Year 10, Design and Technology

Task 1: Activity of designers

Due Date: 14.05.2021

Task Distributed: 19.4.21 Unit: Design Processes

Task Type: Innovation research Task Weighting: 25%

Outcomes: 2, 3

Task Description
Many of the best designers have stood the test of time and can be a great influence to future student of design.
Case study
Research a current entrepreneur from a list given. You may choose ONE from
• James Dyson – Product Designer
• Frank Gehry – Architect
• Stella McCartney – Fashion Designer

Answer questions on;

1. Name, country of origin. Title page: Colour with images /1 Mark.
2. Detail what made them successful? /4 Mark. Minimal 2 paragraphs
3. Outline their decision making process /4 Mark. Minimal 2 paragraphs
4. Explain how they contribute to ethical and responsible design, with 4 examples. /4 Mark. Minimal 2 paragraphs
5. Discuss what intellectual properties issues they need to meet. /4 Mark. Minimal 2 paragraphs
6. Explain their impact on the individual, society and the environment. /4 Mark. Minimal 3 paragraphs
7. Evaluate- Self evaluation on assessment –on the skills that you have learnt and how you managed your time.
/4 Mark. Minimum two paragraphs
Mark out of 25

Presented in typed format using Google docs or Word docs - 3 pages TOTAL
12 point font
1.0 spacing
Footer – Your name and page number
Headings for each question
Image on Title page:
• 1 x The designer
• 2 x Example of their product – label and describe the products shown

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NESA Glossary of Key Words
Understand the verb associated with the task. The verb will provide an understanding of the detail needed to successfully
answer the question.

• Demonstrate: Show by example

• Account: Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Details of Submission
The assessment will be developed at home during term 2.
Case study: To be completed by using Word doc or Google doc. Uploaded to Google classroom on due date

Teacher Feedback and Student Self-Reflection

• The task will typically be returned to students within 14 days of the due date.
• At this time feedback including information on how to improve will be provided through Google Classroom.

• Students can clarify or seek further feedback by speaking with their teacher or the assessment marker.
• You will also receive feedback on your literacy performance based on the criteria in the school’s literacy marking
rubric. The marks achieved for literacy will account for between 10% – 20% of the maximum task value.

Upon completion of the task, students will be expected to complete a self-reflected evaluation page. It is important part of
the learning process as it provides an opportunity to reflect on the strength of their performance, as well as areas that have
been identified to strengthen in future tasks. Students are to consider what they have learnt from the assessment and how
they managed their time.

How does this link to my learning?

What Areas of Learning will this Assessment Task Report on?

• Examine how designers work and any restrictions they face.

• Investigate the responsibility that designers have on the individual, society and environment.

• Report outcomes:
2. Evaluates and explains the impact of past, current and emerging technologies on the individual, society and the
environment.
3. Analyses the work and responsibilities of designers and the factors affecting their work and can evaluate designed
solutions according to principles, ethics and preferred futures.

Assessment Procedures
All students should be fully aware of the School Assessment Procedures for their year group. These were provided at the
beginning of the school year and are available off the school website under the Learning Tab for each year group.

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 Task 1: Design Process
Design Process Descriptors
MARKING CRITERIA

Name, country 0 0.25 0.5 0.75 1

of origin. Title Student has not attempted Student has clearly Student has clearly Student has clearly Student has clearly
page: Colour this question identified the name of the
designer.
identified the name of the
designer, and their country
identified the name of the
designer, and their country
identified the name of the
designer, and their country
OR
with images Their country of origin has
of origin of origin of origin
Students answer is
not been identified.
incomplete without
relevant information Student has not shown Student has identified 1 Student has identified 2+
any images colour images that clearly colour images that clearly
Student has not shown
demonstrates what the demonstrates what the
any images
designer creates designer creates

What 0 1 2 3 4
made Student has not attempted Student has been able to Student has been able to Student has been able to Student has been able to
this question describe what made the describe what made the describe what made the describe what made the
them OR
designer a success by designer a success by designer a success by designer a success by
looking at their present looking at their present looking at a detailed looking at a detailed
successful? Students answer is situation situation account of their history account of their history
incomplete without and present situation and present situation
relevant information
1 paragraphs 2 paragraphs
2 paragraphs 2 paragraphs +

Their decision 0 1 2 3 4
making process Student has not attempted Student has been Student has been able Student has been able Student has been able
this question simplified the designers define the designers outline the designers outline in detail the
decision making process decision making process decision making process, designers decision making
OR
by step by step process, by step by step
1 paragraphs 2 paragraphs
Students answer is instructions instructions
incomplete without
2 paragraphs 2 paragraphs +
relevant information

0 1 2 3 4
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 How they Student has not attempted
this question
Student has been able to
explain how the designer
Student has been able to
explain how the designer
Student has been able to
explain how the designer
Student has been able to
explain how the designer
contribute to OR
contributed to ethical and contributed to ethical and contributed to ethical and contributed to ethical and
responsible design, responsible design, responsible design, responsible design,
ethical and Students answer is
with 1 examples with 2 examples with 3 examples with 4+ examples
responsible incomplete without
relevant information 1 paragraphs 2 paragraphs 2 paragraphs 2 paragraphs +
design.
What 0 1 2 3 4
intellectual Student has not attempted Student has been able to Student has been able to Student has been able to Student has been able to
properties this question discuss what intellectual
properties issues the
discuss what intellectual
properties issues the
discuss in detail what
intellectual properties
discuss in detail what
intellectual properties
OR
issues they designer need to meet. No designer need to meet. No issues the designer need issues the designer need
Students answer is examples examples to meet. With examples to meet. With clear and
need to meet. incomplete without logical examples
relevant information
2 paragraphs +
1 paragraphs 2 paragraphs 2 paragraphs

Their impact on 0 1 2 3 4
the individual, Student has not attempted Student has been able to Student has been able to Student has been able to Student has been able to
society and the this question outline the impact that the
designers product has on
outline the impact that the
designers product has on
define the impact that the
designers product has on
explain the impact that the
designers product has on
OR
environment. the individual, society and the individual, society and the individual, society and the individual, society and
Students answer is the environment. the environment. the environment. the environment.
incomplete without
Negative and positive Negative and positive Discussed both negative Discussed both negative
relevant information
impacts are not discussed impacts are not discussed and positive impacts for all and positive impacts for all
for all 3 areas for all 3 areas 3 areas 3 areas
1 paragraphs 2 paragraphs 2 paragraphs 3 paragraphs +

Self evaluation 0 1 2 3 4
Student has not attempted Students have considered Students have considered Students have reflected Students have clearly
this question the positive and negative the positive and negative on the positive and reflected on the positive
aspects of their task. aspects of their task. negative aspects of their and negative aspects of
OR
task. Focusing on skills their task. Clearly outlining
1 paragraphs 2 paragraphs
Students answer is and time management where they need to
incomplete without improve. Focusing on
2 paragraphs
relevant information skills and time
management
2 paragraphs +

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