Clarification details
Updated September 2015. This document has been updated to address issues that have arisen from moderation.
Research
Research is expected in the portfolio of work, and at this level an on-going, iterative cycle of research is more appropriate as design ideas move forward. This further, ongoing research is more likely to encourage students to investigate and understand the wider environmental conditions and human factors related to the design context, required for the award of Merit and Excellence.
Opportunities and constraints
Students must identify opportunities and constraints which should be embedded throughout their analysis, (rather than a list at the beginning of the portfolio).
As the exploration and refinement makes progression towards a resolved outcome, the nature of the development should address and respond to the opportunities and constraints, which are most likely to be in the form of on-going evolution, modification and adaptation of ideas.
Exploration and development
The exploration and development of design ideas should be in response to on-going analysis of the context and an underlying understanding and application of product design knowledge. Students should display a deeper, more integrative, and more sophisticated approach to design thinking at level 3.
In general, assessors should encourage students to iteratively improve the quality, depth, ingenuity and sophistication when resolving design ideas, rather than to iteratively improve the presentation.
A resolved solution
A resolved solution should be the end product in the portfolio of work, but assessors should not overly prescribe the outcome and nature of what a resolved outcome could look like. Detailed and complex freehand drawing, working drawings, CAD, modelling, animation and presentation to an audience, etc. could form the basis of how the product design is resolved.
Wider environmental conditions and human factors
An example of wider environmental conditions and human factors could be exploring ease of manufacture, durability and safety. Students could explore origins of materials used in manufacture, energy consumption, etc.
At this level, it would be appropriate for students to apply anthropometric data and ergonomic principles when attempting to solve issues of space, size, comfort and safety, etc.