Portfolio M25

· 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

https://www.mdpi.com/2075-5309/5/3/948

Examples:

https://www.clearerthinking.org/tools

https://time.com/collection/best-inventions-2021/

https://www.stirworks.com

https://www.healthline.com/health/headspace-vs-calm

https://hidratespark.com

https://www.tomsguide.com/us/smart-mirror-price-specs,news-27985.html

https://choosemuse.com

https://sleepauthorities.com/dodow-review-does-this-sleep-aid-work/

https://www.youtube.com/watch?v=9-BqNx6muTE

https://www.youtube.com/watch?v=MrPevbARFHc

https://www.youtube.com/watch?v=f3dBPulbLSk

https://www.verywellmind.com/why-and-how-to-do-a-digital-detox-1321

https://zoe.com/

https://www.fashionrevolution.org/about/get-involved/

Summary of Time Allocation

Criterion A: Inquiring and Analyzing – 5 hours
Criterion B: Developing Ideas – 5 hours
Criterion C: Creating the Solution – 6 hours
Criterion D: Evaluating – 4 hours

This distribution is a guideline. You might find that some strands require more or less time, depending on students’ progress and needs.

Criterion A: Inquiring and Analyzing (5 hours total)

· Strand i: Explain and justify the need for a solution – 1 hour
Students research and identify the well-being problem for their target audience.

· Strand ii: Identify and prioritize primary and secondary research – 1.5 hours
Students make a research plan, identifying relevant sources and creating questions for surveys or interviews.

· Strand iii: Analyze a range of existing products – 1.5 hours
Students research and analyze existing products, looking for inspiration and learning from what’s already out there.

· Strand iv: Develop a design brief – 1 hour
Students summarize their research into a brief that outlines the problem, target audience, and needs.

Criterion B: Developing Ideas (5 hours total)

· Strand i: Develop a design specification – 1 hour
Students set clear criteria that their product must meet, covering aspects like functionality, aesthetics, and usability.

· Strand ii: Develop a range of feasible design ideas – 1.5 hours
Students brainstorm and sketch several ideas that meet the design specifications.

· Strand iii: Present the chosen design and justify its selection – 1 hour
Students select their best design idea and justify their choice in writing or through a short presentation.

· Strand iv: Develop planning drawings/diagrams – 1.5 hours
Students create detailed diagrams and outlines for the chosen design, including materials, tools, and techniques.

Criterion C: Creating the Solution (6 hours total)

· Strand i: Construct a logical plan – 1 hour
Students create a step-by-step production plan, noting the materials and time needed for each step.

· Strand ii: Demonstrate technical skills in creating the solution – 3 hours
Students actively work on building their product, documenting progress through photos, videos, or notes. This may vary if the project requires specific techniques.

· Strand iii: Follow the plan to create the solution – 1 hour
Students continue creating the solution, checking back on their plan to ensure they’re on track and that the product functions as intended.

· Strand iv: Fully justify changes to the design and plan – 1 hour
Students document and explain any changes made to the design or plan while creating the product.

Criterion D: Evaluating (4 hours total)

· Strand i: Design testing methods to measure success – 1 hour
Students develop methods for testing the solution, such as surveys or performance tests, based on their design specifications.

· Strand ii: Critically evaluate the success against design specifications – 1.5 hours
Students use the testing data to evaluate how well their product meets the criteria and promotes well-being.

· Strand iii: Explain how the solution could be improved – 0.5 hours
Students reflect on potential improvements based on feedback or testing outcomes.

· Strand iv: Explain the impact on the target audience – 1 hour
Students summarize the impact of their solution on their audience’s well-being, linking it to the statement of inquiry.

Tasks and instructions.

Criterion A: Inquiring and Analyzing

Possible instruction: Deliverable: Download Documents here

Task:

Research Report on Well-being:
- Task students with investigating factors that contribute to well-being (mental, physical, social) relevant to their chosen audience (ages 5–9, 10–13, or 14–18).
- Have students identify unhealthy practices and conduct an analysis of existing solutions or products that promote well-being, drawing inspiration for their own designs.
Design Brief Development:
- Students should develop a design brief summarizing their research. The brief should include their findings on the target audience’s specific needs and how existing solutions could inform their design.

Relationship to Statement of Inquiry:
This task emphasizes understanding the impact of healthy practices and the need for adaptations in design to foster well-being within the targeted audience.

Strand i: Explain and justify the need for a solution to a problem for a specified target audience.

Activity: Write a brief explanation that identifies a well-being issue relevant to your chosen audience (ages 5–9, 10–13, or 14–18). Justify why this issue requires a solution by discussing how it impacts their well-being. Connect your explanation to the statement of inquiry: Healthy practices can shape well-being.

Differentiation for ADHD:

· Provide a graphic organizer or outline to help structure the explanation.

· Allow students to create a video or audio recording if writing is challenging and then transcribe (AI?)

Differentiation for ELA:

· Provide sentence starters and vocabulary support for terms like "well-being," "solution," and "target audience."

· Offer examples and visual aids to help with understanding.

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

Activity: Create a research plan that lists specific topics or questions you need to explore to understand your problem better. Include both primary research (such as surveys or interviews with people in your audience) and secondary research (such as articles, websites, or studies related to well-being).

Differentiation for ADHD:

· Break down the research process into smaller steps, such as “list questions” and “choose sources.”

· Provide a checklist for each research step to keep focus.

Differentiation for ELA:

· Simplify research questions by providing key words or prompts for each topic.

· Allow the use of translation tools or visuals to support understanding of complex sources.

Strand iii: Analyze a range of existing products that inspire a solution to the problem.

Activity: Research three to five existing products or solutions that promote well-being and relate to your problem. Write a brief analysis of each, focusing on how they work, their features, and what makes them effective. Explain how these products could inspire your design.

Differentiation for ADHD:

· Use structured templates with prompts to guide the analysis of each product.

· Allow students to work in pairs or small groups for brainstorming and sharing insights.

Differentiation for ELA:

· Provide a template with sentence starters like “This product helps by…” and “This could inspire my design because…”

· Include images or videos of example products to support comprehension.

Strand iv: Develop a design brief, which summarizes the analysis of relevant research.

Activity: Using your research findings, write a design brief that summarizes the problem, target audience, and key points from your research. Describe how your solution will address the well-being needs of your audience and align with the global context of Scientific and technical innovation.

Differentiation for ADHD:

· Provide a checklist of elements required in the brief to help with organization.

· Allow alternative formats (such as bullet points or a storyboard).

Differentiation for ELA:

· Supply sentence frames and a word bank for complex terms.

· Offer extra time and visual aids (like infographics) to support understanding.

Criterion B: Developing Ideas

Possible instruction:

Task:

Design Specifications and Idea Generation:
- Have students develop specific criteria that the final solution should meet to be effective in promoting well-being.
- Students generate several design ideas, presenting each with annotated sketches or storyboards. These ideas should reflect how they meet the design specifications and consider the needs of the target audience.
Design Selection and Justification:
- Task students with selecting the most feasible design idea and providing a justification for their choice.
- Include detailed planning drawings or diagrams outlining how they will execute the chosen design.

Relationship to Statement of Inquiry:
This stage links the concept of adaptation by enabling students to create designs that reflect well-being practices tailored to their specific audience.

Strand i: Develop a design specification, which clearly states the success criteria for the design of a solution.

Activity: Write a list of criteria that your final product must meet to be successful. These criteria should include aspects such as functionality, usability, aesthetics, and how effectively it promotes well-being for your target audience.

Differentiation for ADHD:

· Use a checklist format to keep criteria focused and manageable.

· Allow students to discuss ideas with a partner or teacher before finalizing.

Differentiation for ELA:

· Provide key vocabulary with definitions and examples.

· Allow the use of visuals to describe each criterion if writing is challenging.

Strand ii: Develop a range of feasible design ideas, which can be correctly interpreted by others.

Activity: Sketch at least three different design ideas that meet your design specifications. Annotate each sketch to describe the main features and how each idea addresses the well-being needs of your audience.

Differentiation for ADHD:

· Provide structured drawing time with time limits to encourage focus.

· Allow students to use digital design tools if they prefer working digitally.

Differentiation for ELA:

· Use labeled diagrams and provide vocabulary support for technical terms.

· Allow students to present ideas verbally if annotation is challenging and then transcribe (AI)

Strand iii: Present the chosen design and justify its selection.

Activity: Choose the design that best meets your specifications and audience’s needs. Write a paragraph justifying why this design is the best solution, including how it aligns with the statement of inquiry and how it will promote well-being.

Differentiation for ADHD:

· Provide a writing prompt or outline to help structure their justification.

· Allow students to present their choice through a short video or oral presentation if writing is challenging and then transcribe (AI)

Differentiation for ELA:

· Provide sentence starters and a checklist for justification points.

· Allow students to share their ideas in pairs before writing.

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

Activity: Create detailed drawings or diagrams of your chosen design, showing different angles or specific parts. Include information on the materials, tools, and techniques needed to create the solution.

Differentiation for ADHD:

· Break the drawing activity into smaller, timed segments for focus.

· Allow use of digital drawing or design tools if preferred.

Differentiation for ELA:

· Provide labeled templates and vocabulary support for technical terms.

· Allow oral or visual description if detailed annotation is challenging.

Criterion C: Creating the Solution

Possible instruction:

Task:

Production Plan and Execution:
- Students create a step-by-step plan detailing time, resources, and techniques required to construct their solution.
- Students demonstrate technical skills through the creation of the physical or digital product, documenting progress with photos, videos, or written descriptions.
Reflection and Adaptation During Creation:
- Require students to monitor their production, noting any changes made to the initial plan and justifying these modifications.

Relationship to Statement of Inquiry:
By producing a solution that promotes well-being, students actively engage in developing practices that embody healthy behaviors. Documenting changes reflects adaptability, an essential component of maintaining healthy habits.

Strand i: Construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution.

Activity: Make a step-by-step plan for creating your product, outlining each step in sequence. Include the estimated time and materials needed for each step, ensuring the plan is detailed enough that someone else could follow it to make your solution.

Differentiation for ADHD:

· Use a template with time estimates and prompts for materials.

· Break down the plan into manageable steps with a checklist to track progress.

Differentiation for ELA:

· Provide sentence frames for each step.

· Include visuals to clarify each part of the process.

Strand ii: Demonstrate excellent technical skills when making the solution.

Activity: As you create your product, document each step to show your technical skills. Take photos or videos, or write brief notes to illustrate your techniques, attention to detail, and how you are following your plan.

Differentiation for ADHD:

· Encourage students to take breaks and document each step separately.

· Allow them to use voice recordings if writing notes is challenging and then transcribe (AI)

Differentiation for ELA:

· Provide sentence frames and visual aids to help with documenting techniques.

· Allow verbal or pictorial documentation instead of written notes if preferred.

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

Activity: Build your solution by following your plan closely. Reflect on whether your product functions as intended and meets the needs of your target audience. Note any small adjustments you made to ensure the solution’s effectiveness.

Differentiation for ADHD:

· Use a checklist to mark each completed step.

· Allow short breaks between steps to help with sustained focus.

Differentiation for ELA:

· Provide visuals for each step to support comprehension.

· Allow oral explanations for any adjustments made.

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

Activity: Write a short reflection on any changes you made to your original design or plan during the creation process. Explain why each change was necessary and how it improved the final product.

Differentiation for ADHD:

· Offer sentence frames for reflection, such as “I changed ___ because…”

· Allow audio or video reflections if writing is challenging.

Differentiation for ELA:

· Provide sentence starters and examples of possible justifications.

· Allow paired discussion before writing.

Criterion D: Evaluating

Possible instruction:

Task:

Testing and Evaluation:
- Design a method for evaluating the success of the product in promoting well-being among the target audience. Students should test the product, collect data, and compare results to their design specifications.
Reflection on Improvement and Impact:
- Have students critically assess how their solution could be improved and reflect on its potential impact on their audience’s well-being.

Relationship to Statement of Inquiry:
Evaluating their product’s effectiveness in promoting well-being reinforces the statement of inquiry by encouraging students to reflect on how well their design fosters healthy practices.

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

Activity: Develop a testing plan to evaluate your solution. Decide on specific tests that will measure how well it meets the success criteria and promotes well-being for your audience. For example, you might use surveys, feedback forms, or performance tests.

Differentiation for ADHD:

· Break down testing into smaller tasks, such as “create survey questions,” then “test with users.”

· Provide a structured template for feedback collection.

Differentiation for ELA:

· Provide example testing methods and sentence frames for feedback questions.

· Use visual aids to explain each testing method.

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

Activity: Analyze the results from your tests to evaluate whether your solution meets the design specifications. Write a brief evaluation on each success criterion, discussing how well your product performed and any areas where it could be improved.

Differentiation for ADHD:

· Use a table format to organize each specification and evaluation.

· Allow verbal explanation of results before writing.

Differentiation for ELA:

· Provide sentence frames and vocabulary support for terms like “evaluate” and “specification.”

· Allow for visual or oral evaluation methods if writing is challenging.

Strand iii: Explain how the solution could be improved.

Activity: Based on your evaluation, identify two to three specific improvements you could make to enhance the product’s effectiveness in promoting well-being. Describe each improvement in detail and explain why it would make the product better.

Differentiation for ADHD:

· Break down reflection into smaller steps, such as “identify improvements” and “explain why.”

· Provide a checklist of possible improvement areas for focus.

Differentiation for ELA:

· Provide sentence frames, such as “I could improve ___ by…”

· Use visual aids to illustrate potential improvements.

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

Activity: Reflect on how your solution impacts the well-being of your target audience. Write a brief summary discussing how it could positively influence their health, habits, or overall well-being, connecting back to the statement of inquiry.

Differentiation for ADHD:

· Use a reflection template with prompts to help students focus on each impact area.

· Allow students to create a short video or audio recording for the reflection.

Differentiation for ELA:

· Provide sentence starters and visual prompts for understanding impact.

· Allow paired discussions or verbal explanations before writing.

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