PCUP M25

Subject group and discipline:

Design (design, digital design, product design)

Unit duration:

About 20 hours

Unit title:

Designing for well-being

Global context:

Scientific and technical innovation

Key concept:

Development

Related concept:

Adaptation

Statement of inquiry:

Healthy practices can shape well-being.

Inquiry questions such as these should be developed by teachers and students:

Factual:

What factors contribute to mental and physical well-being?

What design solutions exist to help our well-being?

What are unhealthy practices?

Conceptual:

How can a designer influence positive and healthy behaviour?

What does well-being look or feel like?

Debatable:

To what extent is our well-being at risk in this age of technology?

Summative assessment

The student produces an ePortfolio that follows the design cycle to develop a solution (or range of solutions) which promotes well-being.

The student must target one of the following audiences/clients:

· School students aged 5–9

· School students aged 10–13

· School students aged 14–18.

Suggested solutions may be, but are not limited to, the following ideas:

· a digital or physical product to encourage positive practices relating to:

o mental health

o physical health

o social interaction

o sleep

o screen time management

o nutrition

o daily routine.

· a culinary experience (e.g. promoting healthy eating habits)

· a nutritional dish

· a fashion article or collection (e.g. integrating ergonomic and comfortable design principles)

· therapeutic apparel

· a redesigned commonly used space (public or school) to foster social interaction/physical activity/relaxation.

Objectives:

All strands of all objectives (A, B, C and D)

Summative assessment tasks, including assessment criteria:

Relationship between summative assessment tasks and statement of inquiry:

Criterion A

i. Explain and justify the need for a solution to a problem for a specified client/target audience.

ii. Identify and prioritize primary and secondary research needed to develop a solution to the problem.

iii. Analyse a range of existing products that inspire a solution to the problem.

iv. Develop a detailed design brief which summarizes the analysis of relevant research.

Within Criterion A the student selects a target audience/client from the options above and will analyse and inquire into:

· the need for a solution

· the identification and prioritization of primary and secondary research

· existing products that inspire a solution.

Students will also:

· create a design brief which reflects the analysis of their research with reference to the global context and statement of inquiry.

Criterion B

i. Develop design specifications which clearly state the success criteria for the design of a solution.

ii. Develop a range of feasible design ideas that can be correctly interpreted by others.

iii. Present the chosen design and justify its selection.

iv. Develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution.

Within Criterion B, the student provides evidence of:

· a detailed design specification for the final design

· a range of ideas or designs that consider the specifications. Examples of planning these solutions may include annotated sketches/storyboards, accurate drawings/diagrams or aesthetic considerations

· the chosen design with justifications

· accurate and detailed drawings, diagrams and requirements for the creation.

Criterion C

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.

ii. Demonstrate excellent technical skills when making the solution.

iii. Follow the plan to create the solution, which functions as intended.

iv. Fully justify changes made to the chosen design and plan when making the solution.

Within Criterion C, the student produces evidence of:

· a plan which incorporates evidence of time limitations, resources (materials and tools) and details of the necessary skills required to create the solution

· demonstrating excellent technical skills* and following the plan to create, refine and present a final product

· a justification of changes made.

*Please note URLs must not be submitted. Evidence of technical skills and the development of the solution will be one or more of the following:

· Audio

· Photographic (including screenshots)

· Video (including screencasts)

· Written.

Criterion D

i. Design detailed and relevant testing methods which generate data to measure the success of the solution.

ii. Critically evaluate the success of the solution against the design specification.

iii. Explain how the solution could be improved.

iv. Explain the impact of the solution on the client/target audience.

Within Criterion D, the student will:

· design authentic tests for the solution

· use the design specification to critically evaluate the success of the solution based on authentic testing

· explain how they could improve the product/solution

· explain the impact the product/solution has made on the selected client/target audience.

Resources

The following resources based on the global context are suggestions or starting points which may be used during the teaching of the unit. The list is optional and for information. It is neither prescribed nor exhaustive. Schools should always satisfy themselves that the content of any suggested resource is suitable for their own context.

General well-being:

https://positivepsychology.com/what-is-positive-psychology-definition/

https://www.ted.com/talks/guy_winch_why_we_all_need_to_practice_emotional_first_aid?language=en

https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-023-01348-3

https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.742989/full

https://www.nia.nih.gov/news/adopting-healthy-habits-what-do-we-know-about-science-behavior-change

https://bmcpublichealth.biomedcentral.com/articles/10.1186/1471-2458-10-538

https://www.youtube.com/watch?v=z_jjX-i45hU

Design and well-being:

https://www.designforhealth.org/

https://cfma.org/articles/innovative-design-strategies-promoting-physical-and-mental-wellbeing

https://cuningham.com/news/four-supportive-design-strategies-improve-mental-health-workplace-environments