A:Identifying and investigating design possibilities 20 marks
Having chosen their context and potential user(s) they then need to plan and carry out an extensive investigation into all aspects of the context in order that they might operate from a position of knowledge when making subsequent decisions. The student will be expected to employ a variety of both primary and secondary methods of investigation.At this stage it is expected that the student will begin to explore their thinking on possible solutions by producing concept ideas that take into account the information collected. At this stage of the process these first concept ideas will merely demonstrate the student's initial thinking and should serve to stimulate later more considered thoughts regarding their design proposal(s) and design prototype(s).
A:Identifying and investigating design possibilities 20 marks
Assessment will marked against the NEA AQA mark scheme from the exam board. Students will be placed into a bracket of marks for the first draft and will receive verbal feedback in lesson as well as a written formative assessment. Students can then edit their work with improvements in order to improve their initial mark for a second mark. Students have access to the NEA mark scheme throughout the project.
Primary research is research you conduct yourself. It involves going directly to a source —usually customers and prospective customers in your target market — to ask questions and gather information.
Secondary research involves the summary, collation and/or synthesis of existing research. Secondary research is collating information that has already been collected from other sources, this can be collect by books, internet or magazines.
Carry out research or study into a problem or design brief that exists in order to improve that problem or brief.
A set of printed or written questions with a choice of answers, devised for the purposes of a survey or statistical study. Open or closed questions can be used.
A Design brief is a document for a design project developed by a person or team in consultation with the client. They outline the deliverable aspects and scope of the project including any products or works, timing and budget.
Product analysis can take different forms but in general it means asking questions about a product and forming answers. It can mean experts analysing a product or members of the general public or potential customers/groups of people.
The process of being mentally stimulated to do or feel something, especially to do something creative. A sudden brilliant or timely idea form your imagination or research.
Disassemble is the process of breaking down a device into separate parts. A device may be disassembled to help determine a problem, to replace a part, or take the parts and use them in another device or sell them individually or for research purposes.
4.5.2 Section B: Producing a design brief and specification 10 marks
The student is required to produce a clearly stated and challenging design brief that addresses the context and meets the needs of the intended user(s). The student should formulate a fully detailed design specification that is informed by their investigations and makes full use of the material collated. Statements in the specification need to be clear and unambiguous. There should be specific references to measurable outcomes as well as qualitative statements. Whatever format is chosen to present the specification it is expected that this will be a live and working document that will be constantly referenced throughout the process. The specification should also include details on how the student intends to organise their time and activities in order to ensure a successful completion of the process.
4.5.2 Section B: Producing a design brief and specification 10 marks
Assessment will marked against the NEA AQA mark scheme from the exam board. Students will be placed into a bracket of marks for the first draft and will receive verbal feedback in lesson as well as a written formative assessment. Students can then edit their work with improvements in order to improve their initial mark for a second mark. Students have access to the NEA mark scheme throughout the project.
A detailed description of the design and materials used to make something. Statements in the specification need to be clear and unambiguous. There should be specific references to measurable outcomes as well as qualitative statements.
A Design brief is a document for a design project developed by a person or team in consultation with the client. They outline the deliverable aspects and scope of the project including any products or works, timing and budget.
Aspects of a product that can be measured such as weight, time, size, material, finish, customer and aesthetics.
Descriptions that use qualitative words contain words that show the feeling or quality of something such as "painted the walls a soft beige, added drapes of smooth silk, placed vases of sweet smelling lilies throughout the room and added thick rugs......
The specification should be worked on throughout the project, edited and adapted as needed and referenced throughout the project to make a clear understanding of customer wants, needs and potential outcomes.
Use aspects of the specification in other areas of the project to ensure the brief and specification are being met and adapted throughout the project. Can be through the written word or colour coded.
4.5.3 Section C: Development of design proposals 25 marks
Design proposals should reflect on first concepts and take full account of the design brief and design specification. The aim should be that the development of their design proposal leads to a prototype that can be manufactured by the student given their skills and experience. In developing their proposals the student will be expected to make constant reference to their design brief and design specification, to identify if further investigations are required and to carry these out. Design proposals can be demonstrated through a variety of different media, they should be of a high quality and show evidence of analysis and annotation. Modelling is seen as a key element of this assessment criteria, whether this be part modelling, practising of manufacturing and finishing techniques. There is also the expectation that students will produce working drawings, plans and patterns to enable successful prototype manufacturing to take place. CAD is evident.
4.5.3 Section C: Development of design proposals 25 marks
Assessment will marked against the NEA AQA mark scheme from the exam board. Students will be placed into a bracket of marks for the first draft and will receive verbal feedback in lesson as well as a written formative assessment. Students can then edit their work with improvements in order to improve their initial mark for a second mark. Students have access to the NEA mark scheme throughout the project and should be aiming for a level matching or exceeding their target grade.
The document that details what you propose to do for a client — is an important marketing tool, Its objective is to outline your approach and your strategy, plus provide details about how the product looks, how it will work, the size and materials used.
A scale drawing which serves as a guide for the construction or manufacture of something such as a building or machine.
A first or preliminary version of a device or product from which other forms are developed.
A pictorial representation of an object in which all three dimensions are drawn at full scale. An isometric drawing looks like an isometric projection but all its lines parallel to the three major axis at 30 degrees.
Computer Aided Design
Computer Aided Design
The final surface finish applied surface to a product such as lamination, spot glossing etc.
A representation of your final product in card or paper form to improve the product further.
Provide detailed information about individual parts to a product, drawn in 2D and includes measurements and joints. A working drawing.
Methods used to hold and create a 3D product such as comb joints, dovetail joints, rebate joints, live hinges etc
4.5.4 Section D: Development of design prototypes 25 marks
Design prototypes need to be directly related to the design proposals and show consideration of how the design thinking continues to be developed and the prototype refined. Students need to show practical skills to a high level using all of the potential resources, tools, machines and equipment at their disposal. During the development of their design prototype the student should to continue to experiment and adapt their design proposals as they progress. Constant testing and evaluation is expected to form part of this process. The use of CAM is encouraged, but not the only form of manufacturing used.
4.5.4 Section D: Development of design prototypes 25 marks
Assessment will marked against the NEA AQA mark scheme from the exam board. Students will be placed into a bracket of marks for the first draft and will receive verbal feedback in lesson as well as a written formative assessment. Students can then edit their work with improvements in order to improve their initial mark for a second mark. Students have access to the NEA mark scheme throughout the project and should be aiming for a level matching or exceeding their target grade.
A prototype is an early sample, model, or release of a product built to test a concept or process or to act as a thing to be replicated or learned from. Many materials can be used to create a prototype.
An event constituting a new stage in a changing situation. Show progress from one design to another to display areas of creativity, aesthetics, function, material, manufacture and construction methods.
To make changes and developments to your prototypes to show progress and enhance the design features.
Opinions from a client or customer to check the progress of a product to fit the design specification and design brief.
4.5.5 Section E: Analysing and evaluating 20 marks
In awarding marks for this section it is vital to remember that evidence for analysing and evaluating can take place in any part of the NEA. Students should be encouraged to be constantly analysing their work and recording their thoughts in order to explain their thinking. Ongoing evaluation should be seen to be informing the decision making process, particularly being used to bring about modifications to design proposals and prototype development. Central to this is the close and regular involvement of the proposed client/user(s) making sure that the prototype is both fit for purpose and meets the requirements of the client/user(s) rather than just meeting those of the student.
4.5.5 Section E: Analysing and evaluating 20 marks
Assessment will marked against the NEA AQA mark scheme from the exam board. Students will be placed into a bracket of marks for the first draft and will receive verbal feedback in lesson as well as a written formative assessment. Students can then edit their work with improvements in order to improve their initial mark for a second mark. Students have access to the NEA mark scheme throughout the project and should be aiming for a level matching or exceeding their target grade. once the final mark has been given students will have a short time to improve then their NEA will be moderated.
The making of a final judgement about the amount, number, or value of something; a form of assessment using various techniques, normally in a written format.
Examine the product outcomes methodically and in detail, typically in order to explain and interpret it based on own feedback and that of a clients. Various methods can be used for this.
use of information or resources to provide feedback from a client about the product made; could be an interview, photographs, questionnaire etc
Using the specification to write a detailed evaluation against it, what was successful, what aspects did you cover, what did you change and why?
Suggested areas of the design that need developing in order to make the product commercially viable for the open market or for the client to use well. Can be shown with text, sketches of improvements and CAD drawings.
Critical thinking is the analysis of facts to form a judgement. The subject is complex, and several different definitions exist, which generally include the rational,unbiased analysis, or evaluation of factual evidence. Talk about positives and negatives.
A way of showing how the product can be used, health and safety testing and feedback from client, can be shown in photographs and video clips as well as text.
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