Qualification

Accredited
Oxford Cambridge and RSA

A LEVEL
Specification

DESIGN AND
TECHNOLOGY
H404–H406
For first assessment in 2019
H418
For first assessment 2022

Version 1.7 (March 2024) ocr.org.uk/aleveldesignandtechnology

Disclaimer Specifications are updated over time. Whilst every effort is made to check all
documents, there may be contradictions between published resources and the
specification, therefore please use the information on the latest specification at
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Contents

1 Why choose an OCR A Level in Design and Technology? 2

1a. Why choose an OCR qualification? 2
1b. Why choose an OCR A Level in Design and Technology? 3
1c. What are the key features of this specification? 5
1d. How do I find out more information? 6

2 The specification overview 7

2a. OCR’s A Level in Design and Technology (H404, H405 and H406) 7
2b. Content of A Level in Design and Technology (H404, H405 and H406) 8
2c. Summary of endorsed titles 9
2d. Introduction to the content of the Principles (/01) and Problem Solving (/02)
components 10
2e. Design Engineering (H404/01 and H404/02) 11
2f. Fashion and Textiles (H405/01 and H405/02) 25
2g. Product Design (H406/01 and H406/02) 37
2h. Introduction to non-exam assessment (NEA) content – Iterative Design Project 49
2i. Non-exam assessment interpretation – Design Engineering (H404/03, 04) 57
2j. Non-exam assessment interpretation – Fashion and Textiles (H405/03, 04) 58
2k. Non-exam assessment interpretation – Product Design (H406/03, 04) 59
2l. Prior knowledge, learning and progression 60

3 Assessment of A Level in Design and Technology 61

3a. Forms of assessment 61
3b. Assessment objectives (AO) 68
3c. Total qualification time 69
3d. Qualification availability outside of England 69
3e. Language 69
3f. Assessment availability 69
3g. Retaking the qualification 69
3h. Assessment of extended response 69
3i. Internal assessment of non-exam assessment (NEA) 69
3j. Synoptic assessment 79
3k. Calculating qualification results 79

4 Admin: what you need to know 80

4a. Pre-assessment 80
4b. Special consideration 82
4c. External assessment arrangements 82
4d. Admin of non-exam assessment 82
4e. Results and certificates 85
4f. Post-results services 86
4g. Malpractice 86

5 Appendices 87
5a. Accessibility 87
5b. Overlap with other qualifications 87
5c. Use of mathematics within Design and Technology 88
5d. Use of science within Design and Technology 95
5e. Data Source 101
5f. Glossary of terms from the specification content 108
5g. Accepted file formats 111
5h. Acknowledgements 111
Summary of updates 112
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A Level in Design and Technology 1
 1 Why choose an OCR A Level in Design
and Technology?

1a. Why choose an OCR qualification?

1 Choose OCR and you’ve got the reassurance that to encourage learners to become responsible for their
you’re working with one of the UK’s leading exam own learning, confident in discussing ideas,
boards. Our new A Level in Design and Technology innovative and engaged.
course has been developed in consultation with
teachers, employers and Higher Education to provide We provide a range of support services designed to
learners with a qualification that’s relevant to them help you at every stage, from preparation through to
and meets their needs. the delivery of our specifications. This includes:

We’re part of the Cambridge Assessment Group, • A wide range of high-quality creative resources
Europe’s largest assessment agency and a including:
department of the University of Cambridge. o Delivery Guides
Cambridge Assessment plays a leading role in o Transition Guides
developing and delivering assessments throughout o Topic Exploration Packs
the world, operating in over 150 countries. o Lesson Elements
o …and much more.
We work with a range of education providers,
including schools, colleges, workplaces and other • Access to Subject Advisors to support you
institutions in both the public and private sectors. through the transition and throughout the
Over 13,000 centres choose our A Levels, GCSEs and lifetime of the specification.
vocational qualifications including Cambridge
Nationals and Cambridge Technicals. • CPD/Training for teachers to introduce the
qualifications and prepare you for first
Our Specifications teaching.

We believe in developing specifications that help you • Active Results – our free results analysis service
bring the subject to life and inspire your students to to help you review the performance of
achieve more. individual learners or whole schools.

We’ve created teacher-friendly specifications based All A Level qualifications offered by OCR are
on extensive research and engagement with the accredited by Ofqual, the Regulator for qualifications
teaching community. They’re designed to be offered in England. The accreditation number for
straightforward and accessible so that you can tailor OCR’s A Level in Design and Technology is
the delivery of the course to suit your needs. We aim QN603/1131/9.

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2 A Level in Design and Technology
1b. Why choose an OCR A Level in Design and Technology?
Design and technology is an inspiring, rigorous and Learners will build their skills in thinking and
practical subject. In formulating this specification, designing to support the requirements that they will
OCR has worked closely with representatives from need to demonstrate when progressing to higher 1
higher education and industry professionals to ensure education or industry. In order to support the
that the direction of the qualification fulfils the in-depth learning of different routes that learners
requirements that support progression. There has may progress to, three subject endorsements are
also been a focus on ensuring the content reflects available, linked to design disciplines that reflect
authentic practice, as best as it can within the school possible higher education routes and industry:
environment, giving an insight into the way that
creative, engineering and/or manufacturing industries • Design Engineering
function. Learners are thus enabled to make the • Fashion and Textiles
connection between the knowledge, understanding • Product Design.
and skills they develop and how this will benefit them
in the future. OCR’s A Level in Design and Technology enables
learners to take every opportunity to integrate and
Learning about design and technology at A level apply their understanding and knowledge from other
strengthens learners’ critical thinking and problem subject areas studied during Key Stage 4, with a
solving skills within a creative environment, enabling particular focus on science and mathematics, and
them to develop and make prototypes/products that those subjects they are studying alongside AS and A
solve real-world problems, considering their own and Level Design and Technology. This qualification offers
others’ needs, wants, aspirations and values. OCR’s the opportunity to apply learners’ wider learning
A Level qualification requires learners to identify through creativity and innovation.
market needs and opportunities for new products,
initiate and develop design solutions, and make and OCR has a comprehensive and dynamic support
test prototypes/products. Learners should acquire package in place for the delivery and understanding
subject knowledge in design and technology, of this qualification, including a range of free
including how a product can be developed through resources available on our website, CPD opportunities
the stages of prototyping, realisation and commercial and Design and Technology Subject Advisors who are
manufacture. available to support teachers. This support will
continuously evolve to suit the requirements of
This qualification will excite and engage learners with teaching and learning through the lifetime of the
contemporary topics covering the breadth of this specification, based on continued feedback from
dynamic and evolving subject. It will create teachers.
empathetic learners who have the ability to
confidently critique products, situations and society
in every walk of their lives now and in the future.

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A Level in Design and Technology 3
 Aims and learning outcomes

OCR’s A Level in Design and Technology will • develop an experienced understanding of

encourage learners to: iterative design processes that is relevant to
1 • be open to taking design risks, showing
industry practice

innovation and enterprise whilst considering • be able to make informed design decisions
their role as responsible designers and citizens through an in-depth understanding of the
management and development of taking a
• develop intellectual curiosity about the design design through to a prototype/product
and manufacture of products and systems, and
their impact on daily life and the wider world • be able to create and analyse a design concept
and use a range of skills and knowledge from
• work collaboratively to develop and refine their other subject areas, including mathematics and
ideas, responding to feedback from users, science, to inform decisions in design and the
peers and expert practitioners application or development of technology

• gain an insight into the creative, engineering • be able to work safely and skilfully to produce
and/or manufacturing industries high-quality prototypes/products

• develop the capacity to think creatively, • have a critical understanding of the wider
innovatively and critically through focused influences on design and technology, including
research and the exploration of design cultural, economic, environmental, historical
opportunities arising from the needs, wants and social factors
and values of users and clients
• become empathetic and successful designers,
• develop knowledge and experience of real who not only consider global and local change,
world contexts for design and technological but also the wider social implications of
activity products to meet multiple needs and
requirements
• develop a strong core knowledge and
understanding of principles in design and • develop the ability to draw on and apply a
technology enabling them to make informed range of skills and knowledge from other
decisions in broader contexts subject areas, including the use of mathematics
and science for analysis and informing
• become independent and critical thinkers who decisions in design
can adapt their technical knowledge and
understanding to different design situations • develop and use key design and technology
terminology to communicate effectively in
• develop an in-depth knowledge and future education and employment.
understanding of materials, components
and processes associated with the creation
of products that can be tested and evaluated
in use

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4 A Level in Design and Technology
1c. What are the key features of this specification?
The key features of OCR’s A Level in Design and • examined assessment that supports both a
Technology for you and your learners are: practical and exploratory approach to learning,
keeping all assessment relevant and purposeful 1
• clarity on the application of iterative design to industry and learners’ design interests
processes to support teaching and learning
• supported by research, authentic practices and
• a specification that encourages creative contextual challenges developed by DOT*
thinking leading to design innovation, by using
authentic and contemporary design strategies • a glossary to explain key terms and clarify
and techniques that are centred around definitions from the specification content
iterative design processes of ‘explore/create/ (see Section 5f)
evaluate’, thus preparing learners to become
critical and creative designers, engineers and • a flexible, dynamic and engaging support
consumers of the future package for teachers developed through
listening to teachers’ needs and working with
• three endorsed titles giving access to learners industry and educational professionals to
with a range of future aspirations in the design ensure relevance. The support package is
and engineering industries designed to evolve to support teachers’
delivery and continuing CPD and keep teachers
• content that can be co-taught alongside groups and learners up-to-date with contemporary
following the OCR AS level practice and research in design, technology
and engineering.
• freedom in approaches towards designing and
making so as not to limit the possibilities of * OCR has drawn research and authentic practices of
project work or the materials and processes an initiative called Designing Our Tomorrow (DOT),
being used from University of Cambridge.

• clear marking criteria for non-exam assessment

that supports internal marking and preparatory
teaching and learning, rewarding iterative
design processes, problem solving and creative
thinking

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A Level in Design and Technology 5
 1d. How do I find out more information?
If you are already using OCR specifications you can Want to find out more?

1
contact us at: www.ocr.org.uk
Contact a Subject Advisor:
If you are not already a registered OCR centre then Email: D&[email protected]
you can find out more information on the benefits of Phone: 01223 553998
becoming one at: www.ocr.org.uk
Explore our teacher support:
If you are not yet an approved centre and would like http://www.ocr.org.uk/qualifications/by-subject/
to become one go to: www.ocr.org.uk design-and-technology/

Join our communities:

Twitter: @OCR_DesignTech

Visit our Online Support Centre at support.ocr.org.uk

Check what CPD events are available:

www.cpdhub.ocr.org.uk

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6 A Level in Design and Technology
2 The specification overview

2a. OCR’s A Level in Design and Technology (H404, H405 and H406)
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, 02 and 03 for the moderated upload submission option, or
• components 01, 02 and 04 for the moderated postal submission option
in order to be awarded the OCR A Level in Design and Technology.
The three components outlined are set out generically to explain the structure of assessment within this
2
qualification for all three endorsed titles.

Content Overview Assessment Overview

This paper is set out through four sets of questions that
predominantly cover technical principles within each
endorsed title. Learners will be required to:
Principles of…
•
•
analyse existing products
demonstrate applied mathematical skills
(01) 26.7%
• demonstrate their technical knowledge of materials, 80 marks of total
product functionality, manufacturing processes and
techniques
1 hour 30 minutes
Written paper
A Level
• demonstrate their understanding of wider social,
moral and environmental issues that impact on the
design and manufacturing industries.

This component has a series of longer answer questions

that require learners to demonstrate their problem solving Problem Solving
and critical evaluation skills. Learners will be required to: in…* (02) 23.3%
• apply their knowledge, understanding and skills of
designing and manufacturing prototypes and products
70 marks of total
• demonstrate their higher thinking skills to solve
problems and evaluate situations and suitability of
1 hour 45 minutes
Written paper
A Level
design solutions.

The ‘Iterative Design Project’ requires learners to undertake Iterative Design

Project*
a substantial design, make and evaluate project centred on
the iterative processes of explore, create and evaluate. (03, 04) 50%
Learners identify a design opportunity or problem from a 100 marks** of total
context of their own choice, and create a portfolio of
evidence in real time through the project to demonstrate
Approx. 65 hours
Non-exam
A Level
their competence. assessment
*Indicates inclusion of synoptic assessment (see Section 3g).
** NEA is weighted up to 150 marks.
Learners who are retaking the qualification may carry forward their result for the non-exam assessment
component (see Sections 4a and 4d).
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A Level in Design and Technology 7
 2b. Content of A Level in Design and Technology (H404, H405 and H406)
Central to the content of this qualification is the The knowledge, understanding and skills that all
requirement for learners to understand and apply learners must develop are underpinned by technical
processes of iterative designing in their design and principles predominantly assessed in the written
technology practice. They will need to demonstrate exam, and designing and making principles
their knowledge, understanding and skills through predominantly assessed in the non-exam assessment

2 interrelated iterative processes that ‘explore’ needs,

‘create’ solutions and ‘evaluate’ how well the needs
(NEA) although there is an expectation that learning
builds a holistic understanding of the subject.
have been met.
There is distinct content for the exam and non-exam
assessment, but this is held together through nine
topic areas that shape all components and give
clarity, these are:

1. Identifying requirements
2. Learning from existing products and practice
3. Implications of wider issues
4. Design thinking and communication
Fig. 1 Iterative Design Wheel 5. Material considerations
© Designing Our Tomorrow, University of Cambridge 6. Technical understanding
7. Manufacturing processes and techniques
8. Viability of design solutions
9. Health and safety.

Experiencing learning through practical activity, (both

designing and technical principles) is fundamental to
the delivery of this specification, as is the importance
of the contextual relevance of design and technology
practice. Learners should, as a result, be given
Fig. 2 Multiple iterations of design increased autonomy to make decisions in order to
© Designing Our Tomorrow, University of Cambridge justify their reasoning when solving problems in their
own way.
At the centre of any iterative process is the need to
develop critical-creative thinking skills to manage and The ‘Iterative Design Project’ is a substantial design,
organise opportunities that are identified. This make and evaluate project that allows learners to
learning will equip learners with life-long skills of reposition or develop further an existing product in
problem spotting and problem solving, and enable relation to a given context. The experience of this will
them to apply their learning to different social, moral be supported by and support their learning for the
and commercial contexts. ‘Principles’ written exam.

The enquiry nature of this specification’s content will Design and technology requires learners to apply
encourage learners to make links between topics and mathematical skills and understand related science.
to explore, create and evaluate a range of outcomes. This reflects the importance of Design and Technology
It encourages a creative approach supported by as a pivotal STEM subject. This specification along with
subject knowledge in order to design and make prior learning in Design and Technology and other
prototypes that solve authentic, real-world problems subjects offers the opportunity for learners to build on
and have real potential to become viable products. and apply their learning at Key Stage 4 and Key Stage 5.

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8 A Level in Design and Technology
2c. Summary of endorsed titles
The OCR A Level in Design and Technology offers Fashion and Textiles is focused towards fashion and
three endorsed titles listed below. The endorsed titles textiles products and accessories in a range of
are to prepare learners for tertiary education and/or applications; their analysis in respect of materials,
work-based study and training in the design, creative, process, trends and use in relation to industrial and
engineering and/or manufacturing industries: commercial practices of fashion and textiles.

• Design and Technology: Design Engineering Product Design is focused towards consumer
2
(H404) products and applications; their analysis in respect
• Design and Technology: Fashion and Textiles of materials, components, and marketability to
(H405) understand their selection and uses in industrial and
• Design and Technology: Product Design (H406) commercial practices of product development.

Each of the endorsed titles relate to disciplines of Throughout the OCR specification, we allow the
design and technology that learners most commonly distinction between the endorsed titles to be fully
progress to at higher education following their AS or realised, not limiting design developments from any
A level studies. Though there are naturally many discipline. There could be many occasions when using
similarities and overlaps in the design processes, textiles, using electronic or mechanical systems may
materials and thinking that designers from each be appropriate within another endorsed title.
approach may take, there are also significant distinct
features of each endorsed title. In order to support each endorsed title, content
and information have been kept separate where
Design Engineering is focused towards engineered possible to allow identification of the specific
and electronic products and systems; the analysis of learning requirements when following each route.
these in respect of function, operation, components The table below supports the identification of pages
and materials, in order to understand their for individual endorsed titles.
application and uses in engineered products/systems
that have commercial viability.

Design Engineering Fashion and Textiles Product Design

Exam content Section 2e Section 2f Section 2g

NEA content Section 2h (generic) Section 2h (generic) Section 2h (generic)
NEA interpretations Section 2i Section 2j Section 2k
Task setting Section 3a (generic) Section 3a (generic) Section 3a (generic)
Task taking Section 3a (generic) Section 3a (generic) Section 3a (generic)
Required evidence Section 3a (generic) Section 3a (generic) Section 3a (generic)
NEA marking criteria Section 3f (specific) Section 3f (specific) Section 3f (specific)
Administration of NEA Section 4d (generic) Section 4d (generic) Section 4d (generic)
Maths requirements Section 5c (specific) Section 5c (specific) Section 5c (specific)
Science requirements Section 5d (generic) Section 5d (generic) Section 5d (generic)

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A Level in Design and Technology 9
 2d. Introduction to the content of the Principles (/01) and Problem
Solving (/02) components
There are two written exam components for each Design assess the use of mathematical skills at a level
endorsed title, the ‘Principles’ component and the of demand which is not lower than that expected at
‘Problem Solving’ component and these draw on the higher tier GCSE (9–1) Mathematics. Within the
same content. Design Engineering this requirement is 25%, this
2 The exam content is set out through an enquiry
extra 10% covering the specific mathematical skills
associated with scientific formulae.
approach to support teaching and learning. The
content is set out separately for each of the three Learners are permitted to use a scientific or graphical
endorsed titles, to ensure the focus is specific to calculator for their written exam. Calculators are
the required learning and progression related to that subject to the rules in the document Instructions for
field of study. There is, however, considerable Conducting Examinations published annually by JCQ
comparability between many areas of learning that (www.jcq.org.uk).
enables much of the content to be co-taught. This
reflects the core principles in design and technology The scientific knowledge is integrated into the
that are common to all. content and outlined in Appendix 5d.

In order to make clear whether the principles refer to Within Appendix 5c and 5d there are formulae that
design or technical principles, these are also learners are expected to be able to recall when
highlighted down the left-hand side of the content. responding to mathematical questions in the written
examination. Those in Appendix 5d are only relevant
Where content is listed using a Roman numeral bullet to learners following the Design Engineering
e.g. (i), it denotes content that must be taught and endorsed title.
may be directly assessed in the examination. Where
content is listed using bullet points ‘•’ or ‘••’ or follows Symbols are used to clearly identify examples where
an e.g., this content is illustrative only and does not mathematics and/or science could be considered
constitute an exhaustive list. A direct question will relevant:
not be asked about the examples listed but learners
will need to draw on such examples when responding = Maths
to questions in the examination.
= Science
In the written examinations, all learners are required
to demonstrate their mathematical skills and The subject content of this component should be
scientific knowledge as applied to design and underpinned by understanding and applying it to a
technology practice. The level of mathematical and range of contextual approaches that allow learners
scientific knowledge within this qualification should to develop their skills, knowledge and understanding
be equivalent to higher tier GCSE (9–1) learning. through iterative designing, innovation and
communication; studying materials and technologies;
It is a requirement that 15% of the marks within the making; consideration of manufacture and
written exam for Fashion and Textiles and Product production; critiquing; reviewing values and ethics.

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10 A Level in Design and Technology
2e. Design Engineering (H404/01 and H404/02)
The subject content of this component is focused systems and, where possible, the content which
towards electronics and engineered products and follows should be learned through applied practical
systems and their analysis in respect of: activities, set within realistic design scenarios.

• materials and components, and their selection The aim of the component is to give learners a

•
and uses in products/systems
wider issues affecting design decisions.
framework for analysing existing products/systems
that enables them to make considered selections of
2
appropriate materials, components, systems and
It is essential that materials, components and systems manufacturing processes when designing.
are studied from the perspective of analysing modern
engineered products. Learners should gain practical The component brings together the knowledge,
experience of using materials, components and understanding and skills acquired in the NEA.

1. Identifying requirements
Considerations Maths &
Science

1.1 What can be learnt by exploring contexts that design solutions are intended for?
a. Understand that all design practice is context dependent and that investigations
are required to identify what makes a context distinct in relation to:
i. environment and surroundings
ii. user requirements
iii. economic and market considerations
DESIGNING PRINCIPLES

iv. product opportunities.

1.2 What can be learnt by undertaking stakeholder analysis?
a. Demonstrate an understanding of methods used for investigating stakeholder
requirements, such as:
• user-centred design and stakeholder analysis
• SWOT analysis
• focus groups
• qualitative observations
• market research to identify gaps for new products or opportunities to update
existing products.
b. Demonstrate an understanding of how enterprise can help drive the development
of new product ideas through routes to innovation such as:
• entrepreneurship
• commercial partnerships
• venture capitalists and crowd funding websites.

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A Level in Design and Technology 11
 Considerations Maths &
Science

1.3 How can usability be considered when designing prototypes?

a. Learners should be able to analyse and evaluate factors that may need
consideration in relation to the user interaction of a design solution, including:

2 i. the impact of a solution on a user’s lifestyle

ii. the ease of use and inclusivity of products
iii. ergonomic considerations and anthropometric data to support ease of use
iv. aesthetic considerations.
b. Demonstrate an understanding of the ergonomic factors that may need
considering when developing engineered products, including:
i. anthropometric data to help define design parameters associated with
the human body
ii. user comfort, layout of controls, software user-interface.

2. Learning from existing products and practice

Considerations Maths &
Science

2.1 Why is it important to analyse and evaluate products as part of the design and manufacturing
process?
a. Analyse and evaluate the features and methods used in existing products and
design solutions to inform opportunities and constraints that may influence
design decisions to offer product enhancement, including:
DESIGNING & MAKING PRINCIPLES

i. the context of the existing product and the context of future design
decisions
ii. the multiple materials and components used
iii. methods of construction and manufacture
iv. how functionality is achieved
v. the ease of use, including; ergonomic and anthropometric considerations
vi. inclusivity of products and appropriate consideration of application to a
wide variety of users
vii. fitness for purpose
viii. the impact on user lifestyles
ix. the effect of trends, taste and/or style
x. the effect of marketing and branding.
xi. the considerations of how to get a product to market.
2.2 Why is it important to understand technological developments in design engineering?
a. Be able to critically evaluate how new and emerging technologies influence
and inform the evolution and innovation of products and systems in both
contemporary and potential future scenarios, including consideration of blue
sky and incremental innovation.

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12 A Level in Design and Technology
 Considerations Maths &
Science

2.3 Why is it important to understand both past and present developments in design engineering?
a. Recognise how past and present design engineers, technologies and design
thinking have influenced the style and function of products from different

2
perspectives, including:
i. the impact on industry and enterprise
ii. the impact on people in relation to: lifestyle, culture and society
iii. the impact on the environment
iv. consideration of sustainability.
b. Understand how key historical movements and figures and their methods have
had an influence on future developments.
2.4 What can be learnt by examining lifecycles of products?
a. Demonstrate an understanding of a product’s marketing lifecycle, from initial
launch to decline in popularity, including:
i. consideration of initial demand, growth in popularity and decline over
time
ii. methods used to create more demand and maintain a longer product
popularity
iii. new models of marketing and the influence of social media.

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A Level in Design and Technology 13
 3. Implications of wider issues
Considerations Maths &
Science

3.1 What factors need to be considered when designing and manufacturing products to overcome
possible conflicts between moral and commercial factors?

2 a. Understand how social, ethical and environmental issues have influenced and been
impacted by past and present developments in design practice and thinking,
including:
i. consideration of lifecycle assessment (LCA) at all stages of a product’s life
from raw material to disposal
ii. the source and origin of materials and the ecological and social footprint
of materials
iii. the depletion and effects of using natural sources of energy and raw
materials
iv. planned obsolescence
DESIGNING & MAKING PRINCIPLES

v. buying trends
vi. environmental incentives and directives.
3.2 What factors need to be considered when developing design solutions for manufacture?
a. Awareness of the responsibilities and principles of designing for manufacture
(DFM), including:
i. planning for accuracy and efficiency through testing and prototyping
ii. being aware of issues in relation to different scales of production
iii. designing for repair and maintenance
iv. designing with consideration of product life.
b. Awareness of product lifecycle management and engineered lifespans considering;
system compatibility, the need for maintenance of machinery, product support and
end of life (EOL).
c. Demonstrate an understanding of how environmental factors impact on:
i. sourcing and processing raw materials into a workable form
ii. the disposal of waste, surplus materials and components, by-products of
production including pollution related to energy
iii. cost implications related to materials and process.
d. Demonstrate an understanding of sustainability issues relating to industrial
manufacture, including:
i. fair trade and the Ethical Trade Initiative (ETI)
ii. economic issues and globalisation
iii. material sustainability and optimisation, availability, recycling and
conservation schemes, such as:
o exploring the impact and use of eco-materials
o exploring how materials can be up-cycled.

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14 A Level in Design and Technology
 Considerations Maths &
Science

3.3 What factors need to be considered when manufacturing products?

a. Demonstrate an understanding of how to achieve an optimum use of materials
and components, including:

2
i. the cost of materials and/or components
ii. stock sizes and forms available
iii. sustainability production.
3.4 What factors need to be considered when distributing products to markets?
a. Understand the issues related to the effective and responsible distribution of
products, such as:
• cost effective distribution
• environmental issues and energy requirements
TECHNICAL PRINCIPLES

• social media and mobile technology

• global production and delivery.
b. Demonstrate an understanding of the implications of intellectual property (IP),
registered designs, registered trademarks, copyright, design rights and patents, in
relation to ethics in design practice and consumer rights.
3.5 What energy factors need to be considered when developing design solutions?
a. Understand wider issues relating to the selection of energy sources, storage,
transmission and utilisation in order to select them appropriately for use.
3.6 How can skills and knowledge from other subject areas, including mathematics and science,
inform decisions in design engineering?
a. Demonstrate an understanding of the need to incorporate knowledge from other
experts and subjects to inform design and manufacturing decisions, including the
areas of science and mathematics.
b. Understand how undertaking primary and secondary research and being able to
interpret technical data and information from specialist websites and publications
supports design development.

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 4. Design thinking and communication
Considerations Maths &
Science

4.1 How do designer engineers use annotated 2D and 3D sketching and digital tools to graphically
communicate ideas?

2 a. Demonstrate an understanding of how to use annotated sketching and digital

tools to graphically communicate ideas and sketch modelling to explore possible
improvements, in terms of physical requirements, such as:
• function, usability, construction, movement, stability, composition, strength
• aesthetic qualities
• manufacturing processes
• suitability of materials and components.
b. Demonstrate an understanding of methods used to represent systems and
TECHNICAL PRINCIPLES

components to inform third parties, including:

i. constructional diagrams/working drawings
ii. digital visualisations
iii. circuit and system diagrams
iv. flowcharts with associated symbols
v. prototypes and models.
4.2 How do industry professionals use digital design tools to support and communicate the
exploration, innovation and development of design ideas?
a. Demonstrate an understanding of how designers develop products using digital
tools and online collaboration, such as:
• discussing and exchanging ideas with specialists
• developing designs concurrently with other designers
• explaining and communicating their design decisions to stakeholders.
b. Demonstrate an understanding of how digital design software, including CAD and
CAE are used during product development, such as:
• visual presentation, rendering and photo-quality imaging
• product simulation and systems simulation
• scientific analysis of real-world physical factors to determine whether a
product will break or work the way it was intended.

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 Considerations Maths &
Science

4.3 How do design engineers use different approaches to design thinking to support the
development of design ideas?
a. Awareness of different strategies, techniques and approaches to explore, create

2
and evaluate design ideas, including:
• iterative designing
• user-centred design
• circular economy
• systems thinking.
b. The importance of collaboration to gain specialist knowledge from across subject
areas when delivering solutions in the design and manufacturing industries.
c. Understand how design engineers use system design processes to define and
develop systems that satisfy specified requirements of users using the three
sub-tasks of:
i. user-interface design
ii. data design
iii. process design.
d. Understand how design teams use different approaches to project management
when faced with large projects, such as critical path analysis, scrum and six sigma.

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 5. Material and component considerations
Considerations Maths &
Science

5.1 What factors influence the selection of materials that are used in products?
a. Understand that the selection of materials and components is influenced by a
2 range of factors, including:
i. functional performance
ii. aesthetics
iii. cost and availability
iv. properties and characteristics
v. environmental considerations
vi. social, cultural and ethical factors.
5.2 What materials and components should be selected when designing and manufacturing
products and prototypes in Design Engineering?
a. Understand that most products consist of multiple materials and that design
engineers are required to discriminate between them appropriately for their use,
including:
i. ferrous, non-ferrous and alloy metals, such as:
TECHNICAL PRINCIPLES

o mild steel, aluminium and brass.

ii. thermo softening and thermosetting polymers, such as:
o HIPS, ABS and polyester resin, epoxy resin and polyimides.
iii. timbers and manufactured boards, such as:
o oak, plywood and MDF.
iv. textiles used for reinforcement and coverings, such as:
o geotextiles used in civil engineering and construction.
v. composite materials, such as:
o fibre-reinforced plastics, glass-reinforced plastics (GRP) and carbon fibre
(CFRP).
vi. smart materials, such as:
o shape memory alloy, motion control gel, self-healing materials,
thermochromic, photochromic and electrochromic materials.
vii. modern materials, such as:
o sandwich panels, e-textiles, rare earth magnets, high performance
alloys and super-alloys, graphene and carbon nanotubes.
5.3 Why is it important to consider the properties/characteristics of materials when designing and
manufacturing products?
a. Understand the characteristics and properties of materials that are significant in
Design Engineering, such as:
• density, tensile strength, strength to weight ratio, hardness, durability,
thermal and electrical conductivity, corrosion resistance, stiffness, elasticity,
plasticity, impact resistance, malleability and ductility, machinability.
b. Understand how the available forms, costs and properties of materials contribute
to the decisions about suitability of materials when developing and
manufacturing their own products.

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18 A Level in Design and Technology
 6. Technical understanding
Considerations Maths &
Science

6.1 What considerations need to be made about the structural integrity of a design solution?
a. Learners should understand how and why some materials and/or system
components need to be reinforced or stiffened to withstand forces and stresses to
fulfil the structural integrity of products. 2
b. Learners should understand processes that can be used to ensure the structural
integrity of a product, such as:
• triangulation
• reinforcing.
6.2 How do mechanisms provide functionality to products and systems?
a. Demonstrate an understanding of the functions that mechanical devices offer to
products, providing different types of motion, including:
i. rotary
ii. linear
iii. reciprocating
TECHNICAL PRINCIPLES

iv. oscillating.
b. Demonstrate an understanding of devices and systems that are used to change the
magnitude and direction of forces and torques, including:
i. gears, cams, pulleys and belts, levers, linkages, screw threads, worm drives,
sprockets, chain drives and belt drives
ii. epicyclic gear systems
iii. bearings and lubrication
iv. efficiency in mechanical systems.
6.3 What forces need consideration to ensure structural and mechanical efficiency?
a. Demonstrate an understanding of static and dynamic forces in structures and how
to achieve rigidity, including:
i. tension, compression, torsion and bending
ii. stress, strain and elasticity
iii. mass and weight
iv. rigidity
v. modes of failure.
6.4 How can electronic systems offer functionality to design solutions?
a. Demonstrate an understanding of how electronic systems provide input, control
and output process functions, including:
i. switches and sensors, to produce signals in response to a variety of inputs
ii. programmable control devices
iii. signal amplification
iv. devices to produce a variety of outputs including light, sound, motion.

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 Considerations Maths &
Science
b. Demonstrate an understanding of the function of an overall system, referring to
aspects including:
i. passive components: resistors, capacitors, diodes
ii. inputs: sensors for position, light, temperature, sound, infra-red, force,
rotation and angle
2 iii. process control: programmable microcontroller
iv. signal amplification: MOSFET, driver ICs
v. outputs: LED, sounder, solenoid, DC motor, servo motor, stepper motor, piezo
actuator, displays
vi. analogue and digital signals and conversion between them
vii. open and closed loop systems including feedback in a system and how it
affects the overall performance
viii. sub-systems and systems thinking.
c. Demonstrate an understanding of what can be gained from interfacing electronic
circuits with mechanical and pneumatic systems and components, such as:
• the ability to add electronic control as an input to mechanical or pneumatic output
• the use of flow restrictors to control cylinder speed
• the use of sensors to measure rotational speed, strain/force, distance.
d. Demonstrate an understanding of networking and of communication protocols,
including:
i. wireless devices, such as: RFID, NFC, Wi-Fi, bluetooth
ii. embedded devices
iii. smart objects
iv. networking electronic products to exchange information.
e. Demonstrate an understanding of the basic principles of electricity, including:
i. voltage
ii. current
iii. Ohm’s law
iv. power.
6.5 How can programmable devices and smart technologies provide functionality in system design?
a. Demonstrate an understanding of how smart materials change the functionality of
engineered products, such as:
• colour changes, shape-shifting, motion control, self-cleaning and self-healing.
b. Demonstrate an understanding of how programmable devices are used to add
functionality to products, relating to coding of and specific applications of
programmable components, such as:
• how they incorporate enhanced features that can improve the user experience
and solve problems in system design
• how they use basic techniques for measuring, controlling, storing data and
displaying information in practical situations
• electronic prototyping platforms and integrated development environments
(IDE) for simulation in virtual environments
• the use of programmable components and microcontrollers found in products
and systems, such as robotic arms or cars
• creating flowcharts to describe processes and decisions within a process to
control input and output components.
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20 A Level in Design and Technology
 7. Manufacturing processes and techniques
Considerations Maths &
Science
DESIGNING & MAKING

7.1 How can materials and processes be used to make iterative models?
a. Understand that 3D iterative models can be made from a range of materials and
PRINCIPLES

components to create block models and working prototypes to communicate and

test ideas, moving parts and structural integrity.
2
b. Demonstrate an understanding of simple processes that can be used to model
ideas using hand tools and digital tools, such as rapid prototyping, or digital
simulation packages.
7.2 How can materials and processes be used to make final prototypes?
a. Understand how to select and safely use common workshop tools, equipment and
machinery to manipulate materials by methods of:
i. wasting/subtraction processes such as cutting, drilling, turning, milling
ii. addition processes such as soldering, brazing, welding, adhesives, fasteners
iii. deforming and reforming processes such as bending, vacuum forming.
b. Demonstrate an understanding of the role of computer-aided manufacture (CAM)
and computer-aided engineering (CAE) to fabricate parts of a final prototype:
i. additive manufacturing (3D printing) to fabricate a usable part
ii. subtractive CNC manufacturing such as laser/plasma cutting, milling, turning
and routing.
c. Demonstrate an understanding of measuring instruments and techniques used to
TECHNICAL PRINCIPLES

ensure that products are manufactured accurately or within tolerances as

appropriate.
d. Understand how the available forms, costs and working properties of materials
contribute to the decisions about suitability of materials when developing and
manufacturing their own products.
7.3 How can materials and processes be used to make commercial products?
a. Demonstrate an understanding of the industrial processes and machinery used for
manufacturing component parts in various materials, including:
i. polymer moulding methods, such as injection moulding, blow moulding,
compression moulding and thermoforming
ii. metal casting methods such as sand casting and die casting
iii. sheet metal forming methods using equipment such as punches, rollers,
shears and stamping machines.
b. Demonstrate an understanding of the industrial methods used for assembling
electronic products, including:
i. surface mount technology (SMT)
ii. PCB assembly using solder stencils, pick-and-place machines and reflow
soldering ovens.

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 Considerations Maths &
Science

c. Demonstrate an understanding of the benefits and flexibility of using computer-

controlled machinery during industrial production, such as:
• automated material handling systems
• robot arms to stack, assemble, join and paint parts.
2 d. Understand the necessity for manufacturers to optimise the use of materials and
production processes, such as:
• economical cutting and costing, ensuring cost effective production for viability
• working to a budget through efficient manufacture and making the best use of
labour and capital throughout the design and manufacturing process.
7.4 How is manufacturing organised and managed for different scales of production?
a. Understand how and why different production methods are used when
TECHNICAL PRINCIPLES

manufacturing products, dependent on market demand, including:

i. one-off and bespoke, batch and high volume production systems
ii. modular/cell production systems
iii. lean manufacturing
iv. just-in-time manufacture
v. fully automated manufacture.
b. Understand how ICT and digital technologies are changing modern
manufacturing:
i. customised manufacture systems
ii. rapid prototyping
iii. additive and digital manufacture methods
iv. stock control, monitoring, purchasing logistics in industry.
7.5 How is the quality of products controlled through manufacture?
a. Understand the processes that need to be undertaken to ensure products meet
legal requirements and are high quality:
i. quality control
ii. quality assurance
iii. ‘Total Quality Management’ (TQM)
iv. European† and British standards.

† The reference to European standards remains unmodified since it informs pupils knowledge that when designing products, they need to adhere to the standards of the region to be marketable.

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22 A Level in Design and Technology
 8. Viability of design solutions
Considerations Maths &
Science

8.1 How can design engineers assess whether a design solution meets its stakeholder requirements?
a. Critically evaluating how a design solution has met its intended requirements,
including: 2
DESIGNING & MAKING PRINCIPLES

i. functionality
ii. ease of use and inclusivity of the solution
iii. user needs.
b. Demonstrate an understanding of the needs and methods for testing design
solutions with stakeholders throughout the design development, and when testing
the success of a product or system.
c. Demonstrate an understanding of the importance of testing the feasibility of getting
a product to market including considerations of cost, packaging and appeal.
d. Understanding the relevant standards that need to be meet and how to ensure
these are delivered, including:
i. those published by the British Standards Institute (BSI)
ii. those published by the International Organisation for Standardisation (ISO)
specific to the subject.
8.2 How can design engineers assess whether a design solution meets the criteria of technical
specifications?
a. Demonstrate an understanding of the methods and importance of undertaken
physical testing on a product to ensure it meets the criteria it is meant to fulfil,
TECHNICAL PRINCIPLES

including:
i. functionality
ii. accuracy
iii. performance.
b. Recognise how physical testing systems are integrated into the manufacturing
process to test functionality, including:
i. destructive and non-destructive methods
ii. testing of materials for durability
iii. testing models and prototypes for performance and fitness for purpose
iv. testing products in use through different methods, such as:
o consumer testing
o virtual testing.

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 Considerations Maths &
Science

8.3 How do design engineers and manufacturers determine whether design solutions are
commercially viable?
a. Demonstrate an understanding of the value of feasibility studies to determine the
likely factors that influence the commercial viability of a product to market, such as:
2 • the design solution’s impact on user lifestyles
• how well a product performs
• technical difficulty of manufacture
• stock availabililty of materials and components
• costs and profit
• timescales involved
• promotion, brand awareness and advertising potential
• balancing supply and demand
• market analysis of similar products.

9. Health and safety

Considerations Maths &
Science

9.1 How can safety be ensured when working with materials in a workshop environment?
a. Demonstrate an understanding of safe working practices in the workshop situation,
including:
i. understanding the need for risk assessments
ii. identifying hazards and implementing control measures to minimise risks.
TECHNICAL PRINCIPLES

b. Demonstrate an understanding of how to work safely with specialist tools,

techniques, processes, equipment and machinery during the design and
manufacture of products.
9.2 What are the implications of health and safety legislation on product manufacture?
a. Demonstrate an understanding of how the regulatory and legislative framework in
the Health and Safety at Work Act (HASAW) sets out duties of employers and
employees in the product manufacturing industries, including:
i. Control of Substances Hazardous to Health (COSHH)
ii. Personal Protective Equipment at work regulations (PPE)
iii. ensuring machinery is well maintained.
b. The responsibility of manufactures to appropriately label products and offer
warranties to their consumers to deliver the correct levels of product assurance
related to safety.

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24 A Level in Design and Technology
2f. Fashion and Textiles (H405/01 and H405/02)
The content of this component is focused towards product development and industrial and commercial
fashion and textiles products and applications and practices.
their analysis in respect of:
Learners should be familiar with a range of materials
• materials, components and their selection and and components used in the manufacture of

•
uses in fashion and textiles
industrial and commercial practices
commonly available products, and should be able to
make critical comparisons between them. The aim of
2
• wider issues affecting design decisions. the component is to give learners a framework for
analysing existing products, which enables them to
It is essential that materials and components are make considered selections of appropriate materials
studied from the perspective of analysing modern and manufacturing processes when designing.
consumer products that are designed to meet
identified consumer needs, their design and The component brings together the knowledge,
manufacture, and taught within the context of understanding and skills acquired in the NEA.

Identifying requirements
Considerations Maths &
Science

1.1 What can be learnt by exploring contexts that design solutions are intended for?
a. Understand that all design practice is context dependent and that investigations are
required to identify what makes a context distinct in relation to:
i. environment and surroundings
ii. user requirements
iii. economic and market considerations
DESIGNING PRINCIPLES

iv. product opportunities.

1.2 What can be learnt by undertaking stakeholder analysis?
a. Demonstrate an understanding of methods used for investigating stakeholder
requirements, such as:
• user-centred design and stakeholder analysis
• SWOT analysis
• focus groups
• qualitative observations
• market research to identify gaps for new products or opportunities to update
existing products
• use of forecasting companies to identify technological and fashion trends.
b. Demonstrate an understanding of how enterprise can help drive the development
of new product ideas through routes to innovation such as:
• entrepreneurship
• commercial partnerships
• venture capitalists and crowd funding websites.

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 Considerations Maths &
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1.3 How can usability be considered when designing prototypes?

a. Learners should be able to analyse and evaluate factors that may need
consideration in relation to the user interaction of a design solution, including:
2 i. the impact of a solution on a user’s lifestyle
ii. the ease of use and inclusivity of products
iii. ergonomic considerations and anthropometric data to support ease of use
iv. aesthetic considerations.
b. Demonstrate an understanding of the ergonomic factors that may need considering
when developing products, including:
i. anthropometric data to help define design parameters associated with the
human body
ii. user comfort, layout of controls, software user-interface.

2. Learning from existing products and practice

Considerations Maths &
Science

2.1 Why is it important to analyse and evaluate products as part of the design and manufacturing process?
a. Analyse and evaluate the features and methods used in existing products and
design solutions, to inform opportunities and constraints that may influence design
decisions to offer product enhancement, including:
i. the context of the existing product and the context of future design decisions
ii. the multiple materials and components used
iii. methods of construction and manufacture
DESIGNING PRINCIPLES

iv. how functionality is achieved

v. the ease of use, including ergonomic and anthropometric considerations
vi. inclusivity of products and appropriate considerations of application to a wide
variety of users
vii. fitness for purpose
viii. the impact on user lifestyles
ix. the effect of trends, taste and/or style
x. the effect of marketing and branding
xi. the considerations of how to get a product to market.
2.2 Why is it important to understand technological developments in fashion and textiles?
a. Be aware of and able to critically evaluate how new and emerging technologies in
fashion and textiles influence and inform the function and innovation of products,
such as:
• military textiles
• nano fibres
• medical textiles
• conductive dyes
• innovative sportswear.

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 Considerations Maths &
Science

2.3 Why is it important to understand both past and present developments in fashion and textiles?
a. Recognise how past and present fashion and textiles designers, technologies and
design thinking have influenced the style and function of products from different
perspectives, including:
i. the impact on industry and enterprise 2
ii. the impact on people in relation to: lifestyle, culture and society
iii. the impact on the environment
iv. consideration of sustainability.
b. Understand how key historical movements and figures and their methods have had
an influence on future developments in fashion and textiles design.
2.4 What can be learnt by examining lifecycles of products?
a. Demonstrate an understanding of a product’s marketing lifecycle from initial launch
to decline in popularity, including:
i. consideration of initial demand, growth in popularity and decline over time
ii. methods used to create more demand and maintain a longer product popularity
iii. new models of marketing and the influence of social media.

3. Implications of wider issues

Considerations Maths &
Science

3.1 What factors need to be considered whilst investigating design possibilities?

a. Understand how social, ethical and environmental issues have influenced and been
impacted by past and present developments in design practice and thinking, including:
i. consideration of lifecycle assessment (LCA) at all stages of a product’s life from
DESIGNING PRINCIPLES

raw material to disposal

ii. the source and origin of fibres and the ecological and social footprint of
materials
iii. the depletion and effects of using natural sources of energy and raw materials
iv. planned obsolescence
v. consumer buying trends
vi. environmental incentives and directives.
3.2 What factors need to be considered when developing design solutions for manufacture?
a. Awareness of the responsibilities and principles of total quality management (TQM),
including:
i. planning for accuracy and efficiency through testing and prototyping
ii. being aware of issues in relation to different scales of production
iii. designing for repair and maintenance
iv. designing with consideration of product life.

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 Considerations Maths &
Science
b. Awareness of issues related to product lifecycles that extend useful product life,
such as:
• products standing the test of time in terms of durability and style
• maintenance and aftercare
• re-working and recycling systems.
2 c. Demonstrate an understanding of how environmental factors impact on:
i. sourcing and processing raw materials into a workable form
ii. the disposal of waste, surplus materials and components, by-products of
production including pollution related to energy
iii. cost implications related to materials and process.
d. Demonstrate an understanding of sustainability issues relating to industrial
manufacture, including:
i. fair trade and the Ethical Trade Initiative (ETI)
ii. economic issues and globalisation
iii. material sustainability and optimisation, availability, recycling and
conservation schemes, such as:
o  exploring the impact and use of eco-materials in the fashion/textiles chain
o exploring how materials can be up-cycled.
3.3 What factors need to be considered when manufacturing products?
a. Demonstrate an understanding of how to achieve an optimum use of materials and
components, including:
i. the cost of materials and/or components
ii. stock sizes and forms available
iii. sustainable production.
3.4 What factors need to be considered when distributing products to markets?
a. Understand the issues related to the effective and responsible distribution of
products, such as:
TECHNICAL PRINCIPLES

• cost effective distribution

• environmental issues and energy requirements
• social media and mobile technology
• global production and delivery.
b. Demonstrate an understanding of the implications of intellectual property (IP),
registered designs, registered trademarks, copyright, design rights and patents, in
relation to ethics in design practice and consumer rights.
3.5 How can skills and knowledge from other subject areas, including mathematics and science,
inform decisions in fashion and textiles?
a. Demonstrate an understanding of the need to incorporate knowledge from other
experts and subjects to inform design and manufacturing decisions, including the
areas of science and mathematics.
b. Understand how undertaking primary and secondary research and being able to
interpret technical data and information from specialist websites and publications
supports design development.

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28 A Level in Design and Technology
 4. Design thinking and communication
Considerations Maths &
Science

4.1 How do fashion and textiles designers use annotated 2D and 3D sketching and digital tools to
graphically communicate ideas?
a. Demonstrate an understanding of how to use annotated sketching and digital
tools to graphically communicate ideas and sketch modelling to explore possible
2
improvements, in terms of physical requirements, such as:
• function, usability, construction, movement, stability, composition, strength
• aesthetic qualities
• manufacturing processes
• suitability of materials and components.
TECHNICAL PRINCIPLES

b. Demonstrate an understanding of methods used to communicate the

construction of design solutions to inform third parties, such as producing:
i. working/technical drawings
ii. digital visualisations
iii. pattern drafting with relevant cutting and construction symbols
iv. economical lay plans
v. prototypes and toiles.
4.2 How do industry professionals use digital design tools to support and communicate the
exploration, innovation and development of design ideas?
a. Demonstrate an understanding of how designers develop products using digital
tools and online collaboration, such as:
• discussing and exchanging ideas with specialists
• developing designs concurrently with other designers
• explaining and communicating their design decisions to stakeholders.
b. Demonstrate an understanding of how digital design software is used during
product development, such as:
• visual presentation, rendering and photo-quality imaging
• product simulation.
4.3 How do fashion and textiles designers use different approaches to design thinking to support
the development of design ideas?
a. Awareness of different strategies, techniques and approaches to explore, create
DESIGNING & MAKING

and evaluate design ideas, including:

• iterative designing
PRINCIPLES

• user-centred design
• circular economy
• systems thinking.
b. The importance of collaboration to gain specialist knowledge from across subject
areas when delivering solutions in the design and manufacturing industries.
c. Understand how design teams use different approaches to project management
when faced with large projects, such as critical path analysis, scrum and six sigma.

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 5. Material considerations
Considerations Maths &
Science

5.1 What factors influence the selection of materials that are used in products?
a. Understand that the selection of materials and components is influenced by a
2 range of factors, including:
i. functional performance
ii. aesthetics
iii. cost and availability
iv. properties and characteristics
v. environmental considerations
vi. social, cultural and ethical factors.
5.2 What materials should be selected when designing and manufacturing products and prototypes
in fashion and textiles?
a. Understand that most products consist of multiple materials and that fashion and
textiles designers are required to discriminate between them appropriately for
TECHNICAL PRINCIPLES

their use, including:

i. natural and synthetic textiles
ii. polymers used in component parts, blended textiles
iii. metals used for jewellery, component parts and conductive threads
iv. wood used for component parts
v. rubber used for performance and functionality.
b. Demonstrate an understanding of the classification and source of textile fibres and
materials, including:
i. natural animal textiles, such as:
o wool, silk and cashmere
ii. natural plant textiles, such as:
o cotton and flax
iii. natural mineral textiles, such as:
o glass fibre
iv. synthetic textiles, such as:
o nylon, polyester and acrylic.
c. Demonstrate an understanding of the classification of different yarns, including:
i. single fibre spun yarns
ii. mixed and blended fibre spun yarns, such as cotton/polyester and wool/
acrylic
iii. filament yarns
iv. fancy yarns, such as boucle, chenille and lurex
v. bulked and textured yarns.

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30 A Level in Design and Technology
 Considerations Maths &
Science
d. Demonstrate an understanding of the classification of different structures of
fabrics, including:
i. knitted fabrics, including weft, warp and pile knits through hand and machine
knitting

2
ii. structured fabrics, such as knotted and braided fabrics/structures, 3D novel
structures
iii. woven fabrics, such as brocades, jacquards, plaid, tartans and crêpe
iv. non-woven fabrics, such as felt, and heated, mechanical and adhesive bonded
fabrics
v. microfibres.
5.3 Why is it important to consider the properties/characteristics of materials when designing and
manufacturing products?
a. Understand why the natural characteristics and properties of the fibres, yarns and
fabrics in 5.2 to make them suitable for use in a variety of products dependent on
the contextual application, including:
• tensile strength, softness, texture, durability, resilience, weight, stiffness,
elasticity, flammability, absorbency, washability, breathability, thermal and
electrical conductivity, resistance to decay, biodegradable.
b. Understand how the available forms, costs and properties of materials contribute to
the decisions about suitability of materials when developing and manufacturing their
own products.

6. Technical understanding
Considerations Maths &
Science
6.1 What considerations need to be made about the structural integrity of a design solution?
a. Learners should understand how and why some materials and/or system
components need to be reinforced or stiffened to withstand forces and stresses to
fulfil the structural integrity of products.
b. Understand how constructional solutions can be used to make fabrics suitable for
TECHNICAL PRINCIPLES

purpose, including:
i. the difference between whole garment knitting and fully fashioned panels
ii. shaping through the addition of boning for structural integrity
iii. reduction of fullness according to the design; darts, gathers, elastic, pleats
iv. quilting to add thermal insulation.
c. Understand how a variety of components fulfil functional requirements through
their application in the manufacture of a textiles product, including:
i. fastenings, such as: button and buttonholes, zips, poppers, velcro, hooks and
eyes, parachute clips, eyelets and ties and toggles
ii. decorative components, such as: appliquéd motifs, ribbon, lace, braid, beads,
sequins and piping
iii. constructional components, such as: shoulder pads, cuffing and interfacing.

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 Considerations Maths &
Science

6.2 How can products be designed to function effectively within their surroundings?
a. Demonstrate an understanding of surface finishes, decorative techniques and
surface pattern technology that can be used to enhance the aesthetic qualities of
products, including:
2 i. printing and dyeing techniques, such as screen, block, roller and discharge
printing, and methods of resist and vat dyeing.
ii. biological techniques, such as the use of natural enzymes to create stone
wash effects on jeans
iii. embroidery and apliqué techniques
iv. mechnical process, such as embossing and heat setting used on thermo
polymer fabrics to shape or create pleats.
v. digital technolgies used to print, embose and cut designs, such as dye
sublimation printing and use of a laser cutter.
b. Understand how materials and products can be finished in different ways to
prevent corrosion or decay, or enhance their performance for their intended
purpose, including:
i. methods of laminating to strengthen fabrics
ii. chemicals finishes used to improve a fabric’s performance such as: water
repellence, stain resistance, flame resistance, anti-static, moth-proofing,
anti-pilling, rot proofing, anti-felting, hygienic (sanitised)
iii. breathable coatings for high performance wear
iv. transparent coatings on fine fabrics.
6.3 What opportunities are there through using smart materials, e-textiles and technical textiles
within products?
a. Demonstrate an understanding of how smart materials change the functionality of
products, such as:
• colour changes using thermochromic, photochromic and electrochromic fibres
• shape-shifting such as shape memory alloy
• breathable membranes like Gore-Tex.
b. Understand and recognise how e-textiles are innovative, wearable textiles that
incorporate conductive fibres or elements directly into the textile itself, integrating
functional performance into products. Consider developments, such as:
• a range of conductive threads and pigments
• fibretronics
• a range of programmable controllers using a range of sensors.
c. Understand how technical textiles are developed for a range of industry sectors,
such as:
i. geotextiles used in civil engineering, coastal engineering and the construction
industry
ii. the development of fabrics for hi-tech clothing.

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 7. Manufacturing processes and techniques
Considerations Maths &
Science

7.1 How can materials and processes be used to make iterative models?
a. Understand that iterative models can be made from a range of materials to create
samples, toiles and other modelled concepts to communicate and test ideas, fit and
structural integrity.
2
b. Demonstrate an understanding of how to develop iterative models using pattern
making, pattern drafting and toiles to be able to test garments and form of other
textiles products.
c. Understand the use of both hand tools and digital tools such as rapid prototyping,
or digital simulation packages to support the creation of iterative developments.
7.2 How can materials and processes be used to make final prototypes?
a. Recognise the order of assembly for different fashion and textiles products, including:
i. assembly of fabric pieces including lining
ii. addition of working parts such as zips and fastenings
iii. reduction of fullness according to the design; darts, gathers, elastic, pleats
TECHNICAL PRINCIPLES

iv. adding embellishment

v. adding functional details; pockets and quilting.
b. Demonstrate an understanding of the tools, processes and machinery required to
accurately manufacture fashion and textiles products in a workshop environment,
including:
i. dyeing and printing processes
ii. hand and digital printing processes such as, screen, roller and transfer
printing methods
iii. transferring pattern markings using tailor’s chalk, tailor’s tacks and tracing wheel
iv. cutting fabrics using fabric shears or a cutting wheel
v. joining fabrics using a sewing machine, overlocker, needles and pins
vi. finishing fabrics and garments using a steam iron.
c. Understand how digital technology, including the use of computer-aided design
(CAD) and computer-aided manufacture (CAM) can be used in the making of final
prototypes.
d. Understand how the design of templates and patterns can ensure quality and
accuracy when making a final prototype.
e. Understand how the available forms, costs and working properties of materials
contribute to the decisions about suitability of materials when developing and
manufacturing their own prototypes.
f. Demonstrate an understanding of the principles of pattern cutting, including:
i. pattern sizing
ii. pattern symbols and instructions
iii. how to manipulate patterns for different applications.

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 Considerations Maths &
Science

7.3 How can materials and processes be used to make commercial products?
a. Recognise the tools, processes and machinery required to complete a range of
textiles products in industry, including:

2
i. dyeing processes
ii. hand and digital printing processes such as, screen, roller and transfer
printing methods
iii. transferring pattern markings using thread markers, drills and hot notchers
iv. cutting fabrics using multi-ply fabric cutting, computer-controlled knives,
lasers, water jets, plasma or ultra sound to cut fabric and prevent fraying
v. joining fabrics using lockstitch, overlocker, seamcover, linking, automatic
buttonhole and computer-controlled sewing machines
vi. finishing fabrics and garments using pressing units, ironing and sleeve boards,
steam dollies, tunnel finishers and flatbed presses for trousers.
b. Understand the necessity for fashion and textiles manufacturers to optimise the
use of materials and production processes, such as:
• economical lay plans and costing; ensuring cost effective production for viability
• working to a budget through efficient manufacture and making the best use of
TECHNICAL PRINCIPLES

labour and capital throughout the design and manufacturing process.

7.4 How is manufacturing organised and managed for different scales of production?
a. Understand how and why different production methods are used when
manufacturing products, dependent on market demand, including:
i. one-off and bespoke, batch and high volume production systems
ii. modular/cell production systems
iii. lean manufacturing
iv. just-in-time manufacture
v. bought-in parts and components, standardised parts
vi. fully automated manufacture.
b. Understand how ICT and digital technologies are changing modern manufacturing
such as:
• customised manufacture systems
• rapid prototyping
• additive and digital manufacture methods
• stock control, monitoring, purchasing logistics in industry.
7.5 How is the quality of products controlled through manufacture?
a. Understand the processes that need to be undertaken to ensure products meet
legal requirements and are high quality such as:
i. quality control
ii. quality assurance
iii. ‘Total Quality Management’ (TQM)
iv. European and British standards.

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34 A Level in Design and Technology
 8. Viability of design solutions
Considerations Maths &
Science
8.1 How can designers assess whether a design solution meets its stakeholder requirements?
a. Critically evaluating how a design solution has met its intended requirements, including:
2
DESIGNING & MAKING PRINCIPLES

i. functionality
ii. ease of use and inclusivity of the solution
iii. user needs.
b. Demonstrate an understanding of the needs and methods for testing design
solutions with stakeholders throughout the design development, and when testing
the success of a product.
c. Demonstrate an understanding of the importance of testing the feasibility of getting
a product to market, including: considerations of cost, packaging and appeal.
d. Understanding the relevant standards that need to be met and how to ensure these
are delivered, including:
i. those published by the British Standards Institute (BSI)
ii. those published by the International Organisation for Standardisation (ISO)
specific to the subject.
8.2 How can fashion and textiles designers assess whether a design solution meets the criteria of
technical specifications?
a. Demonstrate an understanding of the methods and importance of undertaken physical
testing on a product to ensure it meets the criteria it is meant to fulfil, including:
i. functionality
ii. accuracy
iii. performance.
b. Recognise how physical testing systems are integrated into the manufacturing
process in the textiles industry to test functional feasibility, including:
TECHNICAL PRINCIPLES

i. testing of fibres and fabrics for durability and aftercare

ii. testing prototypes, toiles and samples for performance and fitness for purpose
iii. sampling garments and products through different methods, such as:
o consumer testing, wearer trials
o virtual testing.
8.3 How do designers and manufacturers determine whether design solutions are commercially viable?
a. Demonstrate an understanding of the value of feasibility studies to determine the
likely factors that influence the commercial viability of a product to market, such as:
• the design solution’s impact on user lifestyles
• how well a product performs
• technical difficulty of manufacture
• stock availabililty of materials and components
• costs and profit
• timescales involved
• promotion, brand awareness and advertising potential
• balancing supply and demand
• market analysis of similar products.

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 9. Health and safety
Considerations Maths &
Science

9.1 How can safety be ensured when working with materials in a workshop environment?
a. Demonstrate an understanding of safe working practices in the workshop situation,
2 including:
i. understanding the need for risk assessments
ii. identifying hazards and implementing control measures to minimise risks.
TECHNICAL PRINCIPLES

b. Demonstrate an understanding of how to work safely with specialist tools,

techniques, processes, equipment and machinery during the design and
manufacture of products.
9.2 What are the implications of health and safety legislation on product manufacture?
a. Demonstrate an understanding of how the regulatory and legislative framework in
the Health and Safety at Work Act (HASAW) sets out duties of employers and
employees in the product manufacturing industries, including:
i. Control of Substances Hazardous to Health (COSHH)
ii. Personal Protective Equipment at work regulations (PPE).
b. The responsibility of manufactures to appropriately label products and offer
guarantees to their consumers to deliver the correct levels of product assurance
related to safety, including:
i. care labelling code and symbols
ii. flamability.

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36 A Level in Design and Technology
2g. Product Design (H406/01 and H406/02)
The content of this component is focused towards Learners should be familiar with a range of materials
products and applications and their analysis in and components used in the manufacture of
respect of: commonly available products, and they should be
able to make critical comparisons between them.
• materials, components and their selection and

•
uses in products/systems
industrial and commercial practices
The aim of the component is to give learners a
framework for analysing existing products that
2
• wider issues affecting design decisions. enables them to make considered selections of
appropriate materials and manufacturing processes
It is essential that materials and components are when designing.
studied from the perspective of analysing modern
consumer products that are designed to meet The component brings together the knowledge,
identified consumer needs, their design and understanding and skills acquired in the NEA.
manufacture, and taught within the context of product
development and industrial and commercial practices.

1. Identifying requirements
Considerations Maths &
Science

1.1 What can be learnt by exploring contexts that design solutions are intended for?
a. Understand that all design practice is context dependent and that investigations are
required to identify what makes a context distinct in relation to:
i. environment and surroundings
ii. user requirements
iii. economic and market considerations
DESIGNING PRINCIPLES

iv. product opportunities.

1.2 What can be learnt by undertaking stakeholder analysis?
a. Demonstrate an understanding of methods used for investigating stakeholder
requirements, such as:
• user-centred design and stakeholder analysis
• SWOT analysis
• focus groups
• qualitative observations
• market research to identify gaps for new products or opportunities to update
existing products
• use of forecasting companies to identify technological and fashion trends.
b. Demonstrate an understanding of how enterprise can help drive the development
of new product ideas through routes to innovation such as:
• entrepreneurship
• commercial partnerships
• venture capitalists and crowd funding websites.

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 Considerations Maths &
Science

1.3 How can usability be considered when designing prototypes?

a. Learners should be able to analyse and evaluate factors that may need
TECHNICAL PRINCIPLES

consideration in relation to the user interaction of a design solution, including:

2
i. the impact of a solution on a user’s lifestyle
ii. the ease of use and inclusivity of products
iii. ergonomic considerations and anthropometric data to support ease of use
iv. aesthetic considerations.
b. Demonstrate an understanding of the ergonomic factors that may need considering
when developing products, including:
i. anthropometric data to help define design parameters associated with the
human body
ii. user comfort, layout of controls, software user interface.

2. Learning from existing products and practice

Considerations Maths &
Science

2.1 Why is it important to analyse and evaluate products as part of the design and manufacturing
process?
a. Analyse and evaluate the features and methods used in existing products and
design solutions, to inform opportunities and constraints that may influence design
decisions to offer product enhancement, including:
i. the context of the existing product and the context of future design decisions
DESIGNING PRINCIPLES

ii. the multiple materials and components used

iii. methods of construction and manufacture
iv. how functionality is achieved
v. the ease of use, including: ergonomic and anthropometric considerations
vi. inclusivity of products and appropriate considerations of application to a wide
variety of users
vii. fitness for purpose
viii. the impact on user lifestyles
ix. the effect of trends, taste and/or style
x. the effect of marketing and branding
xi. the considerations of how to get a product to market.
2.2 Why is it important to understand technological developments in product design?
a. Be able to critically evaluate how new and emerging technologies influence and
inform the evolution and innovation of products in both contemporary and
potential future scenarios.

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38 A Level in Design and Technology
 Considerations Maths &
Science

2.3 Why is it important to understand both past and present developments in product design?
a. Recognise how past and present product designers, technologies and design
thinking have influenced the style and function of products from different

2
perspectives, including:
i. the impact on industry and enterprise
ii. the impact on people in relation to: lifestyle, culture and society
iii. the impact on the environment
iv. consideration of sustainability.
a. Understand how key historical movements and figures and their methods have had
an influence on future developments in product design.
2.4 What can be learnt by examining lifecycles of products?
a. Demonstrate an understanding of a product’s marketing lifecycle from initial launch
to decline in popularity, including:
i. consideration of initial demand, growth in popularity and decline over time
ii. methods used to create more demand and maintain a longer product popularity
iii. new models of marketing and the influence of social media.

3. Implications of wider issues

Considerations Maths &
Science

3.1 What factors need to be considered whilst investigating design possibilities?

a. Understand how social, ethical and environmental issues have influenced and been
DESIGNING & MAKING PRINCIPLES

impacted by past and present developments in design practice and thinking, including:
i. consideration of lifecycle assessment (LCA) at all stages of a product’s life
from raw material to disposal
ii. the source and origin of materials; and the ecological and social footprint of
materials
iii. the depletion and effects of using natural sources of energy and raw materials
iv. planned obsolescence
v. buying trends
vi. environmental incentives and directives.
3.2 What factors need to be considered when developing design solutions for manufacture?
a. Awareness of the responsibilities and principles of designing for manufacture
(DFM), including:
i. planning for accuracy and efficiency through testing and prototyping
ii. being aware of issues in relation to different scales of production
iii. designing for repair and maintenance
iv. designing with consideration of product life.

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 Considerations Maths &
Science

b. Awareness of product lifecycles that extend useful product life through planning for and
consideration of maintenance, repair, upgrades, remanufacture and recycling systems.
c. Demonstrate an understanding of how environmental factors impact on:

2
i. sourcing and processing raw materials into a workable form
ii. the disposal of waste, surplus materials and components, by-products of production
including pollution related to energy
iii. cost implications related to materials and process.
d. Demonstrate an understanding of sustainability issues relating to industrial manufacture,
including:
i. fair trade and the Ethical Trade Initiative (ETI)
ii. economic issues and globalisation
iii. material sustainability and optimisation, availability, recycling and conservation schemes,
such as:
o exploring the impact and use of eco-materials
o exploring how materials can be up-cycled.
3.3 What factors need to be considered when manufacturing products?
a. Demonstrate an understanding of how to achieve an optimum use of materials and
components, including:
i. the cost of materials and/or components
ii. stock sizes and forms available
iii. sustainable production.
3.4 What factors need to be considered when distributing products to markets?

a. Understand the issues related to the effective and responsible distribution of

TECHNICAL PRINCIPLES

products, including:
i. cost effective distribution
ii. environmental issues and energy requirements
iii. social media and mobile technology
iv. global production and delivery.
b. Demonstrate an understanding of the implications of intellectual property (IP),
registered designs, registered trademarks, copyright, design rights and patents, in
relation to ethics in design practice and consumer rights.
3.5 How can skills and knowledge from other subject areas, including mathematics and science,
inform decisions in product design?
a. Demonstrate an understanding of the need to incorporate knowledge from other
experts and subjects to inform design and manufacturing decisions, including the
areas of science and mathematics.
b. Understand how undertaking primary and secondary research and being able to
interpret technical data and information from specialist websites and publications
supports design development.

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40 A Level in Design and Technology
 4. Design thinking and communication
Considerations Maths &
Science
4.1 How do product designers use annotated 2D and 3D sketching and digital tools to graphically
communicate ideas?
a. Demonstrate an understanding of how to use annotated sketching and digital tools
to graphically communicate ideas and sketch modelling to explore possible
2
improvements, in terms of physical requirements, such as:
• function, usability, construction, movement, stability, composition, strength
• aesthetic qualities
• manufacturing processes
• suitability of materials and components.
TECHNICAL PRINCIPLES

b. Demonstrate an understanding of methods used to communicate the construction

of design solutions to inform third parties, such as producing:
i. working/technical drawings
ii. digital visualisation
iii. schematic diagrams and lay plans if appropriate
iv. flowcharts with associated symbols
v. prototypes and models.
4.2 How do industry professionals use digital design tools to support and communicate the
exploration, innovation and development of design ideas?
a. Demonstrate an understanding of how designers develop products using digital
tools and online collaboration, such as:
• discussing and exchanging ideas with specialists
• developing designs concurrently with other designers
• explaining and communicating their design decisions to stakeholders.
b. Demonstrate an understanding of how digital design software is used during
design development, such as:
• visual presentation, rendering and photo-quality imaging
• product simulation
• scientific analysis of real-world physical factors to determine whether a
product will break or work the way it was intended.
4.3 How do product designers use different approaches to design thinking to support the
development of design ideas?
a. Awareness of different strategies, techniques and approaches to explore, create
DESIGNING & MAKING

and evaluate design ideas, including:

• iterative designing
PRINCIPLES

• user-centred design
• circular economy
• systems thinking.
b. The importance of collaboration to gain specialist knowledge from across subject
areas when delivering solutions in the design and manufacturing industries.
c. Understand how design teams use different approaches to project management
when faced with large projects, such as critical path analysis, scrum and six sigma.

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 5. Material and component considerations
Considerations Maths &
Science

5.1 What factors influence the selection of materials that are used in products?
a. Understand that the selection of materials and components is influenced by a range
2 of factors, including:
i. functional performance
ii. aesthetics
iii. cost and availability
iv. properties and characteristics
v. environmental considerations
vi. social, cultural and ethical factors.
5.2 What materials should be selected when designing and manufacturing products and prototypes
in product design?
a. Understand that most products consist of multiple materials and that product
designers are required to discriminate between them appropriately for their use,
TECHNICAL PRINCIPLES

including:
i. hardwoods and softwoods, such as:
o  oak, teak and beech; pine, spruce and fir
ii. manufactured boards, such as:
o  plywood, MDF and block board
iii. ferrous and non-ferrous metals, such as:
o  cast iron, mild steel and stainless steel; aluminum and copper
iv. metal alloys, such as:
o  brass, bronze and tungsten
v. thermopolymers and thermosetting polymers, such as:
o  PET, HDPE, PVC, LDPE, polypropylene, polystyrene and ABS; urea
formaldehyde, epoxy resin and polyester resin.
vi. natural and synthetic fibres, such as:
o  cotton, wool and silk; polyester and nylon
vii. textile fabrics, such as:
o  woven, non-woven, knitted and blended textiles
viii. composite materials, such as:
o  fibre-reinforced plastics, glass-reinforced plastics (GRP) and carbon fibre
(CFRP)
ix. modern materials, such as:
o  e-textiles, super-alloys, graphene, bioplastics and nanomaterials
x. smart materials, such as:
o  thermochromic, photochromic and electrochromic materials; shape memory
alloy and shape memory polymers; conductive paints and e-textiles.

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42 A Level in Design and Technology
 Considerations Maths &
Science

5.3 Why is it important to consider the properties/characteristics of materials when designing and
manufacturing products?
TECHNICAL PRINCIPLES

a. Understand why the characteristics and properties of the materials in 5.2a make

2
them suitable for use in a variety of products dependent on the contextual
application, including:
• density, strength, hardness, durability, strength-to-weight ratio, stiffness,
elasticity, impact resistance, plasticity, malleability and ductility, corrosive
resistance to chemicals and weather, flammability, absorbency, washability,
thermal and electrical conductivity, resistance to decay, biodegradable.
b. Understand how the available forms, costs and properties of materials contribute to
the decisions about suitability of materials when developing and manufacturing
their own products.

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 6. Technical understanding

Considerations Maths &

Science

6.1 What considerations need to be made about the structural integrity of a design solution?

2 a. Learners should understand how and why some materials and/or system
components need to be reinforced or stiffened to withstand forces and stresses to
fulfil the structural integrity of products.
b. Learners should understand processes that can be used to ensure the structural
integrity of a product, such as:
• triangulation
• reinforcing.
TECHNICAL PRINCIPLES

6.2 How can products be designed to function effectively within their surroundings?
a. Understand how surface finishes and coatings can be used to enhance the
appearance of products and the methods of preparing different surfaces to accept
finishes in order to deliver a decorative, colourful and quality outcome.
b. Understand how materials and products can be finished in different ways to prevent
corrosion or decay in the environment they are intended for, such as:
• paints, varnishes, sealants, preservatives, anodising, plating, coating,
galvanisation and electroplating.
6.3 What opportunities are there through using smart and modern technologies within products?
a. Demonstrate an understanding of how smart materials change the functionality of
products, such as:
• colour changes, shape-shifting, motion control, self-cleaning and self-healing
• smart materials used in medical procedures to act in a way that conventional
materials and processes would not previously have permitted.
b. Understand how modern technologies can support the function of products,
such as:
• programmable components that can be built into a product and coded to
respond to inputs that command an action.

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44 A Level in Design and Technology
 7. Manufacturing processes and techniques
Considerations Maths &
Science
DESIGNING & MAKING

7.1 How can materials and processes be used to make iterative models?
PRINCIPLES

a. Understand that 3D iterative models can be made from a range of materials and
components to create block models and working prototypes to communicate
and test ideas, moving parts and structural integrity.
2
b. Demonstrate an understanding of simple processes that can be used to model
ideas using hand tools and digital tools such as rapid prototyping, or digital
simulation packages to support the creation of iterative developments.
7.2 How can materials and processes be used to make final prototypes?
a. Understand methods of joining similar and dissimilar materials within products
to fulfill the following functions:
i. permanently joining materials to include constructional joints
ii. temporarily/semi-permanently joining materials
iii. adhesion and heat
iv. using standard components and fixings.
b. Demonstrate an understanding of a variety of processes, tools and machinery
used to accurately manufacture final prototypes in the workshop made from
TECHNICAL PRINCIPLES

wood, metal and polymers, including:

i. wasting techniques, such as drilling, sawing, shaping and abrading
ii. moulding methods, such as thermoforming and vacuum forming
iii. milling metals and turning woods
iv. casting of metals such as lost wax casting, sand casting, low temperature
and resin casting
v. forming and lamination
vi. bending, rolling and forming sheet material.
c. Understand how digital technology, including the use of computer-aided design
(CAD) and computer-aided manufacture (CAM) can be used in the making of
final prototypes.
d. Understand how the design of templates, jigs, formers and moulds ensure
quality and accuracy when making a final prototype.
e. Understand how the available forms, costs and working properties of materials
contribute to the decisions about suitability of materials when developing and
manufacturing products.

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 Considerations Maths &
Science

7.3 How can materials and processes be used to make commercial products?
a. Understand commercial production processes and machinery used to
manufacture products to different scales of production, including:

2
i. moulding methods, such as injection, rotational, compression, extrusion
and blow
ii. thermoforming and vacuum forming
iii. die casting and sand casting
iv. sheet metal forming and stamping
v. automated material handling systems
vi. robotic arms to stack, assemble, join and paint parts.
b. Understand how the design of jigs, fixtures, presses, formers and moulds in
commercial production are used to ensure consistent accuracy and quality, and
different scales of production methods.
c. Understand the necessity for manufacturers to optimise the use of materials
and production processes, such as:
• economical lay plans and costing; ensuring cost effective production for
viability
• working to a budget through efficient manufacture and making the best use
of labour and capital throughout the design and manufacturing process.
7.4 How is manufacturing organised and managed for different scales of production?
a. Understand how and why different production methods are used when
manufacturing products dependent on market demand, including:
i. one-off and bespoke, batch and high volume production systems
ii. modular/cell production systems
iii. lean manufacturing
iv. just-in-time manufacture
v. bought-in parts and components, standardised parts
vi. fully automated manufacture.
b. Understand how ICT and digital technologies are changing modern
manufacturing:
i. customised manufacture systems
ii. rapid prototyping
iii. additive and digital manufacture methods
iv. stock control, monitoring, purchasing logistics in industry.
7.5 How is the quality of products controlled through manufacture?
a. Understand the processes that need to be undertaken to ensure products meet
legal requirements and are high quality:
i. quality control
ii. quality assurance
iii. ‘Total Quality Management’ (TQM)
iv. European and British standards.

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 8. Viability of design solutions
Considerations Maths &
Science
8.1 How can designers assess whether a design solution meets its stakeholder requirements?
DESIGN & MAKING PRINCIPLES

a. Critically evaluating how a design solution has met its intended requirements, including:
i. functionality
ii. ease of use and inclusivity of the solution
2
iii. user needs.
b. Demonstrate an understanding of the needs and methods for testing design
solutions with stakeholders throughout the design development, and when testing
the success of a product.
c. Demonstrate an understanding of the importance of testing the feasibility of getting
a product to market including considerations of cost, packaging and appeal.
d. Understanding the relevant standards that need to be meet and how to ensure
these are delivered, including:
i. those published by the British Standards Institute (BSI)
ii. those published by the International Organisation for Standardisation (ISO)
specific to the subject.
8.2 How can product designers and manufacturers assess whether a design solution meets the
criteria of technical specifications?
a. Demonstrate an understanding of the methods and importance of undertaken physical
testing on a product to ensure it meets the criteria it is meant to fulfil, including:
i. functionality
ii. accuracy
iii. performance.
b. Recognise how physical testing systems are integrated into the manufacturing
process in the design industry to test functional feasibility, including:
TECHNICAL PRINCIPLES

i. testing of materials for durability and aftercare

ii. testing models and prototypes for performance and fitness for purpose
iii. testing products in use through different methods, such as:
o consumer testing
o virtual testing.
8.3 How do designers and manufacturers determine whether design solutions are commercially viable?
a. Demonstrate an understanding of the value of feasibility studies to determine the
likely factors that influence the commercial viability of a product to market, such as:
• the design solution’s impact on user lifestyles
• how well a product performs
• technical difficulty of manufacture
• stock availabililty of materials and components
• costs and profit
• timescales involved
• promotion, brand awareness and advertising potential
• balancing supply and demand
• market analysis of similar products.

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 9. Health and safety
Considerations Maths &
Science

9.1 How can safety be ensured when working with materials in a workshop environment?
a. Demonstrate an understanding of safe working practices in the workshop situation,
2 including:
i. understanding the need for risk assessments
TECHNICAL PRINCIPLES

ii. identifying hazards and implementing control measures to minimise risks.

b. Demonstrate an understanding of how to work safely with specialist tools,
techniques, processes, equipment and machinery during the design and
manufacture of products.
9.2 What are the implications of health and safety legislation on product manufacture?
a. Demonstrate an understanding of how the regulatory and legislative framework in
the Health and Safety at Work Act (HASAW) sets out duties of employers and
employees in the product manufacturing industries, including:
i. Control of Substances Hazardous to Health (COSHH)
ii. Personal Protective Equipment at work regulations (PPE).
b. The responsibility of manufacturers to appropriately label products and offer
guarantees to their consumers to deliver the correct levels of product assurance
related to safety.

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48 A Level in Design and Technology
2h. Introduction to non-exam assessment (NEA) content – Iterative
Design Project
The Iterative Design Project is a substantial design a clear and thorough understanding of iterative
and make project that is individual to each learner design processes in practice.
and follows the methodology of iterative designing.
Learners will be required to explore contexts of Learners will need to demonstrate their knowledge,
their own choosing that are both contemporary
and challenging. The focus should be on identifying
understanding and skills through overlapping,
repeated iterative processes that:
2
problems and opportunities to be resolved in an
innovative way within the endorsed title they • ‘explore’ needs
are working in. The undertaking of their project • ‘create’ solutions that demonstrate how the
should demonstrate their self-management and needs can be met, and
• ‘evaluate’ how well the needs have been met.

Fig. 3 Iterative Design Wheel showing key activities

© Designing Our Tomorrow, University of Cambridge

Based on the exploration of the context they have are repeated until requirements are met and
chosen, the related stakeholder needs and problems are reduced to the lowest level possible.
requirements are identified and design solutions In this way the final prototype before production is
created. The design solutions are tested and of the highest quality and fit for purpose. In a type of
evaluated considering user feedback to identify any ‘trial and error’ process, design solutions that satisfy
further improvements required for future ‘iterations’ users and stakeholders continue to influence future
of the design solution. In turn, these modified design iterations through further improvement and
solutions are tested and the processes repeated. This refinement. Those that do not are discarded.
continuous system of designing produces constantly
evolving iterations that build clearer needs and better Central to any iterative designing process is the
solutions for a concept. Prototypes are developed thinking and management around the development
into a progressively improved product. of the processes, which is sometimes very complex,
requiring learners to manage competing problems
The needs and requirements of users and to progress their iterative project. Mistakes are an
stakeholders are important considerations inherent part of this learning experience and should
throughout all iterative processes, as is analysing not be hidden, but rather evidenced and used to
and interacting with existing products. The processes improve future iterations.

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A Level in Design and Technology 49
 So long as the interrelated principles of ‘explore, record the processes as their individual project
create and evaluate’ are followed, there are no hard demands. It is often beneficial to break down more
and fast rules as to how and when to start or develop complex problems into smaller more manageable
a project, learners should decide how to manage and areas.

Explore (AO1)
2 Exploring is about systematically understanding the • Where do stakeholders do it? e.g. through
need(s), known as requirements, of the primary user primary and secondary investigation that helps
and stakeholder(s). The requirements should be used understand the physical, organisational, social
in a way that stimulates the ‘create’ stage of design and cultural environments.
development and forms the basis of measurable
criteria in the ‘evaluate’ stage of the process. The • Why do stakeholders do what they do? e.g.
requirements can be derived by exploring the establishing what stakeholders want to achieve
following questions: by using/promoting the product.

• Who are the stakeholders? e.g. using personas • What is the impact of what stakeholders do on
with an interest in the context or anticipated society (people), the environment (planet) and
product outcomes. economics (profit)?

• What do stakeholders do and when do they do This exploration may take various forms, but as with
it? e.g. using task analysis. other stages in the iterative processes, a key element
will be direct personal interaction between the
learner and the stakeholder(s).

Create (AO2)

Creating focuses on the cognitive processes that learners to approach their designing in the way they
are associated with creative thought. Creative ideas feel most appropriate, e.g. with the use of digital
to develop the design solution should be both novel technology or rudimentary models. Working up
and appropriate (or functional in design terms). rough prototypes of ideas using readily available
In order to be novel, ideas must go beyond clichéd materials allows evaluation for future iterations.
or stereotypical responses – something known The presentation of later iterations may include
as [design] fixation. Recognising fixation and techniques such as detailed sketches, more
understanding the conceptual processes that help substantive models and photos of models with
avoid it, is crucial to creative thought. For example, annotations of technical requirements and general
the process of conceptual combination, which is the thoughts. Learners’ final design solutions can
merging of two or more concepts to form a novel similarly be presented in any medium, but should be
idea, which, if appropriate, is by definition creative. drawn with enough skill and detail to show relevant
technical details, projections and rendering, resulting
Suitable communication and presentation techniques in final prototype(s) that resembles the intended
are essential to record and share creative thoughts iterative design solution for presentation and
clearly to a third party. Initially, the focus is on the evaluation. The final design solution will also be
generation of a wide variety of ideas, using quick required to be presented through the making of a
methods of communication such as freehand final functioning and quality prototype. It is not
sketching. There is absolutely the freedom for intended that the resulting final prototype necessarily

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50 A Level in Design and Technology
be made to full scale or using the manufacturing tested and evaluated as described as part of the
techniques, but learners will be required to ‘evaluate’ stage. In this way, the learner’s creative
understand how the final prototype could be journey is recorded naturally and clearly
manufactured into a working product. communicates their creative and critical thought
processes and an understanding of how ‘explore’,
Ideas in the form of sketches, models and annotations ‘create’, and ‘evaluate’ are interrelated.
as described as part of the ‘create’ stage should be

2
Evaluate (AO3)

Evaluation establishes whether the need(s) of the are repeated until all user and stakeholder needs
user(s) and stakeholder(s) have been met. Ideas have been met in line with stakeholder requirements.
(sketches, CAD and models) generated and Each evaluation informs the next iteration and
developed within ‘create’ are used to test and should be evident throughout the learner’s product
systematically evaluate their appropriateness against development. In order to do this learners should
the stakeholder requirements identified as part of select from a variety of suitable techniques that
‘explore’. Where needs have not been satisfactorily will help them to systematically and objectively test
met, further exploration and creating of ideas will be the solutions developed to meet the identified
required. New or developed ideas will need to be stakeholder requirements.
systematically evaluated. These iterative processes

The ethos and aims of the NEA component

The A Level Iterative Design Project will encourage • a decisive but sensitive approach considering
and enable learners to develop a wide range of skills the needs, wants and values of others
and abilities, which are applicable not only to study in
Higher Education but also within the world of work • effective communication, for example,
and day-to-day life. listening, reporting, explaining, illustrating,
presenting
In formulating this component, OCR has worked
• an ambitious attitude with persistence and
closely with representatives from higher education
perseverance
and industry professionals to ensure that the
content reflects authentic industrial practice • a positive outlook to risk-taking
and gives an insight into the way that creative,
engineering and/or manufacturing industries • an openness to uncertainty, to test unfamiliar
function. Learners are thus enabled to make ideas and to learn from mistakes and failures
the connection between the knowledge,
• a responsible approach as an initiator of change
understanding and skills they develop and
how this will benefit them in the future. • the ability to analyse, test and evaluate
objectively, seeing their work from others’
This component will cultivate important individual/ point of view
personal qualities and skills including:
• able to benefit from expert advice and
• initiative, independence and critical thinking collaboration with others

• curiosity, creativity, innovation and imagination • attention to detail.

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A Level in Design and Technology 51
 NEA content requirement

The column on the right indicates where learners may The ‘explore’, ‘create’ and ‘evaluate’ columns have
consider mathematical skills or knowledge from wider different size dots, not only to indicate their
subjects, including science. interrelationship, but also their significance within
any topic strand.

2 In order to undertake their Iterative Design Project NEA, learners should:

Maths &
Evaluate
1. Identifying requirements

Explore

Science
Create
a. Understand methods of investigating and analysing contexts in
order to identify problems and opportunities that offer potential ● ● ●

for an innovative design solution.

b. Be able to develop and prioritise specific issues identified for
attention in order to produce a design brief and determine the ● ● ●

next steps for design development.

c. Understand the central importance of obtaining and taking
account of the needs, wants, values and views of users and ● ● ●
stakeholders throughout the iterative design processes.
d. Be able to identify and state user and stakeholder requirements
in a form that will direct, inform and offer the opportunity for
● ● ●
reflection of their designing and making progress throughout the
design process.

2. Learning from existing products and practice

a. Be able to to critically analyse relevant existing products,

understanding how investigations can be used to inform design
● ● ●
thinking and delivery solutions to technical requirements that
could be utilised within their own design solutions.
b. Investigate existing products’ fitness for purpose, with reference
to aesthetics, ergonomics and anthropometrics, to identify key ● ● ●
areas for consideration when designing and creating prototypes.
c. Understand and apply relevant design theory, including how key
historic movements or figures and their methods may influence ● ● ●
or inspire their own designing.
d. Consider and use different design strategies, techniques and
● ● ●
approaches when exploring, creating and evaluating.
e. Use physical testing of existing products, materials and
components (including destructive and non-destructive methods)
● ● ●
during the iterative processes to determine design requirements
and to inform the development of improved designs.

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52 A Level in Design and Technology
 Maths &
Evaluate
3. Implications of wider issues

Explore

Science
Create
a. Understand the impact of social, moral, and ethical factors when
investigating and analysing existing products, systems, technologies and ● ● ●
technological developments in order to consider and apply these

b.
principles when designing and creating prototypes.
Be able to draw on and apply skills and knowledge from other subject areas,
2
including mathematics and science, to inform and support decisions when ● ● ●

designing or when developing technological aspects of their product.

c. Review wider environmental implications when creating prototypes,
understanding the use of product lifecycle analysis to consider factors ● ● ●
such as the disposal of waste, surplus materials, components and
by-products and sustainability.

4. Design thinking and communication

a. Demonstrate an ability to formulate appropriate technical and non-
technical specifications reflecting on their own investigations and
considering stakeholder requirements, including:
• non-technical specifications that cover requirements
●
● ●
• technical requirements that outline the specific requirements for
needed to support the making of a final prototype.
b. Select and use appropriate methods of communication with stakeholders
and users, understanding and applying the principles of user-centred
design and other relevant design approaches throughout the iterative
●
● ●
design process.
c. Understand how to use communication skills throughout a project,
utilising a range of media and presentation techniques appropriate to the
project which clarify, record and explain their thinking, and enable others
●
● ●
to understand their decisions and intentions.
d. Apply digital and non-digital skills and techniques that are suitable to the
stage of development and record real-time progress throughout an
iterative design process, such as:
• informal 2D and 3D sketching and modelling to communicate initial ideas
• system and schematic diagrams, annotated sketches, exploded diagrams,
models and written notes, to communicate development iterations
• audio and visual recordings to share thinking, explorations and the
functionality of ideas ●
● ●
• formal 2D and 3D working drawings to outline specification
requirements; 3D illustrations, mathematical modelling and computer-
based tools to present final design solutions; schedules and flowcharts
to deliver planning
• writing reports and/or summaries to record the thinking process
• presentations and real-time evidence to communicate throughout the
project.

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A Level in Design and Technology 53
 Maths &
Evaluate
Explore

Science
Create
e. Use project management tools and production plans as appropriate
● ● ●
during the project to ensure all phases are managed efficiently.

5. Material considerations
2 a. Be able to select and work with appropriate materials and components
when designing and making prototypes, understanding the role of ● ● ●
different materials and material combinations when analysing and
considering them for use within their own design solutions.

6. Technical understanding

a. Understand how investigations of existing products and user and

stakeholder requirements can be used to understand the requirements ● ● ●

for functionality and usability when designing and creating prototypes.

b. Understand the importance of appropriate materials, components,
finishes and use of technology when creating and developing ● ● ●

functional and easy-to-use products and systems.

c. Understand aesthetics, ergonomics and anthropometrics in order to
ensure their design solutions are fit for purpose in meeting stakeholder ● ● ●

and design requirements.

7. Manufacturing processes and techniques

a. Use appropriate and accurate marking out methods including:

consideration and use of reference/datum points; use templates, jigs
and/or patterns where appropriate; working within tolerances;
understanding efficient cutting and how to minimise waste. Ensuring
●
● ●

appropriate accuracy and precision required for their product to fulfil

its intended purpose.
b. Select and use appropriate specialist tools, equipment and machinery,
both manually and digitally operated, when creating their prototypes, ●
● ●

products and systems.

c. Investigate the feasibility and suitability of techniques and processes to
be used during the process of designing and making prototypes ● ● ●

through experimentation, testing and modelling.

d. Select and use appropriate processes and techniques to demonstrate
practical making skills with hand, machine and digital technologies
through the creation of models, simulations and final prototypes.
●
● ●

Reflecting on the effectiveness of the processes and techniques used.

e. Understand manufacturing methods, scales of production and quality
to ensure their final prototype of their design solution meets identified ●
● ●

stakeholder requirements.

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54 A Level in Design and Technology
 Maths &
Evaluate
Explore

Science
Create
f. Understand the principles of Design for Manufacture and Assembly
(DFMA) to develop design solutions that ensure accuracy and precision ●
● ●

are met, and economy and efficiency are achieved.

g. Understand and apply quality control and quality assurance principles ●
● ●
2
to their project.

8. Viability of design solutions

a. Design and develop one final prototype or a set of prototypes that ● ● ●

meets steakeholder requirements and is fit for purpose.
b. Test and evaluate the viability of potential design iterations against
agreed requirements lists and specifications, in liaison with ● ● ●
stakeholders and users, to inform future iterations of their design
solutions.
c. Evaluate stakeholder requirements whilst also considering commercial ● ● ●
viability, including an understanding of cost and marketability.
d. Use physical testing (destructive and non-destructive methods),
through experiments and trials, scaled models, mock-ups, prototypes ● ● ●
and components as appropriate to assess the suitability of design
solutions and to inform successive design iterations.
e. Understand and use IT based tools to test and evaluate the viability of ● ● ●
specific components and prototypes to predict performance.
f. Be able to make informed and reasoned decisions that respond to
stakeholder feedback to ensure all needs and requirements are
addressed and to identify the potential next-steps for further ● ● ●
development and suggest how modifications could be made through
design optimisation.
g. Understand and apply relevant standards to measure the viability of
● ● ●
design solutions including BSI and ISO

9. Health and safety

a. Be able to identify relevant hazards when creating prototypes and

apply safe working practices when creating designs and prototypes, ● ● ●

applying appropriate risk assessments.

Further details on the requirements for undertaking the non-exam assessment NEA can be found in Section 3a.
Guidance on assessment of the NEA, including the marking criteria is outlined in Section 3f.
Administration requirements of the NEA are outlined in Section 4d.

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A Level in Design and Technology 55
 Mathematical Skills in the NEA

In order to support the mathematical skills that are • calculations of material and component costs
required to be assessed in the written examination, and quantities, considering appropriate
there is an expectation within this specification that tolerances and resourcefulness
learners will continue to demonstrate appropriate • utilising and interpreting appropriate data to
mathematical skills in their NEA at a level of demand support the development of design iterations

2 which is not lower than that expected at higher tier

GCSE (9–1) Mathematics. The application of these
• use appropriate methods to present
performance data, survey responses and
skills should not be used artificially, but appropriately information on design decisions, including the
as opportunities arise, not only to demonstrate use of frequency tables, graphs and bar charts
accuracy through practical skills, but also to solve • accurate graphical communication to deliver
problems, support investigations and analyse design and manufacturing intentions to others
findings. • the design and testing of design prototypes to
meet specific requirements, standards and
Within the NEA, the following skills could be tolerances, and the calculation and
drawn on: presentation of data and statistics.

• appropriate use of measurements using metric In addition, Design Engineering learners could utilise
units to ensure accuracy and minimise waste scientific formulae to justify their design decisions and
consideration of functional success of any product.

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56 A Level in Design and Technology
2i. Non-exam assessment interpretation – Design Engineering
(H404/03, 04)
The focus of an ‘Iterative Design Project’ undertaken design solutions. Technical/working drawings will be
by a learner pursuing Design Engineering will have a required to demonstrate that the designs are
more significant focus on the functional requirements commercially viable to a third party.
and/or systems of a product.

Existing products may be explored through

As part of their consideration of materials and
components it is expected that learners will
2
destructive or non-destructive methods of testing, include consideration of appropriate bought-in
but it is important to be in direct contact with a and standardised parts for use within their design
user and/or wider stakeholders that can offer solutions, though any such applications should be
meaningful feedback to support explorations appropriately thought out to ensure they will
and testing throughout. adequate fulfil the purposes they are intent for
and not detract from a final prototype.
User interaction with a mechanical or electronic
product may be focused on the user interfacing, A range of hand, machine and digital technologies
or more widely on how the existing product including CAD/CAM are expected to be used as
meets the user’s needs. Communicating with appropriate in learners’ modelling, experimenting
stakeholders from engineering industries and prototyping.
may also support the thinking behind the product
development. A systems approach to the project Learners are likely to benefit from the use of full-scale
may be considered. modelling during the iterative design process to
determine ergonomic, dimensional and functional
Consideration of the constructional requirements suitability in their proposed design solutions.
of any iterative design solutions can be explored
through many different ways, including initial hand It is important for learners to consider evidence of
drawn ideas through to models to explore effective the iterative developments, in particular with Design
processes and techniques. Learners are likely to Engineering, demonstration of the functionality of
benefit from the use of full-scale modelling during the design solutions. Real-time evidence in the form
the iterative design process to determine ergonomic, of short video clips is likely to be the most effective
dimensional and functional suitability in their way of demonstrating this within their chronological
proposed design solutions. It is important that e-portfolio.
learners consider and incorporate their mathematical
skills to demonstrate the viability of their design Being in regular direct contact with stakeholders and
solutions, both economically and functionally. users will deliver non-biased opinions. Learners are
expected to objectively test the prototypes developed
The use of CAD, CAM, CAE and image manipulation to meet the identified stakeholder requirements.
software is expected to support a learner’s modelling, Listening and observation are key skills for the learner
visualisation, development, and refinement of their in iterative testing and evaluation.

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A Level in Design and Technology 57
 2j. Non-exam assessment interpretation – Fashion and Textiles
(H405/03, 04)
The focus of an ‘Iterative Design Project’ undertaken It is crucial that Fashion and Textiles learners of
by a learner pursuing Fashion and Textiles will have a the future utilise new and emerging technologies.
more significant focus on wide ranging products that This may include the laser cutter, e-textiles,
predominantly utilise textile materials. The products sublimation printer or the 3D printer in the creation
2 are likely to consider fashions and/or trends and could
be applied to industrial or commercial practices.
of components. The use of CAD and CAM is expected
to support a learner’s modelling, visualisation,
development, and/or refinement of their design
Existing products may be explored through solutions; however these can be in support of
destructive or non-destructive methods of testing designing and workshop skills.
such as reverse engineering garments or textiles
products, but it is important to be in direct contact It is expected that learners’ final design solutions
with a user and/or wider stakeholders that can offer will be defined in sufficient detail for third party
meaningful feedback to support explorations and manufacture without further guidance. Pattern
testing throughout. drafting, lay plans and working drawings will be
required to demonstrate that the designs are
The type of product being developed will determine commercially viable.
whether a more commercial approach through
consumer testing is appropriate or whether A range of hand, machine and digital technologies
communicating with manufacturing and/or retail including CAD/CAM are expected to be used as
stakeholders will be more appropriate to support appropriate in learners’ modelling, experimenting
explorations of the opportunities and constraints of and prototyping.
re-developing a product.
As part of their consideration of materials and
Consideration of the product’s relationship with users components it is expected that learners will include
will rely on consideration of anthropometric data or consideration of appropriate bought-in and
data on clothes sizes, but demonstration of economic standardised parts, particularly if e-textiles or
viability may also be considered. programmable components are being considered
for use within their design solutions.
It is expected that learners will reflect commercial
practice by including marketing aspects in their It is important for learners to consider evidence
design thinking at all stages of the iterative process, of the iterative developments, in particular with
to ensure their final product will be marketable and fashion and textiles demonstration of the
ready for market. performance of a product or prototype in use.
Real-time evidence in the form of short video clips is
The manipulation of fabrics and adding surface likely to be the most effective way of demonstrating
finishes including decoration, dyeing and printing can this within their chronological e-portfolio. All portfolio
also be explored in their evolving studies. evidence is to be electronic; therefore it may be
Consideration of the constructional requirements of necessary to either scan or photograph swatches of
any iterative design solutions can be explored textile materials.
through many different ways, including initial hand
drawn ideas through to creating their own patterns Being in regular direct contact with stakeholders and
and toiles or samples to explore effective processes users will deliver non-biased opinions. Learners are
and techniques. Learners are likely to benefit from expected to objectively test the prototypes developed
the use of full-scale toiles or modelling during the to meet the identified stakeholder requirements.
iterative design process to determine ergonomic, Listening and observation are key skills for the learner
dimensional and functional suitability in their in iterative testing and evaluation.
proposed design solutions.
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58 A Level in Design and Technology
2k. Non-exam assessment interpretation – Product Design (H406/03, 04)
The focus of an ‘Iterative Design Project’ undertaken design solutions. This may include animation to show
by a learner pursuing Product Design will have a focus articulation and the analysis of structural features.
on a broad range of domestic, commercial and
industrial contexts that embrace products of all types, It is expected that learners’ final design solutions
sizes and complexities. will be defined in sufficient detail for third party

Disassembly, testing, and comparison of similar

manufacture without further guidance, and presented
using suitable CAD software to mirror standard
2
products, components and materials will highlight practice in the product design industry, showing all
strengths and weaknesses and support technical relevant technical details using appropriate 2D (e.g.
understanding, but it is important to be in direct orthographic) and/or 3D (e.g. rendered drawings)
contact with a user and/or wider stakeholders formats together with parts lists to present a coherent
that can offer meaningful feedback to support and complete solution package. Graphic design
explorations and testing throughout. artwork should be ‘print-ready’ using suitable DTP
software to mirror standard practice in the graphic
Communicating with users and wider stakeholders design industry, showing allowance for bleeds, crop/
will support explorations into the opportunities and trim/fold marks, and appropriate colour references.
constraints of developing a product. It is expected
that learners give consideration to the wider A range of hand, machine and digital technologies
functionality when designing products, for example, including CAD/CAM are expected to be used as
how they may be stored, moved or transported and appropriate in learners’ modelling, experimenting
maintained or adapted to achieve function and and prototyping.
fitness for purpose.
As part of their consideration of materials and
It is expected that learners will reflect commercial components it is expected that learners will include
practice by including marketing aspects in their consideration of appropriate bought-in and
design thinking at all stages of the iterative process, standardised parts for use within their design
to ensure their final product will be marketable and solutions.
ready for market.
It is important for learners to consider evidence of
Consideration of the constructional requirements of the iterative developments, in particular with Product
any iterative design solutions can be explored Design the demonstration of the performance of a
through many different ways, including initial hand product or prototype in use or in situ. Real-time
drawn ideas through to models to explore effective evidence in the form of short video clips is likely to be
processes and techniques. Learners are likely to the most effective way of demonstrating this within
benefit from the use of full-scale modelling during their chronological e-portfolio.
the iterative design process to determine ergonomic,
dimensional and functional suitability in their Being in regular direct contact with stakeholders and
proposed design solutions. users will deliver non-biased opinions. Learners are
expected to objectively test the prototypes developed
The use of CAD, CAM and image manipulation to meet the identified stakeholder requirements.
software is expected to support a learner’s modelling, Listening and observation are key skills for the learner
visualisation, development and refinement of their in iterative testing and evaluation.

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A Level in Design and Technology 59
 2l. Prior knowledge, learning and progression
No prior qualification is required in order for learners fashion, manufacturing, material science, product
to enter for an A Level in Design and Technology, nor design and textile technologies amongst others.
is any prior knowledge or understanding required for
entry onto this course. Learners would however As with EPQs, the substantive project work
benefit from having completed the GCSE (9–1) in undertaken as part of this qualification will give

2 Design and Technology as a foundation to the

learning at this level. Higher level GCSE (9–1)
learners valuable material to discuss in their personal
statement if progressing to higher education.
qualifications in Maths and Science will also Learners will also have the opportunity to use much
support learners with much of the knowledge and of the work undertaken throughout this qualification
understanding within the content. Prior experience as part of the portfolio that many universities require
and skills in illustration and the use digital technology when interviewing potential students.
would also be beneficial.
There are links to mathematics and science content
These endorsed titles within this qualification will within this specification. Where this is to be assessed,
enable learners to progress to higher, further or the standard level will be equivalent to the learning
vocational education routes. This qualification has that expected at the end of Key Stage 4.
been designed with consideration of the entry
requirements of Higher Education Institutes who There are a number of Design and Technology
offer related undergraduate degrees in engineering, specifications at OCR. Find out more at www.ocr.org.uk

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60 A Level in Design and Technology
3 Assessment of A Level in Design and Technology

3a. Forms of assessment

OCR’s A Level in Design and Technology is a linear The examined and non-exam assessments account for
qualification with three endorsed titles, each of 50% of the qualification each. Learners must take all
which consist of two components that are externally three components that related to the endorsed title
assessed and one component that is assessed by they have entered.
the centre and externally moderated by OCR.

Principles (01) written examination

This is a single externally assessed examination

component with questions covering both ‘core’ and
Content for assessment in the examination is outlined
in Section 2e–2g for each endorsed title.
3
‘in-depth’ content.

Principles of ‘Design Engineering, Fashion and Textiles or Product Design’

26.7% of A Level These papers predominantly cover the technical principles of the examined content
for each endorsed title.
1 hour 30 minutes • There will be sets of questions that are focused around a context or existing
product.
Written paper
• Learners will be required to answer all questions.
80 marks • The questions will cover a range of the outlined exam content.
• There will be a mixture of different levels of questions.
• At least one question will require learners to analyse an existing product.
• At least one question will require learners to apply mathematical skills that
are appropriate to design or technology.
• There may be questions requiring learners to use annotated sketching to
communication of the construction of a product.
• There will be one extended answer question. The question will not assess
spelling, punctuation and grammar, but will assess the use of subject
terminology and the quality of extended response.
• The extended response question will require learners to draw on their
synoptic knowledge from across the specification. (The NEA and ‘Problem
Solving’ paper will offer further opportunities to assess this further).
• Use of calculators is permitted in the written examination.

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A Level in Design and Technology 61
 Problem Solving (02) written examination with drawing

This is a single externally assessed examination Content for assessment in the examination is outlined
component with questions covering both ‘core’ and in Section 2e–2g for each endorsed title.
‘in-depth’ content.

Problem Solving in ‘Design Engineering, Fashion and Textiles or Product Design’

23.3% of A Level These papers require learners to apply their higher level critical thinking and
problem solving skills to evaluate the suitability of design solutions and
requirements in relation to specific situations.
3 1 hour 45 minutes • Learners will be required to apply their knowledge and understanding of
technical and designing principles from the examined content for each
Written paper
endorsed title.
70 marks • Learners will be required to answer all questions.
• Learners will be given an insert booklet that sets out contexts and detailed
information related to the question paper, as well as generic data covering
the data sources from Section 5e that are relevant to that endorsed title.
• Learners will be required to answer a series of longer answer questions that
require learners to demonstrate their problem solving and critical evaluation
skills.
• At least one question will require learners to apply mathematical skills.
• At least half of the marks for this paper will require learners to apply the
in-depth knowledge and understanding of materials, manufacturing
processes and techniques and technical understanding.
• At least two questions will require learners to reflect on consideration
of:
o the implications of wider factors of design and technology
o current trends
o understanding of design thinking and communication.
• There will be two extended answer questions, these questions will not
assess spelling, punctuation and grammar, but will assess the use of subject
terminology and the quality of extended response.
• The extended response questions will require learners to draw on their
synoptic knowledge from across the specification. (The NEA and ‘Principles’
written paper will offer further opportunities to assess this further).
• Use of calculators is permitted in the written examination.

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62 A Level in Design and Technology
Iterative Design Project (03, 04) non-exam assessment (NEA)

The ‘Iterative Design Project’ is a single task Guidance on assessment, including the marking
component, worth 50% of the qualification, giving criteria is outlined in Section 3f.
learners the opportunity to demonstrate their
knowledge, understanding and skills over time in Administration requirements for completing the NEA
order to realise a valid outcome that reflects real- are outlined in Section 4d.
world design considerations. The component is
internally assessed and externally moderated. The following sub-headings give further clarity on
the requirements for teachers and learners when
The content to be considered in the ‘Iterative Design setting, taking and evidencing the ‘Iterative Design
Project’ is outlined in Section 2h, with interpretations
for each endorsed title from sections 2i to 2k.
Project’. 3

Setting the project

At A Level, it is for the learner to explore and Iterative Design Projects should:
contextualise the ‘Iterative Design Project’ they
• be set within an authentic context
undertake. The project should be of sufficient
• suit the interests of the learner
complexity and offer an appropriate degree of
• cover a sufficient range and depth of designing
uncertainty of outcome to enable learners to
and making activities to enable the learner to
demonstrate their ability to initiate, sustain and
demonstrate their ability and access the full
manage the iterative processes of designing, making,
mark range in each of the marking criteria
testing, refining, improving and evaluating in
• enable the learner to mirror industrial and
response to a context of their choice and the needs
commercial processes
and wants of a user or market.
• encourage the learner to look beyond their
personal needs
To maximise the benefit and potential of the project,
• give the learner opportunities for creativity and
learners should look beyond their own desires and
innovation
immediate interests to real-world situations and
• be manageable and realistic bearing in mind
problems. Projects may arise from workplaces,
the time, resources and facilities, staff expertise
businesses and organisations, but more importantly
and specialist support available
from the identification of real needs and
• enable the learner to complete the project,
opportunities. They will fall into the category of
including the designing, making, and testing of
‘domestic, commercial and industrial products and
a final quality product, in the time available.
systems’.
It is expected that the teacher will provide guidance
The overall complexity, the breadth and/or depth
to the learners in relation to the purpose and
of designing, making and evaluating skills, and the
requirements of the task, ensuring that learners are
level of thinking involved is important, rather than
clear about the assessment expectations and marking
the size of the product. The level of difficulty and
criteria they will be assessed against.
sophistication involved must be appropriate to
Advanced level. ‘Simple’ and ‘straightforward’
Learners will have approximately 65 hours in which to
projects are unlikely to attain high marks where
complete the whole ‘Iterative Design Project’. This
there is insufficient demand and depth.
time allowance is for guidance only and does not

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A Level in Design and Technology 63
 constitute a maximum or minimum requirement. It As part of the assessment of this component, learners
should be noted that assessment of this component are required to explore their own context and write
is reliant on relevant lines of investigation and their own brief. General guidance is permitted to
development, therefore time spent on this ensure learners undertake achievable projects, though
component should retain a clear focus on the context teachers must not set any briefs or deliver specific
explored and brief written by the learner. guidance for their learners when writing their briefs.

Prior learning and practical experience will be Group Projects

required in order that learners are able to
In cases where a number of learners choose a project
demonstrate the knowledge, understanding and skills
within the same context, each learner must identify a
being assessed. Once the learners are working on
need or opportunity which is unique to themselves.
3 their ‘Iterative Design Project’, all interaction with
others should be recorded as part of the on-going
Each learner must complete their own ‘Iterative
Design Project’ and provide their own individual
real-time progress of the learners own iterative
portfolio of evidence for assessment.
design processes. Teachers are able to offer guidance
as a stakeholder, but should not be seen to influence
Further guidance about the nature of advice can
the direction of the learner’s project.
be found in the JCQ Instructions for conducting
non-exam assessment.

Undertaking the project

The ‘Iterative Design Project’ requires learners to outlining the challenges involved in their ‘Iterative
initiate, develop and make a prototype(s) through Design Project’. To ensure it is delivered appropriately
iterations of exploring, creating and evaluating that the following should be considered:
identify opportunities and constantly respond to
stakeholder needs, wants and interests. This process • all learners must develop a unique design brief
should be followed and evidenced to demonstrate an that responds to their own interpretation of
accurate account of their progress. the chosen ‘context’
• learners should have prior awareness of their
Throughout the NEA it is essential that the teacher centre’s facilities and resources to fully consider
can authenticate that the learner’s work is their own. the implications of their own approach
• if changes need to be made to a learner’s
Developing a brief design brief at a later stage, this must be fully
justified by the learner in response to their
Learners are required to write their own design brief
iterative design process and remain true to
to set out how they are going to challenge the
their chosen ‘context’.
problems and opportunities identified as a response
to the context they are going to pursue. Prior to
Outlining requirements
writing a design brief, it is essential that a learner has
fully explored the context(s) they are considering and Learners are required to follow iterative design
conduct a feasibility study of products, stakeholders processes determined by the opportunities,
and/or markets that may offer the opportunities for requirements and problems they encounter.
an innovative challenge to be pursued. Whenever stakeholder requirements or technical
requirements are identified that cover specific needs,
The design brief should outline the approach a wants and interests, they should be outlined and
learner has chosen in response to the context. presented accordingly to support the thinking within
Writing the design brief is an essential part of the design process.

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64 A Level in Design and Technology
Generating initial ideas Digital design and manufacture must be used either
through the development of the final design solution
There are various techniques and design approaches
or when making the final prototype(s).
that can be taken to conceive initial ideas, but
all ideas should be focused on responding to
Delivering a technical specification
identified problems and requirements and
offering innovative challenge. Designing starts Learners are required to justify and present their final
from a position of many initial ideas that quickly design solution through a technical specification that
communicate and capture thinking appropriately delivers specific written and graphical information to
within the design process. When initial ideas have outline how the final design solution meets the
been generated through interaction with others, stakeholder requirements and will support accurate
learners should: production. The specification should offer justification

• acknowledge who generated the idea and

and a suitable level of information so that a third party
would know what the intentions are for manufacturing
3
when the design solution as a commercial product, but also
• use ideas generated by others only when exactly how the design solution would be made into a
supported by a reflection of why they are final prototype(s) to present it to the stakeholders.
considered appropriate.
Producing a final prototype
Design developments
When learners are producing their final prototype(s)
When developing designs, the focus is on narrowing this must be completed under the required level of
down and improving ideas through more detailed guidance and supervision within the centre (see
iterations that give deeper consideration to resolving opposite). This is to ensure that each learner is
identified requirements technically, conceptually and witnessed producing their own outcome(s) so it can be
commercially. authenticated and the learner’s safety can be assured.

It is likely that technical and design problems may be It is possible that the most suitable materials or
identified, some of which may be seen as mistakes. machinery are not available in the centre’s workshop.
Recognising and solving these issues through the It is permissible to use the most suitable alternative
demonstration of thought processes and practical materials in order to clearly demonstrate the
activity should be clearly evidenced. intentions of the final prototype(s) and to deliver
high quality outcomes.
Design developments are assessed through the level
of detail offered and the quality and range of skills Analysing validity of the final prototype
used to find suitable solutions. Therefore, the
In order to make an appropriate evaluation of the
quantity of developments is very much dependent on
final prototype(s), analysing stakeholders’ opinions
this level of thinking. Two design developments
will be required. This should be sought from
should always be considered a minimum regardless of
meaningful sources rather than superficially within
the quality of the outcome.
the teaching group. It may be necessary to analyse
the final prototype(s) in the situation or with the user
Developing a final design solution
group it is designed for. Centres must ensure that:
When developing a design solution to be made
into a final prototype(s), learners should consider • the required photographic and/or video
the solution as it would look and function if sold as a evidence must be taken prior to the
commercial or industrial product. This should include prototype(s) being taken from the centre to
experimentation of processes and techniques through ensure a valid assessment can be made should
modelling and testing. anything happen to the prototypes(s) whilst
out of the centre.

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A Level in Design and Technology 65
 Guidance and supervision requirements IT facilities before it is fully complete, the learner and
final prototype(s) should at all times be accompanied
Authenticating the making of the learner’s final
by a suitable supervisor and this activity should be
prototype(s) is of great importance as this is the only
relevant to the design process and explained in the
activity that cannot be fully recorded in the design
learner’s e-portfolio.
process.
Learners may wish to have access to their work
It is expected that the production of the final
between timetabled supervised sessions. This access
prototype(s) will take place during normal lesson
can only be given if a suitable supervisor is available
time, using workshop and IT facilities as appropriate.
to authenticate the work being undertaken. Once the
Learners must be under direct teacher and/or
NEA has been submitted for assessment learners
technician supervision during this time. They must
should not have access to their work. It should be
3 complete all of their work under these supervised
conditions and the teacher must set the tone for this
securely retained within the centre until results are
issued and it is certain that no Result Enquiry or
element of the NEA.
Appeal procedure is required.
To make best use of supervised time, it is important
Teacher marking and feedback
that learners are prepared for and plan their activity
in advance. It is also important for learners to write a Although the ‘Iterative Design Project’ is to be
report of their progress through the making process assessed internally once the project has been
to evidence the on-going activity in their e-portfolio. submitted, there may be requirements in some
The writing of this report does not need be under centres for learners to receive feedback and/or
direct supervision. grades during the project to inform them of their
progress. Therefore, it is important to consider what
Another reason for this supervised activity is so that is acceptable.
the teacher can authenticate the level of guidance
and support given through the making of the Teachers can only give generic feedback on learners’
learner’s final prototype(s). Any support that is work in progress and return it for re-drafting. Once
given to assist a learner during production should handed in for final assessment, teachers may not
be recorded by the supervisor concerned, whether return any work to learners for further adjustment.
it is direct assistance or due to health and safety Any feedback given by the teacher must be framed in
requirements in the centre. The level of assistance such a way as to enable the learner to take the
given should be reflected in the assessment of the initiative in developing their own work further.
learner’s NEA.
Teachers cannot give detailed advice and specific
At A Level the learner can make arrangements to suggestions as to how the work may be improved in
produce component parts outside of the centre, but order to meet the marking criteria. This includes
for these to be recognised as the learner’s work, they indicating errors or omissions and personally
must, at all times, be under immediate guidance and intervening to improve the content of the work.
supervision from a member of staff or by an industry
professional who can be trusted to authenticate that Teachers must reflect any assistance given throughout
the component was solely manufactured by the the ‘Iterative Design Project’ when marking learners’
learner. work. Provided that advice remains at a general level,
this does not constitute intervention.
All practical work should be securely stored in the
centre throughout the design and make process Both the teacher and learner will be required to
and distributed to the learner at the start of any confirm the authentication of the learners’ work
supervised time. If for any reason practical work using the Candidate Declaration Form as outlined in
needs to be taken outside of the normal workshop or Section 4d.

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66 A Level in Design and Technology
Required Evidence

There are three forms of evidence required to support The final prototype(s) must be kept securely in the
the authentication of learners’ work and enable the centre during production. Photographs and videos
consideration of each learner’s level of attainment should be taken as soon as production is complete to
against the marking criteria, which is set out to ensure all evidence is captured before any risk of
differentiate between each learner’s performance. damage or loss.

Portfolio of evidence Observations

Learners should produce a chronological e-portfolio Teachers are the most appropriate individuals to

3
(refer to Section 4d) supported by real-time evidence evidence a learner’s progress and the level of support
that demonstrates their complete ‘Iterative Design given or independence demonstrated. Evidence of
Project’. This evidence should clearly demonstrate the this nature can only be accepted in conjunction with
design brief that the learner has written. It should the e-portfolio and final prototype(s).
also be in the order each activity is undertaken,
outlining iterations as they occur or are developed Observed evidence is supporting evidence that
rather than as they may be best presented. should be recorded on the ‘Candidate Record Form’
and should reflect the wider evidence and support
Portfolio evidence can be supported by different the internal marking.
digital files (see Section 5f), photographs, video and
audio recordings. All evidence must be contained in a Authenticity
single digital folder for each learner, clearly labelled
Learners must clearly and unambiguously indicate
and signposted by the learner to indicate when
work which is not their own and distinguish it from
evidence was completed and to ensure everything is
their own. Only the work of the learner, which can
easily identifiable through both internal marking and
include managing the input from others and other
external moderation. Learners should complete a
sources, must be assessed.
Candidate Content Sheet to support this.
It is a requirement of the iterative project that all
Final Prototype
references and sources of information/assistance
The final prototype(s) based on the learner’s design must be indexed and acknowledged in a bibliography
brief must be clearly evidenced by the learner in their and must be clearly identifiable at the appropriate
e-portfolio through the use of photography and video. point in the e-portfolio of evidence submitted for
All moving parts and perspectives should be assessment. This includes websites, books, digital
appropriately visible to ensure it offers suitable sources, and help given by teachers, technicians, and
evidence to any third party, enabling accurate others. This should also be acknowledged on their
assessment without the artefact being present. Candidate Declaration Form.

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A Level in Design and Technology 67
 3b. Assessment objectives (AO)
There are four Assessment Objectives in the A Level Learners are expected to demonstrate their
in Design and Technology. These are detailed in the ability to:
table below.

Assessment Objective

AO1 Identify, investigate and outline design possibilities to address needs and wants.
AO2 Design and make prototypes that are fit for purpose.

3 Analyse and evaluate –

• design decisions and outcomes, including for prototypes made by themselves and
AO3
others
• wider issues in design and technology.
Demonstrate and apply knowledge and understanding of –
AO4 • technical principles
• designing and making principles.

The assessment objectives AO1, AO2 and AO3 relate directly to iterative processes of ‘explore/create/evaluate’
as follows: AO1 = Explore, AO2 = Create, AO3 = Evaluate.

AO weightings in A Level in Design and Technology

The relationship between the assessment objectives and the components are shown in the following table:

% of OCR A Level in Design and

Component Technology (H404-H406)

AO1 AO2 AO3 AO4

Principles of…
0 0 5% 21.7%
(component 01 of each endorsed title)
Problem Solving in….
0 0 7% 16.3%
(component 02 of each endorsed title)
Iterative Design Project
12.5% 25% 12.5% 0
(component 03 or 04 of each endorsed title)
Total 12.5% 25% 24.5% 38%

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68 A Level in Design and Technology
3c. Total qualification time
Total qualification time (TQT) is the total amount of and assessment. The total qualification time for A
time, in hours, expected to be spent by a learner to Level in Design and Technology is 360 hours. The total
achieve a qualification. It includes both guided guided learning time is 360 hours.
learning hours and hours spent in preparation, study,

3d. Qualification availability outside of England

This qualification is available in England. For Wales Northern Ireland Entitlement Framework
and Northern Ireland please check the Qualifications Qualifications Accreditation Number (NIEFQAN) list to
in Wales Portal (QIW) or the Northern Ireland see current availability. 3
Department of Education Performance Measures /

3e. Language
This qualification is available in English only. All
assessment materials are available in English only and
all candidate work must be in English.

3f. Assessment availability

There will be one examination series available each This specification will be certificated from the June
year in May/June for all learners. 2018 examination series onwards.

All components must be taken in the same

examination series at the end of the course.

3g. Retaking the qualification

Learners can retake the qualification as many times as non-exam assessment (NEA) or carry forward (re-use)
they wish. Learners must retake all examined their most recent result (see Section 4d).
components but they can choose to either retake the

3h. Assessment of extended response

The assessment materials for this qualification provide reasoning which is coherent, relevant, substantiated
learners with the opportunity to demonstrate their and logically structured. Marks for extended
ability to construct and develop a sustained line of responses are integrated into the marking schemes.

3i. Internal assessment of non-exam assessment (NEA)

There are different stages in the production of the outlines the marking and final submission of the
NEA, the task setting, task taking and required centre’s entries.
evidence are outlined in Section 3a, this section

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A Level in Design and Technology 69
 Internal Assessment

Marking should be positive, rewarding achievement As learners can deliver their e-portfolios using a
rather than penalising failure or omissions. The variety of formats, there are no specific limits to the
awarding of marks must be directly related to the amount of evidence produced; however, any iterative
marking criteria. design process should remain relevant to the context
and brief of the project. It is essential that marking
Teachers should use their professional judgement in fully reviews and considers all material. It is the
selecting the band descriptors that best describes the learner’s responsibility to ensure all files function
work of the learner to place them in the appropriate properly. If files do not open or function properly, this
band. work cannot be considered in evidence.
3 Teachers should use the full range of marks available
It is essential that marking fully reviews and considers
to them and award all the marks in any mark band for
all material. It is the learner’s responsibility to ensure all
which work fully meets that descriptor.
files function properly. If files do not open or function
To select the most appropriate mark in the band properly, this work cannot be considered in evidence.
descriptor, teachers should use the following
Teachers must clearly show how the marks have been
guidance to locate the best-fit:
awarded in relation to the marking criteria on the
Candidate Record Form.
• where the learner’s work convincingly meets
the statement, the highest mark should be The following approaches to indicate how marks have
awarded been awarded should be adopted:

• where the learner’s work adequately meets • be clear and unambiguous

the statement, the most appropriate mark in
the middle of the range should be awarded • be appropriate to the aims and objectives of
the work
• where the learner’s work just meets the
statement, the lowest mark should be • facilitate the standardisation of marking in the
awarded. centre
The statements in each mark band are balanced in
terms of their significance to help assessors judge the • enable the moderator to check the application
overall ‘best-fit’ within an assessment strand. of the marking criteria to the marking.

There should be clear evidence that work has been There are ‘Candidate Record Forms’ for individual
attempted and some work produced. If a learner learners that can be found on the qualification page
submits no work for a component then the learner on the OCR website.
should be indicated as being absent from that
component. If a learner completes any work at all for
the component then the work should be assessed
according to the marking criteria and the appropriate
mark awarded, which may be zero.

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70 A Level in Design and Technology
Final Submission

Teachers should ensure that the standard applied in marking, centres should use exemplar material
marking a learner’s work in each endorsed title within provided by OCR, and, where available, work from
the Design and Technology specification is the same that centre from the previous year. Where work has
standard as that expected and assessed for a learner been marked by more than one teacher in a centre,
following an individual specialist title, e.g. Design standardisation of marking should normally be
Engineering. carried out according to one of the following
procedures:
Work submitted for A level components should reflect
the standard expected for a learner after a full A level • either a sample of work that has been
course of study. The work presented for assessment
in an A level qualification shows greater depth of
marked by each teacher is re-marked by
the teacher who is in charge of internal
3
study than that presented for an AS qualification. This standardisation
might, for example, be achieved by:
• or all the teachers responsible for marking a
• a greater depth of understanding and skill in component exchange some marked work
design and/or areas of production (preferably at a meeting led by the teacher in
charge of internal standardisation) and
• extended development of design thinking and compare their marking standards.
communication through higher level skills in
thinking and presentation Where standards are found to be inconsistent, the
relevant teacher(s) should make adjustment to their
• deeper levels of exploration with more support marks or re-mark all learners’ work for which they
through stakeholder engagement were responsible.

• an increased requirement to demonstrate If centres are working together in a consortium, they

understanding and project progress through must carry out internal standardisation of marking
informative communication across the consortium. Centres should retain
evidence that internal standardisation has been
• higher level skills demonstrated in complex and carried out.
sophisticated design solutions and prototypes
Once the final e-portfolio is submitted by the learner
• more rigorous testing and analysis of design for assessment it must not be revised. Adding any
solutions and their viability as a marketable material to the work or removing any material from it
product. after it has been presented by a learner for final
assessment would constitute malpractice. If a learner
To ensure teachers are marking to the correct has required additional assistance in order to
standard, teachers who are delivering A level and/or demonstrate aspects of the assessment, the teacher
AS level should ensure they use the A level and AS must submit a mark which represents the learner’s
level marking criteria, performance descriptors and unaided achievement.
reference exemplar work for each level. These are
available on the OCR website, www.ocr.org.uk. Where the learner’s evidence of their final prototype(s)
is insufficient to demonstrate the marks that have
Centres must carry out internal standardisation to been submitted by the centre, it is permitted for
make sure that marks awarded by different teachers additional photography and/or video evidence to be
are accurate and consistent across all learners taken to support the marking. This evidence should
entered by the centre. To help set the standard of remain separate from the learner’s work.

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A Level in Design and Technology 71
 Each learner’s work should be stored in a folder on a For further guidance on e-portfolios and how to submit
secure area on the centre’s network. Prior to work refer to Section 4d. Work should be saved using
submitting the work to OCR, the centre should add the candidate name and centre name as reference.
the Candidate Record Form’.
Exams directory: www.ocr.org.uk

Iterative Design Project (03, 04) – Marking criteria

The marking criteria are set out over the following The level of attainment is consistent with standards
3 pages to outline how learners are to be assessed
following completion of their own iterative design
that could be seen in a professional environment. As
a consequence Mark Band 5 is reserved for learners
process that reflects their thinking, creative and who meet this exceptional standard and evidence
practical skills and abilities through designing and should be apparent.
making a prototype(s). To ensure comparability of all
learners undertaking the ‘Iterative Design Project’ The marking criteria follow a ‘best fit’ approach
component the marking criteria set out are to be used as outlined in more detail earlier in this section.
regardless of the endorsed title they have followed. The layout of the assessment strands is to support
internal application of the criteria, using the
The marking criteria covers five mark bands to clearly statements and the marks along the bottom of
differentiate learners’ work and are delivered through each strand to support ‘best-fit’ allocation.
five strands of assessment, rewarding two distinct
considerations: The marking criteria for the ‘Iterative Design Project’
should be considered together with the non-exam
• the thinking and design process of the ‘Iterative content (NEA) from Section 2h and the relevant
Design Project’ through explore/create/ endorsed title interpretation of the NEA 2i to 2k to
evaluate is assessed in strands 1, 2 and 5 ensure coverage of content.
• the quality of design outcomes in relation
to design communication and the final Guidance on the delivery and required evidence for
prototype(s) are assessed in strands 3 and 4. the ‘Iterative Design Project’ are set out in Section 3a.

These are outlined in more detail below. When completing internal assessment, these marking
criteria should be considered together with the
Mark band 5 should be used to identify those administrative requirements of the NEA outlined in
learners whose level of work and outcome(s) is Section 4d.
exceptional, in that it represents an expert
understanding and application of iterative designing
and is considered the highest standard expected in
GCE qualifications.

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72 A Level in Design and Technology
Assessment of process

The three process strands (1, 2 and 5) of the marking The assessment of ‘process’ is the process that each
criteria follow an iterative design process with strands individual learner has undertaken. The evidence of
that cover ‘explore’, ‘create’ and ‘evaluate’. Effective the process will be given through the learner’s
management of the interrelationship between the chronological e-portfolio.
strands of the iterative design process is also assessed
within these strands.

Assessment of outcomes
3
The two outcome strands (3 and 4) of the marking The assessment of ‘outcomes’ can only be made
criteria are an opportunity for assessment of the against what is evidenced in the learner’s
graphical and practical outcomes delivered chronological e-portfolio.
throughout the learner’s design processes. This
is the assessor’s judgement of: Further guidance on the collection and presentation
of evidence can be found earlier in this section, in
• the quality of design communication Section 3a and Section 4d.
• the quality of the final prototype(s).

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A Level in Design and Technology 73
 3
Strand 1 – Explore (AO1)
74

Exceptional Level
Mark Band 1 (1−6) Mark Band 2 (7−11) Mark Band 3 (12−16) Mark Band 4 (17−21) Mark Band 5 (22−25)

Investigations of the Superficial investigations identify Investigations are of sufficient Investigations offer a good level of Comprehensive investigations Exceptional investigations identify
context and feasibility little or no problems and/or quality to identify some problems detail and identify a breadth of identify a breadth and/or depth a breadth of highly challenging
study of potential opportunities for further and/or opportunities for further problems and opportunities for of challenging problems and problems and opportunities for
approaches consideration. Little or no consideration. Some consideration further consideration. Informed opportunities for further further consideration. Objective and
consideration of market potential of market potential through the consideration of market potential consideration. Objective innovative consideration of market
through the approaches taken. approaches taken. through the approaches taken. consideration of market potential potential through the approaches
through the approaches taken. taken.

Design brief Limited relevance to the context and Some relevance to the context and Mostly has relevance to the context Clear and fully relevant to the Exceptional understanding that is
little or no identification of a identification of a primary user and/ offering scope for challenge and context offering scope for challenge fully relevant to the context offering
primary user or other stakeholders. or other stakeholders. identification of a primary user and and a focused identification of a scope for challenge and a fully
other stakeholders. primary user and other focused identification of a primary
stakeholders. user and other stakeholders.

Investigations of user Superficial consideration of primary Some relevant consideration of Informed consideration of primary Full and objective consideration of Exceptional consideration of primary
and stakeholder needs user(s) needs and wants with primary user(s) needs and wants user and other stakeholders needs primary user and other stakeholders user and other stakeholders needs
and wants and the little or no consideration of other and some consideration of other and wants. A range of requirements needs and wants. A range of and wants. A range of clearly
outlining of stakeholder stakeholders. Little or no stakeholders. Some requirements with a good level of detail are comprehensive requirements are defined and comprehensive
requirements (non- requirements have been identified are identified that offer some scope identified that offer scope to identified that offer scope to requirements are identified that
technical specification) and are outlined with limited scope to support the design process. support the design process. support the design process. offer scope to support the design
to support the future design process. process.

Investigations of existing Little or no information or sources Some information and/or sources of Good amount of relevant Comprehensive and relevant Sophisticated, comprehensive and
products and design of inspiration are identified to offer inspiration are identified that may information and sources of information and sources of fully relevant information and
practices support to design iterations and not always be relevant but do offer inspiration are identified to inspiration are identified to sources of inspiration are identified
thinking. some influence on design iterations influence design iterations and influence design iterations and to perceptively and skillfully
and thinking. thinking when required throughout thinking when required throughout influence design iterations and
the design process. the design process. thinking when required throughout
the design process.

Exploration of materials Superficial consideration of Some relevant consideration of Informed consideration of relevant Full and objective consideration of Exceptional consideration of
and possible technical materials and/or possible technical materials and possible technical materials and possible technical relevant materials and possible relevant materials and possible
requirements requirements. requirements. requirements when required technical requirements when technical requirements when
throughout the design process. required throughout the design required throughout the design
A Level in Design and Technology

process. process.

Technical specification Inaccurate, outlines basic details Generally accurate, outlines details Good levels of accuracy, outlines High levels of accuracy, outlines Exceptional levels of accuracy,
Version 1.7 © OCR 2024

and/or is incomplete making it that communicate some details that communicate most details that clearly communicate all outlines details that show
difficult for a third party to requirements to a third party. requirements to a third party. requirements to a third party. requirements are convincingly
understand. communicated to a third party.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

0 marks – No response or no response worthy of credit

 Strand 2 – Create: Design Thinking (AO2)
A Level in Design and Technology
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Exceptional Level
Mark Band 1 (1−5) Mark Band 2 (6−9) Mark Band 3 (10−13) Mark Band 4 (14−16) Mark Band 5 (17−19)

Generation of Limited use of different design Some different design Different and relevant design Different and relevant design Different, relevant and
initial ideas approaches that lead to ideas approaches that lead to some approaches that lead to a approaches that lead to ideas innovative design approaches
that do not always reflect the ideas that avoid design fixation ideas that mostly avoid design that fully avoid design fixation, that lead to non-fixated ideas,
requirements and may appear and generally reflect the fixation, offer scope for offer excellent scope for offering outstanding scope for
stereotypical. requirements. challenge and reflect challenge and fully reflect challenge and fully reflect and
requirements. requirements. meet requirements.

Design Limited developments are Iterative developments are Iterative developments are Iterative developments are Iterative developments are
developments superficial and/or are not generally progressive and progressive, incorporating comprehensive and exceptional, incorporating all
iterative. respond to some identified technical requirements and progressive, incorporating all technical requirements and
next-steps of development. respond to most identified technical requirements and fully respond and meet
next-steps of development. fully respond to identified identified next-steps of
next-steps of development. development.

Development of Little or no progression seen Some progression seen from Clear progression from earlier Clear and comprehensive Exceptional progression from
final design from earlier developments and earlier developments and developments and most of the progression from earlier earlier developments and all of
solution(s) little or none of the identified some of the identified identified opportunities and developments and all of the the identified opportunities
opportunities and opportunities and requirements have been met. identified opportunities and and requirements have been
requirements have been met. requirements have been met. requirements have been met. met.

Critical thinking Superficial responses when Effective responses to some Effective responses to most Systematic and effective Clear, systematic and highly
problems are identified. identified problems. identified problems. responses to all identified effective responses to all
problems. identified problems.
Little or no evidence of Some evidence of innovation* Clear evidence of innovation* Clear and systematic evidence Exceptional evidence of
innovation* throughout the throughout the design process. throughout the design process. of innovation* throughout the innovation* throughout the
design process. design process. design process.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

0 marks – No response or no response worthy of credit

* Innovation in this context refers to learners considering new methods or ideas to improve and refine their design solutions and meet the needs of their intended
market and/or primary user.
75

3
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Strand 3 – Create: Design Communication (AO2)
76

Exceptional Level
Mark Band 1 (1−3) Mark Band 2 (4−6) Mark Band 3 (7−9) Mark Band 4 (10−11) Mark Band 5 (12−13)

Quality of Design iterations are not Design iterations are Design iterations are clear Design iterations are clear, Design iterations are highly
chronological always clear and/or sometimes clear and and chronological, mostly systematic and chronological, professional, systematic and
progression chronological, with little or predominantly chronological, supported by real-time fully supported by real-time chronological, fully supported
no support from real-time some support from real-time evidence. evidence. by exceptional real-time
evidence. evidence. evidence.
Quality of initial Informal graphical and Informal graphical and Informal graphical and Informal graphical and Informal graphical and
ideas modelling skills are limited modelling skills are sufficient, modelling skills are good and modelling skills are excellent modelling skills are
and rarely clear enough to but are not consistent in are consistent in and are effective and exceptional and are highly
appropriately communicate appropriately communicating appropriately communicating consistent in appropriately effective and convincing in
initial thinking. initial thinking. initial thinking. communicating initial appropriately communicating
thinking. initial thinking.
Quality of design The range of communication The range of communication The range of communication The range of communication The range of communication
developments techniques* used are limited techniques* used are techniques* used are good techniques* used are techniques* used are
and rarely clear enough to sufficient, but are not and are consistent in excellent and are effective exceptional and are highly
appropriately develop or consistent in appropriately appropriately developing or and consistent in effective and convincing in
communicate design developing or communicating communicating design appropriately developing or appropriately developing or
concepts. design concepts. concepts. communicating design communicating design
concepts. concepts.
Quality of final Formal presentation of the Formal presentation of the Formal presentation of the Formal presentation of the Formal presentation of the
design solution(s) final design solution(s) is final design solution(s) is final design solution(s) is final design solution(s) is final design solution(s) is
limited making it difficult for sufficient and provides some good and provides excellent and provides exceptional and provides
a third party to understand. clarity to a third party. appropriate clarity to impact and appropriate strong impact and
a third party. clarity to a third party. appropriate clarity to a
A Level in Design and Technology

third party.

1 2 3 4 5 6 7 8 9 10 11 12 13
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0 marks – No response or no response worthy of credit

* Refer to Strand 4 when assessing digital design and manufacture.
 Strand 4 – Create: Final Prototype(s) (AO2)
A Level in Design and Technology
Version 1.7 © OCR 2024

Exceptional Level

Mark Band 1 (1−5) Mark Band 2 (6−9) Mark Band 3 (10−13) Mark Band 4 (14−16) Mark Band 5 (17−18)

Quality of planning Offers little or no support to the Generally supports the Good level of detail and relevant, Comprehensive and relevant, Exceptional and fully relevant,
for making the making process with little or no management of the making process covering most requirements and covering all requirements and covering all requirements and
final prototype(s) consideration of safety. with some relevant requirements safety considerations identified safety considerations identified safety considerations identified
and safety considerations identified from the technical specification to from the technical specification to from the technical specification to
from the technical specification. manage the making process. effectively manage the making convincingly manage the making
process. process.

Quality of final Inaccurate and/or basic standards Sufficient standard demonstrated Good standard and levels of Excellent standard, demonstrating Exceptional standard,
prototype(s) demonstrated. Finishing may not through a generally accurate accuracy demonstrated. Finishing is high levels of accuracy. Finishing demonstrating outstanding levels
be appropriate and/or the outcome outcome. Finishing is appropriate appropriate and the outcome will is appropriate and the outcome of accuracy. Finishing is appropriate
would not present well to a but the outcome could be better present well to a stakeholder. will present well and provide and the outcome will convince and
stakeholder. presented to stakeholders. impact to a stakeholder. provide strong impact when
presented to a stakeholder.

Use of specialist Limited and rarely appropriate to Sufficient, but are not consistently Good and are consistently Excellent and are effective and Exceptional, highly effective and
techniques and materials/components being used. appropriate to materials/ appropriate to materials/ consistently appropriate to consistently appropriate to
processes components being used. components being used. materials/components being materials/components being
used. used.

Use of specialist Use and selection of hand tools Use and selection of hand tools and Use and selection of hand tools Use and selection of hand tools Use and selection of hand tools
tools and and/or machinery are limited and machinery are sufficient, but not and machinery are good and and machinery are effective and and machinery are highly effective
equipment rarely appropriate. Digital design always consistently appropriate. consistently appropriate. Digital consistently appropriate. Digital and consistently appropriate.
and/or manufacture* is limited and Digital design and manufacture* is design and manufacture* are used design and manufacture* are Digital design and manufacture*
demonstrate little or no skills or not always used appropriately, but appropriately to demonstrate good used effectively and appropriately are used highly effectively and
knowledge. demonstrate sufficient skills and skills and knowledge. to demonstrate excellent skills appropriately to demonstrate
knowledge. and knowledge. exceptional skills and knowledge.

Viability of the Little or no links to the technical Meets some of the technical Meets most of the technical Meets all of the technical Meets all of the technical
final prototype(s) specification and demonstrates specification and demonstrates specification and demonstrates specification and demonstrates specification and demonstrates
limited potential to become a some potential to become a good potential to become a excellent potential to become a exceptional potential to become a
marketable/industrial product. marketable/industrial product. marketable/industrial product. marketable/industrial product. marketable/industrial product.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

0 marks – No response or no response worthy of credit

*It may not have been appropriate to use digital design and manufacture in the final prototype. Where this is the case, the statement should be assessed on the skill
levels demonstrated when using digital design and manufacture through earlier modelling. This can equally be applied to the use of hand tools and machinery, all of
which require appropriate evidence.
77

3
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Strand 5 – Evaluate (AO3)
78

Exceptional Level
Mark Band 1 (1−6) Mark Band 2 (7−11) Mark Band 3 (12−16) Mark Band 4 (17−21) Mark Band 5 (22−25)

Analysis and Limited analysis and evaluation Sufficient analysis and Good level of analysis and Comprehensive and systematic Exceptional analysis and
evaluation of of investigated sources of evaluation of investigated evaluation of investigated sources analysis and evaluation of evaluation of investigated sources
primary and/or information from stakeholders, sources of information from of information from stakeholders, investigated sources of of information from stakeholders,
secondary existing products and/or wider stakeholders, existing products existing products and wider information from stakeholders, existing products and wider issues,
sources issues, offering little or no and wider issues, offering some issues, offering clear support to existing products and wider offering clear and convincing
support to inform the design support to inform the design inform the design process. issues, offering clear and focused support to inform the design
process. process. support to inform the design process.
process.

Ongoing Superficial evaluations with little Some critical evaluations with Mostly critical evaluations with Full and critical evaluations with Exceptional critical evaluations
evaluation to or no reflection on requirements sufficient reflection on good reflection on requirements focused reflection on with focused reflection on
manage design or feedback. requirements and feedback. and feedback. requirements and feedback. requirements and feedback.
progression
Little or no reviews to identify Infrequent reviews to identify Ongoing and clear reviews to Ongoing, clear and Ongoing, perceptive and
any problems and/or next-steps some problems and/or identify problems and next-steps comprehensive reviews to comprehensive reviews to identify
for future iterations resulting in next-steps for future iterations for future iterations to identify problems and next-steps problems and next-steps for future
limited support to design that are not always consistent in consistently support design for future iterations to effectively iterations and convincingly
progression. supporting design progression. progression. and consistently support design supports progression.
progression.

Risk Assessments Little or no analysis and Sufficient analysis and Good level of detail in analysis Comprehensive analysis and Exceptional analysis and
evaluation resulting in superficial evaluation that result in some and evaluation that result in clear evaluation that result in clear evaluation that result in perceptive
considerations of health and considerations of health and considerations of health and and focused considerations of and appropriate considerations of
safety risks. safety risks. safety risks. health and safety risks. health and safety risks.

Feasibility of the Limited with little or no methods Sufficient with some Good level of detail with mostly Comprehensive with fully Exceptional, with fully appropriate
design solution used to appropriately analyse appropriate methods used to appropriate methods used to appropriate methods used to methods used to analyse and test
and test whether the design analyse and test whether the analyse and test whether the analyse and test whether the whether the design solution is fit
solution is fit for purpose. design solution is fit for design solution is fit for purpose. design solution is fit for purpose. for purpose.
purpose.

Evaluation of the Superficial evaluation of Sufficient critical evaluation of Good critical evaluation of Full and critical evaluation of Exceptional critical evaluation of
final prototype(s) strengths and/or weaknesses strengths and/or weaknesses strengths and weaknesses with strengths and weaknesses with strengths and weaknesses with
A Level in Design and Technology

with little or no suggestions for with some suggestions for detailed suggestions for comprehensive suggestions for perceptive and comprehensive
modification and/or modification and/or modification and consideration of modification and consideration suggestions for modification and
consideration of possible design consideration of possible design possible design optimisation of possible design optimisation consideration of clearly defined
Version 1.7 © OCR 2024

optimisation presented. optimisation presented. presented. presented. design optimisation presented.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

0 marks – No response or no response worthy of credit.

Iterative Design Project (03) – Assessment Objective Distribution

The table below demonstrates how the Assessment non-exam assessmentand where evidence of
Objectives are attributed to each section of the mathematics can be assessed.

% of overall Iterative Design Project Total % Use of

Strand of Marking Criteria per Maths
AO1 AO2 AO3 strand Skills

Explore 25 0 0 25 
Create – Design Thinking
Create – Design Communication
0
0
19
13
0
0
19
13


3
Create – Final prototype(s) 0 18 0 18 
Evaluate 0 0 25 25 
Total 25% 50% 25% 100% 

3j. Synoptic assessment

Synoptic assessment is the learner’s understanding of both ‘core’ and ‘applied’ designing, making and
the connections between different elements of the technical principles
subject. It involves the explicit drawing together of
knowledge, skills and understanding from across the • justifying thinking in relation to an iterative
full A Level course of study. design process through the consideration of,
say, the forces exerted on a joint or seam and
The emphasis of synoptic assessment is to encourage what impact that has on the materials being
the understanding of Design and Technology as a used to demonstrate that it is effectively
whole discipline. fulfilling its requirements, or the identification
of stakeholder needs and fulfilling these needs
Synoptic assessment requires learners to make and through the delivery of a design solution
use connections within and between all different
areas of design and technology, for example, by: • stretching design challenges to not only
demonstrate application of knowledge
• understanding how an iterative design process and understanding of design and technical
requires multiple considerations not only to principles, but also through the application
‘explore/create/evaluate’, but also through the of wider mathematical and scientific
application of knowledge and understanding of knowledge.

3k. Calculating qualification results

A learner’s overall qualification grade for A Level in This mark will then be compared to the qualification
Design and Technology will be calculated by level grade boundaries for the entry option taken by
multiplying their marks for the NEA by 150% and then the learner and for the relevant exam series to
adding this to their marks for the two examined determine the learner’s overall qualification grade.
components taken to give their total weighted mark.
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A Level in Design and Technology 79
 4 Admin: what you need to know

The information in this section is designed to give an More information about the processes and deadlines
overview of the processes involved in administering involved at each stage of the assessment cycle can be
this qualification so that you can speak to your exams found in the Administration area of the OCR website.
officer. All of the following processes require you to OCR’s Admin overview is available on the OCR website
submit something to OCR by a specific deadline. at http://www.ocr.org.uk/administration.

4a. Pre-assessment
Estimated entries

Estimated entries are your best projection of the should be submitted to OCR by the specified
number of learners who will be entered for a deadline. They are free and do not commit your
qualification in a particular series. Estimated entries centre in any way.

4 Final entries

Final entries provide OCR with detailed data for Final entries must be submitted to OCR by the
each learner, showing each assessment to be taken. published deadlines or late entry fees will apply.
It is essential that you use the correct entry code,
considering the relevant entry rules and ensuring that All learners taking an A Level in Design and
you choose the entry option for the moderation you Technology must be entered for one of the
intend to use. following entry options:

Entry option Components

Entry
Title Code Title Assessment type
code
01 Principles of Design Engineering External Assessment
Design and
02 Problem Solving in Design External Assessment
Technology:
H404 A Engineering
Design
Engineering A 03 Iterative Design Project Non-exam Assessment
(Moderated upload)
01 Principles of Design Engineering External Assessment
Design and
02 Problem Solving in Design External Assessment
Technology:
H404 B Engineering
Design
Engineering B 04 Iterative Design Project Non-exam Assessment
(Moderated postal)
01 Principles of Design Engineering External Assessment
Design and
02 Problem Solving in Design External Assessment
Technology:
H404 C Engineering
Design
Engineering C 80 Iterative Design Project (Carried Non-exam Assessment
Forward)

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80 A Level in Design and Technology
 Entry option Components

Entry
Title Code Title Assessment type
code
01 Principles of Fashion and Textiles External Assessment
Design and
02 Problem Solving in Fashion and External Assessment
Technology:
H405 A Textiles
Fashion and
Textiles A 03 Iterative Design Project Non-exam Assessment
(Moderated upload)
01 Principles of Fashion and Textiles External Assessment
Design and
02 Problem Solving in Fashion and External Assessment
Technology:
H405 B Textiles
Fashion and
Textiles B 04 Iterative Design Project Non-exam Assessment
(Moderated postal) 4
01 Principles of Fashion and Textiles External Assessment
Design and
02 Problem Solving in Fashion and External Assessment
Technology:
H405 C Textiles
Fashion and
Textiles C 80 Iterative Design Project (Carried Non-exam Assessment
Forward)
01 Principles of Product Design External Assessment
Design and
02 Problem Solving in Product Design External Assessment
H406 A Technology:
Product Design A 03 Iterative Design Project Non-exam Assessment
(Moderated upload)
01 Principles of Product Design External Assessment
Design and
02 Problem Solving in Product Design External Assessment
H406 B Technology:
Product Design B 04 Iterative Design Project Non-exam Assessment
(Moderated postal)
01 Principles of Product Design External Assessment
Design and
02 Problem Solving in Product Design External Assessment
H406 C Technology:
Product Design C 80 Iterative Design Project (Carried Non-exam Assessment
Forward)
*Entry option H404 C, H405 C or H406 C should only be selected for learners who are retaking the qualification
who want to carry forward their mark for the non-exam assessment.

Collecting evidence of student performance to ensure resilience in the qualifications system

Regulators have published guidance on collecting For more detailed information on collecting evidence
evidence of student performance as part of long-term of student performance please visit our website at:
contingency arrangements to improve the resilience https://www.ocr.org.uk/administration/general-
of the qualifications system. You should review and qualifications/assessment/
consider this guidance when delivering this
qualification to students at your centre.
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A Level in Design and Technology 81
 4b. Special consideration
Special consideration is a post-assessment JCQ publication A guide to the special
adjustment to marks or grades to reflect temporary consideration process.
injury, illness or other indisposition at the time the
assessment was taken. Regulations governing examination arrangements
are contained in the JCQ Instructions for conducting
Detailed information about eligibility for examinations.
special consideration can be found in the

4c. External assessment arrangements

Regulations governing examination arrangements are
contained in the JCQ Instructions for conducting
4 examinations.

4d. Admin of non-exam assessment

Regulations governing arrangements for internal It should be made clear to learners that once the final
assessments are contained in the JCQ Instructions for portfolios have been submitted for assessment, no
conducting non-examination assessments. further work may take place.

Approval of tasks

The exploration of any context used in an A Level Learners should also be aware of how to modify their
‘Iterative Design Project’ is essentially down to the approach appropriately through an iterative design
learner, as there are no OCR set tasks, and this forms process, evidencing changes in the direction of a task
an important part of the learner’s non-exam is required.
assessment. Prior teaching and learning should
ensure learners know how to explore contexts that Further information on task setting can be found in
offer possibilities for development through a project. Section 3a.

Authentication of learners’ work

Centres must declare that the work submitted for A copy of the Candidate Declaration Form, which
assessment is the learner’s own by completing a forms part of the submission for each learner’s work,
centre authentication form (CCS160) for each can be found on the OCR website www.ocr.org.uk. It
internally-assessed component. This information is important to note that all learners are required to
must be retained at the centre and be available on sign and complete this form, and not merely those
request to either OCR or the JCQ centre inspection whose work forms part of the sample submitted to
service. It must be kept until the deadline has passed the moderator. Malpractice discovered prior to the
for centres to request a review of results. Once this learner signing the declaration of authentication need
deadline has passed and centres have not requested not be reported to OCR but must be dealt with in
a review, this evidence can be destroyed. accordance with the centre’s internal procedures.

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82 A Level in Design and Technology
Before any work towards the non-exam assessment Investigation, exploration and design thinking can
is undertaken, the learner’s attention should be take place outside the centre as well as within the
drawn to the relevant JCQ Notice to Learners. This centre. Teachers need to ensure that the any work of
is available on the JCQ website www.jcq.org.uk this nature is only used to support the narrative of
and included in the Instructions for Conducting the NEA and that any work undertaken to present
Coursework/Portfolios. More detailed guidance their final design solution(s) and prototype(s) is
on the prevention of plagiarism is given in the carried out under guidance and supervision.
Plagiarism in Examinations.
When learners are producing their final prototype(s)
Learners’ level of ability and each individual’s work this is required to be made under direct guidance or
should be clearly identifiable and be taken under supervision to ensure authenticity (refer to Section 3a
conditions which ensure that the evidence generated for requirements for guidance and supervision). The
by each learner can be authenticated. work should be securely stored within the centre
throughout this part of the design and make process.

Head of centre annual declaration

4
The Head of Centre is required to provide a Please see the JCQ publication Instructions for
declaration to the JCQ as part of the annual NCN conducting non-examination assessments for further
update, conducted in the autumn term, to confirm information. Any failure by a centre to provide the
that all candidates at the centre have had the Head of Centre Annual Declaration will result in your
opportunity to undertake the prescribed course centre status being suspended and could lead to the
activities. withdrawal of our approval for you to operate as a
centre.

Private candidates

Private candidates may enter for OCR assessments. is an essential part of the course and will allow
learners to develop skills for further study or
A private candidate is someone who pursues a course employment.
of study independently but takes an examination or
assessment at an approved examination centre. A Private candidates need to contact OCR approved
private candidate may be a part-time student, centres to establish whether they are prepared to
someone taking a distance learning course, or host them as a private candidate. The centre may
someone being tutored privately. They must be based charge for this facility and OCR recommends that the
in the UK. arrangement is made early in the course.

OCR’s A Level in Design and Technology requires Further guidance for private candidates may be found
learners to complete non-examined assessment. This on the OCR website: http://www.ocr.org.uk

Internal Standardisation

Centres must carry out internal standardisation to accurate and consistent across all learners entered for
ensure that marks awarded by different teachers are the component from that centre.

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A Level in Design and Technology 83
 Moderation

The purpose of moderation is to bring the marking of Moderated postal – Where you post the sample of
internally-assessed components in all participating work to the moderator.
centres to an agreed standard. This is achieved by
checking a sample of each centre’s marking of The method that will be used to submit the moderation
learners’ work. sample must be specified when making entries. The
relevant entry codes are given in Section 4a.
Following internal standardisation, centres submit
marks to OCR and the moderator. If there are fewer All learners’ work must be submitted using the same
than 10 learners, all the work should be submitted for entry option. It is not possible for centres to offer
moderation at the same time as marks are submitted. both options within the same series.

Once marks have been submitted to OCR and your Centres will receive the outcome of moderation when
moderator, centres will receive a moderation sample the provisional results are issued. This will include:
4 request. Samples will include work from across the
range of attainment of the learners’ work. Moderation Adjustments Report – Listing any
scaling that has been applied to internally-assessed
There are two ways to submit a sample: components

Moderated upload – Where you upload electronic Moderator Report to Centres – A brief report by the
copies of the work included in the sample using our moderator on the internal assessment of learners’
Submit for Assessment service and your moderator work.
accesses the work from there.

Preparing work for submission

Preparing work for submission can be a time consuming The Candidate Record Form is used to mark learners’
and stressful task if not planned properly. So as not to work with supporting evidence. This will offer centres
waste precious time, centres should make sure they are an opportunity to share observations and evidence
fully aware of the sample they are required to submit. locations to justify how they arrived at the mark that
Centres will have stored all of their learners’ folders was given and to add any additional evidence of the
within a secure folder on their centre network. prototype(s) if the learners’ evidence is not sufficient
in demonstrating the marks awarded.
Within each learner’s folder from the sample being
submitted, the following forms must be included: All forms for submission are available to download on
the subject page on the OCR website.
1. Candidate Declaration Form
2. Candidate Record Form (CRF3).

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84 A Level in Design and Technology
E-Portfolios

In order to minimise software and hardware All portfolio evidence should be appropriate to the
compatibility issues it will be necessary to save real-time activity being pursued. So long as evidence
learners’ work using an appropriate file format. is clearly real-time, a learner who chooses or only has
access to digital photography (as required in the
Learners must use formats appropriate to the specification) and word documents will not be
evidence they are providing and appropriate to disadvantaged by that choice.
viewing for assessment and moderation purposes.
To ensure compatibility, all files submitted must be in
Open file formats or proprietary formats for which a the formats listed in Appendix 5g. Where new
downloadable reader or player is available are formats become available that might be accepted,
acceptable. Where a downloadable version is not OCR will provide further guidance on the subject
available, the file format is not acceptable. webpage. OCR advises against changing the file
Evidence submitted can be through one or more format that the document was originally created
formats, but it is essential that all formats are clearly in. It is the centre’s responsibility to ensure that
the electronic work submitted for moderation is
4
labelled and signposted to offer a straightforward
chronological review of the work. accessible to the moderator and fully represents
the evidence available for each learner.
Learners do not gain marks for using more
sophisticated formats or for using a range of formats.

Carrying forward non-exam assessment (NEA)

Learners who are retaking the qualification can The result for the NEA component may be carried
choose to either retake the non-exam assessment forward for the lifetime of the specification and there
– Iterative Design Project (03, 04) or carry forward is no restriction on the number of times the result
their most recent result for that component. may be carried forward. However, only the most
recent non-absent result may be carried forward.
To carry forward the NEA component result, you must
use the correct carry forward entry option (see table When the result is carried forward, the grade
on page in Section 4a). boundaries from the previous year of entry will be
used to calculate a new weighted mark for the carried
Learners must decide at the point of entry whether forward component, so the value of the original mark
they are going to carry forward the NEA result or not. is preserved.

4e. Results and certificates

Grade Scale

A level qualifications are graded on the scale: A*, Only subjects in which grades A* to E are attained will
A, B, C, D, E, where A* is the highest. Learners who be recorded on certificates.
fail to reach the minimum standard for E will be
Unclassified (U).

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A Level in Design and Technology 85
 Results

Results are released to centres and learners for Until certificates are issued, results are deemed to be
information and to allow any queries to be resolved provisional and may be subject to amendment.
before certificates are issued.
A learner’s final results will be recorded on an OCR
Centres will have access to the following results certificate. The H404, H405 and H406 endorsed titles
information for each learner: will be shown respectively on the certificate as:

• the grade for the qualification ‘OCR Level 3 Advanced GCE in Design and Technology:
• the raw mark for each component Design Engineering’
• the total weighted mark for the qualification.
‘OCR Level 3 Advanced GCE in Design and Technology:
The following supporting information will be available: Fashion and Textiles’

4 • raw mark grade boundaries for each component ‘OCR Level 3 Advanced GCE in Design and Technology:
• weighted mark grade boundaries for each entry Product Design’.
option.

4f. Post-results services

A number of post-results services are available: for a learner is missing, or the learner has been
omitted entirely from the results supplied.
• Review of results – If you are not happy with
the outcome of a learner’s results, centres may • Access to scripts – Centres can request access
request a review of their moderation and/or to marked scripts.
marking.

• Missing and incomplete results – This service

should be used if an individual subject result

4g. Malpractice
Any breach of the regulations for the conduct of Detailed information on malpractice can be
examinations and non-exam assessment work found in the JCQ publication Suspected Malpractice
may constitute malpractice (which includes in Examinations and Assessments: Policies and
maladministration) and must be reported to Procedures.
OCR as soon as it is detected.

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86 A Level in Design and Technology
5 Appendices

5a. Accessibility
Reasonable adjustments and access arrangements The A level qualification and subject criteria have
allow learners with special educational needs, been reviewed in order to identify any feature which
disabilities or temporary injuries to access the could disadvantage learners who share a protected
assessment and show what they know and can do, Characteristic as defined by the Equality Act 2010.
without changing the demands of the assessment. All reasonable steps have been taken to minimise any
Applications for these should be made before the such disadvantage.
examination series. Detailed information about
eligibility for access arrangements can be found
in the JCQ Access Arrangements and Reasonable
Adjustments.

5b. Overlap with other qualifications

This qualification allows for knowledge and In addition, the mathematical skills are interpreted
understanding to be drawn on and applied from for each component alongside the content and
other qualifications such as Art and Design, Computer
Science and Geography, but there is no significant
further mapping is given in the next two sections
to outline the links to respective GCSE (9–1) 5
overlap with these qualifications. specifications in Mathematics and Combined Science.

There is content in the specification that has some In addition to the above, the endorsed title of
overlap with GCSE (9–1) mathematics and scientific Textiles within AS and A Level Art and Design can
specifications. This overlap is a requirement of the be seen to link directly to the textiles requirements
qualification and in particular the mathematical skills in this qualification. It is, however, important to
are set out as a condition of assessment by Ofqual. be aware that the two qualifications cover very
different subjects. Learners considering taking
Within the content in Sections 2e–2k of this either qualification should be made aware of these
specification the links to mathematics and science are differences to ensure they are making the right
highlighted using symbols. choices for their futures. A review of the progression
from GCE Design and Technology: Fashion and
= Maths Textiles will support centres in understanding the
available pathways into Higher and Further Education.
= Science

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A Level in Design and Technology 87
 5
5c. Use of mathematics within Design and Technology
88

Through their work in design and technology, learners are required to apply Within OCR’s GCSE (9–1) in Mathematics the content is outlined at three different
relevant mathematical knowledge, skills and understanding equivalent to higher levels, the third column identifies the learning that is exclusive to higher tier GCSE
tier GCSE (9–1) learning. (9–1). The first two columns identify content that is associates with foundation
tier or lower. These are all shown in the table below to demonstrate how the
The table below shows the requirements for mathematical skills to be covered GCSE (9–1) in Mathematics can support teaching and learning in Design and
within A Level Design and Technology. These are supported with examples to Technology.
demonstrate application of each skill that could be assessed in examinations.
The Maths content columns are indicated as appropriate using (1), (2) and (3) to
Learners following the Design Engineering endorsed title are required to clarify the standard. Where content is presented from the first two columns these
additionally apply their mathematical skills to the scientific formulae outlined in will be assessed at a level of demand above the description of the statement to
Appendix 5d and specific engineering formulae as outlined below. Learners will be ensure they meet the requirements of higher tier GCSE (9–1).
required to know these formulae and should be familiar with how to apply them
through their teaching and learning. Formulae that fall within mathematical skills With any mathematics within Design and Technology it is important that learners
will be attributed to the 25% maths marks, formulae from science and understand the standard application of metric units and other standard units of
engineering will not. mass, length, time and money.

(9–1) Mathematics
Mathematical skills requirements for Design and Technology

OCR GCSE

ref.
GCSE (9–1) Mathematics specification (J560)

Required skills Examples of application in Design and Technology

M1 All endorsed titles 3.01b • Calculate positive integer powers and exact roots. (1)
Confident use of • calculation of quantities of materials, 3.02a • Interpret and order numbers expressed in standard form.
A Level in Design and Technology

number and components, costs and size with consideration Convert numbers to and from standard form. (1)
percentages of percentage profits and tolerances as
4.01a • Round answers to an appropriate level of accuracy. (2)
Version 1.7 © OCR 2024

appropriate.
4.01c • Use inequality notation to write down an error interval for a
• substitute numerical values into and rearrange
number or measurement rounded or truncated to a given degree
learnt formulae and expressions.
of accuracy. (2) Calculate the upper and lower bounds of a
• confident use of decimal and standard form. calculation using numbers rounded to a known degree of
accuracy. (3)
A Level in Design and Technology
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Mathematics
Mathematical skills requirements for Design and Technology

OCR GCSE
(9–1)

ref.
GCSE (9–1) Mathematics specification (J560)

Required skills Examples of application in Design and Technology

6.02a Formulate simple formulae and expressions from real-world contexts. (1)
6.02b Substitute positive numbers into simple expressions and formulae to find
the value of the subject (1) and into more complex formulae, including
powers, roots and algebraic fractions. (2)
6.02c Rearrange formulae to change the subject, including cases where the
subject appears twice, or where a power or reciprocal of the subject
appears. (2)
6.04a Understand and use the symbols <, ≤, > and ≥. (1) Solve linear inequalities in
one variable. (2)
10.01a Use and convert standard units of measurement for length, area, volume/
capacity, mass, time and money (1) and in algebraic contexts. (2)
10.01b Use and convert simple compound units (e.g. for speed, rates of pay, unit
pricing) (1) (e.g. density, pressure) (2). Know and apply in simple cases:
speed = distance ÷ time (1) and density = mass ÷ volume. Use and convert
compound units in algebraic contexts. (2)
Design Engineering only: 6.02b Substitute positive numbers into simple expressions and formulae to find
the value of the subject (1) or negative numbers into more complex
• recall and application of engineering
formulae, including powers, roots and algebraic fractions. (2)
formulae in qualitative work and 1
calculations when applying engineering to 6.02e Use v = u + at, s = ut + at 2 and v 2 = u 2 + 2as where a is constant
2
mathematical skills: acceleration, u is initial velocity, v is final velocity, s is displacement from
stress position when t = 0 and t is time taken. (1)
o Young’s modulus =
strain
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Mathematics
Mathematical skills requirements for Design and Technology

OCR GCSE
(9–1)

ref.
GCSE (9–1) Mathematics specification (J560)

Required skills Examples of application in Design and Technology

force 10.01b Use and convert simple compound units (e.g. for speed, rates of pay, unit
o Stress =
cross-sectional area pricing (1)) (e.g. density, pressure) (2). Know and apply in simple cases:
extension speed = distance ÷ time (1) and density = mass ÷ volume. Use and convert
o Strain = compound units in algebraic contexts. (2)
original length
o Pressure = force/area
o Wave frequency = 1/period
o Turning effects, torque = Fd , or
moment = Fx
• recall and application of scientific formulae
outlined in requirement S1 in Appendix 5d.
M2 • understand and use ratios in the scaling of 2.01a Recognise and use equivalence between simple fractions and mixed
Use of ratios drawings and pattern grading numbers. (1)
• understand and apply fractions and 2.01c Calculate a fraction of a quantity. (1)
percentages when analysing data, survey 2.03a Convert between fractions, decimals and percentages. (1)
responses and user questionnaires given in Calculate a percentage of a quantity, and express one quantity as a
2.03b
tables and charts percentage of another. (1)
• calculate percentages e.g. with profit, waste 2.03c Express percentage change as a decimal or fractional multiplier. Apply this
saving calculations or comparing to percentage change problems (including original value problems). (2)
measurements. Find the ratio of quantities in the form a : b and simplify. Find the ratio of
5.01a
quantities in the form 1 : n. (1)
A Level in Design and Technology

Split a quantity into two parts given the ratio of the parts. Express the
5.01b
division of a quantity into two parts as a ratio. Calculate one quantity from
another, given the ratio of the two quantities. (1)
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Interpret a ratio of two parts as a fraction of a whole. (1)

5.01c
Solve simple ratio and proportion problems. (1)
5.01d
Compare lengths, areas and volumes using ratio notation and scale factors.
9.04c (1) Understand the relationship between lengths, areas and volumes of
similar shapes. (3)
A Level in Design and Technology
Version 1.7 © OCR 2024

Mathematics
Mathematical skills requirements for Design and Technology

OCR GCSE
(9–1)

ref.
GCSE (9–1) Mathematics specification (J560)
Required skills Examples of application in Design and Technology

M3 • determining quantities of materials by surface 8.06a Recognise and know the properties of the cube, cuboid, prism, cylinder,
Calculation of area pyramid, cone and sphere. (1)
surface areas
• calculate the overall surface area of different 10.04a Calculate the surface area and volume of cuboids and other right prisms
and/or volumes
shapes, such as cuboids, cylinders and spheres (including cylinders). (1)
to determine quantities of material and
10.04b Calculate the surface area and volume of spheres, cones and simple
feasibility analysis
composite solids (formulae will be given). (2)
• calculate the volume of different shapes, such
10.04c Calculate the surface area and volume of a pyramid (the formula area of
as, cuboids, cylinders and spheres to determine
base × height will be given). (2)
suitability of objects and products.
M4 All endorsed titles 8.04b Know the basic properties of the square, rectangle, parallelogram,
Use of trapezium, kite and rhombus. (1) Use these facts to find lengths and
• calculate the sides and angles of objects to
trigonometry angles in rectilinear figures and in simple proofs. (2) Use these facts in
determine structural integrity, marking out and
more formal proofs of geometrical results. (3)
direction of movement
10.05a Know, derive and apply Pythagoras’ theorem a 2 + b 2 = c 2 to find lengths
Design Engineering only
in right-angled triangles in 2D figures. (2) Apply Pythagoras’ theorem in
• determining projectile motion and direction of more complex figures, including 3D figures. (3)
movement
10.05b Know and apply the trigonometric ratios, sini, cosi and tani and apply
• determining how to resolve force vectors using them to find angles and lengths in right-angled triangles in 2D figures.
Fx = F cosi and Fy = F sini (2) Apply the trigonometry of right-angled triangles in more complex
figures, including 3D figures. (3)
10.05c Know the exact values of sini and cosi for i = 0°, 30°, 45°, 60° and 90°.
Know the exact value of tani for i = 0°, 30°, 45° and 60°. (2)
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Mathematics
Mathematical skills requirements for Design and Technology

OCR GCSE
(9–1)

ref.
GCSE (9–1) Mathematics specification (J560)
Required skills Examples of application in Design and Technology

a b c
10.05d Know and apply the sine rule, = = , to find lengths and
sin A sin B sin C
angles. (3)
10.05e Know and apply the cosine rule, a 2 = b 2 + c 2 - 2bc cos A , to find lengths
and angles. (3)
M5 All endorsed titles 7.01a Work with x- and y- coordinates in all four quadrants. (1)
Construction,
• representation of data used to inform design 7.04a Construct and interpret graphs in real-world contexts. (1) Recognise and
use and/or
decisions and evaluation of outcomes interpret graphs that illustrate direct and inverse proportion. (2)
analysis of
graphs and • presentation of market data, user preferences, 12.02a Interpret and construct charts appropriate to the data type; including
charts outcomes of market research as part of frequency tables, bar charts, pie charts and pictograms for categorical
product design, fashion and textiles data, vertical line charts for ungrouped discrete numerical data.
Interpret multiple and composite bar charts. (1) Design tables to classify
• interpret and extract appropriate data.
data. Interpret and construct line graphs for time series data, and
identify trends (e.g. seasonal variations). (2)
12.02b Interpret and construct diagrams for grouped data as appropriate, i.e.
cumulative frequency graphs and histograms (with either equal or
unequal class intervals). (3)
12.03a Calculate the mean, mode, median and range for ungrouped data. Find
the modal class, and calculate estimates of the range, mean and median
A Level in Design and Technology

for grouped data, and understand why they are estimates. Describe a
population using statistics. Make simple comparisons. Compare data
sets using ‘like for like’ summary values. Understand the advantages and
Version 1.7 © OCR 2024

disadvantages of summary values. (1) Calculate estimates of mean,

median, mode, range, quartiles and interquartile range from graphical
representation of grouped data. Draw and interpret box plots. Use the
median and interquartile range to compare distributions. (3)
A Level in Design and Technology
Version 1.7 © OCR 2024

Mathematics ref.
Mathematical skills requirements for Design and Technology

OCR GCSE
(9–1)
GCSE (9–1) Mathematics specification (J560)
Required skills Examples of application in Design and Technology

12.03c Plot and interpret scatter diagrams for bivariate data. Recognise
correlation. (1) Interpret correlation within the context of the variables,
and appreciate the distinction between correlation and causation. Draw
a line of best fit by eye, and use it to make predictions. Interpolate and
extrapolate from data, and be aware of the limitations of these
techniques. (2)
12.03d Identify an outlier in simple cases. (1) Appreciate there may be errors
in data from values (outliers) that do not ‘fit’. Recognise outliers on a
scatter graph. (2)
Design Engineering only 7.04b Calculate or estimate gradients of graphs, and interpret in contexts
such as distance-time graphs, velocity-time graphs and financial graphs.
• present and interpret velocity/time graphs,
Apply the concepts of average and instantaneous rate of change
stress-strain and resistance-temperature
(gradients of chords or tangents) in numerical, algebraic and graphical
graphs
contexts. (3)
• representation of frequency, period, amplitude
7.04c Calculate or estimate areas under graphs, and interpret in contexts such
and phase.
as distance-time graphs, velocity-time graphs and financial graphs. (3)
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Mathematics
Mathematical skills requirements for Design and Technology

OCR GCSE
(9–1)

ref.
GCSE (9–1) Mathematics specification (J560)
Required skills Examples of application in Design and Technology

M6 • use of datum points and geometry when 8.01g Use x- and y- coordinates in plane geometry problems, including
Use of setting out design drawings, when setting out transformations of simple shapes. (1)
coordinates and patterns and within engineering drawings
8.06b Interpret plans and elevations of simple 3D solids. (1) Construct plans
geometry
• present accurate 2D and 3D graphics to and elevations of simple 3D solids, and representations (e.g. using
communicate design solutions. isometric paper) of solids from plans and elevations.
9.03a Understand addition, subtraction and scalar multiplication of vectors.
(2) Use vectors in geometric arguments and proofs. (3)
10.01c Construct and interpret scale drawings. (1)
M7 • interpret statistical analyses to determine user 11.01a Use the 0-1 probability scale as a measure of likelihood of random
Use of statistics needs and preferences events, for example, ‘impossible’ with 0, ‘evens’ with 0.5, ‘certain’
and probability with 1. (1)
• use data related to human scale and
as a measure of
proportion to determine product scale and 11.01b Record, describe and analyse the relative frequency of outcomes of
likelihood
dimensions and sizes and dimensions of repeated experiments using tables and frequency trees. (1)
fashion products
11.01c Use relative frequency as an estimate of probability. (1) Understand that
• understanding of dimensional variations in relative frequencies approach the theoretical probability as the number
mass produced components of trials increases.
• defects in batches and reliability linked to 11.02e Use the addition law for mutually exclusive events.
probabilities. Use p(A) + p(not A) = 1. (1)
Derive or informally understand and apply the formula
A Level in Design and Technology

p (A or B) = p (A) + p (B) - p (A and B) (2)

11.02f Use tree diagrams and other representations to calculate the probability
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of independent and dependent combined events. (2) Understand the

concept of conditional probability, and calculate it from first principles in
known contexts. Derive or informally understand and apply the formula
p(A and B) = p(A given B)p(B). Know that events A and B are
independent if and only if p(A given B) = p(A). (3).
 5d. Use of science within Design and Technology
A Level in Design and Technology
Version 1.7 © OCR 2024

Through their work in design and technology, learners are required to apply Within OCR’s GCSE (9–1) in Combined Science A the content outlines standard
relevant scientific knowledge, skills and understanding equivalent to Key Stage 4 Key Stage 4 content and higher tier content in bold. This is shown in the table
learning in Combined Science. below to demonstrate how the GCSE (9–1) in Combined Science A can support
teaching and learning in Design and Technology.
The table below shows the requirements for science knowledge and skills to be
covered within the endorsed titles for OCR’s A Level in Design and Technology.
These are supported with examples to demonstrate application of each
requirement with a design and technology context.

Scientific knowledge and skills requirements

Design Engineering
for Design and Technology

Fashion & Textiles

specification ref.
OCR Design and

OCR GCSE (9–1)

Science section
Product Design
Science Examples applied to D&T GCSE (9–1) Combined Science A specification (J250)

Technology
requirements

S1 Use scientific laws  2e (6) P2.2 • Contact and non-contact forces influencing the motion of an
Use scientific appropriately to the design of object.
2i (6)
laws – Newton’s products, such as:
P2.2 • Newtons and that this is the measure of force.
laws of motion,
• Newton’s laws of • Force arrows and have an understanding of balanced and
Hooke’s law,
motion unbalanced forces.
Ohm’s law as
• Hooke’s Law
appropriate to P2.3 • Forces acting to deform objects and to restrict motion.
• Ohm’s Law.
the design • Understanding of force and extension for a spring covering
product Hooke’s law.
P3.2 • Measurement of conventional current and potential difference
in circuits.
• Assemble series and parallel circuits and of how they differ with
respect to conventional current and potential difference.
• Current and resistance and the units in which they are measured.
P3.2 • Recall and apply Ohm’s law the relationship between I, R and V.
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Design Engineering
Scientific knowledge and skills

Fashion & Textiles

specification ref.
OCR Design and
requirements for Design and Technology

OCR GCSE (9–1)

Science section
Product Design
GCSE (9–1) Combined Science A specification (J250)

Technology
Science Examples applied to D&T
requirements

Knowledge of the function of  2e (6) P2.1 • Relationship between speed, distance and time.
mechanical devices to 2i (6) • Represent information in a distance-time graph.
produce different sorts of • Relative motion of objects.
movement, and the P2.2 • Contact and non-contact forces influencing the motion of an object.
movement of objects under • Newtons and that this is the measure of force.
the influence of forces in
order to solve problems P2.2 • Force arrows and have an understanding of balanced and
around stress, strain and unbalanced forces.
elasticity, including P2.3 • Forces acting to deform objects and to restrict motion.
projectiles. • Hooke’s law and the idea that when work is done by a force it results
in an energy transfer and leads to energy being stored by an object.
• There is a force due to gravity.
Knowledge of the electronic  2e (6) P3.1 • Electron transfer leading to objects becoming statically charged and
systems through an 2i (6) the forces between them.
understanding of currents (I), • Existence of an electric field.
resistance (R) and potential P3.2 • Measurement of conventional current and potential difference in
difference (V); explain the circuits.
design and use of circuits • Assemble series and parallel circuits and how they differ with
– including for lamps, diodes, respect to conventional current and potential difference.
thermistors and LDRs. • Current and resistance and the units in which they are measured.
A Level in Design and Technology

Calculate the currents, P3.2 • Recall and apply Ohm’s law and the relationship between I, R and V.
potential differences and
resistances in DC series P3.3 • Magnets and the idea of attractive and repulsive forces.
Version 1.7 © OCR 2024

circuits; represent them with • Shape of the fields around bar magnets.
the conventions of positive • Magnetic effect of a current and electromagnets.
and negative terminals, and P5.1 • Energy transfer in process of electrical circuits.
the symbols that represent • Conservation of energy and that it has a quantity that can be
common circuit elements, calculated.
A Level in Design and Technology
Version 1.7 © OCR 2024

Design Engineering
Scientific knowledge and skills

Fashion & Textiles

specification ref.
OCR Design and
requirements for Design and Technology

OCR GCSE (9–1)

Science section
Product Design
GCSE (9–1) Combined Science A specification (J250)

Technology
Science Examples applied to D&T
requirements

including diodes, LDRs and P5.2 • Transfer of energy into useful and waste energy stores.
thermistors. • Power and how domestic appliances can be compared.
• Insulators and how energy transfer is influenced by temperature.
Understanding of how to  2e (6) B6.1 • Ecosystems and the various ways organisms interact.
choose appropriate energy 2i (6) • Gases of the atmosphere.
sources.
C6.2 • Composition of the Earth, the structure of the Earth, the rock cycle,
the carbon cycle, the composition of the atmosphere and the
impact of human activity on the climate.
P4.1 • How waves behave and how the speed of a wave may change as it
passes through different media.
• How sound is heard and the hearing ranges of different species.
P4.2 • Uses of some types of radiation.
P5.1 • Be able to approach systems in terms of energy transfers and stores.
• That energy can be transferred in processes such as changing
motion, burning fuels and in electrical circuits.
• Idea of conservation of energy and that it has a quantity that can
be calculated.
P5.2 • Transfer of energy into useful and waste energy stores.
• Power and how domestic appliances can be compared.
• Insulators and how energy transfer is influenced by temperature.
• Ways to reduce heat loss in the home.
P6.2 • Renewable and non-renewable energy resources.
• Understanding of how power stations work and the cost of
electricity in the home.
• Electrical safety features in the home.
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Scientific knowledge and skills

Fashion & Textiles

specification ref.
OCR Design and
requirements for Design and Technology

OCR GCSE (9–1)

Science section
Product Design
GCSE (9–1) Combined Science A specification (J250)

Technology
Science Examples applied to D&T
requirements

Application of scientific  2e,f,g (7) 5c • Scientific quantities and corresponding units.

formulae and calculation 2e,f,g (8) • Apply them in qualitative work and calculations.
of quantities when 2h (7)
5d • Apply skills in observation, modelling and problem-solving, with
applying science to 2h (8)
opportunities for these skills to be shown through links to
mathematical skills.
specification content.
P1.1e • Explain the differences in density between the different states of
matter in terms of the arrangements of the atoms and molecules.
P1.1 • Apply the relationship between density, mass and volume to changes
where mass is conserved. (covered as maths requirement)
5f • density (kg/m3 ) = mass (kg)/volume (m3 ) (covered as maths
requirement)
• distance travelled (m) = speed (m/s) × time (s) (covered as maths
requirement)
• acceleration (m/s2) = change in velocity (m/s)/time (s) (covered as
maths requirement)
• kinetic energy (J) = 0.5 × mass (kg) × (speed (m/s))2
• force (N) = mass (kg) × acceleration (m/s2)
• work done/energy (J) = force (N) × distance (m) (along the line of
A Level in Design and Technology

action of the force)

Version 1.7 © OCR 2024

• power (W) = work done (J)/time (s)

• momentum (kgm/s) = mass (kg) × velocity (m/s)
• force exerted by a spring (N) = extension (m) × spring constant (N/m)
• gravity force (N) = mass (kg) × gravitational field strength, g (N/kg)
(g = 9.81 N/kg)
A Level in Design and Technology
Version 1.7 © OCR 2024

Design Engineering
Scientific knowledge and skills

Fashion & Textiles

specification ref.
OCR Design and
requirements for Design and Technology

OCR GCSE (9–1)

Science section
Product Design
GCSE (9–1) Combined Science A specification (J250)

Technology
Science Examples applied to D&T
requirements

• (in a gravity field) potential energy (J) = mass (kg) × height (m) ×
gravitational field strength, g (N/kg)
• charge flow (C) = current (A) × time (s)
• potential difference (V) = current (A) × resistance (Ω)
• energy transferred (J) = charge (C) × potential difference (V)
• power (W) = potential difference (V) × current (A) = (current (A))2 ×
resistance (Ω)
• energy transferred (J, kWh) = power (W, kW) × time (s, h)
• wave speed (m/s) = frequency (Hz) × wavelength (m)
• efficiency = useful output energy transfer (J)/input energy transfer (J)
• change in thermal energy (J) = mass (kg) × specific heat capacity (J/
kg°C) × change in temperature (°C)
S2 Understanding of    2e,f,g (5) C2.3 • Understanding of physical properties of elements and compounds
Describe the properties of materials and 2e,f,g (7) considering the nature of their bonding affecting their properties.
conditions how they need to be 2h (5)
• Many useful materials that we use today are mixtures.
which cause protected from potential 2h (7)
degradation degradation and corrosion C3.4 • Demonstrate an understanding of electrolysis, ionic solutions and solids.
due to environmental C6.1 • Describe a process where a material or product is recycled for a
factors. different use, and explain why this is viable.
• Evaluate factors that affect decisions on recycling.
• Describe the basic principles in carrying out a lifecycle assessment of
a material or product.

P1.2 • Matter and the similarities and differences between solids, liquids
and gases.
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Design Engineering
Scientific knowledge and skills

Fashion & Textiles

specification ref.
OCR Design and
requirements for Design and Technology

OCR GCSE (9–1)

Science section
Product Design
GCSE (9–1) Combined Science A specification (J250)

Technology
Science Examples applied to D&T
requirements

S3 Knowledge of properties of    2e,f,g (5) C2.2 • Explain applications of chemistry that can be used to help humans
Know the materials to be applied 2e,f,g (7) improve their own lives and strive to create a sustainable world for
physical when designing and 2h (5) future generations.
properties of making. 2h (7) • Properties of ceramics, polymers and composites.
materials and • The method of using carbon to obtain metals from metal oxides.
explain how
Knowledge of the    2e,f,g (5) C2.1 • Explain that many useful materials are formulations of mixtures.
these are
properties of materials 2h (5)
related to • Explain the differences in density between the different states of
based on their scientific
their uses matter in terms of the arrangements of the atoms and molecules.
constitution.
C6.1 • Explain how modern life is crucially dependent upon hydrocarbons
and recognise that crude oil is a finite resource.
P1.1 • Apply the relationship between density, mass and volume to changes
where mass is conserved.
Understand the   2e,f,g (5) C2.3 • Explain how the bulk properties of materials (ionic compounds,
appropriate use of 2h (5) simple molecules, giant covalent structures, polymers and metals)
materials, including are related to the different types of bonds they contain, their bond
polymers, composites, C2.2 strengths in relation to intermolecular forces and the ways in which
woods and metals, based their bonds are arranged.
on their physical
• Describe and compare the nature and arrangement of chemical
A Level in Design and Technology

properties.
bonds in:
Understand the appropriate  i. ionic compounds
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use of materials, including ii. simple molecules

technical textiles, fibres, iii. giant covalent structures
polymers and metals, based iv. polymers
on their physical properties. v. metals.
 5e. Data Source
A Level in Design and Technology
Version 1.7 © OCR 2024

OCR has supplied data to support centres with a consistent approach throughout Sources cover general data within an environment, anthropometric data and data
their assessment. The data outlined in this section delivers the format and level of to support clothes sizes a candidate will need to be able to use and understand.
information that would be used within an exam.

General data within an environment

Architecture (mm) Wheelchair (mm)

Width of passage 750 Width of passage 900

Body depth 450 Vertical reach 1200
Sitting body depth 600 Turning radius 1500
Kneeling body depth 900 Operating controls 900–1200
Vertical reach 1750 Supporting bar 850–900

Guidelines working heights (mm)

Precise manipulative tasks Elbow height + 5 total 100

Moderate force and precision Elbow height – 5 total 100
Heavy manipulation, downward pressure Elbow height – 10 total 250
Lifting and handling Between fist and elbow height
Hand-operated controls Between elbows and shoulders
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Anthropometric Data – Standing
102

Age Range 5–9 Age Range 13–18 Age Range 19–65

Dimensions (mm) Combined (Percentiles) Combined (Percentiles) Men (Percentiles) Women (Percentiles)
5% 50% 95% 5% 50% 95% 5% 50% 95% 5% 50% 95%
1 Height 1058 1264 1483 1470 1685 1857 1630 1745 1860 1510 1620 1730
2 Eye level 895 1055 1180 1456 1570 1740 1520 1640 1760 1410 1515 1620
3 Shoulder height 843 1014 1198 1184 1352 1525 1340 1445 1550 1240 1330 1420
4 Elbow height 610 720 805 945 1005 1170 1020 1100 1180 950 1020 1090
5 Hip height 496 619 754 734 855 990 850 935 1020 750 820 890
6 Knuckle height (fist grip height) 375 480 565 690 720 815 700 765 830 670 720 770
7 Fingertip height 298 390 470 420 620 695 600 675 730 560 620 680
8 Vertical reach (standing position) 1241 1521 1820 1758 2033 2220 1950 2100 2250 1810 1940 2070
9 Forward grip reach (standing) 442 531 640 594 689 809 720 790 860 660 725 790
A Level in Design and Technology
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 Anthropometric Data – Sitting
A Level in Design and Technology
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Age Range 5–9 Age Range 13–18 Age Range 19–65

Dimensions (mm) Combined (Percentiles) Combined (Percentiles) Men (Percentiles) Women (Percentiles)
5% 50% 95% 5% 50% 95% 5% 50% 95% 5% 50% 95%
10 Sitting height 594 694 797 774 908 968 860 915 970 800 855 910
11 Sitting eye height 446 570 648 640 759 834 740 800 860 700 750 800
12 Sitting shoulder 315 390 440 520 575 635 570 615 660 530 580 630
13 Sitting elbow height 120 160 205 185 232 285 210 250 290 190 235 280
14 Thigh thickness 81 116 169 116 153 178 130 155 180 120 150 180
15 Popliteal height (lower leg length) 220 295 340 360 435 485 410 450 490 370 410 450
16 Knee height 315 393 481 456 525 558 490 535 580 460 495 530
17 Buttock-popliteal length 230 300 350 430 480 545 450 510 570 440 500 560
18 Buttock-knee length 321 410 511 490 571 628 560 605 670 520 585 650
19 Abdominal depth 140 165 195 185 215 270 220 275 330 200 270 340
20 Chest depth 125 140 170 210 230 265 210 245 280 210 250 290
21 Lateral arm span 860 1160 1300 1505 1780 1935 1670 1810 1950 1520 1650 1780
22 Shoulder breadth 232 280 325 360 385 490 440 485 530 390 440 490
23 Elbow to elbow breath 212 260 305 340 365 470 420 465 510 370 420 470
24 Hip breadth 186 222 275 263 321 363 350 390 430 350 405 460
25 Vertical reach (sit) 650 780 905 1010 1225 1330 1220 1305 1390 1100 1190 1280
26 Shoulder-elbow length 188 259 316 302 352 396 330 365 400 300 330 360
27 Elbow fingertip length 276 333 404 390 450 509 440 475 510 400 430 460
103

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 5
Anthropometric Data – Head, hand and feet
104

Age Range 5–9 Age Range 13–18 Age Range 19–65

Dimensions (mm) Combined (Percentiles) Combined (Percentiles) Men (Percentiles) Women (Percentiles)
5% 50% 95% 5% 50% 95% 5% 50% 95% 5% 50% 95%
28 Head depth 167 184 196 180 193 208 190 200 210 170 185 200
29 Head height 165 189 210 191 212 237 218 232 247 204 218 232
30 Head breadth 131 141 151 139 150 163 140 155 170 140 150 160
31 Head circumference 485 524 552 517 554 591 550 578 610 533 558 585
32 Hand length 115.0 137.0 164.0 157.0 179.0 202.0 170.0 190.0 210.0 160.0 175.0 190.0
33 Hand breadth 53.0 63.0 74.0 69.0 81.0 96.0 80.0 90.0 100.0 70.0 80.0 90.0
34 Thumb breadth (diameter) 12.2 14.9 17.3 15.8 19.0 21.4 20.0 23.0 26.0 16.0 19.0 22.0
35 Thumb length 37.0 48.0 60.0 51.0 64.0 74.0 44.0 51.0 58.0 40.0 47.0 53.0
36 Forefinger tip breadth (index finger) 9.5 11.5 13.5 12.1 14.6 17.1 18.0 21.0 24.0 15.0 18.0 21.0
37 Forefinger length (index finger) 42 53 66 61 71 80 64 72 80 60 67 74
38 Hand thickness (minimum hand clearance) 44.0 51.0 58.0 40.0 45.0 50.0
39 Foot length 162 197 236 220 249 287 240 265 290 220 240 260
40 Foot breadth 63 77 91 83 97 109 90 100 110 80 90 100
A Level in Design and Technology
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 Clothing Size Data – Children
A Level in Design and Technology
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Age Range 2–5–14 years

Dimensions (cm) Combined (Sizes)
Circumference 2 3 4 5 6 7 8 9 10 11 12 13 14
1 Neck 25.00 – 26.00 27.00 28.00 29.00 30.00 31.00 32.00 33.00 34.00 35.00 35.00
2 Wrist 12.00 – 12.50 13.00 13.50 14.00 14.50 15.00 15.50 16.00 16.50 17.00 17.00
3 Chest 54.70 – 57.00 59.50 62.00 64.50 67.00 69.50 72.00 74.50 77.00 80.00 83.00
5 Waist 54.00 – 55.00 56.50 58.00 59.50 61.00 62.50 64.00 66.00 68.00 69.50 71.00
6 Hip 58.70 – 61.00 63.50 66.00 68.50 71.00 73.50 76.00 79.00 82.00 85.00 88.00
Lengths
7 Sleeve length 33.50 – 37.50 39.50 42.00 44.00 46.50 48.50 50.50 52.80 55.00 57.00 59.00
8 Back waist length 27.50 – 25.50 26.70 28.00 33.20 34.50 35.80 37.00 38.50 40.00 41.50 43.00
9 Hip depth 9.80 – 10.40 11.00 11.60 12.20 12.80 13.40 14.00 14.50 15.20 15.80 16.40
10 Knee length 15.00 – 30.60 32.60 34.50 36.30 38.40 40.20 42.20 43.80 45.70 47.60 49.60
11 Trousers length 61.00 – 60.60 64.80 69.00 73.10 77.40 81.50 85.20 89.00 92.90 96.70 100.70
12 Crotch length 17.80 – 14.60 15.30 16.00 16.60 17.40 18.00 18.70 19.50 20.40 21.20 22.20
105

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Clothing Size Data – Women
106

Age Range 19–65

Dimensions (cm) Women (Sizes)
8 10 12 14 16 18 20 22 24 26
Circumferences XS XS S M M L L XL 2XL 3XL
1 Neck size 35.00 36.00 37.00 38.00 39.00 40.00 41.00 42.40 43.80 45.20
2 Cuff size for shirts 21.00 21.00 21.50 21.50 22.00 22.50 23.00 23.50 24.00 24.50
3 Chest 30.00 31.20 32.40 33.60 34.80 36.00 37.20 39.00 40.80 42.60
4 Bust 80.00 84.00 88.00 92.00 96.00 100.00 104.00 110.00 116.00 122.00
5 Waist 64.00 68.50 73.50 78.50 84.00 90.00 95.00 100.00 106.50 111.50
6 Hips/Seat 88.00 92.00 96.00 100.00 104.00 108.00 112.00 117.00 122.00 127.00
Lengths
7 Sleeve length 57.20 57.80 58.40 59.00 59.50 60.00 60.50 61.00 61.20 61.40
8 Nape to waist (neck to waist) 40.20 40.60 41.00 41.40 41.80 42.20 42.60 43.00 43.40 43.80
9 Waist to hip 20.00 20.30 20.60 20.90 21.20 21.50 21.80 22.10 22.40 22.70
10 Waist to knee 57.50 58.00 58.50 59.00 59.50 60.00 60.50 61.00 61.50 62.00
11 Waist to floor 102.00 103.00 104.00 105.00 106.00 107.00 108.00 109.00 110.00 111.00
12 Inside leg short length 76.20 76.20 76.20 76.20 76.20 76.20 76.20 76.20 76.20 76.20
12 Inside leg regular length 81.28 81.28 81.28 81.28 81.28 81.28 81.28 81.28 81.28 81.28
12 Inside leg long length 86.36 86.36 86.36 86.36 86.36 86.36 86.36 86.36 86.36 86.36
A Level in Design and Technology
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 Clothing Size Data – Men
A Level in Design and Technology
Version 1.7 © OCR 2024

Age Range 19–65

Dimensions (cm) Men (Sizes)
Circumferences XS S M L XL 2XL 3XL
1 Neck size 37.00 38.00 39.00 40.00 41.00 42.00 43.00
2 Cuff size for shirts 23.00 23.50 23.50 24.00 24.00 24.50 24.50
3 Chest 88.00 92.00 96.00 100.00 104.00 108.00 112.00
4 Bust – – – – – – –
5 Waist 74.00 78.00 82.00 86.00 90.00 94.00 98.00
6 Hips/Seat 90.00 94.00 98.00 102.00 106.00 110.00 114.00
Lengths
7 Sleeve length 84.00 85.00 85.00 86.00 86.00 87.00 87.00
8 Nape to waist (neck to waist) 43.00 43.40 43.80 44.20 44.60 44.80 45.00
9 Waist to hip 21.30 21.60 21.90 22.20 22.50 22.80 23.10
10 Waist to knee 63.50 64.00 64.50 65.00 65.50 66.00 66.50
11 Waist to floor 111.00 115.00 119.00 123.00 127.00 131.00 135.00
12 Inside leg short length 76.00 76.00 76.00 76.00 76.00 76.00 76.00
12 Inside leg regular length 81.00 81.00 81.00 81.00 81.00 81.00 81.00
12 Inside leg long length 86.00 86.00 86.00 86.00 86.00 86.00 86.00
107

5
 5f. Glossary of terms from the specification content

Circular economy A circular economy is an alternative to a traditional linear economy (make, use,
dispose) in which we keep resources in use for as long as possible, extract the
maximum value from them whilst in use, then recover and regenerate products
and materials at the end of each service life. It aims to keep products,
components and materials at their highest utility and value at all times.
Context Circumstances that form a setting, surroundings, people, places, events that all
form a setting for us to design within.
Creativity Creativity is a phenomenon whereby something new and valuable is
formed. The ability to transcend traditional ideas, rules, patterns,
relationships, or the like to create meaningful new ideas, forms,
methods, interpretations, etc. originality, progressiveness, or imagination.
Critique Critique is a method of disciplined, systematic analysis of a written or oral
discourse. Although critique is commonly understood as fault finding and negative
judgment, it can also involve merit recognition, and in the philosophical tradition

5
it also means a methodical practice of doubt. It is detailed evaluation.
Design optimisation Product design and development requires that engineers consider trade-offs
between product attributes in the areas of cost, weight, manufacturability, quality
and performance. It is about determining how to arrive at the best overall design,
making the right compromises and not sacrificing critical attributes like safety.
Design solution A design solution is a generic term that can be used to outline any existing
products or systems, or any design development that is offered as an answer to
needs, wants and requirements. This can be a fully drawn up solution or a
prototype one.
Digital design Digital design is the use of computers, graphics tablets and other electronic
devices to create graphics and designs for the web, television, print and portable
electronic devices. Digital designers use creativity and computer skills
to design visuals associated with electronic technology.
Disruptive technology Disruptive technology is a new emerging technology that unexpectedly displaces
an established one. Recent examples of disruptive technologies include smart
phones and e-commerce retailing. Clayton Christensen popularised the idea of
disruptive technologies in the book “The Innovator’s Dilemma” in 1997.
Disassembly To disconnect the pieces of (something), to take things apart into smaller pieces.
Used within Design and Technology to analyse and test products.
Enterprise Relating to a progressive approach that demonstrates initiative, resourcefulness
and willingness to undertake new and challenging projects.
Fixation The ​state of being ​unable to ​stop ​thinking about something, or an unnaturally ​
strong ​interest in something. We talk about this in terms of design fixation, i.e.
being fixated with an idea.

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108 A Level in Design and Technology
 Global sustainable Sustainable development relates to the principle of sustaining finite resources
development that are necessary to provide for the needs of future generations of life on the
planet.
Incremental Innovation A series of small improvements to an existing product or product line that aims to
improve its competitive position over time. Incremental innovation is regularly
used within high-tech businesses to ensure products include new features that
are desired by consumers.
Innovation Innovation in the context of this qualification refers to learners considering new
methods or ideas to improve and refine their design solutions and meet the needs
of their intended market and/or primary user.
Iterative design Iterative design is a design methodology based on a cyclic process of prototyping,
testing, analysing and refining a product or process. Within the context of this
specification we refine these processes to explore/create/evaluate. In iterative
design, interaction with the product or system is used as a form of investigation
for informing and evolving a project. Based on the results of testing the most
recent iteration of a design, changes and refinements are made.
Just-in-time (JIT) Just-in-time (JIT) manufacturing, also known as just-in-time production or the
Toyota production system (TPS), is a methodology aimed primarily at reducing 5
flow times within production as well as response times from suppliers and to
customers. A strategy companies employ to increase efficiency and decrease
waste by receiving goods only as they are needed in the production process,
thereby reducing inventory costs.
Lean manufacturing Lean manufacturing or lean production, often simply “lean”, is a systematic
method for the elimination of waste within a manufacturing system.
Lifecycle assessment Lifecycle assessment (LCA), also known as lifecycle analysis, eco-balance, and
(LCA) cradle-to-grave analysis is a technique to assess environmental impacts associated
with all the stages of a product’s life from cradle-to-grave (from raw material
extraction through materials processing, manufacture, distribution, use during its
life, repair and maintenance and end of life disposal or recycling).
Need A need is a thing that is necessary for someone to live a healthy, safe and fulfilled
life. A need can imply a want, a lack, or a demand, which must be filled.
Ongoing dialogue An exchange of ideas or opinions on a particular issue, with a view to reaching an
amicable agreement or settlement.
Practical activities Practical activities enable the student to put into practice the theory and/or skills
they are studying, in a practical environment. This will involve all stages of
designing and making, but also investigative, testing and analytical activities.
Primary user The primary user is that person or group of people that are intended to practically
use a product or system in their lives. Many products may have primary users that
use the same product in different ways or with different purposes.

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A Level in Design and Technology 109
 Prototype In the context of this qualification, the term ‘prototype’ refers to a functioning
design outcome. A final prototype could be a highly finished product, made as
proof of concept prior to manufacture, or working scale models of a system where
a full-size product would be impractical.
Real-time evidence Evidence that demonstrates design activity as it happens through whatever
medium it is recorded in. Real-time evidence is gathered chronologically to tell a
real story.
Requirement In product development a requirement is a singular physical and functional need
that a particular design, product or process must be able to perform. It is a
statement that identifies a necessary attribute, capability, characteristic, or quality
of a system for it to have value to a customer, user, or other stakeholder.
Sketch modelling Sketch modelling enables you to study, visualise and understand the space in 3D
because it looks more real than pen and paper sketches. It can involve modelling
using cheap materials and help you work out your design ideas or sketching of
parts to explore the parts of a design.
Social footprint Social footprint is linked to the carbon footprint, implying that all human actions

5 leave a trace and sometimes our lifestyle choices have negative consequences on
the environment.
Solution A solution is a way to solve a problem or resolve a bad situation.
Stakeholder A stakeholder is a person, group or organisation with an interest in a project; for
example, parents/schools when designing products for children; the manufacturer
or retailer that has an interest in a product; a regulator who needs to ensure
products meet required regulations within a jurisdiction.
Systems thinking ‘Systems thinking’ is a holistic approach to analysis that focuses on the way that a
system’s constituent parts interrelate and how systems work over time and within
the context of larger systems.
Technical textiles Technical textiles are materials meeting high technical and quality requirements,
e.g. mechanical, thermal, electrical, durability etc., this gives them the ability to
offer technical functions.
Upcycling Upcycling, also known as creative reuse, is the process of transforming
by-products, waste materials, useless and/or unwanted products into new
materials or products of better quality or for better environmental value.
User-centred design User-centred design (UCD) is a framework of processes (not restricted to
interfaces or technologies) in which the needs, wants and limitations of end users
of a product, service or process are given extensive attention at the stage of the
design process.

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110 A Level in Design and Technology
5g. Accepted file formats
Further explanation of the use of formats for non- MS bitmap (*.bmp)
exam assessment can be found in Section 4d under GIF images (*.gif)
‘E-portfolios’
Animation formats
Movie formats for digital video evidence Macromedia Flash (*.fla)
MPEG (*.mpg)
QuickTime movie (*.mov) Text formats
Macromedia Shockwave (*.aam) Comma Separated Values (.csv)
Macromedia Shockwave (*.dcr) PDF (.pdf)
Flash (*.swf) Rich text format (.rtf)
Windows Media File (*.wmf) Text document (.txt)
MPEG Video Layer 4 (*.mp4)
Microsoft Office suite
Audio or sound formats PowerPoint (.ppt) (.pptx)
MPEG Audio Layer 3 (*.mp3) Word (.doc) (.docx)
Excel (.xls) (.xlsx)

5
Graphics formats including: Visio (.vsd) (.vsdx)
JPEG (*.jpg) Project (.mpp) (.mppx)
Graphics file (*.pcx)

5h. Acknowledgements
namely, Explore: Create: Evaluate: Manage, used
throughout this specification and shown
schematically in Fig. 1, Fig. 2 and Fig. 3.

In developing this specification, we have consulted © These figures remain copyright of Designing
and drawn on the research and authentic practices of Our Tomorrow, University of Cambridge.
an initiative called Designing Our Tomorrow, from the For more information about their work visit:
University of Cambridge. In particular, the content www.designingourtomorrow.com
and Figures related to the iterative processes, from,

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A Level in Design and Technology 111
 Summary of updates
Date Version Section Title of section Change
May 2018 1.1 Front cover Disclaimer Addition of Disclaimer
August 2018 1.2 3d Retaking the qualification Update to the wording for carry
4d Admin of non-exam forward rules
assessment
multiple Amendment to ‘Centre Record
form’ Reference
January 2020 1.3 1d How do I find out more References to the Online
information? Support Centre included

Covers Update to specification covers

to meet digital accessibility
standards

4d Authentication of learners’ Wording amended from

work ‘Enquiries about results’ to
5 ‘Review of results’
4f Post-results services
May 2021 1.4 Front cover Front cover and Design Update to specification covers to
and 2e Engineering meet digital accessibility
standards. Update to content as
a result of Brexit.
February 2023 1.5 3c Total qualification time Update to include Total
Qualification Time and Guided
Learning Hours (TQT/GLH) to
comply with Qualifications in
Wales regulations.
June 2023 1.6 2a OCR’s A Level in Design and Update to the wording of
Technology (H404, H405 moderation submission options.
and H406)
4a Pre-assessment
4d Admin of non-examined
assessment
March 2024 1.7 3d, 3e Qualification availability, Inclusion of disclaimer regarding
Language availability and language
4a Pre-assessment Update to include resilience
guidance
Checklist Inclusion of Teach Cambridge

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112 A Level in Design and Technology
Version 1.7 © OCR 2024
A Level in Design and Technology 113
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