nea d&t coursework examples

9705 D&T coursework examples

Topic outline.

A range of coursework submissions (for both components) for this Syllabus have been included here along with a breakdown of the marks awarded, and a moderator commentary explaining how the marks were decided. You should always refer to the syllabus for specific details about the requirements for and assessment of coursework. Additionally, the Cambridge Handbook sets out the process and requirements for submitting coursework for moderation by Cambridge International.

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Please select the page that you wish to complete. Please note that these are generic pages, there may be some that are not relevant to your project or you may add additional pages of your own!

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Design and technology nea.

This information applies to AS and A Level Design and Technology (H004-H006, H404-H406) and GCSE Design and Technology (9-1) (J310).

What’s on this page

Carrying out the assessment.

In order to complete the GCSE and AS Design and Technology non-exam assessment (NEA), contexts are published each year as follows:

• GCSE – 1 June for submission the following year
• AS Level – 1 June for submission the following year 

These are made available in the Assessment sections of the qualification pages on our website and in the Assessment > NEA/Coursework sections on Teach Cambridge .

At A Level , candidates create their own project from an authentic context. This context should be flexible, allowing them to respond to any identified needs, problems or opportunities, as appropriate. 

All assessment must be completed and marks submitted to OCR by the deadline 15 May in the year of submission.

Once you have submitted your marks to OCR, you will receive a moderation sample request within one to two days. You then have three working days to submit the sample – either online via Submit for Assessment  or via post, depending on the option you chose when you made your entries. 

See the non-exam assessment page for more information.

Preparing the sample

Your sample must include the following for each candidate. These are discussed in more detail below. 

• Candidate declaration form for GCSE, AS or A Level
• Candidate record form for GCSE , AS Level and A Level  
• Portfolio – AS and A Level portfolios must be electronic. Paper-based submission will be accepted for GCSE, accompanied by an electronic folder with video/audio evidence. All portfolios should be clearly labelled with centre and candidate numbers.

Moderation cannot take place until your moderator receives all forms and portfolios for those in the sample. Any delay may also delay your students’ results.

Candidate declaration form

We recommend you make the completion of the candidate declaration form a requirement of your internal submission process. The forms for those in the sample must be submitted with their work. Other forms should be retained within your centre until the end of the post-results period. 

The form allows students to declare their portfolio is their own work as well as acknowledging the support and feedback they have received from others. 

In addition, teachers must complete a centre authentication form (CCS160). These should be retained within your centre until the end of the post-results period.

Candidate record form

You should use the candidate record form to record your marking, your own observations and the location of the evidence applied to each assessment criteria. You must follow all the instructions on the front of the document.

Identifying evidence locations 

When completing your observations on the candidate record form, you must signpost the evidence that supports your marking to make sure it is not missed during the moderation process. 

Please see the support materials on the qualification pages which show how students can identify the evidence themselves, making the task of completing the form more straightforward for you. 

Observations 

Teachers should share any observations that support their marking, clarifying when and how support was given to a student, or on students’ levels of independence. You can also outline considerations that have been made as a result of qualification requirements not being fully met, or make it clear how or why a student has carried out their project in a different way. 

Entering marks 

Teachers should select their best fit judgements on each of the marking criteria by ticking the most appropriate mark/mark band. The form automatically calculates the marks for each assessment strand, reducing the risk of a calculation error. However, it is important to check a mark has been selected for each criterion, as any missing judgments will automatically be given 0 marks. If there is no evidence to support any of the criteria, you should select 0 marks.

Students must work individually to produce a portfolio containing a chronological account of their design process. The account should be real-time and not follow a fixed structure. There are no limits to the number of pages or portfolio file type, but the portfolio must be relevant and concise.

Video evidence

Students must fully present evidence of their final prototype(s) within their portfolio. There must be sufficient photographic and video evidence of the final prototype. Video must be used to demonstrate any functionality. Where there is no functionality to be demonstrated, photographs alone will suffice, as long as they present a 360° view of the final prototype(s). 

At GCSE, centres submitting paper portfolios are encouraged to include video and/or audio clips using a USB so as not to disadvantage their students. 

Students may also want to use video and/or audio recordings to communicate their thinking . When creating recordings, students should consider their audience and edit clips so they are concise and clear. This will also minimise the file size of their portfolio. 

Video or audio clips can be embedded into a portfolio presentation although this can make the presentation file size very large. Alternatively, you can attach videos separately in an electronic folder, making sure each video is clearly labelled and signposted from the student’s portfolio. 

It is important to test videos on different computers to make sure the moderator will be able to access them. Any corrupted videos or links will not be accepted as valid evidence.

The use of specialist tools and equipment

Students must demonstrate evidence of the use of hand tools, machinery, digital design and digital manufacture. Evidence of this does not need to be demonstrated through the making of the final prototype(s), but can be taken from earlier modelling and prototyping. If there is no evidence for one of these requirements in the portfolio, marks cannot be awarded above MB1. Where evidence for any of the four requirements is limited, the marking should reflect this.

Further details can be found in the specifications:

• Specification (Accredited) - GCSE Design and Technology - J310 PDF, 2MB  
• Specification (Accredited) - AS Level GCE Design and Technology - H004-H006 PDF, 1MB
• Specification (Accredited) - A Level GCE Design and Technology - H404-H406 PDF, 3MB

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GCSE DT NEA AQA Guide to Section D – Developing Design Ideas - NEW & IMPROVED!

Subject: Design, engineering and technology

Age range: 14-16

Resource type: Visual aid/Display

Last updated

1 June 2023

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Section D - A Teacher’s/student’s guide to the NEW DT GCSE AQA NEA themes for 2019-2020. STUNNING PRESENTATION AND DRAWINGS Resources includes: 60+ Slides Includes Examiners 2018 report break down Section D Introduction Student help and Prompt cards for Section D 6 Development STARTERS Developing ideas Foam modeling CArd Board Modeling Mathematical Modeling Manufacturing Specification Time Plan and Gantt Charts Cutting lists Parts Lists Orthographic Drawing CAD modeling Material Justifications Section D Summary

ALSO: Teacher Tips Student Prompt Cards Marking Ladders Copyright proof material Differentiated Tasks Stunning Presentation Easy to follow Student Examples Objectives Starters Plenaries Exam/student Speak

Duration: 5 Topic Inputs: 5-6 lessons WARNINGThis selection of PowerPoints are for Teacher guidance and student prompting only.DO NOT use these resources as direct template for students.DO NOT use these resources as a ONE FITS ALL solution to the NEA.Please follow the NEA guidance from your exam board. Images provided by Google Images royalty free commercial use no licence©Copyright Creative Classroom Resources 2019Mark scheme acknowledgement DT GCSE AQA (information free to the public) Other Resources to come:Section C, D, E, F Have you looked at Section A? https://www.tes.com/teaching-resource/gcse-dt-nea-aqa-guide-to-context-and-section-a-new-and-improved-12139213

https://www.tes.com/teaching-resource/gcse-dt-nea-aqa-guide-to-section-b-design-brief-client-needs-specification-new-and-improved-12168803

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A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

2023-2024 GCSE DT NEA AQA Guide Bundle: Sections A,B,C,D,E and F

A Teacher’s/student’s BUNDLE guide to the NEW DT GCSE AQA NEA themes for 2023-24. Uploaded June 2023. Resources include: Section A - Investigating the design context (new contexts) Section B - Design Brief and specification Section C - Generating design ideas Section D - Developing design ideas Section E - Realising design ideas Section F - Analysing & Evaluating ALSO: Teacher Tips Student Prompt Cards Marking Ladders Copyright proof material Differentiated Tasks Stunning Presentation Easy to follow Student Examples Objectives Starters Plenaries Exam/student Speak Duration: 7 Topic Inputs: 9-11 lessons WARNING This material is for teachers only. Only to be used for the NEA teaching. Not to be shared publicly or with others unless a school license has been purchased. This information is not to be passed outside of your school or on the school website. When you release the NEA controlled assessment themes to your students is at your discretion. This information should not be shared across social media sites. This is in line with the JCQ secure materials guidance. This selection of PowerPoints are for Teacher guidance and student prompting only. DO NOT use these resources as direct template for students. DO NOT use these resources as a ONE FITS ALL solution to the NEA. Please follow the NEA guidance from your exam board. Images provided by Google Images royalty free commercial use no licence ©Copyright Creative Classroom Resources 2021-22 Mark scheme acknowledgement DT GCSE AQA (information free to the public)

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Non-exam assessment (NEA)

These administration pages for non-exam assessment (NEA) also cover coursework and controlled assessment.

Visit the pages below for information on:

• how and when to submit marks , including submit marks online and submit PE spreadsheets
• carry forward of marks
• sending student samples to the moderator
• lost or damaged work
• standardisation , including our Teacher Online Standardisation (T-OLS) system and face-to-face standardisation
• 2023/24 record forms and centre declaration sheets
• 2024/25 record forms and centre declaration sheets
• malpractice in exams and assessments
• return of non-exam assessment work for overseas schools and colleges .

NEA advisers

If your subject includes non-exam assessment, it’s likely you’ll have an NEA adviser.

Advisers are experienced teachers and moderators who can provide guidance and support throughout the academic year on delivering NEA.

NEA advisers can:

• explain new specification requirements
• share teaching ideas
• discuss general processes and planning and approaches to NEA tasks.

They can’t discuss examined components or moderation outcomes.

We send NEA adviser contact details to exams officers from mid-September at the start of each academic year. Please check with them for details for your subject.

If you don’t have an assigned adviser, please contact [email protected]

If you need support applying the assessment marking criteria, we recommend you complete teacher standardisation before contacting your allocated adviser.

Apply for centre consortium arrangements

You must let us know if you’re working as part of a consortium of centres with joint teaching arrangements where students are entered through different centres. You can apply through the JCQ Centre Admin Portal, which you can access via Centre Services (our secure extranet).

You need to apply by the following dates:

• November series: 1 October
• January series: 31 October
• March series: 21 January
• June series: 31 January.