CCEA GCSE Speciﬁcation in Technology and Design€¦ · 6.8 Moderation 49 6.9 Drafting/Redrafting 49 7 Curriculum Objectives 50 7.1 Cross-Curricular Skills at Key Stage 4 50 7.2

GCSE

For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 8900

CCEA GCSE Specification in

Technology and Design

Contents

1 Introduction 3

1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations 5 2 Specification at a Glance 6

3 Subject Content 7

3.1 Unit1:TechnologyandDesignCoreContent 73.2 Unit2:OptionalAreasofStudy 203.3 Unit3:DesignandManufacturingProject 39 4 Scheme of Assessment 43

4.1 Assessmentopportunities 434.2 Assessmentobjectives 434.3 Assessmentobjectiveweightings 434.4 Qualityofwrittencommunication 444.5 Reportingandgrading 44 5 Grade Descriptions 45

6 Guidance on Controlled Assessment 46

6.1 Controlledassessmentreview 466.2 Skillsassessedbycontrolledassessment 466.3 Levelofcontrol 466.4 Tasksetting 466.5 Tasktaking 476.6 Taskmarking 486.7 Internalstandardisation 486.8 Moderation 496.9 Drafting/Redrafting 49 7 Curriculum Objectives 50

7.1 Cross-CurricularSkillsatKeyStage4 507.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4 51 8 Links and Support 53

8.1 Support 538.2 Examinationentries 538.3 Equalityandinclusion 538.4 Contactdetails 54

Appendix 1 GlossaryofTermsforControlledAssessmentRegulations

55

Appendix 2 AssessmentCriteriaandMarkBandsforUnit3:DesignandManufacturingProject

57

Appendix 3 SymbolsandSafetySigns

65

SubjectCodeQAN

8900603/0771/7

ACCEAPublication©2017

Thisspecificationisavailableonlineatwww.ccea.org.uk

CCEAGCSETechnologyandDesignfromSeptember2017

3

1 Introduction

ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinTechnologyandDesign.Wehavedesignedthisspecificationtomeettherequirementsof:

• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:

• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk


4

1.1 Aims

Thisspecificationaimstoencouragestudentsto:

• useimaginationanddevelopskillsofcreativityandcriticalanalysisthroughmakinglinksbetweenexistingsolutions,technologicalknowledgeandtheprinciplesofgooddesign;

• communicatedesignideasanddecisionsusingarangeofmediaandtechniques;• useabroadrangeofmaterials,componentsandtechnologies,aswellaspracticalskills,todevelopandproducehighquality,imaginativeandfunctionalprototypes;

• consideraesthetic,technical,economic,environmental,ethicalandsocialdimensionswhenengagedindesignandmaking;

• considerthecostsinthemakingandmarketingofproducts;• applyhealthandsafetyprocedurestoensuresafeworkingpractices;• analyseanddevelopexistingproductsanddeveloppracticalsolutionstoneeds,wantsandopportunities,recognisingtheirimpactonqualityoflife;

• developdecision-makingskillsthroughindividualandcollaborativeworking;• applyappropriatetechnologyanddesignterminology;• understandthatdesigningandmakingreflectandinfluenceculturesandsocieties,andthatproductshaveanimpactonlifestyle;and

• combineskillswithknowledgeandunderstandinginordertomakequalityproducts.

1.2 Key features

Thefollowingareimportantfeaturesofthisspecification.

• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.

• Itallowsstudentstodeveloptransferableskills,whichwillbenefittheminvocationaltrainingandemployment.

• Itmakesstudentsawareofcreative,engineeringandmanufacturingindustries.• Itincorporatesproductdesign,andsystemsandcontrol.• Itencouragesstudentstobecreative,innovativeandpreparedtotakedesignrisks.

• Itmakesstudentsawarethathighqualitydesignandtechnologyareimportant.• Itmakesstudentsawarethatmanymoderndayinnovationsaredevelopedfromexistingandhistoricalsolutions.

• Itisaccompaniedbyplanningframeworksandstudentguidestosupportteachersandstudents.

• Ithasbroadcross-curricularlinks.1.3 Prior attainment

Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.


5

1.4 Classification codes and subject combinations

Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis8900.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.


6

2 Specification at a Glance

ThetablebelowsummarisesthestructureofthisGCSEcourse.

Content

Assessment

Weightings

Availability

Unit1:

Technologyand

DesignCore

Content

Externalwrittenexamination1hour30minsStudentsanswer10questionsfromacoreareaofstudy.

25% Summerfrom2018

Unit2:

OptionalAreasof

Study

Oneofthreeoptionalwrittenexaminations1hour30minsStudentschooseoneofthreeoptions:

A. ElectronicandMicroelectronicControlSystems;or

B. MechanicalandPneumaticControlSystems;or

C. ProductDesign.StudentsshouldselecttheoptionthatreflectstheareaofTechnologyandDesigntheyhavestudied.

25% Summerfrom2019

Unit3:

Designand

Manufacturing

Project

ControlledassessmentStudentscompleteadesignprojectcomprisingadesignportfolioandanassociatedmanufacturingtask.Teachersmarkthedesignproject,andwevisitcentrestocarryoutmoderation.

50% Summerfrom2019

Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.


7

3 Subject Content

Wehavedividedthiscourseintothreeunits.Thecontentofeachunitandtherespectivelearningoutcomesappearbelow.StudentsmustcompleteUnit1:TechnologyandDesignCoreContentandUnit3:DesignandManufacturingProject.StudentsmustalsocompleteoneofthethreeoptionsfromUnit2:OptionalAreasofStudy.3.1 Unit 1: Technology and Design Core Content

Thisunitiscompulsory.Itcomprisesdesigning,manufacturing,electroniccontrolsystems,mechanicalcontrolsystems,pneumaticsystemsandcontrol,andcomputercontrolsystems.Studentsstudyingthecoreshouldbeabletorecognise,nameanddrawallthesymbolsshowninAppendix3.Designing

Content

LearningOutcomes

1.1

Designand

communication

Studentsshouldbeableto:

• demonstrateunderstandingthatthedesignprocessmaycontainsomeorallofthefollowing:- designopportunity;- research;- brief;- specification;- ideagenerationanddevelopment;- manufacture;and- testingandevaluation;

• applythedesignprocess;• discussandanalysethedesignprocess;

• analyseproductstounderstandtherelevanceofergonomicsandaestheticstoproductdesign;

• demonstrateunderstandingthatthedesignprocessisnon-linear;and

• analyseandusethefollowingmethodsofcommunication:- freehandsketching;- presentationaldrawings;- workingdrawings;- moodboards;- physicalmock-ups/models;and- computer-aideddesign(CAD)virtualmodelling.


8

Manufacturing

Content

LearningOutcomes

1.2

Materialsand

theirgeneral

physical,

aestheticand

structural

characteristics


• demonstrateunderstandingofthemainpropertiesandapplicationsofthefollowingplastics:- thermosettingplastics(melamine,polyesterresin,epoxyresinandureaformaldehyde);and

- thermoplastics(acrylic,polyvinylchloride(PVC),acrylonitrilebutadienestyrene(ABS),nylonandrigidpolystyrene);

• demonstrateunderstandingofthemainpropertiesandapplicationsofthefollowingwoods:- hardwoods(mahogany,beechandoak);- softwoods(pineandcedar);and- manufacturedboards(plywood,mediumdensityfibreboard(MDF),chipboardandveneeredmanufacturedboards);

• demonstrateunderstandingofthemainpropertiesandapplicationsofthefollowingmetals:- ferrousmetalsandalloys(mildsteel,carbonsteelsandstainlesssteel);and

- non-ferrousmetalsandalloys(aluminium,brassandcopper);

• demonstrateunderstandingoftheuseofalloyingtoproducedifferentpropertiesandworkingcharacteristics;

• demonstrateawarenessofgrapheneandprovidesomeexamplesofitspropertiesanditspotentialuse;and

• demonstrateunderstandingofthefollowingheattreatments:- annealing;- normalising;- hardening;and- tempering.


9

Content

LearningOutcomes

1.3

Toolsand

processes


• demonstrateunderstandingofthemainfeaturesandapplicationsofthefollowingtoolsandprocesses:- deforming;- vacuumforming;- linebending;and- metalfolding;

• useanddemonstrateunderstandingofthemainfeaturesandapplicationsofthefollowing:- saws(tenonsaw,copingsaw,scrollandhacksaw);- drills(pillardrill,cordlessdrillandhanddrill);- drillbits(flatbit,forstnerbit,countersunkbitandholecutter);

- hammers(claw,pinandballpein);- handplane;- woodchisel;- toolsformarkingout(pencil,steelrule,engineer’ssquare,slidingbevel,odd-legcallipers,trysquare,scriber,centrepunch,springdividers,markingknife,bradawlandengineer’smarkersblue);

- files(flat,roundandhalf-roundprofile);- bandfacer/linisher;- pedestalpolisher;- millingmachine;and- lathe(woodandmetal);

• demonstrateunderstandingofaccuracyandtolerancewhenusingtoolsandprocesses;and

1.4

Appropriate

methodsof

joining

• demonstrateunderstandingofthemainfeaturesandapplicationsofthefollowingpermanentjoiningmethods:- softsoldering,brazingandwelding;- woodadhesives;- woodjoints(butt,mitre,dowelandhousing);- riveting,includingpopriveting;and- joiningtechniquesforplastics.


10

Content

LearningOutcomes

1.4

Appropriate

methodsof

joining(cont.)


• demonstrateunderstandingofthemainfeaturesandapplicationsofthefollowingsemi-permanentjoiningmethods:- nuts,washersandbolts;- machinescrews;- self-tappingscrews;- woodscrews(countersunkandround-head);and- knock-downfittings;

1.5

Production

methods

• demonstrateunderstandingofthewasting,fabricationandjoiningof:- metals;- plastics;and- woods;

1.6

Moulds,jigsand

fixtures

• demonstrateunderstandingofthemainfeaturesandapplicationsofthefollowingitemsusedinthemanufacturingprocess:- moulds;- templates;- jigs;and- fixtures;

1.7

Finishing

techniques

• demonstrateunderstandingofhowtopreparemetal,woodandplasticpriortoapplyingasuitablefinish;

• demonstrateunderstandingofthemainreasonsforapplyingasuitablefinishtothefollowing,takingaccountoffunction,aestheticsandenvironment:- metals(painting,polishing,dipcoatingandgalvanising);- woods(painting,varnishingandapplyingpreservativestains);and

- plastics(polishing);and

1.8

Smartmaterials

• demonstrateunderstandingofsmartmaterials,withspecificreferencetothermochromicpigmentsandself-cleaningglass.


11

Content

LearningOutcomes

1.9

Healthandsafety


• identifyandunderstandthecommonhealthandsafetysymbolsinAppendix3andtheuseofappropriatepersonalprotectiveequipment;

• identifyandunderstandpotentialhazardsinproducts,activitiesandenvironments;

1.10

CADandCAM

• demonstrateunderstandingofthemainadvantagesanddisadvantagesofusingCADandcomputer-aidedmanufacture(CAM);and

• demonstrateunderstandingandapplicationoftheprocessofCADandCAM.

Electronic control systems

Content

LearningOutcomes

1.11

Construction

techniques


• identifythetools,equipmentandprocessrequiredtoproduceaprintedcircuitboard(PCB)whenusingcomputernumericcontrol(CNC)orchemicalproduction;

• designandanalyseelectroniccircuitsanddemonstrateunderstandingofthereasonsforusingPCBs;

1.12

Input–process–

output

• analyseanddescribeelectronicsystemswithreferencetoinput–process–output;

• giveexamplesofelectroniccontrolsystems;and

1.13

Unitsand

measurements

• applyanddemonstrateknowledgeandunderstandingoftheunitsweusetomeasure:- current(ampsandmilliamps);- voltage(voltsandmillivolts);and- resistance(ohms,kilohmsandmega-ohms).


12

Content

LearningOutcomes

1.13

Unitsand

measurements

(cont.)


• applyanunderstandingofelectricalunitstomeasurevoltage,currentandresistance;

• performcalculationsbasedonOhm’slawusing:V=I×R;

1.14

Electrical

components

• identifythecomponentsbelowbytheircircuitsymbolsandphysicalappearance:- batteries(singlecellandmulti-cell);- resistors;- variableresistors;- lightdependentresistors(LDRs);- thermistors(limitedtonegativetemperature);- diodes;- thyristors;- transistors(NPN);- buzzers;- light-emittingdiodes(LEDs);- bulbs;- motors;and- potentiometer;

• identifythecircuitsymbolsforearthandacsupply;• identifythecircuitsymbolsforavoltmeterandanammeter;

• selectappropriatecomponentstomeettherequirementsofacircuitdiagram;

• drawcircuitsymbolsanddemonstrateknowledgeandunderstandingofthecomponents;

1.15

Electronic

conductorsand

insulators

• demonstrateknowledgeandapplicationsoftheuseofconductors,semi-conductorsandinsulators;and

• identifyandgiveexamplesofmaterialsthatareconductors,semi-conductorsandinsulators.


13

Content

LearningOutcomes

1.16

Resistors


• demonstrateknowledgeandunderstandingofthetermresistanceandtheuseofresistorsinelectroniccircuits;

• usethecolourcodingsystemtoidentifyvaluesandtolerancelevelsofindividualresistors–tolerancelevelslimitedto5%and10%;

• calculatetheresistanceoftwoormoreresistorsinseries,using:Rt=R1+R2+…+Rn;

1.17

Switches

• identifythefollowingswitchesbytheircircuitsymbolsandphysicalappearance:- reed;- push-to-makeswitch(PTM);- singlepole,singlethrow(SPST);- singlepole,doublethrow(SPDT);- toggle;- microswitch;- rocker;- membrane;and- slide;

• drawtheabovesymbolsanddemonstrateknowledgeandunderstandingoftheswitches;

• selectappropriateswitchestomeettherequirementsofacircuitdiagram;

• demonstrateunderstandingoftheactionoftheseswitchesbyrecognisingandselectingaccordingtotheirapplication;

1.18

Potentialdividers

• demonstrateknowledgeandunderstandingofhowapotential/voltagedividerisusedtocontrolvoltageinacircuit(nocalculationrequired);and

• drawandinterpretcircuitdiagramscontainingapotential/voltagedivider.


14

Content

LearningOutcomes

1.19

LEDs


• useLEDsincircuits;• demonstrateknowledgeandunderstandingoftheuseofcurrent-limitingresistorstoprotectLEDs(nocalculationrequired);

1.20

Thyristors

• outlinethefunctionandapplicationofthyristorsincircuits;• identifythegate,anodeandcathodefromacircuitdiagramorsymbol;

1.21

Transistors

• outlinethefunctionandapplicationofanNPNtransistorasaswitch;

• identifythebase,emitterandcollectorfromacircuitdiagramorsymbol;and

1.22

Safety

• recognisepotentialhazardswhenproducingelectroniccircuitswithbreadboardsandPCBs.

Mechanical control systems

Content

LearningOutcomes

1.23

Construction

techniques


• designandanalysemechanicalsystems(whichcanusekits,workingand/orvirtualmodels,andproductsthatuseresistantmaterialsanddiscretecomponents);

• demonstrateawarenessoftheadvantagesanddisadvantagesofeachoftheaboveconstructionmethods;

1.24

Input–process–

output

• describeandanalysemechanismswithreferencetoinput–process–output;and

• identifyandgiveexamplesofmechanicalcontrolapplications.


15

Content

LearningOutcomes

1.25

Typesofmotion


• recogniseandanalyseexamplesofthefollowingtypesofmotion:- rotary;- linear;- oscillating;and- reciprocating;

1.26

Mechanical

components

• identifythefollowingcomponentsbytheircircuitsymbolsandphysicalappearance:- wheelandaxle;- gears;- cams;- followers;- levers;- belts;- pulleys;and- shafts;

• drawtheabovesymbolsanddemonstrateknowledgeandunderstandingofthecomponents;

• selectappropriatecomponentstomeettherequirementsofmechanicalsystems;

• evaluatethemechanicalcomponentslistedwhentheyareusedinmechanicalsystems;

1.27

Levers

• applyknowledgeandunderstandingofthefollowing:- load;- effort;and- fulcrum;

• drawandinterpretdiagramsoffirst,secondandthirdclasslevers;and

• recogniseandgiveexamplesforeachofthethreeclassesoflever.


16

Content

LearningOutcomes

1.28

Power

transmission


• demonstrateunderstandingofthemainfeaturesandapplicationsofthefollowing:- simplegeartrains(maximumthreegears);- toothed,roundandV-beltsystems;- chainandsprocket;and- idlergears;

• demonstrateunderstandingofhowgearsystemscanbeusedtochangespeedand/ordirectionofrotation;

• performcalculationsincludingsimplegeartrainsandsimplebeltdrives;

• calculatesimplegearratios(limitedtothreegears)using:

1.29

Camsand

followers

• applyknowledgeandunderstandingofthefollowingtypesofcamsandfollowers:- eccentric;- pear;- heart;- knife;- roller;and- flat;and

1.30

Safety

• recognisepotentialhazardswhenbuildingandusingmechanicalcontrolsystems.


17

Pneumatic systems and control

Content

LearningOutcomes

1.31

Input–process–

output


• describeandanalysepneumaticsystemsandcontrolwithreferencetoinput–process–output;

• identifyandgiveexamplesofpneumaticcontrolsystemsapplications;

1.32

Cylinders

• identifyasingleactingcylinder(SAC)byitsphysicalappearanceandcircuitsymbol;

• sketchtheSACandinsertitinacircuitdiagram;• useSACs(limitedtotwoinanysystem);• demonstrateunderstandingofthetermsinstrokeandoutstroke;

• analysecircuitdiagramsthatuseSACs(limitedtotwoinanysystem);

1.33

Valves

• identifythefollowingbytheircircuitsymbols:- exhaust;and- pressuresource;

• identifya3/2valvebyitsphysicalappearanceandcircuitsymbol;

• sketchthesymbolfora3/2valve;• explainthefunctionofa3/2valveinacircuitdiagram;• identifythefollowingtypesofactuatorsymbolfora3/2valve:- rollertrip;- pushbutton;- plunger;and- lever;and

• selectanappropriatemethodofoperationofa3/2valveinacircuitdiagram.


18

Content

LearningOutcomes

1.34

Logicand

AND/OR


• identifyashuttlevalveinanORcircuit;• sketchthesymbolforashuttlevalve;• explaintheuseofashuttlevalve;• connecttwo3/2valveswithasingleactingcylindertocreateanANDoranORcircuit;

1.35

Speedcontrol

• identifyaunidirectionalflowregulatorinacircuit;• useaunidirectionalflowregulatortoincorporatespeedcontrolintoasystem;

• describehowaflowregulatorisusedforspeedcontrol;

1.36

Construction

• design,drawandconstructpneumaticsystemsusingdiscretecomponents;

• analysepneumaticcircuitsandsystems;and

1.37

Safety

• recognisethepotentialhazardswhendesigning,drawingandconstructingpneumaticcontrolsystemsusingdiscretecomponents.


19

Computer control systems

Content

LearningOutcomes

1.38

Input–process–

output


• describeandanalysecomputercontrolsystemswithreferencetoinput–process–output;

• identifyandgiveexamplesofcomputercontrolapplications;

1.39

Flowcharts

• demonstrateknowledgeandunderstandingoftheuseofflowcharts;and

• drawandnameflowchartdiagramstodescribeasequenceofevents,usingthesymbolsfor:- START/STOP;- OUTPUT;- DECISION;- WAIT;and- feedbackloops.

(Onlygenericflowchartsshouldbeproduced.OnlytheflowchartsymbolsthatappearinAppendix3shouldbeused.)


20

3.2 Unit 2: Optional Areas of Study

Studentsmustselectoneofthefollowingthreeoptions:

• OptionA:ElectronicandMicroelectronicControlSystems;or• OptionB:MechanicalandPneumaticControlSystems;or• OptionC:ProductDesign.ThisunitincludessynopticassessmentbuildingonthecontentofUnit1.Thisencouragesstudentstodeveloptheirunderstandingofthesubjectasawhole.Option A: Electronic and Microelectronic Control Systems

Content

LearningOutcomes

2.1

Systemsand

control


• demonstrateunderstandingofinput,processandoutputandtheimportanceoffeedbackincontrolsystems;

2.2

Electronic

conceptsand

Ohm’slaw

• identifypolarisedandnon-polarisedcapacitorsbytheircircuitsymbols;

• showthattheyunderstandandcanexplaintheuseofpolarisedandnon-polarisedcapacitors;

• selectappropriatecapacitorstosuitapplications;

• applyanddemonstrateknowledgeandunderstandingoftheunitsusedtomeasurecapacitance:- farads;- microfarads;- nanofarads;and- picofarads;

• demonstrateunderstandingoftherelationshipbetweencurrent,voltageandresistance;

• performcalculationsbasedonOhm’slawusing:V=I×R;

2.3

Printedcircuit

boards

• designaprintedcircuitboard(PCB)fromacircuitdiagrambyplacingcomponents,tracksandpadsappropriately;and

• amenddesignstoreflectchangesincircuitdiagrams,toimproveonexistingdesignsortocorrecterrors.


21

Content

LearningOutcomes

2.4Useamultimeter


• demonstratehowtoconnectagenericdigitalmultimetertomeasurevoltage,currentandresistance;

• calculatetheexpectedvaluesforagenericdigitalmultimeterconnectedinacircuit;

2.5Resistors

• explainthemeaningofthetermresistance;

• drawandinterpretcircuitdiagramscontainingresistors;

• drawandinterpretcircuitdiagramscontainingresistorsinseries;

• drawandinterpretcircuitdiagramscontainingresistorsinparallel;

• usegivendataandinformationtocalculatetheresistanceoftworesistorsinparallel,using:

21t R1

R1

R1

+= or Rt=R1×R2

(R1+R2)

• comparetheE12andE24seriesofpreferredvalues;

• determinethenearestpreferredvalueofaresistorusingtheE12andE24series;

• demonstrateknowledgeandunderstandingoftoleranceandperformrelevantcalculations(tolerancelimitedto5%

and10%);

• showthattheyunderstandandcanexplaintheuseofcurrent-limitingresistorstoprotectlight-emittingdiodes

(LEDs);and

• calculatevaluesofcurrent-limitingresistors.


22

Content

LearningOutcomes

2.6Thyristors


• explaintheuseofathyristorasalatchingswitch;• drawandinterpretcircuitdiagramscontainingthyristorsinswitchingcircuits;

• explaintheoperationofcircuitscontainingelectroniccomponentsincludingthyristors;

2.7TheNPNtransistor

• demonstrateknowledgeandunderstandingthataswitchonvoltageforanidealtransistoris0.6Vatitsbase(weaccept0.6V V 0.8V);

• drawandinterpretcircuitdiagramscontainingtransistorsinswitchingcircuits;

• explaintheoperationofcircuitscontainingelectroniccomponentsincludingtransistors;

2.8Inputs

• demonstrateknowledgeandunderstandingofthedifferencebetweenanalogueanddigitalsignals;

• drawandinterpretanalogueanddigitalvoltage/timegraphs;

• demonstrateunderstandingofthepropertiesofthefollowinganalogueinputdevices:- lightdependentresistors(LDRs);- thermistors(limitedtonegativetemperaturecoefficient);- moisturesensors;and- variableresistors;and

• drawandinterpretcircuitdiagramscontainingtheaboveanalogueinputdevices.


23

Content

LearningOutcomes

2.8

Inputs(cont.)


• demonstrateunderstandingoftheuseofthefollowingswitches:- reed;- push-to-makeswitch(PTM);- singlepole,singlethrow(SPST);- singlepole,doublethrow(SPDT);- toggle;- microswitch;- rocker;- membrane;and- slide;

• drawandinterpretcircuitdiagramscontainingtheaboveswitches;

2.9

Outputs

• demonstrateknowledgeandunderstandingoftheuseofthefollowingoutputdevicesincircuits:- motors;- solenoids;- lamps;- buzzers;- relays;- LEDs;and- 7-segmentdisplays;

• drawandinterpretcircuitdiagramscontainingtheaboveoutputdevices;

2.10

Potentialdividers

• demonstrateknowledgeandunderstandingoftheuseofvariableresistorstoadjustsensitivityinapotential/voltagedivider;

• performcalculationsusing:

Vout=R2

(R1+R2)´Vin• drawandinterpretcircuitdiagramscontainingapotential/voltagedivider.


24

Content

LearningOutcomes

2.11Semiconductordiodes


• demonstrateunderstandingandexplainthatanidealdiodeconductswhenavoltageof0.6Visappliedintheforward-

biaseddirection(weaccept0.6V V 0.8V);

• drawandinterpretcircuitdiagramscontainingdiodes;

• showthattheyunderstandandcanexplaintheuseofareverse-biaseddiodeinparallelwithaninductiveloadina

relaycoil,solenoidormotorinordertoprotectagainst

backelectromotiveforce(emf);

2.12Relays

• showthattheyunderstandandcanexplaintheuseofarelayasanelectricallyoperatedswitch(SPSTrelay);

• drawandinterpretcircuitdiagramsinwhicharelayisusedforswitchingsecondarycircuits,forexampletousewith

motorsandsolenoids;

2.13Integratedcircuits

• showthattheyunderstandandcanexplaintheuseofdual-in-line(DIL)integratedcircuitsandidentifypinone;

2.14Timers

• demonstrateknowledgeandunderstandingofthefunctionanduseofa555timerintegratedcircuittoprovideastable

andmonostableoutputs;

• interpretoutputwaveformsfor555astableandmonostablecircuits;


Period T=1f

• performcalculationsfortheoutputofanastablecircuitusinga555timer,using:

Frequency(Hz) f=1.44

R1+2R2 C

• performcalculationsfortheoutputofamonostablecircuitusinga555timer,using:

Time T=1.1×C×R


25

Content

LearningOutcomes

2.15Timeconstant


• showthattheyknow,understandandcanexplaintherelationshipbetweencapacitanceandresistanceinrelationtotime,whenselectingcomponentsfortimers;


TimeConstant T=R×C

2.16Digitalsignalsandcounting

• demonstrateandunderstandthat1representsa‘high’voltageleveland0a‘low’voltagelevel;

• demonstrateanunderstandingofbinaryanduseitincounting;

• convertdecimalnumbersintherange0to255intobinaryandviceversa;

2.17Flowcharts

• drawflowchartdiagramswhichinclude:- count;- compare;- macro;- domacro;- end;- increments;- decrements;and- expression;

• analyseagivenproductscenarioandproducetheappropriateflowchart;and

• analyseagivenflowchart.



26

Content

LearningOutcomes

2.18

Microcontrollers

(PICs)


• showthattheyunderstandandcanexplaintheuseofmicrocontrollers(programmableinterfacecontrollers(PICs))withincontrol;

• identifyaPICbyitscircuitsymbol;• discusstheuseofPICsinroboticcontrol;• drawandexplainflowchartstoimplementcontrolsituationsusingaPIC;

• usebitpatternsinflowchartstoshowthestatesofinputandoutputdevices;

• designandinterpretcircuitswhichincorporateaPICwithdigitalinputsanddigitaloutputs;

• demonstrateknowledgeandunderstandingoftheneedforamplificationinordertodrivesomeoutputdevicesfromaPIC;


2.19

Robotics

• giveexamplesofwhererobotsareusedinsociety;• describeandanalysethereasonsforusingrobotstoassisthumans;and

• identifyandexplainthebasiccontrolsystemsusedtoproduceroboticmovement.


27

Option B: Mechanical and Pneumatic Control Systems

Content

LearningOutcomes

2.20

Systems

andcontrol


• demonstrateunderstandingoftheimportanceoffeedbackincontrollingsystems;

2.21

Mechanical

products

• identifymechanicalcomponentswithinmechanicalproductsandsystems;

• demonstrateunderstandingofthefactorsinfluencingthechoiceofcomponents;

• designmechanicalsystemstoachieveadesiredoutcome,justifyingtheirchoiceofcomponents;

• interpretsketches,diagramsandphotographsofmechanicalproductsandcomponents;

2.22

Generalconcepts

• explainandapplythefollowingterms/concepts:- load;- effort;- fulcrum;- mechanicaladvantage;- velocityratio;and- efficiency;

• interpretsketches,diagramsandphotographsofmechanicalsystemsthatcontaintheaboveterms/concepts;

• performcalculationsinvolvingtheaboveterms/concepts;and

• explainandperformcalculationsusing:

Efficiency(%)= mechanicaladvantagevelocityratio

´100

Mechanicaladvantage=loadeffort

Velocityratio=distancemovedbyeffortdistancemovedbyload


28

Content

LearningOutcomes

2.23

Transmissionof

motionusing

gears


• identifyandapplythefollowingtypesofgearsinmechanicalsystems:- spur;- bevel;- wormandwormwheel;and- rackandpinion;

• recognisethefollowingbytheirsymbols:- wormandwormwheel;- jockeypulley;- meshedgear;- bevelgear;- threadedbar;- rackandpinion;and- snailcam;

• selecttheappropriategearsystemsforpracticalapplications,justifyingtheirchoice;

• recogniseacompoundgeartrainbyitssymbol;

• explainsimpleandcompoundgeartrains(limitedtofourgears);

• explainandperformcalculationsinvolvingsimpleandcompoundgeartransmissions(usingamaximumoffourgears)for:- velocityratio;- gearratio;and- transmissionspeeds;

• showthattheyunderstandandcanexplaintheuseofanidlergearinamechanicalsystem;and

2.24

Pulleysystems

• showthattheyunderstandandcanexplaintheuseofpulleysystemsinliftingsystems(limitedtothreepulleys).


29

Content

LearningOutcomes

2.25

Other

transmission

systems


• showthattheyunderstandandcanexplainthefactorsinfluencingthechoiceof:- flatbelts;- toothedbelts;and- sprocketsandchainsinmechanicalsystems;

• explainhowthebeltslistedcanbetensioned;• explaintheuseofjockeypulleys;

2.26

Conversionof

motion

• sketch,describeandcomparesimplecamsandcommonfollowers(limitedtoknife,rollerandflat);

• showthattheyunderstandandcanexplaintheconversionofrotarymotiontoreciprocatingmotion,usingthefollowingcams:- eccentric;- pear;- heart;and- snail;

• showthattheyunderstandandcanexplaintheconversionofrotarymotiontoreciprocatingmotionandviceversa,usingthefollowingmechanisms:- crankandslider;and- rackandpinion;

• showthattheyunderstandandcanexplaintheuseofscrewthreadstotransmitmotion;

• showthattheyunderstandandcanexplaintheuseofratchetandpawlmechanisms;and

• interpretdiagramsassociatedwiththeabovemechanisms.


30

Content

LearningOutcomes

2.27Leversandlinkages


• completecalculationsinvolvingmomentsofforces;• showthattheyunderstandandcanexplaintheuseofbellcrankleversandparallellinkagesinmechanicalproducts;

• interpretdiagramsassociatedwithleversandlinkages;

2.28Pneumaticproducts

• identifypneumaticcomponentswithinpneumaticproductsandsystemsandshowunderstandingofthefactorsinfluencingthechoiceofcomponents;

• designpneumaticsystemstoachieveadesiredoutcome,justifyingtheirchoiceofcomponents;

• interpretsketches,diagramsandphotographsofpneumaticproductsandcomponents;

2.29Pneumaticprinciples

• demonstrateunderstandingoftherelationshipbetweentheforceofapistoninacylinder,itsborediameterandairpressure:

Force(N)=pressure×area(F=P×A)

wherepressureismeasuredinN/mm2(0.1N/mm2=1bar)andareaismeasuredinmm2;

• performcalculationsusingtheaboverelationship;• understandandcalculatethecross-sectionalarea(CSA)ofacylinder;

2.30Cylinders

• identifyadoubleactingcylinderbyitsphysicalappearanceandcircuitsymbol;

• demonstratefamiliaritywiththeuseofdoubleactingcylinders(limitedtotwopersystem);and

• designandinterpretpneumaticcircuitdiagramswhichusedoubleactingcylinders.


31

Content

LearningOutcomes

2.31

Bidirectionaland

unidirectional

flowcontrol

valves


• designandinterpretpneumaticcircuitdiagramsthatmakeuseofthefollowingflowcontrolvalves:- unidirectional(one-wayrestrictorvalve);and- bidirectional(two-wayrestrictorvalve);

2.32

Valvesand

actuators

• designandinterpretpneumaticcircuitdiagramsthatmakeuseofa3/2valveand/ora5/2valvetoproducecontrolledmotionforsemi-automaticandautomaticcircuitswiththefollowingactuators:- lever;- pushbutton;- rollertrip;- plunger;and- pilot;

• explain,recogniseandusetheabovecomponentsinpneumaticcircuits;

2.33

Timedelay

• showthattheyunderstandandcanexplaintheuseofareservoirandflowregulatortocreateatimedelay;

• interpretpneumaticcircuitdiagramsthatincorporatetimedelays;

• sketchandincorporatetimedelaysintopneumaticcircuitdiagrams;

2.34

Automatic

reciprocation

• designandinterpretpneumaticcircuitswithpositionalfeedbacktoactivateapilotairoperated5/2valve,controllingtwodoubleactingcylinders(DAC)incorporatingspeedcontrol;

2.35

Robotics

• giveexamplesofwhererobotsareusedinsociety;

• describeandanalysethereasonsforusingrobotstoassisthumans;and

• identifyandexplainthebasiccontrolsystemsusedtoproduceroboticmovement.


32

Option C: Product Design

Designandinnovation

Content

LearningOutcomes

2.36

Designprocess


• demonstrateknowledgeandunderstandingofkeyaspectsofthedesignprocess;

• analysekeyaspectsofthedesignprocess;

2.37

Rolesofthe

client,user,

designerand

maker

• analysethemainrolesoftheclient,user,designerandmakerandhowtheyinteractin:- commissioning;- design;- manufacture;and- evaluationofaproduct;

2.38

Productanalysis,

ideasgeneration

anddevelopment

• generateinitialideasthrough:- disassemblyofexistingproducts;- thoughtshowers;- userexperienceand/ortrips;- initialroughsketches(conceptsketches);- computer-aideddesign(CAD)modelling;- physicalmock-ups/models;and- initialprototypes;

• discussandanalysetheabovetechniques;

• developinnovativeconcepts;• analysewhetheraproductisfitforpurpose;• evaluateaproductagainstdetailedspecificationcriteria;and

• improvecurrentsolutionsbyaprocessofdevelopmentandmodification.


33

Content

LearningOutcomes

2.39

Communication

techniques


• consideranddiscussthebenefitsofaCADpackage;

• analyseandusethefollowingvisualfeaturesinproductdesign:- line,shapeandform;- texture;- colour;and- proportion;

2.40

Ergonomicsand

anthropometrics

• demonstrateunderstandingoftherelationshipbetweenpeopleandproducts;

• considerergonomicswhendesigning;

• analysehowproductdesignisinfluencedbytherelationshipbetweenproductanduser;

• consideranthropometricswhendesigning;

• analysehowproductdesignisaffectedandinfluencedbyanthropometricdata;

2.41

Formand

function

• applyanddiscusstheissuesassociatedwithformversusfunctioninproductdesignwhen:- formfollowsfunction(isfunctionalitytheprimarydriverinthedesignsolution?);and

- functionfollowsform(areaestheticstheprimarydriverinthedesignsolution?);and

2.42

Designers

• analysetheworkofthefollowingdesigners:- EdwardBarberandJayOsgerby;- PhilippeStarck;and- BethanGray.


34

Manufacturingpractices

Content

LearningOutcomes

2.43

Scaleof

productionand

commercial

viability


• compareanddiscusstheadvantagesanddisadvantagesassociatedwiththefollowingtypesofproduction:- one-off/jobbing;- batch;- mass;and- continuous;

• discussthemainfeatures,advantagesanddisadvantagesofthefollowinginthemanufacturingprocess:- in-lineassembly;- flexiblemanufacturingsystems;and- just-in-timemanufacture;

• discussthemainfeatures,advantagesanddisadvantagesofthefollowing:- standardisedcomponents;- assemblies;- bought-incomponents;and- sub-contracting;

• understandanddiscussthemaincharacteristicsofqualityassuranceandqualitycontrol;

• discusstheuseandvalueofsampletestingandtolerances;

2.44

Planningfor

production

• drawandanalyseaGanttchart;• calculatedirectcosts(labourandmaterialscosts);• calculateoverheadcosts(whengivenasasetpercentageoflabourcosts);and

• calculatetotalmanufacturingcosts(directcostsplusoverheadcosts).


35

Content

LearningOutcomes

2.45

Manufacturing

processes


• demonstrateanddescribethemainfeaturesandapplicationsofthefollowing:- reforming(injectionmoulding,diecastingandextrusion);and

- deforming(blowmoulding,laminatingandpress/compressionmoulding);

• outlineandexplaintheuseandapplicationofthefollowing:- circularsaw;- bandsaw;- jigsaw;- sander;and- planer;

2.46

Computerised

manufacture

• outlineandexplaintheuseandapplicationofthefollowing:- computernumericalcontrol(CNC)routers;- millingmachines;- lathes;- lasercutters;and- 3Dprinters;

• discussthemainbenefitsofCADandcomputer-aidedmanufacture(CAM)intheproductionprocess;

• applyCADandCAMinproductmanufacture;

• giveexamplesofwhererobotsareusedinsociety;and

• describeandanalysethereasonsforusingrobotstoassisthumans.


36

Materials,componentsandfabrication

Content

LearningOutcomes

2.47

Selectionof

materials


• selectanddiscussmaterialsandsurfacefinishesonthebasisofaproduct’s:- intendeduse;and- properties;

• identifyanddemonstrateawarenessofcommonlyavailableshapesandcrosssections:- sheet;- bar;- tube;- angle;- U-shapedchannel;and- I-shapedsections;

• calculatearea,includingcross-sectionalarea,foragivenmaterial;

2.48

Wood,metaland

plastic

• givereasonsfortheselectionanduseofthemostappropriatematerials(wood,metalorplastic)foragivenproduct;

2.49

Joiningmaterials

• demonstrateunderstandingofthemainfeaturesandapplicationsofthefollowingpermanentwoodjoints:- comb;- biscuit;- dovetail;- morticeandtenon;and- lap;

• identifyanddescribethejoiningprocessesfor:- wood;- metal;and- plastics;and

• usethemostappropriatejoiningprocessesinthedesign,manufactureandfabricationofaproduct.


37

Content

LearningOutcomes

2.50

Smartmaterials

andcomposites


• discussthereasonsforusingthefollowinginproductdesigns:- smartmaterials(shapememoryalloy(nithinol)andpolymorph);and

- composites(glassreinforcedplastics(GRP)andcarbonfibre).

Marketinfluences

Content

LearningOutcomes

2.51

Marketing


• discussthedifferencebetweenneedsandwantsinrelationtoaproduct;

• discussandanalyseneworimprovedproducts,considering:- growthinconsumerdemand(market/demandpull);and- advancesintechnologywhichstimulatenewdesign(technologypush);

• analyseanddrawconclusionsofmarketresearchfromthefollowingdatasources:- interviews;- surveys;- questionnaires;and- theinternet;

• discussthelifecycleofaproductandidentifyfeaturesassociatedwitheachofthefollowing:- inception;- introduction;- growth;- maturity;and- decline;and

• analysethelifecyclecurveofaproduct.


38

Content

LearningOutcomes

2.52Theglobalmarketplaceandproduction


• discusstheimpactofglobalisationondesignandmanufacture,forexample:

- variationsinlabourcosts;- availabilityofrawmaterials;- moralissuesinoutsourcingproduction;- transportationcosts;and- environmentalcosts.

Socialresponsibilityofproductdesign

Content

LearningOutcomes

2.53Riskassessment


• identifyanddiscussthefollowingtermsassociatedwithriskassessment:

- potentialhazards;- personalsafety;and- prevention;

2.54Productsafety

• outlinetheneedfortheindependenttestingandlabellingofproducts:

- BritishStandardsInstitution(BSI)andKitemark;- EuropeanCE;and- internationalISO;

2.55Energyefficiencyandrecycling

• discusstheenvironmentalbenefitsofrecyclingandthedesignofproductsthatcanberecycled;

• discusshowthedesignofproductscanreducewastageofmaterials;

• discussanddesignproductsthatcanbeeasilymaintainedandrepaired;and

• giveandanalyseexamplesofproductsthathavebuilt-inobsolescence.


39

3.3 Unit 3: Design and Manufacturing Project

Thisunitiscompulsoryforallstudentsandcarriesaweightingof50%ofthefullqualification.Itismarkedoutof100.Ithasatimeguidanceofapproximately40hours.Theprojectallowsstudentstodemonstratetheirabilitytodesignandmanufactureaproduct.

Weissuetwothemeseachyear,inMayofthefirstyearofstudy.Centresselectthethemethatisbettersuitedtotheirneeds.Design portfolio (25%)

ThedesignportfolioshouldbeamaximumoftenA3sheetsononesideonlyorequivalent.Alltextmustbesize12.Alltitlesshouldnotexceedsize16.Studentsmaypresenttheportfolioinanelectronicformat.Studentsshouldunderstandthatthedesignprocessisnon-linearandcreativityshouldbeevidentthroughouttheprocess.Thedesignportfolioisanintegralpartofthedesignproject.Eachdesignprojectwillhaveitsowncharacteristicsandrelevantprocesses,butalldesignportfoliosshouldincludethefollowing:

• achosenthemeanddesignbrief;• adescriptionandunderstandingofthedesignopportunity/problem;• researchandanalysisofproductsand/ortargetmarketgroups(TMGs)asappropriatetothedesignopportunity/problem;

• freehandsketchingandcomputer-aideddesign(CAD)–thesemustbeinalldesignportfolios;

• specificationswhichidentifykeydesigncriteria;• anappropriaterangeoffreehandconceptsketches;• anappropriaterangeofgraphicaltechniques;• clearandsuccinctannotation;• evidenceofcreativethinking,problemsolvinganddecision-making;• thedevelopmentoftheconcept(s)usingfreehandsketchesand/orCAD/computermodelling;

• informationonhowtheproposedsolutionmayperform/improve,consideringfunction,form,size,ergonomics,safetyandsustainability,asappropriate;

• manufacturingandassemblydetailsoftheproposedsolution;• evidenceofaphysicalmodel/mock-uptoaiddevelopmentoftheproposedsolution;

• workingdrawing(s)showingallthenecessarydetailsforthemanufactureofthekeyparts;and

• evidenceoftestingandevaluationofthefinalsolution,toincludeappropriatemodifications.

Qualityofwrittencommunicationisassessedthroughouttheportfolio.


40

Manufacturing (25%)

Themanufacturedsolutionshouldbefunctionalandappropriatelypresented.Studentsshouldunderstandthatthedesignprocessisnon-linearandcreativityshouldbeevidentthroughouttheprocess.Thesolutionshouldhave:

• scaledphysicalmodel(s)whichrelate(s)toandconvey(s)aclearunderstandingofthefinalsolution,proportion,formandfunction;

• evidenceofthefunctionandformoftheprototype;• appropriatematerialsandfabricationtechniques;• evidenceofskills,precision,qualityofmanufacture,finishandattentiontodetail;• evidenceofworkingundertestconditions;• evidenceofsafetyhavingbeentakenintoaccountinitsfinalconstructionanduse;• evidenceoftemplates,patterns,jigsandformers,whereappropriate,toassistinproduction;and

• evidenceofcreativity.Studentsdemonstratedesigncapability,creativityandinnovation,usinghandandcomputernumericalcontrol(CNC)manufacturingskills,whereappropriate,intheproductionandoutcomeofallmodelsandthefinalprototype.Learning outcomes for Unit 3

Studentsareassessedonhowtheydemonstratethelearningoutcomesthatfollow.SeeAppendix2forthecontrolledassessmentmarkingcriteriaforthisunit.

Content

LearningOutcomes

3.1

Design

opportunity


• clearlyidentifyandanalyseadesignopportunityoraprobleminrelationtotheselectedtheme;

• identifyandanalysekeyelementsofthedesignopportunity/problem;and

• developaninitialcleardesignbrief.


41

Content

LearningOutcomes

3.2

Researchand

analysis


• applyresearchandanalyticalskillsthatshowclearconnectionstothedesignopportunity/problemandinitialdesignbrief;

• identifyandanalysekeydesignfeaturesofexistingsolutionsand/ortargetmarketneeds;

3.3

Specification

• produceafinaldesignbrief;

• producearelevant,detailedspecificationthatidentifieskeydesignfeaturessufficientforthedevelopmentofanappropriatesolution;

3.4

Conceptsand

analysis

• produceandanalyseinitialconceptsketchesappropriatetotheirchosendesigntheme;

• usearangeoffreehandgraphicaltechniquestocommunicateconcepts,including2D/3Dsketches,symbols,diagrams,flowchartsandsectionalandexplodedviews;

• includeclearandsuccinctannotation;

3.5

Developmentof

proposed

concepts

• developthedesignconcept(s)usingfreehand/presentationsketch(es)andcomputermodellingtechniques,asappropriate;

• useannotationtoanalysethedevelopmentofthedesignconcepts;and

• illustrate,developandanalysehowtheproposedconceptsmayperformorcanbeimprovedupon,usingrelevantannotation.


42

Content

LearningOutcomes

3.5

Developmentof

proposed

concepts(cont.)


• considertheuseofthefollowing,asappropriate:- creativity;- calculations;- circuitsimulations;- electronicbreadboardmodelling;- function;- form;- size;- ergonomics;- safety;- sustainability;- materials;- processes;and- assembly;

3.6

Modellingand

testing

• produceoneormorephysicalmodels/mock-upstoanappropriatescale(includingphotographicevidenceinthedesignportfolioiftheywish);

• testandmodifytheoutcomeorsolutionandmodifyagainasnecessary;

3.7

Drawingsfor

manufacture

• producescaledworkingdrawing(s)ofthefinalsolutionand/oritskeycomponent(s)toenabletheprototypetobemanufactured;

• producedrawingsthatconformtoBritishStandardsInstitution(BSI)standard;

3.8

Manufacture

• manufactureaprototypetomeetalltherequirementsofthedesign;

• showcapabilityinmanufacturingskills,demonstratingqualityoffinish,accuracyandattentiontodetail;

3.9

Evaluation

• testtheprototype;• produceanevaluationthatdemonstratesreflectivethoughtaboutwhethertheprototypeisfitforpurpose;and

• suggesthowtheprototypecouldbedevelopedandmodified.


43

4 Scheme of Assessment

4.1 Assessment opportunities

Fortheavailabilityofexaminationsandcontrolledassessment,seeSection2.Thisisaunitisedspecification;candidatesmustcompleteatleast40percentoftheoverallassessmentrequirementsattheendofthecourse,intheexaminationseriesinwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule. Candidatesmayresitindividualassessmentunitsoncebeforecash-in.ThebetterofthetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredtomeetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whetherornotitisthebetterresult).ResultsforindividualassessmentunitsremainavailabletocounttowardsaGCSEqualificationuntilwewithdrawthespecification. 4.2 Assessment objectives

Therearethreeassessmentobjectivesforthisspecification.Candidatesmust:

AO1 recall,selectandcommunicatetheirknowledgeandunderstandingof technologyanddesigninarangeofcontexts;AO2 applyskills,knowledgeandunderstanding,includingqualitystandardsina varietyofdesigncontexts,andplanandcarryoutinvestigationsandmaking tasksinvolvinganappropriaterangeoftools,equipment,materialsand processes;andAO3 analyseandevaluateevidence,designproposalsandoutcomes,make reasonedjudgementsandpresentconclusionsandrecommendations.4.3 Assessment objective weightings

ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.

Assessment

Objective

UnitWeighting(%) Overall

Weighting(%)

ExternalAssessmentControlled

Assessment

Unit1 Unit2 Unit3

AO1 10 10 10 30

AO2 10 10 20 40

AO3 5 5 20 30

Total

Weighting25 25 50 100


44

4.4 Quality of written communication

InGCSETechnologyandDesign,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;

• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and

• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.

Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.4.5 Reporting and grading

Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.Wedeterminethegradesawardedbyaggregatingtheuniformmarksthatcandidatesobtaininindividualassessmentunits.WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:

Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).


45

5 Grade Descriptions

Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.

Grade

Description

A Candidatesrecall,selectandcommunicatedetailedknowledgeandthoroughunderstandingoftechnologyanddesign,includingtheirwidereffects.Theyapplydetailedknowledge,understandingandskillsinawiderangeofsituationstoplanandcarryoutinvestigationsandtaskstoahighstandard.Theytesttheirsolutions,workingsafelyandwithahighdegreeofprecision.Theyanalyseandevaluatetheevidenceavailable,reviewingandadaptingtheirmethodswhennecessary.Theypresentinformationclearlyandaccurately,makingreasonedjudgementsandpresentingsubstantiatedconclusions.

C Candidatesrecall,selectandcommunicatesoundknowledgeandunderstandingoftechnologyanddesign,includingtheirwidereffects.Theyapplyknowledge,understandingandskillsinarangeofsituationstoplanandcarryoutinvestigationsandtaskseffectively.Theytesttheirsolutions,workingsafelyandwithprecision.Theyreviewtheevidenceavailable,analysingandevaluatingsomeinformationclearlyandwithsomeaccuracy.Theymakejudgementsanddrawappropriateconclusions.

F

Candidatesrecall,selectandcommunicateknowledgeandunderstandingofbasicaspectsoftechnologyanddesign,includingtheirwidereffects.Theyapplylimitedknowledge,understandingandskillstoplanandcarryoutsimpleinvestigationsandtasks,withanawarenessoftheneedforsafetyandprecision.Theymodifysomeaspectsoftheirapproachinthelightofprogress.Theyreviewtheirevidenceanddrawbasicconclusions.


46

6 Guidance on Controlled Assessment

6.1 Controlled assessment review

Wewillreplaceourcontrolledassessmenttaskseveryyeartoensurethattheycontinuetosetanappropriatechallengeandremainvalid,reliableandstimulating.6.2 Skills assessed by controlled assessment

Teachersmustassessthefollowingskillsthroughcontrolledassessment:

• independentlearning;• communication(evidencedinthedesignportfolio);• creativedesignandproblemsolving;• designandmakecapability;and• analyticalandevaluativecapabilityassociatedwithprocesses,productsandsolutions.

6.3 Level of control

RulesforcontrolledassessmentinGCSETechnologyandDesignaredefinedforthethreestagesoftheassessment:

• tasksetting;• tasktaking;and• taskmarking.6.4 Task setting

Thelevelofcontrolfortasksettingishigh.Thismeansthatwesetthetask.WeprovidetwothemesinMayofthefirstyearofstudy.CentresmustsubmitthecompletedtaskforUnit3inMayofcandidates’finalyear. Centreshavetheopportunitytocontextualisethecontrolledassessmenttasktosuittheirspecificcircumstances.Wewillprovidecentreswithguidanceonhowtocompleteandsubmitthetask.


47

6.5 Task taking

ForUnit3,thelevelofcontrolfortasktakingismedium.

AreasofControl DetailofControl

Authenticity

• Candidatesmaycarryoutresearchoutsideoftheclassroom.

• Candidatesmustcompletetheirmanufacturedproductwithintheclassroom/workshopenvironmentundersupervision.

• Candidatesmaycompletetheirportfoliowithinandoutsidetheclassroomenvironment,butteachersmustbeabletoauthenticateallworkasbeingthecandidates’own.

• Teachersmustensurethatcandidatesacknowledgeandreferenceanyideasandsourcesused.

Feedback • Teachersmustguideandsupervisecandidatesinrelationtothefollowing:- monitoringprogress;- preventingplagiarism;- ensuringcompliancewithhealthandsafetyrequirements;

- ensuringworkiscompletedinaccordancewiththespecificationrequirements;and

- ensuringworkcanbeassessedinaccordancewiththeproceduresandmarkingcriteria.

• Candidatesshouldreachtheirownconclusions.• TeachersmustrecordanysupportorguidancetheygivetocandidatesontheCandidateRecordSheetandmarktheirworkappropriately.

PageLimit • Candidatesmustproduceadesignandmanufacturingproject.

• ThedesignportfolioshouldbeamaximumoftenA3sheets(onesideonlyorequivalent).Alltextmustbesize12.Alltitlesshouldnotexceedsize16.

• Candidatesmaypresenttheportfolioinanelectronicformat.

• CandidatesmustsubmittheircompletedworkinMayoftheirfinalyearofstudy.

Collaboration • Candidatesmustsubmittheirownindividualresponses;however,thisworkmaybeinformedthroughdiscussionand/orworkingwithothers.


48

AreasofControl DetailofControl

Resources • Candidatesshouldbeabletoaccessandusethenecessaryresourcesavailabletothecentre.

• Centreswithlimitedresourcesorwithcandidateswhoneedtousespecialequipmentmustcontactusforadviceonhowtoproceedbeforeofferingthiscoursetotheircandidates.

• Candidatesmustreferenceallresourcesthattheyaccessanduse.

6.6 Task marking

Thelevelofcontrolfortaskmarkingismedium.Teachersmarkthecontrolledassessmenttaskusingassessmentcriteriathatweprovide.Theyshoulduseprofessionaljudgementtoselectandapplythecriteriaineachsuccessivemarkbandappropriatelyandfairlytocandidates’work.Halfmarksshouldnotbeused.Teachersshouldfollowa‘bestfit’approachwhenselectingacandidate’smark,makingallowanceforbalancingstrengthsandweaknessesineachresponse.Teachersmustensurethattheworktheymarkisthecandidate’sown.Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.uk

6.7 Internal standardisation

Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisationofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistentlywhenmarkingassessments.Centresmayneedtoadjustanindividualteacher’smarking:

• tobringassessmentsintolinewiththoseofotherteachersinthecentre;and• tomatchthestandardsestablishedattheagreementtrial.Ifmarksdochange,centresmustamendthetotal/finalmarkontheirCandidateRecordSheet.


49

6.8 Moderation

CentresmustsubmittheirmarkstousbyMayinanyyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workintolinewithouragreedstandards.Weissuefullinstructionseachyearon:

• ourmoderationprocedures;• whichsampleswerequire;and• thedeadlinesforsubmittingmarks.Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspect ofcontrolled assessment.6.9 Drafting/Redrafting

Teachersmustnotcorrectcandidates’workindetailandreturnittothemtowriteupafaircopy.Responsibilityfordraftingapieceofworktowardscompletionliesentirelywiththecandidate.Onceacandidatehassubmittedthecontrolledassessmentandithasbeenawardedamark,thatmarkisfinal.Thecandidatemaynotcarryoutfurtherwork.SeeAppendix1foraglossaryofcontrolledassessmentterms.Formoredetails,seetheJointCouncilforQualificationsdocumentInstructionsforConductingControlledAssessments,availableatwww.jcq.org.uk


50

7 Curriculum Objectives

ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused.7.1 Cross-Curricular Skills at Key Stage 4

Communication


• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexamplediscussingthemaineffectsthathistoricalinfluencesandtrendscanhaveonthedesignofaproduct,ordiscussingtheissuesassociatedwithformversusfunctionwhendesigningproducts;

• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexampleusingsomeofthefollowingmethodsofcommunicationwhenproducingadesignfolderbasedonapre-setdesignbrief:discussion,freehandsketching,formalpresentationdrawings,workingdrawings,moodboards,designingandanalysingprintedcircuitboards,photography,physicalmodelling,computermodellingandCAD;

• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampledrawingandinterpretingcircuitdiagramscontainingcomponents,analysinggivenproductscenariosandproducingappropriateflowcharts,anddrawingandinterpretinggraphsofanalogueanddigitalvoltagesagainsttime;and

• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexampleengagingininitialideasthroughusertrips,conceptsketches,disassemblyofproductsandimprovingcurrentsolutionsbyaprocessofdevelopmentandmodification.


51

UsingMathematics


• usemathematicallanguageandnotationwithconfidence,forexampleusingunits(suchasµf,nf,mmandm)appropriately,understandingandinterpretingfractions,decimalsandpercentages,manipulatingformulae(forexampleOhm’slaw)andrepresentingcalculationsclearly;

• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexample:- determiningtheprobabilityoffindingasuccessfulsolutionthrougheffectiveresearchandplanning;

- calculatingvariationsinlabourcosts;and- identifyingtherequiredmaterialsandprocessesneededtorealiseadesign;

• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexamplecommunicatingtheirplanning,calculations,measurements,solutions,datahandlingandevaluationsusingappropriatemathematicalnotation,techniquesandlanguage,giventhepurposeofthedesignandoutcome;and

• interpretandanalyseawiderangeofmathematicaldata,forexampleinterpretingproductlifecyclechartsandplanningforproduction.

UsingICT

Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexampleapplyingCAD,CNCandCAMinproductmanufacture;producing,drawingandanalysingGanttcharts;usingcomputermodellingandCAD;designingandanalysingprintedcircuitboards;anddevelopingskillsandexpertiseusing2Dand3Ddesignsoftware,programmingandcontrolsoftware.

7.2 Thinking Skills and Personal Capabilities at

Key Stage 4

Self-Management


• planwork,forexampleproducingproductionplans,aportfolioandpracticaloutcomes;and

• setpersonallearninggoalsandtargetstomeetdeadlines,forexampleplanningthedesignanddevelopmentoftheportfolioandmanufacturedsolutionstomeetdeadlinesusingGanttchartsandflowcharts.


52

WorkingwithOthers


• learnwithandfromothersthroughco-operation,forexampleengagingincreativediscussionwithpeersandteacherstodevelopdesignideas;and

• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexamplecontinuouslyevaluating,modifyingandimprovingondesigndevelopmentsintheirportfolioandintheproductionofamanufacturedsolution.

ProblemSolving


• identifyandanalyserelationshipsandpatterns,forexampleanalysinghowproductdesignisinfluencedbytherelationshipbetweenproductanduser;

• proposejustifiedexplanations,forexampleselectingappropriatesystemsforpracticalapplications;

• reason,formopinionsandjustifytheirviews,forexamplegivingreasonsforselectingandusingappropriatematerialsandsolutions;

• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampleexplainingthemainfeaturesofcopyrights,trademarksandpatents;

• analyseandevaluatemultipleperspectives,forexampleanalysingtheworkofmoderndesigners;

• weighupoptionsandjustifydecisions,forexampledesigningsystemstoachieveadesiredoutcomeandjustifyingchosencomponentsandsolutions;and

• applyingandevaluatingarangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampleanalysingadesignproblemandusinganappropriatedesignprocesstomakethesolution.

AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.


53

8 Links and Support

8.1 Support

Thefollowingresourcesareavailabletosupportthisspecification:

• ourTechnologyandDesignmicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.Wealsointendtoprovide:

• pastpapers;• markschemes;• ChiefExaminer’sreports;• PrincipalModerator’sreports;• planningframeworks;• supportvisits;• supportdaysforteachers;• agreementtrials;• aresourcelist;and• exemplificationofexaminationperformance.8.2 Examination entries

EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion

Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Reasonableadjustmentsaremadeforstudentswithdisabilitiesinordertoreducebarrierstoaccessassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.Learnerswithaphysicaldisabilitymaybelimitedintherangeofdesigningandmakingcontextstheycanuse,butthisshouldnotposeabarriertoassessment.Forexample,studentsmayuseCAD/CAM


54

forthemakingprocess,andpracticalassistantsmaybeusedtosupportstudentswithphysicaldisabilitiesinthisprocess.Studentswithavisualimpairmentmayfindelementsoftheassessmentdifficult,suchasgraphics;however,thereshouldbenoadditionalbarrierstoassessment.Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details

Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:

• SpecificationSupportOfficer:NualaTierney(telephone:(028)90261200,extension2292,email:[email protected])

• SubjectOfficer:JudithRyan(telephone:(028)90261200,extension2133,email:[email protected])

• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])

• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])

• Distribution(telephone:(028)90261242,email:[email protected])

• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])

• Moderation(telephone:90261200,extension2236,email:[email protected])

• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).


55

Appendix 1

Glossary of Terms for Controlled Assessment Regulations

Term Definition

Component

Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarksMaycontainoneormoretasks

Controlledassessment

Aformofinternalassessmentwherethecontrollevelsaresetforeachstageoftheassessmentprocess:tasksetting,tasktaking,andtaskmarking

Externalassessment

Aformofindependentassessmentinwhichquestionpapers,assignmentsandtasksaresetbytheawardingorganisation,takenunderspecifiedconditions(includingdetailedsupervisionandduration)andmarkedbytheawardingorganisation

Formalsupervision(Highlevelofcontrol)

Thecandidatemustbeindirectsightofthesupervisoratalltimes.Useofresourcesandinteractionwithothercandidatesistightlyprescribed.

Informalsupervision(Mediumlevelofcontrol)

Questions/Tasksareoutlined,theuseofresourcesisnottightlyprescribedandassessableoutcomesmaybeinformedbygroupwork.Supervisionisconfinedto:

• ensuringthatthecontributionsofindividualcandidatesarerecordedaccurately;and

• ensuringthatplagiarismdoesnottakeplace.Thesupervisormayprovidelimitedguidancetocandidates.

Limitedsupervision(Limitedlevelofcontrol)

Requirementsareclearlyspecified,butsomeworkmaybecompletedwithoutdirectsupervisionandwillnotcontributedirectlytoassessableoutcomes.


56

Term Definition

Markscheme Aschemedetailinghowcreditistobeawardedinrelationtoaparticularunit,componentortask

Normallycharacterisesacceptableanswersorlevelsofresponsetoquestions/tasksorpartsofquestions/tasksandidentifiestheamountofcrediteachattracts

Mayalsoincludeinformationaboutunacceptableanswers

Task Adiscreteelementofexternalorcontrolledassessmentthatmayincludeexaminations,assignments,practicalactivitiesandprojects

Taskmarking Specifiesthewayinwhichcreditisawardedforcandidates’outcomes

Involvestheuseofmarkschemesand/ormarkingcriteriaproducedbytheawardingorganisation

Tasksetting Thespecificationoftheassessmentrequirements

Tasksmaybesetbyawardingorganisationsand/orteachers.Teacher-settasksmustbedevelopedinlinewithawardingorganisationspecifiedrequirements.

Tasktaking Theconditionsforcandidatesupportandsupervision,andtheauthenticationofcandidates’work

Tasktakingmayinvolvedifferentparametersfromthoseusedintraditionalwrittenexaminations.Forexample,candidatesmaybeallowedsupervisedaccesstosourcessuchastheinternet.

Unit Thesmallestpartofaqualificationthatisformallyreported

Maycompriseseparatelyassessedcomponents


57

Appendix 2

Assessment Criteria and Mark Bands for Unit 3:

Design and Manufacturing Project

App

endi

x 2

Ass

essm

ent C

riter

ia a

nd M

ark

Ban

ds fo

r Uni

t 3: D

esig

n an

d M

anuf

actu

ring

Proj

ect

Desig

nTh

inking

,Ana

lysis

and

Spe

cifica

tion

AssessmentObjectives

MarkBa

nd1:Lim

ited

Mark

Range

MarkBa

nd2:Satisfactory

Mark

Range

MarkBa

nd3:G

ood

Mark

Range

MarkBa

nd4:Excellent

Mark

Range

Relevantm

aterialisp

oorly

organisedan

dpresen

tedwith

alackofclarityan

dcohe

rence.

Relevantm

aterialis

sufficie

ntlyorgan

isedan

dpresen

tedwith

somecla

rity

andcohe

rence.

Relevantm

aterialisw

ell

organisedan

dpresen

ted

with

agoo

dde

greeofclarity

andcohe

rence.

Relevantm

aterialis

succinct,w

ellorgan

isedan

dpresen

tedwith

ahigh

degreeofclarityan

dcohe

rence.

AO1

AO2

AO3

Total

(10)

Cand

idatesm

ayre

quire

considerab

leguida

nceto:

(1–2

)Ca

ndidatesm

ayre

quire

somegu

idan

ceto

:(3–5

)Ca

ndidatesm

ayre

quire

little

guida

nceto:

(6–8

)Ca

ndidateswork

inde

pend

ently

to:

(9–1

0)

•choo

seadesignthem

ean

dexplorepo

ssibilitie

s;•

choo

seadesignthem

ean

dexplorepo

ssibilitie

s;•

choo

seadesignthem

ean

dexplorepo

ssibilitie

s;•

choo

seadesignthem

ean

dexplorepo

ssibilitie

s;

•en

gagewith

adesign

them

ean

dprod

ucea

limite

dde

signbrief;an

d

•en

gagewith

adesign

them

ean

dprod

ucea

satisfactoryde

signbrief;

and

•en

gagewith

adesign

them

ean

dprod

ucea

good

designbrief;an

d

•en

gagewith

adesign

them

ean

dprod

ucean

excellentdesignbrief;

and

•prod

ucealim

itedprob

lem

analysisan

dspecificatio

n.•

prod

uceasatisfactory

prob

lemana

lysis

and

specificatio

n.

•prod

uceago

odproblem

analysisan

dspecificatio

n.•

prod

ucean

excellent

prob

lemana

lysis

and

specificatio

n.

Awardzerom

arksfo

rworkno

tworthyofcr

edit.

CCEA GCSE Technology and Design from September 2017

58

Concep

tsand

Ana

lysis


MarkBa

nd1:Lim

ited

Mark

Range

MarkBa

nd2:Satisfactory

Mark

Range

MarkBa

nd3:G

ood

Mark

Range

MarkBa

nd4:Excellent

Mark

Range

Relevantm

aterialisp

oorly

organisedan

dpresen

ted

with

alackofclarityan

dcohe

rence.

Relevantm

aterialiss

ufficiently

organisedan

dpresen

tedwith

somecla

rityan

dcohe

rence.

Relevantm

aterialisw

ell

organisedan

dpresen

ted

with

agoo

dde

greeof

clarityan

dcohe

rence.

Relevantm

aterialiss

uccin

ct,

wellorgan

isedan

dpresen

tedwith

ahigh

degreeofclarityan

dcohe

rence.

AO1

AO2

AO3

To

tal

(15)

Cand

idatesm

ayre

quire

considerab

leguida

nceto:

(1–4

)Ca

ndidatesm

ayre

quire

some

guidan

ceto

:(5–7

)Ca

ndidatesm

ayre

quire

little

guida

nceto:

(8–1

1)

Cand

idateswork

inde

pend

ently

to:

(12–

15)

•de

velopinitialdesign

concep

tsth

atm

akeuse

ofara

ngeoflimite

dfre

ehan

dgrap

hical

techniqu

es;the

freeha

ndconcep

tsketche

ssho

uld

show

evide

nceoflimite

dcreativ

ethinkingand

analysis;and

•de

velopinitialdesign

concep

tsth

atm

akeuseof

arangeofsa

tisfactory

freeh

andgrap

hical

techniqu

es;the

freeha

ndconcep

tsketche

ssho

uld

show

evide

nceofsa

tisfactory

creativ

ethinkingand

analysis;and

•de

velopinitialdesign

concep

tsth

atm

akeuse

ofara

ngeofgoo

dfre

ehan

dgrap

hical

techniqu

es;the

freeha

ndconcep

tsketche

ssho

uld

show

evide

nceofgoo

dcreativ

ethinkingand

analysis;and

•de

velopinitialdesign

concep

tsth

atm

akeuse

ofara

ngeofexcellent

freeh

andgrap

hical

techniqu

es;the

freeha

ndconcep

tsketche

ssho

uld

show

evide

nceof

excellentcr

eativ

ethinkingand

ana

lysis

;and

•prod

uceba

sicann

otation

show

inglim

ited

know

ledgean

dun

derstand

ingofth

epo

tentialsolution.

•prod

ucesatisfactory

anno

tatio

nshow

ing

satisfactoryknow

ledgean

dun

derstand

ingofth

epo

tentialsolution.

•prod

ucego

odann

otation

show

inggo

odkno

wledge

andun

derstand

ingofth

epo

tentialsolution.

•prod

uceexcellent

anno

tatio

nshow

ing

detailedknow

ledgean

dun

derstand

ingofth

epo

tentialsolution.

Awardzerom

arksfo

rworkno

tworthyofcr

edit.


59

Developm

ento

fPropo

sedCo

ncep

ts:M

odellin

gan

dTesting


MarkBa

nd1:Lim

ited

Mark

Range

MarkBa

nd2:Satisfactory

Mark

Range

MarkBa

nd3:G

ood

Mark

Range

MarkBa

nd4:Excellent

Mark

Range

Relevantm

aterialisp

oorly

organisedan

dpresen

ted

with

alackofclarityan

dcohe

rence.

Relevantm

aterialis

sufficie

ntlyorgan

isedan

dpresen

tedwith

somecla

rity

andcohe

rence.

Relevantm

aterialisw

ell

organisedan

dpresen

ted

with

agoo

dde

greeofclarity

andcohe

rence.

Relevantm

aterialiss

uccin

ct,

wellorgan

isedan

dpresen

ted

with

ahighde

greeofclarity

andcohe

rence.

AO1

AO2

AO3

Total

(25)

Cand

idatesm

ayre

quire

considerab

leguida

nceto:

(1–6

)Ca

ndidatesm

ayre

quire

somegu

idan

ceto

:(7–1

2)

Cand

idatesm

ayre

quire

little

guida

nceto:

(13–

18)

Cand

idateswork

inde

pend

ently

to:

(19–

25)

•de

velopcreativ

ede

sign

thinkingusin

glim

ited

freeh

and/presen

tatio

nsketchesand

/orc

ompu

ter

mod

ellingtechniqu

es;

•de

velopcreativ

ede

sign

thinkingusin

gsatisfactory

freeh

and/presen

tatio

nsketchesand

/orc

ompu

ter

mod

ellingtechniqu

es;

•de

velopcreativ

ede

sign

thinkingusin

ggo

odfre

ehan

d/presen

tatio

nsketchesand

/orc

ompu

ter

mod

ellingtechniqu

es;

•de

velopcreativ

ede

sign

thinkingusin

gexcellent

freeh

and/presen

tatio

nsketchesand

/orc

ompu

ter

mod

ellingtechniqu

es;

•illustrate,develop

and

analyseho

wth

esolutio

nmayperform

,usin

glim

itedan

notatio

nan

dha

vingco

nsidered

ara

nge

ofapp

ropriatefa

ctors;

and


and

analyseho

wth

esolutio

nmayperform

,usin

gsatisfactoryan

notatio

nan

dha

vingco

nsidered

arangeofapp

ropriate

factors;and


and

analyseho

wth

esolutio

nmayperform

,usin

ggo

odan

notatio

nan

dha

ving

considered

ara

ngeof

approp

riatefa

ctors;and


and

analyseho

wth

esolutio

nmayperform

,usin

gexcellentann

otationan

dha

vingco

nsidered

ara

nge

ofapp

ropriatefa

ctors;and

•de

veloplim

itedworking

draw

ing(s)sh

owingthe

necessaryde

tailsto

enab

leth

eprototypeto

bem

anufactured.

•de

velopsatisfactory

workingdrawing(s)

show

ingthene

cessary

detailsto

ena

blethe

prototypetobe

man

ufactured.

•de

velopgo

odworking

draw

ing(s)sh

owingthe

necessaryde

tailsto

enab

leth

eprototypeto

bem

anufactured.

•de

velopexcellentworking

draw

ing(s)sh

owingthe

necessaryde

tailsto

ena

ble

theprototypetobe

man

ufactured.


60

Developm

ento

fPropo

sedCo

ncep

ts:M

odellin

gan

dTesting(con

t.)Ca

ndidatesm

ayre

quire

considerab

leguida

nceto:

Cand

idatesm

ayre

quire

somegu

idan

ceto

:Ca

ndidatesm

ayre

quire

little

guida

nceto:

Cand

idateswork

inde

pend

ently

to:

•prod

ucescaled

physic

almod

el(s)o

rmock-up

(s)o

fthepo

tentialsolution

whichco

nvey(s)lim

ited

unde

rstand

ingofth

eprod

uct’sfo

rmand

functio

n;and

•prod

ucescaled

physic

almod

el(s)o

rmock-up

(s)o

fthepo

tentialsolution

whichco

nvey(s)

satisfactoryun

derstand

ing

ofth

eprod

uct’sfo

rmand

functio

n;and

•prod

ucescaled

physic

almod

el(s)o

rmock-up

(s)o

fthepo

tentialsolution

whichco

nvey(s)g

ood

unde

rstand

ingofth

eprod

uct’sfo

rmand

functio

n;and

•prod

ucescaled

physic

almod

el(s)o

rmock-up

(s)o

fthepo

tentialsolution

whichco

nvey(s)e

xcellent

unde

rstand

ingofth

eprod

uct’sfo

rmand

functio

n;and

•prod

ucelim

itedeviden

ceofte

stingthemod

el(s)o

rmock-up

(s)tocheckifitis

afeasiblepropo

salto

man

ufacture,and

mod

ifyasnecessary.

•prod

ucesomeeviden

ceof

testingthemod

el(s)o

rmock-up

(s)tocheckifitis

afeasiblepropo

salto

man

ufacture,and

mod

ifyasnecessary.

•prod

ucego

odevide

nceof

testingthemod

el(s)o

rmock-up

(s)tocheckifitis

afeasiblepropo

salto

man

ufacture,and

mod

ifyasnecessary.

•prod

uceexcellentevide

nce

ofte

stingthemod

el(s)o

rmock-up

(s)tocheckifitis

afeasiblepropo

salto

man

ufacture,and

mod

ifyasnecessary.

Awardzerom

arksfo

rworkno

tworthyofcr

edit.


61

Developm

ento

fPropo

sedCo

ncep

ts:M

anufacture


MarkBand1:Limite

dMark

Range

MarkBand2:Satisfactory

Mark

Range

MarkBand3:Goo

dMark

Range

MarkBand4:Excellent

Mark

Range

Relevantm

aterialispoorly

organisedandpresentedwith

alackofclarityandcoherence.

Relevantm

aterialissufficiently

organisedandpresentedwith

someclarityandcoherence.

Relevantm

aterialiswell

organisedandpresentedwitha

gooddegreeofclarityand

coherence.

Relevantm

aterialissuccinct,

wellorganisedandpresented

withahighdegreeofclarity

andcoherence.

AO1

AO2

AO3

Total

(40)

Cand

idatesm

ayre

quire

considerab

leguida

nceto:

(1–10)Ca

ndidatesm

ayre

quire

some

guidan

ceto

:(11–20)Ca

ndidatesm

ayre

quire

little

guidan

ceto

:(21–30)Ca

ndidateswork

inde

pend

ently

to:

(31–40)

•manufactureaprototype,

whichshouldincludethe

candidate’sowntemplates,

jigsandformersas

appropriateandbebasedon

thefinalevaluatedscaled

physicalmodel(s)orm

ock-

up(s):

-givinglim

ited

considerationtofunction,

form,innovationand

creativity;

-usingappropriate

materialsandfabrication

techniques;

-demonstratingalim

ited

levelofskillandprecision;

and

-producingalim

ited

outcomewith

considerationgivento

qualityoffinish.



candidate’sowntemplates,jigs

andformersasappropriateand

bebasedonthefinalevaluated

scaledphysicalmodel(s)or

mock-up(s):

-givingsatisfactory

considerationtofunction,

form,innovationand

creativity;

-usingappropriatem

aterials

andfabricationtechniques;

-demonstratingasatisfactory

levelofskillandprecision;

and

-producingasatisfactory

outcomewithconsideration

giventoqualityoffinish.




jigsandformersas

appropriateandbebasedon

thefinalevaluatedscaled

physicalmodel(s)orm

ock-

up(s):

-givinggoodconsideration

tofunction,form,

innovationandcreativity;

-usingappropriate

materialsandfabrication

techniques;

-demonstratingagoodlevel

ofskillandprecision;and

-producingagoodoutcome

withconsiderationgivento

qualityoffinish.




jigsandformersas

appropriateandbebased

Documents

CCEA GCSE Speciﬁcation in Technology and Design€¦ · 6.8 Moderation 49 6.9 Drafting/Redrafting 49 7 Curriculum Objectives 50 7.1 Cross-Curricular Skills at Key Stage 4 50 7.2