 88
Appendix 8: Codes 89

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Appendix 1: Mathematical skills
This appendix is taken from the document Design and Technology GCSE subject content
published by the Department for Education (DfE) in November 2015.

The mathematical skills listed will be assessed in the examination only. The minimum level of
mathematics in the examinations will be equivalent to Key Stage 3 mathematics.

Mathematical skills that will be assessed Examples of design and technology

applications

1 Arithmetic and numerical computation

a Recognise and use expressions in decimal Calculation of quantities of materials, costs

and standard form and sizes

b Use ratios, fractions and percentages Scaling drawings, analysing responses to

user questionnaires

c Calculate surface area and volume Determining quantities of materials

2 Handling data

a Presentation of data, diagrams, bar charts Construct and interpret frequency tables;
and histograms present information on design decisions

3 Graphs

a Plot, draw and interpret appropriate graphs Analysis and presentation of performance
data and client survey responses

b Translate information between graphical Extracting information from technical

and numeric form specifications

4 Geometry and trigonometry

a Use angular measures in degrees Measurement and marking out, creating

tessellated patterns

b Visualise and represent 2D and 3D forms Graphic presentation of design ideas and
including two dimensional representations communicating intentions to others
of 3D objects

c Calculate areas of triangles and rectangles, Determining the quantity of materials

surface areas and volumes of cubes required

These mathematical skills will be assessed in the examination in both Section A and
Section B. A minimum of 15 marks of the examination will be for mathematical skills, with
questions involving mathematics always in an applied context.

These skills will be sampled in the examination but will all be covered over the lifetime of the
qualification. Examples of mathematical questions are Questions 2(b) and 4(b) in the
Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Design and Technology Sample Assessment
Materials (SAMs).

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Appendix 2: Calculators
Students may use a calculator in assessments for this qualification, and centres are
responsible for making sure that calculators used by their students meet the requirements
highlighted in the table below.

Students must be told these regulations beforehand and they must be familiar with them
before their assessments for this qualification.

Students must have a calculator with them for their examinations which they may use.

Calculators must be: Calculators must not:

● of a size suitable for use on a desk ● be designed or adapted to offer any of these

● either battery or solar powered

facilities:

● free of lids, cases and covers that o language translators

have printed instructions or o symbolic algebraic manipulation
formulae.
o symbolic differentiation or integration

o communication with other machines or

The candidate is responsible for: the internet
● the calculator’s power supply ● be borrowed from another candidate during
● the calculator’s working condition an examination for any reason*

● clearing anything stored in the ● have retrievable information stored in them,

calculator. and this includes:
o databanks

o dictionaries

o mathematical formulae

o text.

*An invigilator may give a student a replacement calculator.

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Appendix 3: Scientific skills, knowledge and
understanding
This appendix is taken from the document Design and Technology GCSE subject content
published by the Department for Education (DfE) in November 2015.

Students must know and apply the following scientific skills, knowledge and understanding.

Scientific knowledge and skills that will be Examples of design and technology
assessed applications

1 Use scientific vocabulary, terminology and definitions

a Quantities, units and symbols Appropriate use of scientific terms when

developing a design brief and specifications

b SI units (e.g. kg, g, mg; km, m, mm; Calculation of quantities, measurement of

kJ, J), prefixes and powers of ten for orders materials and selection of components
of magnitude (e.g. tera, giga, mega, kilo,
centi, milli, micro and nano)

c Metals and non-metals and the differences Classification of the types and properties of
between them, on the basis of their a range of materials
characteristic physical and chemical
properties

2 Life cycle assessment and recycling

a The basic principles in carrying out a life Selection of materials and components
cycle assessment of a material or product based on ethical factors, taking into
consideration the ecological and social
footprint of materials

3 Using materials

a The conditions which cause corrosion and Understanding of properties of materials

the process of corrosion and oxidisation and how they need to be protected from
corrosion through surface treatments and
finishes.

Appreciate how oxidisation can be used

when dyeing materials.

b The composition of some important alloys Selecting appropriate materials

in relation to their properties and uses

c The physical properties of materials, how Knowledge of properties of materials to be

the properties of materials are selected applied when designing and making
related to their uses

d The main energy sources available for use Understanding of how to choose
on Earth (including fossil fuels, nuclear appropriate energy sources
fuel, biofuel, wind, hydroelectricity, the
tides and the Sun), the ways in which they
are used and the distinction between
renewable and non-renewable sources

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Scientific knowledge and skills that will be Examples of design and technology
assessed applications

3 Using materials (continued)

e The action of forces and how levers and Knowledge of the function of mechanical
gears transmit and transform the effects of devices to produce different sorts of
forces movement, changing the magnitude and
direction of forces

These skills will be sampled in the examination but all will be covered over the lifetime of the
qualification. Examples of questions that include scientific knowledge and skills are
Questions 1(a)(i) and 4(d) in the Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Design and
Technology Sample Assessment Materials (SAMs).

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Appendix 4: Links to other relevant subjects
The following table show how this qualification links to other relevant subjects.

In addition to maths and science, the GCSE in Design and Technology embeds knowledge,
techniques and practices from a wide range of subjects, including art and design, business,
computer science and geography. As part of the teaching of the qualification, teachers should
use this appendix with the identified links to the subject content, to ensure that students
gain an awareness and appreciation of the ways in which these subject areas relate to and
inform decisions in design.

Links to Examples of links to other Examples of Design and

other subjects criteria Technology Content
subjects

Business How technology, including e- 1.2.2e – Communication

commerce and digital
1.17.1 – Develop and use a range of
communication, influences business
communication techniques and media
activity.
to present the design ideas

The impact of ethical and 2.3.2 – Environmental factors

environmental considerations on
3.2.7 – Social footprint
businesses, including sustainability.
3.2.8 – Ecological footprint

3.3.5 – Social factors

3.3.6 – Cultural and ethical factors

Art and The characteristics, properties and 1.15.1 – Analysing a product

Design effects of using different media,
1.15.1 – Strategies, techniques and
materials, techniques and
approaches employed when
processes, and the ways in which
investigating and analysing the work
they can be used in relation to
of others
students’ own creative intentions
and chosen area(s) of study.

Develop their ideas through 1.17.1 – Develop and use a range of

investigations informed by communication techniques and media
selecting and critically analysing to present the design ideas
sources.
1.17.2 – Record and justify design
ideas clearly and effectively using
written techniques

Refine their ideas as work 2.2 – Review of Initial Ideas

progresses through experimenting
2.3 – Development of design ideas
with media, materials, techniques
into a chosen design
and processes.
2.5 – Review of chosen design

4.1 – Testing and evaluation

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Links to Examples of links to other Examples of Design and
other subjects criteria Technology Content
subjects

Geography Effective presentation, 1.2.2e – Communication

communication and evaluation of
1.17.1 – Develop and use a range of
material.
communication techniques and media
to present the design ideas

4.1 – Testing and evaluation

Recognising the changing 2.3.2 – Environmental factors

characteristics and distribution of
3.2.7 – Social footprint
demand and supply, past and
present impacts of human 3.2.8 – Ecological footprint
intervention, and issues related to
3.3.5 – Social factors
their sustainable use and
management at a variety of scales. 3.3.6 – Cultural and ethical factors

Computer Think creatively, innovatively, 1.6.1 – Sensors

Science analytically, logically and critically.
1.6.2 – Control devices and
components

1.6.3 – Outputs

1.15.1 – Strategies, techniques and

approaches employed when
investigating and analysing the work
of others

Understand the impacts of digital 2.3.2 – Environmental factors

technology to the individual and to
3.2.7 – Social footprint
wider society.
3.2.8 – Ecological footprint

3.3.5 – Social factors

3.3.6 – Cultural and ethical factors

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Appendix 5: Command word taxonomy
The following table lists the command words used in the external assessments.

Command word Definition

Calculate Work out a numerical problem using mathematical processes or

formulae using the appropriate processes in their response.
Requires showing how the answer has been worked out.
Points-based mark scheme may credit use of correct formulae,
use of correct steps/stages of calculation (evidenced by showing
workings), correct outcome.

Describe Give an account of the main characteristics of something or

the steps in a process. Statements in the response should be
developed but do not need to include a justification or reason.

Discuss Identify the issue/situation/problem/concept/argument within the

question. Explore aspects of the issue/element/situation/
problem/concept/argument. Investigate the issue/situation etc. by
reasoning or argument. Does not require a conclusion.

Evaluate Measure the value or success of something and ultimately provide

a substantiated judgement/conclusion. Review information and
then bring it together to form a conclusion, drawing on evidence
such as strengths, weaknesses, alternatives and relevant data.

Explain Providing an answer and a reason or set of reasons qualifying the

answer, such as reasons why something can be considered to fulfil
a need, provide a purpose, communicate an intention. The answer
must contain some element of reasoning/justification; may be
used to support a given statement.

Give/State/Name All of these command words are really synonyms. They generally
all require recall of one or more pieces of information.

Identify Usually requires some key information to be selected from a given

stimulus/resource.

Use annotated Using graphical depiction with annotation, give an account of a

sketches to show ‘process’ showing the steps or stages of the process in the correct
sequence/order, or give an account of ‘something’ showing a
series of features/points/trends. The number of points/depth of
answer required will be indicated by the mark allocation.

Please refer to the Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Design and Technology
Sample Assessment Materials (SAMs) for the application of these command words.

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Appendix 6: The context for the
development of this qualification
All our qualifications are designed to meet our World Class Qualification Principles[1] and our
ambition to put the student at the heart of everything we do.

We have developed and designed this qualification by:

● consulting with key stakeholders on content and assessment, including learned bodies,
subject associations, higher-education academics, teachers and employers to ensure this
qualification is suitable for a UK context
● reviewing the legacy qualification and building on its positive attributes.

This qualification has also been developed to meet criteria stipulated by Ofqual in their
documents GCSE (9 to 1) Qualification Level Conditions and Requirements and GCSECE
Subject Level Conditions and Requirements for Design and Technology, published in
April 2014.

[1]
Pearson’s World Class Qualification Principles ensure that our qualifications are:
● demanding, through internationally benchmarked standards, encouraging deep learning and
measuring higher-order skills
● rigorous, through setting and maintaining standards over time, developing reliable and valid
assessment tasks and processes, and generating confidence in end users of the knowledge, skills
and competencies of certified students
● inclusive, through conceptualising learning as continuous, recognising that students develop at
different rates and have different learning needs, and focusing on progression
● empowering, through promoting the development of transferable skills, see Appendix 7.

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From Pearson’s Expert Panel for World Class Qualifications

May 2014

“ The reform of the qualifications system in England is a profoundly important change to the
education system. Teachers need to know that the new qualifications will assist them in
helping their learners make progress in their lives.

When these changes were first proposed we were approached by Pearson to join an ‘Expert
Panel’ that would advise them on the development of the new qualifications.

We were chosen, either because of our expertise in the UK education system, or because of
our experience in reforming qualifications in other systems around the world as diverse as
Singapore, Hong Kong, Australia, and a number of countries across Europe.

We have guided Pearson through what we judge to be a rigorous qualification development

process that has included:
● benchmarking assessments against UK providers to ensure that they are at the right level of
demand
● establishing External Subject Advisory Groups, drawing on independent subject-specific
expertise to challenge and validate our qualifications
● subjecting the final qualifications to scrutiny against the DfE content and Ofqual
accreditation criteria in advance of submission.
Importantly, we have worked to ensure that the content and learning is future oriented. The
design has been guided by what is called an ‘Efficacy Framework’, meaning learner outcomes
have been at the heart of this development throughout.

We understand that ultimately it is excellent teaching that is the key factor to a learner’s success
in education. As a result of our work as a panel we are confident that we have supported the
development of qualifications that are outstanding for their coherence, thoroughness and
attention to detail and can be regarded as representing world-class best practice.
”
Sir Michael Barber (Chair) Professor Lee Sing Kong

Chief Education Advisor, Pearson plc Director, National Institute of Education,

Singapore

Bahram Bekhradnia Professor Jonathan Osborne

President, Higher Education Policy Institute Stanford University

Dame Sally Coates Professor Dr Ursula Renold

Principal, Burlington Danes Academy Federal Institute of Technology,

Switzerland

Professor Robin Coningham Professor Bob Schwartz

Pro-Vice Chancellor, University of Durham Harvard Graduate School of Education

Dr Peter Hill

Former Chief Executive ACARA

All titles correct as at May 2014

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Appendix 7: Transferable skills
The need for transferable skills
In recent years, higher education institutions and employers have consistently flagged the
need for students to develop a range of transferable skills to enable them to respond with
confidence to the demands of undergraduate study and the world of work.

The Organisation for Economic Co-operation and Development (OECD) defines skills, or
competencies, as ‘the bundle of knowledge, attributes and capacities that can be learned and
that enable individuals to successfully and consistently perform an activity or task and can be
built upon and extended through learning.’ [1]

To support the design of our qualifications, the Pearson Research Team selected and
evaluated seven global 21st-century skills frameworks. Following on from this process, we
identified the National Research Council’s (NRC) framework as the most evidence-based and
robust skills framework. We adapted the framework slightly to include the Program for
International Student Assessment (PISA) ICT Literacy and Collaborative Problem Solving
(CPS) Skills.

The adapted National Research Council’s framework of skills involves: [2]

Cognitive skills
● Non-routine problem solving – expert thinking, metacognition, creativity.

● Systems thinking – decision making and reasoning.

● Critical thinking – definitions of critical thinking are broad and usually involve general
cognitive skills such as analysing, synthesising and reasoning skills.
● ICT literacy – access, manage, integrate, evaluate, construct and communicate.[3]

Interpersonal skills
● Communication – active listening, oral communication, written communication, assertive
communication and non-verbal communication.
● Relationship-building skills – teamwork, trust, intercultural sensitivity, service
orientation, self-presentation, social influence, conflict resolution and negotiation.
● Collaborative problem solving – establishing and maintaining shared understanding,
taking appropriate action, establishing and maintaining team organisation.

Intrapersonal skills
● Adaptability – ability and willingness to cope with the uncertain, handling work stress,
adapting to different personalities, communication styles and cultures, and physical
adaptability to various indoor and outdoor work environments.
● Self-management and self-development – ability to work remotely in virtual teams,
work autonomously, be self-motivating and self-monitoring, willing and able to acquire
new information and skills related to work.
Transferable skills enable young people to face the demands of further and higher education,
as well as the demands of the workplace, and are important in the teaching and learning of
this qualification. We will provide teaching and learning materials, developed with
stakeholders, to support our qualifications.

[1]
OECD – Better Skills, Better Jobs, Better Lives (OECD Publishing, 2012)
[2]
Koenig J A, National Research Council – Assessing 21st Century Skills: Summary of a Workshop (National
Academies Press, 2011)
[3]
PISA – The PISA Framework for Assessment of ICT Literacy (2011)

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Appendix 8: Codes

Type of code Use of code Code

Discount codes Every qualification eligible for Please see the GOV.UK
performance tables is assigned a website*
discount code indicating the subject area
to which it belongs.

Discount codes are published by the DfE.

Regulated Each qualification title is allocated an The QN for this

Qualifications Ofqual Regulated Qualifications qualification is:
Framework (RQF) Framework (RQF) code.
codes 603/0698/1
The RQF code is known as a Qualification
Number (QN). This is the code that
features in the DfE Section 96 and on the
LARA as being eligible for 16–18 and 19+
funding, and is to be used for all
qualification funding purposes. The QN
will appear on students’ final certification
documentation.

Subject codes The subject code is used by centres to GCSE – 1DT0

enter students for a qualification. Centres
will need to use the entry codes only
when claiming students’ qualifications.

Component codes These codes are provided for reference Component 1:

purposes. Students do not need to be
1DT0/1A – Metals
entered for individual components.
1DT0/1B – Papers and
boards

1DT0/1C – Polymers

1DT0/1D – Systems

1DT0/1E – Textiles

1DT0/1F – Timbers

Component 2: 1DT0/02

*https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-
and-point-scores

Db011122 9781446932995_GCSE2017_L12_DESIGNTECH_ISS4.DOC.1–96/0

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About Pearson

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All information in this specification is correct at time of publication.

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Origami photography: Pearson Education Ltd/Naki Kouyioumtzis

ISBN 978 1 4469 3299 5

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© Pearson Education Limited 2022
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