aqa product design gcse coursework examples

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Short and effective seneca revision notes for a-level & gcse.

1 Core Technical Principles

1.1 New & Emerging Technologies

1.1.1 Industry

1.1.2 Enterprise

1.1.3 Sustainability

1.1.4 People

1.1.5 Culture & Society

1.1.6 Environment

1.1.7 Production Techniques & Systems

1.1.8 Emerging Technologies & Design

1.1.9 End of Topic Test - New & Emerging Technologies

1.1.10 Exam-Style Questions - Emerging Technologies

1.2 Energy Generation & Storage

1.2.1 Fossil Fuels & Nuclear

1.2.2 Renewable Energy

1.2.3 Energy Storage Systems

1.3 Developments in New Materials

1.3.1 Modern Materials

1.3.2 Smart Materials

1.3.3 Exam-Style Questions - Smart Materials

1.3.4 Composite Materials

1.3.5 Technical Textiles

1.4 Systems Approach to Designing

1.4.1 Inputs

1.4.2 Processes

1.4.3 Outputs

1.4.4 Looped Systems

1.5 Mechanical Devices

1.5.1 Types of Movement

1.5.2 Levers

1.5.3 Linkages

1.5.4 Rotary Systems

1.5.5 End of Topic Test - Designing & Mechanical Devices

1.6 Materials Categories

1.6.1 Timbers

1.6.2 Metals & Alloys

1.6.3 Metals & Alloys 2

1.6.4 Polymers

1.6.5 Polymer Types

1.6.6 Textiles

1.6.7 Textile Types: Fibres

1.6.8 Textile Types: Weave

1.6.9 Paper & Boards

1.7 Material Properties

1.7.1 Physical & Working Properties

1.7.2 End of Topic Test - Materials

1.7.3 Exam-Style Questions - Materials

2 Paper & Board: Specialist Technical Principles

2.1 Selection of Materials

2.1.1 Paper & Boards

2.1.2 Working with Paper & Boards

2.2 Paper & Board: Forces & Stresses

2.2.1 Paper & Board: Forces & Stresses

2.2.2 Cardboard & Paper

2.3 Paper & Board: Ecological & Social Footprint

2.3.1 Paper & Board: Ecological & Social Footprint

2.3.2 Paper & Board: The Six Rs

2.3.3 Social Issues

2.4 Paper & Board: Sources & Origins

2.4.1 Paper & Board

2.4.2 End of Topic Test - Paper & Board

2.5 Paper & Board: Using Materials

2.5.1 Paper & Board: Properties of Materials

2.5.2 Paper & Board: Modification of Materials

2.5.3 Paper & Board: Shape & Form

2.6 Paper & Board: Stock Forms, Types & Sizes

2.6.1 Paper & Board: Forms

2.6.2 Paper & Board: Types

2.6.3 Paper & Board: Sizes

2.6.4 Paper & Board: Standards Components

2.7 Paper & Board: Scales of Production

2.7.1 Paper & Board: Scales of Production

2.7.2 Exam-Style Questions - Scales of Production

2.8 Paper & Board: Specialist Techniques & Processes

2.8.1 Paper & Board: Techniques & Processes

2.8.2 Paper & Board: Quality Control

2.9 Paper & Board: Surface Treatments & Finishes

2.9.1 Paper & Board: Surface Treatments & Finishes

2.9.2 End of Topic Test - Specialist Techniques

3 Timber: Specialist Technical Principles

3.1 Timber: Selection of Materials

3.1.1 Timber Based Materials

3.1.2 Timber: Environment & Ethics

3.2 Timber: Forces & Stresses

3.2.1 Timber: Forces & Stresses

3.2.2 Timber

3.3 Timber: Ecological & Social Footprint

3.3.1 Timber: Ecological & Social Footprint

3.3.2 Timber: The Six Rs

3.3.3 Timber: Social Issues

3.3.4 Exam-Style Questions - Timber

3.4 Timber: Sources & Origins

3.4.1 Timber

3.4.2 Timber: Processing & Seasoning

3.4.3 Manufactured Board

3.4.4 End of Topic Test - Timber

3.5 Timber: Using Materials

3.5.1 Timber: Properties of Materials

3.5.2 Timber: Modification of Materials

3.5.3 Timber: Shape & Form

3.5.4 Timber: Shape & Form 2

3.6 Timber: Stock Forms, Types & Sizes

3.6.1 Timber: Stock Forms, Types & Sizes

3.7 Timber: Scales of Production

3.7.1 Timber: Scales of Production

3.8 Timber: Specialist Techniques & Processes

3.8.1 Timber: Tools, Equipment & Processes

3.8.2 Timber: Tools, Equipment & Processes 2

3.8.3 Timber: Quality Control

3.9 Timber: Surface Treatments & Finishes

3.9.1 Timber: Surface Treatments

3.9.2 Timber: Finishes

3.9.3 End of Topic Test - Specialist Techniques

4 Metal: Specialist Technical Principles

4.1 Metals: Selection of Materials

4.1.1 Metal-Based Materials

4.1.2 Ferrous Metals

4.1.3 Non-Ferrous Metals

4.1.4 Alloys

4.1.5 Metals: Environment & Ethics

4.2 Metals: Forces & Stresses

4.2.1 Metals: Forces & Stresses

4.3 Metals: Ecological & Social Footprint

4.3.1 Metals: Ecological Footprint

4.3.2 Metals: Social Footprint

4.3.3 Metals: The Six R's

4.3.4 Metals: Social Issues

4.4 Metals: Sources & Origins

4.4.1 Origins of Metal

4.4.2 Processing Metals

4.5 Metals: Alloy-Based Materials

4.5.1 Types of Metal Alloys

4.5.2 Alloying Elements

4.5.3 Properties & Benefits

4.5.4 Processing & Fabrication

4.5.5 Applications of Alloys

4.5.6 Metal Alloys in Industry

4.5.7 Applications of Metal Alloys

4.6 Metals: Using Materials

4.6.1 Properties of Metals

4.6.2 Modification of Metals

4.6.3 Metals: Shape & Form

4.7 Metals: Scales of Production

4.7.1 Metals: Scales of Production

4.8 Metals: Specialist Techniques & Processes

4.8.1 Metals: Tools

4.8.2 Metals: Tools & Equipment

4.8.3 Metals: Cutting, Forming & Machining Processes

4.8.4 Metals: Joining, Casting & Heat Treatment Process

4.9 Metals: Quality Control

4.9.1 Metals: Quality Control

4.9.2 Metals: Quality Control Processes

4.10 Metals: Surface Treatments & Finishes

4.10.1 Metals: Surface Treatments

4.10.2 Metals: Surface Treatments for Metals

4.10.3 Metals: Finishes

4.10.4 Metals: Finishing Techniques for Metals

5 Polymers: Specialist Technical Principles

5.1 Polymers

5.1.1 Polymers: Functionality & Aesthetics

5.1.2 Polymers: Environment & Ethics

5.1.3 Polymers: Sources, Origins & Properties

5.1.4 Polymers: Forces & Stresses

5.1.5 Polymers: Ecological & Social Footprint

5.1.6 Polymers: The Six R's

5.2 Polymer Categories

5.2.1 Categories of Polymers

5.2.2 Thermoforming Polymers

5.2.3 Thermosetting Polymers

5.3 Polymer Forms

5.3.1 Polymers: Stock Forms

5.3.2 Polymers: Shape & Form

5.4 Polymer Production, Techniques & Quality Control

5.4.1 Polymers: Scales of Production

5.4.2 Polymers: Specialist Techniques & Processes

5.4.3 Polymers: Quality Control Systems: Tolerance

5.4.4 Polymers: Finishes

6 Textiles: Specialist Technical Principles

6.1 Textile Materials

6.1.1 Origin of Textiles

6.1.2 Textile Industry

6.2 Selection of Materials

6.2.1 Natural Fibres

6.2.2 Synthetic Fibres

6.2.3 Environmental Concerns

6.2.4 Environmental Impact

6.2.5 Ethical Challenges

6.3 Forces & Stresses

6.3.1 Forces & Stresses

6.4 Ecological & Social Footprint

6.4.1 Ecological Footprint

6.4.2 Social Footprint

6.4.3 Addressing Ecological & Social Footprints

6.4.4 The Six R's

6.4.5 Labour Conditions

6.4.6 Social Issues

6.4.7 Addressing Social Issues

7 Designing & Making Principles

7.1 Investigation & Data

7.1.1 Iterative Design

7.1.2 Primary & Secondary Data

7.1.3 Market Research

7.1.4 Ergonomics

7.1.5 Specifications

7.1.6 End of Topic Test - Investigation & Data

7.1.7 Exam-Style Questions - Specifications

7.2 Environmental, Social & Economic Challenges

7.2.1 Challenges

7.2.2 Your Research

7.3 The Work of Others

7.3.1 Designers

7.3.2 Architects

7.3.3 Product Design

7.3.4 Industrial Designers

7.3.5 Product Design Companies

7.3.6 Textile Design Companies

7.3.7 End of Topic Test - The Work of Others

7.4 Design Strategies

7.4.1 Design Strategies

7.5 Communication of Design Ideas

7.5.1 Design Communication

7.6 Prototype Development

7.6.1 Prototype Development

7.7 Selection of Materials

7.7.1 Materials

7.8 Tolerances

7.8.1 Tolerances

7.9 Material Management

7.9.1 Managing Material

7.9.2 Tools

7.10 Specialist Equipment

7.10.1 Health & Safety

7.11 Specialist Techniques & Processes

7.11.1 Specialist Techniques & Processes

7.11.2 Surface Finishes

7.11.3 End of Topic Test - Designing & Making

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GCSE Design and Technology

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Core technical principles
• 3.2 Specialist technical principles
• 3.3 Designing and making principles
• Scheme of assessment

Non-exam assessment administration

• General administration
• Appendix 1: Links to maths and science

The non-exam assessment (NEA) for this specification is made up of a single design and make task .

Visit aqa.org.uk/8552 for detailed information about all aspects of NEA administration.

The head of the school or college is responsible for making sure that NEA is conducted in line with our instructions and Joint Council for Qualifications (JCQ) instructions.

Supervising and authenticating

To meet Ofqual’s qualification and subject criteria:

• students must sign the Candidate record form (CRF) to confirm that the work submitted is their own
• all teachers who have marked a student’s work must sign the declaration of authentication on the CRF (this is to confirm that the work is solely that of the student concerned and was conducted under the conditions laid down by this specification)
• teachers must ensure that a CRF is attached to each student’s work.

All practical work that is submitted for assessment must be completed under direct supervision. If a student needs to undertake some work that cannot be completed in school/college no credit can be given for the work undertaken off site. You must ensure that you are familiar with the prototype before it is taken off site and also verify it after any off site work has been completed to ensure that the only work that has been completed off site is what has been discussed beforehand.

Students must have sufficient direct supervision for the written element to ensure that the work submitted can be confidently authenticated as their own. If a student receives additional assistance and this is acceptable within the guidelines for this specification, you should award a mark that represents the student’s unaided achievement. Please make a note of the support the student received on the CRF and sign the authentication statement. If the statement is not signed, we cannot accept the student’s work for assessment.

Avoiding malpractice

Please inform your students of the AQA regulations concerning malpractice. They must not:

• submit work that is not their own
• lend work to other students
• allow other students access to, or use of, their own independently sourced source material (they may lend their books to another student, but they must not plagiarise other students’ research)
• include work copied directly from books, the internet or other sources without acknowledgement
• submit work that is word-processed by a third person without acknowledgement
• include inappropriate, offensive or obscene material.

These actions constitute malpractice and a penalty will be given (for example, disqualification).

If you identify malpractice before the student signs the declaration of authentication, you don’t need to report it to us. Please deal with it in accordance with your school or college’s internal procedures. We expect schools and colleges to treat such cases very seriously.

If you identify malpractice after the student has signed the declaration of authentication, the head of your school or college must submit full details of the case to us at the earliest opportunity. Please complete the form JCQ/M1, available from the JCQ website at jcq.org.uk

You must record details of any work which is not the student’s own on the CRF or another appropriate place.

Consult your exams officer about these procedures.

Teacher standardisation

We'll provide support for using the marking criteria and developing appropriate tasks through teacher standardisation.

Example material and guidance will be available at teacher standardisation to help schools and colleges understand the quality of the work associated with the different mark bands and how to apply the assessment criteria.

For further information about teacher standardisation visit our website at aqa.org.uk/8552

In the following situations teacher standardisation is essential. We will send you an invitation to complete teacher standardisation if:

• moderation from the previous year indicates a serious misinterpretation of the requirements
• a significant adjustment was made to the marks in the previous year
• your school or college is new to this specification.

Your school or college will be assigned an NEA appointed adviser who will be able to assist you in matters relating to the NEA.

For further support and advice email your subject team at [email protected]

Internal standardisation

You must ensure that you have consistent marking standards for all students. One person must manage this process and they must sign the Centre declaration sheet to confirm that internal standardisation has taken place.

Internal standardisation may involve:

• all teachers marking sample pieces of work to identify differences in marking standards
• discussing any differences in marking at a training meeting for all teachers involved
• referring to reference and archive material such as previous work or examples from our teacher standardisation.

To meet Ofqual’s qualification and subject criteria, you must show clearly how marks have been awarded against the marking criteria in this specification.

Your comments will help the moderator see, as precisely as possible, where you think the students have met the marking criteria.

You must record your comments on the CRF.

Submitting marks

You must check that the correct marks are written on the CRF and that the total is correct.

The deadline for submitting the total mark for each student is given at aqa.org.uk/keydates

Factors affecting individual students

For advice and guidance about arrangements for any of your students, please email us as early as possible at [email protected]

Occasional absence: you should be able to accept the occasional absence of students by making sure they have the chance to make up what they have missed. You may organise an alternative supervised session for students who were absent at the time you originally arranged.

Lost work: if work is lost you must tell us how and when it was lost and who was responsible, using our special consideration online service at aqa.org.uk/eaqa

Extra help: where students need extra help which goes beyond normal learning support, please use the CRF to tell us so that this help can be taken into account during moderation.

• If it happens early in the course, the new school or college should be responsible for the work.
• If it happens late in the course, it may be possible to arrange for the moderator to assess the work as a student who was ‘educated elsewhere’.

Keeping students' work

Students’ work must be kept under secure conditions from the time that it is marked, with CRFs attached. After the moderation period and the deadline for Enquiries about Results (or once any enquiry is resolved) you may return the work to students.

You must send all your students’ marks to us by the date given at aqa.org.uk/deadlines . You will be asked to send a sample of your students’ NEA evidence to your moderator.

You must show clearly how marks have been awarded against the assessment criteria in this specification. Your comments must help the moderator see, as precisely as possible, where you think the students have met the assessment criteria. You must:

• record your comments on the Candidate Record Form (CRF)
• check that the correct marks are written on the CRF and that the total is correct.

The moderator re-marks a sample of the evidence and compares this with the marks you have provided to check whether any changes are needed to bring the marking in line with our agreed standards. Any changes to marks will normally keep your rank order but, where major inconsistencies are found, we reserve the right to change the rank order.

School and college consortia

If you're in a consortium of schools or colleges with joint teaching arrangements (where students from different schools and colleges have been taught together but entered through the school or college at which they are on roll), you must let us know by:

• filling in the Application for Centre Consortium Arrangements for centre-assessed work , which is available from the JCQ website jcq.org.uk
• appointing a consortium coordinator who can speak to us on behalf of all schools and colleges in the consortium. If there are different coordinators for different specifications, a copy of the form must be sent in for each specification.

We'll allocate the same moderator to all schools and colleges in the consortium and treat the students as a single group for moderation.

After moderation

We will return your students' work to you after the exams. You'll also receive a report when the results are issued, which will give feedback on the appropriateness of the tasks set, interpretation of the marking criteria and how students performed in general.

We'll give you the final marks when the results are issued.

To meet Ofqual requirements, as well as for awarding, archiving or standardising purposes, we may need to keep some of your students' work. We'll let you know if we need to do this.

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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AQA Exemplar D&T Folder for the new GCSE [Updated November 2020]

Subject: Design, engineering and technology

Age range: 14-16

Resource type: Unit of work

Last updated

5 December 2022

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UPDATE: April 2021 additional pages added to support the use of the Braille Box to teach about branding, IP, patents, crowdfunding, ecological footprint and more. Specification updated to match the new theory presentations that will soon be available. This is my own take on what I believe a level 9 folder could look like for the new AQA GCSE in Design and Technology and was produced when no examplar material was avalable from examination boards. It is appropriate for the ‘children’s learning and play’ sample context and covers exploring a context, iterative design, prototyping and client led brief along with investigations, analysis and evaluations. Supplied as both self-running Powerpoint Show and printable PDF file, there are 40 slides in the folder as per the AQA suggested limit, each with a commentary and a summary at the end of each A0 as well as extra slides at the end to support the process. In total there are now 68 slides here but the extra slides are for the benefit of the teacher, or to explain and justify the marks awarded.**

There is evidence in the folder of SketchUp, Solidworks, Photoshop and the use of CNC equipment and 3D printing. It is not endorsed by any examination board but can inspire you in your approach to teaching the new NEA in your school to a very high standard.

I worked as an examiner and moderator for the AQA for 20 years with 27 years D&T teaching and leadership experience where many students achieved 100% for their coursework. This is based on that experience and a culmination of assessing thousands of folders coupled with industry design experience. Additionally, I have consulted for DATA, TES, V&A, Routledge, PGOnline, Doddle and the BBC.

Recent additions (July 2018) include 16 extra slides to show a summary of modelling, drawing, CAD etc. and further development of the product beyond the GCSE prototype into AS/A Level territory with the outcome being a completely 3D printed prototype. August 2018 update simply adds some extra info.

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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.

AQA D&T GCSE teacher toolkit (textiles)

This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on textiles, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resources separately.

Ultimate D&T GCSE Teacher Toolkit

This is a collection of all current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content with compulsory units 3.1 and 3.3 and the 3.2 specialist materials covering timbers and woods, paper and boards, metals and alloys, polymers and textiles. There is also extensive support for the NEA through an exemplar folder (and 3D printing files), students guides and much more. The full set of of digital/printable workbooks have recently been added to the bundle at no extra cost. It represents a saving of almost 40% if buying all the resources separately.

AQA D&T GCSE teacher toolkit (metals and alloys)

This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on metals and alloys, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resources separately.

AQA D&T GCSE teacher toolkit (paper and boards)

This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on paper and boards, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resource separately.

AQA D&T GCSE teacher toolkit (polymers)

This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on polymers, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resources separately.

AQA D&T GCSE teacher toolkit (timbers and wood)

This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on timber and wood, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resources separately.

GCSE D&T Exemplar Complete Toolkit

Updated (November 2020): A 105 slide presentation has been added to the bundle. This Powerpoint Show presentation is self running but can be edited in Powerpoint. It provides support and visual feedback on the various stages of the NEA and will be a valuable classroom resource. This bundle includes all you need to inspire students and to help them aspire to achieving the highest possible marks in the D&T GCSE NEA. Also suitable for AS and A Level. It has tracking, checklists, student guides, an exemplar folder and even a 3D printable outcome to support it.

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Excellent starting point for the NEA with clear clarifications for assessment and clearly shows the differences between old and new spec -with thanks

Thank you, I have taught and moderated the old spec for 25 years and I am excited about the new GCSE and hope this will help others start their NEA and aim for a high level outcome. The 3D files should be available in the next week.

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An excellent resource, but I ended up buying both this and the bundle by mistake!

Thanks, please also check you have the latest version uploaded this week

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