There are changes to this qualification based on the outcomes of the Ofqual consultation on NEA arrangements for summer 2022. The changes are designed to reduce the pressure on teachers and students in the 2021/22 academic year, and to safeguard against ongoing public health concerns. Please read this information alongside the specification.
Ofqual have confirmed that students taking GCSE Design and Technology in summer 2022:
By not requiring a final prototype, it allows teachers to deliver the qualification whist meeting, where necessary, their own centre specific restrictions through a reduction in time each student will need to spend in a workshop and/or design studio. There is no restriction on students creating a final prototype(s) if facilities and arrangements allow for this in your centre.
However, for summer 2022 any final prototypes that are produced will not form part of the assessment.
Students need to develop design solutions, presenting a final design accompanied by a technical specification and sufficient mock-ups that fully present the feasibility of the design solution.
Evidence is required of students undertaking activities that demonstrate their use of appropriate machinery, tools and processes:
1. Demonstrate materials and processes that would be appropriate for making their prototype in a workshop/design studio, students will need to prepare a plan of making that follows their technical specification. It should clarify how they would have made a prototype if they were able to.
2. Demonstrate their use of appropriate machinery, tools and processes. Students can either:
There are no changes to subject content. Students will continue to be examined in principles of design and technology. To build their deeper understanding of manufacturing, workshop and design practices, centres can use teacher demonstrations or appropriate internet links to support this learning.
To deliver the changes, the following areas of the specification have been adapted for summer 2022:
The specific changes are outlined below.
Introduction (page 28):
The iterative design challenge requires learners to develop a design solution through iterations of exploring, creating and evaluating that constantly respond to stakeholder needs, wants and interests. This process should be followed and evidenced to demonstrate an accurate account of their progress.
Throughout the NEA it is essential that the teacher can authenticate that the learner’s work is their own.
Developing a final design solution (page 29):
When developing a design solution, learners should consider the solution as it would look and function if sold as a product. This should include experimentation of processes and techniques through modelling and testing.
Digital design and manufacture must be demonstrated either through the development of the final design solution or when undertaking activities to demonstrate how they would have made their final prototype(s).
Delivering a technical specification (page 30):
Learners are required to justify and present their final design solution through a technical specification that delivers specific written and graphical information to outline how the final design solution meets the stakeholder requirements and will support accurate production. The specification should offer justification and a suitable level of information so that a third party would know what the intentions are for manufacturing the design solution as a product.
Planning how to make a prototype:
Learners are required to produce a plan of making to demonstrate materials and processes that would be appropriate for making a final prototype in a workshop/design studio. This plan should clarify how they would have made a final prototype(s) if they were able to, understanding the different materials and processes that may be required to make a final prototype(s) as opposed to manufacturing a product.
Practical demonstration of appropriate machinery, tools and processes
When learners are demonstrating their use of appropriate machinery, tools and processes, this must be completed under the required level of guidance and supervision within the centre. This is to ensure that each learner is witnessed producing their own evidence so it can be authenticated, and the learner’s safety can be assured.
This guidance and supervision applying equally to written/ illustrated reports as much as isolated practical activities.
Guidance and supervision requirements:
Authenticating practical demonstrations is of great importance as this is the only activity that cannot be fully recorded in the design process.
It is expected that demonstration of using machinery, tools and processes should be resourceful, both in terms of time and of materials. Learners must be under direct teacher and/or technician supervision during this time. They must complete all of their work under these supervised conditions and the teacher must set the tone for this element of the NEA.
To make best use of supervised time, it is important that learners are prepared for and plan their activity in advance. It is also important for learners to write a report and offer photographic evidence of their demonstrations in their portfolio. The writing of this does not need to be under direct supervision.
Another reason for this supervised activity is so that the teacher can authenticate the level of guidance and support given through their demonstrations. Any support that is given to assist a learner during production should be recorded by the supervisor concerned, whether it is direct assistance or due to health and safety requirements in the centre. The level of assistance given should be reflected in the assessment of the learner’s NEA.
Learners can make arrangements to demonstrate use of hand tools, machinery and processes outside of the centre, but for these to be recognised as the learner’s work, they must, at all times, be under immediate guidance and supervision from a member of staff or by an industry professional who can be trusted to authenticate that the demonstration was solely undertaken by the learner.
Demonstration activities relating to the learner’s design solution must be clearly evidenced by the learner in their portfolio using photography, videos and/or written/illustrated instructions. All moving parts and perspectives should be appropriately visible to ensure it offers suitable evidence.
Teachers are the most appropriate individuals to evidence a learner’s progress and the level of support given or independence demonstrated. Evidence of this nature can only be accepted in conjunction with the portfolio and evidence of practical demonstrations.
Observed evidence is supporting evidence that should be recorded on the candidate record form and should reflect the wider evidence and support the internal marking.
To deliver assessment that is accessible to all learners, we have made changes to the marking criteria accordingly. Most strands remain completely unchanged. We have not changed the overall marks available for any strand and the best-fit principles therefore remain the same.
Introduction (page 35):
The marking criteria are set out over the following pages to outline how learners are to be assessed following completion of their own iterative design process that reflects their thinking, creative and practical skills and abilities through designing and making.
The marking criteria covers four mark bands to clearly differentiate learners’ work and are delivered through five strands of assessment, rewarding two distinct considerations:
Assessment of outcomes
The two outcome strands (3 and 4) of the marking criteria are an opportunity for assessment of the graphical and practical outcomes delivered throughout the learner’s design processes. This is the assessor’s judgement of:
The assessment of outcomes can only be made against what is evidenced in the learner’s chronological e-portfolio.
Strand 4 – Create: Practical demonstrations (AO2) (page 39):
*This statement can be used to assess the demonstration of using appropriate hand tools, machinery, digital design and manufacture through earlier modelling, so long as there is appropriate evidence to support this.
Strand 5 – Evaluate (AO3) (page 40)
The above references highlight specific changes to the marking criteria. A summer 2022 NEA marking criteria document will be made available where you will find the full criteria to be assessed for summer 2022.
To align with the changes to the marking criteria, we will update the candidate record form (CRF) to account for the deletions and modifications outlined above.
This form is published in an interactive format that automatically calculates the averages of each strand as well as the overall mark. We strongly advice to use the CRF in this way rather than printing it off and completing it by hand.
The modified CRF for summer 2022 will be updated and made available soon.
OCR’s team of expert subject advisors has created videos, webinars, and other resources to guide you through these changes and help you prepare your students for their exams in summer 2022.
You can contact us by email firstname.lastname@example.org, on Twitter @OCR_DesignTech or call on 01223 553998.