IMAGINE BELIEVE ACHIEVE

Hodgson Academy Summer Break Work

GCSE Product Design

Year 10 Summer

Homework• You need to continue/start your NEA.

If you have already started your NEA aim to finish off the Section A and Section B slides, before making a start on designing your ideas (Section C).

• If you have yet to start your NEA you need to log into Google Classroom (new class code -uv2ca4t ) and open the NEA Portfolio template.

• All the resources you need to start can be found further down the Google Classroom page, including the guides and a video walk through for each section.

• Sections you can be working on:

Section A- Exploring the Contextual Challenge- Researching the Problem- Customer Profile- Product Analysis

Section B- Research Analysis- Design Brief- Design Specification(All can appear on one slide)

Section C- Start Initial Ideas

• If you have already started your NEA...You may wish to get ahead and start your designing. Try and use a range of different drawing techniques to help get more marks.

• Please read this booklet to help you get started. It contains the Mark Scheme for Sections A, B and C, including a tick sheet to check you have done everything needed.

• Please email Mr Smith (a.smith@hodgson.lancs.sch.uk) if you have any problems.

NEA Guide Booklet

Name:

• The NEA task will contribute towards 50% of your final grade

• You will be given a choice of three contextual challenges to choose from. These challenges will be provided by AQA on the 1st June 2020.

• You will identify a PROBLEM associated with one of the context’s provided.

• You will develop solutions to the problem for a potential client or customer using a range of techniques.

• You will make a prototype of your solution and test it to see if it solves the problems and meets the needs of the client/customer.

• You will present all your work, including photographic evidence of your practical outcomes, on a digital portfolio (created in PowerPoint) of around 20 A3 pages.

• You are expected to spend around 35 hours on the NEA, including time manufacturing the practical outcome.

• You must NOT submit any work that is not your own. This includes copying exemplar work, classmates work, direct copy and paste from the internet and copying word for word from textbooks. You must also not include any inappropriate, offensive or obscene material.

These actions constitute malpractice and a penalty will be given (for example, disqualification).

• You will be expected to work under exam conditions when completing non-practical work.

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The Contextual Challenges for 2020-2021 are:

1. Multifunctional living2. Teenage lifestyle3. Nature and the environment

Structure of your NEA● On June 1st the Contextual Challenges will be released by the exam board.

● You are to choose one of those Contextual Challenges as your focus area.

● For your chosen challenge you are going to identify a problem linked to that theme, and then design, develop and manufacture a prototype product that solves that problem.

● You will follow the Iterative Design Process (more detail on the next page) during this project. Iterative means a repeating cycle of events, so throughout the project you will be assessed on your ability to evaluate and go back to fix any faults or make improvements.

● You will need a client, who you will be questioning and getting the opinion of throughout the project.

● The NEA is split into three Assessment Objectives (AO’s). To summarise, AO1 is your researching abilities, AO2 is your Design and Making skills and AO3 is your ability to evaluate and reflect. You can pick up marks for any AO in any section (for example, you could design ideas in your research section and pick up marks for AO2).

● The AO’s are split into further sections worth a set amount of marks (see below diagram). This booklet will guide you through the mark scheme for each section and identify what is expected of you.

AO1Identify, Investigate & Outline

Design Possibilities

AO2Design & make prototypes that

are fit for purpose

AO3Analyse & evaluate

SECTION A10 Marks

5 HOURS

SECTION B10 Marks

2 HOURS

SECTION C20 Marks

6 HOURS

SECTION D20 Marks

10 HOURS

SECTION E20 Marks

12 HOURS

SECTION F20 Marks

4 HOURS

DEADLINE

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DEADLINE

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DEADLINE

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DEADLINE

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DEADLINE

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DEADLINE

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3 x Slides 1 x Slide 4 x Slides 5/6 x Slides 2/3 x Slides 3/4 x Slides

The ProblemResearch Analysis

Initial IdeasDevelopment(Modelling,

Sketching & CAD)

Making the Prototype

Modifications you made when

making

Customer Profile Design BriefFinal Design

Solution

Record of Manufacture

Testing against the Brief &

Specification

Product Analysis SpecificationOrthographic

ProjectionTesting (including using a 3rd Party)

Plan of Manufacture,

Working Drawing & Cutting List

Modifications you would make

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The Iterative Design Process

Other Important Information

Iterative design is a design methodology based on a cyclic process of prototyping, testing, analyzing, and refining a product. Based on the results of testing the most recent iteration of a design, changes and refinements are made.

● The deadline for the NEA is before Easter. This is for the whole project, including a 20 page portfolio and your manufactured prototype.

● Your Portfolio will be completed using a Google Classroom Slides document. Any sketches you complete will be scanned in and you will insert them into your portfolio.

● Your NEA must be guided by you. Your teacher cannot tell you what to write, it is down to you to interpret the mark scheme in this booklet and work independently to complete your project.

● Any secondary research must be acknowledged in your portfolio. If you have found any information from a website, book, etc. then you need to state where you found it.

● After the deadline your work will be marked by your teacher using the markscheme in this booklet. The exam board will select a number of you for moderation, where your work will be marked externally to check the accuracy of your teachers marking. You do have the right to challenge your teachers marks before they are submitted to the exam board.

Exploring the Contextual ChallengesYou have the next two pages for you to make notes and brainstorm ideas for your project before starting it. Explore all the contextual challenges and identify possible problems and solutions you could use in your project.

The Contextual Challenges for 2020-2021 are:1. Multifunctional living2. Teenage lifestyle3. Nature and the environment

Step 1Choose one of the contextual challenges.

Step 2Think of PROBLEMS related to that contextual challenge (as many as you can). Write them down as you will be making a mind map of your ideas on slide 1 of your NEA.

Step 3Think of POSSIBLE SOLUTIONS (products you could make) to solve the problems (again, as many as you can think of)

Step 4Pick one. That will be what you are going to research, design and make.

When you look at your context it can be hard getting started on considering what design problem to solve. These tables list the ways that design can solve problems and may help in analysing the context.

Brainstorm pages

A Identifying & investigating design possibilities (10 marks)

9 -

10

∙ Design possibilities identified and thoroughly explored, directly linked to a contextual challenge

demonstrating excellent understanding of the problems/opportunities.

∙ A user/client has been clearly identified and is entirely relevant in all aspects to the contextual

challenge and student has undertaken a comprehensive investigation of their needs and wants,

with a clear explanation and justification of all aspects of these.

∙ Comprehensive investigation into the work of others that clearly informs ideas.

∙ Excellent design focus and full understanding of the impact on society including; economic and

social effects.

∙ Extensive evidence that investigation of design possibilities has taken place throughout the

project with excellent justification and understanding of possibilities identified.

6 -

8

∙ Design possibilities identified and explored, linked to a contextual challenge demonstrating a

good understanding of the problems/opportunities.

∙ A user/client has been identified that is mostly relevant to the contextual challenge and student

has undertaken an investigation of their needs and wants, with a good explanation and

justification of most aspects of these.

∙ Detailed investigation into the work of others that has influenced ideas.

∙ Good design focus and understanding of the impact on society including; economic and social

effects.

∙ Evidence of investigation of design possibilities at various stages in the project with good

justification and understanding of possibilities identified.

3 -

5

∙ Design possibilities identified and explored with some link to a contextual challenge

demonstrating adequate understanding of the problems/opportunities.

∙ A user/client has been identified that is partially relevant to the contextual challenge. Student

has undertaken an investigation of their needs and wants, with some explanation and

justification of some aspects of these.

∙ Some investigation into the work of others that has had some influence on their ideas.

∙ Some design focus and understanding of the impact on society including; economic and social

effects.

∙ Investigation of design possibilities goes beyond the initial stages of the project but only some

justification and understanding of possibilities identified.

1 -

2

∙ Basic design possibilities identified. Link to a contextual challenge is unclear and student

demonstrates only a limited understanding of the problems/opportunities.

∙ An attempt has been made to identify a user/client but is not be relevant to the contextual

challenge. Student has undertaken a basic investigation of their needs and wants, but given little

explanation and justification of these.

∙ Basic investigation into the work of others that has not been used to inform their ideas.

∙ Limited design focus and understanding of the impact on society including; economic and social

effects.

∙ Investigation of design possibilities only takes place in the initial stages of the project and there is

very little justification and understanding of possibilities identified.

Notes:

The following pages contain the Mark Schemes for each section of your NEA. You can use these to check your work against to ensure you can gain the best marks possible. There is also a ‘Have you’ list for each section which simplifies the language of the markscheme that you can also use.

HAVE YOU……explored the possible problems associated with your chosen contextual challenge?

… discussed the impact of the problem you have chosen?

… researched the problem?

… identified current solutions to the problem?

… made a TASK ANALYSIS to help plan out your whole project?

… summarised your problem slide?

… identified a client/customer and asked them what they would like?

… profiled your client/typical target market and identified their needs?

… summarised your client profile and explained how this information will help your designs?

… analysed existing products in depth and detail, using ACCESSFM?

…. justified (explained why) the products you have analysed are designed and made that way?

… summarised your existing products slide explaining how this information will help you?

… continued to research throughout the design, development, making and evaluating process?

Notes:

B Producing a design brief & specification (10 marks)

9 -

10

∙ Comprehensive design brief which clearly justifies how they have considered their

user/client’s needs and wants and links directly to the context selected.

∙ Comprehensive design specification with very high level of justification linking to the

needs and wants of the client/user. Fully informs subsequent design stages.

6 -

8

∙ Good design brief with an attempt to justify how they have considered most of their

client’s needs and wants and has clear links to the context selected.

∙ Detailed design specification with good justification linking to the needs and wants of

the client/user. Largely informs subsequent design stages.

3 -

5

∙ Adequate design brief with some consideration of their client’s needs and wants is

evident, as is the relevance to the context selected.

∙ Adequate design specification lacking some detail. Some justification linking to the

needs and wants of the client/user. Informs subsequent design stages to some

extent.

1 -

2

∙ Basic design brief that contains only limited consideration of their client's needs and

wants and has little or no relevance to the context selected.

∙ Basic design specification has minimal detail. Limited justification linking to the needs

and wants of the client/user. Very little influence on subsequent design stages.

Notes:

HAVE YOU……analysed all the research you have done so far in your Research Analysis?

… outlined what it is exactly you are designing and making in your design brief?

… identified how your product will impact your client/customer in your design brief?

… identified how your product will solve the problem in your design brief?

… made a list of around 8+ specification points for your product?

… referred to your clients needs/wants in your specification?

… justified why each point is important in your specification?

Notes:

C Generating design ideas (20 marks)

16 -

20

∙ Imaginative, creative and innovative ideas have been generated, fully avoiding

design fixation and with full consideration of functionality, aesthetics and

innovation.

∙ Ideas have been generated, that take full account of on-going investigation that is

both fully relevant and focused.

∙ Extensive experimentation and excellent communication is evident, using a wide

range of techniques.

∙ Imaginative use of different design strategies for different purposes and as part of a

fully integrated approach to designing.

11 -

15

∙ Imaginative and creative ideas have been generated which mainly avoid design

fixation and have adequate consideration of functionality, aesthetics and

innovation.

∙ Ideas have been generated, taking into account on-going investigation that is

relevant and focused.

∙ Good experimentation and communication is evident, using a wide range of

techniques.

∙ Effective use of different design strategies for different purposes as an approach to

designing.

6 -

10

∙ Imaginative ideas have been generated with a degree of design fixation and having

some consideration of functionality, aesthetics and innovation.

∙ Ideas have been generated that take some account of investigations carried out but

may lack relevance and/or focus.

∙ Experimentation is sufficient to generate a range of ideas. Communication is

evident, using a range of techniques.

∙ Different design strategies explored but only at a superficial level with the approach

tending to be fairly narrow.

1 -

5

∙ Basic ideas have been generated with clear design fixation and limited consideration

of functionality, aesthetics and innovation.

∙ Ideas generated taking little or no account of investigations carried out.

∙ Basic experimentation and communication is evident, using a limited number of

techniques.

∙ Basic use of a single design strategy.

Notes:

HAVE YOU…… been creative and avoided ‘design fixation’ (copying or being too similar to existing designs)?

… used a range of sketching techniques to generate your initial ideas? (2D and 3D sketching, isometric and perspective drawing, pencil crayon rendering, pencil shading, exploded views)

… included CAD drawings to generate ideas?

… made physical models to generate ideas? (with photographic evidence in portfolio)

… included notes on Aesthetics? (what it looks like)

… included notes on how the idea/s solve your problem/functions?

… included notes on how you might make it?

… included notes on Ergonomics and Anthropometrics?

… included notes on the environmental impact of the materials you have selected? (Finite, Non-Finite, Sustainable, Recyclable, etc.)

… included notes on how it is suited to your client/customer?

… included feedback from your client/customer?

… included notes on the positive and negative aspects of your ideas?

… included notes on how you could improve the ideas further?

… included notes on specific materials you could use, including their properties? (additional research)

… included additional research you are conducting throughout the design process?

… included feedback from your classmates on your ideas? (surveys, questionnaires, etc.)

… included a summary on each slide highlighting what you have learned from those ideas?

Notes: