Design, Creativity and Technology Assessment Map - Sample at Level 4
Cereal box
Context
Students were asked to design and make a box to contain a nutritious cereal for a family breakfast. The brief specified that the box be made in three different sizes: one with a volume of 360 cm3, another three times this size and another five times this size with a net constructed for each size. Students worked in a group of four. They designed and made a front cover for the box with information about the cereal. Students then scripted and performed a television advertisement for their cereal and prepared a newspaper advertisement that included a digital photo of the cereal box.
The sample consists of the student’s cereal box design and an interview in which the student discusses the production process.
The elements of the Investigating and designing standard addressed by the task are:
(Students) generate and communicate alternative design ideas in response to a design brief and use words, labelled sketches and models, to demonstrate that they are aware of … social constraints.
Students take account of the views of users/consumers … for making products and/or simple mechanical/electrical systems.
(Students) describe how their intended product will function or be used, and what it will look like in the context of the requirements of the design brief.
The element of the Producing standard addressed by the task is:
(Students) use a range of measuring, marking, joining/combining techniques to alter materials and finishing/presentation methods …
The element of Analysing and evaluating addressed by the task is:
(Students) reflect on their designs … to justify their design choices.
The following sample illustrates the kinds of responses that students produce when they have achieved the elements of the standard addressed by this task.
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Investigating and designing – Level 4
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A. Generates alternative designs for the cereal box in response to the design brief, including materials and how the opening works.
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Element of the standard
(Students) generate and communicate alternative design ideas in response to a design brief and use words, labelled sketches and models, to demonstrate that they are aware of … social constraints.
Video
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Note: these videos require Windows Media Player 9 and above or Quicktime 6 and above to open.
- Note: the following annotations (B, C, D, E and F) relate to the video sample. They can also be found in the transcript section.
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Investigating and designing – Level 4
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B. Explains that the idea for the package was developed through brainstorming.
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Element of the standard
(Students) generate and communicate alternative design ideas in response to a design brief and use words, labelled sketches and models, to demonstrate that they are aware of … social constraints.
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C. Explains the role of the ziplock bag in keeping the cereal fresh and uncontaminated which shows awareness of social constraints.
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Element of the standard
Students take account of the views of the users/consumers … for making products and/or simple mechanical/electrical systems.
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D. Describes the function of the pouring system.
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Element of the standard
(Students) describe how their intended product will function or be used, and what it will look like in the context of the requirements of the design brief.
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Producing – Level 4
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E. Describes the importance of measuring accurately the dimensions of the nets and making strong tabs for the three sizes of the cereal box design.
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Element of the standard
(Students) use a range of measuring, marking, joining/combining techniques to alter materials and finishing/presentation methods …
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Analysing and evaluating – Level 4
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F. Explains several features of the design that relate to the design brief.
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Element of the standard
(Students) reflect on their designs … to justify their design choices.
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