Syllabus 2023

Syllabus
Cambridge IGCSE™
Design & Technology 0445
Use this syllabus for exams in 2023.
Exams are available in the June and November series.
Version 2
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Contents
1 Why choose this syllabus? ..................................................................................................... 2
2 Syllabus overview .................................................................................................................... 5

Aims 5
Content overview 5
Assessment overview 6
Assessment objectives 7
3 Subject content .........................................................................................................................8

1 Common content: Product Design 8
2 Common content: Preparing your candidates for the project 11
3 Specialist option: Resistant Materials 13
4 Specialist option: Systems & Control 16
5 Specialist option: Graphic Products 22
4 Details of the assessment ................................................................................................... 26

Compulsory components 26
Specialist options 28
Project assessment for Component 2 Project 30
Command words 35
5 What else you need to know .............................................................................................. 36

Before you start 36
Making entries 37
After the exam 38
How students and teachers can use the grades 38
Grade descriptions 38
Changes to this syllabus for 2023 39
Important: Changes to this syllabus

For information about changes to this syllabus for 2023, go to page 39.
The latest syllabus is version 2, published April 2022. There are no significant changes which affect teaching.
Any textbooks endorsed to support the syllabus for examination from 2020 are still suitable for use with this
syllabus.
Cambridge IGCSE Design & Technology 0445 syllabus for 2023.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international qualification for 14 to 16 year olds, although it can be
taken by students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is taught by over 4800 schools in over 150 countries.
Cambridge IGCSE Design & Technology enables learners to identify, consider and solve problems through creative
thinking, planning and design, and by working with different media, materials and tools to produce a made product.
Learners gain technical and design awareness and develop skills such as initiative, resourcefulness, enquiry and
ingenuity. They also develop the communication skills central to the design process.
Cambridge IGCSE Design & Technology provides an ideal basis for further study and equips learners with technical
knowledge and practical designing and making skills for the world of work.
The syllabus is designed to accommodate a wide range of interests, materials and resources, and allows the
different skills of the teaching staff to be fully exploited.
Our programmes balance a thorough knowledge and understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Our approach encourages learners to be:
Cambridge
learner
‘The strength of Cambridge IGCSE qualifications is internationally recognised and has provided
an international pathway for our students to continue their studies around the world.’
Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
2 www.cambridgeinternational.org/igcse Back to contents page

Cambridge IGCSE Design & Technology 0445 syllabus for 2023. Why choose this syllabus?
International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge IGCSE
Design & Technology gives learners a solid foundation for further study. Candidates who achieve grades A* to C
are well prepared to follow a wide range of courses including Cambridge International AS & A Level Design &
Technology.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as evidence of
academic achievement. Many universities require a combination of Cambridge International AS & A Levels and
Cambridge IGCSEs or equivalent to meet their entry requirements.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to
the standard of the reformed GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
Learn more at www.cambridgeinternational.org/recognition
‘Cambridge IGCSE is one of the most sought-after and recognised qualifications in the world. It
is very popular in Egypt because it provides the perfect preparation for success at advanced level
programmes.’
Managing Director of British School in Egypt BSE
Back to contents page www.cambridgeinternational.org/igcse 3

Cambridge IGCSE Design & Technology 0445 syllabus for 2023. Why choose this syllabus?
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2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:

• develop creative thinking in areas relevant to design and technology
• apply problem-solving skills to practical and technological problems
• develop the communication skills central to design, realisation and evaluation
• gain knowledge and understanding of design and technology
• develop skills in research and investigation
• design and make products, taking into consideration sustainability and the wider impact on society
• develop the ability to make aesthetic, economic, ethical and technical value judgements.
Content overview
Common content – study all topics
Observe need/ Design brief/ Identification/ Generation of Selection/ Evaluation Implementation

requirement specification research possible ideas organisation and realisation
Health and Initiation and Communication Use of Design & Practical Environment Control
safety development of design ideas technology technology design and
of ideas, and in design and in society application sustainability
recording data making
Specialist option content – study topics from one specialist option
Resistant Types of Preparation of Setting, Shaping Joining and Finishing

Materials material materials measuring, assembly
OR marking out,
testing
Systems & Systems & Structures Mechanisms Electronics

Control Control Key
OR content
Graphic Formal Projections, Presenting and Materials and Use of Manufacture

Products drawing views and communicating modelling instruments of graphic
techniques developments information and/or ICT products
Cambridge Assessment International Education is an education organisation and politically neutral.

The contents of this syllabus, examination papers and associated materials do not endorse any political
view. We endeavour to treat all aspects of the exam process neutrally.

Cambridge IGCSE Design & Technology 0445 syllabus for 2023. Syllabus overview
Assessment overview
All candidates take three components. Candidates will be eligible for grades A* to G.
Candidates must take Paper 1 and Component 2 plus one from Paper 3, Paper 4 or Paper 5.
Compulsory components Optional components
All candidates take: All candidates take either:
Paper 1 1 hour 15 minutes Paper 3 1 hour

Product Design 25% Resistant Materials 25%
50 marks 50 marks
Questions will be based on the Common content: Questions will be based on the Specialist option:
Product Design Resistant Materials content and the Common
Answer one question content: Product Design
Written/drawing paper Section A: answer all questions
Externally assessed Section B: answer one question
Written paper
Externally assessed
and: or:
Component 2 Paper 4 1 hour

Project 50% Systems & Control 25%
100 marks 50 marks
School-based assessment Questions will be based on the Specialist option:
Internally assessed and externally moderated Systems & Control content and the Common
content: Product Design
Section A: answer all questions
Section B: answer one question
Written paper
Externally assessed
or:
Paper 5 1 hour
Graphic Products 25%
50 marks
Questions will be based on the Specialist option:
Graphic Products content and the Common
content: Product Design
Section A: answer all questions
Section B: answer one question
Written/drawing paper
Externally assessed
Information on availability is in the Before you start section.

Cambridge IGCSE Design & Technology 0445 syllabus for 2023. Syllabus overview
Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge and understanding

Recall, select and communicate knowledge and demonstrate understanding in design & technology, including its
wider effects.
AO2 Application
Apply knowledge, understanding and skills in a variety of contexts and in designing and making products.
AO3 Analysis and evaluation

Analyse and evaluate products, including their design and production.
Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %
AO1 Knowledge and understanding 30
AO2 Application 50
AO3 Analysis and evaluation 20
Total 100
Assessment objectives as a percentage of each component

Assessment objective Weighting in components %
Paper 1 Component 2 Paper 3, 4 or 5
AO1 Knowledge and 20 20 60

understanding
AO2 Application 60 60 20
AO3 Analysis and evaluation 20 20 20
Total 100 100 100

Cambridge IGCSE Design & Technology 0445 syllabus for 2023. Subject content
3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting topics, subject contexts, resources and examples to support
your learners’ study. These should be appropriate for the learners’ age, cultural background and learning context as
well as complying with your school policies and local legal requirements.
All candidates must study the Design & Technology Common content below. This Common content provides
foundation knowledge and skills for design & technology which are important to all areas of the subject. You may
wish to integrate this content with the specialist options throughout your teaching.
Candidates must study one of the three specialist options: either Resistant Materials, Systems & Control or
Graphic Products.
Teachers and candidates are encouraged to use CAD/CAM (computer-aided design / computer-aided
manufacturing) throughout the curriculum if they have access to the facilities.
1 Common content: Product Design

Candidates should be able to:
Observe need/requirement
• identify and describe needs and opportunities for design and technological improvements
Design brief/specification
• analyse and produce design specifications for problems which they, or others, have identified
Identification/research
• identify the constraints imposed by knowledge, resource availability and/or external sources which may
influence proposed solutions
• gather, order and assess information relevant to the solution of practical/technological problems
• produce and/or interpret data (e.g. diagrams, flow charts, graphs, experimental and test results)
Generation of possible ideas

• generate and record ideas as potential solutions to problems using a range of techniques
• identify what resources they need for solving practical/technological problems
• use a variety of media and equipment to produce models and mock-ups as a means of exploring a problem
and as a means of testing the feasibility of a solution
• recognise the need for continuous appraisal of their own progress, thinking and decision-making, in order to
provide themselves with opportunities for review
• relate self-appraisal judgements to the purpose of their study, in particular the specification which they set
themselves

1 Common content: Product Design continued

Selection/organisation
• select and develop a solution after consideration of time, cost, skill and resources
• organise and plan in detail the production of the selected solution
Evaluation
• evaluate existing products/systems, the work of others and their own work
• test the performance of the product/solution against the original specification
• use different methods and sources to assess the effectiveness of a product (e.g. sampling, questionnaires,
interviews)
• suggest any possible modification and improvements (consideration to include functional, safety, aesthetic,
ergonomic and economic factors)
Implementation and realisation

• show an awareness of correct procedures for the preparation of materials
• show an awareness of the correct and accurate methods of drawing, marking out and testing
• select appropriate processes for shaping, forming, cutting, joining, fitting, assembling and finishing a variety
of materials
Health and safety

• show an awareness of the correct use of hand and machine tools and equipment
• understand the need to take all mandatory and necessary safety precautions when using a variety of tools,
machines, materials and other resources
• understand the responsibilities of designers to ensure that products are safe to use
• understand the importance of personal safety and the safety of others when designing and making products
• recognise basic safety symbols used in the workshop
Initiation and development of ideas, and recording of data

• extract relevant information from sources, and interpret and record information and data
Communication of design ideas

• use technical vocabulary, number skills, colour, shading and other media to produce sketches, models,
diagrams, drawings and written materials, which communicate their ideas with precision and clarity
Use of technology in design and making

• research existing products (for example by using the internet)
• understand the benefits of CAD/CAM when designing and manufacturing one-off or batch production
• understand how CAD can be used to generate 2D and 3D images
• understand how CAD/CAM is used in industry
• be aware of a variety of machines that can be controlled by computer, including CNC machines:
miller/router/engraver, lathe, laser cutter
• have an awareness and understanding of how computers can enhance stock control and quality control
1 Common content: Product Design continued

Design & technology in society
• show awareness of the effect of design & technology activity on social, environmental and economic issues
• demonstrate awareness of the role of designers, artisans and technologists in industry and society
• take a range of human needs into account
Practical design application

• consider how existing products meet the needs of the users
• consider production manufacturing as: one-off, batch and mass production
• generate design proposals:
– identify the resources needed
– plan the stages of manufacture
– evaluate proposals against a specification
– understand the relevance of function and aesthetics (in terms of the appreciation of the use of line,
shape, form, proportion, space, colour and texture) as appropriate to their designed solutions and the
work of others
– understand the importance of anthropometrics and ergonomics
– use modelling to test proposals
Environment and sustainability

• recognise that different forms of energy sources exist, namely, fossil fuels, nuclear, renewable
• understand the difference between the finite and almost infinite nature of energy sources and how design
can help to conserve all energy sources
• use energy sources effectively and efficiently
• be aware of the responsibilities of designers towards sustainability of materials and other resources
• select materials based on environmental and sustainable considerations
• understand the need for recycling
• identify materials that can be recycled and those that cannot, including the use of recycling symbols on
products
• understand the importance of disassembly of products and the reuse of parts
• understand that products may be designed with a limited lifetime
Control
• identify the features of a control system in terms of input devices, processing elements, output devices,
feedback

2 Common content: Preparing your candidates for the project

This guidance shows what you should encourage all candidates to do when they work on Component 2 Project.
The project involves the Common content. Candidates may use knowledge and skills gained in their chosen
specialist option.

Identification of a need or opportunity with a brief analysis leading to a design brief
• explore several possible design needs or design opportunities
• identify and explore the needs of intended user/s
• develop one potential design need/opportunity
• present a full and clear design brief
Research into the design brief resulting in a specification

• complete research into aspects of the design brief
• consider needs of user/s
• analyse data/information generated
• produce a detailed and justified specification
Generation and exploration of design ideas

• identify and sketch a wide range of imaginative solutions which are conceptually different
• develop and clarify each solution with reference to the specification, using annotations
• explore technical aspects of each idea/part idea, e.g. possible materials and constructions
• evaluate ideas/part ideas regarding each specification point
Development of proposed solution

• clarify main features/aspects of proposed solution
• use modelling and trialling where appropriate to test aspects of the proposed solution
• specify details of form, materials and construction/production methods
• evaluate the proposed solutions regarding the specification points
Planning for production

• produce high-quality working drawings which include full details for manufacture
• produce a production plan which includes the stages of manufacture
• specify fittings and finishes, and provide a material list
Product realisation
• produce a product which demonstrates an ability to manipulate materials sensitively and use technologies
successfully
• complete and finish the product to a high standard

2 Common content: Preparing your candidates for the project continued

Testing and evaluation
• test the product (in the intended environment, where possible)
• make justified comments about the performance of the product regarding the expectation of the
specification points
• identify strengths and weaknesses of the product
• evaluate the project overall, making concluding comments about the successes and limitations of the
product
• identify proposals for further development of the product
Freehand or computer-generated sketches, drawings or illustrations should be clear and well presented.

3 Specialist option: Resistant Materials

Resistant Materials is one of three specialist options.
Resistant Materials aims to develop the skills which designers use within the context of materials and their
processing. Candidates need sufficient practical experience so they can get a broad understanding of materials,
processes and technology, in order to become competent in using resistant materials.
This practical experience should include:

• the general physical and working properties of common construction materials (plastics, woods and metals)
in relation to specific designing and making tasks
• simple comparative testing leading to the reasoned selection of materials and processes for specific design
and making tasks.
It is a good idea to teach the following content in a practical way, wherever possible, and to integrate it with the
Common content.

Types of material
• understand the physical and working properties of plastics, woods and metals and their applications
Smart and modern materials

• develop an awareness and understanding of ‘smart’ and modern materials, including: thermochromic
materials; polymorph; shape memory alloy (SMA); shape memory polymer (acrylic)
Plastics
• show a working knowledge of the following:
– thermoplastics (nylon, low and high density polyethylene [LDPE and HDPE],
polyethylene terephthalate [PET], polyvinyl chloride [PVC], acrylic [PMMA], polystyrene [PS],
polypropylene [PP], acrylonitrile-butadiene-styrene [ABS])
– thermosetting plastics (polyester resin including GRP, melamine formaldehyde [MF],
urea formaldehyde [UF] , phenol formaldehyde [PF] and epoxy resin)
Woods
• demonstrate a working knowledge of natural timbers and understand their classification, properties and uses
• understand why timber is seasoned and how to care for timber during storage and construction
• understand steaming and bending of timbers and have knowledge of adhesives’ curing times and strengths
• demonstrate a working knowledge of the following manufactured boards: plywood, blockboard, chipboard,
hardboard and MDF
• understand the advantages and disadvantages of working with manufactured boards compared with solid
wood

3 Specialist option: Resistant Materials continued

Metals
• demonstrate a working knowledge of the following metals:
– ferrous metals (cast iron, mild steel, stainless steel, high speed steel [HSS] and carbon steels)
– non-ferrous metals (aluminium, duralumin and other common casting alloys, copper and its alloys, zinc,
lead and tin)
• understand how the following processes can change the molecular structure of a material making it more or
less suitable for the task it has to perform:
– work hardening
– annealing all metals
– case hardening of mild steel
– hardening and tempering tool steel (HCS)
Composites
• show an understanding of the term composite and be aware of the practical applications for each of the
following composite materials:
– Kevlar®
– carbon fibre reinforced plastic (CFRP)
– glass reinforced plastic (GRP)
Preparation of materials
• show knowledge of available market forms, types and sizes
• understand methods of cutting by use of hacksaw, guillotine, tenon saw, cross-cut saw, panel saw and
portable power tools
• understand the use of datum surfaces/lines/edges and be able to produce them by planing or filing
• explain the preparation for machine processes and safe methods of securing materials to work surfaces,
work tables, faceplates, lathe chucks and between centres on a lathe
Setting, measuring, marking out, testing

• measure and/or mark out using rule, pencil, marking knife, marker pen, scriber, try square, bevel,
mitre square, centre square, dot/centre punch, dividers, inside/outside/odd-leg calipers, template,
marking/cutting/mortise gauge
• produce datum lines by surface plate and scribing block or calipers
• measure using a micrometer, vernier gauge and/or digital caliper

3 Specialist option: Resistant Materials continued

Shaping
(a) Deforming/reforming
• understand the following processes: bending, sand casting, die casting, lamination, vacuum forming,
blow moulding, injection moulding, extrusion, press forming
(b) Wastage/addition
• select and perform the following forms of cutting and removal of material, and joining and adding to a
material to produce the required shape, form or contour:
– use hand snips, saws, files, basic planes and abrasive cutters
– s imple hole boring by hand or machine including pilot, clearance, tapping, countersunk and
counterbored holes
– use taps and dies for screw cutting by hand
– use planes, chisels, gouges and rasps
– use abrasive mops, discs and belts
– use a centre lathe and wood turning lathe
– use portable power tools
Joining and assembly

• use various methods of fabrication and fitting to join parts of products, permanently or temporarily
• understand the processes of soldering, brazing, welding, riveting/pop riveting
• understand methods of carcase, stool and frame construction using permanent and temporary joints
• use holding devices, formers and jigs (for sawing, drilling and bending) to assist joining and assembly
• understand the use of knock-down (KD) fittings for use with manufactured boards such as chipboard,
including one-piece and two-piece corner blocks, scan fittings, cam lock and leg fastenings
• understand where to use a wide range of pre-manufactured components, including screws, nails, nuts, bolts,
hinges and catches
• understand how sizes of screws, nails, nuts and bolts are specified
• be aware of a range of different adhesives to join a variety of materials and any special considerations
related to preparation, application, drying times and health and safety
Finishing
• understand the preparation for and application of surface treatments
• be aware of a range of different finishes including oils, paints, lacquers, stains, satin polishes, dipcoating
• be aware of surface finishes available for both interior and exterior use
• be aware of the special finishes available that will prevent corrosion or stains, or withstand heat or liquids
• understand the term self-finishing and the processes by which some materials are self-finished
• understand the process of electroplating and anodising

4 Specialist option: Systems & Control

Systems & Control is one of three specialist options.
Systems & Control aims to develop the skills and knowledge used by designers within the context of:
• Structures
• Mechanisms
• Electronics.
Systems & Control candidates must study the Systems & Control Key content.
In addition, one of these should be studied in depth – Structures, Mechanisms or Electronics.
Common content. It is also recommended that teaching of Structures, Mechanisms or Electronics is integrated
with the Systems and Control Key content – especially where topics are continued, e.g. Levers are a topic in the
Key content and in Mechanisms.
Compulsory for this specialist option:

4.1 Systems & Control – Key content
Types of structure
• identify and classify both natural and man-made structures as they occur in everyday life
Materials
• describe, compare and contrast the properties of the following structural materials when used in the
construction of beams, frames, arches and cables:
– woods, metals, concrete, plastics and composites
Framed structures
• recognise frames in use and identify the use of triangulation to establish rigidity
Applied loads and reactions

• understand what is meant by the following terms and their relationship to structural design: tension,
compression, shear, bending, torsion and static load (simple examples only)
Levers
• identify and sketch simple examples of first, second and third order levers, and associated linkages
Transmission of motion
• list the factors influencing the choice of spur gears for practical applications and know when to select this
type of gear mechanism

4.1 Systems & Control – Key content continued

Friction and lubrication
• recognise the need to reduce friction between two surfaces by design, and describe the types of lubrication,
and other methods of reducing friction for different situations
Conversion of motion
• recognise and give examples of the following types of motion: rotary, linear, reciprocating and oscillating
Basic concepts of electronics

• use correct symbols and conventions when drawing circuit diagrams (see Electrical and electronic symbols
list on our website at www.cambridgeinternational.org/0445)
• demonstrate understanding of the terms series and parallel for connecting components in a circuit
• identify and compare conductivity and insulation when selecting materials
• understand and apply units used to measure current, voltage, resistance and capacitance, including multiple
and sub-multiple units
Switches
• understand the action and application of the following common switches:
– toggle, push button (PTM/PTB), micro, reed

Choose one section for this specialist option from:

• 4.2 Systems & Control – Structures
• 4.3 Systems & Control – Mechanisms
• 4.4 Systems & Control – Electronics
4.2 Systems & Control – Structures

Designing and making
• design and make working models and products, applying concepts, knowledge and skills gained through
practical experience of using resistant materials, components and kits
• design, make and evaluate a static structure
Moments (turning forces)

• define a moment as force × distance (Nm)
• demonstrate an understanding of the use of moments in simple calculations relating to the loading of beams
and levers
Basic concepts of structures and forces

• understand the design and construction of structures which withstand stress and take stationary and moving
loads
Types of structural member

• draw, describe and identify various types of member such as beam, strut and tie
Nature of structural members

• understand how length, shape of cross-section and material selection affects performance
Joints in structures
• select and use methods of joining materials of solid and hollow cross-section
• select and use different methods of reinforcing such as gussets, ribs, braces and laminating
Applied loads and reactions

• apply the concept of equilibrium as a result of applied load and reaction
Forces
force
• understand Stress =
cross-sectional area
change in length
• understand Strain =
original length
• understand the term Factor of Safety and its importance to structural design

OR
4.3 Systems & Control – Mechanisms
Basic concepts of mechanisms
• explain and use the following terms: load, effort, fulcrum, mechanical advantage, velocity ratio and efficiency
Levers
• use the principle of levers to design and make a simple machine
Transmission of motion
• list the factors influencing the choice of the following mechanisms for practical applications and know when
to select each:
– gears:
○ bevel, worm, rack and pinion
– belts and pulleys:
○ flat, toothed, round and vee belts and pulleys
○ sprockets and chains
○ standard systems to maintain tension in drive belts and chains
• calculate simple gear ratios and transmission speed
• determine the Mechanical Advantage (MA), Velocity Ratio (VR), efficiency and rotational direction for the
following:
– wheel and axle, screw jack, compound pulley and gear arrangements
Bearings
• compare and contrast the use of plain, roller and ball bearings, and give reasons for their suitability for
specific operational conditions
Conversion of motion
• understand the terms crank, cam, follower, dwell, stroke, screw thread, pitch
• compare and select from the following mechanisms for converting motion from one type to another:
– crankshafts, crank/slider mechanisms, rack and pinion, ratchet and pawl, eccentrics, simple cams and
screw threads

OR
4.4 Systems & Control – Electronics
Basic concepts of electronics
• understand the relationship between current, voltage and resistance (Ohm’s Law) and use this to calculate
the value of a current limiting resistor
• use ammeters, voltmeters and multimeters to measure current, voltage and resistance
• perform simple power calculations using P = VI
Circuit building techniques

• design and construct printed circuit boards (PCBs)
• make use of:
– soldering, other methods of connection, appropriate tools
• know and apply health and safety measures for circuit building
Switches
• understand the terms normally closed (NC), normally open (NO), single pole single throw (SPST) and double
pole double throw (DPDT) in relation to switches and relays
• use relays to switch higher voltage circuits for motors, solenoids, etc.
• construct and draw circuits which use a two pole change-over relay to give motor reverse control and
latched (memorised) switching
Resistors
• make use of the resistor colour code to determine the value and tolerance of a resistor and to select the
nearest suitable value
• draw circuit diagrams and perform calculations for resistors in series and parallel
• understand the term potential divider and perform calculations to determine values of resistance and
voltage in potential divider circuits
Transistors
• describe the operation of transistors in terms of a small current entering the base being amplified to produce
a larger collector/emitter current
• know when to use NPN bipolar transistors as switches in circuits
Diodes
• understand the use of a diode as a one way conductor, and its use in a relay circuit to protect against back
emf (electromotive force)
• use LEDs (light emitting diodes) in circuits and be able to calculate the value of a suitable current limiting
resistor to protect LEDs
• understand the function of 7 segment displays

4.4 Systems & Control – Electronics continued

Transducers
• understand the use of the following transducers: LDR (light dependent resistor), thermistor
Capacitors
• understand the differences between, and applications for, polarised and non-polarised capacitors
Time delay circuits

• construct and draw circuit diagrams for time delay circuits (monostable and astable) using the 555 timer
integrated circuit (IC)
• understand the use of programmable integrated circuits such as PIC ICs (programmable interface controllers)
for time delays
• calculate time delays from a given formula
Logic gates
• understand the use of logic gates (AND, OR, NAND, NOR, NOT) and truth tables for simple logic control
systems
• demonstrate knowledge of 4000 series ICs
• use an operational amplifier (OP AMP) to compare voltages
• give examples of the use of logic control systems in everyday life, e.g. heating control, traffic lights,
environmental control in a greenhouse, etc.

5 Specialist option: Graphic Products

Graphic Products is one of three specialist options.
Graphic Products aims to develop the skills that designers use within the context of their design activities in
the design studio. It also aims to develop an awareness of the importance of communication and modelling
techniques concerned with promotion and illustration of ideas and their interrelationship with all stages in
commercial manufacture and promotion. You should refer to the role that graphic products have in one or more
of the following or similar areas:
• packaging • transport
• promotional design • architectural modelling
• display • corporate identity
• product design • interior design.
• manuals
Common content.

Formal drawing
• demonstrate a working knowledge of appropriate British Standards, including the dimensioning of drawings
and drawing to recommended scales
Orthographic projection
• identify and use both first and third angle orthographic projection
Isometric
• understand and draw isometric views, including views of circles, arcs and other curves (isometric scale is not
required)
Planometric
• understand and draw planometric views at 45° × 45° and 60° × 30°, including circles and arcs (scaling is not
required)
Estimated one-point and two-point perspective

• understand and draw estimated perspective, using one-point and two-point starts and perspective grids
Sectional views
• select the most suitable section and draw whole, part, revolved and removed sections

5 Specialist option: Graphic Products continued

Exploded views
• draw exploded views of component parts along one axis only
Assembly drawings
• assemble given component parts into a single drawing, including parts lists
Freehand drawings
• use freehand drawing to communicate ideas, thoughts and information from written, visual and tabular
data, presenting these ideas in pictorial, plane or orthographic mode
Use of appropriate and relevant geometrical constructions to determine basic shapes

• construct regular and irregular plane linear shapes, including triangles, quadrilaterals, pentagons, hexagons
and octagons, and bisect, sub-divide and proportionally divide lines; construct circles, tangents and
tangential arcs
Developments (nets)
• construct developments of cubes, prisms, cylinders and cones, including simple truncations
Ellipses
• construct ellipses by any accurate method, including the use of a trammel
Enlarging and reducing

• use graphical methods to enlarge/reduce a shape to fit within a given size or location
• apply one-point perspective to enlarge/reduce a shape
• use a graphical method to enlarge/reduce a line to a given scale or ratio
Use of instruments
• use instruments to produce graphical representations
Use of drafting aids

• use drawing aids including technical pens, flow chart templates, lettering and other stencils, radius aids and
flexicurves
Layout and planning

• select the most suitable layout to achieve visual impact and to convey information


Presentation
• demonstrate the following range of techniques:
– thin and thick line
– light and shade to show form and mass
– textural representations to illustrate a range of materials
– colour rendering using a range of materials and aids
• select the most relevant method to present information for a particular purpose
• demonstrate the different modes of drawing diagrams and lettering necessary for the communication of
information according to content, purpose and user
• demonstrate an awareness of varied lettering effects produced by the use of:
– different lettering styles
– different letter spacing
– dry transfer methods
– stencils
– computer-generated lettering
Data graphics
• produce line, pie, bar and flow charts/graphs from data provided
• produce sequence drawings from data provided
• show an understanding of the range and purpose of standardised signs and symbols
Reprographics
• have a knowledge of commercial printing methods such as gravure, screen printing and lithography
Materials and modelling

• use modelling to scale
• have a knowledge of the following materials: paper, card, corrugated card and plastic,
Styrofoam and foam board, thin plastic sheet, self-adhesive vinyl, polymorph, shape memory alloy (SMA)
and thermochromics
• produce a scale drawing to enable a visual model to be made
• recognise and select methods of making temporary and permanent joints in graphic products using
adhesives
• recognise and use non-permanent joining methods including slots, arrow-tabs and flaps
• recognise the use of reinforcing, fold-over locking flaps and lock rudder flaps used in packaging and display


ICT
• understand and demonstrate awareness of the use of a computer to research shapes, images and letter fonts
• understand and demonstrate awareness that digital images can be captured and stored on a computer
• understand and demonstrate awareness of the use of a computer to alter the size and area of suitable
shapes, images and letters for application to a graphical product
• understand and demonstrate awareness of the use of a computer to aid drawing (CAD) and a computer to
aid manufacturing (CAM)
• understand and demonstrate awareness that a range of computer output devices can be used to give hard
copy or a cut profile suitable for application to a graphic product
Manufacture of graphic products

• use hand tools safely and correctly to produce prototype graphic products
• understand the processes of vacuum forming and blow moulding to create blister packaging
• understand the commercial processes used to cut, crease and shape materials for quantity manufacture of
graphic products

Cambridge IGCSE Design & Technology 0445 syllabus for 2023. Details of the assessment
4 Details of the assessment
Candidates take three components: Paper 1 Product Design and Component 2 Project plus one specialist option,
Paper 3, Paper 4 or Paper 5.
All papers assess the Common content for Design & Technology. Papers 3, 4 and 5 also assess the content for the
selected specialist option.
Compulsory components
Paper 1 Product Design
Written/drawing paper, externally assessed, 1 hour 15 minutes, 50 marks
All candidates take this paper. Paper 1 tests the Common content: Product Design. However, candidates also need
to make use of their knowledge of the specialist option they have chosen.
Candidates answer one of three questions which assess their design understanding and abilities.
The range of questions will reflect the breadth of optional content, with one question primarily focusing on
Resistant Materials, one on Systems & Control and one on Graphic Products. Candidates may answer any of the
questions, irrespective of the specialist option they have studied.
Candidates answer Paper 1 on pre-printed A3 insert sheets which set out specific space for each part of the
question.
Candidates may use a calculator in the examination.
Drawing equipment
All candidates taking this paper should have access to the required drawing equipment in the examination:
Optional equipment: Required equipment:

• A3 drawing board and tee square • 300 mm rule
(or parallel drafting device) • drafting pencils
• 30°/60° and 45° set squares • coloured pencils
• 180° protractor • eraser.
• pencil compass

Component 2 Project
School-based assessment, internally assessed, externally moderated, 100 marks
All candidates take this component. Component 2 Project forms a significant part of the teaching and assessment
requirements of this syllabus. Candidates usually work on their project over the final two terms of the course.
Guidance on preparing your candidates for their project is given in section 3 Subject content, under part 2 Common
content: preparing your candidates for the project.
You must mark your candidates’ project work and submit all marks and a sample of the marked folders for
moderation. The mark scheme is given in ‘Project assessment for Component 2 Project’ at the end of this section.
Each candidate must complete an individual project. Candidates should produce a folder of work and a made
product. The made product itself is not to be submitted unless it is a 2-dimensional (2D) graphic product. All
relevant work should be presented in hard copy as an A3-size folder.
The project area is decided by the candidate with advice, as appropriate, from you as their teacher. Cambridge
does not prescribe or recommend project areas. The project could focus on the specialist option the candidate has
chosen; this approach will allow candidates to further their experience, knowledge and skills in their chosen option.
The open nature of design & technology means that a candidate might want to pursue a focus which will involve
knowledge, materials and skills from any of the options; this is permissible.
Candidates are encouraged to make full use of the wide range of ICT available in schools for design work. Freehand
sketches and hand drawn technical drawings and computer-aided design (CAD) generated drawings are acceptable
in the A3 submission folder.
It is important that candidates have the opportunity to access the facilities needed to realise their products.
Although many schools will have access to traditional workshop facilities, ICT has increasingly developed to bring
computer-aided manufacturing (CAM) into the school workshop. Candidates are encouraged to make full use of
this type of equipment, where available, which may include laser cutters, 3-dimensional (3D) printers, and other
computer controlled machines and programs. It is important to balance ICT controlled production with hand
crafting techniques so that candidates gain experience across all methods of production.
If candidates have chosen the Graphic Products option, their made product could be in 2D or 3D form. If it is 2D,
the folder will contain all the preliminary design work and the made product. If the graphic product is 3D, the folder
will contain all the preliminary design work and photographs of the made product – 3D made products are not to
be submitted for moderation. It is essential that ‘camera ready’ prints/images which are part of a graphic product
should be included in the folder, and if the scale is appropriate, developments/nets should be included.
In the case of architectural design, the made product should be a well-constructed architectural 3D model, which
should then be evaluated for its quality and effectiveness as a model. Models are not appropriate as made products
in other specialist options. For example, it is inappropriate to produce paper/card models as the final outcome for
products that should be manufactured using resistant materials. Candidates must create a product that can be
properly tested and evaluated in the environment it is intended for.
All folders must include sufficient photographs of the made product, showing an overall view together with
detailed views of evidence which support the award of marks for project assessment criterion 6 ‘Product
realisation’.
Further guidance for teachers on this component is available in the Coursework Handbook for this syllabus, and
in our online Coursework Training Programme. Please see our School Support Hub at
www.cambridgeinternational.org/support

Supervising coursework
A general discussion on the progress of coursework is a natural part of the teacher–candidate relationship, as it is
for other parts of the course. If plans and first drafts are completed under teacher supervision, you can be sure of
the authenticity of the final coursework.
Coursework must be a candidate’s own, unaided work.
For further information about supervising coursework, see the Cambridge Handbook for the relevant year of
assessment at www.cambridgeinternational.org/eoguide
Authenticity
It is the centre’s responsibility to make sure all assessed work is the candidate’s original work. Candidates must not
submit someone else’s work as their own, or use material produced by someone else without citing and referencing
it properly. You should make candidates aware of the academic conventions governing quotation and reference to
the work of others, and teach candidates how to use them.
A candidate taking someone else’s work or ideas and passing them off as his or her own is an example of
plagiarism. It is your responsibility as a teacher to prevent plagiarism from happening and to detect it if it does
happen. For more information, search for ‘Preventing plagiarism – guidance for teachers’ on our website at
www.cambridgeinternational.org/teachingandassessment
Specialist options
Candidates take one of the three specialist optional papers (Paper 3, Paper 4 or Paper 5). Each of these papers
tests knowledge of the Common content for the syllabus as well as the specialist option content. Each paper has a
Section A and a Section B. Section A consists of compulsory questions. Section B gives a choice of questions.
Paper 3: Resistant Materials

Written paper, externally assessed, 1 hour, 50 marks
Paper 3 assesses the Specialist option: Resistant Materials content as well as the Common content: Product Design.
Section A contains 10 compulsory questions, worth 25 marks. In Section B candidates choose one out of three
questions, each worth 25 marks. Resistant Materials content and Common content may be assessed in either
section of the examination paper.
Paper 4: Systems & Control

Written paper, externally assessed, 1 hour, 50 marks
Paper 4 assesses the Specialist option: Systems & Control content as well as the Common content: Product Design.
This specialist option is built on three focus areas: Structures, Mechanisms and Electronics. Subject content for
Systems & Control is divided into:
• Key content, drawn from across the three focus areas, which will be assessed throughout Paper 4
• In-depth focus areas (Structures, Mechanisms, Electronics) which will be assessed in Section B of Paper 4.

Candidates study one of these focus areas in depth, alongside the Key content which all Systems & Control
candidates should study.
Section A contains a maximum of 12 compulsory questions, worth 25 marks, which assess the Systems & Control
Key content.
In Section B candidates choose one out of three questions, each worth 25 marks. Candidates should choose the
question on the area they have studied in depth: Structures, Mechanisms or Electronics.
Systems & Control Key content and Common content may be assessed in either section of the examination paper.
An Electrical and electronic symbols list for Paper 4 Systems & Control is available at
www.cambridgeinternational.org/0445
Paper 5: Graphic Products

Written/drawing paper, externally assessed, 1 hour, 50 marks
Paper 5 assesses the Specialist option: Graphic Products content as well as the Common content: Product Design.
Section A contains three compulsory questions, worth 25 marks. In Section B candidates choose one of two
questions, each worth 25 marks. Graphic Products content and Common content may be assessed in either section
of the examination paper.
Candidates answer Paper 5 on pre-printed A3 insert sheets which set out specific space for each part question.
Standard drawing equipment

All candidates taking this option should have access to the following basic drawing equipment in the examination:
• A3 drawing board and tee square • 300 mm rule
(or parallel drafting device) • drafting pencils
• 30°/60° and 45° set squares • coloured pencils
• 180° protractor • eraser.
• pencil compass
Candidates may also use other drafting aids as listed in the Subject content for Graphic Products under the heading
‘Use of drafting aids’.

Project assessment for Component 2 Project

Marking the project
Your marking of the project should be positive, rewarding achievement where possible but clearly differentiating
across the whole range of marks available.
In approaching the assessment process, you should look at the work and then make a ‘best fit’ judgement as
to which level statement it fits. In practice the work does not always match one level statement precisely so a
judgement may need to be made between two or more level statements.
Once a ‘best fit’ level statement has been identified the following guide should be used to decide on a specific
mark:
• Where the candidate’s work convincingly meets the level statement, the highest mark should be awarded.
• Where the candidate’s work adequately meets the level statement, the most appropriate mark in the middle
of the range should be awarded.
• Where the candidate’s work just meets the level statement, the lowest mark should be awarded.
Recording and submitting candidates’ marks and folders

Please refer to the samples database at www.cambridgeinternational.org/samples for information, dates and
methods of submission of candidates’ marks and work.
You should record candidates’ marks for Component 2 on the Individual Candidate Record Card and the
Coursework Assessment Summary Form which you should download each year from the samples database at
www.cambridgeinternational.org/samples. The database will ask you for your country/territory and the syllabus
code (i.e. 0445) after which it will take you to the correct forms. Follow the instructions on the form to complete it.
The marks on these forms must be identical to the marks you submit to Cambridge International.
Project mark scheme

All three assessment objectives are tested in each of the seven marking criteria.
Criterion 1: Identification of a need or opportunity with an analysis leading to a design brief

Level Description Marks
Level 3 Comprehensive investigation and full analysis of the design need, the identification 4–5
of the intended user/s and a clear and full design brief.
Level 2 Relevant investigation with appropriate analysis of the design need, the 2–3
identification of the intended user/s and a functional design brief.
Level 1 Limited investigation with an attempt at some analysis of the design need which 1
results in a simple and unqualified design brief.
Level 0 No creditable response. 0

Criterion 2: Research into the design brief resulting in a specification

Level 3 Full and objective research into the design brief and intended user/s with thorough 7–10
analysis of the data/information leading to a detailed and justified specification for
the product.
Level 2 Relevant research into the design brief and intended user/s with appropriate 4–6
analysis of the data/information leading to a clear and partly justified specification
for the product.
Level 1 Minimal examination and research into the design brief and intended user/s 1–3
resulting in a limited specification for the product.
Criterion 3: Generation and exploration of design ideas

Level 4 A wide range of imaginative solutions which are conceptually different. Ideas are 16–20
developed and clarified with reference to the specification.
Appropriate drawing techniques are used and are clear and well presented.
Detailed and concise annotations explore technical aspects of each idea including
consideration of possible materials and constructions.
Ideas are evaluated with clear reference to each specification point.
Level 3 A range of imaginative solutions which are conceptually different. Main ideas are 11–15
developed and clarified with reference to the specification.
Appropriate drawing techniques used with annotations to explore most of the
technical aspects including consideration of possible materials and constructions.
Ideas are evaluated with some reference to the specification points.
Level 2 A limited range of solutions. Some ideas are clarified with reference to the 6–10
specification.
Use of appropriate drawing techniques with limited annotations to explore some
aspects of each idea.
Main ideas are evaluated with some reference to the specification points.
Level 1 A narrow range of ideas with a tendency to focus on one or two ideas with little or 1–5
no reference to the specification.
Basic sketching skills used.
Little or no reference to the evaluation of ideas.

Criterion 4: Development of proposed solution

Level 3 Comprehensive evidence of modelling and trialling to assist decisions about form, 11–15
materials, fixings and construction/production methods.
Excellent use of appropriate drawing methods which assist the clarification of the
technical specification of the item to be manufactured.
Evidence of evaluative comments or references to the specification where
appropriate.
Level 2 Adequate evidence of modelling and trialling or sketches with annotations to assist 6–10
decisions about form, materials, fixings and construction/production methods.
Good use of appropriate drawing methods which assist the clarification of the
technical specification of the item to be manufactured.
Evidence of some evaluative comments or references to the specification.
Level 1 Some evidence of development towards a single solution. 1–5
Superficial or limited information on decisions about form, materials, fixings and
construction/production methods.
Basic use of various drawing methods which assist the clarification of the technical
specification of the item to be manufactured.
Limited or no reference to the specification.
Criterion 5: Planning for production

Level 3 High-quality working drawings which include full details for manufacture. 7–10
Clear and detailed evidence of production planning leading to a logical, clearly
communicated, sequence of the stages of manufacture including material lists,
fittings and finishes.
Level 2 Working drawings which include most details for manufacture, e.g. overall layout 4–6
and major dimensions.
Adequate evidence of production planning leading to a logical sequence of the
stages of manufacture including most of the details required for material lists,
fittings and finishes.
Level 1 Basic working drawings which may include some details for manufacture, 1–3
e.g. overall layout and major dimensions.
Limited evidence of production planning. Some of the details required for material
lists, fittings and finishes.

Criterion 6: Product realisation

Level 6 The product will be complete and finished to a very high standard. The overall 26–30
outcome will be made with precision and accuracy, and will function well.
The product will fully meet all the requirements of the specification.
Level 5 The product will be complete and finished to a high standard. The overall outcome 21–25
will be well made, and will function well, but may have some parts with minor
inaccuracies and blemishes.
The product will meet most of the requirements of the specification.
Level 4 The product will be complete and finished to a good standard. The overall outcome 16–20
will be well made, and will function well, but may contain some inaccuracies and
blemishes.
The product will meet many of the requirements of the specification.
Level 3 The product will be mainly complete and finished to a fair standard. The overall 11–15
outcome will be adequately made, and will partially function, but may contain
significant inaccuracies and blemishes.
The product will meet some of the requirements of the specification.
Level 2 The product may not be complete. The overall outcome will be adequately made 6–10
and will partially function, but may contain significant mistakes, inaccuracies and/
or blemishes.
The product will meet a few of the requirements of the specification.
Level 1 The product will not be complete with parts at a poor level of finish. The overall 1–5
outcome will be basic and it may not function as intended. The work will contain
significant mistakes, inaccuracies and blemishes.
The product will meet few or none of the requirements of the specification.
Criterion 7: Testing and evaluation

Level 3 Objective testing and evaluation of the product with systematic reference to its 7–10
performance, the specification and user. Where appropriate, testing will be carried
out in the environment for which the product was intended.
Clear identification and analysis of strengths and weaknesses of the product
leading to detailed and meaningful conclusions with proposals for further
development.
Level 2 Adequate testing and evaluation of the product with some reference to its 4–6
performance, the specification and user.
Identification of simple strengths and weaknesses of the product leading to some
conclusions with proposals for further development.
Level 1 Little or no evidence of the testing and evaluation of the product with general 1–3
reference to its performance. Little or no reference to the specification and user.
Superficial identification of a limited number of strengths and weaknesses of the
product leading to limited proposals for further development.

Internal moderation
If more than one teacher in your centre is marking internal assessments, you must make arrangements to
moderate or standardise your teachers’ marking so that all candidates are assessed to a common standard.
You can find further information on the process of internal moderation on the samples database at
www.cambridgeinternational.org/samples
You should record the internally moderated marks for all candidates on the Coursework Assessment Summary Form
and submit these marks to Cambridge International according to the instructions set out in the Cambridge Handbook.
External moderation
Cambridge International will externally moderate all internally assessed components.
• You must submit the marks of all candidates to Cambridge International.
• You must also submit the marked work of a sample of candidates to Cambridge International.
The sample you submit to Cambridge International should include examples of the marking of each teacher. The
samples database at www.cambridgeinternational.org/samples explains how the sample will be selected.
The samples database also provides details of how to submit the marks and work.
External moderators will produce a short report for each centre with feedback on your application of the mark
scheme and administration of the assessment.

Command words
Command words and their meanings help candidates know what is expected from them in the exams. The table
below includes command words used in the assessment for this syllabus. The use of the command word will relate
to the subject context.
Command word What it means
Analyse examine in detail to show meaning, identify elements and the relationship between them
Calculate work out from given facts, figures or information
Compare identify/comment on similarities and/or differences
Contrast identify/comment on differences
Define give precise meaning
Describe state the points of a topic / give characteristics and main features
Develop take forward to a more advanced stage or build upon given information
Discuss write about issue(s) or topic(s) in depth in a structured way
Evaluate judge or calculate the quality, importance, amount, or value of something
Explain set out purposes or reasons / make the relationships between things evident / provide why
and/or how and support with relevant evidence
Give produce an answer from a given source or recall/memory
Identify name/select/recognise
Justify support a case with evidence/argument
Outline set out main points
Sketch make a simple freehand drawing showing the key features, taking care over proportions
State express in clear terms
Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start

Previous study
We do not expect learners starting this course to have previously studied design & technology.
Guided learning hours

We design Cambridge IGCSE syllabuses based on learners having about 130 guided learning hours for each subject
during the course but this is for guidance only. The number of hours a learner needs to achieve the qualification
may vary according to local practice and their previous experience of the subject.
Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates cannot enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. The
only exceptions are:
• Cambridge IGCSE (9–1) Design & Technology (0979)
• Cambridge O Level Design & Technology (6043)
• Cambridge O Level CDT: Design & Communication (7048)
• syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools to
offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a range of
different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

Cambridge IGCSE Design & Technology 0445 syllabus for 2023. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as administrative
zones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the support
they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases
of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes and carrying forward marks

Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/entries
Candidates cannot resubmit, in whole or in part, coursework from a previous series. To confirm if an option is
available to carry forward marks for this syllabus, refer to the Cambridge Guide to Making Entries for the relevant
series. Regulations for carrying forward internally assessed marks can be found in the Cambridge Handbook for the
relevant year at www.cambridgeinternational.org/eoguide
Equality and inclusion

We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment
materials. In our effort to comply with the UK Equality Act (2010) we have taken all reasonable steps to avoid any
direct and indirect discrimination.
The standard assessment arrangements may present barriers for candidates with impairments. Where a candidate
is eligible, we may be able to make arrangements to enable that candidate to access assessments and receive
recognition of their attainment. We do not agree access arrangements if they give candidates an unfair advantage
over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Information on access arrangements is in the Cambridge Handbook at www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).
How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus, to the levels described in the grade descriptions.
• to show likely future success
The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
– help students choose the most suitable course or career.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge IGCSE Design & Technology will be published after the first assessment of the
syllabus in 2020. Find more information at www.cambridgeinternational.org/0445

Changes to this syllabus for 2023

The syllabus has been updated. This is version 2, published April 2022.
There are no significant changes which affect teaching.
You must read the whole syllabus before planning your teaching programme.
Changes to version 2 of the syllabus, published April 2022
Changes to assessment • Project mark scheme Criterion 5 has been updated. The marks awarded for
(including changes to Level 1 are now 1–3. Please see page 32 for details.
specimen papers)
Other changes • The Individual Candidate Record Card (ICRC) has been updated to give
more guidance to teachers on the type of comments to write. It gives
examples of teacher comments to support the marks awarded. The ICRC
should be downloaded from www.cambridgeinternational.org/samples
Changes to version 1 of the syllabus, published September 2020
Changes to assessment • For Paper 1 Product Design, we have clarified the wording for the drawing
(including changes to equipment (see page 26).
specimen papers)
Any textbooks endorsed to support the syllabus for examination from 2020 are still suitable for use
with this syllabus.

‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their horizons
through a global perspective and develop a lasting passion for learning.’
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
Cambridge Assessment International Education

The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
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Copyright © UCLES September 2020

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Syllabus

‘We think the Cambridge curriculum is superb preparation for university.’

Copyright © UCLES September 2020

1 Why choose this syllabus? ..................................................................................................... 2

2 Syllabus overview .................................................................................................................... 5

3 Subject content .........................................................................................................................8

4 Details of the assessment ................................................................................................... 26

5 What else you need to know .............................................................................................. 36

Important: Changes to this syllabus

1 Why choose this syllabus?

Our approach encourages learners to be:

2 www.cambridgeinternational.org/igcse Back to contents page

International recognition and acceptance

Learn more at www.cambridgeinternational.org/recognition

Managing Director of British School in Egypt BSE

Back to contents page www.cambridgeinternational.org/igcse 3

Find out more at www.cambridgeinternational.org/support

Planning and preparation Teaching and assessment

• Cambridge Professional Development Qualifications

Supporting exams officers

4 www.cambridgeinternational.org/igcse Back to contents page

The aims are to enable students to:

Observe need/ Design brief/ Identification/ Generation of Selection/ Evaluation Implementation

Specialist option content – study topics from one specialist option

Resistant Types of Preparation of Setting, Shaping Joining and Finishing

Systems & Systems & Structures Mechanisms Electronics

Graphic Formal Projections, Presenting and Materials and Use of Manufacture

Cambridge Assessment International Education is an education organisation and politically neutral.

Back to contents page www.cambridgeinternational.org/igcse 5

Compulsory components Optional components

All candidates take: All candidates take either:

Paper 1 1 hour 15 minutes Paper 3 1 hour

Component 2 Paper 4 1 hour

Information on availability is in the Before you start section.

6 www.cambridgeinternational.org/igcse Back to contents page

AO1 Knowledge and understanding

AO3 Analysis and evaluation

Weighting for assessment objectives

Assessment objectives as a percentage of the qualification

AO1 Knowledge and understanding 30

AO3 Analysis and evaluation 20

Assessment objectives as a percentage of each component

Paper 1 Component 2 Paper 3, 4 or 5

AO1 Knowledge and 20 20 60

AO3 Analysis and evaluation 20 20 20

Total 100 100 100

Back to contents page www.cambridgeinternational.org/igcse 7

1 Common content: Product Design

Generation of possible ideas

8 www.cambridgeinternational.org/igcse Back to contents page

1 Common content: Product Design continued

Implementation and realisation

Health and safety

Initiation and development of ideas, and recording of data

Communication of design ideas

Use of technology in design and making

1 Common content: Product Design continued

Practical design application

Environment and sustainability