OCR GCSE J310 Design and Technology specification: every spec point and its video lesson
9lessons out now across 2 of 44 topics
11of 103 spec points have a lesson out now
67have 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 |
|---|---|---|---|
| 1OCR J310 | Identifying requirements - frame | Not in our plan yet | |
| 1.1OCR J310 | How can exploring the context a design solution is intended for inform decisions and outcomes? - frame | Not in our plan yet | |
| 1.1aOCR J310 | {'ref': '1.1a.i', 'text': 'where and how the product or system is used'}; {'ref': '1.1a.ii', 'text': 'identifying primary user and wider stakeholder requirements'}; {'ref': '1.1a.iii', 'text': 'how the investigation of social, cultural, moral and economic factors to identify opportunities and constraints can influence the design process.'} | Design contexts: where a design starts | ScholaFly DT15-01 |
| User needs, wants and design opportunities | ScholaFly DT15-02 | ||
| 1.2OCR J310 | Why is usability an important consideration when designing prototypes? - frame | Not in our plan yet | |
| 1.2aOCR J310 | {'ref': '1.2a.i', 'text': 'the impact of a solution on a user’s lifestyle'}; {'ref': '1.2a.ii', 'text': 'the ease of use and inclusivity of design solutions'} | Ergonomics and anthropometrics: using percentile data | ScholaFly DT16-01 |
| Inclusive design: designing for every user | ScholaFly DT16-02 | ||
| Aesthetics and function: line, shape, form and colour | ScholaFly DT16-03 | ||
| 2OCR J310 | Learning from existing products and practice - frame | Not in our plan yet | |
| 2.1OCR J310 | What are the opportunities and constraints that influence design and making requirements? - frame | Not in our plan yet | |
| 2.1aOCR J310 | {'ref': '2.1a.i', 'text': 'the materials, components and processes that have been used'}; {'ref': '2.1a.iv', 'text': 'the impact on society'}; {'ref': '2.1a.v', 'text': 'the impact on usability'} | Life cycle assessment (LCA) | ScholaFly DT07-06 |
| Product analysis: critiquing existing products | ScholaFly DT15-04 | ||
| Fashion and trends: how new technology changes them | ScholaFly DT16-04 | ||
| Learning from other designers and companies without copying | ScholaFly DT17-01 | ||
| 2.2OCR J310 | How do developments in Design and Technology influence design decisions and practice? - frame | Not in our plan yet | |
| 2.2aOCR J310 | How new and emerging technologies influence design decisions, now and in possible futures | Critically evaluating new technology: scenarios, perspectives and innovation | ScholaFly DT05-06 |
| Judging a new technology's environmental impact | ScholaFly DT07-07 | ||
| Ethics in design: who makes a product, where, and who benefits | ScholaFly DT08-01 | ||
| 3OCR J310 | Implications of wider issues - frame | Not in our plan yet | |
| 3.1OCR J310 | What are the impacts of new and emerging technologies when developing design solutions? - frame | Not in our plan yet | |
| 3.1aOCR J310 | {'ref': '3.1a.i', 'text': 'industry and enterprise, such as the circular economy'}; {'ref': '3.1a.ii', 'text': 'people, in relation to lifestyle, culture and society'}; {'ref': '3.1a.iii', 'text': 'the environment'}; {'ref': '3.1a.iv', 'text': 'sustainability.'} | Enterprise: crowd funding, co-operatives and starting a business | ScholaFly DT05-02 |
| 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 | ||
| Sustainability: finite resources, waste and the impact of new products | ScholaFly DT07-01 | ||
| 3.2OCR J310 | How do designers choose appropriate sources of energy to make products and power systems? - frame | Not in our plan yet | |
| 3.2aOCR J310 | How electricity is generated and how energy is stored and transferred | 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 | ||
| 3.2bOCR J310 | {'ref': '3.2b.i', 'text': 'fossil fuels, nuclear fuel, bio-fuel'}; {'ref': '3.2b.ii', 'text': 'wind, hydro-electricity, tidal and solar.'} | Energy sources: renewable and non-renewable | ScholaFly DT06-01 |
| Powering products: batteries, mains, solar and choosing a power source | ScholaFly DT06-04 | ||
| 3.3OCR J310 | What wider implications can have an influence on the processes of designing and making? - frame | Not in our plan yet | |
| 3.3aOCR J310 | {'ref': '3.3a.i', 'text': 'environmental initiatives'}; {'ref': '3.3a.ii', 'text': 'fair trade'}; {'ref': '3.3a.iii', 'text': 'social and ethical awareness'}; {'ref': '3.3a.iv', 'text': 'global sustainable development.'} | 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 | ||
| Fair trade | ScholaFly DT08-02 | ||
| Environmental, social and economic challenges in design and making | ScholaFly DT08-04 | ||
| 4OCR J310 | Design thinking and communication - frame | Not in our plan yet | |
| 4.1OCR J310 | How can design solutions be communicated to demonstrate their suitability to a third party? - frame | Not in our plan yet | |
| 4.1aOCR J310 | Graphical techniques to communicate design ideas to a third party | Communicating design ideas: choosing the right technique | ScholaFly DT09-01 |
| Freehand sketching and annotation | ScholaFly DT09-02 | ||
| Flowcharts and sequence drawings | ScholaFly DT09-03 | ||
| Exploded views: drawing them and where they are used | ScholaFly DT10-06 | ||
| Modelling and prototyping to test design ideas | ScholaFly DT18-04 | ||
| 4.2OCR J310 | How do designers source information and thinking when problem solving? - frame | Not in our plan yet | |
| 4.2aOCR J310 | User-centred design as a design approach | Electronic systems: input, process and output blocks | ScholaFly DT11-01 |
| Design strategies and avoiding design fixation | ScholaFly DT18-02 | ||
| 4.2bOCR J310 | Collaboration across subject areas to gain specialist knowledge | Design strategies and avoiding design fixation | ScholaFly DT18-02 |
| 5OCR J310 | Material considerations - frame | Not in our plan yet | |
| 5.1OCR J310 | Products are mostly made from several materials; overview of the main material categories | 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 | ||
| 5.1aOCR J310 | {'ref': '5.1a.i', 'text': 'papers, e.g. layout and cartridge, different weights and coatings'}; {'ref': '5.1a.ii', 'text': 'card, e.g. carton board, bleached card and corrugated card'}; {'ref': '5.1a.iii', 'text': 'boards/sheets, e.g. foam board, Styrofoam and polypropylene sheet'}; {'ref': '5.1a.iv', 'text': 'laminated layers, e.g. reflective surfaces.'} | 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 | ||
| 5.1bOCR J310 | {'ref': '5.1b.i', 'text': 'hardwoods, e.g. oak, birch and teak'}; {'ref': '5.1b.ii', 'text': 'softwood, e.g. pine, cedar and spruce'}; {'ref': '5.1b.iii', 'text': 'manufactured boards, e.g. MDF, plywood and block board.'} | Hardwoods and softwoods: oak, beech, pine and the other common timbers | ScholaFly DT25-01 |
| Manufactured boards: plywood, MDF, chipboard and hardboard | ScholaFly DT25-02 | ||
| 5.1cOCR J310 | {'ref': '5.1c.i', 'text': 'ferrous metals, e.g. iron, mild steel and stainless steel'}; {'ref': '5.1c.ii', 'text': 'non-ferrous metals, e.g. aluminium, copper and tin'}; {'ref': '5.1c.iii', 'text': 'alloys, e.g. brass, pewter and tin/lead solder.'} | 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 | ||
| 5.1dOCR J310 | {'ref': '5.1d.i', 'text': 'thermo polymers, e.g. PET, HDPE, PVC, LDPE, PS, PP, ABS, acrylic and TPE'}; {'ref': '5.1d.ii', 'text': 'thermosetting polymers, e.g. silicone; epoxy resin and polyester resin.'} | 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 | ||
| 5.1eOCR J310 | {'ref': '5.1e.i', 'text': 'natural fibres, e.g. cotton, wool and silk'}; {'ref': '5.1e.ii', 'text': 'synthetic fibres, e.g. nylon, polyester and acrylic'}; {'ref': '5.1e.iii', 'text': 'mixed/blended fibres, e.g. cotton/polyester'}; {'ref': '5.1e.iv', 'text': 'woven, non-woven and 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 | ||
| 5.1fOCR J310 | Developments in modern and smart materials | 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 | ||
| 5.2OCR J310 | What factors are important to consider when selecting appropriate materials and/or system components when designing? - frame | Not in our plan yet | |
| 5.2aOCR J310 | Characteristic properties of the main material categories and why they suit different uses | 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 | ||
| 5.2bOCR J310 | {'ref': '5.2b.i', 'text': 'how easy they are to work with'}; {'ref': '5.2b.ii', 'text': 'how well they fulfil the required functions of products in different contexts.'} | Properties at work: why products are made from the materials they are | ScholaFly DT03-03 |
| 5.2cOCR J310 | {'ref': '5.2c.i', 'text': 'required functionality of the design solution'}; {'ref': '5.2c.ii', 'text': 'aesthetic attributes'}; {'ref': '5.2c.iii', 'text': 'environmental considerations'}; {'ref': '5.2c.iv', 'text': 'availability and cost of stock forms'}; {'ref': '5.2c.v', 'text': 'social, cultural and ethical considerations'} | 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 | ||
| 5.3OCR J310 | Why is it important to understand the sources or origins of materials and/or system components? - frame | Not in our plan yet | |
| 5.3aOCR J310 | Sources and origins of specific materials and system components | Where materials come from: sources and converting them into workable forms | ScholaFly DT03-04 |
| 5.3bOCR J310 | Processes that extract or convert source material into a workable form | Where materials come from: sources and converting them into workable forms | ScholaFly DT03-04 |
| 5.3cOCR J310 | Ecological, social and ethical issues of processing materials into workable forms | Where materials come from: sources and converting them into workable forms | ScholaFly DT03-04 |
| Ecological footprint and carbon footprint | ScholaFly DT07-05 | ||
| Social footprint: the responsibilities of designers and manufacturers | ScholaFly DT08-03 | ||
| 5.3dOCR J310 | Lifecycle of specific materials and system components in products | Life cycle assessment (LCA) | ScholaFly DT07-06 |
| 5.3eOCR J310 | Recycling, reuse and disposal of specific materials and system components | Recycling, reuse and disposal of materials | ScholaFly DT07-03 |
| 5.4OCR J310 | Why is it important to know the different available forms of specific materials and/or systems components? - frame | Not in our plan yet | |
| 5.4aOCR J310 | {'ref': '5.4a.i', 'text': 'weights and sizes'}; {'ref': '5.4a.ii', 'text': 'stock forms, such as:'} | Stock forms, standard sizes and standard components | ScholaFly DT03-05 |
| Pre-manufactured fixings and adhesives: screws, bolts, rivets, hinges and glues | ScholaFly DT20-07 | ||
| 6OCR J310 | Technical understanding - frame | Not in our plan yet | |
| 6.1OCR J310 | What gives a product structural integrity? - frame | Not in our plan yet | |
| 6.1aOCR J310 | Why and how materials and components are reinforced or stiffened against forces and stresses | Forces and stresses: tension, compression, bending, torsion and shear | ScholaFly DT14-01 |
| Reinforcing and stiffening: laminating, folding, ribs, gussets and triangulation | ScholaFly DT14-02 | ||
| 6.1bOCR J310 | Processes that give a product structural integrity | Reinforcing and stiffening: laminating, folding, ribs, gussets and triangulation | ScholaFly DT14-02 |
| 6.2OCR J310 | How can materials and products be finished for different purposes? - frame | Not in our plan yet | |
| 6.2aOCR J310 | {'ref': '6.2a.i', 'text': 'function, such as: durability and added resistance to overcome environmental factors'}; {'ref': '6.2a.ii', 'text': 'aesthetics.'} | Surface treatments and finishes: why, preparing and applying | ScholaFly DT20-08 |
| 6.3OCR J310 | How do we introduce controlled movement to products and systems? - frame | Not in our plan yet | |
| 6.3aOCR J310 | {'ref': '6.3a.i', 'text': 'rotary'}; {'ref': '6.3a.ii', 'text': 'linear'}; {'ref': '6.3a.iii', 'text': 'oscillating'}; {'ref': '6.3a.iv', 'text': 'reciprocating.'} | Types of motion and what a mechanism does | ScholaFly DT12-01 |
| 6.3bOCR J310 | {'ref': '6.3b.i', 'text': 'load'}; {'ref': '6.3b.ii', 'text': 'effort'}; {'ref': '6.3b.iii', 'text': 'fulcrum.'} | 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 | ||
| 6.3cOCR J310 | Cams: changing the direction and magnitude of motion | 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 | ||
| 6.4OCR J310 | How do electronic systems provide functionality to products and processes? - frame | Not in our plan yet | |
| 6.4aOCR J310 | {'ref': '6.4a.i', 'text': 'sensors including light dependent resistors (LDR), infra-red sensors'}; {'ref': '6.4a.ii', 'text': 'switches including tilt switches, push-to-make switches and time-delay switches.'} | Sensors: LDRs, thermistors, pressure sensors and PIR motion sensors | ScholaFly DT11-02 |
| Switches as inputs: choosing the right switch | ScholaFly DT11-03 | ||
| 6.4bOCR J310 | {'ref': '6.4b.i', 'text': 'light-emitting diodes (LED) to produce light'}; {'ref': '6.4b.ii', 'text': 'speakers and buzzers to produce sound'}; {'ref': '6.4b.iii', 'text': 'motors to produce motion.'} | Output components: lamps, LEDs, buzzers, speakers, sirens and bells | ScholaFly DT11-04 |
| 6.4cOCR J310 | Programmable components such as microcontrollers to embed functionality in products | Microcontrollers and other process components | ScholaFly DT11-06 |
| 7OCR J310 | Manufacturing processes and techniques - frame | Not in our plan yet | |
| 7.1OCR J310 | How can materials and processes be used to make iterative models? - frame | Not in our plan yet | |
| 7.1aOCR J310 | Making early models and toiles to support iterative designing | Modelling and prototyping to test design ideas | ScholaFly DT18-04 |
| 7.2OCR J310 | How can materials be manipulated and joined in different ways in a workshop environment when making final prototypes? - frame | Not in our plan yet | |
| 7.2aOCR J310 | Wastage processes for shaping prototypes | 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 | ||
| Pre-manufactured fixings and adhesives: screws, bolts, rivets, hinges and glues | ScholaFly DT20-07 | ||
| 7.3OCR J310 | How do designers and manufacturers ensure accuracy when making prototypes and products? - frame | Not in our plan yet | |
| 7.3aOCR J310 | {'ref': '7.3a.i', 'text': 'measuring and use of reference points, lines and surfaces'}; {'ref': '7.3a.ii', 'text': 'templates, jigs and/or patterns'}; {'ref': '7.3a.iii', 'text': 'working within tolerances'}; {'ref': '7.3a.iv', 'text': 'understanding efficient cutting and how to minimise waste.'} | 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 | ||
| 7.4OCR J310 | How do industry professionals use digital design tools when exploring and developing design ideas? - frame | Not in our plan yet | |
| 7.4aOCR J310 | Digital tools to present, model, design and manufacture: rapid prototyping, CAD, CAM, CAE | Digital tools for developing and sharing design ideas | ScholaFly DT09-04 |
| 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 | ||
| 7.5OCR J310 | How do processes vary when manufacturing products to different scales of production? - frame | Not in our plan yet | |
| 7.5aOCR J310 | {'ref': '7.5a.i', 'text': 'one-off, bespoke production'}; {'ref': '7.5a.ii', 'text': 'batch production'}; {'ref': '7.5a.iii', 'text': 'mass production'} | 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 | ||
| 7.5bOCR J310 | Manufacturing processes used for larger scales of production | Wastage: sawing, shearing, drilling, turning, milling and die cutting | ScholaFly DT20-02 |
| Turning on the lathe and using the milling machine | ScholaFly DT20-04 | ||
| Deforming and reforming: bending, forming, moulding and casting | ScholaFly DT20-05 | ||
| Computer-aided manufacture (CAM) and CNC machines | ScholaFly DT21-02 | ||
| Laser cutting, 3D printing and rapid prototyping | ScholaFly DT21-03 | ||
| Industrial processes for high-volume production | ScholaFly DT22-02 | ||
| 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 | ||
| 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 | ||
| Wasting metal: cutting, filing, drilling, grinding and milling | ScholaFly DT28-02 | ||
| Bending, pressing, forging and extruding metal | ScholaFly DT28-03 | ||
| Casting metal: sand, die and lost wax casting, and powder metallurgy | ScholaFly DT28-04 | ||
| 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 | ||
| Dyeing fabric: dyes, batik and commercial dyeing | ScholaFly DT32-01 | ||
| Printing and painting fabric: screen, roller, block and transfer printing | ScholaFly DT32-02 | ||
| 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 | ||
| Laser cutting and engraving polymers | ScholaFly DT37-02 | ||
| Enclosures and cases: material, form, strength and shaping | ScholaFly DT43-04 | ||
| Finishes for electronic and mechanical products | ScholaFly DT44-05 | ||
| 7.6OCR J310 | How do new and emerging technologies have an impact on production techniques and systems? - frame | Not in our plan yet | |
| 7.6aOCR J310 | Benefits and implications of new and emerging technologies in production, including economies of scale and disruptive technologies | New technology in industry: automation, robots and the workplace | ScholaFly DT05-03 |
| 8OCR J310 | Viability of design solutions - frame | Not in our plan yet | |
| 8.1OCR J310 | Cost and availability of specific materials and system components as factors in selection | Choosing materials: cost and availability | ScholaFly DT04-02 |
| 8.1aOCR J310 | Cost of specific materials and components: commercial viability, stakeholder needs and marketability | Choosing materials: cost and availability | ScholaFly DT04-02 |
| 8.1bOCR J310 | Calculating the quantities, cost and sizes of materials and components | Calculating material quantities and costs | ScholaFly DT02-04 |
| M1OCR J310 | Arithmetic and numerical computation - frame | Not in our plan yet | |
| M1aOCR J310 | Decimals and standard form, with units of measurement | Units, symbols and metric prefixes | ScholaFly DT01-01 |
| Decimals and standard form | ScholaFly DT01-02 | ||
| M1bOCR J310 | Ratios, including scaling drawings | Ratio and scale drawings | ScholaFly DT01-03 |
| Fractions and percentages: profit, waste and survey results | ScholaFly DT01-04 | ||
| M1cOCR J310 | Surface area and volume to find quantities of material, with tolerances | Area and circumference: rectangles, triangles and circles | ScholaFly DT02-02 |
| Surface area and volume: cuboids and cylinders | ScholaFly DT02-03 | ||
| M2OCR J310 | Handling data - frame | Not in our plan yet | |
| M2aOCR J310 | Presenting and interpreting data in frequency tables, pie charts and bar charts | Charts: frequency tables, bar charts, pie charts and histograms | ScholaFly DT01-05 |
| M3OCR J310 | Graphs - frame | Not in our plan yet | |
| M3aOCR J310 | Plotting, drawing and interpreting graphs | Plotting and reading graphs | ScholaFly DT01-06 |
| M3bOCR J310 | Translating information between graphs and numbers | Plotting and reading graphs | ScholaFly DT01-06 |
| M4OCR J310 | Geometry and trigonometry - frame | Not in our plan yet | |
| M4aOCR J310 | Angles in degrees: triangle properties, angle calculations, marking out angles, tessellation | Angles, triangles and tessellation | ScholaFly DT02-01 |
| M4bOCR J310 | Representing 3D objects in 2D, including isometric drawings | Visualising 3D forms and drawing them in 2D | ScholaFly DT10-01 |
| Isometric drawing: crating, ellipses and working from dimensions | ScholaFly DT10-02 | ||
| Third angle orthographic projection: views, hidden detail and centre lines | ScholaFly DT10-04 | ||
| M4cOCR J310 | Areas of triangles and rectangles | Area and circumference: rectangles, triangles and circles | ScholaFly DT02-02 |
| Surface area and volume: cuboids and cylinders | ScholaFly DT02-03 | ||
| M4dOCR J310 | Surface area and volume of cubes and cuboids | Area and circumference: rectangles, triangles and circles | ScholaFly DT02-02 |
| Surface area and volume: cuboids and cylinders | ScholaFly DT02-03 | ||
| S1OCR J310 | Use of scientific vocabulary, terminology and definitions - frame | Not in our plan yet | |
| S1aOCR J310 | Scientific quantities, units and symbols | Units, symbols and metric prefixes | ScholaFly DT01-01 |
| S1bOCR J310 | SI units, prefixes and powers of ten | Units, symbols and metric prefixes | ScholaFly DT01-01 |
| S1cOCR J310 | Metals and non-metals: differences in physical and chemical properties | Physical properties: metals, non-metals and the main material groups | ScholaFly DT03-01 |
| Properties of metals: conductivity, malleability, ductility and toughness | ScholaFly DT27-06 | ||
| S2OCR J310 | Lifecycle assessment and recycling (science requirement heading) | Recycling, reuse and disposal of materials | ScholaFly DT07-03 |
| Life cycle assessment (LCA) | ScholaFly DT07-06 | ||
| S2aOCR J310 | Principles of carrying out a life-cycle assessment | Life cycle assessment (LCA) | ScholaFly DT07-06 |
| S3OCR J310 | Using materials and system - frame | Not in our plan yet | |
| S3aOCR J310 | Corrosion and oxidisation: the conditions that cause them and the process | Corrosion and oxidisation: why metals rust and tarnish | ScholaFly DT27-05 |
| S3bOCR J310 | Composition, properties and uses of important alloys | Alloys: how mixing metals changes their properties | ScholaFly DT27-04 |
| S3cOCR J310 | Physical properties of materials and how they are chosen for their uses | 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 | ||
| S3dOCR J310 | Energy sources on Earth, how they are used, and renewable versus non-renewable | Energy sources: renewable and non-renewable | ScholaFly DT06-01 |
| S3eOCR J310 | Forces, and how levers and gears transmit and transform them | 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 | ||
| S3fOCR J310 | Electronic systems: current, resistance and potential difference, and designing circuits | 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 | ||
| Ohm's law and electrical power: V = IR and P = VI | ScholaFly DT38-01 | ||
| Series and parallel circuits | ScholaFly DT38-03 | ||
| Diodes and LEDs: one-way current and the current-limiting resistor | ScholaFly DT39-01 | ||
| Relays: switching a higher-voltage circuit | ScholaFly DT39-03 | ||