Stage 1 | Assessment Type 2: Design Process and Solution

Design, Technology and Engineering Stage 1
Assessment Type 2: Design Process and Solution

School assessment

The Design, Technology and Engineering design process and solution is assessed by the school.

For a 10-credit subject students undertake one design process and solution task.
For a 20-credit subject students undertake one or more design process and solution tasks.

The design process is in two parts:

Part 1 - Design development

Students show evidence of key design phases of investigation and analysis, design development and planning. For investigation and analysis students need to review design features, and research and discuss issues.

  • For a 10-credit subject the evidence for the design development should be a maximum of 1000 words if written, or a maximum of 6 minutes if oral, or the equivalent in multimodal form.
  • For a 20-credit subject the evidence of the design development should be a maximum of 2000 words if written, or a maximum of 12 minutes if oral, or the equivalent in multimodal form.

Part 2 - Solution realisation

Students create and evaluate the solution. The student provides evidence of the solution in the form of images or a video recording and evaluates the completed solution. Students evaluate how well the requirements of the design brief have been met, including what worked well, what did not go according to plan, and what was learnt. Students consider possible modifications to improve the outcome, and discuss how the solution is to be used.

  • For a 10-credit subject, the evidence for the solution realisation should be a maximum of 500 words if written, or a maximum of 3 minutes if oral, or the equivalent in multimodal form.
  • For a 20-credit subject, the evidence for the solution realisation should be a maximum of 1000 words if written or a maximum of 6 minutes of recorded oral communication, or the equivalent in multimodal form.

Student work should be their own. See Supervision and verification of student work.

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