Design and Technology: GCSE OCR J310 Pupils electing to continue their studies in Design and Technology must enjoy the creative processes of design and making. Designing involves the investigation and analysis of a practical problem and the generation of ideas using a variety of media. Making is based on workshop activity using resistant materials. Central to the content of this qualification is the requirement for pupils to understand and apply processes of iterative designing in their design and technology practice. They will need to demonstrate their knowledge, understanding and skills through interrelated iterative processes that ‘explore’ needs, ‘create’ solutions and ‘evaluate’ how well the needs have been met. Pupils will acquire subject knowledge in design and technology incorporating knowledge and understanding of different materials and manufacturing processes in order to design and make, with confidence, prototypes in response to issues, needs, problems and opportunities. Pupils learn how to take design risks, helping them to become resourceful, innovative and enterprising citizens. They should develop an awareness of practices from the creative, engineering and manufacturing industries. Through the critique of the outcomes of design and technology activity, both historic and present day, pupils should develop an understanding of its impact on daily life and the wider world and understand that high-quality design and technology is important to the creativity, culture, sustainability, wealth and wellbeing of the nation and the global community. The specification is split equally between two components:
Component 1 (50%) Principles of Design and Technology (01) – 100 marks (externally assessed) 2 hours written paper. This component brings together the learners ‘core’ and ‘in-depth’ knowledge and understanding. ‘Core’ knowledge of Design and Technology principles demonstrates learners’ broad understanding of principles that all learners should have across the subject. ‘In-depth’ knowledge allows learners to focus more directly on at least one main material category. The question paper is split into two sections. A minimum of 15% of the paper will assess learners’ mathematical skills as applied within a design and technology context.
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