The specification offers schools flexibility in how to deliver the content for assessment, dependent on the needs and capabilities of the department and the specific interests of students.
There is distinct content for the examined component (01) and the non-exam component (02/03), however all learning should be delivered through the following topic areas:
This includes both the ‘core’ principles that all students must know, and ‘in-depth’ principles that are more specific to the materials or systems they have deeper practical and design experience of.
For a number of these principles, mathematical and/or scientific knowledge is also required; this is indicated in the specifications.
Central to this non-examined assessment is the requirement for learners to understand and apply processes of iterative designing in their design and technology practice: exploring needs, creating solutions and evaluating how well the needs have been met. This component does not limit the range of materials or processes a learner uses when developing their design solutions.
Students produce a chronological portfolio and final prototype(s). This demonstrates their understanding and independent management of and skills in iterative designing, in particular: