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QualificationAccreditedOxford Cambridge and RSAGCSE (9-1)SpecificationDESIGN ANDTECHNOLOGYJ310For first assessment in 2019H418For first assessment 2022Version 1.4 (November 2021)ocr.org.uk/gcsedesignandtechnology

DisclaimerRegistered office: The Triangle BuildingShaftesbury RoadCambridgeCB2 8EAOCR is an exempt charity.Specifications are updated over time. Whilst every effort is made to check alldocuments, there may be contradictions between published resources and thespecification, therefore please use the information on the latest specification atall times. Where changes are made to specifications these will be indicated withinthe document, there will be a new version number indicated, and a summaryof the changes. If you do notice a discrepancy between the specification and aresource please contact us at: resources.feedback@ocr.org.ukWe will inform centres about changes to specifications. We will also publishchanges on our website. The latest version of our specifications will always bethose on our website (ocr.org.uk) and these may differ from printed versions. 2021 OCR. All rights reserved.CopyrightOCR retains the copyright on all its publications, including the specifications.However, registered centres for OCR are permitted to copy material from thisspecification booklet for their own internal use.Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered inEngland. Registered company number 3484466.

Contents12345Why choose an OCR GCSE (9–1) in Design and Technology? 21a.1b.1c.1d.Why choose an OCR qualification? Why choose an OCR GCSE (9–1) in Design and Technology? What are the key features of this specification? How do I find out more information? 2356The specification overview 72a.2b.2c.2d.2e.OCR’s GCSE (9–1) in Design and Technology (J310) Content of GCSE (9–1) in Design and Technology (J310) Content of Principles of Design and Technology (J310/01) Non-exam assessment content – Iterative Design Challenge (J310/02, 03) Prior knowledge, learning and progression 78102126Assessment of GCSE (9–1) in Design and Technology 273a.3b.3c.3d.3e.3f.3g.3h.Forms of assessment Assessment objectives (AO) Assessment availability Retaking the qualification Assessment of extended response Internal assessment of non-exam assessment (NEA) Synoptic assessment Calculating qualification results 2732323333334142Admin: what you need to know 434a.4b.4c.4d.4e.4f.4g.Pre-assessment Special consideration External assessment arrangements Admin of non-exam assessment Results and certificates Post-results services Malpractice 43444444484848Appendices 495a.5b.5c.5d.5e.5f.5g.Accessibility Overlap with other qualifications Use of mathematics within Design and Technology Use of science within Design and Technology Glossary of terms from the specification content Accepted file formats Acknowledgements 49495056616464Summary of updates 65 OCR 2021GCSE (9–1) in Design and Technology1

11Why choose an OCR GCSE (9–1) in Designand Technology?1a. Why choose an OCR qualification?Choose OCR and you’ve got the reassurance thatyou’re working with one of the UK’s leading examboards. Our new OCR GCSE (9–1) in Design andTechnology course has been developed inconsultation with teachers, employers and HigherEducation to provide learners with a qualificationthat’s relevant to them and meets their needs.to encourage students to become responsible fortheir own learning, confident in discussing ideas,innovative and engaged.We’re part of the Cambridge Assessment Group,Europe’s largest assessment agency and adepartment of the University of Cambridge.Cambridge Assessment plays a leading role indeveloping and delivering assessments throughoutthe world, operating in over 150 countries. A wide range of high-quality creative resourcesincluding:oDelivery GuidesoTransition GuidesoTopic Exploration PacksoLesson Elementso and much more. Access to Subject Advisors to support youthrough the transition and throughout thelifetimes of the specifications. CPD/Training for teachers to introduce thequalifications and prepare you for firstteaching.We believe in developing specifications that help youbring the subject to life and inspire your learners toachieve more. Active Results – our free results analysis serviceto help you review the performance ofindividual learners or whole schools.We’ve created teacher–friendly specifications basedon extensive research and engagement with theteaching community. They’re designed to bestraightforward and accessible so that you can tailorthe delivery of the course to suit your needs. We aimAll GCSE (9–1) qualifications offered by OCR areaccredited by Ofqual, the Regulator for qualificationsoffered in England. The accreditation number forOCR’s GCSE (9–1) in Design and Technology isQN603/0663/4.We work with a range of education providers,including schools, colleges, workplaces and otherinstitutions in both the public and private sectors.Over 13,000 centres choose our A Levels, GCSEs andvocational qualifications including CambridgeNationals and Cambridge Technicals.We provide a range of support services designed tohelp you at every stage, from preparation throughto the delivery of our specifications. This includes:Our Specifications2 OCR 2021GCSE (9–1) in Design and Technology

1b. Why choose an OCR GCSE (9–1) in Design and Technology?Learning about Design and Technology will encouragelearners to develop design and thinking skills thatopen up a world of possibility, giving them the toolsto create the future. This specification will excite andengage learners with contemporary topics coveringthe breadth of this dynamic and evolving subject.It will generate empathetic learners who have theability to confidently critique products, situations andsociety in every walk of their lives now and in thefuture.Design and Technology is a subject that bringslearning to life, requiring learners to apply theirlearning to real-life situations. This qualification aimsto relate authentic real-world awareness of iterativedesign practices and strategies used by the creative,engineering and manufacturing industries. Learnerswill be required to use critical thinking, leadingtowards invention and design innovation, to designand make prototypes that solve real and relevantproblems, considering their own and others’ needs,wants and values.OCR’s GCSE (9–1) in Design and Technology enableslearners to progress from their learning in KeyStage 3, developing critical thinking and practicalskills that will serve them well in their futures, with OCR 2021GCSE (9–1) in Design and TechnologyA Levels, Further Education, Higher Education or inthe workplace.Learners will build and develop their broad knowledgeand understanding from Key Stage 3, whilst alsohaving the freedom to focus in more depth on areasof Design and Technology that most interest them.This qualification will give learners an opportunity toengage with creativity and innovation and understandhow they can be enhanced by the application ofknowledge from other disciplines across thecurriculum such as mathematics, science, art anddesign, computing and humanities, as well as thepractical and technical knowledge and understandingthey will learn from Design and Technology.OCR has a comprehensive and dynamic supportpackage in place for the delivery and understandingof this qualification, including a range of freeresources available on our website, CPD opportunitiesand Design and Technology Subject Advisorswho are available to support teachers. This supportwill continuously evolve to suit the requirementsof teaching and learning through the lifetime ofthe specification, based on continued feedback fromteachers.31

Aims and learning outcomes1OCR’s GCSE (9–1) in Design and Technology willencourage learners to: develop an awareness and understanding ofreal-life experiences in designing and in thedevelopments and opportunities seen increative, manufacturing and engineeringindustries demonstrate their understanding that alldesign and technological activity takes placewithin contexts that influence the outcomes ofdesign practice develop an experienced understanding of aniterative design process and the relevance ofthese to industry practice develop realistic design proposals as a result ofthe exploration of design opportunities andusers’ (and stakeholders) needs, wants andvalues use imagination, experimentation and combineideas when designing develop the skills to critique and refine theirown ideas whilst designing and making communicate their design ideas and decisionsusing different media and techniques, asappropriate for different audiences at keypoints in their designing4 develop decision making skills, including theplanning and organisation of time andresources when managing their own projectwork develop a broad knowledge of materials,components and technologies and practicalskills to develop high quality, imaginative andfunctional prototypes become independent and critical thinkerswho can adapt their technical knowledge andunderstanding to different design situations be ambitious and open to explore andtake design risks in order to stretch thedevelopment of design proposals, avoidingclichéd or stereotypical responses consider the costs, commercial viability andmarketing of products demonstrate safe working practices in Designand Technology use key Design and Technology terminologyincluding those related to: designing,innovation and communication; materials andtechnologies; making, manufacture andproduction; critiquing, values and ethics engage learners with routes that are open tothem when progressing to a GCE qualification,apprenticeship or in a future career in the field. OCR 2021GCSE (9–1) in Design and Technology

1c.What are the key features of this specification?The key features of OCR’s GCSE (9–1) in Design andTechnology for you and your learners are: clarity on the application of iterative designingto support teaching and learning a specification that encourages creativethinking leading to design innovation, by usingauthentic and contemporary design strategiesand techniques that are centred arounditerative design processes of ‘explore/create/evaluate’, thus preparing learners to becomecritical and innovative designers, engineers andconsumers of the future a flexible, dynamic and engaging supportpackage for teachers developed throughlistening to teachers’ needs and working withindustry and educational professionals toensure relevance. The support package isdesigned to evolve to support teachers’delivery and continuing CPD and keep teachersand learners up-to-date with contemporarypractice and research in design, technology andengineering clear marking criteria for non-exam assessmentthat supports internal marking and preparatoryteaching and learning, rewarding iterativedesign processes, problem solving and creativethinking examined assessment that supports both apractical and exploratory approach to learning,keeping all assessment relevant and purposefulto industry and learners’ design interests supported by research, authentic practices andcontextual challenges developed by DOT* a specification that offers clear progressionfrom Key Stage 3 through to AS and A Levelqualifications in Design and Technology a glossary to explain key terms and clarifydefinitions from the specification content(see Section 5e).* OCR have drawn on research and authenticpractices of an initiative called Designing OurTomorrow (DOT), from University of Cambridge.freedom in approaches towards designing andmaking so as not to limit the possibilities ofproject work or the materials and processesbeing used OCR 2021GCSE (9–1) in Design and Technology51

1d. How do I find out more information?1If you are already using OCR specifications you cancontact us at: www.ocr.org.ukIf you are not already a registered OCR centre thenyou can find out more information on the benefits ofbecoming one at: www.ocr.org.ukIf you are not yet an approved centre and would liketo become one go to: www.ocr.org.ukWant to find out more?Contact a Subject Advisor:Email: D&T@ocr.org.ukPhone: 01223 553998Explore our teacher support: sign-and-technology/Join our communities:Twitter: @OCR DesignTechVisit our Online Support Centre at support.ocr.org.ukCheck what CPD events are available:www.cpdhub.ocr.org.uk6 OCR 2021GCSE (9–1) in Design and Technology

2The specification overview2a. OCR’s GCSE (9–1) in Design and Technology (J310)There are two submission options for the non-exam assessment (NEA). These options determine the entries,but do not signify different routes through the qualification. Learners must take either: components 01 and 02 for OCR Repository submission option, orcomponents 01 and 03 for Postal submission option2in order to be awarded the OCR GCSE (9–1) in Design and Technology.Content OverviewAssessment OverviewThis component brings together the learners ‘core’ and‘in-depth’ knowledge and understanding. ‘Core’ knowledge of Design and Technology principlesdemonstrates learners’ broad understanding ofprinciples that all learners should have across thesubject.‘In-depth’ knowledge allows learners to focus moredirectly on at least one main material category, ordesign engineering.The question paper is split into two sections.A minimum of 15% of the paper will assess learners’mathematical skills as applied within a design andtechnology context.Principles ofDesign andTechnology*(01)100 marks2 hoursWritten paper50%of totalGCSE(9–1)This component offers the opportunity for learners todemonstrate understanding of and skills in iterativedesigning, in particular: the interrelated nature of the processes used toidentify needs and requirements (explore)creating solutions to meet those needs (create)evaluating whether the needs have been met(evaluate).As an outcome of their challenge, learners will produce achronological portfolio and one final prototype(s).It is through the iterative processes of designing thatlearners draw on their wider knowledge and understandingof Design and Technology principles.Iterative DesignChallenge*(02, 03)100 marksApprox. 40 hoursNon-examassessment50%of totalGCSE(9–1)Contextual challenges will be released on 1 June each year.* Indicates inclusion of synoptic assessment (see Section 3g).Learners who are retaking the qualification may carry forward their result for the non-exam assessmentcomponent, See Section 4d. OCR 2021GCSE (9–1) in Design and Technology7

2b. Content of GCSE (9–1) in Design and Technology (J310)2Central to the content of this qualification is therequirement for learners to understand and applyprocesses of iterative designing in their design andtechnology practice. They will need to demonstratetheir knowledge, understanding and skills throughinterrelated iterative processes that ‘explore’ needs,‘create’ solutions and ‘evaluate’ how well the needshave been met.Fig. 1 Iterative Design Wheel Designing Our Tomorrow, University of CambridgeFig. 2 Multiple iterations of design Designing Our Tomorrow, University of CambridgeAt the centre of any iterative process is the need todevelop critical-creative thinking skills to manage andorganise opportunities that are identified. Thislearning will equip learners with life-long skills ofproblem spotting and problem solving, and enablethem to apply their learning to different social, moraland commercial contexts.The enquiry based nature of this specification willencourage learners to make meaningful connectionsbetween explore, create and evaluate. It facilitates acreative approach supported by subject knowledge in8order to design and make prototypes that solveauthentic, real-world problems.The knowledge, understanding and skills thatall learners must develop are underpinned bytechnical principles and principles of designingand making.Technical principles will predominantly be assessedin the written exam and designing and makingprinciples predominantly in the non-examassessment (NEA). There is an expectation forlearners to reflect on their understanding of allof the principles of design and technology in bothcomponents. This is outlined further in Section 3gof this specification.The content of the qualification has been dividedup to identify the requirements of examinedand non-exam assessment. There are eight topicareas to guide both components and give clarity,these are: requirementsLearning from existing products and practiceImplications of wider issuesDesign thinking and communicationMaterial considerationsTechnical understandingManufacturing processes and techniquesViability of design solutions.Experiencing learning through practical activity(both designing and technical principles) isfundamental to the delivery of this specification,as is the importance of the contextual relevanceof design and technology practice. To preparelearners to successfully complete the ‘IterativeDesign Challenge’, they should increasingly begiven autonomy to make decisions in order tojustify their reasoning when solving problems intheir own way. OCR 2021GCSE (9–1) in Design and Technology

The content does not restrict learners’ approachesto the qualification in terms of the materials andprocess they can use, but it does set out minimumrequirements. Centres should use their discretion toallow learners to approach areas of designing andmaking that are appropriate to the facilities andresources available to them, whilst ensuring the rightlevel of challenge. OCR 2021GCSE (9–1) in Design and TechnologyDesign and Technology requires learners to applymathematical skills and understand related science.This reflects the importance of Design and Technologyas a pivotal STEM subject. This specification requireslearners to build on their prior learning in Design andTechnology and other subjects at Key Stage 3 in orderto develop their understanding of this importance.92

2c.2Content of Principles of Design and Technology (J310/01)The specification content is set out through anenquiry approach to support teaching and learning.In addition, ‘core’ and ‘in-depth’ principles arehighlighted throughout the content to demonstratethe required levels of knowledge, understanding andapplication that learners should develop in relationto each part of the content.The ‘core’ principles of Design and Technology offer abroad set of principles that all learners must knowregardless of their specific practical experiences.These principles are required so that learners are ableto make informed choices as a designer anddemonstrate their fundamental knowledge andunderstanding of the subject. The ‘core’ content ofthe exam draws and builds on prior knowledgecovered in the Key Stage 3 curriculum of study.Where learners are required to demonstrate their‘in-depth’ knowledge, understanding and designdevelopment skills, this will relate to the specificexperiences they have pursued throughout theirDesign and Technology learning. When designingand/or making, learners will build an in-depth toolkitof knowledge, understanding and skills in relation tomaterials or systems they have worked with and havean interest in, this can be drawn upon to supportwritten responses.Learners should build in-depth knowledge,understanding and design development skills thatrelate to one or more of the following maincategories of materials: papers and boardsnatural and manufactured timberferrous and non-ferrous metalsthermo and thermosetting polymersnatural, synthetic, blended and mixed fibres,and woven, non-woven and knitted textiles.Alternatively some learners may choose to follow thedesign engineering requirements if they have moreof an interest and in-depth understanding ofelectronic and mechanical systems and control.This path still requires much of the same in-depthknowledge, but there will be more of a focus onparts 6.3 and 6.4 of the content.10In the written examination, all learners are requiredto demonstrate their mathematical skills andscientific knowledge as applied to design andtechnology practice. The level of mathematicaland scientific knowledge within this qualificationshould be equivalent to Key Stage 3 learning.The mathematical requirements and possibleapplications are outlined at the end of this sectionand in Appendix 5c. Where mathematical skills arelearnt through ‘in-depth’ areas, learners should beable to apply this learning to other broader contexts.The scientific knowledge is integrated into thecontent and outlined in Appendix 5d.Symbols are used to clearly identify examples wheremathematics and/or science could be consideredrelevant: Maths ScienceThe subject content should be underpinned byunderstanding and applying it to a range ofcontextual approaches that allow learners to developtheir skills, knowledge and understanding throughiterative designing, innovation and communication;studying materials and technologies; working withmaterials and technologies; considering manufactureand production methods; critiquing; exploringexisting products and considering values and ethics.The content has two columns to indicate with a tick( ) whether the content relates to ‘core’ principles or‘in-depth’ principles to support appropriate levels ofteaching and learning.Where content is listed using a Roman numeral bullete.g. (i), it denotes content that must be taught andmay be directly assessed in the examination. Wherecontent is listed using bullet points ‘ ’ or ‘o’ or followsan e.g., this content is illustrative only and does notconstitute an exhaustive list. A direct questionwill not be asked about the examples listed butlearners will need to draw on such examples whenresponding to questions in the examination. OCR 2021GCSE (9–1) in Design and Technology

1. Identifying requirementsTECHNICAL PRINCIPLESD & M PRINCIPLESConsiderationsCoreIn-depth1.1 How can exploring the context a design solution is intended for inform decisions and outcomes?a.Considerations for exploring a context should include:i. where and how the product or system is usedii. identifying primary user and wider stakeholder requirementsiii. how the investigation of social, cultural, moral and economicfactors to identify opportunities and constraints can influencethe design process. 2 1.2 Why is usability an important consideration when designing prototypes?a.Considerations in relation to user interaction with design solutions,including:i. the impact of a solution on a user’s lifestyleii. the ease of use and inclusivity of design solutionsiii. ergonomic considerations and anthropometric data to supportease of useiv. aesthetic considerations. 2. Learning from existing products and practiceConsiderationsCoreIn-depthTECHNICAL PRINCIPLESD & M PRINCIPLES2.1 What are the opportunities and constraints that influence design and making requirements?a.Exploration and critique of existing designs, systems and products toidentify features and methods, considerations should include:i. the materials, components and processes that have been usedii. the influence of fashion, trends, taste and/or styleiii. the influence of marketing and brandingiv. the impact on societyv. the impact on usabilityvi. the impact on the environment; lifecycle assessmentvii. the work of past and present professionals and companies in thearea of Design and Technology. 2.2 How do developments in Design and Technology influence design decisions and practice?a.Critical evaluation of how new and emerging technologies influenceand inform design decisions, considering both contemporary andpotential future scenarios from the perspectives, such as: ethics the environment product enhancement. OCR 2021GCSE (9–1) in Design and Technology 11

3. Implications of wider issuesConsiderationsCoreIn-depthTECHNICAL PRINCIPLES3.1 What are the impacts of new and emerging technologies when developing design solutions?D & M PRINCIPLES2a.Exploration of the impacts within different contexts on:i. industry and enterprise, such as the circular economyii. people, in relation to lifestyle, culture and societyiii. the environmentiv. sustainability. 3.2 How do designers choose appropriate sources of energy to make products and power systems?a.The generation of electricity and how energy is stored and transferred.b.The appropriate use in products and systems of renewable andnon-renewable sources including:i. fossil fuels, nuclear fuel, bio-fuelii. wind, hydro-electricity, tidal and solar. 3.3 What wider implications can have an influence on the processes of designing and making?a.Consideration of environmental, social and economic influences,including:i. environmental initiativesii. fair tradeiii. social and ethical awarenessiv. global sustainable development. 4. Design thinking and communicationConsiderationsCoreIn-depth4.1 How can design solutions be communicated to demonstrate their suitability to a third party?D & M PRINCIPLESa. 4.2 How do designers source information and thinking when problem solving?a.b.12The use of graphical techniques to communicate ideas, modifications,constructional and technical considerations, such as: clear 2D and 3D sketches with notes sketch modelling exploded drawings mathematical modelling flow charts.Awareness of different design approaches, including:i. user-centred designii. systems thinking. The importance of collaboration to gain specialist knowledge fromacross subject areas when delivering solutions in design andmanufacturing industries. OCR 2021GCSE (9–1) in Design and Technology

5. Material considerationsConsiderationsCoreIn-depthTECHNICAL PRINCIPLES5.1 What are the main categories of materials available to designers when developing designsolutions?Understanding that products are predominantly made from multiple materials.2An overview of the main categories of materials as follows:a.papers and boards, including:i. papers, e.g. layout and cartridge, different weights and coatingsii. card, e.g. carton board, bleached card and corrugated cardiii. boards/sheets, e.g. foam board, Styrofoam and polypropylenesheetiv. laminated layers, e.g. reflective surfaces.b.natural and manufactured timber, including:i. hardwoods, e.g. oak, birch and teakii. softwood, e.g. pine, cedar and spruceiii. manufactured boards, e.g. MDF, plywood and block board. c.ferrous and non-ferrous metals, including:i. ferrous metals, e.g. iron, mild steel and stainless steelii. non-ferrous metals, e.g. aluminium, copper and tiniii. alloys, e.g. brass, pewter and tin/lead solder.d.thermo and thermosetting polymers, including:i. thermo polymers, e.g. PET, HDPE, PVC, LDPE, PS, PP, ABS, acrylicand TPEii. thermosetting polymers, e.g. silicone; epoxy resin and polyesterresin.e.textile fibres and fabrics, including:i. natural fibres, e.g. cotton, wool and silkii. synthetic fibres, e.g. nylon, polyester and acryliciii. mixed/blended fibres, e.g. cotton/polyesteriv. woven, non-woven and knitted fabrics.f.Awareness of developments in:i. modern and smart materials such as graphene, super alloys,biopolymers and nano-materials ii. composite materials and their purpose in relation to contrastingapplicationsiii. technical textiles used in different types of products dependenton context.5.2 What factors are important to consider when selecting appropriate materials and/or systemcomponents when designing?a.The characteristic properties of the main categories of materials(5.1 a–e, not the specific materials) and why this makes themappropriate for different uses, such as: density, strength, hardness, durability, strength to weight ratio,stiffness, elasticity, impact resistance, plasticity, corrosiveresistance to chemicals and weather, flammability, absorbency,thermal and electrical conductivity. OCR 2021GCSE (9–1) in Design and Technology13

ConsiderationsCoreIn-depthThe physical and working properties of specific materials and/orsystem components, with consideration of: i. how easy they are to work withii. how well they fulfil the required functions of products indifferent contexts.c.Other factors that influence the selection of materials and/orcomponents, including;i. required functionality of the design solution ii. aesthetic attributesiii. environmental considerationsiv. availability and cost of stock formsv. social, cultural and ethical considerations5.3 Why is it important to understand the sources or origins of materials and/or system components?a.The sources and origins of specific materials and/or system components.b.TECHNICAL PRINCIPLES214b.An overview of the processes used to extract and/or convert thesource material into a workable form.c.Consideration of the ecological, social and ethical issues associatedwith processing specific materials and/or system components toconvert them into workable forms, such as: mining, harvesting, manufacturing, transporting.The lifecycle of specific materials and/or system components whenused in products.d. Consideration of recycling, reuse and disposal of specific materialsand/or system components, such as: recycling and sustainability schemes eco-materials upcycling.5.4 Why is it important to know the different available forms of specific materials and/or systemscomponents?a.Awareness of commonly available forms and standard units ofmeasurement of specific materials and/or system components whencalculating costs and quantities, including:i. weights and sizesii. stock forms, such as:o lengths, sheets, pellets, reels, rolls, rods.iii. standard components, such as: o paper and boards, e.g. clips, fasteners, bindingso timber, e.g. hinges, brackets, screwso metals, e.g. bolts, rivets, hingeso polymers, e.g. caps, fasteners, boltso fibres and fabrics, e.g. zips, buttons, popperso system components, e.g. resistors, capacitors, diodes, transistors and drivers, microcontrollerso mechanical components, e.g. gears and cams, pulleys and belts, levers and linkages.e. OCR 2021GCSE (9–1) in Design and Technology

6. Technical understandingConsiderationsCo

2b. Content of GCSE (9-1) in Design and Technology (J310) 8 2c. Content of Principles of Design and Technology (J310/01) 10 2d. Non-exam assessment content - Iterative Design Challenge (J310/02, 03) 21 2e. Prior knowledge, learning and progression 26 3 Assessment of GCSE (9-1) in Design and Technology 27 3a. Forms of assessment 27 3b.

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