Digital Design

Grade 10 – Final ePorfolio key points

Criterion A: Inquiring and analyzing

Strand (i) - Explain and justify the need for a solution to a problem for a specified
client/target audience

 Identify a problem to solve - explain the problem identified and justify the need to solve
it. Use PEEL skill in your explanation.
 What is the problem? Whom does this problem affect? (client/target audience)
 What is the cause?
 How is this problem affecting the client?
 Link it to the global context

Strand (ii) - Identify and prioritize the primary and secondary research needed to develop a
solution to the problem

 formulate a list of questions in order of importance that will help prioritize and guide
their research
 collect the relevant data (send out questions for primary data)
 formulate questions that need to be answered to solve the problem
 where the data will be sourced from (sources are primary or secondary)
 Research plan that identifies the research question, type of research, priority and date
all in a table (see table template below)

Research Type / How will I Date/ Priority and reason/ Why will I research this
Question/Area gather When will I info?
of research information do this?
Function Primary 26th Oct High – Highest. When doing research, I will see
if there are specific things my video must
include. This may be comments from viewers,
who demand for something specific, like an
explanation for one of the hand or cup
movements.
User Primary 26/09/2017 7 - Low. As I already know for whom I will create
Requirements and design this product – a video tutorial, I will
be able to plan in advance how the video and its
design should look. For example could I have a
pink background for my introduction slide, if my
end user wishes for pink.

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 Existing PHOTOS 28 Oct This will help me to get better ideas of the
designs (field designs on the market. I can compare designs,
I will go to the
research) colours, finishes, materials etc. I will also look at
shopping malls to
the sizes and interior of the box to see what is
take photos of
inside, and how they function – doors opening,
existing jewellery
drawers etc.
boxes. This will
help me by seeing
different designs
to help me with
some ideas for my
own design.

Strand (iii) Analyse a range of existing products that inspire a solution to the problem

Identify existing products that solve a similar problem - could partially solve their problem or
could give them ideas on how to solve their explained problem.
 Identify strengths and weaknesses of existing product and outline potential areas for
improvement
 Use a range of strategies to analyse these products, such as, CAFEQUE or ACCESS FM or
SWOT analysis
 functional analysis
 aesthetic analysis
 cost
 customer
 function etc

Strand (iv) - Develop a detailed design brief which summarizes the analysis of relevant
research

 The design brief shouldn’t solve the problem at this stage

 It should outline what the student intends to design to solve the problem

 Clarify the essential (important) and desirable (anticipated) features of a solution. For
example, when designing a web page, the student may have identified certain fonts or
images that need to be included
 Explain how and why the information is relevant to solving the problem
 Evaluate the validity of the data
 Present their research in an appendix
 Cite all sources of information using appropriate conventions.

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Criterion B : Developing Ideas
Strand (i) - Develop a design specification which clearly states the success criteria for the
design of a solution

 What the solution must or must not have to be successful.

 A specification is not a description of the outcome
 Every aspect of a specification must be specific, measurable, achievable, realistic and
testable (SMART).
 The specification should be directly connected to the design brief
 Students will need to refer back to the specification throughout the project,
particularly when developing ideas and evaluating the solution use CAFEQUE or ACCESS
FM or SWOT analysis

Features Description

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?

Strand (ii) - Develop a range of feasible design ideas which can be correctly interpreted by
others

 a natural starting place when designing is with a pencil and sheet of paper, developing
rough sketches of potential solutions.
 Students should then identify which initial ideas should be developed further
 When developing their design ideas, students must always be working towards the goal
of designing a solution to the problem, for which the requirements have been defined
through the design specification
 Annotation is vital for students to communicate the thinking behind their ideas and how
that thinking develops. Simply sketching ideas will not clearly communicate them, as
other people looking at these ideas may not interpret them correctly.
 Students are assessed on the quality of their design communication through strand ii,
encompassing their sketching, modelling, refinement, development, testing and
annotation of designs.

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Strand (iii) - Present the final chosen design and justify its selection

 Provide a clear image of that design, which clearly shows its details and features. This
image should be presented as a final illustration, separate to any developmental work.
 Create a clear, well-presented illustration of the final chosen design that highlights
details such as colour, form, fonts, layout, how the solution is interacted with and its
features.
 Selecting and justifying the chosen design - should formulate questions, which could be
delivered in the form of an interview or survey, to find out which design their client likes
the best and why. They then summarize findings in a written statement.
 The questions should focus on gaining feedback related to the aspects of the
specification that have qualitative/subjective parameters.
 Critically evaluate the chosen idea against each specification and justify how the chosen
design satisfies the specification.

Strand (iv) - Develop accurate and detailed planning drawings/diagrams and outline the
requirements for the creation of the chosen solution
 Communicate their final chosen solution to a manufacturer very clearly. Planning
diagrams and drawings are communication tools that are essential for good design.
 Students need to ensure that they have a very clear idea of what they will create.

 Details of components (identification, size/scale, colour, fonts, and so on)

 Screenshots demonstrating visual layout
 Storyboards
 Web trees and details of identified components (text, images, fonts, audio,
video, sprites) to be used
 Layouts/templates designed by the student
 Interface layouts
 Detailed sketches (graphic design models)

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Criterion C : Creating the solution
Strand (i) - Construct a logical plan that describes the efficient use of time and resources,
sufficient for peers to be able to follow to create the solution

 role of the student switches from designer to prototype-developer

 detail how they will make their solution
 constructing a logical plan that details the steps required to make a solution, students
will demonstrate their knowledge and understanding about how solutions can be made

Strand (ii) Demonstrate excellent technical skills when making the solution.

 Evidence of creating should be found through photos of creating or audio recordings.

 Screenshots of the main sections of the product are needed. Do not just show step-by-
step process of creating the solution
 Reasoning and critical thinking while creating the solution should be visible and
documented. Give a description of each screenshot to show how the solution works
 Practical application of the knowledge should be displayed and reasoned while creating
the solution.

Strand (iii) Follow the plan to create the solution, which functions as intended

 This is the actual solution which is created

 Follow the estimated plan created and add in changes made to it.
 Refer to each point outlined in your finalised design to create the solution as planned
 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) Fully justify changes made to the chosen design and plan when making the
solution

 As students implement their plans, they will often come to a point where they will have
to modify the plan or the design.
 They should document and give reasons for any changes that they make during the
creation process.
 Show a screenshot of the design and product with the changes made.
 If students do not make any changes to their product or plan, this strand does not
have to be addressed with evidence.