Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Specication
This specification will be published annually on our website (http://www.aqa.org.uk). We will notify centres in writing
of any changes to this specification. We will also publish changes on our website. The version of the specification on our
website will always be the most up to date version, although it may be different from printed versions.
Vertical black lines indicate a significant change or addition to the previous version of this specification.
You can get further copies of this specification from:
AQA Logistics Centre (Manchester)
Unit 2
Wheel Forge Way
Ashburton Park
Trafford Park
Manchester
M17 1EH
or you can download it from our website (http://www.aqa.org.uk)
Copyright 2012 AQA and its licensors. All rights reserved.
COPYRIGHT
AQA retains the copyright on all its publications, including the specifications. However, registered centres for AQA are
permitted to copy material from this specification booklet for their own internal use.
The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a
registered charity (number 1073334).
Registered address AQA, Devas Street, Manchester M15 6EX.
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
Contents
1 Introduction
1.1
1.2
1.3
1.4
Specification at a Glance
Subject Content
3.1
3.2
13
Scheme of Assessment
18
4.1
18
4.2
Assessment Objectives
18
4.3
National criteria
19
4.4
Prior learning
19
4.5
19
5 Administration
20
5.1
20
5.2 Entries
20
5.3
Private candidates
20
5.4
20
5.5
Language of examinations
21
5.6
Qualification titles
21
5.7
21
5.8
Examination Series
22
23
6.1
23
6.2 Malpractice
23
6.3
Teacher standardisation
24
6.4
24
6.5
24
6.6
24
6.7
25
6.8
Retaining evidence
25
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
7 Moderation
26
7.1
Moderation procedures
26
7.2
Consortium arrangements
26
7.3
Post-moderation procedures
26
Appendices 27
A
Grade Descriptions
27
28
29
30
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
1Introduction
1.1 Why choose AQA?
AQA is the UKs favourite exam board and more
students receive their academic qualifications from
AQA than from any other board. But why is AQA so
popular?
AQA understands the different requirements of each
subject by working in partnership with teachers. Our
GCSEs:
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
Teacher Support
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
2 Specification at a Glance
This specification is one of a suite of eight in Design and Technology offered by AQA. There is one tier of
assessment covering grades A* to G.
Unit 2: D
esign and Making
Practice (45552)
Unit 1: W
ritten Paper (45551)
40% of total marks
Product Design
4557
2 hours
120marks
Candidates answer all
questions in two sections
Pre-Release material issued
plus
Approximately 45 hours
90 marks
Consists of a single design and
make activity selected from a
range of board set tasks
For assessments and subject awards after June 2013 there is a requirement that 100% of the assessment
is terminal.
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
3 Subject Content
Design and Technology is a practical subject area
which requires the application of knowledge and
understanding when developing ideas, planning,
producing products and evaluating them. The
distinction between Designing and Making is a
convenient one to make, but in practice the two often
merge. For example, research can involve not only
investigating printed matter and peoples opinions, but
also investigating e.g. proportions, adhesives, colour,
structures and materials through practical work.
Designing Skills
Candidates should be taught to:
Making Skills
Candidates should be taught to:
select and use tools/equipment and processes to
produce quality products;
consider the solution to technical problems in the
design and manufacture process;
use tools and equipment safely with regard to
themselves and others;
work accurately and efficiently in terms of time,
materials/ingredients and components;
manufacture products applying quality control
procedures;
have knowledge of Computer-Aided Manufacture
(CAM) and to use as appropriate;
ensure, through testing, modification and evaluation,
that the quality of their products is suitable for
intended users and devise modifications where
necessary that would improve the outcome(s);
understand the advantages of working as part of
a team when designing and making products.
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
Paper/card
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
Ceramics
Plastics
When working with plastic materials candidates
should:
be able to identify common thermoplastics i.e.
high impact polystyrene, expanded polystyrene,
acrylic, acetate, HDPE, PVC, PET;
be able to identify common thermosetting plastics
i.e. GRP, Epoxy resin, UF, MF;
understand the difference between thermoplastics
and thermosetting plastics;
understand the ways in which plastics can be
formed, especially with regard to consumer
products, i.e. vacuum forming, injection
moulding, blow moulding, line bending,
compression moulding, extrusion;
understand that most plastics are synthetic
andthat the composition can be adjusted
to create different properties for specific
purposese.g. increase rigidity, reduce weight,
insulation;
understand the stock forms for plastic materials
i.e. sheet, rod, powder, granules, foam;
have a basic understanding of the source of
plastics and the primary processes involved in
conversion to workable materials.
Textiles
When working with textile materials candidates
should:
be able to identify common natural and synthetic
fibres such as cotton, wool, silk, linen, polyester,
Polyamide (nylon), Tactel, acrylic, elastane
(Lycra);
understand the difference between woven, knitted
and bonded fabrics and the different properties
and uses of such fabrics;
understand the stock forms for yarns and fabrics
i.e. fabric roll size, weight, ply;
understand that many textile fabrics are
mixtures or blends of different fibres and
thatthecomposition can be adjusted
to createdifferent properties for specific
purposes;
have a basic understanding of the source
oftextilefibres and the primary processes
involvedin conversion to workable materials.
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
Food
New materials
Candidates should:
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
Design in Practice
Product development
Candidates should:
respond creatively to briefs, developing their
own proposals and producing specifications for
products and associated services
discuss and analyse the situation/problem;
know how to gather and respond to research,
evaluate and select information and data to
support the design and manufacture of products;
consider the factors involved in the design of a
product which is to be produced/manufactured in
quantity;
consider a wide range of users and create
designs which are inclusive;
determine the degree of accuracy required for the
product to function as planned, taking account of
critical dimensions and tolerances in determining
methods of manufacture;
understand how graphic techniques, ICT
equipment and software, particularly CAD, can
be used in a variety of ways to model aspects of
design proposals and assist in making decisions;
have a knowledge and understanding that design
ideas are protected in law through copyright,
patents and registered designs.
10
Design Methodology
Candidates should
understand that designing is not a linear exercise
but is iterative. The traditional design cycle is just
one of many methods for successful designing;
understand that empirical problem solving, a
systems approach and intuitive designing are all
valid approaches to designing;
experience a variety of design approaches.
Be able to use the following as starting points for
designing and making:
natural form, pattern and structure
geometry and mathematics
the work of well known artists, designers,
craftsmen and technologists
detailed product analysis
religious and cultural influences.
Packaging
Candidates should
have a knowledge and understanding of a variety
of materials and processes used to package
products and to be able to balance the likely
impact upon the environment in terms of social
responsibility and sustainability;
understand the different basic functions of
packaging such as protect, inform, contain,
transport, preserve and display;
have a knowledge and understanding of the need
for product labelling and the common symbols
used to indicated hazards, storage and handling,
maintenance, disposal and design protection.
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
Product marketing
Quality
Candidates should:
Candidates should:
Safety
Candidates should understand:
the relevance of safety with regard to themselves,
the manufacturer and the product user;
that designers and manufacturers have both a
moral and legal responsibility for the products that
they create;
how to undertake simple tests to ensure that the
products they make are safe for the specific user
group they are designed for;
the importance of risk assessment at all stages of
designing and making.
Consumer issues
have a knowledge and understanding of the work
of consumer groups and pressure groups and
the way products are evaluated e.g. Which?
reports;
have a knowledge and understanding of
thework of standards agencies (BSI, ISO
etc) and how these standards affect product
designand manufacture and subsequent
testing;
have a knowledge and understanding that a wide
range of legislation exists to protect consumers
and that designers and manufacturers need to
conform to it.
11
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
12
Manufacturing systems
understand that commercial manufacturing
is a system, or group of sub-systems which
requires:
special buildings or places of work;
the organisation of people;
the organisation of tools and equipment;
risk assessment and compliance with health
and safety regulations;
the organisation of materials;
information systems to help people
communicate with each other reliably;
ways of changing the shape and form of
materials to increase their usefulness;
ways of using tools and equipment to
transform the materials into products;
the design and production of many products in
a systematic way;
quality assurance procedures and quality
checks to be made;
efficient working methods;
ways of safely taking care of the unwanted;
outputs of manufacturing i.e. disposing or
recycling of waste materials, and ways of
looking after the environment.
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
Task taking
Level of control
Within the controlled assessment component, levels
of control are defined for the following three stages of
assessment:
task setting
task taking
task marking
Task setting
Students are required to submit a single design
and make project which should be selected from
a list of tasks provided by AQA at the start of the
academic year. These tasks are broadly comparable
and students can only submit a project which has
been selected from this list. In certain situations it
may be appropriate for centres to contextualise a
given task in order to best suit their centre specific
circumstances. In such a situation the centre should
contact the controlled assessment adviser allocated
to their centre in order to seek guidance. The list of
board set tasks will be reviewed every two years and
amended/added to as appropriate.
Task marking
Teachers should mark the controlled assessment
using the assessment criteria which follow. Further
details regarding this process are given in section 6.
Moderation of the controlled assessment work is by
inspection of a sample of students work sentby post
or electronically through the e-Portfolio system from
the centre to a moderator appointed by AQA. Further
details are provided in section 7.
13
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
AO1
32
30
3Making
32
30
12
Assessment Criteria
5Communication
Total
Criterion1
AO3
3
12
90
15
60
15
Mark Band
14
AO2
78
Discrimination shown when selecting and acquiring relevant research that will
promote originality in designing
Excellent understanding and analysis of the design context
Detailed analysis of relevant existing products or systems undertaken related to
design intentions
Comprehensive analysis of relevant and focussed research undertaken
Clear and specific design criteria identified, reflecting the analysis undertaken
Target market identified and the intended consumer/user profiled
56
34
02
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
Criterion2
Mark Band
2632
1925
1218
611
15
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
05
Criterion3
Mark Band
Making
2632
1925
1218
611
05
16
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
Criterion4
Mark Band
912
68
Appropriate testing and evaluation evident throughout the designing and making
process
Most aspects of the final outcome have been tested against the design criteria
and/or the product/manufacturing specification
Evaluate and justify the need for improvements or modifications to the product
35
Evidence of some testing and evaluation leading to the production of the final
outcome
Some evidence of testing against the design criteria and/or the product/
manufacturing specification
Some improvements or modifications to product suggested
02
Minimal testing and evaluation throughout the designing and making process
Limited or no testing of final outcome against the design criteria and/or the
product/manufacturing specification
Limited mention of some improvements or modifications that could be made
to the product
Criterion5
Mark Band
Communication
56
34
Design folder shows some skill in choice of material for inclusion but includes
some irrelevant content
Most decisions communicated with some clarity and with some use of technical
language
There are a small number of errors in grammar, punctuation and spelling
02
Design folder shows excessive duplication of information and a lack of brevity and
focus resulting in irrelevant content
Ideas and decisions communicated at a simplistic level with a limited grasp of the
concepts involved and a limited use of technical vocabulary
Numerous errors in grammar, punctuation and spelling
17
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
4 Scheme of Assessment
4.1 Aims and learning outcomes
This specification in Design and Technology: Product
Design encourages candidates to be inspired, moved
and challenged by following a broad, coherent, satisfying
and worthwhile course of study and gain an insight into
related sectors, such as manufacturing and engineering.
It prepares candidates to make informed decisions
about further learning opportunities and career choices.
GCSE specifications in design and technology enable
candidates to:
actively engage in the processes of design
and technology to develop as effective and
independent learners
make decisions, consider sustainability and
combine skills with knowledge and understanding
in order to design and make quality products
18
Overall Weighting
ofAOs (%)
Written
Paper
Design and
Making Practice
AO1
15
10
25
AO2
15
40
55
AO3
10
10
20
40
60
100
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
19
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
5Administration
5.1 Availability of assessment units and certification
Examinations and certification for this specification are available as follows:
Availability of Units
Availability of Certification
Unit 1
Unit 2
GCSE Award
June 2012
June 2013
June 2014
5.2Entries
Please refer to the current version of Entry
Procedures and Codes for up to date entry
procedures. You should use the following entry codes
for the units and for certification.
Unit 1 45551
Unit 2 45552
Access arrangements
We can make arrangements so that candidates
with special needs can access the assessment.
These arrangements must be made before the
examination. For example, we can produce a Braille
paper for a candidate with a visual impairment.
Special consideration
We can give special consideration to candidates who
have had a temporary illness, injury or indisposition
at the time of the examination. Where we do this, it is
given after the examination.
Applications for access arrangements and special
consideration should be submitted to AQA by the
Examinations Officer at the centre.
20
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
Uniform Mark
Range
Grade
Uniform Mark
Range
A*
144160
A*
216240
128143
192215
112127
168191
96111
144167
8095
120143
6479
96119
4863
7295
3247
4871
031
047
21
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
Uniform Mark
Range
A*
360400
320359
280319
240279
200239
160199
120159
80119
079
22
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
6.2Malpractice
Teachers should inform candidates of the AQA
Regulations concerning malpractice.
Candidates must not:
submit work which is not their own;
lend work to other candidates;
allow other candidates access to, or the use of,
their own independently sourced source material
(this does not mean that candidates may not lend
their books to another candidate, but candidates
should be prevented from plagiarising other
candidates research);
include work copied directly from books,
the internet or other sources without
acknowledgement and attribution;
submit work typed or word-processed by a third
person without acknowledgement.
These actions constitute malpractice, for which
a penalty (for example disqualification from the
examination) will be applied.
23
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
http://www.aqa.org.uk/deadlines.php).
Centreswill normally be notified which candidates
work is required in the sample to be submitted to
the moderator (please refer to section 7.1 for further
guidance on submitting samples).
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
25
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
7Moderation
7.1 Moderation procedures
Moderation of the controlled assessment work is by
inspection of a sample of candidates work, sent by
post or electronically through the e-Portfolio system
from the centre to a moderator appointed by AQA.
The centre marks must be submitted to AQA and to
the moderator by the specified deadline (see
http://www.aqa.org.uk/deadlines.php).
Centresentering fewer candidates than the minimum
sample size and centres submitting through the
e-Portfolio system should submit the work of all of
their candidates. Centres entering larger numbers of
candidates will be notified of the candidates whose
work will be required in the sample to be submitted
for moderation.
Candidates are encouraged to provide photographic
evidence of the finished outcome as well as
photographs at various stages of making. This will
facilitate the moderation process. However, in some
instances it may be necessary for the moderator
to visit a centre to inspect a sample of the practical
outcomes. Should this be necessary the moderator
will contact the centre and make the necessary
arrangements. Centres should ensure that the
26
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
Appendices
A Grade Descriptions
Grade descriptions are provided to give a general indication of the standards of achievement likely to have
been shown by candidates awarded particular grades. The descriptions should be interpreted in relation to the
content outlined in the specification; they are not designed to define that content.
The grade awarded will depend in practice upon the extent to which the candidate has met the assessment
objectives (see Section 4) overall. Shortcomings in some aspects of the candidates performance may be
balanced by better performances in others.
Grade
Description
Candidates recall, select and communicate detailed knowledge and thorough understanding
of design and technology, including its wider effects.
They apply relevant knowledge, understanding and skills in a range of situations to plan and
carry out investigations and tasks effectively. They test their solutions and work safely with a
high degree of precision.
They analyse and evaluate the evidence available, reviewing and adapting their methods
when necessary. They present information clearly and accurately, making reasoned
judgements and presenting substantiated conclusions.
Candidates recall, select and communicate sound knowledge and understanding of design
and technology, including its wider effects.
They apply knowledge, understanding and skills in a range of situations to plan and carry out
investigations and tasks. They test their solutions and work safely with precision.
They review the evidence available, analysing and evaluating some information clearly, and
with some accuracy. They make judgements and draw appropriate conclusions.
Candidates recall, select and communicate knowledge and understanding of basic aspects
of design and technology, including its wider effects.
They apply limited knowledge, understanding and skills to plan and carry out simple
investigations and tasks, with an awareness of the need for safety and precision. They
modify their approach in the light of progress.
They review their evidence and draw basic conclusions.
27
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
European Dimension
AQA has taken account of the 1988 Resolution of the
Council of the European Community in preparing this
specification and associated specimen units.
28
Environmental Education
AQA has taken account of the 1988 Resolution of
the Council of the European Community and the
Report Environmental Responsibility: An Agenda for
Further and Higher Education 1993 in preparing this
specification and associated specimen units.
Avoidance of Bias
AQA has taken great care in the preparation of this
specification and specimen units to avoid bias of
anykind.
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
29
GCSE Design and Technology: Product Design for certification from June 2014 onwards (version 1.0)
30
Funding
We have received the following advice on the funding
of learners undertaking these qualifications:
Currently the Skills Funding Agency funds
Basic Skills in literacy and numeracy for adult,
19 plus, learners only. There are various support
funds for learners aged 16-18 administered by
the Young Peoples Learning Agency (YPLA).
These include EMA (until the end of the 2010/11
academic year), Care to Learn and discretionary
learner support hardship funding for learners living
away from home.
This information is correct at the time of
publication. If you would like to check the funding
provision post-June 2011, please call the Skills
Funding Agency helpdesk on 0845 377 5000.
Wider Key Skills The AQA Wider Key Skills
qualifications are no longer available. The last
portfolio moderation took place in June 2011.
Further updates to this information will be posted on
the website as it becomes available.
http://web.aqa.org.uk/qual/keyskills/
wider_noticeboard.php
MIG0364.08