Concept Key Concept: Development Related Concept: Function, form Global Context



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VSA Design ~ Y8 Product Design



Concept

Key Concept: Development

Related Concept: Function, form
Global Context

Globalization and sustainability


ATL skill(s)

Communication, Organization, Reflection, Information literacy, Creative thinking, Transfer
Statement of Inquiry

Fashion products can be influenced by developments in technology, which enhance their form and function while still meeting personal requirements.
Inquiry Question

How can we investigate the processes involved in innovation, creation, development and change?

How can we express our ideas?

Are any ideas new, or are they new versions of old designs?
Task

You are to design and make a pewter pendant, coaster or jewelry item based on the casting and smoothing process demonstrated. Please design and produce a pendant to fit the theme of ‘POP CULTURE’. The product should be attractive and interesting with an appearance.

*Your design folio needs to be compiled so as to be presentable to a jewellery manufacturer – be creative and use your design inspirations to achieve a ‘style’.
Materials: one piece of pewter

Inquiring and analysing:


  • explain and justify the need for a solution to a problem

  • construct a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem

  • analyse a group of similar products that inspire a solution to the problem

  • develop a design brief, which presents the analysis of relevant research.


Developing ideas:

  • develop a design specification which outlines the success criteria for the design of a solution based on the data collected 


  • present a range of feasible design ideas, which can be correctly interpreted by others 


  • present the chosen design and outline the reasons for its selection 


  • develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution.

Creating the solution:

  • construct a logical plan, which outlines the efficient use of time and resources, sufficient for peers to be able to follow to create the solution

  • demonstrate excellent technical skills when making the solution

  • follow the plan to create the solution, which functions as intended explain changes made to the chosen design and the plan when making the solution.

  • present the solution as a whole.



Evaluating:

  • describe detailed and relevant testing methods, which generate accurate data, to measure the success of the solution

  • explain the success of the solution against the design specification


  • describe how the solution could be improved


  • describe the impact of the solution on the client/target audience.



  • Compile all your work neatly (with border, title, date, homeroom and name) into your design folio with a cover page and bind.

Criterion A: Inquiring and analysing



Maximum: 8



Achievement level

Level descriptor

Task Specific Clarification

0

The student does not reach a standard described by any of the descriptors below.

You do not reach a standard described by any of the descriptors below.

1–2

The student:

  1. states the need for a solution to a problem

  2. states some of the main findings of relevant research.

You state the need for a solution to reused material and state the findings of research.

3–4

The student:

  1. outlines the need for a solution to a problem

  2. states the research needed to develop a solution to the problem, with some guidance

  3. outlines one existing product that inspires a solution to the problem

  4. develops a basic design brief, which outlines some of relevant research.

You outline the need for a solution to reused material and state some points of research needed to develop a solution, with some guidance. You state the main features of an existing product that inspires a solution to the problem and develop a basic design brief, which outline some of relevant research.

5–6

The student:

  1. explains the need for a solution to a problem

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

  3. describes a group of similar products that inspire a solution to the problem

  4. develops a design brief, which outlines the findings of relevant research.

You explain the need for a solution to reused material and construct a research plan, which state and prioritize the primary and secondary research needed to develop a solution to the problem with some guidance. You describe a group of similar products that inspires a solution to the problem and develop a design brief, which outline the findings of relevant research.

7–8

The student:

  1. explains and justifies the need for a solution to a problem

  2. constructs a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem independently

  3. analyses a group of similar products that inspire a solution to the problem

  4. develops a design brief, which presents the analysis of relevant research.

You explain and justify the need for a solution to reused material and construct a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem independently. You analyse a group of similar products that inspires a solution to the problem and develop a design brief, which present the analysis of relevant research.

Criterion B: Developing ideas



Maximum: 8

Achievement level

Level descriptor

Task Specific Clarification

0

The student does not reach a standard described by any of the descriptors below.

You do not reach a standard described by any of the descriptors below.

1–2

The student:

  1. lists a few basic success criteria for the design of a solution

  2. presents one design idea, which can be interpreted by others

  3. creates incomplete planning drawings/diagrams.

You list a few basic success criteria for your pendant and present one design idea, which can be interpreted by others. You create an incomplete planning drawing/diagram.

3–4

The student:

  1. constructs a list of the success criteria for the design of a solution

  2. presents a few feasible design ideas, using an appropriate medium(s) or explains key features, which can be interpreted by others

  3. outlines the main reasons for choosing the design with reference to the design specification

  4. creates planning drawings/diagrams or lists requirements for the chosen solution.

You construct a list of the success criteria for your pendant and present a few feasible design ideas, using 2D drawing software or labels key features, which can be interpreted by others. You outline the main reasons for choosing the design with reference to the design specification and create planning drawing or list requirements for the creation of the chosen solution.

5–6

The student:

  1. develops design specifications, which identify the success criteria for the design of a solution

  2. presents a range of feasible design ideas, using an appropriate medium(s) and explains key features, which can be interpreted by others

  3. presents the chosen design and outlines the main reasons for its selection with reference to the design specification

  4. develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.

You develop design specifications, which identify the success criteria for the solution and present a range of feasible design ideas, using 2D drawing software and labels key features, which can be interpreted by others. You present the chosen design and outline the main reasons for its selection with reference to the design specification, and develop a planning drawing/diagram and list requirements for the creation of the chosen solution.

7–8

The student:

  1. develops a design specification which outlines the success criteria for the design of a solution based on the data collected

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

  3. presents the chosen design and outlines the reasons for its selection with reference to the design specification

  4. develops accurate planning drawings/diagrams and outlines requirements for the creation of the chosen solution.

You develop a design specification which outlines the success criteria for the design of a solution based on the data collected and present a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others. You present the chosen design and outline the reasons for its selection with reference to the design specification, and develop accurate planning drawings/diagrams and outlines requirements for the creation of the chosen solution.

Criterion C: Creating the solution



Maximum: 8

Achievement level

Level descriptor

Task Specific Clarification

0

The student does not reach a standard described by any of the descriptors below.

You do not reach a standard described by any of the descriptors below.

1–2

The student:

  1. demonstrates minimal technical skills when making the solution

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

You demonstrate minimal technical skills when making the solution and create the pendant, which functions poorly and is presented in an incomplete form.

3–4

The student:

  1. outlines each step in a plan that contains some details, resulting in peers having difficulty following the plan to create the solution

  2. demonstrates satisfactory technical skills when making the solution

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

  4. outlines changes made to the chosen design or plan when making the solution.

You outline each step in a plan that contains some details, resulting in peers having difficulty following the plan to create the pendant and demonstrate satisfactory technical skills when making the pendant. You create the pendant, which partially functions and is adequately 
presented and outline changes made to the chosen design or plan when making the pendant.

5–6

The student:

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

  2. demonstrates competent technical skills when making the solution

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

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

You construct a plan, which considers time and resources, sufficient for peers to be able to follow to create the pendant and demonstrate competent technical skills when making the pendant. You create the pendant, which functions as intended and is presented 
appropriately and outline changes made to the chosen design and plan when making the pendant.

7–8

The student:

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

  2. demonstrates excellent technical skills when making the solution

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

  4. explains changes made to the chosen design and plan when making the solution.

You construct a logical plan, which outlines the efficient use of time and resources, sufficient for peers to be able to follow to create the pendant and demonstrate excellent technical skills when making the pendant. You follow the plan to create the pendant, which functions as intended and 
is presented appropriately and explain changes made to the chosen design and plan when making the pendant.

Criterion D: Evaluating

Maximum: 8

Achievement level

Level descriptor

Task Specific Clarification

0

The student does not reach a standard described by any of the descriptors below.

You do not reach a standard described by any of the descriptors below.

1–2

The student:

  1. defines a testing method, which is used to measure the success of the solution

  2. states the success of the solution.

You define a testing method, which is used to measure the success of the pendant and state the success of the pendant.

3–4

The student:

  1. describes a relevant testing method, which generates data, to measure the success of the solution

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

  3. lists the ways in which the solution could be improved

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

You describe a relevant testing method, which generates data, to measure the success of the pendant and outline the success of the pendant against the design specification based on the results of relevant testing. You list the ways in which the pendant could be improved and outline the impact of the pendant on the client/target audience.

5–6

The student:

  1. describes relevant testing methods, which generate data, to measure the success of the solution

  2. describes the success of the solution against the design specification based on relevant product testing

  3. outlines how the solution could be improved

  4. describes the impact of the solution on the client/target audience, with guidance.

You define relevant testing methods, which generate data, to measure the success of the pendant and describe the success of the pendant against the design specification based on relevant product testing. You outline how the pendant could be improved and describe the impact of the pendant on the client/target audience, with guidance.

7–8

The student:

  1. describes detailed and relevant testing methods, which generate 
accurate data, to measure the success of the solution

  2. explains the success of the solution against the design specification 
based on authentic product testing

  3. describes how the solution could be improved

  4. describes the impact of the solution on the client/target audience.

You describe detailed and relevant testing methods, which generate data, to measure the success of the pendant and explain the success of the pendant against the design specification based on authentic product testing. You describe how the pendant could be improved and describe the impact of the pendant on the client/target audience.



A Ching 2015 -16



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