General feedback
Students should:
- read the question carefully to ensure that they do not miss important components of the question
- have a clear understanding of key words in the question and recognise the intent of the question and its requirements
- engage with any stimulus material provided and refer to it in the response
- communicate ideas and information using relevant examples
- expect to interpret data/graphs/tables and assess information for accuracy, reliability and/or validity
- review the response to ensure that it addresses the question requirements.
Section II
Question 11
In better responses, students were able to:
- identify one relevant factor of design related to the development of an e-scooter, for example, functionality, safety or ergonomics
- apply content knowledge and make specific reference to the e-scooter
- link the identified factor to the specific needs of a battery-powered device used for leisure or transportation.
Areas for students to improve include:
- providing more than an identification of a factor
- linking the design factor to the needs of the e-scooter’s users, for example, safety features for riders or ergonomic designs for comfort.
Question 12
In better responses, students were able to:
- identify one disadvantage of designing a product with a limited life span, for example, increased waste or environmental impact
- link the disadvantage to the limited lifespan of products by including reasons
- support the response with relevant examples such as single use plastics or fast fashion.
Areas for students to improve include:
- focusing on a single disadvantage rather than identifying multiple disadvantages
- clarifying the disadvantage, for example, specifying that frequent product replacement contributes to waste or pollution.
Question 13
In better responses, students were able to:
- identify one specific social trend that can affect the design of a new product, for example, sustainability, minimalism, health consciousness, the rise of smart technology
- relate the trend directly to the design of a new product
- identify key issues and provide points for and against the trend influencing design choices or shaping consumer expectations.
Areas for students to improve include:
- understanding what a social trend is and correctly identifying one in the response
- showing the connection between the social trend and product design, for example, sustainability trends have led to biodegradable materials in product design.
Question 14
In better responses, students were able to:
- identify one risk that designers may face when creating an innovative product, system or environment, such as financial loss, market rejection, or technological challenges
- connect the risk to the specific challenges of innovating by using cause and effect language such as ‘as a result of’.
Areas for students to improve include:
- focusing on one specific risk rather than listing multiple risks without detail
- referring to a specific innovation
- using cause and effect language, for example, 'as a result of' and ‘as a consequence’, to explain the risk that designers face when creating new products, systems or environments.
Section III
Question 15
In better responses, students were able to:
- make clear reference to the stimulus provided
- demonstrate an understanding of the role that designers have in bringing together innovative discoveries into designs suitable for consumers
- make clear reference to both the roles and responsibilities of designers
- relate an understanding of the role of the designer to their own experiences as a designer or the experiences of other known designers
- assess the role of the designer in connecting innovative discoveries with consumers
- make judgements that recognise the challenges or limitations designers have when addressing issues and relating these to quality of life, ethical considerations and/or sustainability
- support conclusions with other examples of products, systems or environments, further demonstrating the connection between the role of designers and consumers.
Areas for students to improve include:
- developing a cohesive response by using connective terms, full sentences, and paragraphs
- making clear reference to the stimulus provided, and using this to support the conclusions drawn
- using relevant examples of the role of designers and making detailed connections to the practice of design
- emphasising the role and responsibilities of the designer in connecting innovation to consumer markets
- using language that shows clear judgement supported by evidence, to assess the designer’s role, such as discussing the effectiveness of their strategies, the challenges they face, or the impact on consumer markets.
