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Introduction 1  \n2. What’s changed? 2  \n2.1 What are the changes to the GCSE qualification? 2  \nChanges to Design Technology content requirements 2  \nChanges to Assessment Objectives 2  \n2.2 Changes to the specification 3  \nConstructing a coherent course 3  \nChanges to assessment 4  \n3. Planning 6  \n3.1 Planning and delivering a linear course 6  \n3.2 Suggested resources 6  \n3.3 Delivery models 6  \n4. Content guidance 7  \n5. Assessment guidance 8  \n5.1 Implications of linear assessment 8  \n5.2 AOs and skills targeted by component 8  \n5.5 Non-examination assessment 9  \nOverview 9  \nChoosing a contextual challenge 9  \nSupporting students 9  \nMarking guidance 10  \nModeration process 12  \n1. Introduction  \nThe GCSE in Design and Technology enables students to understand and apply iterative design processes through which they explore, create and evaluate a range of outcomes. The qualification enables students to use creativity and imagination to design and make prototypes (together with evidence of modelling to develop and prove product concept and function) that solve real and relevant problems, considering their own and others’ needs, wants and values. It gives students opportunities to apply knowledge from other disciplines, including mathematics, science, art and design, computing and the humanities.  \nStudents will acquire subject knowledge in Design and Technology that builds on Key Stage 3, incorporating knowledge and understanding of different materials and manufacturing processes in order to design and make, with confidence, prototypesin response to issues, needs, problems and opportunities. Students 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, students 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.  \nIn the context of this document, the term‘prototype’ refers to a functioning design outcome. A final prototype could be a highly-finished product, made as proof of concept before manufacture, or working scale models of a system where a full-size product would be impractical.  \nThis Getting Started guide provides an overview of the new GCSE specification, to help you get to grips with the changes to content and assessment, and to help you understand what these mean for you and your students.  \nWe will be providing a package of support to help you plan and implement the new specification.  \n● Plan: In addition to the section in this guide, there is a Course Planner/Outline Schemes of Work for both 2 year and 3 year courses. These are not meant tobe prescriptive, therefore are available in Word so that you can adapt to suit your department, specialisms and resources.  \n● Teach: There will be exemplar materials that you will be able to use with your students.  \n● Track and Assess: In addition to the Sample Assessment Materials there will bean additional set of exemplar papers created that you will be able to use for a Mock examination.  \n● Develop: There will be Getting Ready to Teach face to face and online training, specific events targeting the NEA in terms of delivery and assessment, as well as Feedback events after the first assessment in 2019.  \nThese support documents will be available on the GCSE 2017 Design and Technology pages.  \n2. What’s changed?  \n2.1 What are the changes to the GCSE qualification?  \nThe different endorsed routes previously available i","cbCaicdTIwETTlgv","https://ap.wps.com/l/cbCaicdTIwETTlgv","pdf",671757,18,"English","# Introduction\n## What’s changed?\n### What are the changes to the GCSE qualification?\n## Planning\n## Content guidance\n## Assessment guidance","[{\"question\":\"What iterative design process does the GCSE in Design and Technology develop?\",\"answer\":\"It enables students to understand and apply iterative design processes to explore, create, and evaluate a range of outcomes, including designing and making prototypes with evidence of modelling.\"},{\"question\":\"How is the GCSE (9–1) qualification structured in terms of components and weighting?\",\"answer\":\"The qualification consists of a single examined paper and a single non-examined assessment (NEA) task. The NEA weighting is reduced to 50%, giving equal split between the examined component and the NEA.\"},{\"question\":\"What changes were made to content requirements and assessment objectives?\",\"answer\":\"Content requirements were revised and split into Technical principles and Designing and Making principles, with students studying a range of material areas. Assessment Objectives were updated to four objectives to increase focus on analysis and evaluation.\"}]","Getting Started: GCSE (9–1) Design and Technology | PDF",1792463388,45]