dt nea coursework example

9705 D&T coursework examples

Topic outline.

A range of coursework submissions (for both components) for this Syllabus have been included here along with a breakdown of the marks awarded, and a moderator commentary explaining how the marks were decided. You should always refer to the syllabus for specific details about the requirements for and assessment of coursework. Additionally, the Cambridge Handbook sets out the process and requirements for submitting coursework for moderation by Cambridge International.

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Design and technology nea.

This information applies to AS and A Level Design and Technology (H004-H006, H404-H406) and GCSE Design and Technology (9-1) (J310).

What’s on this page

Carrying out the assessment.

In order to complete the GCSE and AS Design and Technology non-exam assessment (NEA), contexts are published each year as follows:

• GCSE – 1 June for submission the following year
• AS Level – 1 June for submission the following year 

These are made available in the Assessment sections of the qualification pages on our website and in the Assessment > NEA/Coursework sections on Teach Cambridge .

At A Level , candidates create their own project from an authentic context. This context should be flexible, allowing them to respond to any identified needs, problems or opportunities, as appropriate. 

All assessment must be completed and marks submitted to OCR by the deadline 15 May in the year of submission.

Once you have submitted your marks to OCR, you will receive a moderation sample request within one to two days. You then have three working days to submit the sample – either online via Submit for Assessment  or via post, depending on the option you chose when you made your entries. 

See the non-exam assessment page for more information.

Preparing the sample

Your sample must include the following for each candidate. These are discussed in more detail below. 

• Candidate declaration form for GCSE, AS or A Level
• Candidate record form for GCSE , AS Level and A Level  
• Portfolio – AS and A Level portfolios must be electronic. Paper-based submission will be accepted for GCSE, accompanied by an electronic folder with video/audio evidence. All portfolios should be clearly labelled with centre and candidate numbers.

Moderation cannot take place until your moderator receives all forms and portfolios for those in the sample. Any delay may also delay your students’ results.

Candidate declaration form

We recommend you make the completion of the candidate declaration form a requirement of your internal submission process. The forms for those in the sample must be submitted with their work. Other forms should be retained within your centre until the end of the post-results period. 

The form allows students to declare their portfolio is their own work as well as acknowledging the support and feedback they have received from others. 

In addition, teachers must complete a centre authentication form (CCS160). These should be retained within your centre until the end of the post-results period.

Candidate record form

You should use the candidate record form to record your marking, your own observations and the location of the evidence applied to each assessment criteria. You must follow all the instructions on the front of the document.

Identifying evidence locations 

When completing your observations on the candidate record form, you must signpost the evidence that supports your marking to make sure it is not missed during the moderation process. 

Please see the support materials on the qualification pages which show how students can identify the evidence themselves, making the task of completing the form more straightforward for you. 

Observations 

Teachers should share any observations that support their marking, clarifying when and how support was given to a student, or on students’ levels of independence. You can also outline considerations that have been made as a result of qualification requirements not being fully met, or make it clear how or why a student has carried out their project in a different way. 

Entering marks 

Teachers should select their best fit judgements on each of the marking criteria by ticking the most appropriate mark/mark band. The form automatically calculates the marks for each assessment strand, reducing the risk of a calculation error. However, it is important to check a mark has been selected for each criterion, as any missing judgments will automatically be given 0 marks. If there is no evidence to support any of the criteria, you should select 0 marks.

Students must work individually to produce a portfolio containing a chronological account of their design process. The account should be real-time and not follow a fixed structure. There are no limits to the number of pages or portfolio file type, but the portfolio must be relevant and concise.

Video evidence

Students must fully present evidence of their final prototype(s) within their portfolio. There must be sufficient photographic and video evidence of the final prototype. Video must be used to demonstrate any functionality. Where there is no functionality to be demonstrated, photographs alone will suffice, as long as they present a 360° view of the final prototype(s). 

At GCSE, centres submitting paper portfolios are encouraged to include video and/or audio clips using a USB so as not to disadvantage their students. 

Students may also want to use video and/or audio recordings to communicate their thinking . When creating recordings, students should consider their audience and edit clips so they are concise and clear. This will also minimise the file size of their portfolio. 

Video or audio clips can be embedded into a portfolio presentation although this can make the presentation file size very large. Alternatively, you can attach videos separately in an electronic folder, making sure each video is clearly labelled and signposted from the student’s portfolio. 

It is important to test videos on different computers to make sure the moderator will be able to access them. Any corrupted videos or links will not be accepted as valid evidence.

The use of specialist tools and equipment

Students must demonstrate evidence of the use of hand tools, machinery, digital design and digital manufacture. Evidence of this does not need to be demonstrated through the making of the final prototype(s), but can be taken from earlier modelling and prototyping. If there is no evidence for one of these requirements in the portfolio, marks cannot be awarded above MB1. Where evidence for any of the four requirements is limited, the marking should reflect this.

Further details can be found in the specifications:

• Specification (Accredited) - GCSE Design and Technology - J310 PDF, 2MB  
• Specification (Accredited) - AS Level GCE Design and Technology - H004-H006 PDF, 1MB
• Specification (Accredited) - A Level GCE Design and Technology - H404-H406 PDF, 3MB

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GCSE D&T 1-9 NEA Coursework Student Work Booklet

Subject: Design, engineering and technology

Age range: 14-16

Resource type: Unit of work

Last updated

29 November 2020

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A complete coursework template for the GCSE D&T 1-9. The document contains templates for all sections of the non examined assessment, complete with some example pages and a student guidance booklet to be used by students alongside the template document, to check off pages as and when completed. Written using the OCR specification as guidance, although can be used for all exam boards assessing D&T non examed assesment through grades 1-9. Can be used for RM, Product Design or Textiles specialisms.

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Pearson Edexcel – A Level Project (NEA)

Please be aware that these examples were introduced at the beginning of the Specification. Please, always check with the examination board for any updates, minor changes or alterations that may have taken place since its introduction

First Teaching – September 2017 – First Certification 2019

NEA (Non-Examined Assessment)

A Level Architecture NEA Exemplar

• Project Example

A Level Architecture NEA Exemplar commentary

• Notes explaining the Project Example

A Level – NEA Guide

• Detailed project guide produced by the Examination Board

NEA Advice – Part 1 – 2017

NEA Advice – Part 2 – 2017

• Examination Board Detailed Walk-through. (Divided due to file size)

Below is the detailed PowerPoint on the NEA, broken down into sections so it could be uploaded onto the website. The all-in-one version is about 160Mb if you wish to take a copy contact us.

NEA Advice – S1 – Introduction

NEA Advice – S2 – Investigation Part 1

NEA Advice – S3 – Investigation Part 2

NEA Advice – S4 – Investigation Part 3

NEA Advice – S5 – Specification

NEA Advice – S6 – Ideas

NEA Advice – S7 – Development Part 1

NEA Advice – S8 – Development Part 2

NEA Advice – S9 – Development Part 3

NEA Advice – S10 – Development Part 4

NEA Advice – S11 – Final Design

NEA Advice – S12 – Review

NEA Advice – S13 – Making Part 1

NEA Advice – S14 – Making Part 2

NEA Advice – S15 – Testing & Evaluation

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GCSE Design and Technology

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Core technical principles
• 3.2 Specialist technical principles
• 3.3 Designing and making principles

Scheme of assessment

• Non-exam assessment administration
• General administration
• Appendix 1: Links to maths and science

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

GCSE exams and certification for this specification are available for the first time in May/June 2019 and then every May/June for the life of the specification.

All materials are available in English only.

Our GCSE exams in Design and Technology include questions that allow students to demonstrate their ability to:

• recall information
• draw together information from different areas of the specification
• apply their knowledge and understanding in practical and theoretical contexts.

Aims and learning outcomes

Courses based on this specification must encourage students to:

• demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice
• develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values
• use imagination, experimentation and combine ideas when designing
• develop the skills to critique and refine their own ideas whilst designing and making
• communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing
• develop decision making skills, including the planning and organisation of time and resources when managing their own project work
• develop a broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes
• be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses
• consider the costs, commercial viability and marketing of products
• demonstrate safe working practices in design and technology
• use key design and technology terminology including those related to: designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Design and Technology specifications and all exam boards.

The exams and non-exam assessment will measure how students have achieved the following assessment objectives.

• AO1: Identify, investigate and outline design possibilities to address needs and wants.
• AO2: Design and make prototypes that are fit for purpose.
• design decisions and outcomes, including for prototypes made by themselves and others
• wider issues in design and technology.
• technical principles
• designing and making principles.

Assessment objective weightings for GCSE Design and Technology

Assessment weightings.

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Non-exam assessment

The Non-exam assessment will contribute towards 50% of the students overall mark. The NEA project in its entirety should take between 30-35 hours to complete and consist of a working prototype and a concise portfolio of approximately 20 pages of A3 paper, equivalent A4 paper or the digital equivalent.

Students' work should consist of an investigation into a contextual challenge, defining the needs and wants of the user and include relevant research to produce a design brief and specification. Students should generate design ideas with flair and creativity and develop these to create a final design solution (including modelling). A manufacturing specification should be produced to conclude your design findings leading into the realisation of a final prototype that is fit for purpose and a final evaluation. Students should investigate, analyse and evaluate throughout the portfolio and evidence all decisions made.

Six criteria are produced for assessment and there are a number of points within each. Each band should be viewed holistically when marking assessments. Students who produce no work for a criterion or work that is below a GCSE standard should be awarded zero.

The criteria should not be viewed as a linear process to be followed in a step by step manner. Rather, students should be encouraged to follow the iterative design process and assessors encouraged to award marks where they are deserved and can be evidenced. You should ensure that the criteria are assessed accurately and students are not rewarded for quantity of work but the quality of work produced.

With the assessment process being viewed holistically it is vital that students clearly record their work so it is clear where the marks can be awarded. It is also essential that teachers provide clear annotation to support their assessments.

Setting the task

Students will be required to undertake a small-scale design and make task and produce a final prototype based on a design brief produced by the student.

The contextual challenges for the task will be set by AQA and allow students to select from a list issued to schools via e-AQA. The contexts will change every year and will be released on 1 June in the year prior to the assessment being submitted.

Taking the task

With reference to the context, students will be expected to develop a specific brief that meets the needs of a user, client or market.

The task must be of an appropriate level of complexity and contain a degree of uncertainty of the outcome so that students can engage in an iterative process of designing, making, testing, improving and evaluating.

Students must produce a final prototype based on the design brief that they have developed, along with a written or digital design folder or portfolio.

Students must produce a written or digital design folder clearly evidencing how the assessment criteria have been met, together with photographic evidence of the final manufactured prototype.

Students should produce a concise folder. We recommend that this folder does not exceed 20 pages of A3 paper, equivalent A4 paper or the digital equivalent.

Students who do not follow these guidelines will penalise themselves by not meeting the expectations of the assessment appropriately.

Students that exceed the recommended length will self-penalise by not being appropriately focused on the demands of the task. Students that produce work that is shorter than the recommended page count will self-penalise by not allowing appropriate coverage of the assessment objectives.

Time limits

We recommend that students should spend 30–35 hours on their NEA unless there are specific access requirements that should be considered.

We expect students to be selective in their choice of material to include, and to manage their time appropriately.

Students are free to revise and redraft a piece of work before submitting the final piece for assessment. You can review draft work and provide generic feedback to ensure that the work is appropriately focussed. In providing generic feedback you can :

• provide feedback in oral and/or written form
• explain syntax in general terms
• advise on resources that could be used
• remind students of the key sections that should be included in their final folder

In providing generic feedback you cannot :

• correct a student’s work
• provide templates, model answers or writing frames
• provide specific guidance
• provide specific feedback to students on how to improve their projects to meet the requirements of the marking criteria
• give examples of how to implement
• provide feedback where a student has produced an incomplete stage and this is sufficient to allow progression to the next stage.

A clear distinction must be drawn between providing feedback to students as part of work in progress and reviewing work once it has been submitted by the student for final assessment. Once work is submitted for final assessment it cannot be revised. It is not acceptable for you to give, either to individual students or to groups, feedback and suggestions as to how the work may be improved in order to meet the marking criteria.

In accordance with the JCQ Instructions for conducting NEAs, any support or feedback given to individual students which has not been provided to the class as a whole must be clearly recorded on the CRF and the student’s mark must be appropriately adjusted to represent the student’s unaided achievement.

Assessment criteria

Guidance on applying the marking criteria

Level of response marking instructions are broken down into mark bands , each of which has a descriptor. The descriptor for the mark band shows the average performance for the level required . Before you apply the mark scheme to a student’s project, review both the prototype and portfolio and annotate it and/or make notes on it to show the qualities that are being looked for. You can then apply the marking criteria. Start at the lowest band of the marking criteria and use it as a ladder to see whether the work meets the descriptor for that band . The descriptor for the band indicates the different qualities that might be seen in the student’s work for that level. If it meets descriptors for the lowest band then go to the next one and decide if it meets this, and so on, until you have a match between the band descriptor and the student's work. You can compare your student’s work with the standardisation examples to determine if it is the same standard, better or worse. When assigning a level you should look at the overall quality of the work. If the project covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the work to help decide the mark within the band .

• where the student’s work fully meets all statements, the highest mark should be awarded
• where the student’s work mostly meets all statements, the most appropriate mark in the middle of the range should be awarded
• where the learner’s work just meets the majority of statements, the lowest mark should be awarded.

There will be instances where a student fully meets for example 3/4 statements but only just meets the other. In this scenario a best-fit approach should be taken. If, in this scenario, the range of marks within the band was 16-20, then a mark of 18/19 would be appropriate.

The assessment criteria for the NEA are split into six sections as follows.

Section A: Identifying & investigating design possibilities (10 marks)

By analysing the contextual challenge students will identify design possibilities, investigate client needs and wants and factors including economic and social challenges. Students should also use the work of others (past and/or present) to help them form ideas. Research should be concise and relate to their contextual challenge. Students are also advised to use a range of research techniques (primary/secondary) in order to draw accurate conclusions. Students should be encouraged to investigate throughout their project to help inform decisions.

Section B: Producing a design brief & specification (10 marks)

Based on conclusions from their investigations students will outline design possibilities by producing a design brief and design specification. Students should review both throughout the project.

Section C: Generating design ideas (20 marks)

Students should explore a range of possible ideas linking to the contextual challenge selected. These design ideas should demonstrate flair and originality and students are encouraged to take risks with their designs. Students may wish to use a variety of techniques to communicate. Students will not be awarded for the quantity of design ideas but how well their ideas address the contextual challenge selected. Students are encouraged to be imaginative in their approach by experimenting with different ideas and possibilities that avoid design fixation. In the highest band students are expected to show some innovation by generating ideas that are different to the work of the majority of their peers or demonstrate new ways of improving existing solutions.

Section D: Developing design ideas (20 marks)

Students will develop and refine design ideas. This may include, formal and informal 2D/3D drawing including CAD, systems and schematic diagrams, models and schedules. Students will develop at least one model, however marks will be awarded for the suitability of the model(s) and not the quantity produced. Students will also select suitable materials and components communicating their decisions throughout the development process. Students are encouraged to reflect on their developed ideas by looking at their requirements; including how their designs meet the design specification. Part of this work will then feed into the development of a manufacturing specification providing sufficient accurate information for third party manufacture, using a range of appropriate methods, such as measured drawings, control programs, circuit diagrams, patterns, cutting or parts lists.

Section E: Realising design ideas (20 marks)

Students will work with a range of appropriate materials/components to produce prototypes that are accurate and within close tolerances. This will involve using specialist tools and equipment, which may include hand tools, machines or CAM/CNC. The prototypes will be constructed through a range of techniques, which may involve shaping, fabrication, construction and assembly. The prototypes will have suitable finish with functional and aesthetic qualities, where appropriate. Students will be awarded marks for the quality of their prototype(s) and how it addresses the design brief and design specification based on a contextual challenge.

Section F: Analysing & evaluating (20 marks)

Within this iterative design process students are expected to continuously analyse and evaluate their work, using their decisions to improve outcomes. This should include defining requirements, analysing the design brief and specifications along with the testing and evaluating of ideas produced during the generation and development stages. Their final prototype(s) will also undergo a range of tests on which the final evaluation will be formulated. This should include market testing and a detailed analysis of the prototype(s).

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Gcse d&t 1-9 nea coursework student work booklet.

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A complete coursework template for the GCSE D&T 1-9. The document contains templates for all sections of the non examined assessment, complete with some example pages and a student guidance booklet to be used by students alongside the template document, to check off pages as and when completed. Written using the OCR specification as guidance, although can be used for all exam boards assessing D&T non examined assessment through grades 1-9. Can be used for RM, Product Design or Textiles specialisms.

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THE CONTEXTUAL CHALLENGE

Click here for the Updated Video (June 2018)- "How to Deliver the Non-Examination Assessment"

ITERATIVE DESIGN CYCLES

PDF FILE - How to Deliver the Non-Examination Assessment (NEA) Click here for PowerPoint Version

PDF FILE - Student Version - The Non-Examination Assessment (NEA) Click here for PowerPoint Version

1. How Iterative Design Works 2. CYCLE ONE - From Design Problem to Specification (User Centered Design) 3. CYCLE TWO - From Design Concept to Initial Testing 4. CYCLE THREE - From Improved Designs to Initial Evaluation / Conclusions 5. CYCLE FOUR - From Selected Idea to Evaluation and Modifications

___________________________________________________________________________________

The ITERATICE CYCLE DISK. A useful rotating disk, designed to help pupils utilise the iterative design process.

Two Piece Rotating Iterative Disk - an Aid to the Iterative Process

PDF FILE - NEA - STUDENT and TEACHER CHECK LIST

PDF FILE - SUMMARY CARDS - ITERATIVE DESIGN CYCLE

PDF FILE - DESIGN SHEETS FOR DISPLAY IN A CLASSROOM

6. IMPORTANT - Avoiding Design Fixation

7. Revision Cards - Design Strategies

MORAL, ETHICAL, ENVIRONMENTAL ISSUES RELATING TO DESIGN, MANUFACTURING AND THE CONSUMER CLICK HERE FOR AN EXTENSIVE PDF FILE - MORALS, ETHICAL, ENVIRONMENTAL

EVALUATION / ANAYLSIS EXERCISE SHEETS Evaluation Exercise - in this exercise, pupils are shown a product or a photograph of a product ( follow link to see a three page pdf file, including an example, and two templates ready for use ). The pupils write their evaluation / analysis directly on the sheet. This exercise is ideal for preparing pupils for analysis / evaluation in examinations and the NEA (Non-Examination Assessment)

DT Teacher- Support for GCSE & A Level NEA Students

Gcse nea support resources.

The following resources are designed to support you with completing your GCSE NEA project. Please select the relevant resource and follow the guidance.

A Level NEA Support Resources

The following resources are designed to support you with completing your A Level NEA project. Please select the relevant resource and follow the guidance.