AQA GCSE 8552 Design and Technology specification: every spec point and its video lesson
9lessons out now across 2 of 43 topics
11of 109 spec points have a lesson out now
85have a lesson planned
Spec text is our short form of the board's statement. Always check the board's own specification.
| Spec | Statement | Lesson | YT search phrase |
|---|---|---|---|
| 3AQA 8552 | Subject content - frame: the three sections, the two columns and the maths and science share | Not in our plan yet | |
| 3.1AQA 8552 | {'ref': None, 'text': 'In order to make effective design choices students will need a breadth of core technical knowledge and understanding that consists of: • new and emerging technologies • energy generation and storage • developments in new materials • systems approach to designing • mechanical devices • materials and their working properties.'}; {'ref': None, 'text': 'All of this section must be taught and all will be assessed.'} | Not in our plan yet | |
| 3.1.1AQA 8552 | New and emerging technologies - frame: their impact on present and future scenarios | Not in our plan yet | |
| 3.1.1:CultureAQA 8552 | Changes in fashion and trends driven by new and emergent technologies | Inclusive design: designing for every user | ScholaFly DT16-02 |
| Fashion and trends: how new technology changes them | ScholaFly DT16-04 | ||
| 3.1.1:EnterpriseAQA 8552 | {'ref': None, 'text': 'crowd funding'}; {'ref': None, 'text': 'virtual marketing and retail'}; {'ref': None, 'text': 'co-operatives'}; {'ref': None, 'text': 'fair trade.'} | Enterprise: crowd funding, co-operatives and starting a business | ScholaFly DT05-02 |
| Fair trade | ScholaFly DT08-02 | ||
| 3.1.1:EnvironmentAQA 8552 | {'ref': None, 'text': 'continuous improvement'}; {'ref': None, 'text': 'efficient working'}; {'ref': None, 'text': 'pollution'}; {'ref': None, 'text': 'global warming.'} | Sustainability: finite resources, waste and the impact of new products | ScholaFly DT07-01 |
| 3.1.1:How the critical evaluation of new and emerging technologies informs design decisionsAQA 8552 | {'ref': None, 'text': 'planned obsolescence'}; {'ref': None, 'text': 'design for maintenance'}; {'ref': None, 'text': 'ethics'}; {'ref': None, 'text': 'the environment.'} | Critically evaluating new technology: scenarios, perspectives and innovation | ScholaFly DT05-06 |
| Product lifetime: planned obsolescence and designing for repair | ScholaFly DT07-04 | ||
| Judging a new technology's environmental impact | ScholaFly DT07-07 | ||
| Ethics in design: who makes a product, where, and who benefits | ScholaFly DT08-01 | ||
| 3.1.1:IndustryAQA 8552 | {'ref': None, 'text': 'the design and organisation of the workplace including automation and the use of robotics'}; {'ref': None, 'text': 'buildings and the place of work'}; {'ref': None, 'text': 'tools and equipment.'} | New technology in industry: automation, robots and the workplace | ScholaFly DT05-03 |
| 3.1.1:PeopleAQA 8552 | Technology push and market pull and how they affect choice | Technology push and market pull | ScholaFly DT05-01 |
| New technology in industry: automation, robots and the workplace | ScholaFly DT05-03 | ||
| New technology and people: changing job roles | ScholaFly DT05-04 | ||
| New ways of working: remote working, video meetings and shifts | ScholaFly DT05-05 | ||
| 3.1.1:Production techniques and systemsAQA 8552 | {'ref': None, 'text': 'automation'}; {'ref': None, 'text': 'computer aided design (CAD)'}; {'ref': None, 'text': 'computer aided manufacture (CAM)'}; {'ref': None, 'text': 'flexible manufacturing systems (FMS)'}; {'ref': None, 'text': 'just in time (JIT)'}; {'ref': None, 'text': 'lean manufacturing.'} | Computer-aided design (CAD) | ScholaFly DT21-01 |
| Computer-aided manufacture (CAM) and CNC machines | ScholaFly DT21-02 | ||
| Production systems: automation, flexible manufacturing, just-in-time and lean | ScholaFly DT22-03 | ||
| 3.1.1:SocietyAQA 8552 | {'ref': None, 'text': 'design for disabled'}; {'ref': None, 'text': 'elderly'}; {'ref': None, 'text': 'different religious groups.'} | Inclusive design: designing for every user | ScholaFly DT16-02 |
| 3.1.1:SustainabilityAQA 8552 | {'ref': None, 'text': 'finite'}; {'ref': None, 'text': 'non-finite'}; {'ref': None, 'text': 'disposal of waste.'} | Sustainability: finite resources, waste and the impact of new products | ScholaFly DT07-01 |
| 3.1.2AQA 8552 | Energy generation and storage as the basis for selecting products and power systems | Powering products: batteries, mains, solar and choosing a power source | ScholaFly DT06-04 |
| 3.1.2:Energy storage systems including batteriesAQA 8552 | {'ref': None, 'text': 'Kinetic pumped storage systems.'}; {'ref': None, 'text': 'Alkaline and re-chargeable batteries.'} | Powering products: batteries, mains, solar and choosing a power source | ScholaFly DT06-04 |
| 3.1.2:Fossil fuelsAQA 8552 | {'ref': None, 'text': 'How power is generated from: • coal • gas • oil.'}; {'ref': None, 'text': 'Arguments for and against the selection of fossil fuels.'} | Fossil fuels and nuclear power: how they make electricity, for and against | ScholaFly DT06-02 |
| 3.1.2:Nuclear powerAQA 8552 | {'ref': None, 'text': 'How nuclear power is generated.'}; {'ref': None, 'text': 'Arguments for and against the selection of nuclear power.'} | Fossil fuels and nuclear power: how they make electricity, for and against | ScholaFly DT06-02 |
| 3.1.2:Renewable energyAQA 8552 | {'ref': None, 'text': 'How power is generated from: • wind • solar • tidal • hydro-electrical • biomass.'}; {'ref': None, 'text': 'Arguments for and against the selection of renewable energy.'} | Renewable energy: wind, solar, tidal, hydroelectric and biomass | ScholaFly DT06-03 |
| 3.1.3AQA 8552 | Developments in new materials - frame | Not in our plan yet | |
| 3.1.3:Composite materialsAQA 8552 | Composite materials: two or more materials combined into an enhanced material | Composite materials: GRP, carbon fibre, reinforced concrete and packaging | ScholaFly DT33-04 |
| 3.1.3:Modern materialsAQA 8552 | {'ref': None, 'text': 'Developments made through the invention of new or improved processes eg Graphene, Metal foams and Titanium.'}; {'ref': None, 'text': 'Alterations to perform a particular function eg Coated metals, Liquid Crystal Displays (LCDs) and Nanomaterials.'} | Modern materials: graphene, metal foams, titanium, nanomaterials and biopolymers | ScholaFly DT33-01 |
| 3.1.3:Smart materialsAQA 8552 | Smart materials: properties changed in a controlled way by an external stimulus | Smart materials: what they are, and the ones that change colour | ScholaFly DT33-02 |
| Smart materials that move or sense force: shape memory alloys, polymorph and QTC | ScholaFly DT33-03 | ||
| 3.1.3:Technical textilesAQA 8552 | Technical textiles: fibres spun into enhanced fabrics | Technical textiles: Kevlar, fire resistant and breathable waterproof fabrics | ScholaFly DT33-05 |
| Smart textiles: conductive fabrics and micro-encapsulation | ScholaFly DT33-06 | ||
| 3.1.4AQA 8552 | Systems approach: electronic systems with programmable components that give products function and let their operation be enhanced and customised | Electronic systems: input, process and output blocks | ScholaFly DT11-01 |
| Microcontrollers and other process components | ScholaFly DT11-06 | ||
| 3.1.4:InputsAQA 8552 | Input components: light, temperature and pressure sensors, and switches | Sensors: LDRs, thermistors, pressure sensors and PIR motion sensors | ScholaFly DT11-02 |
| Switches as inputs: choosing the right switch | ScholaFly DT11-03 | ||
| 3.1.4:OutputsAQA 8552 | Output components: buzzers, speakers and lamps | Output components: lamps, LEDs, buzzers, speakers, sirens and bells | ScholaFly DT11-04 |
| 3.1.4:ProcessesAQA 8552 | Process: programming microcontrollers as counters, timers and for decision making | Programming a microcontroller: counters, timers and decisions | ScholaFly DT11-07 |
| 3.1.5AQA 8552 | Mechanical devices - frame | Not in our plan yet | |
| 3.1.5:Changing magnitude and direction of forceAQA 8552 | {'ref': None, 'text': 'first order'}; {'ref': None, 'text': 'second order'}; {'ref': None, 'text': 'third order.'} | Levers: first, second and third class (order) | ScholaFly DT12-02 |
| Linkages: bell cranks and push-pull linkages | ScholaFly DT12-03 | ||
| Gear trains and gear ratio | ScholaFly DT13-01 | ||
| Pulleys and belts: speed ratio, direction and comparing with gears | ScholaFly DT13-02 | ||
| Cams and followers | ScholaFly DT13-04 | ||
| 3.1.5:Different types of movementAQA 8552 | Types of movement: linear, rotary, reciprocating and oscillating | Types of motion and what a mechanism does | ScholaFly DT12-01 |
| 3.1.6AQA 8552 | Materials and their working properties - frame | Not in our plan yet | |
| 3.1.6.1AQA 8552 | Material categories - frame | Not in our plan yet | |
| 3.1.6.1:Metals and alloysAQA 8552 | {'ref': None, 'text': 'ferrous metals including: • low carbon steel • cast Iron • high carbon/tool steel'}; {'ref': None, 'text': 'non ferrous metals including: • aluminum • copper • tin • zinc'}; {'ref': None, 'text': 'alloys including: • brass • stainless steel • high speed steel.'} | Classifying metals: ferrous, non-ferrous and alloys | ScholaFly DT27-01 |
| Ferrous metals: mild steel, cast iron, stainless steel and more | ScholaFly DT27-02 | ||
| Non-ferrous metals: aluminium, copper, tin and more | ScholaFly DT27-03 | ||
| Alloys: how mixing metals changes their properties | ScholaFly DT27-04 | ||
| 3.1.6.1:Natural and manufactured timbersAQA 8552 | {'ref': None, 'text': 'hardwoods including: • ash • beech • mahogany • oak • balsa'}; {'ref': None, 'text': 'softwoods including: • larch • pine • spruce'}; {'ref': None, 'text': 'manufactured boards including: • medium density fibreboard (MDF) • plywood • chipboard.'} | Hardwoods and softwoods: oak, beech, pine and the other common timbers | ScholaFly DT25-01 |
| Manufactured boards: plywood, MDF, chipboard and hardboard | ScholaFly DT25-02 | ||
| 3.1.6.1:Papers and boardsAQA 8552 | {'ref': None, 'text': 'papers including: • bleed proof • cartridge paper • grid • layout paper • tracing paper'}; {'ref': None, 'text': 'boards including: • corrugated card • duplex board • foil lined board • foam core board • ink jet card • solid white board.'} | Types of paper: layout, tracing, cartridge and more | ScholaFly DT23-01 |
| Types of card and board: corrugated, duplex, folding boxboard and more | ScholaFly DT23-02 | ||
| Foam board, Styrofoam and laminated boards like Tetra Pak | ScholaFly DT23-03 | ||
| 3.1.6.1:PolymersAQA 8552 | {'ref': None, 'text': 'thermoforming including: • acrylic (PMMA) • high impact polystyrene (HIPS) • high density polythene (HDPE) • polypropylene (PP) • polyvinyl chloride (PVC) • polyethylene terephthalate (PET)'}; {'ref': None, 'text': 'thermosetting including: • epoxy resin (ER) • melamine-formaldehyde (MF) • phenol formaldehyde (PF) • polyester resin (PR) • urea-formaldehyde (UF).'} | Thermoforming and thermosetting polymers | ScholaFly DT34-01 |
| Thermoforming polymers: acrylic, HIPS, polythene, polypropylene, PVC and PET | ScholaFly DT34-02 | ||
| More thermoforming polymers: nylon and polycarbonate | ScholaFly DT34-03 | ||
| Thermosetting polymers: epoxy and polyester resins and the formaldehydes | ScholaFly DT34-04 | ||
| 3.1.6.1:TextilesAQA 8552 | {'ref': None, 'text': 'natural fibres including: • cotton • wool • silk'}; {'ref': None, 'text': 'synthetic fibres including: • polyester • polyamide (nylon) • elastane (lycra)'}; {'ref': None, 'text': 'blended and mixed fibres including: • cotton/polyester'}; {'ref': None, 'text': 'woven including: • plain weave'}; {'ref': None, 'text': 'non-woven including: • bonded fabrics • felted fabrics'}; {'ref': None, 'text': 'knitted textiles including: • knitted fabrics.'} | Textiles: the main types of fibre and fabric | ScholaFly DT29-01 |
| Natural fibres: cotton, wool and silk | ScholaFly DT29-02 | ||
| Synthetic fibres: polyester, nylon, elastane and polypropylene | ScholaFly DT29-03 | ||
| Blended and mixed fibres | ScholaFly DT29-04 | ||
| Woven, knitted and non-woven fabrics | ScholaFly DT29-05 | ||
| 3.1.6.2AQA 8552 | Material properties - frame | Not in our plan yet | |
| 3.1.6.2:Material propertiesAQA 8552 | {'ref': None, 'text': 'absorbency (resistance to moisture)'}; {'ref': None, 'text': 'density'}; {'ref': None, 'text': 'fusibility'}; {'ref': None, 'text': 'electrical and thermal conductivity.'} | Physical properties: metals, non-metals and the main material groups | ScholaFly DT03-01 |
| Working properties of materials: strength, hardness, toughness and more | ScholaFly DT03-02 | ||
| 3.2AQA 8552 | {'ref': None, 'text': 'In addition to the core technical principles, all students should develop an in-depth knowledge and understanding of the following specialist technical principles: • selection of materials or components • forces and stresses • ecological and social footprint • sources and origins • using and working with materials • stock forms, types and sizes • scales of production • specialist techniques and processes • surface treatments and finishes.'}; {'ref': None, 'text': 'Each specialist technical principle should be delivered through at least one material category or system. Not all of the principles outlined above relate to every material category or system, but all must be taught.'}; {'ref': None, 'text': 'The categories through which the principles can be delivered are: • papers and boards • timber based materials • metal based materials • polymers • textile based materials • electronic and mechanical systems.'} | Not in our plan yet | |
| 3.2.1AQA 8552 | {'ref': None, 'text': 'In relation to at least one material category or system, students should be able to select materials and components considering the factors listed below.'}; {'ref': None, 'text': 'Functionality: application of use, ease of working.'}; {'ref': None, 'text': 'Aesthetics: surface finish, texture and colour.'}; {'ref': None, 'text': 'Environmental factors: recyclable or reused materials.'}; {'ref': None, 'text': 'Availability: ease of sourcing and purchase.'}; {'ref': None, 'text': 'Cost: bulk buying.'}; {'ref': None, 'text': 'Social factors: social responsibility.'}; {'ref': None, 'text': 'Cultural factors: sensitive to cultural influences.'}; {'ref': None, 'text': 'Ethical factors: purchased from ethical sources such as FSC.'} | Calculating material quantities and costs | ScholaFly DT02-04 |
| Choosing materials: function, aesthetics and the environment | ScholaFly DT04-01 | ||
| Choosing materials: cost and availability | ScholaFly DT04-02 | ||
| Choosing materials: social, cultural and ethical factors, justifying a choice | ScholaFly DT04-03 | ||
| Where polymers come from, and choosing one on supply and cost | ScholaFly DT35-01 | ||
| 3.2.2AQA 8552 | Forces and stresses - frame | Not in our plan yet | |
| 3.2.2:Materials and objects can be manipulated to resist and work with forces and stressesAQA 8552 | Forces and stresses: tension, compression, bending, torsion and shear | Forces and stresses: tension, compression, bending, torsion and shear | ScholaFly DT14-01 |
| 3.2.2:Materials can be enhanced to resist and work with forces and stresses to improve functionalityAQA 8552 | Reinforcing, stiffening or making materials more flexible | Reinforcing and stiffening: laminating, folding, ribs, gussets and triangulation | ScholaFly DT14-02 |
| 3.2.3AQA 8552 | Ecological and social footprint - frame | Not in our plan yet | |
| 3.2.3:Ecological issues in the design and manufacture of productsAQA 8552 | {'ref': None, 'text': 'Deforestation, mining, drilling and farming.'}; {'ref': None, 'text': 'Mileage of product from raw material source, manufacture, distribution, user location and final disposal.'}; {'ref': None, 'text': 'That carbon is produced during the manufacture of products.'} | Ecological footprint and carbon footprint | ScholaFly DT07-05 |
| 3.2.3:Social issues in the design and manufacture of productsAQA 8552 | Social issues: safe working conditions, reducing pollution and negative impact on others | Social footprint: the responsibilities of designers and manufacturers | ScholaFly DT08-03 |
| 3.2.3:The six RsAQA 8552 | The six Rs: reduce, refuse, re-use, repair, recycle, rethink | The six Rs: reduce, refuse, re-use, repair, recycle, rethink | ScholaFly DT07-02 |
| 3.2.4AQA 8552 | Sources and origins: primary sources and conversion into workable forms | Where materials come from: sources and converting them into workable forms | ScholaFly DT03-04 |
| How paper and board are made: from wood and grasses to the reel | ScholaFly DT23-04 | ||
| Manufactured boards: plywood, MDF, chipboard and hardboard | ScholaFly DT25-02 | ||
| From tree to plank: conversion and seasoning, and why timber warps | ScholaFly DT25-04 | ||
| Where metals come from: ores, extraction and refining | ScholaFly DT27-07 | ||
| From fibre to yarn: where textiles come from and how they are spun | ScholaFly DT30-01 | ||
| Where polymers come from, and choosing one on supply and cost | ScholaFly DT35-01 | ||
| 3.2.5AQA 8552 | Using and working with materials - frame | Not in our plan yet | |
| 3.2.5:How to shape and form using cutting, abrasion and additionAQA 8552 | Shaping paper and boards: cut, crease, score, fold and perforate card | Cutting, scoring, creasing, folding and perforating card by hand | ScholaFly DT24-01 |
| Shaping timber by hand and machine: saws, chisels, planes and abrading | ScholaFly DT26-01 | ||
| Wasting metal: cutting, filing, drilling, grinding and milling | ScholaFly DT28-02 | ||
| Casting metal: sand, die and lost wax casting, and powder metallurgy | ScholaFly DT28-04 | ||
| Joining metal: welding, brazing, soldering, rivets, nuts and bolts | ScholaFly DT28-06 | ||
| Shaping fabric: pleats and gathers | ScholaFly DT31-03 | ||
| Seams, edge finishes and assembling textile products | ScholaFly DT31-04 | ||
| Quilting fabric: layers, wadding and stitching | ScholaFly DT32-03 | ||
| Line bending plastic sheet | ScholaFly DT36-02 | ||
| Vacuum forming | ScholaFly DT36-03 | ||
| Cutting, drilling, filing and casting plastics | ScholaFly DT37-01 | ||
| Joining plastics: welding, adhesives and fixings | ScholaFly DT37-03 | ||
| Building circuits: mounting, soldering and working safely | ScholaFly DT44-03 | ||
| 3.2.5:Properties of materialsAQA 8552 | {'ref': None, 'text': 'Students must know and understand how different properties of materials and components are used in commercial products, how properties influence use and how properties affect performance.'}; {'ref': None, 'text': 'Students must know and understand the physical and mechanical properties relevant to commercial products in their chosen area as follows.'} | Properties at work: why products are made from the materials they are | ScholaFly DT03-03 |
| Types of paper: layout, tracing, cartridge and more | ScholaFly DT23-01 | ||
| Types of card and board: corrugated, duplex, folding boxboard and more | ScholaFly DT23-02 | ||
| Properties of timber and how to identify a timber | ScholaFly DT25-03 | ||
| Properties of metals: conductivity, malleability, ductility and toughness | ScholaFly DT27-06 | ||
| Properties of fibres and fabrics | ScholaFly DT29-06 | ||
| Plastics in products: seating, electrical fittings and additives | ScholaFly DT34-06 | ||
| Materials in systems products: cars, appliances, conductors and insulators | ScholaFly DT43-01 | ||
| 3.2.5:The modification of properties for specific purposesAQA 8552 | Modifying paper and boards: additives to prevent moisture transfer | Foam board, Styrofoam and laminated boards like Tetra Pak | ScholaFly DT23-03 |
| From tree to plank: conversion and seasoning, and why timber warps | ScholaFly DT25-04 | ||
| Annealing and work hardening: softening metal so it can be worked | ScholaFly DT28-05 | ||
| Finishing metal: paint, powder coating, galvanising, plating and anodising | ScholaFly DT28-08 | ||
| Protective fabric finishes: flame retardant, stain, water and crease resistant | ScholaFly DT32-04 | ||
| Finishes for look and feel: calendering, brushing and stone washing | ScholaFly DT32-05 | ||
| Plastics in products: seating, electrical fittings and additives | ScholaFly DT34-06 | ||
| Making printed circuit boards: photo etching and quality control | ScholaFly DT44-02 | ||
| Finishes for electronic and mechanical products | ScholaFly DT44-05 | ||
| 3.2.6AQA 8552 | Stock forms: commercially available types and sizes of materials and components | Calculating material quantities and costs | ScholaFly DT02-04 |
| Stock forms, standard sizes and standard components | ScholaFly DT03-05 | ||
| Paper sizes, gsm and the stock forms of paper and board | ScholaFly DT23-06 | ||
| Cutting, scoring, creasing, folding and perforating card by hand | ScholaFly DT24-01 | ||
| Fasteners, seals and bindings for paper and card | ScholaFly DT24-02 | ||
| Stock forms and standard sizes of timber and boards | ScholaFly DT25-05 | ||
| Joining timber: woodscrews, nails, hinges and knock-down fittings | ScholaFly DT26-03 | ||
| Metal stock forms: sheet, rod, bar, tube, strip, angle and standard components | ScholaFly DT28-01 | ||
| Textile stock forms: widths, weights, yarn measures and components | ScholaFly DT30-02 | ||
| Polymer stock forms: sheet, rod, film, granules and foam | ScholaFly DT36-01 | ||
| Joining plastics: welding, adhesives and fixings | ScholaFly DT37-03 | ||
| Stock electronic components: ratings, E12 values, packages and miniaturisation | ScholaFly DT43-03 | ||
| 3.2.7AQA 8552 | {'ref': None, 'text': 'In relation to at least one material category or system, students should be able to select materials and components considering scales of production and referencing the processes listed in Specialist Techniques and processes. (page 25)'}; {'ref': None, 'text': 'How products are produced in different volumes.'}; {'ref': None, 'text': 'The reasons why different manufacturing methods are used for different production volumes: • prototype • batch • mass • continuous.'} | Scales of production: one-off, batch, mass and continuous | ScholaFly DT22-01 |
| 3.2.8AQA 8552 | Specialist techniques and processes - frame | Not in our plan yet | |
| 3.2.8:Commercial processesAQA 8552 | Commercial processes for paper and boards: offset lithography and die cutting | Commercial printing: offset lithography, screen printing and digital printing | ScholaFly DT24-04 |
| Registration marks and crop marks: lining up colours and cutting to size | ScholaFly DT24-05 | ||
| Die cutting and creasing card in quantity | ScholaFly DT24-06 | ||
| Timber in quantity: routing, turning and the go/no-go fixture | ScholaFly DT26-05 | ||
| Wasting metal: cutting, filing, drilling, grinding and milling | ScholaFly DT28-02 | ||
| Casting metal: sand, die and lost wax casting, and powder metallurgy | ScholaFly DT28-04 | ||
| Woven, knitted and non-woven fabrics | ScholaFly DT29-05 | ||
| Dyeing fabric: dyes, batik and commercial dyeing | ScholaFly DT32-01 | ||
| Printing and painting fabric: screen, roller, block and transfer printing | ScholaFly DT32-02 | ||
| Injection moulding | ScholaFly DT36-05 | ||
| Extrusion of polymers | ScholaFly DT36-06 | ||
| Commercial circuit-board assembly: pick and place and flow soldering | ScholaFly DT44-04 | ||
| 3.2.8:How materials are cut shaped and formed to a toleranceAQA 8552 | Working to a tolerance: minimum and maximum measurements | Working to tolerances: limits, checks and go/no-go gauges | ScholaFly DT19-03 |
| 3.2.8:Quality controlAQA 8552 | Quality control: measurable and quantitative checks during manufacture | Quality control: measurable checks during manufacture | ScholaFly DT22-04 |
| Commercial printing: offset lithography, screen printing and digital printing | ScholaFly DT24-04 | ||
| Registration marks and crop marks: lining up colours and cutting to size | ScholaFly DT24-05 | ||
| Timber in quantity: routing, turning and the go/no-go fixture | ScholaFly DT26-05 | ||
| Wasting metal: cutting, filing, drilling, grinding and milling | ScholaFly DT28-02 | ||
| Quality control in textiles: checking a repeating print | ScholaFly DT31-05 | ||
| Laser cutting and engraving polymers | ScholaFly DT37-02 | ||
| Making printed circuit boards: photo etching and quality control | ScholaFly DT44-02 | ||
| 3.2.8:The use of production aidsAQA 8552 | Production aids: measurement and reference points, templates, jigs and patterns | Marking out accurately: datums and marking-out tools | ScholaFly DT19-02 |
| Working to tolerances: limits, checks and go/no-go gauges | ScholaFly DT19-03 | ||
| Production aids: templates, patterns, jigs, formers and stencils | ScholaFly DT19-04 | ||
| 3.2.8:Tools, equipment and processesAQA 8552 | {'ref': None, 'text': 'wastage, such as: • die cutting • perforation • turning • sawing • milling • drilling • cutting and shearing'}; {'ref': None, 'text': 'addition, such as: • brazing • welding • lamination • soldering • 3D printing • batik • sewing • bonding • printing'}; {'ref': None, 'text': 'deforming and reforming such as: • vacuum forming • creasing • pressing • drape forming • bending • folding • blow moulding • casting • injection moulding • extrusion.'} | Wastage, addition, deforming and reforming: choosing a making process | ScholaFly DT20-01 |
| Wastage: sawing, shearing, drilling, turning, milling and die cutting | ScholaFly DT20-02 | ||
| Deforming and reforming: bending, forming, moulding and casting | ScholaFly DT20-05 | ||
| Addition: welding, brazing, soldering, bonding, laminating and more | ScholaFly DT20-06 | ||
| Laser cutting, 3D printing and rapid prototyping | ScholaFly DT21-03 | ||
| Bending, pressing, forging and extruding metal | ScholaFly DT28-03 | ||
| Dyeing fabric: dyes, batik and commercial dyeing | ScholaFly DT32-01 | ||
| Joining plastics: welding, adhesives and fixings | ScholaFly DT37-03 | ||
| 3.2.9AQA 8552 | Surface treatments and finishes: preparing and applying them for function and appearance | Surface treatments and finishes: why, preparing and applying | ScholaFly DT20-08 |
| Commercial printing: offset lithography, screen printing and digital printing | ScholaFly DT24-04 | ||
| Registration marks and crop marks: lining up colours and cutting to size | ScholaFly DT24-05 | ||
| Print finishing: embossing, UV varnishing and laminating | ScholaFly DT24-07 | ||
| Finishing timber: paints, stains, varnishes, oils and preservatives | ScholaFly DT26-07 | ||
| Finishing metal: paint, powder coating, galvanising, plating and anodising | ScholaFly DT28-08 | ||
| Dyeing fabric: dyes, batik and commercial dyeing | ScholaFly DT32-01 | ||
| Printing and painting fabric: screen, roller, block and transfer printing | ScholaFly DT32-02 | ||
| Protective fabric finishes: flame retardant, stain, water and crease resistant | ScholaFly DT32-04 | ||
| Finishes for look and feel: calendering, brushing and stone washing | ScholaFly DT32-05 | ||
| Finishing plastics: self-finishing, polishing, printing and vinyl | ScholaFly DT37-04 | ||
| Finishes for electronic and mechanical products | ScholaFly DT44-05 | ||
| 3.3AQA 8552 | Designing and making principles - frame: the eleven areas | Design contexts: where a design starts | ScholaFly DT15-01 |
| Developing a prototype that is fit for purpose | ScholaFly DT18-06 | ||
| 3.3.1AQA 8552 | Investigation, primary and secondary data - frame | Not in our plan yet | |
| 3.3.1:Carry out investigations in order to identfy problems and needsAQA 8552 | Investigating problems and needs; altering and modifying the brief | User needs, wants and design opportunities | ScholaFly DT15-02 |
| Design briefs and specifications | ScholaFly DT18-01 | ||
| 3.3.1:How to write a design brief and produce a design and manufacturing specificationAQA 8552 | Writing a design brief and a design and manufacturing specification | Design briefs and specifications | ScholaFly DT18-01 |
| 3.3.1:Use primary and secondary data to understand client and/or user needsAQA 8552 | {'ref': None, 'text': 'market research, interviews and human factors including ergonomics'}; {'ref': None, 'text': 'focus groups and product analysis and evaluation'}; {'ref': None, 'text': 'the use of anthropometric data and percentiles.'} | Primary and secondary research | ScholaFly DT15-03 |
| Product analysis: critiquing existing products | ScholaFly DT15-04 | ||
| Ergonomics and anthropometrics: using percentile data | ScholaFly DT16-01 | ||
| 3.3.2AQA 8552 | {'ref': None, 'text': 'The environment, social and economic challenges that influence design and making.'}; {'ref': None, 'text': 'How the following might present opportunities and constraints that influence the processes of designing and making: • deforestation • possible increase in carbon dioxide levels leading to potential global warming • the need for fair trade.'} | Ecological footprint and carbon footprint | ScholaFly DT07-05 |
| Fair trade | ScholaFly DT08-02 | ||
| Environmental, social and economic challenges in design and making | ScholaFly DT08-04 | ||
| 3.3.3AQA 8552 | {'ref': None, 'text': 'Students should investigate, analyse and evaluate the work of past and present designers and companies to inform their own designing.'}; {'ref': None, 'text': 'Students should investigate the work of a minimum of two of the following designers: • Alexander McQueen • Aldo Rossi • Aljoud Lootah • Charles Rennie Macintosh • Coco Chanel • David Adjaye • Elsie Owusu • Ettore Sottsass • Gerrit Reitveld • Harry Beck • Joe Casely-Hayford • Karim Rashid • Kusheda Mensah • Louis Comfort Tiffany • Marcel Breuer • Mary Quant • Morag Myerscough • Norman Foster • Philippe Starck • Pierre Davis • Raymond Templier • Rei Kawakubo • Sir Alec Issigonis • The Singh Twins • Vivienne Westwood • William Morris • Yinka Ilori • Zaha Hadid.'}; {'ref': None, 'text': 'Students should investigate the work of a minimum of two of the following companies: • Alessi • Apple • Braun • Dyson • Gap • Primark • Under Armour • Zara.'} | Learning from other designers and companies without copying | ScholaFly DT17-01 |
| Apple and James Dyson | ScholaFly DT17-02 | ||
| Philippe Starck: products, approach and influence | ScholaFly DT17-03 | ||
| More designers and companies: from William Morris to Zaha Hadid | ScholaFly DT17-04 | ||
| 3.3.4AQA 8552 | Design strategies - frame | Not in our plan yet | |
| 3.3.4:Explore and develop their own ideasAQA 8552 | {'ref': None, 'text': 'sketching'}; {'ref': None, 'text': 'modelling'}; {'ref': None, 'text': 'testing'}; {'ref': None, 'text': 'evaluation of their work to improve outcomes.'} | Developing ideas iteratively: test, evaluate, improve | ScholaFly DT18-03 |
| 3.3.4:Generate imaginative and creative design ideas using a range of different design strategiesAQA 8552 | {'ref': None, 'text': 'collaboration'}; {'ref': None, 'text': 'user centered design'}; {'ref': None, 'text': 'a systems approach'}; {'ref': None, 'text': 'iterative design'}; {'ref': None, 'text': 'avoiding design fixation.'} | Design strategies and avoiding design fixation | ScholaFly DT18-02 |
| 3.3.5AQA 8552 | {'ref': None, 'text': 'freehand sketching, isometric and perspective'}; {'ref': None, 'text': '2D and 3D drawings'}; {'ref': None, 'text': 'system and schematic diagrams'}; {'ref': None, 'text': 'annotated drawings that explain detailed development or the conceptual stages of designing'}; {'ref': None, 'text': 'exploded diagrams to show constructional detail or assembly'}; {'ref': None, 'text': 'working drawings: 3rd angle orthographic, using conventions, dimensions and drawn to scale'}; {'ref': None, 'text': 'audio and visual recordings in support of aspects of designing: eg interviews with client or users'}; {'ref': None, 'text': 'mathematical modelling'}; {'ref': None, 'text': 'computer based tools'}; {'ref': None, 'text': 'modelling: working directly with materials and components, eg card modelling, producing a toile when designing garments, constructing a circuit using breadboard.'} | Communicating design ideas: choosing the right technique | ScholaFly DT09-01 |
| Freehand sketching and annotation | ScholaFly DT09-02 | ||
| Digital tools for developing and sharing design ideas | ScholaFly DT09-04 | ||
| Isometric drawing: crating, ellipses and working from dimensions | ScholaFly DT10-02 | ||
| One-point and two-point perspective | ScholaFly DT10-03 | ||
| Third angle orthographic projection: views, hidden detail and centre lines | ScholaFly DT10-04 | ||
| Working drawings: dimensions, scale, line types and title blocks | ScholaFly DT10-05 | ||
| Exploded views: drawing them and where they are used | ScholaFly DT10-06 | ||
| Modelling and prototyping to test design ideas | ScholaFly DT18-04 | ||
| 3.3.6AQA 8552 | {'ref': None, 'text': 'Design and develop prototypes in response to client wants and needs. Note the term prototype can be used to describe either a product or system.'}; {'ref': None, 'text': 'How the development of prototypes: • satisfy the requirements of the brief • respond to client wants and needs • demonstrate innovation • are functional • consider aesthetics • are potentially marketable.'} | Developing a prototype that is fit for purpose | ScholaFly DT18-06 |
| Testing and evaluating a prototype or product | ScholaFly DT18-07 | ||
| 3.3.7AQA 8552 | {'ref': None, 'text': 'Appropriate materials and components to make a prototype.'}; {'ref': None, 'text': 'How to select and use materials and components appropriate to the task considering: • functional need • cost • availability.'} | Choosing materials: function, aesthetics and the environment | ScholaFly DT04-01 |
| Choosing materials: cost and availability | ScholaFly DT04-02 | ||
| Choosing materials: social, cultural and ethical factors, justifying a choice | ScholaFly DT04-03 | ||
| 3.3.8AQA 8552 | {'ref': None, 'text': 'Work accurately using tolerances.'}; {'ref': None, 'text': 'How a range of materials are cut, shaped and formed to designated tolerances.'}; {'ref': None, 'text': 'Why tolerances are applied during making activities.'} | Working to tolerances: limits, checks and go/no-go gauges | ScholaFly DT19-03 |
| 3.3.9AQA 8552 | Material management - frame | Not in our plan yet | |
| 3.3.9:Cut materials efficiently and minimise wasteAQA 8552 | {'ref': None, 'text': 'The importance of planning the cutting and shaping of material to minimise waste eg nesting of shapes and parts to be cut from material stock forms.'}; {'ref': None, 'text': 'How additional material may be removed by a cutting method or required for seam allowance, joint overlap etc.'} | Nesting and efficient cutting: minimising waste | ScholaFly DT19-05 |
| 3.3.9:Use appropriate marking out methods, data points and coordinatesAQA 8552 | {'ref': None, 'text': 'The value of using measurement and marking out to create an accurate and quality prototype.'}; {'ref': None, 'text': 'The use of data points and coordinates including the use of reference points, lines and surfaces, templates, jigs and/or patterns'} | Marking out accurately: datums and marking-out tools | ScholaFly DT19-02 |
| Working to tolerances: limits, checks and go/no-go gauges | ScholaFly DT19-03 | ||
| Production aids: templates, patterns, jigs, formers and stencils | ScholaFly DT19-04 | ||
| 3.3.10AQA 8552 | {'ref': None, 'text': 'How to select and use specialist tools and equipment, including hand tools, machinery, digital design and manufacture, appropriate for the material and/or task to complete quality outcomes.'}; {'ref': None, 'text': 'How to use them safely to protect themselves and others from harm.'} | Workshop health and safety: precautions, PPE and securing work | ScholaFly DT19-01 |
| Choosing and using tools, machines and digital equipment | ScholaFly DT19-06 | ||
| Building circuits: mounting, soldering and working safely | ScholaFly DT44-03 | ||
| 3.3.11AQA 8552 | {'ref': None, 'text': 'How to select and use specialist techniques and processes appropriate for the material and/or task and use them to the required level of accuracy in order to complete quality outcomes.'}; {'ref': None, 'text': 'How to use them safely to shape, fabricate and construct a high quality prototype, including techniques such as wastage, addition, deforming and reforming.'} | Workshop health and safety: precautions, PPE and securing work | ScholaFly DT19-01 |
| Wastage, addition, deforming and reforming: choosing a making process | ScholaFly DT20-01 | ||
| 3.3.11:Surface treatments and finishesAQA 8552 | {'ref': None, 'text': 'Students should know and understand that surface treatments and finishes are applied for functional and aesthetic purposes.'}; {'ref': None, 'text': 'How to prepare a material for a treatment or finish.'}; {'ref': None, 'text': 'How to apply an appropriate surface treatment or finish.'} | Surface treatments and finishes: why, preparing and applying | ScholaFly DT20-08 |
| 7AQA 8552 | Units: use metric and SI units, and know some materials and components keep imperial units | Units, symbols and metric prefixes | ScholaFly DT01-01 |
| 7.1AQA 8552 | Links to maths - frame | Not in our plan yet | |
| 7.1:1AQA 8552 | Arithmetic and numerical computation - frame | Not in our plan yet | |
| 7.1:1aAQA 8552 | Decimal and standard form | Decimals and standard form | ScholaFly DT01-02 |
| 7.1:1bAQA 8552 | Ratios, fractions and percentages | Ratio and scale drawings | ScholaFly DT01-03 |
| Fractions and percentages: profit, waste and survey results | ScholaFly DT01-04 | ||
| 7.1:1cAQA 8552 | Surface area and volume | Area and circumference: rectangles, triangles and circles | ScholaFly DT02-02 |
| Surface area and volume: cuboids and cylinders | ScholaFly DT02-03 | ||
| 7.1:2AQA 8552 | Handling data - frame | Not in our plan yet | |
| 7.1:2aAQA 8552 | Presenting data: diagrams, bar charts and histograms | Charts: frequency tables, bar charts, pie charts and histograms | ScholaFly DT01-05 |
| 7.1:3AQA 8552 | Graphs - frame | Not in our plan yet | |
| 7.1:3aAQA 8552 | Plotting, drawing and interpreting graphs | Plotting and reading graphs | ScholaFly DT01-06 |
| 7.1:3bAQA 8552 | Translating between graphs and numbers | Plotting and reading graphs | ScholaFly DT01-06 |
| 7.1:4AQA 8552 | Geometry and trigonometry - frame | Not in our plan yet | |
| 7.1:4aAQA 8552 | Angles in degrees | Angles, triangles and tessellation | ScholaFly DT02-01 |
| 7.1:4bAQA 8552 | Representing 2D and 3D forms | Visualising 3D forms and drawing them in 2D | ScholaFly DT10-01 |
| 7.1:4cAQA 8552 | Areas of triangles and rectangles; surface areas and volumes of cubes | Area and circumference: rectangles, triangles and circles | ScholaFly DT02-02 |
| Surface area and volume: cuboids and cylinders | ScholaFly DT02-03 | ||
| 7.2AQA 8552 | Links to science - frame | Not in our plan yet | |
| 7.2:1AQA 8552 | Use scientific vocabulary, terminology and definitions - frame | Not in our plan yet | |
| 7.2:1aAQA 8552 | Quantities, units and symbols | Units, symbols and metric prefixes | ScholaFly DT01-01 |
| 7.2:1bAQA 8552 | SI units, prefixes and powers of ten | Units, symbols and metric prefixes | ScholaFly DT01-01 |
| 7.2:1cAQA 8552 | Metals and non-metals: physical and chemical differences | Physical properties: metals, non-metals and the main material groups | ScholaFly DT03-01 |
| Properties of metals: conductivity, malleability, ductility and toughness | ScholaFly DT27-06 | ||
| 7.2:2AQA 8552 | Life cycle assessment and recycling (science requirement heading) | Recycling, reuse and disposal of materials | ScholaFly DT07-03 |
| Life cycle assessment (LCA) | ScholaFly DT07-06 | ||
| 7.2:2aAQA 8552 | Life cycle assessment of a material or product | Life cycle assessment (LCA) | ScholaFly DT07-06 |
| 7.2:3AQA 8552 | Using materials - frame | Not in our plan yet | |
| 7.2:3aAQA 8552 | Corrosion and oxidisation: causes and process | Corrosion and oxidisation: why metals rust and tarnish | ScholaFly DT27-05 |
| 7.2:3bAQA 8552 | Composition of important alloys | Alloys: how mixing metals changes their properties | ScholaFly DT27-04 |
| 7.2:3cAQA 8552 | Physical properties of materials and selection for use | Physical properties: metals, non-metals and the main material groups | ScholaFly DT03-01 |
| Working properties of materials: strength, hardness, toughness and more | ScholaFly DT03-02 | ||
| 7.2:3dAQA 8552 | Energy sources: how they are used; renewable and non-renewable | Energy sources: renewable and non-renewable | ScholaFly DT06-01 |
| 7.2:3eAQA 8552 | How levers and gears transmit and transform forces | Types of motion and what a mechanism does | ScholaFly DT12-01 |
| Levers: first, second and third class (order) | ScholaFly DT12-02 | ||
| Gear trains and gear ratio | ScholaFly DT13-01 | ||
| Forces and stresses: tension, compression, bending, torsion and shear | ScholaFly DT14-01 | ||