GCSE Design and Technology - Resitant Materials Years 10 & 11
Edexcel - The specification and assessment structure can be found at the link: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/design-and-technology-2017.html
What will I study?
During Key Stage 4 candidates will be encouraged to acquire and apply knowledge, skills and understanding through:
- Recognising the moral, cultural and environmental issues inherent in design and technology.
- Considering how past and present design and technology affects society.
- Analysing and evaluating products and processes.
- Engaging in focused tasks to develop and demonstrate knowledge and understanding of the wider aspects of environmental considerations and design constraints.
- Engaging in strategies for developing ideas, planning and producing a product.
In year 10 students will primarily study all the areas stated above to meet the requirements of the core theory exam paper. In the June of year 10 the coursework task will commence and will be more option specific. The exam board set six Contextual Challenges to choose from. These are released on 1 June of year 10.
Resistant Materials – The coursework element involves the production of a twenty page portfolio covering research, designing and making using Timbers, Metals, Polymers and CAD such as 2D Design.
Coursework Assessment Objectives
Candidates must be able to demonstrate their design and technology capability through acquiring and applying, knowledge, skills and understanding of:
- Materials, components, processes, techniques and industrial practice.
- Iterative design (open minded design through discussion, modifying and exploration of concepts and possibilities).
- Evaluating processes and products by examining the wider effects of new technologies on the environment and society.
|Controlled Assessment Unit||Terminal Examination|
Design & Make Project 50% of the final grade.
This does not start until June of Year 10.
Resistant Materials – The coursework element involves the production of a twenty page portfolio covering research, designing and making using Timbers, Metals, Polymers and CAD such as 2D Design
|Written Paper = 50% of the final grade|
|1 HOUR 45 MINUTES|
|Section A – Core
New and emerging technologies
Smart and composite materials
Mechanical and Electronic systems
Specialist material category of Timbers
Skills and qualities required for the Coursework
- Good formal drawing and sketching skills.
- The use of your imagination.
- Good design and practical skills.
- Adapt to changing ideas and client requirements.
- Ability to work both individually and as a member of a team.
- Ability to meet deadlines and put in “extra effort” at lunchtimes.
- Will need to develop ICT literacy; PowerPoint, 2D Design, Photoshop, Google Sketchup.
At the end of the two years, students will sit both section A and Section B of the examination paper and in total this will make up 50% of their final grade.
- Students will be taught the core knowledge (section A) and the specialist knowledge (section B – Timbers) during year 10.
- Section B of the paper will be the students’ specialist area; Timbers
- Maths questions will appear throughout the paper based on Gear Ratios, Mechanical Advantage, Velocity Ratios, Volume, Surface area, Angles and potential material wastage.
The Coursework section (NEA) will commence on the 1 June in Year 10 when the exam board release the contextual challenge options.
Where could it lead?
Due to the changes in the specification, pupils who study either course are well prepared to study A Level Product Design of which there is always a high take up. This could enable Apprenticeships and University Degree courses in Product Design, Furniture Design, Industrial Design, Architecture and Mechanical Engineering.
Pupils will need to have their own personal drawing equipment in order to work both at school and home e.g. set squares, compass, colouring pencils, HB, B, & H pencil, black outline pen or fine liner.
|Topic||Further details about the topic||Skills|
|1||Energy consumption, emerging technologies, smart modern materials, mechanical devices, electronic systems, ferrous and non-ferrous metals||Theory based work with focused practical tasks||Practical and analysis skills|
|2||Polymers, fabrics, fibres, timbers and structures. Past and present designers and design strategies||Theory based work with focused practical tasks||Practical and analysis skills|
|1||Specialist material area||Theory based work with focused practical tasks||Practical and analysis skills|
|2||Specialist material area||Theory based work with focused practical tasks||Practical and analysis skills|
|1||Mini contextual challenge||Research & analysis to GCSE format||Investigation work to analyse a set problem|
|2||Contextual challenge NEA||Investigation, specification and design||Specification and initial ideas for chosen contextual challenge|
|Topic||Further details about the topic||Skills|
|1||Contextual challenge NEA||Investigation, specification and design||Specification and initial ideas for chosen contextual challenge|
|2||Polymers, fabrics, fibres, timbers and structures. Past and present designers and design strategies||Design, review and develop||Design ideas for chosen contextual challenge|
|1||Contextual challenge NEA
|Manufacture||Making the product for chosen contextual challenge.|
|2||Contextual challenge NEA||Manufacture and evaluation||Making and evaluating for chosen contextual challenge|
|1||Exam preparation for exam theme||Prepare for exam||Practice questions and understanding how to achieve higher marks|
|Resources||Topic||Type of assessment|
|CAT 1||All work covered in term 1 and 2||Terminology test and exam practice questions|
|CAT 2||Specialist material area||Terminology test and exam practice questions|
|CAT 3||End of Year exam||End of year exam based on all areas of study|
|CAT 4||Controlled assessment
|Research analysis and spec ideas
Development, prototypes and mock exam
|CAT 5||Controlled assessment
|CAT 6||GCSE||Exam paper|
|Activity||Day and time or term|
|Project ‘Catch up’ time||Lunchtimes at the discretion of the teacher|