MYP Design Cycle

Resource

Table of Contents

E-portfolio: Parameters
DSL: MLA REFERENCING GUIDE
Grade Boundaries
Criterion A: Inquiring and Analysing
What is Primary and Secondary Research?
Strand i: Explain and Justify the Need
Average Student Example
Problem - Excellent student example M5
Strand ii: Identify and Prioritize Research
Write a logical and prioritized research plan that identifies all your key area to be
investigated.
Research Plan - Template
Research Plan - Student example using another format
Student Research Plan Example 2
Strand iii: Analyse Existing Products
SWOT Product Analysis (M4) - excellent student example
Strand iv: Develop a Design Brief
M4 Design Brief - excellent student example
M5 Excellent Design Brief - student example
Example 3: DESIGN BRIEF
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Criterion A: Inquiring and analysing

Criterion B: Developing ideas
Strand i: Develop a Design Specification
Testing Methods
Student Example 1: Design Specification
Student Example 2: Design Specification
Strand ii: Develop Design Ideas
Examples of 3D hand drawn design ideas
Architectural Concept Drawings
Fashion
Communication
Strand iii: Present the Chosen Design
Student Example 1: Final Design
Student Example 2 - Selecting/Presenting the final design
M5 Student Example 2: Presenting the final design
Good Student Example 3 - Presenting final design
Strand iv: Develop Planning Drawing/Diagram
Student Example 1: 1 to 1 scale cardboard model
STUDENT EXAMPLE: Detailed Diagram/Drawing
Student example 2: Card model
Student Example: Detailed Diagram - CAD Drawing
Criterion B: Developing ideas
Criterion C: Creating your Product
Strand i: Construct a Logical Plan
Production Plan: Template
Excellent Student Example: Production Plan
Core Steps/ Processes of Making
Strand ii: Demonstrate Technical Skills
Student Example 1: Demonstrating Technical Skills
Student example 2: Visually documenting the making Process
Strand iii: Follow the Plan to Make the Solution
Strand iv: Justified Changes Made to Design
Student Example 1: Final Product and Modifications
Student Example 2: Final Product and Modifications
Criterion C: Creating the solution
Criterion D: Evaluating
Strand i: Design Testing Methods
Student Example 1:
Example 2: TESTING METHODS
Comparison Test
Strand ii: Evaluate the Success of the Solution
See Template:
Student Example 1: Evaluating the Product Against the Specifications
Student Example 2: PRODUCT AGAINST SPECIFICATION
Strand iii: Explain How the Solution Could be Improve
Student Example 1: Possible Improvements to the Programme
Strand iv: Explain the Impact of the Solution
Student Example 1: Impact on the Target Audience

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Student Example 2: Impact on the Target Audience

Criterion D: Evaluating
DESIGN COMMAND TERMS
Term Definition

E-portfolio: Parameters
The ePortfolios can include written, visual and/or audio materials.

The file types and the maximum size that may be submitted are as
follows:
File type: Maximum file size
Text file (DOC, DOCX, PDF, RTF, TXT) 20Mb
Audio file (AAC, M4A, MP3) 15 minutes
Video file (F4V, FLV, M4V, MOV, MP4) 500Mb
Image file (JPG, GIF) 5Mb

Subject specific information

Design
Students complete a portfolio of work in the form of a design project

Submission limits (Moderators will not read beyond these limits)

Written work 40 A4 pages
Appendix (unassessed)* 10 A4 pages
*An appendix can be used for Criterion A and Criterion D, This is a place for
supporting research or raw data which would otherwise impact upon the overall page
count maximum and will not form part of the assessment..(see guidance on how to
prepare an appendix inclusive of a bibliography in Criterion A below)

DSL: MLA REFERENCING GUIDE

In-text citation and a bibliography is something that you need to do in every subject
and in everyday life. It is extremely important that you understand how to do it
properly. There are many different systems, but the IB requires you to use the MLA

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system. Below are some guidelines on how to do it properly. If you have any
questions, just ask!

You must acknowledge other writers’ work when you use it in your work, whether
you have used the information from a book, magazine, newspaper or the internet.
Even if someone has told you an idea, you should acknowledge it. Failure to do so
amounts to plagiarism and is a serious offence.

In any piece of written work you must acknowledge where the information comes
from by referencing it in-text and listing it in a bibliography.

1. In-Text Citation (within the body of an essay, presentation, etc)

Last name of author & the page(s), where appropriate, are given in the text. The
author's name may appear either in the sentence itself or in parentheses following
the quotation or paraphrase, but the page number(s) should always appear in the
parentheses, not in the text of your sentence.

Marzano notes that “only one-third of British workers now work the normal nine to
five day give or take an hour or two at each end” (45).
OR
“Only one-third of British workers now work the normal nine to five day give or take
an hour or two at each end” (Marzano 45).

2. Works Cited Section (bibliography)

This section starts with the title Works Cited and each entry is sorted alphabetically
using hanging indents.

Book
Author’s Last name, First name(s). Title. City of publication: Publisher, year. Print.

Gleick, James. Chaos: Making a New Science. New York: Penguin, 1987. Print.

If there are two authors: The first given name appears in Last name, First name format; the
second author’s name appears in First name Last name format. The other information
remains as above.

Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring.
Boston: Allyn, 2000. Print.

Three or more authors: The first given name appears in Last name, First
name format followed by et al.
Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for
Expanding the Teaching of Composition. Logan: Utah State UP, 2004. Print.

Corporate author: The name of the corporation then as above.

Corporation. Title. Place of publication: Publisher, year. Print.

American Allergy Association. Allergies in Children. New York: Random, 1998.

Print.

Magazine Article

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Author’s last name, First name(s). "Title of Article." Title of Periodical DD

Mmm. YYYY: pages. Medium of publication.

Buchman, Dana. "A Special Education." Good Housekeeping Mar. 2006: 143-48.
Print.

Newspaper Article (same as a magazine but note the different page style in a
newspaper)
Brubaker, Bill. "New Health Center Targets County's Uninsured Patients."
Washington Post 24 May 2007: LZ01. Print.

Journal Article
Author(s). "Title of Article." Title of Journal Volume. Issue (Year): pages. Medium of
publication.

Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in

Mahasweta Devi's Bashai Tudu." Tulsa Studies in Women's Literature 15.1
(1996): 41-50. Print.

Article in an Online-only Scholarly Journal

MLA requires a page range for articles that appear in Scholarly Journals. If the
journal you are citing appears exclusively in an online format use the abbreviation n.
pag. to indicate no page(s).

Last name, First name. “Article title.” Journal title Volume number. Issue
number (Year): n. pag. Web. Date of access (DD Mmm. YYYY).

Dolby, Nadine. “Research in Youth Culture and Policy: Current Conditions and
Future
Directions.” Social Work and Society: The International Online-Only Journal 6.2
(2008):
n. pag. Web. 20 May 2009.

Information from the Internet

Editor, author, or compiler name (if available). “Title of page.” Name of Site.
Name of institution/organization affiliated with the site (sponsor or publisher),
date of resource creation (if available). Medium of publication. Date of access
(DD Mmm. YYYY). <URL break only after slashes>.

The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and
Purdue U, 2008. Web. 23 Apr. 2008. <https://owl.english.purdue.edu/owl/>.

Painting/Sculpture/Photograph
Artist’s last name, first name. Title of work. Date of composition (DD Mmm.
YYYY). Name of the institution that houses the artwork, city of the institution.

Goya, Francisco. The Family of Charles IV. 1800. Museo del Prado, Madrid.

Personal Interview
Interviewee (Last name, First name). Personal interview. DD Mmm. YYYY.

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Purdue, Pete. Personal interview. 1 Dec. 2000.

Note: Unknown date/publisher/page number(s)

If it starts a new “sentence” it is capitalized.
No date: N.d. (starting capital) or n.d.
No publisher: N.p. or n.p.
No page(s): N. pag. or n. pag.

Visit Purdue OWL’s “MLA Formatting and Style Guide” for up to date citation
guidance: https://owl.english.purdue.edu/

Maximum recommended page breakdown guidance per strand for

E-portfolio:
Criterion A: Inquiring and analysing Criterion B: Developing ideas
Strand A4 pages Strand A4 pages
recommended recommended
maximum maximum
(i) explain and justify the (i) develop a design
need for a solution to a specification which clearly
1 1-2
problem for a specified states the success criteria
client/target audience for the design of a solution
(ii) identify and prioritise 1 (ii) develop a range of 6-7
the primary and feasible design ideas
secondary research which can be correctly
needed to develop a

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solution to the problem interpreted by others

(iii) analyse a range of (iii) present the final

existing products that chosen design and justify
2-4 1-2
inspire a solution to the its selection
problem
(iv) develop a detailed (iv) develop accurate and
design brief which detailed planning
summarises the analysis drawings/diagrams and
1-2 3-4
of relevant research outline the requirements
for the creation of the
chosen solution.

Criterion C: Creating the solution Criterion D: Evaluating

Strand A4 pages Strand A4 pages
recommende recommended
d maximum maximum
(i) construct a logical plan, (i) design detailed
which describes the efficient and relevant testing
use of time and resources, methods, which
sufficient for peers to be able 1-3 generate data, to 2
to follow to create the solution measure the success
of the solution

(ii) demonstrate technical (ii) critically evaluate

skills when making the the success of the
2
solution 6 pages total solution against the
for these design specification
(iii) follow the plan to create three strands (iii) explain how the
the solution, which functions solution could be 1
as intended improved
(iv) fully justify changes made (iv) explain the impact
2 pages or 4
to the chosen design and plan of the solution on the 1
minutes video
when making the solution client/target audience

Grade Boundaries
Here are the grade boundaries to help you understand how each Criterion will
be levelled to help calculate your overall score for the e-portfolio.
1-5= 6-9= 10 - 14 = 15 - 18 = 19 - 23 = 24 - 27 28 - 32 =

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1 2 3 4 5 =6 7

Criterion A: Inquiring and Analysing

Develop a Gantt chart to help you keep track of the various strands you will
need to complete for each Criterion (A - D).

Gantt Chart

08/01 15/ 22 29/01 05/ 12/ 19/ 26 0 12/03

01 /0 02 02 02 /0 5/
1 2 0
3

Identify Problem for

Client/Target
Audience

Produce Research
Plan

Analyse Existing
Products (Product
Analysis)

Develop Design
Brief Summarising
Research

Develop Design
Specification

Develop Range of
Feasible Design
Ideas

Present Final
Product and Justify
Selection

Decide upon a final

design for the
product

Develop accurate
and detailed
planning drawings
for creation of the
solution

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Produce a
Production Plan

Create product,
whilst documenting
process with
pictures and noting
changes made.

Design detailed and

relevant testing
methods for finished
product.

Evaluate success of
product based on
design
specifications.

Explain possible
improvements to
the solution.

Explain impact on
client/target
audience.

What is Primary and Secondary Research?

Table outlines primary and secondary research tasks that you could carry out to gather the answers to
their research questions.

Primary research Secondary research

(Direct: First-hand research) (Indirect: Desk research)

All primary research is carried out by the student, Secondary research involves using data collected
who collects his or her own data. by other people.

Examples include: Examples include:

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● conducting interviews, surveys and polls ● analysing data from a website or book
with a target audience and/or client ● reading accounts of a problem written by
● interviewing experts over the telephone another person
● writing letters or emails asking for specific ● analysing articles in magazines, journals
information about a product from a client and newspapers
● observing users interacting within the ● downloading data from a marketing website
situation and making notes ● viewing videos about how to use materials,
● analysing products that have things in tools and processes.
common with the problem
● investigating the work of other designers of
existing products
● conducting market research such as
surveys, questionnaires and interviews
through focus groups
● experimenting with materials, tools and
processes.

Strand i: Explain and Justify the Need

Provide answers for each of the following questions when developing your
Problem:
● What is the nature of the problem?
● Who is it a problem for?
● Where is the problem occurring?
● What is the cause of the problem?
● What effect is the problem having?
● What are the benefits of solving this problem?

2. Use paragraphs to help develop answers for each of the above stated questions.

3. Use secondary or primary research to help you better understand the problem:

● identifying a target user by applying brainstorming or mind-mapping

techniques
● interviewing, surveying and/or polling potential clients
● observing, filming and/or photographing users interacting with a product
● collecting data from experts to confirm there is a real need for a solution to the
problem

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4. State the benefits of solving your design problem. You can use your initial
research to help you do this.

5. Make sure not to state the exact solution to the problem!!!

Average Student Example

My mom’s desk is scattered with pens, pencils and other tools, such as glue sticks, scissors,
rulers, tape, hole punchers, staplers, etc., she needs while doing paperwork. Therefore I want
to solve this problem for her, by creating a storage device, which she can put on her desk and
use to store everything that is momentarily lying across her desk. It shouldn’t take up too much
space, but be big enough to store everything that she needs.

This is a photo of her messy workspace:

This problem is caused, because the containers that she is using momentarily are not big
enough to hold all of her tools/equipment. A custom made storage device for her needs would
be perfect for her.

President of Energy Design and author of "Feng Shui: So Easy a Child Can Do It", writes the
following on the topic of a clean work space increasing work efficiency:

“Whether you are working in a huge corporation or a one-person office, there are several

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benefits to uncluttering and organizing:

● Increase productivity and profitability increase

● Keep information confidential and secure
● Reduce mental overload and stress
● Reduce workplace accidents and spills
● Save time and improve effectiveness”

(http://www.reliableplant.com/Read/16652/reduce-office-clutter-to-increase-productivity,-
efficiency-profitability)

Considering these points, if my mom were to get a custom made storage device, she would be
able to get a lot more done in a lot less time. She would be less stressed looking for her stuff
and what she needs. There would be less accidents or things falling to the floor as she is
searching for a pen. That way she would be done with her work a lot quicker, would be able to
complete more on one day, and be much more relaxed overall.

Problem - Excellent student example M5

Every year, our school, Dwight School London (DSL), welcomes numerous new
students. As an international school, it is expected that many of these students
come from a country where English is not the first language. These new students
are not only thrown into an unfamiliar and new learning environment but also, where
they cannot speak the language fluently. Within our school, as many others, an
excellent programme called the English as an Additional Language (EAL)
programme, also known as English B or ESL, is implemented in order to aid these
students in the school. This programme helps to teach greetings, grammar and
overall, how to speak, understand and write at a basic level of English ("English as
an Additional Language (EAL) Support Service."). This programme has been proven
to be extremely effective, with many students eventually becoming reasonably fluent
in the language.
However, these students still tend to struggle in classes outside of English such as
Chemistry, Physics, Music theory or Technology theory (McCaffrey, Fiona.). After
conducting an interview with several teachers from DSL, many teachers agreed that
non-native English Speaking students frequently struggle in their classes due to
language barriers. According to Fiona McCaffrey, a chemistry teacher at DSL, the
language barriers hinder and slow down the comprehension of the material being
taught. Due to this, a very exclusive learning environment is created where the EAL
students are not able to fully participate in the learning and class activities. This

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problem significantly affects the ESL students as they are not able to learn to the full
extent in these classes and is a problem for teachers as they have difficulty teaching
these students. Furthermore, this is not only a problem in DSL, but is a nationwide
issue as the number of foreign students in the UK has risen by 20% in the last five
years, according to Nick Morrison of the Guardian. According to a study conducted
by Angela Stevens on SAT test scores of EAL students, EAL students had
significantly lower test scores. In general, this issue has a detrimental effect on
exam scores, teaching ability and most of all, the inclusive learning environment we
strive for.
Although many factors contribute to exclusion of EAL students in classes, such as
basic language barriers, different thought processes, cultural sensitivities and
previous education, these problems are often very quickly solved by the EAL
programme. However, one of the most significant and biggest causes of the issue,
which is not addressed by the EAL programme, is subject specific terminology.
According to the interview conducted, many teachers in DSL are finding that a lack
of knowledge in subject specific terminology is hindering the progress of EAL
students and that students would be able to learn significantly more if they knew
subject specific terminology. Therefore, I believe a solution to this problem would
evidently be focused on teaching EAL students subject specific terminology.

Strand ii: Identify and Prioritize Research

Write a logical and prioritized research plan that identifies all your key area to be
investigated.

Research Plan - Template

Area of Research Priority Reason Research Research

What are the main (Highest 1 - 5 How will it help you Questions type
areas of your Lowest) design a product? State any Explain what
research? Rank your important type of
research areas questions primary or
according to their you hope to secondary
importance to help find answers research you
you design a for. They hope to
suitable product. should be conduct. Be
linked to your very
areas of specific!!!
research.

Aesthetics 1 Highest I will examine What are I will conduct

(appearance - modern day cars to they an in depth
colour, pattern, better understand attributes of product
decoration…) how and why they a futuristic analysis.
appeal to a wide vehicle?
variety of people so
that I can develop
an eye catching

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futuristic car.

Ergonomics (how
easy is it to use a
product)

Unique Selling
Point (what makes
it stand out from
other products)

Form (3D - it is a
solid object made
up of shapes joined
together)

Function

Material

User
requirements
(needs of the target
audience)

Environmentally
Friendly

Cost/Price

Research Plan - Student example using another format

Research plan
Improving second language - more advanced
I will be creating a language tool for non-native speakers. The content would be
more advanced words used in different subjects in school. How could this be done to
enhance the learning experience, the encouragement and the language skill itself?

Language: English

Subjects and categories options

Science, Mathematics, Biology, Life skills, Geography, History, Health/Life Science,
English (subject)

Preliminary questions:
- How can I make the product suitable for a vast target audience?
- How does the existing language skills affect the outcome of the product?

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- How can I make the product interesting and a game that you want to continue
playing, not just for the sake of your language skills?
- How many times can you play the game before you know everything?
- Will I mix “easy” words with “hard” words? Or how would I otherwise make the
game fun and competitive?
- Where will I find words suitable for my target audience?
- What do my target audience find as “fun”?
- How do people learn a new language the best?
- How can I bring attention to my product?
- Will I need special features to attract my target audience and how can this
alter my product?

Ways of gathering information

Primary Research Secondary Research

Develop a questionnaire and send it to Look at studies on how people study a

my classmates (target audience) language the best

Ask peers about ideas and tips SAT vocabulary, dictionaries, handout
from Mr. Dickenson, native speakers for
words

Questionnaire to ask students about Internet and research studies

how they study a language the best

Product analysis - compare my idea with Book studies

existing products

Possible options for target audience

- Secondary school students
- Middle school students
- Elementary school students
- University

Student Research Plan Example 2

Aspect of Type of
Source of Data Importance Questions Necessary Data
Research Source
Primary -In-depth Very High Which I will need information
Function/ and interview with languages, on which languages I
Feature Secondary DSL teachers on subjects and will need to support
which languages terminology do within the game as I

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most struggling I need to will choose

students speak. include in the approximately 2-3
-Examining game? main languages.
articles on most What Secondly, I will need
spoken additional information on which
languages features does subjects I will need to
-Examining it need? include as I will be
various websites focusing on 2-3
on language subjects. Also, I will
specific need to know what
terminology terminology I will
actually include in the
-Interview with
game and lastly, I will
EAL students on
need to know what
which subjects
extra features to
they struggle with
include to make it a
-Product analysis better experience for
of popular the student and
educational teacher.
games
Primary -YouTube (Extra High What aspects I require information
and credits, PBS make the about specifically,
Secondary game show) game which aspects or
-Examining engaging/fun? elements make a
articles and How can I game engaging and
reports online on make the UI fun. This will help me
engaging game comprehensiv to make my game
design e and very fun and
-Interview with approachable? captivating, an
the designers of important aspect of
Ergonomics
popular teaching and for the
educational students to
games. remember.
Additionally, I require
-Product analysis
information on how to
of popular
design the User
educational
Interface (UI) so that
games
it is intuitive, easy to
-Articles on UI understand and is
design welcoming.
Secondary Examining Medium What are the I will need information
articles on which best tools for on which are the
are the best tools my solution? easiest, simplest and
Creation
for making these most powerful tools to
types of games. create a quiz-like
video game.
Aesthetics Primary -Reading articles Low/ How can I I require information
and on what makes Medium make my on which colours,
Secondary an interface and game look fun fonts, UI elements, art
game like this, and styles and designs
look nice approachable? come together to form
-Product analysis a light-hearted, fun
of popular and approachable
educational aesthetic to my game.

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games
-Interview with
educational
game designers
Primary -Reading articles Low Which With this aspect of the
and on various EAL subjects to research, I will require
Secondary students within EAL students information on what
the country struggle with? my target audience
-Examining and What functions wants from my
analysing does my target programme. This
statistics of EAL audience includes aspects like
want? aesthetics, function
students exam
What does my and many other
results and things which I had not
amount of EAL target
anticipated. In
students audience want
addition, this will
-Exploring from my determine the amount
statistics of which programme? of support and
languages are different
Understanding languages/subjects I
the Target most spoken and
have on my
Audience which subjects programme as my
student struggle thing. In addition, on
with (especially how urgent the
with terminology) problem is for EAL
-Interview with an students and in
EAL student general,
understanding my
(Kurt Xu, Ali
target audience.
Azadpour) on
which subjects
they struggle with
in terms of
terminology and
various other
details

Strand iii: Analyse Existing Products

3. Create a SWOT product analysis using the table below. Analyse the strengths,
weaknesses, opportunities and threats.

Product design analysis means studying how well a product does its job. This involves answering the
following questions

● What is the function and purpose of the product?

● What are the different parts of the product and how do they work together?
● How does the product use shape, form, ergonomics, safety and aesthetics (colour, texture
and decoration)?

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● What materials and components are used to make the product?

● Which processes were used to make the product?
● Who would buy this product and how much does it cost?
● How well does the product do its job compared with other similar products?
● What is unique about the product and is it environmentally friendly?

Property Example Description

Shape Shape can be 2D or 3D.

Form Form is 3D - it is a solid object made up of shapes joined

together.

Colour Colour is used to make a product more interesting and

attractive.

Texture Texture is used to make an object more interesting.

Surfaces are made 3D by the use of grooves, patterns and
applying other materials such as fabrics.

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Decoration Decoration may be achieved by the use of different

colours, shapes or materials. A decoration may be pasted
onto a product, or be part of the material itself.

You will need to employ a range of strategies to analyse these products, such as:

● identification of and interaction with similar products when out shopping

● attribute listing of existing products
● SWOT analysis (strengths, weaknesses, opportunities and threats)
● functional analysis
● aesthetic analysis
● graphical disassembly analysis
● performance testing of products
● evaluation of past student projects
● secondary research through product reviews on consumer websites, buying
guides or magazines
● summary of customer reviews on commercial websites.

Simply copy and paste this matrix/table seen below into your Google document
SWOT Product Strengths Weaknesses Opportunities Threats
Analysis (how can you (how does the
improve the product
product) compare with
other
products?)

Ergonomics
(Is the product easy
to use?)

Aesthetics
(colour, shape,
decoration…)

Function
(what is the product
used for?)

Price/Cost

Material
(components)

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Form

Safety

Unique Selling
Point (what makes
the product stand out
from similar items)

Environmentally
Friendly

Tally chart - Template (must be put in your appendix)

After conducting a survey use a tally chart to help you identify the popular answers.
Survey questions asked Results (use full sentences to explain what
the results show)

SWOT Product Analysis (M4) - excellent student example

A Desk Tidy
designed using
biomimicry.

SWOT Analysis Strengths Weaknesses Opportunities Threats

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Ergonomics (Is It is quite It might be a little Make the product There are other desk
the product easy straight- difficult to figure come with applicable tidy’s that are easier to
to use?) forward, so I out a system organization and organize and use. So
think it would which would help separation utensils - people might prefer to
be easy to use. one actually like different boxes have something that is
This is because organize the that would fit in with more simple and easy
the idea behind pencils and pens. the grass. to use.
it is easy to
comprehend.

Aesthetics It is a very I find it a little too Make its area bigger, There might be other
(colour, shape, original design small for my so that it fits more options that are more
decoration…) idea, and it liking, and I think things in between the customizable. People
looks quite one wouldn’t be grass. Then, less could choose what
modern and able to store a lot things will fall out. colour they want, or
simple, which is of bigger what shape they want.
what is trending stationery in
today. It will there.
indeed add a
green touch to
the desk.

Function (what is - It keeps - Pencils and By making the There might be more
the product used everything in pens might fall product bigger area - efficient desk tidy’s out
for?) one place, so it out, depending on wise, less things will there, which are more
is efficient if you how they are fall out. Also, one convincing when it
want to store placed. So it might use the art of comes to being
everything wouldn’t be very illusion - make it more functional.
together. efficient when it tightly packed at the
- The density in comes to actually middle and make
which they are storing and more loose strands of
packed enables organizing the grass, to create the
the desk tidy to stationery. illusion that it is more
hold pencils spread out and
and pens more natural.
efficiently.

Price - Since it is a Even though it is I believe that it should There might be other
pretty balanced, I cost up to £12 similar products out
modernized believe it is still a pounds, like what there that get the same
product, it might little expensive. In normal desk tidies thing done for less
be more terms of quality. cost nowadays. That money. It should not be
expensive, and would make it more all about the design.
since the affordable and
average price expand the audience.
of a desk tidy is
£12, I believe
the prices might
go up to £18.
This is a fairly
balanced price.

Material The material is Ironically, since it Maybe use a more There are other
based on grass, is inspired by eco friendly materials, products that do not

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and since it is grass and plants, like Particleboard, use natural wood or
quite dense (I I believe the desk oriented-strand board, rubber as their base
suppose), the tidy still uses or medium-density material, which is
material is quite wood as it’s base fiberboard. becoming more modern
ideal for this material. I am not Reference: nowadays.
idea. sure what the http://
grass is made of, www.motherearthlivin
I assume it is g.com/home-
some type of products/nuts--
plastic or rubber, bolts82263483558366
like what they 8223931.aspx
make fake grass
floors from.

Form - Shape: It is Structure: It might Structure it so that There are more cleverly
uniquely be too small, more things could fit - organized desk tidy’s
shaped, which which means in there, and could be on the market, which
attracts new things might fall organized easily. For are preferred by many
buyers. out. It is example, make people, as the main
- Structure: It is structured so that different function of the desk tidy
structured so things can be compartments, so that is to organize pens,
that pencils, kept in between whatever is in these pencils, etc.
pens, cards, the grass, but compartments is
etc. can be put things might fall assigned a category.
betwixt the out anyways,
grass, and is because there
able to stay might not be
there. enough space.

Environmentally Since it is This is kind of far- Try using more Nowadays, it is more
Friendly based on grass fetched, but it is environmentally - modern to be eco-
and plants, it assumed that friendly materials, like friendly and use more
promotes loving wood was ‘recycled wood’ or environment-friendly
nature and chopped. By something else. materials. There are
appreciating it. using this other options which use
material, it more nature-friendly
creates the need materials
for more wood to
be chopped
down.
Also, the
production of the
material that
makes up the
grass might have
been made in a
factory that
causes pollution.

Strand iv: Develop a Design Brief

Write a concise design brief summarising all your research. Pay close attention to the
guidelines seen below.

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When writing a design brief

Students should: Students should NOT:

● present information concisely ● write large paragraphs of

● explain how and why the information is text
relevant to solving the problem ● include statements that do
● evaluate the validity of the data not relate to solving the
● present their research in an appendix problem
● cite all sources of information using ● make statements without
appropriate conventions (MLA). evidence from expert
opinion or data
● include all of their
research within the body
of the project.

M4 Design Brief - excellent student example

Relevance: From my research and surveys, I have found out that the best solution to my
problem is a desk tidy. From my research, I found out that many people suffer from a messy
desk. This distracts them from finishing their work, makes them worry about lost items on
their desks, and creates frustration. These working conditions are not useful for getting work
done. Therefore, from my product analysis and research, I have found many different
features that customers look for and what makes it easy to use. I will design a desk tidy
using this information.
Product Features: (based on my survey and product analysis, I can see which
functions to apply, to modify or to omit from existing products and add to my own):
● My desk tidy will be able to hold many different sized supplies at once
● My desk tidy must be able to hold many different supplies with different weights (it
must be durable to hold different weighted items)
● It will consist of cool designs and bright colors to attract attention (eye-catching)

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● It will be a reasonable price (to be determined at the end)

● It will have a modern and unique form
● It will also have a fun feature (magnetic board, place to hold phone, etc…)
● Size: Medium (so it doesn’t take up too much space, but it has enough room to store
the needed supplies)
● The cost of this product must be very low (£7 MAX)
● Will be influenced by biomimicry
● My product must be created in a very neat and organized way
● It will use colorful and unique fonts (if the design has fonts)
● Cool and smooth textures
● I must decide my final design from many initial designs
● It must be easy and safe to use
● My product must have easy access to all stored materials
● It will be made using available materials (preferably plastic/cardboard/wood)
● The product must be very easy to use and take little time to store wanted items and
retrieve others
● Product must be appealing to my target audience

Rough Process: After the inquiry and analysis stage and research, I will create many
different initial designs (adding features discussed or mentioned in my research conducted,
specification, biomimicry influenced ideas and surveys produced). From here I will choose
my final design and create a working drawing, annotating the features thoroughly.Next I will
create a 1:1 scale model and my final prototype. After creating the final product, I will
evaluate by performing my tests mentioned in my specification.

Resources:From my conducted research and surveys, I have decided the best possible
materials to use while making this product are plastic and cardboard. These materials are
supplied at the school. I can use different online websites to help design my product. I also
will use tools to hand craft some parts to my solution. I may also use the laser cutter for
some parts of my final product.

Timescale: The entire project must be completed by December 11th, which is the end of the
term. I will stay organized and create a timetable of what needs to be completed each lesson
to finish on time.

Target User: From much research, I can say that my target user is anyone who owns a
desk that is messy, someone with a lot of office supplies and no place to store it, or
someone who needs to organize their workspace.

Outcome: Once I have completed my product, I hope it will be used by either myself, as I
have a messy desk, or another person who needs it as well. I hope my product makes it
easy for the user to stay organized in a fun and creative way.

M5 Excellent Design Brief - student example

Relevance – From various research done on the internet to do with statistics of EAL
students and online interviews with several teachers in the school, I can see that the

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relevance of this solution is that in today’s society, where there is an increasingly large
amount of EAL students, they are being excluded from the class and are hindered from
learning at their highest potential (Morrison, Nick). In order to solve this problem, I will
create a game in order to help these EAL students learn subject specific terminology in a fun
and easy way.

Product Features: (based primarily on research done with product analysis, I can see which
functions to apply, to modify or to omit from existing products)–
● This game will be in a quiz format, similar to Duolingo and Memrise.
● It will be a prototype and demonstration of what it could be expanded to.
● It will have approximately spanish available for chemistry.
● Will use typing and multiple choice questions.
● There will be revision and test functions.
● Engagement will be based mainly on a progression system.
● Will primarily use a visual format to increase memorability and audio to teach
pronunciation which has high importance in the classroom.

Rough process – After the inquiry and analysis stage and research, I will plan out several
programme ideas by creating flowcharts and ideas to design the UI. Then, using Adobe
Flash and Photoshop, I will create my game including all functions and aspects in the
specifications. (Davey, Rich)

Resources – From a lot of advice from others online and various articles stating the best
programmes and resources for this type of game, I will be using the programmes Adobe
Photoshop and Flash in order to create my game as these are the best and easiest tools to
make this type of game. (Davey, Rich)

Timescale – The entire project must be completed in 10 weeks, due on the 12th of March.
(assigned by the teacher)

Target user – From various interviews with teachers within our school, I can confidently say
that the target audience for this product is EAL students within our school, Dwight School
London and the teachers of the subject who would use this programme to help these EAL
students catch up on lessons.

Outcome – Eventually, I hope that my product will be used within the school and will have
an impact on creating a more inclusive learning environment for EAL students.

Example 3: DESIGN BRIEF

My product to solve this problem is based on an artistic approach to the situation. By
corroborating the information I have gathered from my primary research. It is a necessity to
target all ages and use typography in order to capture the audience attention. Empathy and
emotional appeal is what I am gearing towards portraying in my poster(s), as it is present

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within all that were analysed. The product(s) being manufactured are ultimately free, as I am
designing them based on original pictures. Furthermore, I will not be printing these graphic
designs as several of them will be moving gifs, thus reducing the manufacturing costs even
further.

Relevance: My product will be extremely related and relevant to the aspects stated above,
and is needed to be implemented as seems to be an increasingly serious problem. Stated
within the APPENDIX my interview with a neurologist, that specialises in epilepsy, I have
gathered that this topic is extremely under noticed and needs to be reviewed

Function: The product will serve a powerful message in order to enlighten the general
public about the damages and struggles of people with neurological diseases. Is this mainly
based off of my PRODUCT ANALYSIS as targets within their posters share extreme
similarities as mine

Resources: The only resource I will be using to create animations and professional posters
is Photoshop CS6, as within this software, I can able to perform a variety of action in order to
fulfill my needs.

Time Scale: The project will last around 10 weeks. I am hoping to finish my research and
investigation by around the 4-5 week mark. This means I will then have a lot of time to then
create and evaluate my product. I feel this is the necessary time needed, proved in the
APPENDIX with my gantt chart.

Target User: Again referring back to my interview with Ms. Marchisio, I feel my product is
ultimately targeted towards everyone, as this “... is a neurological disease that doesn’t
discriminate.”. This means I will try and create a poster that will appeal to everyone in some
sort of way, either visually or with typography.

Outcome: I hope for the outcome to be extremely successful, as I would like to use this as a
proper campaign within the school as well. I feel with the data I have gathered up to this
stage I feel my poster must have:
- A unique way to attract the audience's attention
- Factual and informative information about epilepsy
- An advertising device to help improve awareness on neurological diseases
- Campaign elements that are be brief, punchy, and to the point
- That the campaign needs to be eye-catching and attention drawing

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- A message that the concise and uses literary techniques in order to appeal to all
ages the
- A campaign that is influential to everyone who views it

Criterion A: Inquiring and analysing

Maximum: 8
Students identify the need for a solution to a problem. At the end of year 5, students should be able
to:
i. explain and justify the need for a solution to a problem for a specified client/target audience
ii. identify and prioritize primary and secondary research needed to develop a solution to the problem
iii. analyse a range of existing products that inspire a solution to the problem
iv. develop a detailed design brief, which summarizes the analysis of relevant research.

1-5= 6-9= 10 - 14 = 15 - 18 = 19 - 23 = 24 - 27 28 - 32 =
1 2 3 4 5 =6 7

Achievement Level Descriptor

Level

1-2 The student:

i. states the need for a solution to a problem for a specified client/target audience

ii. develops a basic design brief, which states the findings of relevant research.

3-4 The student:

i. outlines the need for a solution to a problem for a specified client/target

audience

ii. outlines a research plan, which identifies primary and secondary research
needed to develop a solution to the problem, with some guidance

iii. analyses one existing product that inspires a solution to the problem

iv. develops a design brief, which outlines the analysis of relevant research.

5-6 The student:

i. explains the need for a solution to a problem for a specified client/target

audience

ii. constructs a research plan, which identifies and prioritizes primary and
secondary research needed to develop a solution to the problem, with some
guidance

iii. analyses a rangeof existing products that inspire a solution to the

problem

iv. develops a design brief, which explains the analysis of relevant research.

7-8 The student:

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i. explains and justifies the need for a solution to a problem for a client/
target audience

ii. constructs a detailed research plan, which identifies and prioritizes

the primary and secondary research needed to develop a solution to the problem
independently

iii. analyses a range of existing products that inspire a solution to the

problem in detail

iv. develops a detailed design brief, which summarizes the analysis of relevant
research.

Criterion B: Developing ideas

Strand i: Develop a Design Specification
Develop a concise specification for your product based on the product
featuresoutlined in your design brief. A specification is not a description of the outcome. It
should demonstrate that students understand the needs of the problem that they have
identified. Every aspect of a specification must be specific, measurable, achievable,
realistic and testable (SMART).

Using the table below please ensure all your specification points address the
recommendations stated below.

Aesthetics Consider appearance, style, colour, shape/form, texture,

pattern, finish, layout.

Cost Is there a maximum cost? Is this a material cost/time

cost/selling cost?

Customer Who it is for? What is the target user’s age, gender, socio-
economic background?

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Environmental Where will the solution be used? How will the design directly
considerations or indirectly affect the environment?

Function What it must do? What is its purpose? Where will the product
be stored? How easily can it be used/maintained?

Manufacturing What resources are available? Are there limitations as to how

this can be created? How much time is needed to create the
design?

Materials What materials are available? What properties do the

materials need to have?

Safety What safety factors need to be incorporated into the design?

Size Are there any specific sizes that need to be considered?

What “human factors” need to be considered? What
anthropometric data needs to be considered?

Testing Methods
An effective and authentic measure of a design solution means that the student has tested
against every aspect of the design specification. These tests can be classified as follows.

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Expert appraisal

A person considered an expert in the use of similar products is presented with the solution,
given time to interact with the solution and then interviewed on aspects of its success. The
expert has particular knowledge and skills that allow him or her to make judgments on the
success of the solution. The expert may be the client.

Comparison Test

A comparison test involves the gauging how well your design solution compares to an
existing product with similar attributes. Simply discuss the pro’s and con’s of your product
against an existing one.

Field trial

A field trial is a test of the performance of a solution under the conditions and situation in
which it will be used. For example, an interactive information point (developed in HTML) for a
museum exhibit may be tested by the exhibit visitors in the museum, structured as a user
trial or user observation.

Performance testing

The performance of a solution is tested under the conditions in which it would normally be
used. Quantitative data is collected through a variety of tests such as:

● destructive tests assessing impact strength or flammability

● cyclic tests
● measurement of physical properties such as weight and size
● timed tests for web pages to load
● ease of navigation through an interactive story, game or website.

User observation

The user is presented with the solution and is set a task to achieve with little or no guidance.
The user’s interaction with the solution is observed and recorded.

User trials

The user is presented with the solution and guided on how to use it. The user is asked
questions as he or she interacts with the solution or is given a survey to complete. User trials
may include focus groups.

The design of interview or survey questions needs to be targeted to draw out responses that
assess the solution against the specification.

Student Example 1: Design Specification

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Aspect Goal Test

Function/ The poster will clearly address The poster will be examined to ensure it addresses
Features the situation of epilepsy, and these situations. (Performance Test) Also a survey will
portray the message in a clear be carried out on how they have been enlightened by
the situation (User Trials).
and concise manner

Students will be able to access The poster will be examined to ensure it can technically
the awareness campaign and run on any system. (Performance Test) Also a survey
thus be able to run the file from will be carried out on if they have had any anomalies
anywhere (User Trials).

Students and the audience must The poster will be examined to ensure it can technically
be able to inquire about epilepsy run on any system. (Performance Test) Also a survey
in and through the .gif will be carried out on if they have had any anomalies
(User Trials).

Each poster will feature a created The poster will be examined to ensure it uses my
logo created logo (Performance Test) Also a survey will be
carried out on the professionalism of the design (User
Trials).

Posters will feature font that is The poster will be examined to ensure it uses the
clearly readable and specific font (Performance Test) Also a survey will be
understandable that connects to carried out on the clarity of the message (User Trials).
the audience

I will help enlighten the viewers The game will be examined to ensure it has the
about the effects of neurological necessary information. (Performance Test) Also a
diseases. survey will be carried out on how effectively the
information has been processed (User Trials).

The poster will evoke empathy The poster will be examined to ensure it uses these
within the viewer holds the necessary literary techniques. (Performance
Test) Also a survey will be carried out on how the
poster has impacted them. (User Trials).

A photoshop file that runs The poster will be examined to ensure it can technically
animation continuously (.gif) run on any system. (Performance Test) Also a survey
will be carried out on if they have had any anomalies
(User Trials).

Aesthetics The poster will use extremely The poster will be examined to ensure it meets the
contrasting colours in order to requirements. (Performance Test)
create tension in the room

All affiliation should appear at the The poster will be examined to ensure it meets the
bottom of the poster requirements. (Performance Test)

The poster must use the The poster will be examined to ensure it uses the
American Typewriter font for the specific font (Performance Test) Also a survey will be
“hookline” and name of poster. carried out on the clarity of the message (User Trials).
The logo must be in all caps, and
in a Romanistic font.

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Ergonomics Information on posters should be Practical assessment addressing this at the end of the 9
clearly visible at distance of week product
around 4ft
Efficiency The .gif must take no longer than The game will be timed using an accurate stopwatch to
3 seconds to load and not falter measure the time it takes for each part. (Performance
due to Photoshop technical Test) Also a survey will be carried out on if they have
issues had any anomalies (User Trials).

Makeup of Each file will be 5Mb or lower Simply a check on the file size within the final stages of
File/Photo the creation

It can be accessed through a The poster will be examined to ensure it meets the
web browser requirements. (Performance Test) Also a survey will be
carried out on if they have had any anomalies (User
Trials)
Target The game must be appealing to A survey will be carried out on the opinions of both the
Audience students and teachers students and the teachers. (User Trials)
Cost This poster must not cost The cost and use of budget throughout the creation of
anything to produce and the poster will be consistently monitored (Performance
distribute when finished. It will be Test).
a free product.

Student Example 2: Design Specification

Aspect Specification Test

Function/ The game will be downloaded and run on
Students must be able to run the
Features programme through downloading it and a school computer multiple times to
running it on the computer. ensure that it works. (Performance Test)
There will be a list created at the end
The game will be a very stripped down
and basic version of an applicable model. which will illustrate a final version, if
It will only be a prototype depicting created, listing all features of the
concepts and designs which can be prototype which will be applied to the
applied to a final product. (This applies final version (Performance Test)
to all specifications)
The game will be played and used
The game must have a glossary where all
the meanings and words learnt so far can multiple times to ensure it can do this.
be accessed through the main menu. (Performance Test)
The game will be played and used
The game’s primary feature of exercises
in lessons must come in the form of a multiple times to ensure it can do this.
multiple choice question. (Performance Test)
The game will be examined to ensure it
Questions, although mostly words, must
also have a set of visual and audio can do this. (Performance Test)
questions.
The game will be examined to ensure it
In each lesson, the user must be
presented with 5 new words to learn. can do this. (Performance Test)

The game will be thoroughly examined

In each lesson, there must be at least 5
and number of questions and types of

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questions will be counted (Performance

different questions with at least one visual
question and one audio question. test)
A survey will be carried out with certain
The game must be available, apart from
English, in Spanish to accommodate EAL students to see if they understand
some of the DSL EAL students. the other languages. (User Observation)
The game will be examined to ensure it
The game must support the subject
Chemistry. can do this. (Performance Test)

The game will be examined and ran

The game must have game over screen
at the end of the lesson to say the number through in order to ensure that it can
of questions the user got correct, the carry out this function multiple times.
number of questions they got wrong and (Performance Test)
the overall percentage of correct answers.
The game will be thoroughly examined
Every time that the user does a question,
the location of the multiple choice multiple times to ensure that this function
answers will be in a different place every works. (Performance Test)
time.
Aesthetics The game must mainly use colours like The game will be examined to ensure it
light green and light blue for buttons and has these features. (Performance Test)
the occasional light red for buttons to Also a survey will be carried out on how
stand out more. For the backgrounds, I the aesthetics make them feel (User
will mainly use a very light orange. trials).
The game must use the font blanch for The game will be examined to ensure it
the logo and name of programme. It must uses these fonts. (Performance Test)
use the Calibri font for the majority of text Also a survey will be carried out on how
including subtitles, questions and these fonts make them feel (user trials).
answers.
Buttons and most panels used in the The game will be examined to ensure it
game must all be either rectangular with uses this shape for buttons.
rounded edges or circular. (Performance Test) Also a survey will be
carried out on how these buttons make
them feel (user trials).
The game must use a large amount of The game will be examined to ensure it
logos which have a minimal yet colourful has this art style. (Performance Test)
2D art style similar to vector images. This Also a survey will be carried out on what
will be heavily influenced by the art style feelings this art style conveys, if it is
of the graphic designer Rob Wilson. comprehensive and if they like it (user
trials).
The game must have several animations The game will be examined to ensure
for when new questions move into the that it contains these animations
screen. (Performance Test).
Ergonomics The buttons must be easy to locate and Survey will be carried out on ease of
understand. access and navigation (user
observation).
Engagement The game must use simple Spanish to The game will be examined to ensure
make it easy to understand. that this feature works (Performance
Test) and a survey will be carried out on

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if this helps with engagement. (User

trials).
The game must always have a counter in The game will be examined to ensure
the bottom right corner to show how many that this feature functions well
questions they have completed and how (Performance Test) and a survey will be
many are left. carried out on the increased engagement
of this factor (User trials).
Sound will be included within some of the The game will be examined to ensure
questions to keep the engagement of the that this feature functions well.
audience. (Performance Test)
Efficiency The game must take no longer than 1 The game will be timed using an
second to load the next question and less accurate stopwatch to measure the time
than 15 seconds to start up the it takes for each part. (Performance Test)
programme.
Makeup of The game must be made through the use The methods used for creation will be
Programme of Adobe Flash Professional and through monitored and examined constantly
the use of the programming language throughout the creation of the game.
ActionScript. (Performance Test)
All buttons, logos and drawings within the The methods used for creation will be
game must be created through the use of monitored and examined constantly
Adobe Photoshop. throughout the creation of the game.
(Performance Test)
All questions must be derived from an The methods used for creation will be
XML file which is applied to dynamic text monitored and examined constantly
fields within Adobe Flash. throughout the creation of the game.
(Performance Test)
The external library of GSAP (GreenSock The methods used for creation will be
Animation Platform), will be used in order monitored and examined constantly
to create animations within my quiz. throughout the creation of the game.
(Performance Test)
Target Audience The game must be appealing to students. A survey will be carried out on the
opinions of students. (User Trials)
Cost This programme must not cost anything to The cost and use of budget throughout
produce and distribute when finished. It the creation of the game will be
will be a free product. consistently monitored (Performance
Test).

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Strand ii: Develop Design Ideas

To find inspiration for developing your design ideas please create a mood board -
example below.

Step 1: Create a border (pencil only) of 10mm around your top and two sides of your A4
paper. Use a measurement of 15 mm for the border at the bottom of the page (landscape)

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Step 2: Put your name tech group and title: Initial Design Ideas and the date below the
bottom border of your A4 sheet. If you need draught paper use this
linkhttp://www.printfreegraphpaper.com/

Step 3: You must sketch 6-8 initial design ideas (pencil only) in total but please put only two
sketches per A4 sheet.Do not rush this task

1<http://wallpoper.com/images/00/39/70/53/textures_00397053.jpg>

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Step 4:Use the crating technique to develop isometric, orthographic or oblique drawings –
see examples shared. See link Isometric & Oblique:
Isometric:http://www.youtube.com/watch?v=aqKdUXtJTHg
Oblique:http://www.youtube.com/watch?v=1XApthNElAA
Orthographic: http://www.youtube.com/watch?v=JGusKzEn8Gk

Step 5: Annotate each design idea to explain their design features i.e. materials, function…

Step 6: Optional: Add colour to your design ideas!

Step 7: Seek the opinions of others to help select your best design idea. Make sure to state
why this is so.

Examples of 3D hand drawn design ideas

Annotate all their features to explain how they relate to your specification. You can apply
colour to your design ideas
See examples below!
http://www.youtube.com/watch?v=byBeWLMpAik

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Architectural Concept Drawings

Automotive Design

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Fashion

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Communication

Strand iii: Present the Chosen Design

Choosing your final design:Create a survey or a list of questions to help you choose your
best design. Simply create questions that will help others to judge the quality of each design
idea. Ask two classmates, friends or family members to help you identify the best idea.

Rate how well the design fulfills each question/area/specification point. Use a scale
from 1 (lowest) to 5 (highest). Make sure to combine the total score of each design to see
which one comes out on top!

Template

Initial Does the Do you Have they Does it meet How do you Total
Design design understand annotated all the key areas rate the overall score
Ideas solve the how it will the of the presentation?
problem? work? important specification?
features of
the design?

Design 1 3 3 3 2 5 16

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%20patent%20image.jpg>

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4 2 4 4 4

Design 2 4 5 1 4 4 18

Design 3 2 1 5 3 2 13

Design 4 5 1 3 4 2 15

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Make improvements to your chosen /final design. Annotate your drawing to explain
what areas have been improved.

Student Example 1: Final Design

Write clear/justified reasons why you have chosen this final design. Explain how it
seeks to solve the problem and fulfills all areas of your design brief/specification.

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Student Example 2 - Selecting/Presenting the final design

Choosing My Final Design

Total score

MAX:50
Initial Does the Do you Have they Does it How do you rate
Design design understand annotated all meet the the overall ALL SCORES
OUT OF FIVE
Ideas solve the how it will the key areas presentation? 1-Low
problem? work? important of the 5-High
features of specificatio
the design? n?

5 4 5 4 5 46

Design
1
5 5 4 5 4

Design 3 1 5 4 5 37
2

4 3 5 4 4

Design 2 3 4 5 5 42
3

5 4 4 5 5

Design 4 4 4 5 5 46
4

5 4 5 5 5

Design 4 5 5 5 5 46
5

5 4 5 4 4

Design 5 5 4 5 4 45.5
6

4 4 5 5 4.5

Which Design Did I Choose and WHY?

Which Design Did I Use?

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I chose to continue this project with Design 4. I have chosen this design for a
variety of logical reasons:
Firstly, I believe that this design has more areas relating to biomimicry than
my other designs. This design has taken influence from the aesthetics as well as the
function areas of biomimicry.
Additionally, I believe this design looks very modern and unique. According to
my research conducted, I have found that the colors I have used are very eye
catching. By using these colors, I will attract more customers.
Relating this Design to my Problem
Another reason I chose this design over the others is because it relates to my
problem. This design relates to my problem because it is a solution to the problem: a
desk organizer (my problem: Having an unorganized desk, having too much supplies
to store, or having limited desk space to store what is needed.). This desk organizer
keeps an organized desk by storing supplies. The desk is medium sized, so it can fit
in most desk spaces. It also can hold many different items at once.
Relating this Design to my Rating System
This design was chosen by a rating system. I asked 2 classmates their
opinions on my designs. The results ended in a 3 way tie. From here I chose this
design because I believe it fits all the requirements from my problem, specification,
and design brief.
Relating this Design to my Specification/Design Brief
Another reason I chose this design was because it meets all of the points
mentioned in my design brief and specification.
I also believe that this design is very easy and safe to use (which is a point
mentioned in my specification). This design is very unique and can hold any different
items of different weights (which are points in my specification as well). By using this
desk tidy, it will make storing office supplies very easy and safe.

M5 Student Example 2: Presenting the final design

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I have chosen this design for a variety of logical reasons. First of all, I believe that
the general aesthetic of this particular design is the most alluring and practical in
comparison with the rest of the remaining designs. To me this design is the one

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whose intricate designs remains pertinent to the concept behind this project which is
to create a more inclusive community. The design is about a diligent and busy head
that is in constant motion and remaining active in the community. In order to make
the design of the web page more interesting I have made circles scattered around
the page that look as if they are the ideas of what activities would be interesting of
the head. This way, when you hover over each circle, detailed information will be
shown instantly about that specific activity. Moreover, I chose this design to be my
final because I believe it is really simple yet elaborate and contemporary.
Furthermore, everything in this web page is accessible and lucid, everything can be
seen from the home page and everything is explained thoroughly either on that very
same page or 1 click away. Additionally, every single feature this web page has to
offer is conspicuous, easy to see and easy to use making the sharing and emanation
of information easy, fluid, proficient and fast. I believe this design stands out from the
rest as I think it would be the most effective at augmenting the social life of the
elderly whilst still minimizing their time spent on the computer to replace that with
socializing in order to help combat loneliness. This website is compelling but it is also
very simple, this will therefore reduce the amount of time people spend looking at
websites and maximize their time spent bettering their lives. All in all this web design
it the one that displays the most amount of useful information is the clearest and
simplest form possible, making it such an elaborate and attractive place to begin to
turn one’s life upside down.

Good Student Example 3 - Presenting final design

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Function/ Aesthetics Ergonomics Engageme Efficiency Target Cost Total Points

Features nt Audience

Design 4 3 3 5 5 5 5 30

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1
Design 5 4 5 4 5 4 5 32
2
Design 3 3 3 4 5 3 5 26
3
Design 3 4 4 4 5 3 5 28
4

There are several aspects which made me choose design 2 as my final design for the
programme. Firstly, although many other designs I have come up with are very innovative,
creative and actually increase engagement in most cases. However, I decided to choose
the simplistic, minimal and comprehensive design (design 2) for the huge reason of
simplicity, engagement and comprehensive design, especially because my target audience
ranges from very young students to older students who are in around M5. Since I am
targeting such a large age group, I thought utilising a very simple and comprehensive design
for the programme would be extremely beneficial for it. In addition, I believe that using a
very complex design as the one seen in design 3 and 1 would only be convoluting and
discouraging to use.

Strand iv: Develop Planning Drawing/Diagram

Develop a detailed diagram/drawing showing the following:
i. measurements where possible (you might have to create a scale model to obtain
this information).
ii. annotations explaining how the product could be made.
iii. all the parts of your product and materials to be used.
Your detailed diagram should clearly show how the product will be made by you.

Use a 1:1 scale model (if appropriate) to work out your exact measurements and any
justified modifications to be made. Make sure to apply these changes to your
detailed/working drawing!!!

Student Example 1: 1 to 1 scale cardboard model

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STUDENT EXAMPLE: Detailed Diagram/Drawing

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Student example 2: Card model

Student Example: Detailed Diagram - CAD Drawing

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Criterion B: Developing ideas

Maximum: 8
Students develop a solution. At the end of year 5, students should be able to:
i. develop design specifications, which clearly states the success criteria for the design of a solution
ii. develop a range of feasible design ideas, which can be correctly interpreted by others
iii. present the chosen design and justify its selection
iv. develop accurate and detailed planning drawings/diagrams and outline the requirements for the
creation of the chosen solution.

1-5= 6-9= 10 - 14 = 15 - 18 = 19 - 23 = 24 - 27 28 - 32 =
1 2 3 4 5 =6 7

3-4 The student:

i. lists some design specifications, which relate to the success criteria for
the design of a solution

ii. presents a few feasible designs, using an appropriate medium(s) or

annotation, which can be interpreted by others

iii. justifies the selection of the chosen design with reference to the design
specification

iv. creates planning drawings/diagrams or lists requirements for the creation of the
chosen solution.

5-6 The student:

i. develops design specifications, which outline the success criteria for the
design of a solution

ii. develops a range of feasible design ideas, using an appropriate medium(s) and
annotation, which can be interpreted by others

iii. presents the chosen design and justifies its selection with reference to
the design specification

iv. develops accurate planning drawings/diagrams and lists requirements

for the creation of the chosen solution.

7-8 The student:

i. develops detailed design specifications, which explain the success criteria for
the design of a solution based on the analysis of the research

ii. develops a range of feasible design ideas, using an appropriate medium(s) and
detailed annotation, which can be correctly interpreted by others

iii. presents the chosen design and justifies fully and critically its selection

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with detailed reference to the design specification

iv. develops accurate and detailed planning drawings/diagrams and

outlines requirements for the creation of the chosen solution.

Criterion C: Creating your Product

Strand i: Construct a Logical Plan

Develop a plan of outlining how your final solution will be made. Ensure it can
be easily followed.

Production Plan: Template

Steps: Time: Equipment/ Materials: Health and Quality Justified

Use full Roughly Software: What Safety: Checks: What changes/
sentences to how long What tools, material Are there will you do at Improvements:
explain each will each apps will will you any risks specific This section will be
step of the step you use to use for included in moments during filled in after every
making take? make your this this the making step/activity has
process. You design activity? activity? process to been completed.
can have as solution? ensure the final You will need to
many step as Make sure design solution reflect on what you
you want. to state the is being made completed and
risks that well? note any changes
might be made to your final
involved in solution.
the health
and safety
section

Step 1: This I will use a I will use Must be Double check I made an
Measuring activity steel rule, MDF and careful measurements adjustment to the
and marking will take try square 3 mm when shown on length and width of
up material 40 mins and a thick handling detailed the sides for the
pencil. acrylic the acrylic - diagram before mobile device
could have marking up. holder to ensure it
sharp can accommodate
edges a minimum of two
devices.

Step 2

Step 3

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Step 4

Step 5

Step 6

Step 7

Excellent Student Example: Production Plan

Step Process Required Tests Quality Checks Time Reflection/Modifications

resource
s

1 Carry out Google At the I will ensure 3-4 hours One major modification I made to
further Forms, end, I will throughout that the this step was to instead of doing a
research, pen, do a people I interview survey, I decided to do an interview
especially paper, summary and survey will with an EAL student within the
primary computer. of all new give me useful and school due to time restrictions and
research informatio reliable effectiveness with the method of
with n learnt information. In research as I believe that instead
surveys to and on all addition, I will of doing a research, a personal
EAL research. consistently interview with an individual will
students evaluate my provide a better insight into the
within the sources online to problem, how to improve the
school make sure they functions and design of my
and are accurate and programme and various other
teachers reliable. factors. Apart from that, this stage
which I went vary smoothly and I did not
asked encounter any problems. In
before, to addition, I was able to find reliable
interview sources for research.
in-depth.
Also some
research
on terms I
will
include
and how I
will
organise
it.

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2 Learn in Various I will keep Throughout, I will 3 hours After looking at various tutorials
greater Websites consistent cross-reference on youtube and other tutorials
detail, (Youtube, notes sources in order to online such as step-by-step
how to Code throughou ensure that the tutorials which are in-depth a well
create the Tutsplus, t and I will information I am as various online forums where
product. Program check my obtaining is correct members share many tips and
Look at mer’s notes at and accurate. In guides on how to write actionscript.
many Stack the end to addition, I will In addition, I frequently looked at
youtube Exchange ensure constantly other user’s code in Actionscript of
tutorials , etc.) that I question the various quiz programmes and
on how to have accuracy and some guides on Adobe Flash’s
make a learnt the reliability of all the official website. However, the most
quiz-like sufficient websites I use. useful and primary tutorial I
game on material. Additionally, I will followed came from the website
flash and even test the Tutsplus with the link:
how to methods in flash http://code.tutsplus.com/tutorials/cr
use as I believe that is eate-a-customizable-flash-quiz-
actionscri the easiest and application--active-8792 With all of
pt. This quickest way of this, I was able to create, in the
informatio making sure it will end, some code and grasp a basic
n and work. knowledge of Actionscript.
resources However, I had a very big issue
to learn with formatting the actionscript.
can be
found on
tutorial
websites,
wikis,
forums
and above
all,
youtube
tutorials.

3 Create an Pencil, I will look I will constantly 2 hours Overall, I believe that this process
in-depth Pen, over my check that I am went very well. It was completed
and Paper, notes and including all the extremely quickly and efficiently,
exhaustiv Microsoft plan at elements required finishing approximately 30 minutes
e plan of Word. the end to which I listed at the before the estimated time it would
each ensure I beginning take. In addition, I was able to
course, have a including, but not modify this step slightly to take it
the words full, limited to, words further. This was to consult my
within all exhaustiv within lessons, friend Daniel Herrera, who is a
lessons, e plan for explanations, native Spanish speaker, with my
translation the translations, document in order to ensure that
s and creation images, etc. the spanish translations are correct
explanatio of my and that they are easy to
ns for product. understand. This, in the end,
each helped to make my programme
course, easier to understand for my target
the audience, catered specially for
images it them.
will use
and any

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other
details of
the
programm
e.

4 Design all Adobe Ensure I will consistently 2-3 hours Overall, this process went very well
buttons, Photosho at the end ensure that I have and was very quick. With my
logos, p, that all created all things previous experience and
symbols, Computer logos, necessary through knowledge in photoshop, through
etc. . symbols the use of a the use of my graphics tablet and
required and checklist of all various tools in photoshop, I was
as a designs symbols, logos able to create the necessary logos,
separate have a and buttons buttons and symbols using the
image in consistent required and will rectangle primitive tools, the ellipse
Adobe art style check to make tools, etc. I created the close
Photosho and sure that all things programme button, play button, the
p. meets all necessary are all logo and several other graphics.
of the in one folder. Some modifications I made were
specificati from the original designs of the
ons buttons. In the end, I decided to
stated. change the design slightly in order
to perfectly match my target
audience.

5 Create a Computer Ensure at Throughout the 3 hours There were a countless amount of
simple , Adobe the end of process, test the modifications made throughout this
engine Flash CS the ease of creation of stage which are all mentioned in
and 6 creation quizzes using the the “Final Product and
system in that I am engine and ensure Modifications” segment. The
Adobe able to that the steps general and most significant
Flash and simply towards the modification was the slight change
using create a creation of the in the layout of the UI. Often,
actionscri quiz engine is followed images, questions and other
pt, for the game very closely. elements of the UI were placed in
creation of from the different parts of the screen.
the final engine I Overall, although this process
program. have helped to improve the UI of the
created. final product and include additional
features such as sound, this
process took an extremely long
time, taking approximately over 8
times more time than the initially
estimated time. With countless
obstacles and difficulties which I
encountered in this process, this
made it a very inefficient process,
even though I closely followed the
tutorial mentioned previously.

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6 Create Adobe Ensure at Throughout the 2 hours On the contrary to the previous
program Flash, the end process of creation step 5, this process went extremely
using the Computer that the of the program, I smoothly and very efficiently. I
engine program will ensure that I encountered almost no obstacles
created in created at am not changing except for when inserting images
step 5, the end the engine in any and sound. Apart from that, this
according meets all major ways and step was completed in half the time
to the specificati will consistently initially estimated as I already had
specificati ons said check the all terms and definitions within the
ons. earlier. specifications word document created in step 3.
In addition, with the engine using a
very simple XML file in order to
create the questions and insert
images and audio files. In the end,
however, I did not make any major
changes in this process.

7 Export Adobe Ensure at Throughout the 0.25 hours This stage was altered drastically
final Flash, the end exportation and as it was originally supposed to be
program Computer that all distribution the final product. However, due to
and , External teachers process, I will have time constraints and limitations in
distribute Hard drive which I a specific checklist ability and knowledge of Adobe
across or USB created of which teachers I Flash and Actionscript, I was not
school stick. the need to give the able to implement and create a
and program program to. finalised version of the product.
screen for, knows Instead, I opted for creating a
record in how to prototype in which I demonstrate
order to access it how the UI will look, how the
publish on and use buttons will interact with each
youtube. it. other, an example of the questions
and answers as well as how it will
be built in Flash using ActionScript.

Core Steps/ Processes of Making

Please find below some useful Core Steps and Processes to be incorporated into your
production plan/plan of making

If you are using CAD (Computer aided design) then use these core steps as a guide
1. Use your detailed diagram/drawing to prepare all the parts for laser cutting using Corel
Draw. Make sure to set your work within Corel Draw to 600 mm X 458 mm.

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2. Process files for laser cutting - Laser cutter

3. Assemble parts using an appropriate adhesive - PVA glue or Contact Glue.

4. Finishing - if required do you need to apply paint, varnish...

If you are using a variety of tools/equipment then use these core steps as a guide
1. Follow your detailed diagram to accurately measure and mark up your material - Steel
rule, Try square, Pencil..

4 5 6 7
.
2. Cut the material using any of the following tools - Hegner Jig saw; Coping saw; Tenon
saw…

3<https://i.ytimg.com/vi/Fqbs7fP1xIY/maxresdefault.jpg>
4<http://ecx.images-amazon.com/images/I/41%2B0v84Bk9L._SY300_.jpg>
5<http://www.toolstop.co.uk/components/com_virtuemart/shop_image/product/
bd972ee7790b696a2842752e7346a561.jpg>
6<http://weknowyourdreams.com/images/pencil/pencil-02.jpg>
7<http://www.thebestthings.com/newtools/graphics/cullen_tools_marking_gauge.jpg>

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8 9 10

3. Forming could be done using the Vacuum former or Foam Cutters but first you would
need to create a mold.

11 12

4. To bend acrylic you can use the Hot wire/Strip Heater.

5. Smoothing the edges of the material - use a variety of files; glass or wet and dry paper.

8<http://www.hegner.co.uk/media/catalog/product/cache/4/image/397x457/
f8954eb2a57f68f4c257cba01f7886d0/i/m/image_5432.jpg>
9<http://s.hswstatic.com/gif/coping-saw-1.jpg>
10<http://ecx.images-amazon.com/images/I/51AwQPjKsgL._SX522_.jpg>
11<http://www.design-technology.org/vacformer.jpg>
12<http://ecx.images-amazon.com/images/I/41%2BW%2BDna-7L._SY355_.jpg>

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13 14

15

6. Assemble parts using an appropriate adhesive - PVA glue or Contact Glue.

16 17 18

7. Finishing - if required do you need to apply paint, varnish...

13<http://cdn.dick-blick.com/items/349/16/34916-1009-3ww-l.jpg>
14<http://www.transpares.co.uk/media/ecom/prodsm/wet%20and%20dry.jpg>
15<http://www.technologystudent.com/images7/hfile1.gif>
16<http://www.printfile.com/ProductImages/scrapbooking/PVA-glue.gif>
17<http://www.technologystudent.com/images2/tensl1.gif>
18<http://ecx.images-amazon.com/images/I/41R33oFxCwL._SY300_.jpg>

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19 20

For those of you who plan to combine both CAD and machines/tools you just simply need to
include the appropriate making process that best suits the product you hope to make.

Please note you are expected to produce a plan that can be easily followed by myself or
your peers.

See next page

19<http://cdn3.benzinga.com/files/imagecache/1024x768xUP/varnish-250x250_0.jpg>
20<http://belloflostsouls.net/wp-content/uploads/2014/08/paint-cans.png>

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Strand ii: Demonstrate Technical Skills

Visually document the key stages of making your final prototype/product by taking
regular pictures.
Make sure to insert the images into your document and add captions underneath to explain
the process or step.

Student Example 1: Demonstrating Technical Skills

20 February 2016 14:53

In this photo, I am working on

creating the first double page of my
book, consisting of the Background
and Introduction. I am using my
final design drawing, an iPad and a
laptop to create the visuals.

20 February 2016 17:39

In this photo, I am demonstrating

what I do to design most of the
visuals in the book. I use a pen
tablet and photoshop CS5 to create
the elements, and in this particular
example, the photo used was taken
by me, personally.

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20 February 2016 17:54

This photo demonstrates the

addition of text to the book. I use
the iPad to write and add the text,
which is recorded along with all the
other text that I wrote, in the
appendix.

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21 February 2016 13:30

This photo shows the process of

creation of one particular visual,
which was under the section of
Language and Literature in my
book. It is a close up of the layer-
work that went into its creation.

21 February 2016 13:30

This photo also shows the creation

of this certain visual element. It
shows the different tools that I
could use in the creation of this
visual element. Some of them I did
use, and some I did not.

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21 February 2016 13:30

Yet again, this photo shows the

creation of this certain visual
element. This particular
photograph shows the work I did
using the pen tablet, which was
basically drawing the frame and
generally making it.

28 February 2016 17:10

This photo is an overview of the

whole product, close to finishing. IN
that stage, I was recording
information on Bulgarian History,
recording in its respective pages.

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Student example 2: Visually documenting the making Process

Creating the .gif

In order to create a moving .gif, the picture must be different within more than one frame in
order to achieve movement. In my research, I had found that epileptics decreased their
seizures more commonly as rapid eye movement. so in order to do that, I decided to
displace the foreground and background slightly, to create that “twitch motion”.

In the picture above, I have demonstrated how I captured the foreground, using the pen tool
and highlighting what was necessary.

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After that within the path channel, in order to be able to grab the selection and move it, the
path must be converted into an active path, shown by the moving dots surrounding the
selection. This is completed by cmd+left clicking the path channel you want to make active,
this is represent within the second picture.

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I simply just removed the selection using cmd+x, which in essence just temporary stores the
layer. After that (looking at the picture below) I pasted the picture back into the software, but
on a new layer, so it was separately tangible from the others.

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Now I had just slightly displaced both the foreground and background to simulate the
movement, but then needed to fill up the white checkered spaces using three specific tools,
but before I did that, I rasterized (merged) the layers in order to sample sections of the photo
as one.

Strand iii: Follow the Plan to Make the Solution

Students demonstrate that the planning process was sufficiently thorough if the final
product matches the planning drawing and no changes were made to the plan, in
whatever form it was presented. If the drawings/diagrams and the plan match what has
been made, then students have followed the plan.
If a student does not follow the plan, it will usually result in the solution not fully meeting the
specification and/or matching the design detailed in the drawings/diagrams.

Strand iv: Justified Changes Made to Design

If any changes were made during the creation process of your final product make sure to
detail and justify any changes.

If students do not make any changes to their product or plan, this strand does not have to be
addressed with evidence. However, if any changes are made, students must address this
strand.

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Remember if you have been vigilant in your efforts to note any changes made in the
justification/modification section of your production plan, this can be used as
evidence for this strand.

Student Example 1: Final Product and Modifications

Modification to my Design

Now that I have made a plan to follow and thought about all the materials, tools I am
going to use and how much time the project is going to take, some features of my
design changed.

1. To start with, I changed the thickness of the circle of the sun which is where
I am going to locate the clock mechanism. This is because the part of the
clock mechanism that has to be drilled through the material is 6cm long. So,
it is going to take a long time to drill a whole about 14cm deep on an 18cm
thick material. I thought it would take less time drilling a whole about 2 cm
deep on an 8cm thick material
2. Now that I thought about how long it is going to take to create stickers, I
decided make more Number Stickers. Before I made the plan, I thought it
would take the longest time to create the stickers on the vinyl cutter;
however, I realized it actually doesn’t. I was going to only make four
stickers: 12, 3, 6 and 9. But, since it doesn’t take so much time creating
them, I decided to make all twelve stickers. I also realized that while I am
waiting for the stickers to be cut out by the vinyl cutter, I could be using the
time and start working on the next step which is putting the clock
mechanism on to the clock design.
3. The last change I have made is to use spray paint for one or two parts. If I
use paint, I have to paint several coats and dry them. Same goes for spray
paint; however, if you compare the time on how long it takes to paint and
spray a material once, to spray paint takes less time.

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Student Example 2: Final Product and Modifications

Throughout the entire creation process, with many thought processes occurring, but the
biggest factor for modification being the ease, efficiency and overall, if it suited my ability as
Actionscript and Flash were both very new to me in the beginning of the project. All changes
were added to the specifications and were reflected upon in the production plan. Some of
the most significant changes I made to my project included, but were not limited to:

● Change in the layout of the general UI-There were major changes to the main menu
to suit the prototype and target audience. Many buttons were simplified to make it
easier for the average EAL student to understand it.
● Use of GSAP-The use of the GSAP library, instead of the standard flash animations,
made the program much more efficient, compact and overall engaging with the
included animations, which were all significant components of my specifications and
what I wanted to achieve with my program from the beginning.
● Use of several different fonts-Although there were several fonts such as BPReplay
which I planned to primarily use in the first steps of my creation, in the end, I used a
very simple calibri for several reasons. Firstly, it supports latin accents whereas
BPReplay did not and secondly, I believe that calibri is a more familiar sans-serif font,
therefore creating a more relaxed and comfortable learning environment for the user.
● Use of an XML file-This was simply due to efficiency.
● Inclusion of question counter instead of progress bar-Since the progress bar was
very difficult to implement, I believed that a question counter would be very simple,
yet would provide the sense of achievement and engagement.
● Inclusion of shuffle feature-This would make the game replayable and more
interesting, therefore making the questions more interesting/engaging.
● Use of the glossary instead of the layout shown-Using this instead made sure that it
suited the prototype model of the program.
● Inclusion of a score screen-The addition of this also increased engagement of the
user and the sense of progression when they improve.

The demonstration video for the final product can be found here.

Criterion C: Creating the solution

Maximum: 8
Students create a solution. At the end of year 5, students should be able to:
i. construct a logical plan, which describes the efficient use of time and resources, sufficient for peers
to
be able to follow to create the solution
ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended
iv. fully justify changes made to the chosen design and plan when making the solution

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a. present the solution as a whole

1-5= 6-9= 10 - 14 = 15 - 18 = 19 - 23 = 24 - 27 28 - 32 =
1 2 3 4 5 =6 7

Achievement Level Descriptor

Level

1-2 The student:

i. demonstrates minimal technical skills when making the solution

ii. creates the solution, which functions poorly and is presented in an incomplete
form.

3-4 The student:

i. constructs a plan that contains some production details, resulting in peers

having difficulty following the plan

ii. demonstrates satisfactory technical skills when making the solution

iii. creates the solution, which partially functions and is adequately presented

iv. outlines changes made to the chosen design and plan when making the
solution.

5-6 The student:

i. constructs a logical plan, which considers time and resources, sufficient for
peers to be able to follow to create the solution

ii. demonstrates competent technical skills when making the solution

iii. creates the solution, which functions as intended and is presented

appropriately

iv. describes changes made to the chosen design and plan when making the
solution.

7-8 The student:

i. constructs a detailed and logical plan, which describes the efficient use of
time and resources, sufficient for peers to be able to follow to create the solution

ii. demonstrates excellent technical skills when making the solution.

iii. follows the plan to create the solution, which functions as intended and is
presented appropriately

iv. fully justifies changes made to the chosen design and plan when making the

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solution.

Criterion D: Evaluating

Strand i: Design Testing Methods

Evaluate the effectiveness of your design solution using a wide range of tests against
the requirements of the design specification (including expert appraisal, user trials, field
testing and user observation). See examples below:

Student Example 1:
Expert Appraisal - From Mr. Nicholas Brown (Programmer and Design Technology
Teacher)

1. Design of the UI (is it easy to understand and is it intuitive? Is it easy to

navigate?)

The UI has a clear and consistent format. The interface is uncluttered and provides
only the necessary information. The colours are contrasting and it is clear which is
the question and which is the answer box. The use of page number and total page
number is a good way of providing feedback to the user on their progress.
It would have been helpful for the chosen answer to change colour to provide
confirmation feedback to the user

2. The Program’s Objectives/Specifications

If it is how effectively the goals of the program are achieved, then yes, clearly assists
Spanish EAL students access chemistry. It may have been helpful to provide English
translation of question as well to help their learning.

3. The program's engagement (how fun/engaging is it for the player?)

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Visually it is pleasant to look at and the transition between questions is fun. The
question content could perhaps have used richer and more varied media (more
images, animations, video etc)

Example 2: TESTING METHODS

“Everyone’s Brain can Glitch” - Rhett Williams-Lee “Become a Purple Day Hero” - Epilepsy
Australia.

Advantages of my Disadvantages of my Modifications

Product Product

My product draws the Lack the use of colour, Little hints of colour could
attention of the audience which could deter have helped to appeal to
more, due to the grunge younger members within audiences of all ages,
style that I have used. my target audience (11- due to the overall
12 year olds) contrast of colour

Poster addresses the The existing product is Trying to merge both

situation in a serious and more “friendly”, possibly serious and light hearted
essential manner, which meaning it could attract a (happy) information to

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is something needed to larger audience. tone down the shock

address a disease that is value of the piece. Such
overlooked as cures and first hand
experiences of people
overcoming and battling
epilepsy

My product harnesses The existing product uses Can definitely add in an

the use of animation not a day to help unite the aspect that helps unite
only to capture the public, audience for a specific people to learn about the
but also to help people cause, whilst my product disease together, which
without epilepsy to simply demonstrates we can tie into my slogan
empathise with their need to enlighten “everyone’s brain can
problem ourselves about the glitch”
disease

Phrase “Everyone’s brain The existing product uses Possibly having one of
can glitch.” helps include the emotional appeal of the little boys’ face
that neurological the young girl to help showing could improve
diseases such as attract the audience, emotional appeal to
epilepsy does not whilst my product only parent etc.
discriminate, ever. emphasises we need to
raise awareness for this
disease.

My products purpose is Typography could be Improve the size of font,

clear and concise at first larger, just in case some especially the
glance people are visually
impaired

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Expert Appraisal - Karen Strickland

Hi Rhett,

- The piece has an immediate impact, with the viewer looking to understand for a
considerable time. this is always the intention of an artist.

- The image/ GIF is well thought out, which is where the artist steps in and uses an
interesting moment to raise awareness.

- The animation is interesting, and leaves the viewer sympathising with the what could
be an epileptic first person perspective, or more likely a suggestion of what it is like to
be epileptic.

- The text with the URL is clear and easy to read at a glance, and allows the viewer to
inquire about the subject extremely easily

- This is an excellent piece of work, good use of branding, an interesting image, with a
really well thought out

Comparison Test

Test – comparison with existing product

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Existing product

My product

Advantages of my product Disadvantages of my product

My product looks more interesting and There are less places to keep the
colourful accessories

There are more spaces to put larger The existing product is more organised
objects

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My product does not need extra spaces The existing product has a mirror which
around the sides (to open the drawer etc.) would be convenient to try on the
accessories

My product would be easier to hold The accessories/holder would be

accessories that are needed to be hanged covered by dust as it is not kept inside
(necklaces would not be tangled)

My product displays the accessories more The existing product uses mainly of soft
clearly, as it is not kept inside the drawers. materials which would not scratch the
accessories

From the above table comparing my product and the existing product, it can be seen
that my product has both advantages and disadvantages. Although it can be seen that
most of the disadvantages are based on the quality of the product, such as the mirrors,
problems with dust, scratches, which I think that as a teenager those problems would
not matter as much as adults, as we do not have much of expensive accessories.
Therefore I think that my product already suits with the age of my target audience.

Comparing the product against existing products in the marketplace and noting strengths
and weaknesses

Strand ii: Evaluate the Success of the Solution

When critically evaluating the success of a solution, you must objectively judge the
solution against the specifications. This objective evaluation comes from analysing the
data gathered by carrying out the tests designed.
You must analyse this data and make conclusions that identify strengths and weaknesses of
the solution, along with opportunities for further development.

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See Template:

Specification Testing method Evidence from tests

● __________ ● __________ ● __________

_____ _____ _____
● __________
_____

● __________ ● __________ ● __________

_____ _____ _____
● __________
_____

● __________ ● __________ ● __________

_____ _____ _____
● __________
_____

Student Example 1: Evaluating the Product Against the Specifications

Specification Test
Rating of Completion How it is met
The game will be
Students must be able to
downloaded and run on 5/5 After running it multiple times on se
run the programme
a school computer computers, I can ensure it functions
through downloading it
and running it on the multiple times to ensure

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that it works.
computer.
(Performance Test)
There will be a list
The game will be a very
created at the end 5/5 After the list was created, it was ens
stripped down and basic
which will illustrate a this game’s concepts, functions and
version of an applicable
could be applied to a full and final g
model. It will only be a final version, if created,
prototype depicting listing all features of the
concepts and designs prototype which will be
which can be applied to a applied to the final
final product. (This
version (Performance
applies to all
specifications) Test)
The game will be played
The game must have a
and used multiple times 5/5 Running it multiple times, the glossa
glossary where all the
to ensure it can do this. easily accessed through the main m
meanings and words
learnt so far can be (Performance Test)
accessed through the
main menu.
The game will be played
The game’s primary
and used multiple times 5/5 The game was run multiple times to
feature of exercises in
to ensure it can do this. this.
lessons must come in the
form of a multiple choice (Performance Test)
question.
The game will be
Questions, although
examined to ensure it 4/5 The game was examined to ensure
mostly words, must also
can do this. However, there were only 1 visual a
have a set of visual and
auditory question.
audio questions. (Performance Test)
The game will be
In each lesson, the user
examined to ensure it 5/5 The game was tested multiple times
must be presented with 5
can do this. this.
new words to learn.
(Performance Test)
The game will be 5/5 The game, examined, had 6 questio
In each lesson, there must
be at least 5 different thoroughly examined visual and 1 auditory.
questions with at least one and number of
visual question and one questions and types of
audio question. questions will be
counted (Performance
test)
An interview will be
The game must be
carried out with a 4/5 According to native Spanish speake
available, apart from
certain EAL student to school, it is written to a very good le
English, in Spanish to
accommodate some of the see if they understand
DSL EAL students. the other languages.
(User Observation)
The game will be
The game must support
examined to ensure it 5/5 After rigorous examination, the gam
the subject Chemistry.
can do this. shown to support Chemistry terms v
(Performance Test)

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The game will be 5/5 After many examinations and tests,

The game must have
game over screen at the examined and ran proven the game over screen can s
end of the lesson to say through in order to correct answers, wrong answers an
the number of questions ensure that it can carry percentage.
the user got correct, the out this function multiple
number of questions they times. (Performance
got wrong and the overall Test)
percentage of correct
answers.
The game will be 5/5 After countless tests, it has been pro
Every time that the user
does a question, the thoroughly examined function works.
location of the multiple multiple times to ensure
choice answers will be in a that this function works.
different place every time. (Performance Test)
The game must mainly The game will be
use colours like light green examined to ensure it 4.5/5 After examination, I can see that I h
and light blue for buttons has these features. these colours for all specified parts.
surveyed students said the colours
and the occasional light (Performance Test)
positive feeling.
red for buttons to stand out Also a survey will be
more. For the carried out on how the
backgrounds, I will mainly aesthetics make them
use a very light orange. feel (User trials).
The game must use the The game will be
font blanch for the logo examined to ensure it 4.5/5 The game was examined to ensure
and name of programme. uses these fonts. used these fonts. In addition, the fo
created mostly positive feelings, exc
It must use the Calibri font (Performance Test)
one user feeling tired.
for the majority of text Also a survey will be
including subtitles, carried out on how
questions and answers. these fonts make them
feel (user trials).
Buttons and most panels The game will be
used in the game must all examined to ensure it 5/5 The game has been examined to us
be either rectangular with uses this shape for specific shapes and all students ans
that the buttons made them feel com
rounded edges or circular. buttons. (Performance
and welcome.
Test) Also a survey will
be carried out on how
these buttons make
them feel (user trials).
The game must use a The game will be
large amount of logos examined to ensure it 5/5 The game, after examined, is sure t
which have a minimal yet has this art style. art style. In addition, all feelings the
conveyed were positive towards lea
colourful 2D art style (Performance Test)
similar to vector images. Also a survey will be
This will be heavily carried out on what
influenced by the art style feelings this art style
of the graphic designer conveys, if it is
Rob Wilson. comprehensive and if
they like it (user trials).

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The game must have The game will be

several animations for examined to ensure that 5/5 After, examination, it is certain that t
when new questions move it contains these utilises all of these animations to fur
encourage engagement.
into the screen. animations
(Performance Test).
The buttons must be easy Survey will be carried
to locate and understand. out on ease of access 5/5 All students surveyed said the UI wa
and navigation (user easy to navigate.
observation).
The game must use The game will be
simple Spanish to make it examined to ensure that 5/5 The game, after examination, prove
easy to understand. this feature works spanish used is simple and easy to
understand. This was proven by the
(Performance Test) and
with the native Spanish speaker.
an interview will be
carried out on if this
helps with engagement.
(User trials).
The game must always The game will be
have a counter in the examined to ensure that 4.5/5 This function has been assured to w
bottom right corner to this feature functions many trials. In addition, ⅚ students
said the counter made the quiz mor
show how many questions well (Performance Test)
engaging.
they have completed and and a survey will be
how many are left. carried out on the
increased engagement
of this factor (User
trials).
Sound will be included The game will be
within some of the examined to ensure that 5/5 It has been assured that this functio
questions to keep the this feature functions every time.
engagement of the well. (Performance
audience. Test)
The game must take no The game will be timed
longer than 1 second to using an accurate 4/5 After measuring, the average time
load the next question and stopwatch to measure question to load was approximately
seconds and less than 5 seconds to
less than 15 seconds to the time it takes for
the program.
start up the programme. each part. (Performance
Test)
The game must be made The methods used for 5/5 Flash was consistently used as sho
through the use of Adobe creation will be process pictures.
Flash Professional and monitored and
through the use of the examined constantly
programming language throughout the creation
ActionScript. of the game.
(Performance Test)
All buttons, logos and The methods used for 3/5 Most of the buttons were created dir
drawings within the game creation will be Flash, although many were created
must be created through monitored and Photoshop.

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the use of Adobe examined constantly

Photoshop. throughout the creation
of the game.
(Performance Test)
All questions must be The methods used for
derived from an XML file creation will be 5/5 All questions were taken from XML,
which is applied to monitored and close monitoring of creation process
dynamic text fields within examined constantly
Adobe Flash. throughout the creation
of the game.
(Performance Test)
The external library of The methods used for
GSAP (GreenSock creation will be 5/5 All animations were done with GSAP
Animation Platform), will monitored and from documentation of process.
be used in order to create examined constantly
animations within my quiz. throughout the creation
of the game.
(Performance Test)
The game must be A survey will be carried
appealing to students. out on the opinions of 4.5/5 ⅚ students surveyed found the gam
students. (User Trials) appealing.
This programme must not The cost and use of 5/5 The cost and budget was very close
cost anything to produce budget throughout the monitored and this did not cost anyt
and distribute when creation of the game will produce.
finished. It will be a free be consistently
product. monitored (Performance
Test).

Student Example 2: PRODUCT AGAINST SPECIFICATION

Goal Test Rating Evidence

The poster will The poster will be 4/5 - Survey has concluded that 95% of
clearly address the examined to ensure it understood what the poster was ab
situation of epilepsy, addresses these
situations. (Performance - Survey has concluded that 70% of
and portray the
Test) Also a survey will be wanted to inquire more about the ca
message in a clear carried out on how they
and concise manner have been enlightened by
the situation (User Trials).

Students will be The poster will be 5/5 - Ran the .gif file on all main web b
able to access the examined to ensure it can (Windows, Mac, Linux)
awareness technically run on any
campaign and thus system. (Performance - No anomalies or errors reported for
be able to run the Test) Also a survey will be

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file from anywhere carried out on if they have

had any anomalies (User
Trials).

Students and the The poster will be 5/5 - Ran the .gif file on all main web b
audience must be examined to ensure it can (Windows, Mac, Linux)
able to inquire about be accessed on any
epilepsy in and system. (Performance - No anomalies or errors reported for
through the .gif Test) Also a survey will be
carried out on if they have
had any anomalies (User
Trials).

Each poster will The poster will be 5/5 - Poster used my logo
feature a created examined to ensure it uses
logo my created logo
(Performance Test) Also a - 75% of participants said my logo
survey will be carried out professional standard
on the professionalism of
the design (User Trials).

Posters will feature The poster will be 5/5 - Poster used the specific font of Am
font that is clearly examined to ensure it uses
readable and the specific font - All users understood the message w
understandable that (Performance Test) Also a
connects to the survey will be carried out
audience on the clarity of the
message (User Trials).

I will help enlighten The poster will be 4/5 - 80% of the audience had stated the
the viewers about examined to ensure it has about neurological diseases after v
the effects of the necessary information.
(Performance Test) Also a
neurological
survey will be carried out
diseases. on how effectively the
information has been
processed (User Trials).

The poster will The poster will be 4/5 - Interview with English teacher had
evoke empathy examined to ensure it uses used the proper literary techniques.
within the viewer these holds the necessary
literary techniques. - 72% of the audience stated
(Performance Test) Also a empathetic for patients with the dis
survey will be carried out my poster s
on how the poster has
impacted them. (User
Trials).

A photoshop file that The poster will be 5/5 - Tested for 20 minutes to see if the
runs animation examined to ensure it can down or lag, there was none
continuously (.gif) technically run on any
system. (Performance - No anomalies or errors reported for
Test) Also a survey will be
carried out on if they have
had any anomalies (User

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Trials).

The poster will use The poster will be 5/5 - Expert Appraisal had specifically s
extremely examined to ensure it colour help improve dramatic appea
contrasting colours meets the requirements.
(Performance Test)
in order to create
tension in the room

All affiliation should The poster will be 5/5 - Poster only has affiliation represen
appear at the examined to ensure it of the page
bottom of the poster meets the requirements.
(Performance Test)

The poster must The poster will be 5/5 - Poster used the specific font of Am
use the American examined to ensure it uses
Typewriter font for the specific font - All users understood the message w
the “hookline” and (Performance Test) Also a
name of poster. survey will be carried out
The logo must be in on the clarity of the
all caps, and in a message (User Trials).
Romanistic font.

Information on Practical assessment - Poster visible from 4 ft away

posters should be addressing this at the end
clearly visible at of the 9 week product
distance of around
4ft
The .gif must take The game will be timed 5/5 - Ran 20 trials on the speed on start
no longer than 3 using an accurate exceeded 3 seconds
seconds to load and stopwatch to measure the
not falter due to time it takes for each part. - No anomalies or errors reported for
Photoshop technical (Performance Test) Also a
issues survey will be carried out
on if they have had any
anomalies (User Trials).

Each file will be 5Mb Simply a check on the file 5/5 - File size is 320 KB
or lower size within the final stages
of the creation

It can be accessed The poster will be 5/5 - Poster is able to be accessed th

through a web examined to ensure it browsers
browser meets the requirements.
(Performance Test) Also a - No anomalies or errors reported for
survey will be carried out
on if they have had any
anomalies (User Trials)
The game must be A survey will be carried out 5/5 - 90% of participants stated they had
appealing to on the opinions of both the interesting
students and students and the teachers.
teachers (User Trials)
This poster must not The cost and use of 5/5 - All images used that were not mine
cost anything to budget throughout the

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produce and creation of the poster will - Poster created entirely on my own,
distribute when be consistently monitored
finished. It will be a (Performance Test).
free product.

Strand iii: Explain How the Solution Could be Improved

Through the objective evaluation of your solution, you should identify weaknesses in
your solutions. These weaknesses provide opportunities for further development and will
allow you to consider how you can refine your solution further.
You can suggest these improvements in many forms, including:

● written text—paragraphs or tables

● diagrams and charts
● annotated photographs/screenshots of the prototype
● sketches.

Student Example 1: Possible Improvements to the Programme

Weakness Improvement Application

Made in Adobe Flash (difficult Use a different program or programming Possible programming languages
to modify and to use. Is language in order to make the program. include javascript, C++, Java and
currently becoming outdated Python. Python would probably work
software). In addition, I did the best as I already have a foundation
not know how to use flash knowledge of it.
and therefore, the project
took an excessive amount of
time.

The engagement of the Increase engagement with a further These will all relate to the currently
student will be lost very emphasis on progression and creating a programmed question numbers and the
quickly because there is sense of achievement from correct answers will determine how
nothing except the game over implementing a progress bar and/or XP much XP is gained and there will be a
screen and the question and level up system. certain animation for each progress of
numbers which do not do the progress bar.
enough.

It is a moderately slow Further refine the code in order to make A lot of calculations will be simplified
program. (scored lowest in it more efficient and run more quickly. and many ways found which are more
specification comparison.) efficient and simpler.

Lack in substance (only Add more terms, more subjects and This would be done through the use of
Spanish language and more languages which would be more language experts and native
Chemistry subject, with 5 implemented within the further model. speakers, as well as further research to
terms) obtain the additional terms, subjects and
languages.

Lack of variety in media types Increase the number of visual, auditory There will be a better implementation
makes it less engaging (not and video questions in order to create a and rework of images and audio instead
enough visual, auditory and more engaging program. of using the XML file as it cannot be
even video questions) formatted properly.

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Not much feedback with Make all buttons light up when clicked Further actionscript code will be taken
many questions and buttons. on to depict that it is the chosen answer. and implemented to create and use an
This will increase engagement and animation of the buttons lighting up.
interest.

Teachers are not able to Create accounts and make it all online. Moderately complex integration of also
monitor the student’s work. Teachers will be able to set work and HTML5 and javascript may be
courses for the student to complete necessary in order to enable this, as
within the program. well as use the flash file in order to put it
online and manage accounts.

Cannot tell which answers In the game over screen, do a review Further using the implemented correct
you got right and which you and show which answers were wrong answers and wrong answers, extend it
got wrong. and which answers are the correct ones. to also keep track of which answer they
chose.

Student Example 1:Suggested improvements example: Clock

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Strand iv: Explain the Impact of the Solution

To identify or predict the impact that a solution will have on a client or target
audience, you must refer to the original problem, the design brief, the specification
and the evaluation.You should use these aspects to draw conclusions about how well the
design brief has been met. These conclusions may be presented in written form, as a list or
as a table.

The following questions may help you to explain the impact of the solution of the client or
target audience.

● To what extent has the client’s or target audience’s problem been solved?
● How does this solution improve the client’s or target audience’s situation?
● To what extent has the design brief been met?
● Are there any negative effects this solution could have?

Student Example 1: Impact on the Target Audience

Firstly, from the expert appraisal, I can tell that I have completed my product to a very high
quality and extent, especially for my initial plans as I far exceeded and outdid my initial plans
and expectations. This can also be reflected by the opinions, thoughts and analyses of Mr.

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Nicholas Brown. He stated that the User Interface, in general, has a very clear and clean
design which is very simple, easy and very intuitive. He has described the user interface as
“consistent,” “uncluttered and provides only the necessary information,” “clear” and that it
provides valid feedback, making the program very engaging. For the aesthetics, he has
described the program as “ pleasant to look at” and “ transition between questions is fun”.
Regarding the overall achievement of the program in terms of specifications and objectives,
he stated that “yes, clearly assists Spanish EAL students access chemistry.” However, he
did specified several weaknesses with the program. Firstly, he said that lighting up the
chosen answer would have improved the interactivity and feedback, therefore making the
program more engaging. Secondly, he stated that the variety in different media was very
limited as there were only images and audio. However, especially since these weaknesses
were less significant aspects of the program, overall, Mr. Brown expressed that I had
completed my program to a very high quality, considering specifications and objectives. In
addition, referring to the survey’s sent out, one anonymous student stated“without knowing
much about programming, I would say that this program has been designed to an extremely
high quality, with much thought put into the audience, logo, interface, and user experience,”
further supporting the previous allegation. In addition, after rigorously and closely analysing
my final product against my specifications, I have found that the level which I completed my
product at, was approximately 4.74 out of 5 points, after averaging all scores for each
specification. Therefore, the general consensus and fact is that my product has been
created to a great quality and solves the overarching problem to an excellent extent.

By following my specifications, I created a product, which by targeting a very specific

audience of Spanish EAL students, was able to create a more inclusive community and
solve the problem of EAL students who fall behind classes, due to lack of knowledge in
subject-specific terminology. Generally, this problem is solved through the application of this
prototype model to a full-scale, functioning program with the same UI design, similar colour
scheme and same logo. Frequently, it is found that many EAL students are falling behind in
their studies and scoring lower in their exams because they don’t know enough subject-
specific terminology. Although, in EAL classes, the students learn basic English, subject-
specific terminology is often negated. This program solves this issue and helps EAL
students learn these subject-specific terms in a very fun, engaging and relaxing way outside
of class time and this can be proven by data collected, as mentioned in the previous
paragraph.
Looking back to my initial design brief, I can also see that I have completed all of them to a
very high standard. Firstly, with the relevance, the relevance and details of the problem
have only been proven over time throughout the entire process of the project. Secondly,
with function, my final product was able to complete most of these to a very high level. The
quiz’s format was similar to Duolingo and Memrise, it was a prototype which can be
expanded, it had spanish available for chemistry, it uses multiple choice questions, there are
revision and test functions, engagement is based upon the question numbers and it uses a
somewhat visual and auditory format. Although I do not have typing questions, overall I
have completed most of these very well.

Although this program functions as planned, it can have some negative effects as well. For
example, the program could very easily distract EAL students from learning and
comprehending the actual classes that they take since they are so focused on understanding
and recognising the terminology. Also, there could be the issue of the focus being centred
on learning terminology, instead of actual EAL classes and this program does not provide a
way to communicate. However, these are all minor problems so they did not affect or deter
my product from solving the problem.

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Student Example 2: Impact on the Target Audience

The goal of my inclusive community project, was spread the awareness of the neurological
disease epilepsy, throughout my school, as I felt that is was an extremely overlooked
disease (stated multiple times within my problem and design brief) . By spreading awareness
on this disease specifically through the use of empathy hopefully it will bring on a much more
inclusive change at my school current outlook on disabilities in general, due to the small
amount of disabled children being excluded from school activities.

Looking at my product in comparison to my design brief, I feel I have definitely met the
requirements specified during the beginning of my project, these being:

- A unique way to attract the audience's attention

- Factual and informative information about epilepsy
- An advertising device to help improve awareness on neurological diseases
- Campaign elements that are be brief, punchy, and to the point
- That the campaign needs to be eye-catching and attention drawing
- A message that the concise and uses literary techniques in order to appeal to all
ages the
- A campaign that is influential to everyone who views it
- An easy way to read further insight about epilepsy

Within all of these points, I placed my utmost effort in trying to achieve the most professional,
yet effective poster that, made people realise how challenging it can be living with a
neurological disease in a society than sometimes overlooks them.

In terms of negative issues brought by this campaign, the only thing it could possibly lack is
the fact it is not an actual paper copy, thus meaning students can easily disregard the poster
with just a simple click, but in saying that, my poster allows instant insight into the disease if
the students/teachers are eager to know more about it, and I am sure that this poster will
help begin a movement within my school that makes our school even more inclusive of it’s
members.

Criterion D: Evaluating

Maximum: 8

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Students evaluate the solution. At the end of year 5, students should be able to:
i. design detailed and relevant testing methods, which generate data, to measure the success of the
solution
ii. critically evaluate the success of the solution against the design specification
iii. explain how the solution could be improved
iv. explain the impact of the solution on the client/target audience.

1-5= 6-9= 10 - 14 = 15 - 18 = 19 - 23 = 24 - 27 28 - 32 =
1 2 3 4 5 =6 7

Achievement Level Descriptor

Level

1-2 The student:

i. designs a testing method, which is used to measure the success of the solution

ii. states the success of the solution.

3-4 The student:

i. designs a relevant testing method, which generates data, to measure the

success of the solution

ii. outlines the success of the solution against the design specification based on
relevant product testing

iii. outlines how the solution could be improved

iv. outlines the impact of the solution on the client/target audience.

5-6 The student:

i. designs relevant testing methods, which generate data, to measure the

success of the solution

ii. explains the success of the solution against the design specification based on
relevant product testing

iii. describes how the solution could be improved

iv. explains the impact of the solution on the client/target audience, with
guidance.

7-8 The student:

i. designs detailed and relevant testing methods, which generate data, to

measure the success of the solution

ii. critically evaluates the success of the solution against the design specification
based on authentic product testing

iii. explains how the solution could be improved

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iv. explains the impact of the product on the client/target audience.

DESIGN COMMAND TERMS

Term Definition

Analyse: Break down in order to bring out the essential elements or structure. To identify

Construct: Display information in a diagrammatic or logical form.

Create: To evolve from one’s own thought or imagination, as a work or an invention.

Define: Give the precise meaning of a word, phrase, concept or physical quantity.

Demonstrate: Prove or make clear by reasoning or evidence, illustrating with examples or

Describe: Give a detailed account or picture of a situation, event, pattern or process.

Design: Produce a plan, simulation or model.

Develop: To improve incrementally, elaborate or expand in detail. Evolve to a more

advanced

Evaluate: Assess the implications and limitations; make judgments about the ideas, works,

Explain: Give a detailed account including reasons or causes.

Identify: Provide an answer from a number of possibilities. Recognize and state briefly a

Justify: Give valid reasons or evidence to support an answer or conclusion.

List: Give a sequence of brief answers with no explanation.

Outline: Give a brief account.

Present: Offer for display, observation, examination or consideration.

Prioritise: Give relative importance to, or put in an order of preference.

State: Give a specific name, value or other brief answer without explanation or

Created by Michael Bonnick

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Summarise: Abstract a general theme or major point(s); parts and relationships, and to
interpret information to reach conclusions; practical application or effective state; solutions or
methods in relation to selected criteria; distinguishing fact or feature; calculation.

Created by Michael Bonnick