What is the Eduqas design and make task, and how do you respond to a WJEC contextual challenge?
The design and make task (Component 2): the structure and weighting of the NEA, the WJEC contextual challenges released on 1 June, how the task is assessed against the assessment objectives, and how to choose and interpret a challenge.
A focused answer to Eduqas GCSE Design and Technology (C600) on the design and make task (Component 2): the NEA structure and weighting, the WJEC contextual challenges, the assessment objectives, and how to interpret a challenge.
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What this dot point is asking
Eduqas C600 Component 2 is the design and make task, the non-exam assessment (NEA). You need to understand its structure and weighting, the WJEC contextual challenges released on 1 June, how it is assessed against the assessment objectives, and how to choose and interpret a challenge. This dot point sets up the NEA; the next three follow the design process through it.
What the NEA is
The NEA is where you evidence designing and making, while the written exam tests the underlying knowledge. It is internally assessed (marked by your centre) and externally moderated (checked by WJEC), so the standard is consistent across schools. The outcome is a portfolio plus a final prototype.
The contextual challenge
The challenge is open on purpose. A theme like "celebrations" could lead to packaging, a decoration, a serving product or a storage solution, depending on the need the student finds. This rewards genuine designing: investigating the context, spotting a real problem, and choosing a direction that suits the student's interests, skills and workshop. One challenge therefore produces many different, original outcomes.
The assessment objectives
The NEA is marked against the four assessment objectives, which span the whole design process:
- AO1: identify, investigate and outline design possibilities.
- AO2: design and make prototypes that are fit for purpose.
- AO3: analyse and evaluate (your work, others' work, and wider issues).
- AO4: demonstrate and apply knowledge and understanding of technical principles.
The NEA carries most of the AO1 and AO2 marks (investigating and making), with AO3 throughout (evaluating).
Try this
Q1. State the weighting of the Eduqas design and make task (Component 2). [1 mark]
- Cue. 100 marks, 50 percent of the GCSE.
Q2. Give one reason the contextual challenge is set as a broad context rather than a named product. [1 mark]
- Cue. So students investigate and identify their own need and user (testing real design skills and allowing varied outcomes).
Exam-style practice questions
Practice questions written in the style of WJEC Eduqas exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Eduqas C600 NEA (guidance)3 marksDescribe how the Eduqas design and make task (Component 2) is structured and how it is assessed.Show worked answer →
A 3-mark question: marks for the weighting, the nature of the task, and how it is assessed.
The design and make task is the non-exam assessment (NEA), worth 100 marks and 50 percent of the GCSE, taking around 35 hours. Students respond to one contextual challenge set by WJEC, working through identifying and investigating a need, designing, making a final prototype, and testing and evaluating it.
It is internally assessed by the centre and externally moderated by WJEC, and it produces a design portfolio plus a final made outcome. The portfolio evidences the whole design journey.
Markers reward: it is the NEA (50 percent, around 35 hours), based on a WJEC contextual challenge, internally assessed and externally moderated, producing a portfolio and prototype. Calling it an exam, or getting the weighting wrong, loses marks.
Eduqas C600 NEA (guidance)4 marksExplain why a contextual challenge is given as a broad context rather than a fixed product to make.Show worked answer →
A 4-mark Explain wants the purpose of an open context explained.
A contextual challenge is deliberately broad (for example "the home" or "celebrations") rather than naming a product, so that students must investigate the context themselves, identify a real need and user, and decide what to design. This rewards genuine designing.
It lets students choose a direction that suits their interests, skills and workshop, so a wide range of different, original outcomes can come from one challenge, and it tests the assessment objectives (identifying and investigating, designing, making, evaluating) rather than just making a set item.
Markers reward: the open context makes students investigate and identify their own problem and user (so it tests real design skills and AO1), and allows varied, original responses. Saying it is just to make it harder misses the design-process point.
Related dot points
- Investigating the context and user in the NEA: primary and secondary research, identifying the user and wider stakeholders, analysing existing products, and writing a design brief and a measurable specification that the project will be judged against.
A focused answer to Eduqas GCSE Design and Technology (C600) on investigating the context and user in the NEA: primary and secondary research, the user and stakeholders, product analysis, and writing a brief and measurable specification.
- Generating, developing and modelling ideas in the NEA: producing a range of design ideas, developing the best against the specification, using modelling and prototyping to test ideas, communicating with sketches, drawings and CAD, and planning manufacture.
A focused answer to Eduqas GCSE Design and Technology (C600) on generating, developing and modelling ideas in the NEA: producing a range of ideas, developing against the specification, modelling and prototyping, and planning manufacture.
- Making, testing and evaluating in the NEA: manufacturing a final prototype safely and accurately with suitable processes and finishes, testing against the specification and the user, and writing a final evaluation that judges fitness for purpose and suggests improvements.
A focused answer to Eduqas GCSE Design and Technology (C600) on making, testing and evaluating in the NEA: manufacturing a final prototype safely and accurately, testing against the specification and user, and writing a final evaluation.
- Investigating needs and writing a design brief and specification: identifying the primary user and wider stakeholders, primary and secondary research, analysing existing products, and writing measurable design and manufacturing specification criteria.
A focused answer to Eduqas GCSE Design and Technology (C600) on investigating needs and writing a brief and specification: primary and wider stakeholders, primary and secondary research, product analysis, and measurable specification criteria.
- Design strategies and the iterative design process: investigation, primary and secondary research, collaboration, user-centred design, avoiding design fixation, and the explore, create and evaluate cycle that develops a product through testing and feedback.
A focused answer to Eduqas GCSE Design and Technology (C600) on design strategies and the iterative design process: investigation, user-centred and collaborative design, avoiding design fixation, and the iterate-and-test cycle that improves a product.
Sources & how we know this
- WJEC Eduqas GCSE (9-1) Design and Technology (C600) specification — WJEC Eduqas (2017)