The work samples in this section form the Level 6 part of the assessment map for Design, Creativity and Technology. Other parts of the assessment map can be accessed by using the menu on the right.
The Design, Creativity and Technology Level 6 standards describe what students should know and be able to do at this level. The following work samples illustrate the kinds of responses that students produce when they are working at the Level 6 standard.
Annotations identify for each sample attributes of the student response that relate to specific elements of the standard.
The sample unit can be accessed at Level 6 Units - Designing for client.
Context
Students worked to design a product to meet requirements for a product set by a client. They were required to develop a design brief and evaluation criteria, conduct research relevant to design brief, develop annotated designs, justify a preferred option, allocate time requirements for the production process and use technical terminology appropriately.
The elements of the Investigating and designing standard addressed by the task are:
(Students) identify considerations and constraints within a design brief.
(Students) generate a range of alternative possibilities …
(Students) … justify their preferred option, explaining how it provides a solution to the problem …
(Students) identify a range of criteria for evaluating their products and/or technological systems.
The facet of employability skills, initiative and enterprise, addressed by the task is:
(Students) identify and evaluate options and possibilities.
Design brief pro forma
Design situation
Give a brief outline of the design problem, situation or need in two or three sentences.
……………………………………………………………………………………………
Now provide more detail about each aspect of the problem, situation or need.
Client
Describe the client for this product.
……………………………………………………………………………………………
Function
Explain the purpose of the product. What should it do and what will it be used for?
……………………………………………………………………………………………
Situation
Explain how, where and when the product is likely to be used or experienced.
……………………………………………………………………………………………
Limitations or constraints
Unchangeable aspects based on client needs and wants.
……………………………………………………………………………………………
Considerations
Using the information above, list the questions you will need to answer while researching and planning your possible solutions. Questions may relate to the intended user, the product, resources or processes.
……………………………………………………………………………………………
Evaluation criteria
……………………………………………………………………………………………
Sequence table
Use this table to clearly outline the production steps and time required for each step. Consider the most logical order and how long each stage or step will take to complete. Some stages may need to be broken down into smaller steps. As you work through the production process make notes about how accurate your estimate of the time required was. If any estimations of time were inaccurate, suggest reasons as to why.
Stage or step number Detailed description of stage or step in production/realisation Resources and equipment required Approximate time required Actual time required and reason for any difference
The following samples illustrate the kinds of responses that students produce when they have achieved the elements of the standard addressed by the task.
Investigating and designing – Level 6
A. Lists constraints that clearly link back to design brief.
B. Uses language which reflects understanding of fixed requirements, for example, ‘must be’, ‘has to’.
C. Refers to a range of considerations including shape, colour, materials, joining and size.
D. Recognises need for further research to expand the range of design and construction possibilities.Elements of the standard
(Students) identify considerations and constraints within a design brief.
Annotation
Investigating and designing – Level 6
E. Identifies a range of criteria relating to the theme, situation, function and user appeal requirements.
F. Explains relevance of the evaluation criteria.
G. Describes the checking and testing process for each evaluation criteria.
H. Specifies how client and users provide feedback on the success of the product.Element of the standard
(Students) identify a range of criteria for evaluating their products and/or technological systems.
Annotation
Investigating and designing – Level 6
I. Lists constraints that clearly link back to design brief.
J. Uses language which reflects understanding of fixed requirements, for example, ‘must be’, ‘has to’.
K. Refers to a range of considerations including potential production processes, colour, materials, and joining methods.
L. Uses ‘could’ to indicate flexibility of the considerations.
M. Recognises need for further research to expand the range of design and construction possibilities.Element of the standard
(Students) identify considerations and constraints within a design brief.
Investigating and designing – Level 6
N. Identifies a range of criteria relating to the theme, situation, function and user appeal requirements.
O. Explains relevance of the evaluation criteria.
P. Describes the checking and testing process for each evaluation criteria.
Q. Specifies how client and users provide feedback on the success of the product.
R. Specifies how client will provide feedback on the final productElement of the standard
(Students) identify a range of criteria for evaluating their products and/or technological systems.
Investigating and designing – Level 6
S. Draws a range of possible design options.
T. Annotates drawing to explain how options meet the requirements of the design brief.Element of the standard
(Students) generate a range of alternative possibilities …
Facet of employability skills
(Students) identify and evaluate options and possibilities …
Investigating and designing – Level 6
U. Draws a range of possible design options.
V. Annotates drawings to explain how options meet the requirements of the design brief.Element of the standard
(Students) generate a range of alternative possibilities …
Investigating and designing – Level 6
W. Explains several reasons for the selection of the chosen clock design.
X. Refers to client feedback to justify the choice.Elements of the standard
(Students) … justify their preferred option, explaining how it provides a solution to the problem …
Investigating and designing – Level 6
Y. Explains several reasons for the selection of the chosen clock design.
Z. Refers to client feedback to justify the choice.Elements of the standard
(Students) … justify their preferred option, explaining how it provides a solution to the problem …
Students were asked to produce handmade confectionary and suitable packaging as a gift for someone they know. They worked individually to design, produce and evaluate both items.
Students were provided with a Design brief (PDF - 400KB) to support the making and evaluation of their product.
The elements of the Investigating and designing standard addressed by the task are:
(Students) locate and use relevant information to help their design thinking …
When designing, (students) generate a range of alternative possibilities … and justify their preferred option, explaining how it provides a solution to the problem, need or opportunity.
(Students) make critical decisions on materials/ingredients … and techniques based on their understanding of the properties and characteristics of materials/ingredients …
Students take account of function and performance … (and) aesthetics … that address the requirements of design briefs.
(Students) identify a range of criteria for evaluating their products …
Students plan a realistic and logical sequence of the production stages, incorporating time … and resources needed for production.
The elements of the Producing standard addressed by the task are:
(Students) clearly explain decisions about the suitability of the materials/ ingredients … and production techniques based on their understanding of the properties and characteristics of materials/ingredients …
(Students) make products/systems that meet the quality, aesthetic, functionality and performance requirements outlined in the design brief.
The elements of the Analysing and evaluating standard addressed by the task are:
Students use evaluation criteria they have previously developed, and critically analyse processes, materials/ingredients … and make appropriate suggestions for changes to these that would lead to an improved outcome.
The following sample illustrates the kind of response that students typically produce when they have achieved the elements of the standard addressed by this task.
I chose to make the chocolate cherry rounds as a birthday present for my beloved grandmother. My grandmother loves cherries and chocolate. The recipe has a nice mix of the two ingredients. I modified the recipe to allow for 100 grams of glace cherries, to enhance the flavour and appearance of the confectionery. I will give them to my grandmother. A
Investigating and designing – Level 6
A. Selects a recipe from a range of recipes and chooses cherry and chocolate to suit the needs of the consumer. Explains modification to enhance the flavour.
Elements of the standard
(Students) locate and use relevant information to help their design thinking …
When designing, (students) generate a range of alternative possibilities … and justify their preferred option, explaining how it provides a solution to the problem, need or opportunity.
C Appearance: I want my confectionery to be all uniform in shape and size. They will be well rounded balls with exactly three teaspoons of mixture in each ball. I will refrigerate the mixture so that it makes them easier to roll. I will make sure that my measures are accurate. I want them all to be dark brown on the outside C I will achieve this by melting the chocolate to a smooth consistency. The pink food dye will also be carefully mixed through. I want them to be light pink. I will achieve this by putting two drops then mixing it in, adding another two drops and mixing it in. I will keep doing this until the mixture is the right colour B .
C Texture: I expect the Chocolate Cherry Ripes to be fairly soft. The chocolate coating on the outside should melt in the mouth, it should be smooth and soft. The mixture inside the chocolate coating will be creamy soft and tender. The coconut will have a rough texture, however, the butter and cream will help to smooth it out. The bits of glace cherries will add another dimension to the texture. They will be very smooth and slippery. It will be quite heavy and dense, as they will not rise. I do not want them to be grainy, chewy or dry C . I will avoid this by following the instructions very carefully and measuring and using the ingredients very accurately. I will mix all the ingredients thoroughly, and make sure they are evenly mixed together. I will not rush the procedures. When encasing the balls of mixture in the coconut I will quickly dip them in, drain off the excess chocolate and place them in rows on a tray to allow them to set. The chocolate will set smoothly and have a high gloss D .
C Flavour: I expect my confectionery to have a very strong and rich flavour. They will be very sweet with a nice flavour of coconut. The chocolate on the outside will have a strong cocoa flavour. I will achieve this by precisely measuring all ingredients C .
Investigating and designing – Level 6
B. Describes the techniques of melting the chocolate to achieve a particular consistency and mixing technique to combine the chocolate and food dye to achieve the desired colour.
Elements of the standard
(Students) make critical decisions on materials/ingredients … based on their understanding of the properties and characteristics of materials/ingredients …Students take account of function and performance … (and) aesthetics … that address the requirements of design briefs.
Investigating and designing – Level 6
C. Identifies appearance, texture and flavour as criteria for evaluation and explains each criterion in terms of the intended outcomes for the chocolate cherry rounds.
Elements of the standard
(Students) identify a range of criteria for evaluating their products …
(Students) make critical decisions on materials/ingredients … and techniques based on their understanding of the properties and characteristics of materials/ingredients …
Investigating and designing – Level 6
D. Specifies techniques of refrigeration, gradual mixing of colour and taking time and using a particular sequence to achieve the intended outcomes for the chocolate cherry rounds.
Elements of the standard
(Students) make critical decisions on materials/ingredients … based on their understanding of the properties and characteristics of materials/ingredients …Students plan a realistic and logical sequence of the production stages, incorporating time … and resources needed for production.
Producing – Level 6
E. Produces and presents the chocolate cherry rounds in a gift package as specified in the design brief.
Element of the standard
(Students) make products/systems that meet the quality, aesthetic, functionality and performance requirements outlined in the design brief.
Producing – Level 6
F. Documents decisions and actions taken while making the chocolate cherry rounds about ingredients and production techniques to meet the requirements of the design brief.
Element of the standard
(Students) clearly explain decisions about the suitability of the materials/ingredients … and production techniques based on their understanding of the properties and characteristics of materials/ingredients …
Analysing and evaluating – Level 6
G. Describes the appearance, texture and flavour of the chocolate cherry rounds in relation to the intended outcomes.
H. Analyses chocolate cherry rounds using the three evaluation criteria and suggests changes to techniques (heating chocolate to a higher temperature to avoid lumps) to improve the product.
Element of the standard
Students use evaluation criteria they have previously developed, and critically analyse processes, materials/ingredients … and make appropriate suggestions for changes to these that would lead to an improved outcome.
Privacy Statement | Copyright | Disclaimer 
