i. constructs a detailed and logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution
Identify all the tasks that need to be addressed to complete the project
Explain every task so others can understand
Order every task in a logical sequence
Create a detailed and logical plan that can be read and understood by a 3rd party and the 3rd party can make sense of your plan and even follow your plan to build your product
Be sure to address:
Time - duration (how long will each task take)
Time - date (when will each task happen)
What (explain each task - what are you actually doing)
Who (if group work, who is responsible for which task(s))
Resources (what are materials, software, hardware, tools, etc. are you using for each task)
Consider using charts, diagrams, a flow chart, Gannt chart &/or text (example below)
Consider including aspects of quality control and quality assurance
ii. demonstrates excellent technical skills when making the solution.
Identify many (5-10) technical skills that you developed and demonstrated when engaged in the creating stage of your project
Not ATL skills - the focus needs to be on technical skills
If you need help identifying skills - conduct some research to help
When researching, also find simple explanations of each skill and include this information
Steps:
Identify the skills
provide clear explanations about each skill
provide evidence of you demonstrating each skill
Consider presting as a bullet point list, with photos, explanations &/or video of specific skills linked to specific tasks.
High technical skills &/or newly developed skills are needed to be demonstrated for top marks
Consider the many manipulative skills you effectively used and also all the tech tools, techniques and equipment you skillfully used
Flex time! Convince the reader that you have loads of excellent skills
iii. follows the plan to create the solution, which functions as intended and is presented appropriately
Present your product/solution
You may consider briefly explaining how your product/solution fully met the design brief and solved the initial problem
Link your product to your plan
iv. fully justifies changes made to the chosen design and plan when making the solution
First - IDENTIFY many (5-15) changes that occurred during the creating phases and create a long LIST (changes can be big, small or both)
Second - expand on each list item and provide an OUTLINE that EXPLAINS and DESCRIBES exactly WHAT was changed and HOW each item was changed (an easy way to do this is by providing a BEFORE n AFTER picture). Provide clear explanations about what changes/ iterations/ adjustments/ improvements you made as you were creating your product
Third - for every change you identified - now explain WHY each change was made so as to JUSTIFY and here are some suggestions to help you explain the WHY: “This change was made…
as a response to feedback from client/peer
to better meet the needs of the design brief
to meet a need of one of the design specifications
to improve the user experience (UX)
to make the product more user-friendly
to improve the aesthetics
to make the product stronger, more stable, more comfortable, more attractive, etc.
to ensure that the initial problem was being solved
ensure the product was finished on time
because this material was more environmentally friendly and more cost-effective
Pro Tip - Compare your finished product to the BEST/CHOSEN DESIGN in Criterion B (iv) and your PLAN in Criterion C (i)
Criteria Assessment
Year 5
Criterion B Strand i
0 >> The student does not reach a standard described by any of the descriptors
1-2 >> The student lists some basic design specifications for the design of a solution
3-4 >> The student lists some design specifications, which relate to the success criteria for the design of a solution
5-6 >> The student develops design specifications, which outline the success criteria for the design of a solution
7-8 >> The student develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research
Criterion B Strand ii
0 >> The student does not reach a standard described by any of the descriptors
1-2 >> The student presents one design, which can be interpreted by others
3-4 >> The student presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others
5-6 >> The student develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others
7-8 >> The student develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others
Criterion B Strand iii
0 >> The student does not reach a standard described by any of the descriptors
1-2 >> The student presents one design, which can be interpreted by others
3-4 >> The student justifies the selection of the chosen design with reference to the design specification
5-6 >> The student presents the chosen design and justifies its selection with reference to the design specification
7-8 >> The student presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification
Criterion B Strand iv
0 >> The student does not reach a standard described by any of the descriptors
1-2 >> The student creates incomplete planning drawings/diagrams
3-4 >> The student creates planning drawings/diagrams or lists requirements for the creation of the chosen solution
5-6 >> The student develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution
7-8 >> The student develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution
i. The student (lists some basic --> lists some --> develops --> develops detailed) design specifications for the (design of a solution --> design of a solution based on the analysis of the research)
ii. The student presents (one --> a few feasible --> a range of feasible) design(s) using an appropriate medium(s) (or --> and) annotation, which can be interpreted by others
iii. The student (does not justify --> justifies --> presents and justifies --> presents and justifies fully and critically justifies) the selection of the chosen design with (reference --> detailed reference) to the design specification
iv. The student creates (incomplete planning --> planning --> accurate planning --> accurate and detailed) drawings/diagrams (or -- and lists -- and outlines) requirements for the creation of the chosen solution
How To Get TOP MARKS for Criterion B