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The student will complete projects based on solving a real and authentic problem. Students document their progress as they follow the design cycle to come to a feasible solution. They create the solution and then evaluate it following thorough testing. The Diploma Programme of Design Technology is a two-year introduction to designing, a range of fundamentals of technology, and global technological issues.

It provides students with the knowledge to be able to design and make in school workshops, and also to develop an informed literacy about technology in general. Because it is an international curriculum it has a particular focus on global environmental issues.

It covers core topics in human factors and ergonomics, resource management and sustainable production, modeling, raw materials to final production, innovation and design, classic design. It covers advanced higher level topics in user centered design, sustainability, innovation and markets, and commercial production. The diploma is accepted for university entrance in many countries, and is a good preparation for careers in areas such as engineering, architecture, product design, interior design, design and education.

Technological education is part of the Scottish secondary school curriculum. Technological education is segregated into various subjects available at National 4, National 5, Higher and Advanced Higher. From Wikipedia, the free encyclopedia. This article needs additional citations for verification. Research Plan Research Note: You should try to get this information onto the previous sheet if you have room!

This sheet is a checklist or a table to see how you will start your research and how you will achieve your research. See your revision guide page 28 Planning your reserach. Mood board Research This sheet is used to create a mood about the client, it displays there likes, styles, etc.

It is often used as a theme for the inspiration of our design ideas. Add transparent paper over your mood board to add design notes.

Mood board Useful weblinks: Board games - www. Console types - www. Plastic jewellery 1 - www. Questionaire Research This sheet contains a questionnaire that you will ask your users and you will present the findings as graphs. Try to get it all onto one sheet. See your revision guide page 29 Questionaires also see questionaire examples: Existing Products Research Find 6- 8 pictures of existing products that are relevant to your project and annotate.

Label each image and include; Who will use the product? See your revision guide page 29 Product Analysis Product analysis Useful weblinks: Product Analysis Research Pick two existing products which is similar to the one you are going to produce and analyse them fully. You can also analyse the two products against each other to see which is best. See your revision guide Paper and Board page 40, Timber page 42, Metals page 45, Plastics page 48 also see: You will need to do two sheets minimum.

Busy ideas development Development Refine your busy ideas to 3 good ones, include annotations and evaluations. Development means you gradually improve your designs. You will need to present your ideas in a way that someone else can follow and make. Final ideas Development Produce four final design sheets to scale.

Final CAD designs Development Here you will need to add all your final Corel draw files for everything that you have printed on the laser cutter. Planning This is a file that shows how you have made all your products using drawings or photographs. List what tools and processes you have used. Evaluations What modifications and improvements did you make during construction? Students who wish to study in the United Kingdom may additionally participate in the Advanced Placement AP or International Baccalaureate IB programs, which are considered to be at the level of the A Level qualifications and earn points on the UCAS Tariff , [17] [19] or may opt to take A Level examinations in British international schools or as private candidates.

The Universities and Colleges Admissions Service UCAS recommends that in addition to a high school diploma, grades of 3 or above in at least two, or ideally three, Advanced Placement exams may be considered as meeting general entry requirements for admission. For the College Entrance Examination Board tests, a minimum score of or higher in all sections of the SAT or a minimum score of 26 or higher in all sections of the ACT along with a minimum score of in relevant SAT Subject Tests may be considered as meeting general entry requirements for admission.

Access arrangements must be approved by the exam board concerned. There are others available, but these are the most commonly used. A-level examinations in the UK are currently administered through 5 awarding bodies: The present 5 can trace their roots via a series of mergers or acquisitions to one or more of the originally 9 GCE Examination boards. Additionally, there are two examination boards offering A level qualifications internationally: Edexcel and the CIE. In the UK it is customary for schools to register with multiple examination boards and to "mix and match" A Levels to get a combined curriculum that fits the school profile.

A Levels are usually studied by students in Sixth Form, which refers to the last two years of secondary education in England, Wales and Northern Ireland, taken at ages 16— Some secondary schools have their own Sixth Form, which admits students from lower year groups, but will often accept external applications. There are also many specialist Sixth Form and Further Education Colleges which admit from feeder schools across a large geographic area.

Admission to A level programmes is at the discretion of providers, and usually depends on GCSE grades. A Levels are offered as an alternate qualification by a small number of educational institutions in Scotland , in place of the standard Scottish Higher , and the Advanced Higher levels of the Scottish Qualifications Certificate.

The schools that offer A Levels are mainly private fee-paying schools particularly for students wishing to attend university in England.

Many international schools choose to use the British system for their wide recognition. Furthermore, students may choose to sit the papers of British examination bodies at education centres around the world, such as those belonging to the British Council.

A Level students often apply to universities before they have taken their final exams, with applications administered centrally through UCAS. Far more often, the offers are conditional on A level grades, and become void should the student fail to achieve the marks expected by the university for example, conditional offer of three A Levels at grades B-B-C.

The university is obliged to accept the candidate if the conditions are met, but is not obliged to reject a candidate who misses the requirements. Leniency may in particular be shown if the candidate narrowly misses grades.

This allows greater flexibility to students, as points could also, for example, be achieved through the combination A-B-D, which would not have met the requirements of a B-B-C offer because of the D grade.

Depending on the specific offer made, a combination of more than 3 subjects typically 4 or 5 with lower grades, or points from non-academic input such as higher level music grades or a Key Skills course, may also be accepted by the university.

There are currently two examination boards which provide an international variant of the United Kingdom A level examinations to international students. International A Level is widely available worldwide, with more than countries providing the programme with 60 different choices of subjects. Students are required to sit for two major exams, AS and A2, at the end of each academic year.

Each of the major exams carries the weightage of 50 percent to form a complete A Level. However, Edexcel A level students will be sitting the same paper as the students in UK concurrently. Additionally, countries outside of the United Kingdom have established academic qualifications with the same or similar name, and with a similar format, to the United Kingdom A levels. However, these qualifications may be distinct in certain ways from those offered in the United Kingdom.

The most common criticism of the A-level system is an accusation of grade inflation. The press have noted the steady rise in average grades for several consecutive years and drawn the conclusion that A-levels are becoming consistently easier.

He found that students of similar ability were achieving on average about 2 grades lower in the past than they were in the present. In the case of maths it was nearer to 3. The government and teaching bodies maintain that the improved grades represent higher levels of achievement due to improved and more experienced teaching methods, [37] [38] but some educationalists and journalists argue that the change is due to grade inflation and the examinations getting easier.

The results of the first year AS-level examinations has allowed students to drop subjects they find difficult after one year and to retake examinations to achieve a higher grade. Universities in Britain have complained that the increasing number of A grades awarded makes it hard to distinguish between students at the upper end of the ability spectrum.

In addition, the head of admissions at the University of Cambridge outlined changes [46] he believed should be made to the current system, particularly the use of the Advanced Extension Awards , a more challenging qualification based on the more advanced content of the A-level syllabus. The Tomlinson Inquiry was set up to ascertain whether this was an underhand to disprove that A levels were becoming too easy.

As a result, some papers were re-marked but only 1, A level and AS-level students saw an improvement to their results. The reform of the Mathematics syllabus, following calls that it was too hard, [53] attracted criticism for allegedly being made easier. It is alleged that this makes the course easier as students do less work for the same qualifications.

Further reforms to make the Mathematics syllabus more popular have been met with mixed opinions. Despite ongoing work to improve the image of A-levels in the business community, a number of business leaders are beginning to express concern about the suitability of the qualification for school leavers and to urge the adoption of the International Baccalaureate in the UK as an alternative qualification at schools. With increased modularisation of subjects, the amount of time that young adults are spending being examined in the UK has risen considerably.

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