Central to the success of the NEA is the selection, by the student, of a context that will provide them with the opportunity to challenge themselves as a designer. Care should be taken, and guidance sought, to ensure that the context chosen offers the student the scope and complexity for a piece of work that is worthy of consideration for the award of an A-level.

Having chosen their context and potential user(s) they then need to plan and carry out an extensive investigation into all aspects of the context in order that they might operate from a position of knowledge when making subsequent decisions.

The student will be expected to employ a variety of both primary and secondary methods of investigation. These might include visits organised by themselves or others, surveys and questionnaires could be used to inform. Useful and relevant material can be gained from others via the internet, books, magazines or interviews. Students should also be encouraged to undertake, where relevant, practical experimentation and disassembly as methods for further understanding and exploring the context and its related issues.

At this stage it is expected that the student will begin to explore their thinking on possible solutions by producing concept ideas that take into account the information collected. At this stage of the process these first concept ideas will merely demonstrate the student's initial thinking and should serve to stimulate later more considered thoughts regarding their design proposal(s) and design prototype(s).

It should be noted that it is not expected that the assessment criteria be seen as a linear process and that aspects from this, and other assessment criteria, might be present throughout the student’s portfolio. Wherever it takes place, it is expected that this work will be rewarded.

Mark	Description
16–20	Excellent rationale provided for the context selected, with continuous referencethroughout the projectto the end userand the constraints that need to be considered in formulating a final solution. Student employs acomprehensive rangeof strategies and techniques,including both primary and secondary methods of investigation,practicalexperimentation and disassembly, tothoroughly explore design opportunities. All sources have been fully referenced. First concepts are both fully relevant to the context and feasible for further development and are clearly communicated througha fullyappropriate variety of methods and techniques. All investigations relate directly to the design context, issues are identified and fully addressed and the student demonstrates a detailed and perceptive understanding of the information gathered.
11–15	Good rationale provided for the context selected with clear reference to the end user and the constraints that need to be considered in formulating a final solution. Student employs abroad rangeof strategies and techniques,which may include primary and secondary methods of investigation and/or practical experimentationto explore design opportunities. Most sources have been fully referenced. First concepts are mostly relevant to the context and feasible for further development and are communicated through a variety of methods and techniqueswhich are mostly appropriate. Most investigations relate directly to the design context, issues are identified and addressed and the student demonstrates a good understanding of the information gathered.
6–10	Adequaterationale is provided but lacks focus for the context selected with some reference to the end user and consideration of the constraints in formulating a final solution which may lack clarity. Student employs alimited rangeof strategies and techniques,which may includesome practical activities, to explore design opportunities. Some sources have been referenced. First concepts show some relevance to the context and may be feasible for further development and are communicated through a limited variety of methods and techniques that may not be appropriate. Some investigations relate to the design context, issues are identified but may not be fully addressedand the student demonstrates an adequate understanding of the information gathered.
1–5	Limitedrationale provided for the context selected withminimalreference to the end user and the constraints that need to be considered in formulating a final solution. Student employs a single strategy or technique,which may includepractical activities, to explore design opportunities.Source referencing is minimal. First concepts show little relevance to the context and are unlikely to be feasible for further development. These are communicated through basic methods and/or techniques. Investigations may not relate directly to the design context, a limited number of issues are identified but not addressed and the student demonstrates only a basic understanding of the information gathered.
0	Nothing worthy of credit.