Eduqas GCSE C600QS Design and Technology specification: every spec point and its video lesson
9lessons out now across 2 of 49 topics
11of 140 spec points have a lesson out now
115have 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 |
|---|---|---|---|
| 2.1Eduqas C600QS | {'ref': None, 'text': 'Core knowledge and understanding is presented in five clear and distinct topic areas:'}; {'ref': None, 'text': 'Learners are required to study all of the content in these five areas, to ensure they have a broad knowledge and understanding of design and technology and that they are able to make effective choices in relation to which materials, components and systems to utilise within design and make activities.'}; {'ref': None, 'text': 'In-depth knowledge and understanding is presented in six clear and distinct topic areas:'}; {'ref': None, 'text': 'Learners are required to study at least one of these six areas, to ensure they have an in-depth knowledge and understanding of a specific material area and/or components and systems to support their design and make activities.'}; {'ref': None, 'text': "All topics within the core knowledge and understanding, the in-depth knowledge and understanding, and designing and making principles must be addressed. In each case, the left hand column identifies the content topic and the amplification indicates the areas that need to be covered. The amplification column provides more information on the content presented in the left hand column, including the breadth and depth of study required. Where 'e.g.' is used in the amplification column, the list which follows is illustrative only. In all other instances, the list of items in the amplification column must be covered. Centres are not restricted to how they will deliver this to the learner but it is anticipated that there will be an integrated approach between the core and the in-depth content."} | Not in our plan yet | |
| 2.1 coreEduqas C600QS | Core knowledge and understanding (block heading) | Not in our plan yet | |
| 2.1 core [Design and technology and our world]Eduqas C600QS | Design and technology and our world (topic heading) | Not in our plan yet | |
| 2.1 core [Electronic systems and programmable components]Eduqas C600QS | Electronic systems and programmable components (topic heading) | Not in our plan yet | |
| 2.1 core [Materials]Eduqas C600QS | Materials (topic heading) | Not in our plan yet | |
| 2.1 core [Mechanical components and devices]Eduqas C600QS | Mechanical components and devices (topic heading) | Not in our plan yet | |
| 2.1 core [Smart materials, composites and technical textiles]Eduqas C600QS | Smart materials, composites and technical textiles (topic heading) | Not in our plan yet | |
| 2.1 core.1Eduqas C600QS | {'ref': None, 'text': 'The impact of new and emerging technologies on: industry enterprise sustainability people culture society the environment production techniques systems', 'role': 'content_statement', 'lines': [120, 132]}; {'ref': None, 'text': 'The focus of this content is the impact of new and emerging technologies on the areas identified below.', 'role': 'lead_in', 'lines': [133, 134]}; {'ref': None, 'text': 'market pull – responding to demands from the market;'}; {'ref': None, 'text': 'technology push – development in materials and components, manufacturing methods;'}; {'ref': None, 'text': 'consumer choice – consumers wishing to own the latest technologies/products.'} | Technology push and market pull | ScholaFly DT05-01 |
| New technology and people: changing job roles | ScholaFly DT05-04 | ||
| New ways of working: remote working, video meetings and shifts | ScholaFly DT05-05 | ||
| Sustainability: finite resources, waste and the impact of new products | ScholaFly DT07-01 | ||
| Ethics in design: who makes a product, where, and who benefits | ScholaFly DT08-01 | ||
| Product safety, the law and consumer rights | ScholaFly DT16-05 | ||
| Computer-aided design (CAD) | ScholaFly DT21-01 | ||
| Computer-aided manufacture (CAM) and CNC machines | ScholaFly DT21-02 | ||
| Laser cutting, 3D printing and rapid prototyping | ScholaFly DT21-03 | ||
| 2.1 core.2Eduqas C600QS | {'ref': None, 'text': 'How the critical evaluation of new and emerging technologies informs design decisions; considering contemporary and potential future scenarios from different perspectives, such as ethics and the environment', 'role': 'content_statement', 'lines': [161, 171]}; {'ref': None, 'text': 'The focus of this content is how the critical evaluation of new and emerging technologies informs design decisions.', 'role': 'lead_in', 'lines': [172, 173]} | The six Rs: reduce, refuse, re-use, repair, recycle, rethink | ScholaFly DT07-02 |
| Ecological footprint and carbon footprint | ScholaFly DT07-05 | ||
| Life cycle assessment (LCA) | ScholaFly DT07-06 | ||
| Green design: choosing materials for sustainability | ScholaFly DT07-08 | ||
| Fair trade | ScholaFly DT08-02 | ||
| Social footprint: the responsibilities of designers and manufacturers | ScholaFly DT08-03 | ||
| 2.1 core.3Eduqas C600QS | Renewable and non-renewable energy sources | Energy sources: renewable and non-renewable | ScholaFly DT06-01 |
| Fossil fuels and nuclear power: how they make electricity, for and against | ScholaFly DT06-02 | ||
| Renewable energy: wind, solar, tidal, hydroelectric and biomass | ScholaFly DT06-03 | ||
| Powering products: batteries, mains, solar and choosing a power source | ScholaFly DT06-04 | ||
| 2.1 core.4Eduqas C600QS | Electroluminescent film or wire | Modern materials: graphene, metal foams, titanium, nanomaterials and biopolymers | ScholaFly DT33-01 |
| 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 | ||
| Composite materials: GRP, carbon fibre, reinforced concrete and packaging | ScholaFly DT33-04 | ||
| Technical textiles: Kevlar, fire resistant and breathable waterproof fabrics | ScholaFly DT33-05 | ||
| Smart textiles: conductive fabrics and micro-encapsulation | ScholaFly DT33-06 | ||
| Reinforcing and stiffening polymers: section shape, GRP and triangulation | ScholaFly DT34-07 | ||
| 2.1 core.5Eduqas C600QS | Circuit diagrams, block diagrams and flowcharts | Flowcharts and sequence drawings | ScholaFly DT09-03 |
| Electronic systems: input, process and output blocks | ScholaFly DT11-01 | ||
| Sensors: LDRs, thermistors, pressure sensors and PIR motion sensors | ScholaFly DT11-02 | ||
| Output components: lamps, LEDs, buzzers, speakers, sirens and bells | ScholaFly DT11-04 | ||
| Circuit diagrams: symbols and conventions | ScholaFly DT11-05 | ||
| Microcontrollers and other process components | ScholaFly DT11-06 | ||
| Programming a microcontroller: counters, timers and decisions | ScholaFly DT11-07 | ||
| Capacitors and the 555 monostable timer | ScholaFly DT40-02 | ||
| The 555 astable: pulse generators | ScholaFly DT40-03 | ||
| 2.1 core.6Eduqas C600QS | Sub routines and macros in control systems | Microcontrollers and other process components | ScholaFly DT11-06 |
| Programming a microcontroller: counters, timers and decisions | ScholaFly DT11-07 | ||
| 2.1 core.7Eduqas C600QS | {'ref': None, 'text': 'The functions of mechanical devices, to produce different sorts of movement, changing the magnitude and direction of forces', 'role': 'content_statement', 'lines': [300, 306]}; {'ref': None, 'text': 'Analyse everyday mechanical devices and how they function.'}; {'ref': None, 'text': 'Consider mechanical systems in terms of input; process; output.'} | Types of motion and what a mechanism does | ScholaFly DT12-01 |
| Levers: first, second and third class (order) | ScholaFly DT12-02 | ||
| Linkages: bell cranks and push-pull linkages | ScholaFly DT12-03 | ||
| Mechanical advantage, velocity ratio and efficiency | ScholaFly DT12-04 | ||
| Gear trains and gear ratio | ScholaFly DT13-01 | ||
| Pulleys and belts: speed ratio, direction and comparing with gears | ScholaFly DT13-02 | ||
| Bevel gears, worm drives and rack and pinion | ScholaFly DT13-03 | ||
| Cams and followers | ScholaFly DT13-04 | ||
| Simple machines: wheel and axle, screw jack and pulley blocks | ScholaFly DT41-02 | ||
| 2.1 core.8Eduqas C600QS | Categories and properties of papers, cards and boards | 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 | ||
| How paper and board are made: from wood and grasses to the reel | ScholaFly DT23-04 | ||
| Properties of paper and board: weight, strength, absorbency and printability | ScholaFly DT23-05 | ||
| Paper sizes, gsm and the stock forms of paper and board | ScholaFly DT23-06 | ||
| Composite materials: GRP, carbon fibre, reinforced concrete and packaging | ScholaFly DT33-04 | ||
| 2.1 core.9Eduqas C600QS | {'ref': None, 'text': 'Natural and manufactured timber', 'role': 'content_statement', 'lines': [342, 343]}; {'ref': None, 'text': 'Properties to be considered: strength, grain structure, surface finish and absorbency.'}; {'ref': None, 'text': 'Natural timber is harvested from deciduous (hardwoods) and coniferous (softwood) trees.'} | Hardwoods and softwoods: oak, beech, pine and the other common timbers | ScholaFly DT25-01 |
| Manufactured boards: plywood, MDF, chipboard and hardboard | ScholaFly DT25-02 | ||
| Properties of timber and how to identify a timber | ScholaFly DT25-03 | ||
| Stock forms and standard sizes of timber and boards | ScholaFly DT25-05 | ||
| Finishing timber: paints, stains, varnishes, oils and preservatives | ScholaFly DT26-07 | ||
| 2.1 core.10Eduqas C600QS | Categories of metal: ferrous, non-ferrous and alloys | 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 | ||
| Properties of metals: conductivity, malleability, ductility and toughness | ScholaFly DT27-06 | ||
| Metal stock forms: sheet, rod, bar, tube, strip, angle and standard components | ScholaFly DT28-01 | ||
| Finishing metal: paint, powder coating, galvanising, plating and anodising | ScholaFly DT28-08 | ||
| 2.1 core.11Eduqas C600QS | {'ref': None, 'text': 'Thermoforming and thermosetting polymers', 'role': 'content_statement', 'lines': [382, 384]}; {'ref': None, 'text': 'Polymers can be made from both natural and synthetic resources.'} | 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 | ||
| Properties of polymers | ScholaFly DT34-05 | ||
| Where polymers come from, and choosing one on supply and cost | ScholaFly DT35-01 | ||
| Polymer stock forms: sheet, rod, film, granules and foam | ScholaFly DT36-01 | ||
| 2.1 core.12Eduqas C600QS | {'ref': None, 'text': 'Natural, synthetic, blended and mixed fibres, and woven, non-woven and knitted textiles.', 'role': 'content_statement', 'lines': [398, 402]}; {'ref': None, 'text': 'The raw materials of textiles are classified according to their source.'} | 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 | ||
| Properties of fibres and fabrics | ScholaFly DT29-06 | ||
| Technical textiles: Kevlar, fire resistant and breathable waterproof fabrics | ScholaFly DT33-05 | ||
| 2.1 in-depthEduqas C600QS | In-depth knowledge and understanding (block heading) | Not in our plan yet | |
| 2.1 in-depth aEduqas C600QS | In-depth area a: electronic systems, programmable components & mechanical devices | Not in our plan yet | |
| 2.1 in-depth a.1Eduqas C600QS | Combining components into systems and sub-systems | Electronic systems: input, process and output blocks | ScholaFly DT11-01 |
| 2.1 in-depth a.1 [Ecological and social footprint]Eduqas C600QS | {'ref': None, 'text': 'Changing society’s view on waste, encourage recycling.'}; {'ref': None, 'text': 'Living in a greener world.'}; {'ref': None, 'text': 'Life-cycle analysis of a material or product.'}; {'ref': None, 'text': 'Sustainable design, e.g. with reference to rapidly updated products such as mobile phones.'} | Recycling, reuse and disposal of materials | ScholaFly DT07-03 |
| Ecological footprint and carbon footprint | ScholaFly DT07-05 | ||
| Life cycle assessment (LCA) | ScholaFly DT07-06 | ||
| Green design: choosing materials for sustainability | ScholaFly DT07-08 | ||
| The footprint of electronics: e-waste, RoHS and WEEE | ScholaFly DT43-02 | ||
| 2.1 in-depth a.1 [Functions of electronic and programmable devices / systems]Eduqas C600QS | {'ref': None, 'text': 'Functions of electronic and programmable devices / systems', 'role': 'sub_heading', 'lines': [15, 16]}; {'ref': None, 'text': "Ohm's Law: V=I*R."} | Electronic systems: input, process and output blocks | ScholaFly DT11-01 |
| Ohm's law and electrical power: V = IR and P = VI | ScholaFly DT38-01 | ||
| Resistors: colour code, tolerance and variable resistors | ScholaFly DT38-02 | ||
| Relays: switching a higher-voltage circuit | ScholaFly DT39-03 | ||
| 2.1 in-depth a.1 [Functions of mechanical devices / systems]Eduqas C600QS | {'ref': None, 'text': 'Functions of mechanical devices / systems', 'role': 'sub_heading', 'lines': [59, 59]}; {'ref': None, 'text': 'Calculate velocity ratio.'}; {'ref': None, 'text': 'RV of driver*dia of driver= RV of driven*dia of driven.'} | Gear trains and gear ratio | ScholaFly DT13-01 |
| Pulleys and belts: speed ratio, direction and comparing with gears | ScholaFly DT13-02 | ||
| Bevel gears, worm drives and rack and pinion | ScholaFly DT13-03 | ||
| 2.1 in-depth a.1 [Input Devices]Eduqas C600QS | Types of switch | Sensors: LDRs, thermistors, pressure sensors and PIR motion sensors | ScholaFly DT11-02 |
| Switches as inputs: choosing the right switch | ScholaFly DT11-03 | ||
| Potential dividers: sensing circuits with an LDR or thermistor | ScholaFly DT38-04 | ||
| 2.1 in-depth a.1 [Levers]Eduqas C600QS | {'ref': None, 'text': 'Classification.'}; {'ref': None, 'text': 'Calculation of mechanical advantage.'}; {'ref': None, 'text': 'Calculate forces acting in simple lever systems using the principle of moments.'} | Levers: first, second and third class (order) | ScholaFly DT12-02 |
| Mechanical advantage, velocity ratio and efficiency | ScholaFly DT12-04 | ||
| Simple machines: wheel and axle, screw jack and pulley blocks | ScholaFly DT41-02 | ||
| Moments: balancing levers and beams, and designing a lever machine | ScholaFly DT41-04 | ||
| 2.1 in-depth a.1 [Operational amplifiers and gain]Eduqas C600QS | Operational amplifiers and gain | Microcontrollers and other process components | ScholaFly DT11-06 |
| Op-amps: comparators and gain | ScholaFly DT40-01 | ||
| Logic gates and truth tables | ScholaFly DT40-04 | ||
| Logic control systems: combining gates on 4000-series chips | ScholaFly DT40-05 | ||
| 2.1 in-depth a.1 [Others]Eduqas C600QS | Rack and pinion | Bevel gears, worm drives and rack and pinion | ScholaFly DT13-03 |
| Cams and followers | ScholaFly DT13-04 | ||
| Cranks, crankshafts and the crank and slider | ScholaFly DT13-05 | ||
| Ratchets, screw threads and choosing a mechanism to convert motion | ScholaFly DT41-01 | ||
| 2.1 in-depth a.1 [Output Components]Eduqas C600QS | Output components | Output components: lamps, LEDs, buzzers, speakers, sirens and bells | ScholaFly DT11-04 |
| 2.1 in-depth a.1 [Process Components]Eduqas C600QS | The transistor as a switch, amplifier and driver | Transistors: switching and amplifying | ScholaFly DT39-02 |
| Latching circuits: relay latches, motor reversing and the thyristor | ScholaFly DT39-04 | ||
| Op-amps: comparators and gain | ScholaFly DT40-01 | ||
| Capacitors and the 555 monostable timer | ScholaFly DT40-02 | ||
| The 555 astable: pulse generators | ScholaFly DT40-03 | ||
| 2.1 in-depth a.2Eduqas C600QS | Functional benefits and limitations of components | Social footprint: the responsibilities of designers and manufacturers | ScholaFly DT08-03 |
| Stock electronic components: ratings, E12 values, packages and miniaturisation | ScholaFly DT43-03 | ||
| 2.1 in-depth a.3Eduqas C600QS | {'ref': None, 'text': 'How mechanical components are strengthened to withstand forces.'}; {'ref': None, 'text': 'Casing and protecting electronic components.'} | Forces and stresses: tension, compression, bending, torsion and shear | ScholaFly DT14-01 |
| Enclosures and cases: material, form, strength and shaping | ScholaFly DT43-04 | ||
| 2.1 in-depth a.4Eduqas C600QS | {'ref': None, 'text': 'Stock forms, types and sizes in order to calculate and determine the quantity of materials or components required', 'role': 'content_statement', 'lines': [116, 121]}; {'ref': None, 'text': 'Dual In Line (DIL) standard for electronic ICs.'}; {'ref': None, 'text': 'Stock materials for the manufacture of products.'} | Calculating material quantities and costs | ScholaFly DT02-04 |
| Stock electronic components: ratings, E12 values, packages and miniaturisation | ScholaFly DT43-03 | ||
| 2.1 in-depth a.5Eduqas C600QS | {'ref': None, 'text': 'Mass production.'}; {'ref': None, 'text': 'Just in time manufacturing.'}; {'ref': None, 'text': 'The use of CAD/CAM in production.'}; {'ref': None, 'text': 'Batch production.'}; {'ref': None, 'text': 'Jigs and devices to control repeat activities.'}; {'ref': None, 'text': 'One-off production.'} | Production aids: templates, patterns, jigs, formers and stencils | ScholaFly DT19-04 |
| Computer-aided manufacture (CAM) and CNC machines | ScholaFly DT21-02 | ||
| Scales of production: one-off, batch, mass and continuous | ScholaFly DT22-01 | ||
| Production systems: automation, flexible manufacturing, just-in-time and lean | ScholaFly DT22-03 | ||
| 2.1 in-depth a.6Eduqas C600QS | Specialist techniques and processes to shape, fabricate, construct and assemble a prototype | Wastage, addition, deforming and reforming: choosing a making process | ScholaFly DT20-01 |
| 2.1 in-depth a.6 [Assembly and components]Eduqas C600QS | Fixing components: nuts, bolts, washers, screws, rivets | Addition: welding, brazing, soldering, bonding, laminating and more | ScholaFly DT20-06 |
| Pre-manufactured fixings and adhesives: screws, bolts, rivets, hinges and glues | ScholaFly DT20-07 | ||
| Building circuits: mounting, soldering and working safely | ScholaFly DT44-03 | ||
| 2.1 in-depth a.6 [Deforming/Reforming]Eduqas C600QS | Bending plastics | Drilling holes and cutting screw threads | ScholaFly DT20-03 |
| Turning on the lathe and using the milling machine | ScholaFly DT20-04 | ||
| Laser cutting, 3D printing and rapid prototyping | ScholaFly DT21-03 | ||
| Bending, pressing, forging and extruding metal | ScholaFly DT28-03 | ||
| Casting metal: sand, die and lost wax casting, and powder metallurgy | ScholaFly DT28-04 | ||
| Line bending plastic sheet | ScholaFly DT36-02 | ||
| Vacuum forming | ScholaFly DT36-03 | ||
| Injection moulding | ScholaFly DT36-05 | ||
| Extrusion of polymers | ScholaFly DT36-06 | ||
| Enclosures and cases: material, form, strength and shaping | ScholaFly DT43-04 | ||
| 2.1 in-depth a.6 [Wastage/Addition]Eduqas C600QS | {'ref': None, 'text': 'Appropriate tools and equipment to mark out, hold, cut, shape, drill and form materials.'}; {'ref': None, 'text': 'The pillar drill to drill holes to various diameters.'}; {'ref': None, 'text': 'Jigs and formers to ensure accuracy.'} | Production aids: templates, patterns, jigs, formers and stencils | ScholaFly DT19-04 |
| Choosing and using tools, machines and digital equipment | ScholaFly DT19-06 | ||
| Wastage, addition, deforming and reforming: choosing a making process | ScholaFly DT20-01 | ||
| Drilling holes and cutting screw threads | ScholaFly DT20-03 | ||
| 2.1 in-depth a.7Eduqas C600QS | {'ref': None, 'text': 'Surface finishes applied to electronic devices for functional or aesthetic purposes.'}; {'ref': None, 'text': 'Powder and plastics coating of metals.'} | Finishing metal: paint, powder coating, galvanising, plating and anodising | ScholaFly DT28-08 |
| Finishes for electronic and mechanical products | ScholaFly DT44-05 | ||
| 2.1 in-depth bEduqas C600QS | In-depth area b: papers and boards | Not in our plan yet | |
| 2.1 in-depth b.1Eduqas C600QS | {'ref': None, 'text': 'The sources, origins, physical and working properties of the material categories or the components and systems, and their ecological and social footprint', 'role': 'content_statement', 'lines': [5, 12]}; {'ref': None, 'text': 'The differences between mechanical and chemical wood pulp.'} | How paper and board are made: from wood and grasses to the reel | ScholaFly DT23-04 |
| Properties of paper and board: weight, strength, absorbency and printability | ScholaFly DT23-05 | ||
| Print finishing: embossing, UV varnishing and laminating | ScholaFly DT24-07 | ||
| 2.1 in-depth b.1 [Ecological and social footprint]Eduqas C600QS | {'ref': None, 'text': 'The impact on the environment.'}; {'ref': None, 'text': 'Greenhouse gases.'}; {'ref': None, 'text': 'Changing society’s view on waste, encourage recycling of all materials.'}; {'ref': None, 'text': 'Living in a greener world.'}; {'ref': None, 'text': 'Packaging – is it always needed?'}; {'ref': None, 'text': 'Life-cycle analysis of a material or product.'}; {'ref': None, 'text': 'Sustainable design.'} | The six Rs: reduce, refuse, re-use, repair, recycle, rethink | ScholaFly DT07-02 |
| Recycling, reuse and disposal of materials | ScholaFly DT07-03 | ||
| Ecological footprint and carbon footprint | ScholaFly DT07-05 | ||
| Life cycle assessment (LCA) | ScholaFly DT07-06 | ||
| Green design: choosing materials for sustainability | ScholaFly DT07-08 | ||
| The footprint of paper and board, and choosing on environment and cost | ScholaFly DT23-07 | ||
| 2.1 in-depth b.2Eduqas C600QS | {'ref': None, 'text': 'The way in which the selection of materials or components is influenced by a range of factors, such as functional, aesthetic, environmental, availability, cost, social, cultural and ethical', 'role': 'content_statement', 'lines': [32, 42]}; {'ref': None, 'text': 'Advantages and disadvantages of common paper, card and boards for commercial and everyday use: layout paper, tracing paper, copier paper, recycled paper, cartridge paper, mounting board, folding boxboard and corrugated board.'}; {'ref': None, 'text': 'The reasons for use of paper, card and boards in everyday products.'}; {'ref': None, 'text': 'The aesthetic properties of paper, card and boards.'} | Calculating material quantities and costs | ScholaFly DT02-04 |
| Social footprint: the responsibilities of designers and manufacturers | ScholaFly DT08-03 | ||
| 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 | ||
| The footprint of paper and board, and choosing on environment and cost | ScholaFly DT23-07 | ||
| 2.1 in-depth b.3Eduqas C600QS | {'ref': None, 'text': 'The behaviour of papers and board under forces or stress.'}; {'ref': None, 'text': 'Reinforcement of papers and boards by corrugating, folding, gluing.'}; {'ref': None, 'text': 'Stiffening papers and boards by increasing thickness, adding ribs.'}; {'ref': None, 'text': 'Structural integrity, stiffness and strength of papers and card boards by laminating and the design of the cross-section of the board, e.g. corrugated card board has a fluted core between two layers of card.'}; {'ref': None, 'text': 'The strength of paper and boards in products will depend upon the design and the joining or fixing methods used.'} | Forces and stresses: tension, compression, bending, torsion and shear | ScholaFly DT14-01 |
| Making card stronger: corrugating, folding, ribs and laminating | ScholaFly DT24-03 | ||
| 2.1 in-depth b.4Eduqas C600QS | {'ref': None, 'text': 'Stock forms, types and sizes in order to calculate and determine the quantity of materials or components required', 'role': 'content_statement', 'lines': [82, 87]}; {'ref': None, 'text': 'Paper is measured in grams per square metre.'}; {'ref': None, 'text': 'Cardboard is available in different forms with different cores.'} | Calculating material quantities and costs | ScholaFly DT02-04 |
| Paper sizes, gsm and the stock forms of paper and board | ScholaFly DT23-06 | ||
| 2.1 in-depth b.5Eduqas C600QS | {'ref': None, 'text': 'Alternative processes that can be used to manufacture products to different scales of production', 'role': 'content_statement', 'lines': [93, 97]}; {'ref': None, 'text': 'The advantages and disadvantages of producing products in limited quantities (batch production).'}; {'ref': None, 'text': 'The need to produce a number of identical products.'}; {'ref': None, 'text': 'Jigs and devices to control repeat activities.'}; {'ref': None, 'text': 'The advantages and disadvantages of high volume, continuous production.'}; {'ref': None, 'text': 'Issues related to high volume production.'}; {'ref': None, 'text': 'The importance of CAM in modern high volume production.'} | Scales of production: one-off, batch, mass and continuous | ScholaFly DT22-01 |
| 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 | ||
| Print finishing: embossing, UV varnishing and laminating | ScholaFly DT24-07 | ||
| 2.1 in-depth b.6Eduqas C600QS | Specialist techniques and processes to shape, fabricate, construct and assemble a prototype | Wastage, addition, deforming and reforming: choosing a making process | ScholaFly DT20-01 |
| 2.1 in-depth b.6 [Deforming/Reforming]Eduqas C600QS | Bending plastics | Computer-aided manufacture (CAM) and CNC machines | ScholaFly DT21-02 |
| Laser cutting, 3D printing and rapid prototyping | ScholaFly DT21-03 | ||
| How paper and board are made: from wood and grasses to the reel | ScholaFly DT23-04 | ||
| Cutting, scoring, creasing, folding and perforating card by hand | ScholaFly DT24-01 | ||
| Fasteners, seals and bindings for paper and card | ScholaFly DT24-02 | ||
| Line bending plastic sheet | ScholaFly DT36-02 | ||
| Vacuum forming | ScholaFly DT36-03 | ||
| Press moulding and compression moulding | ScholaFly DT36-04 | ||
| Blow moulding | ScholaFly DT36-07 | ||
| 2.1 in-depth b.6 [Wastage/Addition]Eduqas C600QS | {'ref': None, 'text': 'Tools and equipment to mark out, hold, cut, shape, drill, form laminates of plastics, papers/boards.'}; {'ref': None, 'text': 'Marking out materials using a range of workshop tools.'}; {'ref': None, 'text': 'Jigs and formers to ensure accuracy as part of the process of drilling, bending, cutting and forming.'} | Wastage, addition, deforming and reforming: choosing a making process | ScholaFly DT20-01 |
| Drilling holes and cutting screw threads | ScholaFly DT20-03 | ||
| 2.1 in-depth b.7Eduqas C600QS | {'ref': None, 'text': 'Appropriate surface treatments and finishes that can be applied for functional and aesthetic purposes', 'role': 'content_statement', 'lines': [158, 162]}; {'ref': None, 'text': 'Die cutting, spirit varnishing, U.V. varnishing, laminating, embossing, debossing, cropping, folding and binding methods.'} | 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 | ||
| Print finishing: embossing, UV varnishing and laminating | ScholaFly DT24-07 | ||
| 2.1 in-depth cEduqas C600QS | In-depth area c: natural and manufactured timber | Not in our plan yet | |
| 2.1 in-depth c.1Eduqas C600QS | Physical and working properties of hardwoods, softwoods and man-made boards | Recycling, reuse and disposal of materials | ScholaFly DT07-03 |
| Ecological footprint and carbon footprint | ScholaFly DT07-05 | ||
| Life cycle assessment (LCA) | ScholaFly DT07-06 | ||
| Green design: choosing materials for sustainability | ScholaFly DT07-08 | ||
| Hardwoods and softwoods: oak, beech, pine and the other common timbers | ScholaFly DT25-01 | ||
| Manufactured boards: plywood, MDF, chipboard and hardboard | ScholaFly DT25-02 | ||
| Properties of timber and how to identify a timber | ScholaFly DT25-03 | ||
| From tree to plank: conversion and seasoning, and why timber warps | ScholaFly DT25-04 | ||
| Timber's footprint, and choosing a timber | ScholaFly DT25-07 | ||
| 2.1 in-depth c.2Eduqas C600QS | {'ref': None, 'text': 'The way in which the selection of materials or components is influenced by a range of factors, such as functional, aesthetic, environmental, availability, cost, social, cultural and ethical', 'role': 'content_statement', 'lines': [30, 40]}; {'ref': None, 'text': 'Functional properties of natural and manufactured timbers.'} | Ecological footprint and carbon footprint | ScholaFly DT07-05 |
| Social footprint: the responsibilities of designers and manufacturers | ScholaFly DT08-03 | ||
| Costing timber: working out the quantity and the cost | ScholaFly DT25-06 | ||
| Timber's footprint, and choosing a timber | ScholaFly DT25-07 | ||
| 2.1 in-depth c.3Eduqas C600QS | {'ref': None, 'text': 'The behaviour of natural and manufactured timber under forces or under stress.'}; {'ref': None, 'text': 'The stiffness and a strength of natural timber will depend upon the wood, the cross sectional area and the depth of the section.'}; {'ref': None, 'text': 'Reinforcement of natural timber by laminating.'}; {'ref': None, 'text': 'The strength of plywood will depend upon the number of layers and the wood grain being at right angles.'}; {'ref': None, 'text': 'The strength of a timber product will depend upon how the product is jointed or what fixing method is used.'} | Forces and stresses: tension, compression, bending, torsion and shear | ScholaFly DT14-01 |
| Forces on timber: how wood is reinforced and stiffened | ScholaFly DT26-06 | ||
| Beams, struts and ties: how length, section and material change strength | ScholaFly DT42-01 | ||
| 2.1 in-depth c.4Eduqas C600QS | {'ref': None, 'text': 'Stock forms, types and sizes in order to calculate and determine the quantity of materials or components required', 'role': 'content_statement', 'lines': [75, 80]}; {'ref': None, 'text': 'Manufactured boards are commonly available in sheet form and in standard sizes and various thicknesses.'} | Stock forms and standard sizes of timber and boards | ScholaFly DT25-05 |
| Costing timber: working out the quantity and the cost | ScholaFly DT25-06 | ||
| 2.1 in-depth c.5Eduqas C600QS | {'ref': None, 'text': 'Advantages and disadvantages of producing single, one off products.'}; {'ref': None, 'text': 'The advantages and disadvantages of producing products in limited quantities (batch production).'}; {'ref': None, 'text': 'The need to produce a number of identical products.'}; {'ref': None, 'text': 'Jigs and devices to control repeat activities.'}; {'ref': None, 'text': 'The advantages and disadvantages of high volume, continuous production.'}; {'ref': None, 'text': 'Issues related to high volume production.'}; {'ref': None, 'text': 'The importance of CAM in modern high volume production.'} | Scales of production: one-off, batch, mass and continuous | ScholaFly DT22-01 |
| 2.1 in-depth c.6Eduqas C600QS | Specialist techniques and processes to shape, fabricate, construct and assemble a prototype | Wastage, addition, deforming and reforming: choosing a making process | ScholaFly DT20-01 |
| 2.1 in-depth c.6 [Deforming/Reforming]Eduqas C600QS | {'ref': None, 'text': 'Deforming/Reforming', 'role': 'sub_heading', 'lines': [125, 125]}; {'ref': None, 'text': 'Adhesives: PVA (wood to wood), contact adhesive and epoxy resin (wood to other materials).'}; {'ref': None, 'text': 'Temporary: screw (countersunk and round head) and knock down fittings.'} | Computer-aided manufacture (CAM) and CNC machines | ScholaFly DT21-02 |
| Laser cutting, 3D printing and rapid prototyping | ScholaFly DT21-03 | ||
| Wood joints: frame and box joints, and carcase, stool and frame construction | ScholaFly DT26-02 | ||
| Joining timber: woodscrews, nails, hinges and knock-down fittings | ScholaFly DT26-03 | ||
| Laminating, veneering and steam bending wood | ScholaFly DT26-04 | ||
| 2.1 in-depth c.6 [Wastage/Addition]Eduqas C600QS | {'ref': None, 'text': 'Tools and equipment to mark out, hold, cut, shape, drill and form laminates of natural timbers and manufactured boards.'}; {'ref': None, 'text': 'The pillar drill to drill holes to various diameters.'}; {'ref': None, 'text': 'Jigs and formers to ensure accuracy as part of the process of drilling, bending, cutting wood materials.'} | Drilling holes and cutting screw threads | ScholaFly DT20-03 |
| Shaping timber by hand and machine: saws, chisels, planes and abrading | ScholaFly DT26-01 | ||
| Laminating, veneering and steam bending wood | ScholaFly DT26-04 | ||
| Timber in quantity: routing, turning and the go/no-go fixture | ScholaFly DT26-05 | ||
| 2.1 in-depth c.7Eduqas C600QS | {'ref': None, 'text': 'Surface treatments of natural timber and manufactured boards to prolong life of a product: sealants and primers.'}; {'ref': None, 'text': 'Finishes for aesthetic or functional reasons: varnish, wood stains, oils, polishes and preservative paints.'} | Finishing timber: paints, stains, varnishes, oils and preservatives | ScholaFly DT26-07 |
| 2.1 in-depth dEduqas C600QS | In-depth area d: ferrous and non-ferrous metals | Not in our plan yet | |
| 2.1 in-depth d.1Eduqas C600QS | Classifying metals: ferrous, non-ferrous and alloys | Classifying metals: ferrous, non-ferrous and alloys | ScholaFly DT27-01 |
| Where metals come from: ores, extraction and refining | ScholaFly DT27-07 | ||
| 2.1 in-depth d.1 [Ecological and social footprint]Eduqas C600QS | {'ref': None, 'text': 'The impact on our environment of mining for ores.'}; {'ref': None, 'text': 'Greenhouse gases during the production of metals.'}; {'ref': None, 'text': 'Changing society’s view on waste, encouraging recycling of metals.'}; {'ref': None, 'text': 'Living in a greener world.'}; {'ref': None, 'text': 'Life-cycle analysis of a material or product.'} | Recycling, reuse and disposal of materials | ScholaFly DT07-03 |
| Ecological footprint and carbon footprint | ScholaFly DT07-05 | ||
| Life cycle assessment (LCA) | ScholaFly DT07-06 | ||
| Green design: choosing materials for sustainability | ScholaFly DT07-08 | ||
| The footprint of metals, and choosing a metal on environment, availability and cost | ScholaFly DT27-08 | ||
| 2.1 in-depth d.1 [Ferrous Metals]Eduqas C600QS | {'ref': None, 'text': 'Ferrous Metals', 'role': 'sub_heading', 'lines': [16, 16]}; {'ref': None, 'text': 'Cast iron, mild steel, medium carbon steel and high carbon steel.'}; {'ref': None, 'text': 'Stainless steel, high-speed steel and high-tensile steel.'} | Ferrous metals: mild steel, cast iron, stainless steel and more | ScholaFly DT27-02 |
| Properties of metals: conductivity, malleability, ductility and toughness | ScholaFly DT27-06 | ||
| Annealing and work hardening: softening metal so it can be worked | ScholaFly DT28-05 | ||
| 2.1 in-depth d.1 [Non-Ferrous Metals]Eduqas C600QS | {'ref': None, 'text': 'Non-Ferrous Metals', 'role': 'sub_heading', 'lines': [27, 27]}; {'ref': None, 'text': 'Aluminium, duralumin, copper, brass, bronze, pewter and silver.'} | Non-ferrous metals: aluminium, copper, tin and more | ScholaFly DT27-03 |
| Properties of metals: conductivity, malleability, ductility and toughness | ScholaFly DT27-06 | ||
| Annealing and work hardening: softening metal so it can be worked | ScholaFly DT28-05 | ||
| 2.1 in-depth d.2Eduqas C600QS | Aesthetic and functional properties of named metals | Calculating material quantities and costs | ScholaFly DT02-04 |
| Ecological footprint and carbon footprint | ScholaFly DT07-05 | ||
| Social footprint: the responsibilities of designers and manufacturers | ScholaFly DT08-03 | ||
| Properties of metals: conductivity, malleability, ductility and toughness | ScholaFly DT27-06 | ||
| 2.1 in-depth d.3Eduqas C600QS | {'ref': None, 'text': 'The ability of a metal to withstand forces will depend upon the type of metal and the natural ability of the metal to be hardened or tempered by the action of heat.'}; {'ref': None, 'text': 'The stiffness and strength of metals will depend upon the metal’s natural properties, stock form, cross sectional area and the depth of the section.'} | Forces and stresses: tension, compression, bending, torsion and shear | ScholaFly DT14-01 |
| Annealing and work hardening: softening metal so it can be worked | ScholaFly DT28-05 | ||
| Forces on metal: how I-beams, channel and tube stiffen metal | ScholaFly DT28-07 | ||
| Beams, struts and ties: how length, section and material change strength | ScholaFly DT42-01 | ||
| 2.1 in-depth d.4Eduqas C600QS | {'ref': None, 'text': 'Stock forms, types and sizes in order to calculate and determine the quantity of materials or components required', 'role': 'content_statement', 'lines': [82, 87]}; {'ref': None, 'text': 'Sizes of metals are normally related to their cross section and are available in stock lengths.'} | Calculating material quantities and costs | ScholaFly DT02-04 |
| Metal stock forms: sheet, rod, bar, tube, strip, angle and standard components | ScholaFly DT28-01 | ||
| 2.1 in-depth d.5Eduqas C600QS | {'ref': None, 'text': 'Manufacturing systems: one off, batch and high volume production.'}; {'ref': None, 'text': 'Manufacturing systems, the advantages and disadvantages of producing single, one off products.'}; {'ref': None, 'text': 'The advantages and disadvantages of producing products in limited quantity (batch production).'}; {'ref': None, 'text': 'Jigs and devices to control repeat activities.'}; {'ref': None, 'text': 'The advantages and disadvantages of high volume, continuous production.'}; {'ref': None, 'text': 'Issues related to high volume production.'}; {'ref': None, 'text': 'Commercial production line and its features.'}; {'ref': None, 'text': 'The importance of CAM in modern high volume production.'} | Scales of production: one-off, batch, mass and continuous | ScholaFly DT22-01 |
| 2.1 in-depth d.6Eduqas C600QS | Specialist techniques and processes to shape, fabricate, construct and assemble a prototype | Wastage, addition, deforming and reforming: choosing a making process | ScholaFly DT20-01 |
| 2.1 in-depth d.6 [Deforming/Reforming]Eduqas C600QS | {'ref': None, 'text': 'Deforming/Reforming', 'role': 'sub_heading', 'lines': [140, 140]}; {'ref': None, 'text': 'The main stages in the following joining processes:'}; {'ref': None, 'text': 'Permanent: riveting, welding, brazing, silver soldering and use of epoxy resins.'}; {'ref': None, 'text': 'Temporary: screws, nuts, bolts.'} | Turning on the lathe and using the milling machine | ScholaFly DT20-04 |
| Computer-aided manufacture (CAM) and CNC machines | ScholaFly DT21-02 | ||
| Laser cutting, 3D printing and rapid prototyping | ScholaFly DT21-03 | ||
| Wasting metal: cutting, filing, drilling, grinding and milling | ScholaFly DT28-02 | ||
| Joining metal: welding, brazing, soldering, rivets, nuts and bolts | ScholaFly DT28-06 | ||
| 2.1 in-depth d.6 [Wastage/Addition]Eduqas C600QS | {'ref': None, 'text': 'Wastage/Addition', 'role': 'sub_heading', 'lines': [131, 131]}; {'ref': None, 'text': 'Tools and equipment to mark out, hold, cut, shape, drill and form metals.'}; {'ref': None, 'text': 'The pillar drill to drill holes to various diameters.'}; {'ref': None, 'text': 'Jigs and formers to ensure accuracy as part of the process of drilling.'} | Drilling holes and cutting screw threads | ScholaFly DT20-03 |
| Wasting metal: cutting, filing, drilling, grinding and milling | ScholaFly DT28-02 | ||
| 2.1 in-depth d.7Eduqas C600QS | Surface treatments and finishes for metals | Finishing metal: paint, powder coating, galvanising, plating and anodising | ScholaFly DT28-08 |
| 2.1 in-depth eEduqas C600QS | In-depth area e: thermosetting and thermoforming plastics | Not in our plan yet | |
| 2.1 in-depth e.1Eduqas C600QS | {'ref': None, 'text': 'The sources, origins, physical and working properties of the material categories or the components and systems, and their ecological and social footprint', 'role': 'content_statement', 'lines': [5, 12]}; {'ref': None, 'text': 'Polymers and the polymerisation process.'} | 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 | ||
| Properties of polymers | ScholaFly DT34-05 | ||
| Where polymers come from, and choosing one on supply and cost | ScholaFly DT35-01 | ||
| 2.1 in-depth e.1 [Ecological and social footprint]Eduqas C600QS | {'ref': None, 'text': 'The impact on our environment of oil exploration and extraction.'}; {'ref': None, 'text': 'Greenhouse gases during the extraction and production of polymer plastics.'}; {'ref': None, 'text': 'Changing society’s view on waste, encourage recycling of all plastics.'}; {'ref': None, 'text': 'Living in a greener world.'}; {'ref': None, 'text': 'Life-cycle analysis of a material or product.'} | Recycling, reuse and disposal of materials | ScholaFly DT07-03 |
| Ecological footprint and carbon footprint | ScholaFly DT07-05 | ||
| Life cycle assessment (LCA) | ScholaFly DT07-06 | ||
| Green design: choosing materials for sustainability | ScholaFly DT07-08 | ||
| The ecological and social footprint of polymers | ScholaFly DT35-02 | ||
| 2.1 in-depth e.2Eduqas C600QS | Aesthetic and functional properties of plastics in everyday products | Calculating material quantities and costs | ScholaFly DT02-04 |
| Social footprint: the responsibilities of designers and manufacturers | ScholaFly DT08-03 | ||
| Modern materials: graphene, metal foams, titanium, nanomaterials and biopolymers | ScholaFly DT33-01 | ||
| Plastics in products: seating, electrical fittings and additives | ScholaFly DT34-06 | ||
| Biopolymers: Biopol, PLA and biodegradable plastics | ScholaFly DT35-03 | ||
| 2.1 in-depth e.3Eduqas C600QS | {'ref': None, 'text': 'The behaviour of thermoforming and thermosetting plastics under forces or stress.'}; {'ref': None, 'text': 'The stiffness and a strength of thermoforming and thermosetting plastic polymers depends upon the type of plastic, the cross sectional area and the depth of the section.'}; {'ref': None, 'text': 'Thermoforming and thermosetting plastic polymers can be strengthened by laminating.'}; {'ref': None, 'text': 'Different forms of fibres can affect the strength of thermosetting plastics and act as reinforcement.'} | Forces and stresses: tension, compression, bending, torsion and shear | ScholaFly DT14-01 |
| Reinforcing and stiffening polymers: section shape, GRP and triangulation | ScholaFly DT34-07 | ||
| Beams, struts and ties: how length, section and material change strength | ScholaFly DT42-01 | ||
| 2.1 in-depth e.4Eduqas C600QS | {'ref': None, 'text': 'Stock forms, types and sizes in order to calculate and determine the quantity of materials or components required', 'role': 'content_statement', 'lines': [79, 84]}; {'ref': None, 'text': 'Plastic polymers are available in a wide range of forms: powders, granules, pellets, liquids, films, sheets and extruded shapes.'} | Calculating material quantities and costs | ScholaFly DT02-04 |
| Polymer stock forms: sheet, rod, film, granules and foam | ScholaFly DT36-01 | ||
| 2.1 in-depth e.5Eduqas C600QS | {'ref': None, 'text': 'Alternative processes that can be used to manufacture products to different scales of production', 'role': 'content_statement', 'lines': [91, 95]}; {'ref': None, 'text': 'The advantages and disadvantages of producing products in limited quantities (batch production).'}; {'ref': None, 'text': 'The need to produce a number of identical products.'}; {'ref': None, 'text': 'Jigs and devices to control repeat activities.'}; {'ref': None, 'text': 'The advantages and disadvantages of high volume, continuous production.'}; {'ref': None, 'text': 'The importance of CAM in modern high volume production.'}; {'ref': None, 'text': 'A range of products suitable for high volume, continuous production.'} | Scales of production: one-off, batch, mass and continuous | ScholaFly DT22-01 |
| Vacuum forming | ScholaFly DT36-03 | ||
| Press moulding and compression moulding | ScholaFly DT36-04 | ||
| Injection moulding | ScholaFly DT36-05 | ||
| Extrusion of polymers | ScholaFly DT36-06 | ||
| Blow moulding | ScholaFly DT36-07 | ||
| 2.1 in-depth e.6Eduqas C600QS | Specialist techniques and processes to shape, fabricate, construct and assemble a prototype | Wastage, addition, deforming and reforming: choosing a making process | ScholaFly DT20-01 |
| 2.1 in-depth e.6 [Deforming/Reforming]Eduqas C600QS | Joining plastics: permanent and temporary | Turning on the lathe and using the milling machine | ScholaFly DT20-04 |
| Computer-aided manufacture (CAM) and CNC machines | ScholaFly DT21-02 | ||
| Laser cutting, 3D printing and rapid prototyping | ScholaFly DT21-03 | ||
| Vacuum forming | ScholaFly DT36-03 | ||
| Press moulding and compression moulding | ScholaFly DT36-04 | ||
| Blow moulding | ScholaFly DT36-07 | ||
| Laser cutting and engraving polymers | ScholaFly DT37-02 | ||
| Joining plastics: welding, adhesives and fixings | ScholaFly DT37-03 | ||
| 2.1 in-depth e.6 [Wastage/Addition]Eduqas C600QS | {'ref': None, 'text': 'Wastage/Addition', 'role': 'sub_heading', 'lines': [129, 129]}; {'ref': None, 'text': 'Tools and equipment to mark out, hold, cut, shape, drill, and form plastics'}; {'ref': None, 'text': 'The pillar drill to drill holes to various diameters.'}; {'ref': None, 'text': 'Jigs and formers to ensure accuracy as part of the process of drilling.'} | Drilling holes and cutting screw threads | ScholaFly DT20-03 |
| Line bending plastic sheet | ScholaFly DT36-02 | ||
| Cutting, drilling, filing and casting plastics | ScholaFly DT37-01 | ||
| 2.1 in-depth e.7Eduqas C600QS | {'ref': None, 'text': 'Self-finishing nature of many thermosetting and thermoforming plastics.'}; {'ref': None, 'text': 'Textured finishes of plastics.'} | Finishing plastics: self-finishing, polishing, printing and vinyl | ScholaFly DT37-04 |
| 2.1 in-depth fEduqas C600QS | In-depth area f: natural, synthetic, blended and mixed fibres, and woven, non-woven and knitted textiles | Not in our plan yet | |
| 2.1 in-depth f.1Eduqas C600QS | {'ref': None, 'text': 'The sources, origins, physical and working properties of the material categories or the components and systems, and their ecological and social footprint', 'role': 'content_statement', 'lines': [6, 13]}; {'ref': None, 'text': 'Weaving: plain, twill, satin, herringbone, pile.'}; {'ref': None, 'text': 'Knitting: weft knit and a warp knit.'}; {'ref': None, 'text': 'Bonding: sticking with adhesives; heating thermoplastic fibres; stitching a web of fibres.'}; {'ref': None, 'text': 'Laminating.'}; {'ref': None, 'text': 'Felting.'} | Textiles: the main types of fibre and fabric | ScholaFly DT29-01 |
| Blended and mixed fibres | ScholaFly DT29-04 | ||
| Woven, knitted and non-woven fabrics | ScholaFly DT29-05 | ||
| Properties of fibres and fabrics | ScholaFly DT29-06 | ||
| From fibre to yarn: where textiles come from and how they are spun | ScholaFly DT30-01 | ||
| Textiles under force: strengthening, stiffening, laminating and bonding | ScholaFly DT30-03 | ||
| 2.1 in-depth f.1 [Ecological and social footprint]Eduqas C600QS | {'ref': None, 'text': 'The impact on our environment e.g. pollution from the processing of textiles, in parts of the world.'}; {'ref': None, 'text': 'Changing society’s view on waste, encourage recycling.'}; {'ref': None, 'text': 'Living in a greener world.'}; {'ref': None, 'text': 'Life-cycle analysis of a material or product.'} | Recycling, reuse and disposal of materials | ScholaFly DT07-03 |
| Ecological footprint and carbon footprint | ScholaFly DT07-05 | ||
| Life cycle assessment (LCA) | ScholaFly DT07-06 | ||
| Green design: choosing materials for sustainability | ScholaFly DT07-08 | ||
| Choosing a textile: looks, cost and footprint | ScholaFly DT30-04 | ||
| 2.1 in-depth f.2Eduqas C600QS | {'ref': None, 'text': 'The way in which the selection of materials or components is influenced by a range of factors, such as functional, aesthetic, environmental, availability, cost, social, cultural and ethical', 'role': 'content_statement', 'lines': [51, 61]}; {'ref': None, 'text': 'Different methods of enhancing the appearance, prolonging and protecting life.'} | Social footprint: the responsibilities of designers and manufacturers | ScholaFly DT08-03 |
| 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 | ||
| 2.1 in-depth f.3Eduqas C600QS | {'ref': None, 'text': 'Textile materials and components behave differently when subjected to force or stress e.g. a loaded rucksack, tents, uses in geotextiles, active sportswear, workwear, in normal daily wear.'}; {'ref': None, 'text': 'The strength, durability and elasticity of textile materials will depend upon the fibre source and the construction method for the material or components.'}; {'ref': None, 'text': 'Textile materials can be strengthened by laminating, bonding and quilting to improve functionality.'}; {'ref': None, 'text': 'The strength of textile products will depend upon the combination of joining or fixing methods used.'} | Forces and stresses: tension, compression, bending, torsion and shear | ScholaFly DT14-01 |
| Textiles under force: strengthening, stiffening, laminating and bonding | ScholaFly DT30-03 | ||
| 2.1 in-depth f.4Eduqas C600QS | Standard fabric widths | Calculating material quantities and costs | ScholaFly DT02-04 |
| Textile stock forms: widths, weights, yarn measures and components | ScholaFly DT30-02 | ||
| 2.1 in-depth f.5Eduqas C600QS | {'ref': None, 'text': 'Alternative processes that can be used to manufacture products to different scales of production', 'role': 'content_statement', 'lines': [122, 126]}; {'ref': None, 'text': 'Different methods of manufacture: job production (custom-made or one–off); batch production; mass production and when each is appropriately used.'}; {'ref': None, 'text': 'The scale of production depends on the quantity of products required.'} | Scales of production: one-off, batch, mass and continuous | ScholaFly DT22-01 |
| Production systems: automation, flexible manufacturing, just-in-time and lean | ScholaFly DT22-03 | ||
| Quality control in textiles: checking a repeating print | ScholaFly DT31-05 | ||
| 2.1 in-depth f.6Eduqas C600QS | Materials, hand tools and equipment for templates, stencils, cutting out and assembly | Working to tolerances: limits, checks and go/no-go gauges | ScholaFly DT19-03 |
| Computer-aided manufacture (CAM) and CNC machines | ScholaFly DT21-02 | ||
| Patterns, lay plans, marking fabric and setting up the sewing machine | ScholaFly DT31-01 | ||
| Cutting fabric: shears, industrial knives, die cutters and CAM | ScholaFly DT31-02 | ||
| Seams, edge finishes and assembling textile products | ScholaFly DT31-04 | ||
| Quality control in textiles: checking a repeating print | ScholaFly DT31-05 | ||
| Dyeing fabric: dyes, batik and commercial dyeing | ScholaFly DT32-01 | ||
| Printing and painting fabric: screen, roller, block and transfer printing | ScholaFly DT32-02 | ||
| Quilting fabric: layers, wadding and stitching | ScholaFly DT32-03 | ||
| 2.1 in-depth f.7Eduqas C600QS | Dyeing: piece, dip, random, tie and dye, batik | Dyeing fabric: dyes, batik and commercial dyeing | ScholaFly DT32-01 |
| Printing and painting fabric: screen, roller, block and transfer printing | ScholaFly DT32-02 | ||
| Quilting fabric: layers, wadding and stitching | ScholaFly DT32-03 | ||
| 2.2Eduqas C600QS | {'ref': None, 'text': 'Core knowledge and understanding that learners are required to develop and apply is presented in ten clear topic areas:'}; {'ref': None, 'text': 'Learners are required to cover all of the content in these ten areas, to ensure they are able to apply a broad knowledge and understanding of design and technology principles within design and make activities.'}; {'ref': None, 'text': 'In-depth knowledge and understanding is presented in five clear topic areas:'}; {'ref': None, 'text': 'Learners are required to cover all of the content in these five areas, in relation to at least one of the topic areas (a to f) identified in the in-depth knowledge and understanding section of technical principles.'} | Not in our plan yet | |
| 2.2 coreEduqas C600QS | Designing and making principles: core (block heading) | Not in our plan yet | |
| 2.2 core.1Eduqas C600QS | Contexts inform design outcomes and briefs | Design contexts: where a design starts | ScholaFly DT15-01 |
| 2.2 core.2Eduqas C600QS | {'ref': None, 'text': 'Identify and understand client and user needs through the collection of primary and secondary data.', 'role': 'content_statement', 'lines': [19, 22]}; {'ref': None, 'text': 'Suggest possible design problems from the contexts.'}; {'ref': None, 'text': 'Explore and investigate existing products, situations before deciding upon whether there is a real need for a product.'}; {'ref': None, 'text': 'Explore and investigate existing products, situations to inform possible specification points for designing.'} | User needs, wants and design opportunities | ScholaFly DT15-02 |
| Primary and secondary research | ScholaFly DT15-03 | ||
| Product analysis: critiquing existing products | ScholaFly DT15-04 | ||
| 2.2 core.3Eduqas C600QS | Writing a design brief | Design briefs and specifications | ScholaFly DT18-01 |
| 2.2 core.4Eduqas C600QS | {'ref': None, 'text': 'Investigate factors, such as environmental, social and economic challenges, in order to identify opportunities and constraints that influence the processes of designing and making.', 'role': 'content_statement', 'lines': [44, 50]}; {'ref': None, 'text': 'Designing should not take place in isolation but there are wider needs to be considered:', 'role': 'lead_in', 'lines': [51, 52]} | Environmental, social and economic challenges in design and making | ScholaFly DT08-04 |
| Ergonomics and anthropometrics: using percentile data | ScholaFly DT16-01 | ||
| 2.2 core.5Eduqas C600QS | {'ref': None, 'text': 'The importance of testing and evaluating ideas.'}; {'ref': None, 'text': 'Continuously reviewing and critically analysing work as it develops to improve the final design outcome.'}; {'ref': None, 'text': "Refine and modify design ideas based upon learners' own decisions and those of others."} | Developing ideas iteratively: test, evaluate, improve | ScholaFly DT18-03 |
| 2.2 core.6Eduqas C600QS | {'ref': None, 'text': 'Investigate and analyse the work of past and present professionals and companies in the area of design and technology in order to help inform their own ideas.', 'role': 'content_statement', 'lines': [72, 78]}; {'ref': None, 'text': 'Investigate and analyse the work of past and present designers and companies:', 'role': 'lead_in', 'lines': [79, 80]} | 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 | ||
| 2.2 core.7Eduqas C600QS | {'ref': None, 'text': 'Use different design strategies, such as collaboration, user-centred design and systems thinking, to generate initial ideas and avoid design fixation.', 'role': 'content_statement', 'lines': [89, 94]}; {'ref': None, 'text': 'Use of design strategies such as:', 'role': 'lead_in', 'lines': [95, 95]} | Design strategies and avoiding design fixation | ScholaFly DT18-02 |
| 2.2 core.8Eduqas C600QS | {'ref': None, 'text': 'Formal and informal 2D and 3D drawing.'}; {'ref': None, 'text': 'System and schematic diagrams.'}; {'ref': None, 'text': 'Annotated sketches.'}; {'ref': None, 'text': 'Exploded diagrams.'}; {'ref': None, 'text': 'Models.'}; {'ref': None, 'text': 'Presentations.'}; {'ref': None, 'text': 'Written notes.'}; {'ref': None, 'text': 'Flow diagrams'}; {'ref': None, 'text': 'Working drawings.'}; {'ref': None, 'text': 'Schedules.'}; {'ref': None, 'text': 'Audio and visual recordings.'}; {'ref': None, 'text': 'Mathematical modelling.'}; {'ref': None, 'text': 'Computer-based tools.'} | Communicating design ideas: choosing the right technique | ScholaFly DT09-01 |
| Freehand sketching and annotation | ScholaFly DT09-02 | ||
| Flowcharts and sequence drawings | ScholaFly DT09-03 | ||
| Digital tools for developing and sharing design ideas | ScholaFly DT09-04 | ||
| Isometric drawing: crating, ellipses and working from dimensions | ScholaFly DT10-02 | ||
| 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 | ||
| Presentation layout and lettering | ScholaFly DT46-02 | ||
| 2.2 core.9Eduqas C600QS | {'ref': None, 'text': 'Design and develop a prototype which :'}; {'ref': None, 'text': 'Responds to needs and/or wants'}; {'ref': None, 'text': 'Is fit for purpose,'}; {'ref': None, 'text': 'Demonstrates functionality,'} | Developing a prototype that is fit for purpose | ScholaFly DT18-06 |
| 2.2 core.10Eduqas C600QS | {'ref': None, 'text': 'Respond thoughtfully and make informed judgements when evaluating their own prototype.'}; {'ref': None, 'text': 'Act on the views of others.'}; {'ref': None, 'text': 'Make suggestions for improvements of their own prototype and how these modifications could be made.'}; {'ref': None, 'text': 'Respond to feedback from others or clients and suggest improvements/modifications of their prototype.'} | Testing and evaluating a prototype or product | ScholaFly DT18-07 |
| 2.2 in-depthEduqas C600QS | {'ref': None, 'text': 'electronic systems, programmable components & mechanical devices'}; {'ref': None, 'text': 'papers & boards'}; {'ref': None, 'text': 'natural & manufactured timber'}; {'ref': None, 'text': 'ferrous & non-ferrous metals'}; {'ref': None, 'text': 'thermoforming & thermosetting polymers'}; {'ref': None, 'text': 'natural, synthetic, blended and mixed fibres; woven, non-woven and knitted textiles.'}; {'ref': None, 'text': 'As for the core knowledge, understanding and skills described above, this section describes activities learners are required to undertake as part of the sustained design and make activity which forms the non-exam assessment (NEA) in this qualification. Learners are required to cover all of the content in these five areas, to ensure they are able to apply a broad knowledge and understanding of design and technology principles within the examined component.'} | Not in our plan yet | |
| 2.2 in-depth.1Eduqas C600QS | Selecting and working with materials and components for a prototype | 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 | ||
| 2.2 in-depth.2Eduqas C600QS | {'ref': None, 'text': 'When making prototypes, measure and mark out accurately'}; {'ref': None, 'text': 'Consider how to minimise waste and make allowances for effective cutting methods.'}; {'ref': None, 'text': 'Marking methods:'}; {'ref': None, 'text': 'Measuring and use of reference points.'}; {'ref': None, 'text': 'Lines and surfaces.'}; {'ref': None, 'text': 'Use templates, jigs and/or patterns.'}; {'ref': None, 'text': 'Work within tolerances.'} | 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 | ||
| Nesting and efficient cutting: minimising waste | ScholaFly DT19-05 | ||
| 2.2 in-depth.3Eduqas C600QS | {'ref': None, 'text': 'Using specialist tools and equipment, appropriate to the materials or components used (including hand tools, machinery, digital design and manufacture), to create a specific outcome.', 'role': 'content_statement', 'lines': [198, 204]}; {'ref': None, 'text': 'When making prototypes learners should:', 'role': 'lead_in', 'lines': [205, 205]} | Workshop health and safety: precautions, PPE and securing work | ScholaFly DT19-01 |
| Choosing and using tools, machines and digital equipment | ScholaFly DT19-06 | ||
| 2.2 in-depth.4Eduqas C600QS | {'ref': None, 'text': 'When making prototypes learners should use specialist techniques to:'}; {'ref': None, 'text': 'Shape'}; {'ref': None, 'text': 'Fabricate'}; {'ref': None, 'text': 'Construct'}; {'ref': None, 'text': 'Assemble'}; {'ref': None, 'text': 'Include techniques such as wastage, addition, deforming and reforming, as appropriate to the materials and/or components being used.'} | Wastage, addition, deforming and reforming: choosing a making process | ScholaFly DT20-01 |
| 2.2 in-depth.5Eduqas C600QS | {'ref': None, 'text': 'Be aware and use appropriate surface finishing for different materials'}; {'ref': None, 'text': 'The importance of finishing techniques to protect and enhance the aesthetics qualities of the material/s.'} | Surface treatments and finishes: why, preparing and applying | ScholaFly DT20-08 |
| App BEduqas C600QS | Appendix B: links to mathematics and science (heading) | Units, symbols and metric prefixes | ScholaFly DT01-01 |
| App B mathsEduqas C600QS | Links to mathematics (table heading) | Not in our plan yet | |
| App B maths 1Eduqas C600QS | Arithmetic and numerical computation (group) | Not in our plan yet | |
| App B maths 1aEduqas C600QS | Decimal and standard form | Decimals and standard form | ScholaFly DT01-02 |
| App B maths 1bEduqas C600QS | Ratios, fractions and percentages | Ratio and scale drawings | ScholaFly DT01-03 |
| Fractions and percentages: profit, waste and survey results | ScholaFly DT01-04 | ||
| App B maths 1cEduqas C600QS | Surface area and volume | Area and circumference: rectangles, triangles and circles | ScholaFly DT02-02 |
| Surface area and volume: cuboids and cylinders | ScholaFly DT02-03 | ||
| App B maths 2Eduqas C600QS | Handling data (group) | Not in our plan yet | |
| App B maths 2aEduqas C600QS | Presenting data: diagrams, bar charts and histograms | Charts: frequency tables, bar charts, pie charts and histograms | ScholaFly DT01-05 |
| App B maths 3Eduqas C600QS | Graphs (group) | Not in our plan yet | |
| App B maths 3aEduqas C600QS | Plotting, drawing and interpreting graphs | Plotting and reading graphs | ScholaFly DT01-06 |
| App B maths 3bEduqas C600QS | Translating between graphs and numbers | Plotting and reading graphs | ScholaFly DT01-06 |
| App B maths 4Eduqas C600QS | Geometry and trigonometry (group) | Not in our plan yet | |
| App B maths 4aEduqas C600QS | Angles in degrees | Angles, triangles and tessellation | ScholaFly DT02-01 |
| App B maths 4bEduqas C600QS | Representing 2D and 3D forms | Visualising 3D forms and drawing them in 2D | ScholaFly DT10-01 |
| App B maths 4cEduqas C600QS | Areas of triangles and rectangles; surface area and volume of cubes | Area and circumference: rectangles, triangles and circles | ScholaFly DT02-02 |
| Surface area and volume: cuboids and cylinders | ScholaFly DT02-03 | ||
| App B scienceEduqas C600QS | Links to science (table heading) | Not in our plan yet | |
| App B science 1Eduqas C600QS | Use scientific vocabulary, terminology and definitions (group) | Not in our plan yet | |
| App B science 1aEduqas C600QS | Quantities, units and symbols | Units, symbols and metric prefixes | ScholaFly DT01-01 |
| App B science 1bEduqas C600QS | SI units, prefixes and powers of ten | Units, symbols and metric prefixes | ScholaFly DT01-01 |
| App B science 1cEduqas C600QS | 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 | ||
| App B science 2Eduqas C600QS | Life cycle assessment and recycling | Recycling, reuse and disposal of materials | ScholaFly DT07-03 |
| Life cycle assessment (LCA) | ScholaFly DT07-06 | ||
| App B science 2aEduqas C600QS | Principles of life cycle assessment | Life cycle assessment (LCA) | ScholaFly DT07-06 |
| App B science 3Eduqas C600QS | Using materials (group) | Not in our plan yet | |
| App B science 3aEduqas C600QS | Corrosion and oxidisation | Corrosion and oxidisation: why metals rust and tarnish | ScholaFly DT27-05 |
| App B science 3bEduqas C600QS | The composition, properties and uses of important alloys | Alloys: how mixing metals changes their properties | ScholaFly DT27-04 |
| App B science 3cEduqas C600QS | Physical properties of materials and choosing materials for their 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 | ||
| App B science 3dEduqas C600QS | Energy sources: how they are used; renewable versus non-renewable | Energy sources: renewable and non-renewable | ScholaFly DT06-01 |
| App B science 3eEduqas C600QS | Forces, levers and gears | 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 | ||