NEA Walk-Through

Design and Technology:

A Level Product Design
Component 2
 A Level D&T Product Design NEA

General points:

• NEA – Non Examined Assessment – 50% of the qualification

• A sustained design and make project based on a design brief developed
by the learner
• Approximately 80 hrs of candidate work
• Worth 100 raw marks
• Internally assessed and externally moderated
• There is NO SET FORMAT for the NEA – style of presentation is up to
individual candidates
• Suggested approach – an informal ‘sketchbook’ and a formal ‘portfolio’
• Informal work can be done in school or at home
• The final prototype must be made under supervised conditions in school
 Portfolio of evidence
INFORMAL Sketchpad FORMAL Presentation Folio

Evidence of: • Final Brief and Specification

• Final Prototype – Pictorial
• Identifying and investigating details
design possibilities. • Final Prototype – Technical
• Generating and developing details
design ideas. • Final Prototype – Production
• The development of a final details
prototype. • Sequence of Production
• Evaluation of Final Prototype
.
• Modifications and further
developments
• Photographs of Final Prototype

Practical outcomes
• Final Prototype (fully functioning high quality
product)
• Any supporting practical pieces including models,
toiles, patterns, samples, tests, trials, iterations
 Design opportunities
Design opportunities
• Identify potential design opportunities
• Design opportunities are starting point – to get you thinking!
• Design opportunities are open to interpretation – not prescriptive
• The design journey arising from a design opportunity is personal to you
Starting points:
• Analyse design opportunities
• Focus on user needs and wants
• Evaluate existing products
• Research new materials / processes / techniques
• Focus on the problems you have identified
• Look at designers / other practitioners
 Iterative Design
‘Iterative design is a design process based on a cyclic process of prototyping, testing,
analysing, and refining a product or process. Based on the results of testing the most
recent iteration of a design, changes and refinements are made’.

• Iterative Design Process: modelling and testing of

ideas, reflection
• Testing and modelling of ideas is on-going throughout Iteration diagram

the development of a product

• Not a linear process
Design Model
• Multiple starting points for project work – avoid fixating
on one idea
• Think – test – reflect Test
• Trialling and evaluating / risk reward
• Informal sketchbook caters for an iterative approach to
design and development
 Iterative Design
Interaction of Mind and Hand Confronting reality
Imaging and thinking Outside the head
inside the head Discussion
First Impressions
Sketching
Exploring Graphs
Speculating Data
Diagrams
Taking
Risks
Modelling
Clarifying Testing
Reflecting
Validating
Consolidating Prototyping
Critical
Provisional
Appraisal
Solution

Potential of more
Potential of more developed thinking
developed solutions
 Assessment: Banded mark scheme
• A banded mark scheme is used to assess
Assessment Criteria Marks Assessment all NEA work
Objective
(a) Identifying and investigating design possibilities. 15 AO1 • Assessment criteria are sub-divided into 5
(b) Developing a design brief and specification 15
areas each with a set number of marks
• The total number of marks is 100
(c) Generating and developing design ideas 25
AO2 • AO1: Identify, investigate, analyse and
(d) Manufacturing a prototype 25
outline design possibilities to address
(e) Evaluating and evaluating design decisions and 20 AO3
prototypes needs and wants
Total 100 • AO2: Design and make prototypes and
evaluate their fitness for purpose
• AO3: Design decisions and outcomes,
including for prototypes made by
themselves and others and the wider
issues in design and technology
• Each assessment criteria is divided into 5
bands with a range of marks apportioned
to each descriptor
• Your teacher will assess your work and
decide which band best describes the
work
• A mark will then be awarded within that
band that best fits your work
• Top marks (in any band) are awarded
when all the descriptors have been met
• If some evidence is lacking a lower mark
in the range will be awarded
 Identifying and investigating design
possibilities
Assessment Criteria Marks
(a) Identifying design possibilities. 10 INFORMAL Sketchpad

• A broad range of highly challenging opportunities /

problems need to be identified
• Design opportunities / problems must be critically analysed
• A number of possible design briefs need to be evident
• Detailed and relevant research is needed
• Analysis of existing products – helps inform design
decisions
• The needs, wants and values of users must be considered
• Research into past / present professionals
• Understanding of the problem
• Analysis of information
• Model and test some initial ideas
• A broad range of design strategies is evident
• Approaches to project management
 Identifying and investigating design possibilities
(a) Identifying and Investigating design possibilities Self-

Band
[AO1] assessment
✓ on
The candidate has: completion
13 – 15 marks
5
•

• considered in detail a range of design strategies, techniques and approaches and undertaken highly effective identification of opportunities for the development
of designs
• undertaken perceptive, relevant research and investigation, including detailed consideration of the work of other designers or practitioners, with evidence this
has clearly influenced decisions
• undertaken a comprehensive and highly effective analysis of information, clearly reflecting the needs, wants and values of potential users
• identified a range of highly challenging problems/opportunities which clearly inform the development of possible design briefs
• considered in detail relevant approaches to project management, within the constraints of the time and resources available

10 – 12 marks 4
• considered a range of design strategies, techniques and approaches and undertaken effective identification of opportunities for the development of designs
• undertaken relevant research and investigation, including consideration of the work of other designers or practitioners, with evidence this has influenced
decisions
• undertaken an effective analysis of information, reflecting the needs, wants and values of potential users
• identified a range of challenging problems/opportunities which inform the development of possible design briefs
• considered relevant approaches to project management, within the constraints of the time and resources available

7 – 9 marks 3
• considered some design strategies and techniques and undertaken broadly effective identification of opportunities for the development of designs
• undertaken relevant research and investigation including some consideration of the work of other designers or practitioners, but which has had limited
influence on decisions
• undertaken a mostly effective analysis of information, mostly reflecting the needs, wants and values of potential users
• identified a range of problems/opportunities which partially inform the development of possible design briefs
• briefly considered approaches to project management, within the constraints of the time and resources available
4 – 6 marks 2
• considered some design strategies and identified opportunities for the development of designs
• undertaken limited research and investigation with superficial consideration of the work of other designers or practitioners
• undertaken a partially effective analysis of information, partly reflecting the needs, wants and values of potential users
• identified problems/opportunities which have limited influence on the development of possible design briefs
• noted some approaches to project management, within a general context
1 – 3 marks
1
• identified one opportunity for the possible development of designs
• undertaken little research and investigation
• undertaken a superficial analysis of information, with little or no consideration of the needs, wants or values of potential users
• identified one problem/opportunity and developed a design brief with basic reference to their investigations
• demonstrated little consideration of project management
0 marks 0
• produced no work that is worthy of a mark
 Design Brief and Specification
Assessment Criteria Marks
(b) Developing a design brief and specification 10
INFORMAL Sketchpad &
FORMAL PRESENTATION FOLIO

Design Brief
• A clear and detailed Design Brief relevant to the context is needed
• The Design Brief should be based on the analysis of research and investigation
Design Specification
• A Design Specification should be based on the analysis of research, investigation and
testing of initial ideas
• Include objective and measurable criteria - to direct and inform design decisions
• Users needs, wants and values need to be identified
• Include specific factors critical to success
• Identify key aspects including Form, Function, Materials, Sizes, Safety, Ergonomics, Cost
etc.
• Reference to relevant standards is required
 Design Brief and Specification
(b) Developing a design brief and specification Band Self-
[AO1] assessment
✓ on
The candidate has: completion

13 – 15 marks 5
• demonstrated an excellent understanding of the task ahead and the precise requirements which have to be met, to fully satisfy the needs,
wants and values of potential users
• generated a clear and precise design brief, based upon a comprehensive and highly effective analysis of their research and investigation
• produced a detailed, relevant specification, including a comprehensive range of objective and measurable criteria, and the application of
relevant standards, to direct and inform the design and manufacture of a prototype
10 – 12 marks 4
• demonstrated a very good understanding of the task ahead and the requirements which have to be met, to satisfy the needs, wants and
values of potential users
• generated a clear, well-structured design brief, based upon an effective analysis of their research and investigation
• produced a relevant specification, including mostly objective and measurable criteria, to direct and inform the design and manufacture of a
prototype
7 – 9 marks 3
• demonstrated a good understanding of the task ahead and most of the requirements which have to be met, to satisfy most of the needs,
wants and values of potential users
• generated a clear design brief, based upon a general analysis of their research and investigation
• produced a satisfactory specification, including some objective and measurable criteria to inform the design and manufacture of a
prototype
4 – 6 marks 2
• demonstrated a satisfactory understanding of the task ahead and one or two requirements have been identified to satisfy some of the
needs, wants and values of potential users
• generated a design brief, based upon a simple analysis of their research and investigation
• produced a basic specification, including some key points, to inform the design and manufacture of a prototype
1 – 3 marks
• demonstrated a limited understanding of the task ahead, with little or no consideration of the needs, wants or values of potential users
• generated a design brief with limited reference to their research and investigation
• produced a small number of specification points which have limited potential to inform the design and manufacture of a prototype
0 marks 0
• Produced no work worthy of a mark
 Generating and developing design Ideas
Assessment Criteria Marks
(c) Generating and developing design ideas 25 INFORMAL Sketchpad

• Initial ideas and basic concepts - any starting point

• Quick developmental sketching supported by annotation
• A range of design strategies should be evident
• Environmental, sustainability, costs, social, moral and ethical factors considered
• Consider shape / form / aesthetics
• Iterative process: Think, model, test, reflect – testing leads
the way
• Many ideas will be rejected
• Decision making supports developmental iterations
• Engage with users – consider their needs, wants and values
• Ideas should be based on specification criteria
• Provide evidence of decision making
• Testing against the specification
• Functional development / performance testing Note: Start sketching and modelling ideas
• Sophisticated and effective use of a range of from the beginning of the NEA. This will
help direct further more relevant research
skills / techniques
 Generating and developing design Ideas Add pictures to suit level and
focus areas

Assessment Criteria Marks

(c) Generating and developing design ideas 30 INFORMAL Sketchpad

• Modelling of ideas should be more detailed and refined as the

development of the prototype progresses
Low fidelity modelling (less refined):
• Sketches – quick generation sketching
• Simple mock-ups such as decorative techniques or construction
processes
• Empathy modelling – simulate and record user experiences
High Fidelity modelling (refined and more detailed):
• 3D printing / rapid prototyping
• CAD / simulations
• Detailed sketching
• Appearance models - finished prototype products
Note: Keep all test pieces / models or take photographic
evidence of testing / modelling. Analyse your evidence, record
commentary in your sketchpad.
 Generating and developing design Ideas
Assessment Criteria Marks
(c) Generating and developing design ideas 25 INFORMAL Sketchpad

Final pieces of evidence for assessment strand (c):

• A detailed high quality pictorial drawing of the final
prototype – all appropriate views
• This can be hand drawn or CAD
Manufacturing Specification:
• All critical dimensions
• Finishing techniques as
appropriate
• Details of tools, equipment and construction
• Details of specialist processes and materials
• CNC / CAD CAM details speeds and settings

Note: Could a 3rd party / manufacturer produce the prototype from the information you provide?
(c) Generating and developing design ideas [AO2] Self-

Band
assessment
✓ on
The candidate has: completion
21 – 25 marks 5
• applied an iterative design process to generate and communicate excellent initial ideas with sophisticated detailing
• clearly identified and perceptively considered environmental, sustainability, costs, social, moral and ethical factors, which are clearly relevant to the design and potential user(s)
• made excellent use of modelling and testing to evolve ideas and to support decision making
• developed a highly detailed proposal, including comprehensive and relevant details of materials, dimensions, finishes and production techniques, which clearly addresses all
requirements of the design brief and specification
• considered in detail the manufacture of the prototype, including clearly defined planning for accuracy and efficiency and, where appropriate, making perceptive recommendations
for different scales of production
• demonstrated sophisticated and highly effective use of skills/techniques to clearly communicate ideas and proposals to a third party
16 – 20 marks 4
• applied an iterative design process to generate and communicate very good initial ideas with effective detailing
• identified and considered environmental, sustainability, costs, social, moral and ethical factors which are relevant to the design and potential user(s)
• made very good use of modelling and testing to evolve ideas and to support decision making
• developed a detailed proposal, including relevant details of materials, dimensions, finishes and production techniques, which addresses most requirements of the design brief and
specification
• considered the manufacture of the prototype, including planning for accuracy and efficiency and, where appropriate, making relevant recommendations for different scales of
production
• demonstrated effective use of skills/techniques to clearly communicate ideas and proposals to a third party
11 – 15 marks 3
• applied an iterative design process to generate and communicate good initial ideas with some detail evident
• identified environmental, sustainability, costs, social, moral and ethical factors which are generally relevant to the design and potential user(s)
• made good use of modelling and testing to evolve ideas and/or to support decision making
• developed a satisfactory proposal, including relevant details of materials, dimensions, finishes and production techniques, which addresses the main requirements of the design
brief and specification
• considered the manufacture of the prototype, including some planning for accuracy and/or efficiency and, where appropriate, making brief recommendations for different scales
of production
• demonstrated satisfactory use of skills/techniques to communicate ideas and proposals to a third party
6 – 10 marks 2
• applied an iterative design process to generate and communicate basic initial ideas which limited detail
• identified a number of factors from environmental, sustainability, costs, social, moral and ethical, with some attempt to relate these to the design and potential user(s)
• made some use of modelling and/or testing to evolve ideas and/or to support decision making
• developed a basic proposal, including some details of materials, dimensions, finishes and/or production techniques and which addresses some requirements of the design brief
and specification
• considered the manufacture of the prototype, including some planning for accuracy and/or efficiency
• demonstrated basic use of skills/techniques to communicate ideas and proposals to a third party
1 – 5 marks 1
• applied an iterative design process to generate and communicate undeveloped initial ideas
• identified a number of factors from environmental, sustainability, costs, social, moral and ethical, though these are not closely related to the design and or potential user(s)
• made little use of modelling and/or testing to evolve ideas
• presented a proposal with superficial details of materials, dimensions, finishes and/or production techniques and which addresses few requirements of the design brief and/or
specification
• demonstrated limited ability to communicate their idea(s) to a third party

0 marks 0
• produced no work that is worthy of a mark.
 Manufacturing a Prototype
Assessment Criteria Marks
(d) Manufacturing a prototype 25
FORMAL PRESENTATION FOLIO
Final Prototype
• Details of a logical sequence to manufacture the
prototype
• An achievable timeline for production
• Reference to testing the final prototype
• Quality control checks
• A high quality fully functioning prototype
• Evidence of appropriate making skills
• Sophisticated use of specialist processes and
materials - used skilfully
• High levels of accuracy
• A precise outcome
(d) Manufacturing a prototype [AO2] Self-

Band
assessment
✓ on
The candidate has: completion
21 – 25 marks 5
• clearly and comprehensively communicated all relevant details of a logical sequence and achievable timeline for the stages of production and testing of the final prototype
• selected and worked with appropriate materials and components to successfully complete all aspects of the manufacture of their prototype to a clearly defined schedule
• consistently implemented appropriate, sophisticated making skills and processes to produce a very high quality fully-functioning prototype that meets requirements of the design
specification and is fit for purpose
• demonstrated an excellent, in-depth understanding of the working properties and performance characteristics of the specified materials and, where appropriate, detailed
consideration of surface treatments/finishes for functional and aesthetic purposes
• selected and safely used specialist tools, appropriate techniques, processes, equipment and machinery with excellent accuracy and precision to enable the prototype to perform as
intended and meet the needs, wants and values of the user
16 – 20 marks 4
• communicated relevant details of a logical sequence and achievable timeline for the stages of production and testing of the final prototype
• selected and worked with appropriate materials and components to successfully complete almost all aspects of the manufacture of their prototype to a defined schedule
• implemented appropriate making skills and processes to produce a high-quality functioning prototype that meets the requirements of the design specification and is fit for purpose
• demonstrated very good understanding of the working properties and performance characteristics of the specified materials and, where appropriate, consideration of surface
treatments/finishes for functional and aesthetic purposes
• selected and safely used specialist tools, appropriate techniques, processes, equipment and machinery with very good accuracy and precision to enable the prototype to perform as
intended and meet the needs, wants and values of the user
11 – 15 marks 3
• communicated details of a sequence and achievable timeline for the and testing of the final prototype
• selected and worked with appropriate materials and components to successfully complete most aspects of the manufacture their prototype to a defined schedule
• implemented appropriate making skills and processes to produce a good quality functioning prototype that generally meets the requirements of the design specification and is fit for
purpose
• demonstrated a good understanding of the working properties and performance characteristics of the specified materials and, where appropriate, consideration of surface
treatments/finishes
• selected and safely used specialist tools, appropriate techniques, processes, equipment and machinery with good accuracy and precision; the prototype performs mainly as intended
and meets most of the needs, wants and values of the user
6 – 10 marks 2
• communicated details of a sequence for manufacture and testing of the final prototype
• selected and worked with materials and components to partly complete the manufacture of the prototype generally to a defined schedule
• implemented making skills and processes to produce a functioning prototype that meets only the key requirements of the design specification but which is is generally fit for purpose
• demonstrated a basic understanding of the main working properties and performance characteristics of the specified materials, and, where appropriate, basic consideration of
surface treatments/finishes
• selected and safely used specialist tools, techniques, processes, equipment and machinery with some accuracy and precision, the prototype partially performs as intended and
meets some aspects of the needs, wants and values of the user
1 – 5 marks 1
• communicated limited details of a sequence for manufacture and/or testing of the final prototype
• worked with materials and components to partly complete the manufacture of the prototype
• implemented some making skills and processes to produce a partially functioning prototype, some aspects of which meet elements of the design specification
• demonstrated a limited understanding of the working properties and/or performance characteristics of the specified materials
• selected and safely used specialist tools, techniques, processes, equipment and machinery with limited accuracy, the prototype only just performs or is unable to perform as
intended and meets few aspects of the needs, wants and values of the user

0 marks 0
• produced no work that is worthy of a mark.
 Analysing and evaluating design
decisions and prototypes
Assessment Criteria Marks
(e) Analysing and evaluating design decisions and 20 FORMAL PRESENTATION FOLIO
prototypes

• Evidence of ongoing formative comment throughout the iterative designing and

development (recorded in the informal portfolio / sketchpad)
Final evaluation
• A critical objective analysis and appraisal of the final prototype – a written report
• Comparison to the design brief and specification
• Evidence of final prototype testing, ‘in situ’ if possible
• Include the opinions of users – seek their opinion of the prototype
• Respond to feedback from users
• Suggest further developments or modifications as a result of feedback and / or testing -
written or annotated sketch form
 Analysing and evaluating design
decisions and prototypes
(e) Analysing and evaluating design decisions and prototype’s [AO3] Band Self-
assessment
✓ on
The candidate has: completion

17 – 20 marks 5
• undertaken a perceptive, critical, objective analysis, evaluation and testing of their ideas and decisions whilst applying iterative design
processes
• undertaken a perceptive, critical and objective evaluation and testing of the final prototype, drawing highly appropriate conclusions,
comparing with the work of others and clearly taking into account the views of potential users
• clearly identified, with detailed reference to highly relevant qualitative and quantitative criteria, how their design decisions and the final
prototype could be further developed or improved to better meet the needs, wants and values of the intended users
16 – 20 marks 4
• undertaken a critical, objective analysis, evaluation and testing of their ideas and decisions whilst applying iterative design processes
• undertaken a critical and objective evaluation and testing of the final prototype, drawing appropriate conclusions, comparing with the work
of others and taking into account the views of potential users
• identified, with reference to mostly relevant qualitative and quantitative criteria, how their design decisions and the final prototype could be
further developed or improved to better meet the needs, wants and values of the intended users
11 – 15 marks 3
• undertaken an objective analysis, evaluation and testing of their ideas and decisions whilst applying iterative design processes
• undertaken an objective analysis, evaluation and testing of the final prototype, drawing generally appropriate conclusions, with some
consideration of the work of others and views of potential users
• identified, with reference to aspects of qualitative and/or quantitative criteria, how their design decisions and the final prototype could be
further developed or improved to better meet the needs, wants and values of the intended user
6 – 10 marks 2
• undertaken a limited objective analysis, evaluation and/or testing of their ideas and decisions whilst applying iterative design processes
• undertaken some analysis, evaluation and/or testing of the final prototype, with partial consideration of the work of others and the views of
potential users
• identified how their design decisions and the final prototype could be further developed or improved to better meet the needs, wants and
values of the intended user
1 – 4 marks 1
• produced a mainly subjective evaluation of their ideas and decisions
• produced a limited evaluation of the final prototype, with superficial consideration of the work of others or the views of potential users
• partially identified how the final prototype could be further developed or improved
0 marks 0
• produced no work that is worthy of a mark.
 NEA DO’s and DON’Ts
• DO take care of your work and • DON’T leave your work lying
keep it safe. If your work is stored around or share it with others,
on a computer, keep your including on social media.
password secure. • The work you submit for
• DO tell your teacher if you receive assessment must be your own so
help or guidance from someone DON’T copy from someone else,
else – they will need to record the including copying from sources
nature of the help given to you. online, and DON’T allow another
• Do reference your source person to copy from you.
materials with specific • DON’T write inappropriate,
acknowledgements of included offensive or obscene material.
material or documentation
REMEMBER – IT’S YOUR
QUALIFICATION SO IT NEEDS TO
BE YOUR OWN WORK!
 Creating your work
• Consider what is possible in your school, what facilities are available? Speak to
your teacher
• Think about your strengths and weaknesses, what is your skill-set?
• Live projects are great, work with a client or company they may help
• Be aware of cost, this can escalate, careful with the choice of material
• Don’t be over ambitious with size, smaller products can achieve the same
marks
• Ensure you balance your time effectively look at the mark scheme and use the
majority of time in designing and making
• Also remember the product must be tested in its intended environment
• Allow time to properly evaluate the outcome
• Be prepared to take risks and push designing away from existing solutions
• Use CAD and CAM whenever possible
Any questions?
Remember, your
teacher will be
able to advise
and guide you.