Culture (AQA GCSE Design & Technology): Revision Note

Exam code: 8552

Philip Holton

Written by: Philip Holton

Reviewed by: James Woodhouse

Updated on

  • Fashions and trends are styles, materials, colours and product features that are popular for a period of time and often change

  • Influences on society including celebrities, the media, influencers and changes in behaviour

  • Cultural shifts including changes to lifestyle, sports and music

  • Technology such as new materials, processes and technological advancements

  • The economy, including changes to people's income, the cost of living and the global market

  • Concern for the environment and ethical challenges

  • Designers consider changes to fashion and trends because, in doing so, they can respond to customers' changing tastes and needs

  • Trends, including viral online trends, can make products more appealing to customers, and products which meet customer needs have a higher chance of success

  • Products that are entirely suitable for use can be thrown away by customers because they are no longer fashionable

  • Products can become obsolete when the technology they use is replaced

  • Any time new products replace old ones, this typically creates waste which is bad for the environment

Examiner Tips and Tricks

  • In the exam, you may be asked to explain how changing fashion and trends affect the environment.

  • Link your answer to waste, landfill and the replacement cycle — when products are discarded because they are no longer fashionable (not because they are broken), this increases waste and uses up finite resources unnecessarily.

Respecting people of different faiths & beliefs

What are faiths and beliefs?

  • A faith or belief is a reference to a religion, culture or personal belief held by a person that informs how they live their life

  • As a designer, respecting faiths and beliefs is important to avoid offence, exclusion or unfairly disadvantaging someone with a product or service

Why is respect for faiths and beliefs important?

  • Modern society is highly diverse, and all customers should be treated equally

  • Design which accounts for faiths and beliefs will be ethical and inclusive

  • Failure to consider faiths and beliefs is an example of discrimination

How can designers successfully design for faiths and beliefs?

  • Carry out research into the particular faith or belief in relation to the product being designed

  • Consider alternative design choices to reflect the faith or belief (e.g. using artificial leather instead of animal leather)

  • Consider historical relevance to colours, symbols and imagery in the design process

  • Ensure product designs are adaptable to different customers

  • Focus on making a product as inclusive as possible rather than exclusive

Worked Example

A designer is creating a new range of footwear. Explain two ways the designer could ensure the range is inclusive of different faiths and beliefs.

[4 marks]

Answer:

Way 1: The designer could use artificial leather instead of animal leather [1 mark], as some faiths such as Hinduism consider cows to be sacred and would not wear products made from animal skin [1 mark].

Way 2: The designer could research the significance of colours and symbols across different cultures [1 mark], to ensure the footwear does not include any imagery or colours that could cause offence to people of particular faiths or beliefs [1 mark].

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Philip Holton

Author: Philip Holton

Expertise: Design and Technology Content Creator

Phil is a Design and Technology specialist with over 22 years of experience across education, curriculum development, and assessment, working with major exam boards and organisations across the UK. He focuses on making GCSE D&T clear and accessible, helping students build the knowledge and confidence needed to succeed in their exams.

James Woodhouse

Reviewer: James Woodhouse

Expertise: Computer Science & English Subject Lead

James graduated from the University of Sunderland with a degree in ICT and Computing education. He has over 14 years of experience both teaching and leading in Computer Science, specialising in teaching GCSE and A-level. James has held various leadership roles, including Head of Computer Science and coordinator positions for Key Stage 3 and Key Stage 4. James has a keen interest in networking security and technologies aimed at preventing security breaches.