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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.

• Component 2
• Component 4

0454 Coursework Handbook for examination from 2020

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IB Design Technology IA Guide - An IA That’s More Hands On

Get hands-on with your IB Design Technology IA! Our comprehensive guide will show you how. Read & get closer to that sweet 7 now!

Table of content

Have a look at the criteria of ib design technology sl ia., the ib design technology ia, analysis of a design opportunity (criteria a), conceptual design (criteria b), development of a detailed design (criteria c), testing & evaluation (criteria d), elaborating the ib design technology ia criteria for hl, development of a commercial product (criteria e), making choices for commercial production (criteria f), how to do your ib design technology ia the right way.

IB design technology is the stepping stone towards your critical thinking refinement blended smoothly with creativity and practicality. This IB design technology IA guide is here to make things easy for you by digging into this fun course's core.

Design technology, as complex as it sounds, in reality, is just a culmination of different skill sets, out-of-the-box thinking and essential creative thinking. No, you don't need to be a pro artist or a hardcore engineer to get this subject right; you need to be dedicated!

Let us break down the basics first and understand what this course is about.

The mission of IB design technology is to cultivate globally oriented individuals who can enhance the collective stewardship of the environment and create a more positive society via their better sense of technology and design. One can learn marketable skills and critical-thinking techniques through the thoughtful design curriculum of this course.

Observation, design creation, integration, and assessment are its main points. Design technology falls under the cognitive IB studies topic area, characterized by the innovative interplay between principles and application.

The core concepts of the topic are research and problem-solving. The IB design cycle is indeed a mechanism that must be used in conjunction with IB design technology because it offers the technique for organizing the investigation and evaluation of issues, creating appropriate strategies, and assessing and testing those answers.

Before we dig in, let us understand what a solution is. When we talk about a solution in IB Design Technology, it simply refers to a concept, sample, prototype, or solution that students need to create.

Through the use of IB design technology, students may acquire creative and critical-thinking abilities that they can use in real-world situations, which leads to a high degree of design proficiency. Regardless of its shape, creating always necessitates the careful use of information within a system of ethics.

So, Wait. Is it Design or Technology or Science?

Here's the best part- the three of them are actually a family.

Confused? Let's break it up.

Design, science and technology are fundamentally related. Science came before technology, yet nowadays, most technical advancements are rooted in scientific knowledge.

The valuable artifacts of existing technologies were frequently produced and used with minimal knowledge of the underlying science. New technology, on the contrary, draws advantage of scientific advancements to create usable artifacts. When scientific development is used to address a problem, designers are capable of creating new technologies, which in turn have the potential to affect how quickly future scientific discoveries are made.

The IB Design Technology course seeks to help students gain the skills necessary to leverage emerging and established technologies to produce innovative goods, services, and solutions. This is precisely what IB design technology IA seeks to bring out in students.

Time to talk about the elephant in the room, the IB Design Technology IA.

As a requirement for design technology's internal assessment, all standard and higher-level students must complete a conceptual design task. Through this design project, they may showcase their analytical, logical, innovation and creativity, design creation, modelling, experimenting, and review abilities, which also reflects the creative process utilized by the wide variety of industries that incorporate design practice as a part of their daily tasks.

40% of the final judgement is based on this internal assessment. To do well here, you need to build your IA revolving around the following 3 aims:

• Should outline a pertinent issue that creates a design potential.
• Needs to make a thorough brief that specifies the relevant characteristics of the problem
• Using the findings of the investigation establishes a design specification that supports the objectives

To know what to write in your IA, you need to understand the criteria on which your essay will be judged. We'll discuss SL and HL IA criteria separately to make things easier.

IB Design Technology IA for SL Criteria: Breaking the Core of Basics

IB Design Technology IA word count for standard level should be 3000 words maximum and not exceed 34 to 36 pages.

Evaluators need an essay, not a Shakespeare's play!

Figure 1 - Table On IB Design Technology SL IA Criteria

Describing and defending the necessity for a problem-solving strategy for a particular customer or critical demographic is a significant aspect of this criterion. You will have to assess a variety of current goods that serve as inspiration for a way to solve the problem.

Dedicate a total of 1000 to 1200 words to this criterion. Here, your aim should be to:

• Select and prioritize both primary and secondary research required to produce that solution.
• Provide a thorough design brief that includes a summary of the evaluation of the pertinent research.
• Describe how you intend to address the issue and how your solution will be beneficial.
• What sort of product will you produce, how big will it be, where it will be utilized, what aesthetic elements will it have, where will the user purchase it, how will you make it, what potential supplies you're going to use, and how does it satisfy the demands of the market.
• Describe the project's scope and indicate if it will take a gradual or radical approach.

Provide a variety of workable design concepts that others can understand and display the selected design to explain your idea, and you’ve achieved what this criterion wants. This segment should not exceed 300 words because it is about presenting your design concept. You need to:

• Create design requirements that express the definition of success for creating a solution in unambiguous terms.
• Choose concepts and refine them to fit the requirements. Present them effectively using suitable drawing styles, appropriately coloured, commented, and succinct descriptions of the essential aspects. At this phase, conduct additional research to inform the formulation of concepts and annotate crucial findings. Use one page per idea illustration or sketch.
• Create precise and thorough design sketches or plans and list the specifications to build the selected solution.
• Make sure your concepts are practical in resolving the issue, adhering to the requirements, being able to be manufactured, using the resources and facilities you have significant exposure to, having minimal adverse effects on the environment and being creative, competitive, complicated, and compatible.
• To support the chosen concept for the concept phase, consider the most relevant and practical concepts from the previous stage and assess their applicability using concept-building methodologies.
• Think carefully about using metaphysical, visualization, tangible, and CAD designs to assess design concepts to see if they will satisfy demands like visual appeal objection, shape, consistency, feature, and effectiveness.
• The ability to be made and sold should be considered with the available resources, arrangements, the capacity to meet customer needs, expense, and impact on the environment.

400 words need to be dedicated to this segment. Here it would help if you built a rational strategy that outlines the effective use of time and skills that peers may utilize to develop the answer. Exemplifying superior technical proficiency when developing the solution is extremely important here. 

Keep the following points in mind:

• Implement the plan to make the solution. If it works as planned, clearly explain any modifications you implemented to the solution's concept.
• When discussing the supplies, parts, and production procedures, label and identify the elements and components that make up your final concept.
• Determine the hardware, production processes, and materials used to manufacture the prototype. Considering this criterion, examine two or more possibilities (if relevant), evaluate them, and then decide which is ideal for the prototype.
• The needs of the design
• The expense
• The properties of the materials
• The terms of function
• The production aspect
• The ecologic necessity
• The requirements of the consume
• Create an orthographic sketch with measurements in millimetres that includes the front, rear, and side viewpoints.
• Processes, Equipment, Scheduling, Quality Control, and Risk Assessment are the five columns of the template's table. Remember that the building plan template may only have 10 words or less per cell.
• To guarantee effective manufacturing, safe procedures, and excellent outcomes, consider the necessity for quality inspection and administration.
• Include the following information in the risk analysis: recognized hazards, potential risks, degree of risks, persons at risk, and management methods. The majority of typical procedures have online access to hazard analysis data.

This is crucial for your IB design technology IA and should be around 1200 words. 

Remember, this is the make or break of your essay, so be extremely thorough with every line you write here. 

Here you need to design thorough and pertinent testing procedures that provide evidence to quantify the effectiveness of the solution you have created. 

Additionally, your ability to analyze and interpret the solution's performance compared to the design brief will be judged here.

To score a complete 9, you need to:

• Describe how the solution may be enhanced
• Choose suitable testing techniques that result in statistics that can gauge a prototype's effectiveness.
• Describe your prototype's strengths and weaknesses for each design requirement and any testing results.
• In the appendices, make sure to include a detailed testing protocol.
• Indicate in the IA document how closely the prototype complies with the specified requirements and include the knowledge gleaned from the prototype's testing.
• Suggest ways to enhance the design concept using a blend of graphical representations and detailed text.
• Make sure the suggested changes are significant, meaningful, and relevant rather than merely cosmetic.
• Describe the solution's influence on the customer or critical demographic.

Need more details on how to ace your IB Design Technology IA? 

Get access to the best IB Design Technology IA videos curated by Nail IB professional.

• IB Design Technology HL 
• IB Design Technology SL

Our knight in shining armour, Ishan Roy, not only breaks the ice with some of THE BEST tactics one must use to ace their IB Design Technology IA.

He has a bachelor's and a master's degree in product and industrial design. Moreover, he has been teaching IB Design Technology and has been an official IB IA examiner for the past 8 years.

Could it get any better? His videos will help you understand this course's basics and guide you on how to steer clear of problem patches. (Go check them out already!)

HL design technology IA needs to be around 4000 words and should be at most 50 to 52 pages at any cost. Everything up till criteria D in SL is the same for HL.

However, there are 2 additional ones here.

Figure 2 - Table On IB Design Technology HL IA Criteria

You must create the design to this criterion while considering the adjustments needed for a financially feasible production method. No writing is involved here, just evidence of design production and its analysis.

Here is everything you need to know to do well in this criterion:

• A thorough grasp of a product, its purpose, and the level of quality is necessary for the design production process. After determining a workable commercial manufacturing technique, create your design to fit that process.
• Display sketches or models of your ideas with annotations indicating the changes that must be made.
• Think about every component of your design. Determine the potentially successful manufacturing procedure appropriate for each item after presenting the current iteration (the prototype you will finalize in Criterion C ).
• Create a design that addresses the adjustment necessary for the production process to be financially feasible.
• Ensure the drawings, including the comments, are displayed effectively and efficiently.
• Give enough information about the business model so a third party can understand it easily.
• Present the finished product with the most significant detail possible, considering all relevant measurements, production, installation, and material information.
• Create a detailed material invoice that contains the following information: reference number, part description, part type and size, colour, number, price per unit, and overall cost.

Here, you must defend your decision to choose parts and systems suitable for commercial manufacturing, as well as an appropriate size and quantity of production, depending on relevant research and appropriateness for the products. 

A total of  1000 words  need to be dedicated to this segment. 

Here is how to score a 9:

• When addressing the components and materials in your commercial entity design, name and number the various elements and features.
• Determine the items and materials that will be utilized to make the commodity. Please consider two or more possibilities per your needs, then compare and evaluate them to choose which is ideal for the finished result.
• Rationalize the final selection of every resource and element in light of the following factors: commercial development needs, budget, availability, access, mechanical qualities, terms of function, production aspect, ecological demand, user demand, and upkeep.
• Depending on the appropriateness of the product and the necessary study, determine the scale and volume suitable for commercial production.
• Put any in-depth research into the attachments and solely highlight essential findings and analysis of the research in the IA work plan.
• Justify the appropriateness of the manufacturing size and volume you've selected based on your study.
• Make sure the proper size and production volume are determined after thorough study and planning, not based solely on guesses or cursory research.

Do you need an in-depth run-through of how to ace your IB design technology at a higher level? 

Explore our IB Design Technology HL video course and learn from an IB IA Examiner.

Let's look at what can help your IA stand out. 

Of course, who doesn't like to be unique?

Here are some things you should pay close attention to while composing your essay:

• Make your writing enjoyable by conducting a thorough study on the topic. It should be evident that this IA is your work.
• The second essential piece of advice is to thoroughly explore the ideas covered in the subject and get reliable data. Remember, half-baked knowledge will only cost you your marks and the IB gods are experienced enough to pick this.
• Don't steal ideas from the internet. Making a strong presence of technical knowledge would be beneficial. 
• Pay attention to the internal IB DT evaluation and create a fantastic DT IA using  Nail IB's resources .
• Examiners look at your expertise and how you apply it to your task. You should elucidate your expertise and knowledge to prove that the study is accurate and on reliable resources.
• Your project should demonstrate your knowledge. Although you can use the internet for assistance, the work should be sincere and needs to show effort.

Remember, it's not rocket science! 

Hence, with the right effort and dedication, you will rock your IB Design Technology IA in no time!

There will be moments when you feel you've hit a roadblock. 

In that case, Nail IB comes to your rescue with many guides and resources, so make good use of them!

IB Resources you will love!

Nan + free ib flashcards, -1 + free ia samples, nan + ib videos by experts, -1 + ib sample practice questions, ib resources for nan + subjects.

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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).

Programmes & Qualifications

Cambridge igcse design & technology (0445).

• Past papers, examiner reports and specimen papers

You can download one or more papers for a previous session. Please note that these papers may not reflect the content of the current syllabus.

Unlock more content

This is only a selection of our papers. Registered Cambridge International Schools can access the full catalogue of teaching and learning materials including papers from 2018 through our School Support Hub .

Past papers

• -->June 2021 Paper 12 Mark Scheme (PDF, 171KB)
• -->June 2021 Paper 12 Insert 1 (PDF, 837KB)
• -->June 2021 Paper 12 Insert 2 (PDF, 771KB)
• -->June 2021 Paper 32 Mark Scheme (PDF, 201KB)
• -->June 2021 Paper 42 Mark Scheme (PDF, 207KB)
• -->June 2021 Paper 52 Mark Scheme (PDF, 197KB)
• -->June 2021 Paper 52 Insert 1 (PDF, 948KB)

Examiner reports

• -->June 2021 Examiner Report (PDF, 2MB)

Specimen papers

• -->2020 Specimen Paper 1 Mark Scheme (PDF, 135KB)
• -->2020 Specimen Answer Sheet 1 of 2 (PDF, 384KB)
• -->2020 Specimen Answer sheet 2 of 2 (PDF, 313KB)
• -->2020 Specimen Paper 3 Mark Scheme (PDF, 152KB)
• -->2020 Specimen Paper 4 Mark Scheme (PDF, 376KB)
• -->2020 Specimen Mark Scheme Paper 5 (PDF, 277KB)

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Gcse design and technology (9-1) - j310.

Full assessment teaching materials, including secure assessment materials, are now only available on Teach Cambridge. Examples are shown below.

Question papers, mark schemes and reports

2022 - june series.

• Question paper - Principles of design and technology J310/01 - PDF 1MB
• Question paper - Principles of design and technology insert J310/01 - PDF 4MB
• Mark scheme - Principles of design and technology J310/01 - PDF 490KB
• Examiners' report - Principles of design and technology J310/01 - PDF 2MB
• Moderators' report - Iterative design challenge J310/02/03 - PDF 430KB
• Modified papers J310 - ZIP 13MB

2021 - November series

• Question paper - Principles of design and technology J310/01 - PDF 2MB
• Question paper - Principles of design and technology insert J310/01 - PDF 2MB
• Mark scheme - Principles of design and technology J310/01 - PDF 509KB
• Modified papers J310/01 - ZIP 26MB

2020 - November series

• Mark scheme - Principles of design and technology J310/01 - PDF 440KB
• Modified papers J310/01 - ZIP 9MB

2019 - June series

• Question paper - Principles of design and technology J310/01 - PDF 3MB
• Insert - Principles of design and technology J310/01 - PDF 4MB
• Mark scheme - Principles of design and technology J310/01 - PDF 1MB
• Moderators' report - Iterative design challenge J310/02/03 - PDF 356KB
• Modified papers J310 - ZIP 39MB

Sample assessment materials

Marking instructions are included at the beginning of specimen assessment material mark schemes and were accurate at the time of publication. Marking instructions may be revised in live papers as appropriate during the lifetime of the qualification.

We're currently revising our SAMs to update third-party copyright agreements. For question examples see our question papers, marks schemes and reports.

• Iterative design challenge J310/02/03 - Sample non-examined assessment (NEA) task. PDF 771KB
• Principles of design and technology J310/01 - Sample question paper and mark scheme. PDF 1MB
• Principles of design and technology insert J310/01 - PDF 1MB

Practice papers and mark schemes

• J310/01 practice papers J310/01 - interchange login required

Non-exam assessment (NEA)

• Student guide – Getting ready to start your NEA - Video J310/02/03 - This video gives an overview of the structure and process for the NEA, showing an example NEA folder.
• Student guide – The 2021 contextual challenges - Video J310/02/03 - This video gives an overview of the 2021 contextual challenges for the NEA.

NEA support for teachers

For free online courses to support marking and moderation sign into My Cambridge and click OCR Train. If you need a login, ask your exams officer.

Please select the page that you wish to complete. Please note that these are generic pages, there may be some that are not relevant to your project or you may add additional pages of your own!

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IGCSE Design Technology Grade 9 (100%) Coursework example

Subject: Design, engineering and technology

Age range: Age not applicable

Resource type: Unit of work

Last updated

24 July 2020

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My 2019 IGCSE (OCR) DT coursework. I received a Grade 9 for this coursework. This document can be used as inspiration and as an example of the necessary content, formatting and evaluation needed to achieve a high grade. This document contains 36 pages of high quality coursework which covers all 5 strands of the course. Made for the OCR course specifically but can be used for all other GCSE or IGCSE DT courses.

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