Plan Stage: Going Green Unit

In this stage you will develop a detailed Plan that shows:

• A logical sequence of work that describes how each of the skills and techniques will be applied; describes the duration of time for each sequence and resources to be used
• logical steps to take that leads you to creating your chosen product 
• Justification of any modifications to the design
• An evaluation of the plan in terms of how realistic, logical, achievable the plan is.

A Gantt chart and the creation plan are recommended to be used.

The Gantt chart should be realistic, simple and very neat and in one page.

Creation Plan should give details of what skills/techniques will be used, what resources will be used and for what purpose, when they will be used and some evaluation of their use.


Note: Feedback on Plan stage from Moderation report

The plans were essentially well documented and provided a link between the final proposed design and the realization of the final product/solution. Most plans included logical sequential steps and timings. Students should be encouraged not only to list resources but also say how they may be used.

The evaluation of the plan is necessary for students to reach the higher-level descriptors. It is required to determine whether the plan is feasible or realistic, could be followed by others and has undergone any modifications since the design stage.

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student produces a plan that contains some details of the steps and/or the resources required.
3-4	The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.
5-6	The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

 

Design Stage: Going Green Unit

In this stage you will generate several feasible designs for your product that meet the design specification and then evaluate each design against the design specification. After all the good quality designs have been generated, one design should selected, justify your choice and evaluate this in detail against the design specification.

The designs can be drawn on paper or designed using an appropriate software but submitted in hardcopy and softtcopy where possible.


Note below the feedback extract from the moderation report on Design Stage

The comparatively good students produced very clear and well-annotated design proposals. However, overall students did not show a wide range of ideas, which is necessary to reach the higher band levels. Again, ideas were mostly pencil drawings and may have been improved by including samples from various sources that could be used as part of their product/solution.

At the design stage, student are encouraged to develop their initial drawings with clips or screen shots from sources that may visually enhance their ideas/solutions.

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student generates one design, and makes some attempt to justify this against the design specification.
3-4	The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.
5-6	The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.