2017 Edexcel Product Design Taster Session/Summer Prep.

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1 This is how the A-Level course is broken down: Component 1: Principles of Design and Technology A written examination of 2 hours 30 minutes. This makes up 50% of the qualification and marked out of 120. Component 2: Independent Design and Make Project Non-examined assessment (coursework). This is marked out of 90 and makes up the other 50% of the course Edexcel Product Design Taster Session/Summer Prep. Staffing: Your course will be delivered by Mrs Swain and Mr Radford. You will be timetabled to study 5 hours per week with us, in addition to this time you will be expected to work at home and during additional arranged time on a regular basis. Mrs Swain and Mr Radford will be available should you have any questions about the course or the work set for the summer break. Please feel free to come and find us or contact us by ds@waleshigh.com or nr@waleshigh.com Summer Preparation Work 1. Complete all 4 mind maps, your chosen context must be digitized to insert into your e-portfolio 2. Read the notes thoroughly on what evidence is needed for each section 3. Complete the Design Brief Page to a finished standard and insert into your e-portfolio 4. Complete your Research Plan digitally 5. Complete the pieces of Research your teacher specifies and digitize the results for your e-portfolio Your Summer Prep Work must be completed to a high quality finished standard for the first day back in September

2 Choosing a project can be difficult and you can be restricted by your own experiences, get out of the classroom or home and look around analyse your surroundings, find problems that could be solved or situations that could be improved Choosing an A Level Project Projects at A2 must be client-lead so make sure you have chosen a client or user group which lends itself to doing lots of primary and secondary research around Choose a Design Brief where you can offer several different ways of solving the same problem Component 2: 90 marks This unit is internally set and marked by the centre and externally moderated by Edexcel. It is important that all stages of the manufacturing process are photographed in order to evidence that the product is complete, expertly made, well finished etc. Students must ensure that photographs show clearly any details of advanced skills, technical content, levels of difficulty and complexity of construction, so that they can achieve the marks they deserve. It is unlikely that a single photograph will be enough to communicate all of the information required, so it will be better to take a series of photographs over a period of time during making. This unit results in the development of an appropriate product supported by a design folder. This should include ICT generated images where appropriate, can only be on A3 paper and is likely to be no more than 30 pages long.

3 Produce a CONTEXT mindmap based on LEISURE Leisure activities are increasing in popularity. Many garden centres and department stores now have areas specifically targeting this consumer area. Design Task 1 A garden centre wishes to sell products to encourage wildlife into domestic gardens. Design and make a small product that could be sold in the garden centre. Design Task 2 The growth in leisure activities has been reflected in the availability of products to help with outdoor living. Whether this is camping or simply having a barbeque, the range of products is enormous. Design and make a product suitable for the Outdoor Living section of a large department store. Design Task 3 Sporting and musical activities are very popular. Many need specialised equipment. Design and make an accessory or product for a sport or musical activity of your choice. Think of 2 more Design Briefs which would fit within this context

4 Produce a CONTEXT mindmap based on Sustainable Design Designers have a responsibility to design products that demonstrate an awareness of environmental issues. Be inspired by the following word bank Designing for sustainability, re-used and recycled materials and components, sustainable materials, energy efficient devices. Design Task 4 Eco Jewel is a company which supplies jewellery to people wishing to demonstrate their support for the environment. You have been asked to design a range of jewellery using Eco as an inspirational theme. Make up at least one item from your range. You are to design for manufacturing in quantity. Design Task 5 A shop specialising in sustainable products wishes to extend its range. Design and make a product which could be sold in the store. Design Task 6 A green shop is looking to sell products made from factory off-cuts and from materials and components recycled from pre-used products. Design and make an example of a product that could be made from these materials or components, and determine how the new product might be recycled at the end of its life. Think of 2 more Design Briefs which would fit within this context

5 Produce a CONTEXT mindmap based on TRAVEL & TOURISM Popular tourist attractions such as Wildlife Sanctuaries, Art Galleries, Animal Farms, Zoos, Theme Parks and Museums often have their own Shops attached. Themed products are always a popular feature. Design Task 7 A major design museum wishes to expand its range of products on sale in the museum shop. It wishes to sell popular products influenced by major design eras of the last 100 years. Design and make a low-voltage light, radio, phone charging stand or ipod docking station in the style of any design era of the last 100 years. You can use bought-in or recycled circuits, components or kits. Design Task 8 Design and make a small storage unit influenced by any design era of the last 100 years. Design Task 9 A major tourist attraction wishes to include themed, quality children s toys. Design and make a themed toy that incorporates moving parts or removable parts to add interest. Think of 2 more Design Briefs which would fit within this context

6 Produce a CONTEXT mindmap based on STORAGE Our lifestyles are changing rapidly. Our homes contain an ever-increasing range of gadgets and equipment. It is fashionable to have multi-functional living spaces. We need creative, innovative products to help us organise our lives. Design Task 10 People have an increasing number of gadgets and gizmos in their homes, such as mobile phones, ipods, remote controls, hand held computer games etc. Many of these products need chargers, memory cards, games etc. Design and make a gadget tidy. Design Task 11 A major high street retailer wishes to market a multi purpose, modern style, small coffee table aimed at the first time buyer. The product could include some storage space. Design and make a coffee table for this target market. Design Task 12 A manufacturer of classic games has recognised a gap in the market for a device that allows you to play games and store the parts in the same unit. The device could be used sitting at home, or on the move, e.g. in a car, plane or train. Design and make a playing surface / storage unit for playing games at home or on the move. Consider using CAD/CAM equipment and consider designing the product so that it can be flat-packed. Think of 2 more Design Briefs which would fit within this context

7 What students need to evidence for 4 marks; Research and analysis Once the student has identified an appropriate need and written a detailed design brief, they must analyse the need in order to focus on the research needed to help the work progress. Students should use a range of research strategies to gather useful and relevant information that will help with their designing and making activities. When gathering information, it is important that students are clear about what they need to find out. Research should be highly selective ensuring that the information gathered is useful and relevant to the client/user-group s needs identified and finalised during analysis. Research should be focused and succinct and contain no worthless padding. Students should avoid downloading large amounts of information from the internet, or cutting and pasting from catalogues and databases without providing detailed annotation to explain the selected information. A good starting point for research and analysis could include an interview or discussion with the client/user-group to establish their thoughts and preferences regarding the proposed product. This information should be used to guide their analysis and research activities. In the analysis, students should ensure that they focus closely on the identified need, avoiding any general statements that are of no use and could be applied to any design situation. Research could include the analysis of existing similar products, to find out about materials, processes and construction methods used in commercial manufacture. Market research will allow students to test the viability of their intended product beyond the needs of the client/user-group. Surveys or questionnaires should be designed carefully, avoiding questions that are general and useless in helping with the design process. A questionnaire should not be included simply for the sake of doing so; its use and questions asked within it should be justified. When researching into materials and/or components and processes, students should take into consideration the concept of sustainability so that they are able to make responsible and informed decisions about the impact of materials and resources upon the environment. When all information gathering has been completed, students should analyse their research in order to help write a product specification that is relevant, meaningful and measurable.

8 Example Design Brief Page

9 Example Design Brief Page

10 Example Proposed Research Plan Source of Research Format How it will help Target User Existing solutions Face to face interview and the conclusions are evidenced Analyse products that are already on the market which solve this problem or ones that serve similar or analogous functions