Assessed curriculum

Design assessment criteria: Year 5

Criterion A: Inquiring and analysing

Maximum: 8
At the end of year 5, students should be able to:

i. explain and justify the need for a solution to a problem for a specified client/target audience
ii. identify and prioritize primary and secondary research needed to develop a solution to the problem
iii. analyse a range of existing products that inspire a solution to the problem
iv. develop a detailed design brief, which summarizes the analysis of relevant research.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors below.

The student:
i. states the need for a solution to a problem for a specified client/target
1–2 audience
ii. develops a basic design brief, which states the findings of relevant
research.

The student:
i. outlines the need for a solution to a problem for a specified client/target
audience
ii. outlines a research plan, which identifies primary and secondary
3–4
research needed to develop a solution to the problem, with some
guidance
iii. analyses one existing product that inspires a solution to the problem
iv. develops a design brief, which outlines the analysis of relevant research.

The student:
i. explains the need for a solution to a problem for a specified client/target
audience
ii. constructs a research plan, which identifies and prioritizes primary and
5–6 secondary research needed to develop a solution to the problem, with
some guidance
iii. analyses a range of existing products that inspire a solution to the
problem
iv. develops a design brief, which explains the analysis of relevant research.

40 Design guide
 Design assessment criteria: Year 5

Achievement level Level descriptor

The student:
i. explains and justifies the need for a solution to a problem for a client/
target audience
ii. constructs a detailed research plan, which identifies and prioritizes
the primary and secondary research needed to develop a solution to the
7–8
problem independently
iii. analyses a range of existing products that inspire a solution to the
problem in detail
iv. develops a detailed design brief, which summarizes the analysis of
relevant research.

Design guide 41
Design assessment criteria: Year 5

Criterion B: Developing ideas

Maximum: 8
At the end of year 5, students should be able to:

i. develop design specifications, which clearly states the success criteria for the design of a solution
ii. develop a range of feasible design ideas, which can be correctly interpreted by others
iii. present the chosen design and justify its selection
iv. develop accurate and detailed planning drawings/diagrams and outline the requirements for the
creation of the chosen solution.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors below.

The student:
i. lists some basic design specifications for the design of a solution
1–2
ii. presents one design, which can be interpreted by others
iii. creates incomplete planning drawings/diagrams.

The student:
i. lists some design specifications, which relate to the success criteria for
the design of a solution
ii. presents a few feasible designs, using an appropriate medium(s) or
3–4 annotation, which can be interpreted by others
iii. justifies the selection of the chosen design with reference to the design
specification
iv. creates planning drawings/diagrams or lists requirements for the
creation of the chosen solution.

The student:
i. develops design specifications, which outline the success criteria for the
design of a solution
ii. develops a range of feasible design ideas, using an appropriate
5–6 medium(s) and annotation, which can be interpreted by others
iii. presents the chosen design and justifies its selection with reference to
the design specification
iv. develops accurate planning drawings/diagrams and lists requirements
for the creation of the chosen solution.

42 Design guide
 Design assessment criteria: Year 5

Achievement level Level descriptor

The student:
i. develops detailed design specifications, which explain the success
criteria for the design of a solution based on the analysis of the research
ii. develops a range of feasible design ideas, using an appropriate
medium(s) and detailed annotation, which can be correctly interpreted
7–8
by others
iii. presents the chosen design and justifies fully and critically its selection
with detailed reference to the design specification
iv. develops accurate and detailed planning drawings/diagrams and
outlines requirements for the creation of the chosen solution.

Design guide 43
Design assessment criteria: Year 5

Criterion C: Creating the solution

Maximum: 8
At the end of year 5, students should be able to:

i. construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to
be able to follow to create the solution
ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended
iv. fully justify changes made to the chosen design and plan when making the solution.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors below.

The student:
i. demonstrates minimal technical skills when making the solution
1–2
ii. creates the solution, which functions poorly and is presented in an
incomplete form.

The student:
i. constructs a plan that contains some production details, resulting in
peers having difficulty following the plan
ii. demonstrates satisfactory technical skills when making the solution
3–4
iii. creates the solution, which partially functions and is adequately
presented
iv. outlines changes made to the chosen design and plan when making the
solution.

The student:
i. constructs a logical plan, which considers time and resources, sufficient
for peers to be able to follow to create the solution
ii. demonstrates competent technical skills when making the solution
5–6
iii. creates the solution, which functions as intended and is presented
appropriately
iv. describes changes made to the chosen design and plan when making the
solution.

The student:
i. constructs a detailed and logical plan, which describes the efficient
use of time and resources, sufficient for peers to be able to follow to
create the solution
7–8 ii. demonstrates excellent technical skills when making the solution.
iii. follows the plan to create the solution, which functions as intended and
is presented appropriately
iv. fully justifies changes made to the chosen design and plan when making
the solution.

44 Design guide
 Design assessment criteria: Year 5

Criterion D: Evaluating
Maximum: 8
At the end of year 5, students should be able to:

i. design detailed and relevant testing methods, which generate data, to measure the success of the
solution
ii. critically evaluate the success of the solution against the design specification
iii. explain how the solution could be improved
iv. explain the impact of the solution on the client/target audience.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors below.

The student:
i. designs a testing method, which is used to measure the success of the
1–2
solution
ii. states the success of the solution.

The student:
i. designs a relevant testing method, which generates data, to measure
the success of the solution
3–4 ii. outlines the success of the solution against the design specification
based on relevant product testing
iii. outlines how the solution could be improved
iv. outlines the impact of the solution on the client/target audience.

The student:
i. designs relevant testing methods, which generate data, to measure the
success of the solution
ii. explains the success of the solution against the design specification
5–6
based on relevant product testing
iii. describes how the solution could be improved
iv. explains the impact of the solution on the client/target audience, with
guidance.

The student:
i. designs detailed and relevant testing methods, which generate data,
to measure the success of the solution
7–8 ii. critically evaluates the success of the solution against the design
specification based on authentic product testing
iii. explains how the solution could be improved
iv. explains the impact of the product on the client/target audience.

Design guide 45
Design assessment criteria: Year 5

Notes for criterion A

• When developing the design brief, students should concisely summarize only the useful and
relevant information they have found through their research. They will present this information in
their own words. Students should not copy and paste information from sources without analysis or
indicating relevance.

Notes for criterion B

• In MYP design, a feasible idea is one that the student can create within the allocated time with the
tools and facilities available to them.
• Examples of “planning drawings/diagrams” for digital design solutions include website navigation
maps, interface layout—aesthetic considerations (websites), detailed sketches (graphic design),
detailed storyboards (video editing and animations), and so on.
• Examples of “planning drawings/diagrams” for product design solutions include scale drawing
with measurements (orthographic), part and assembly drawings, exploded drawings, recipes,
cutting plans, and so on.

Notes for criterion C

• When changes have been made to the solution, students must describe and justify each change. If
there are no changes to the plan, students are not required to describe or justify any changes.
• Technical skills: A student’s level of technical skill can be determined using the following two factors:
– the complexity of skill demonstrated
– the level of guidance needed from the teacher to complete the task.
The teacher should determine an age-appropriate level of technical skill demonstrated by the student
using a “best-fit” approach. A clarification is detailed below.
Minimal technical skills: Simple skills are demonstrated and the student requires a great deal of
assistance after they have received initial instruction on how to use tools.
Satisfactory technical skills: Simple and complex skills are demonstrated and the student requires
some assistance after they have received initial instruction on how to use complex tools.
Competent technical skills: Complex skills are demonstrated and the student generally works
independently, requiring some guidance after initial instruction.
Excellent technical skills: A wide range of complex skills are demonstrated and the student works
independently, requiring minimal guidance after initial instruction.

Notes for criterion D

• Product testing: This is a stage in the design process where versions of products (for example,
prototypes) are tested against the design need (specification), applied to the context and
presented to the end-user or target audience. These tests may include the collection and analysis
of data. Types of testing include user trial and observation: (usability and intuitiveness), field/
performance test: (functionality and performance), expert appraisal: (beta testing, consumer
testing)
• Authentic tests: The tests are relevant to the project and are completed by appropriate testers to
gain high-quality quantitative and qualitative feedback.

46 Design guide
Assessed curriculum

MYP eAssessment

Students seeking IB MYP course results for design courses must complete an ePortfolio in which they
demonstrate their achievement of the subject group’s objectives. For each assessment session, the IB
publishes a partially completed design unit planner (including required assessment tasks) that teachers
must develop and deliver in their own contexts. The recommended teaching time for the ePortfolio unit is
approximately 20 hours.

The resulting portfolio of student work is marked by the student’s teacher(s), based on the school’s internal
standardization of judgments against MYP design assessment criteria for year 5. Successful results can
contribute to students’ attainment of the IB MYP certificate.

A process of external moderation assures accurate and consistently applied standards.

Optional eAssessment in design is offered in design, digital design and product design.

Using partially completed unit planners

Partially completed unit planners contain the following completed sections, which must remain
unchanged in their development by schools.

• Global context and exploration

• Key concept
• Related concept(s)
• Statement of inquiry
• A factual, conceptual and debatable inquiry question (indicative of additional questions that
may be developed and added to by teachers and students)
• Summative assessment task(s)
• Relationship between summative assessment tasks and statement of inquiry

Upon their publication, the IB unit plans are to be completed by the teacher responsible for teaching the
unit and managing the summative assessment. Where more than one teacher is involved, this should be
done collaboratively.

During the teaching period, teachers should support the learning process as usual, providing appropriate
formative feedback that guides students in developing and improving their work. Teachers are responsible
for using principled professional judgment when determining the nature and extent of feedback they
provide on students’ ePortfolio tasks. It is appropriate to provide general guidance rather than extensive
annotations, detailed edits, or extended critiques.

Design guide 47
MYP eAssessment

In order to ensure fairness and to prevent undue influence, teachers’ feedback on ePortfolio tasks
must only advise students generally on how to approach and complete their work. As a shared
standard of good practice, teachers must provide only one round of formal feedback on candidates’
work for each task. Once students have submitted the final version of their ePortfolio for school-
based assessment, it cannot be retracted or redone.

Teachers must ensure that all student work submitted for eAssessment is prepared according to IB
requirements. In particular, students and teachers are responsible for understanding all IB academic
honesty requirements, especially those relating to authenticity and intellectual property. Teachers
must explain clearly to students and parents that all work submitted for school-based assessment—
including MYP ePortfolios—must be the candidate’s own authentic and individual work. Teachers
must use appropriate means to ensure that each candidate’s work is, in their professional judgment,
authentic. If a candidate does submit work for assessment that is not authentic, the school must
follow its internal policy for dealing with academic honesty issues.

Plagiarism and collusion are unprincipled breaches of IB regulations, potentially subjecting candidates
to consequences for academic misconduct. In addition, inauthentic student work can distort assessment
results and potentially disadvantage all students in the school’s cohort by unfairly skewing its moderation
sample.

When awarding criterion level totals, teachers must base their judgment of student achievement entirely
on the completed candidate work that is to be presented for moderation. Reported achievement levels
should not be influenced by the teacher’s previous experience with the candidate or by work that is not
represented in the candidate’s ePortfolio.

If more than one teacher is responsible for assessment, an internal standardization process should be
used to ensure that all candidates are marked to the same standard. Teachers are encouraged to keep a
record of their comments about the candidate’s work to explain the levels they have awarded (especially
where marginal judgments are made) as they help the examiner support the teacher’s judgments. Teacher
comments should be uploaded with work that is selected as part of the moderation sample.

Once criterion level totals have been submitted for all candidates, IBIS will select which ePortfolios must be
uploaded for moderation by the IB. The content of each ePortfolio is limited to the summative assessment
task(s) required by the IB’s partially completed unit planner for the relevant session.

Assessment tasks
The design cycle requires students to present their work for each unit through the headings of the four
criteria. The partially completed unit planner for design requires students to submit work following the
design cycle (encompassing all strands of all criteria) to create a solution (or range of solutions) in respect of a
particular response, such as an inclusive community. Students will be guided towards perspectives they may
consider in relation to that response and some ideas, which may be explored for final solutions.

48 Design guide
 MYP eAssessment

ePortfolio process
Planning the unit
Teachers complete the unit planner according to their own local contexts and curriculum requirements. This
approach allows a teacher who is restricted to a particular teaching area for the duration of teaching this unit
to plan appropriately based on available resources. An example might be that two product design classes run
simultaneously for MYP year 5, one in computer-aided manufacturing and one in food product design. Each
teacher can complete the content of his or her unit to allow for the use of those facilities and the general
resources available, as well as from his or her own background and the cultural context of the school.

Planning for assessment

It is essential that all summative assessment undertaken by the teacher is set against the criteria for MYP
year 5 as published in this guide. Submissions will be student work only—background information,
including the completed unit planner or task-specific clarifications (used for the benefit of student learning)
will not be submitted to the IB.

The work produced for summative assessment must be the student’s own work. However, teachers play an
important role as students plan for and complete the required tasks. Teachers should ensure that students
are familiar with:

• the requirements of the type of work to be internally assessed

• the assessment criteria (students must ensure that the work submitted addresses the objectives
effectively).
If a student is not able to complete the work without substantial support, teachers should note the
circumstances and nature of support provided in their comments justifying the levels awarded.

Requirements for assessment

Students complete a portfolio of work in the form of a design project, following the design cycle.

Where a prescribed summative assessment task or the teaching context of the school result in students
working within groups or collaboratively, students must only be assessed for their individual contribution to
the submission. It is essential that the work of each student is clearly identifiable for the assessment process,
both to the teacher and to IB examiners.

When selecting evidence for group activities, care must be taken that each student features prominently
enough to allow for only his or her contribution to be assessed. Students and their contribution to an
activity must be clearly identifiable. The following examples show how this might be achieved.

• Text evidence—students record their personal contribution, ensuring they carefully identify their
role in the development and any eventual outcome, paying particular attention to documenting their
individual approach, investigation and contribution made to the collaborative process.
• Video and photographic evidence—each student ensures that he or she is clearly identifiable, for
example, by wearing a coloured top that contrasts with other members of the group, so he or she can be
recognized as the focus of assessment.
• Audio evidence—audio evidence is not generally recommended for collaborative or group work
because it is not possible to identify each individual contributor.

Design guide 49
MYP eAssessment

Submission of the ePortfolio

Submission limits (examiners will not read beyond these limits)

Written work 40 A4 pages

Appendix (unassessed)* 10 A4 pages

*An appendix can be used to demonstrate supporting research or raw data that would otherwise impact
upon the overall maximum page count. It will not be formally assessed, but may be referred to in order to
confirm specific parts of the report.

Design subject-specific grade descriptors

Subject-specific grade descriptors serve as an important reference in the assessment process. Through
careful analysis of subject-group criteria and the general grade descriptors, they have been written to
capture and describe in a single descriptor the performance of students at each grade for each MYP subject
group.

Subject-specific grade descriptors are also the main reference used to select grade boundaries for each
discipline in each assessment session. During this process, the grade award team compares student
performance against descriptors of achievement at grades 2 and 3; 3 and 4; and 6 and 7 (other boundaries
are set at equal intervals between these key transitions). The grade award process is able to compensate for
variations in challenge between ePortfolio tasks and in standards applied to marking (both between subjects
and for a particular subject across sessions) by setting boundaries for each discipline and examination
session, with reference to real student work.

Subject-specific grade descriptors tie eAssessment to criterion-related assessment and to MYP assessment
criteria and level descriptors, which put the programme’s criterion-related assessment philosophy into
practice.

Grade Descriptor

7 Produces high-quality, frequently innovative design solutions through the application

of the design cycle. Communicates comprehensive, nuanced understanding of
design concepts and contexts through independent and detailed work. Consistently
demonstrates sophisticated critical and creative thinking to inform research methods
and to refine selected solutions. Frequently transfers knowledge and applies skills,
with independence and expertise, to complex real-world issues.

6 Produces high-quality, occasionally innovative design solutions through the

application of the design cycle. Communicates extensive understanding of design
concepts and contexts through independent and detailed work. Demonstrates critical
and creative thinking to inform research methods and to refine selected solutions,
frequently with sophistication. Transfers knowledge and applies skills, often with
independence, to real-world issues.

5 Produces generally high-quality design solutions through the application of the

design cycle. Communicates good understanding of design concepts and contexts.
Demonstrates critical and creative thinking to inform research methods and to refine
selected solutions, sometimes with sophistication. Usually transfers knowledge and
applies skills, with some independence, to real-world issues.

50 Design guide
 MYP eAssessment

Grade Descriptor

4 Produces good-quality design solutions through the application of the design

cycle. Communicates basic understanding of design concepts and contexts, with
few misunderstandings and minor gaps. Often demonstrates critical and creative
thinking to inform research methods and to refine selected solutions. Transfers some
knowledge and applies some skills in familiar situations, but requires support in
unfamiliar situations.

3 Produces design solutions of an acceptable quality that generally follow the design
cycle. Communicates basic understanding of design concepts and contexts in the
work with occasional significant misunderstandings or gaps. Begins to demonstrate
some critical and creative thinking to inform research methods and to refine selected
solutions. Begins to transfer knowledge and apply skills, requiring support even in
familiar situations.

2 Produces work of limited quality. Communicates limited understanding of some

design concepts and contexts. Demonstrates limited evidence of critical or creative
thinking. Limited evidence of transfer of knowledge or application of skills.

1 Produces work of a very limited quality. Conveys many significant misunderstandings

or lacks understanding of most design concepts and contexts. Very rarely
demonstrates critical or creative thinking. Very inflexible, rarely shows evidence of
knowledge or skills.

Design guide 51
Appendices

Related concepts in design

Related concept Definition

Adaptation Adaptation involves incorporating ideas found in one product into the
development of a new product.

Collaboration Collaboration involves two or more people sharing expertise and experience,
working together to solve a problem and realize shared goals.

Ergonomics Ergonomics is the application of scientific information and understanding of how

humans relate to products, systems, interfaces and environments.

Evaluation In design, evaluation involves the gathering and processing of data to determine
an action. Evaluation involves feedback, which can be used to control, revise or
modify.

Form Form concerns the overall shape and configuration of a product. It relates to
aspects such as aesthetics, shape, colour and texture.

Function The function of a solution refers to what it has been designed to do and how
effective it is at enabling that action to be performed.

Innovation Innovation is the successful diffusion of an invention into the marketplace.

Invention An invention is an entirely novel product or a feature of a product that is unique.

Markets and Markets can be considered as sectors and segments comprised of groups of
trends individuals with similar needs. Trends involve short- and long-term patterns of
consumer behaviour.

Perspective Perspective relates to the point of view of various stakeholders involved in solving
a problem. Stakeholders can have different perspectives and can include clients,
target audiences, focus groups, consumers, manufacturers and experts.

Resources Resources relate to the supply of a commodity. In MYP design, these commodities
can be classified as information, materials and equipment.

Sustainability Sustainability is the capacity to endure, which can have environmental, economic
and social dimensions. In MYP design, sustainability can be considered in the
following ways.
• Green and Eco-design
• Sustainable consumption
• Sustainable design
• Sustainable development
• Sustainable innovation
• Sustainable production

52 Design guide
Appendices

Design glossary

Term Definition

Appropriate This is the best product/solution that the student can produce, taking into account
quality the resources available, the skills and techniques he or she has used, his or her
educational development, how the product/solution addresses the identified
need, and aspects of safety and ergonomics.

Authentic tests The tests are relevant to the project and are completed by appropriate testers to
gain high-quality quantitative and qualitative feedback.

Client An individual, a company or organization that commissions a designer to develop

a solution to a personal or particular design problem.

Computer-aided The use of computers to design products/solutions.

design (CAD)

Computer-aided The use of computers to cut materials or create components, normally using CAD
manufacture or numeric control.
(CAM)

Design brief The student’s response to the design situation, based on his or her research,
detailing how he or she intends to solve the problem. This will summarize the
relevant findings from his or her research, and inform the development of his or
her design specification.

Design situation A short introduction to a project written by the teacher or client, which frames a
design project in terms of the nature of the problem to be addressed or an area
from which students will identify a challenge or problem that needs to be solved.
The design situation is drawn from the statement of inquiry and presents the
scope of a project.

Design A detailed description of the conditions, requirements and restrictions with which
specification a design must comply. This is a precise and accurate list of facts, such as conditions,
dimensions, materials, process and methods, that are important for the designer
and for the user. All appropriate solutions will need to comply with the design
specification.

Expert appraisal A type of product testing, which relies on the knowledge of an expert in the
operation of a product. This can include interviewing an expert, beta testing and
consumer testing.

Field test A type of product testing, which tests the performance of a new product under
the conditions it will be used, which normally focuses on aspects of functionality
(durability, robustness, suitability to its environment, and so on).

Performance test An evaluation of the actual performance of a product within the task or learning
objective using the conditions under which it will be performed and the absolute
standard for acceptable performance.

Design guide 53
Design glossary

Term Definition

Planning Detailed drawings or diagrams, which include details of a product’s components

drawings/ and how they are combined/assembled.
diagrams

Target audience A group of similar users who require a solution to a common problem or a product
that fills a common need or want.

User trial A type of product test carried out by allowing the target market to interact with
the product/solution. The observation of people using a product and collection
of comments from people who have used a product. This normally focuses on
usability and intuitive interaction.

54 Design guide
Appendices

MYP command terms for design

Command term Definition

Analyse Break down in order to bring out the essential elements or structure. (To identify
parts and relationships, and to interpret information to reach conclusions.)

Construct Display information in a diagrammatic or logical form.

Create To evolve from one’s own thought or imagination, as a work or an invention.

Define Give the precise meaning of a word, phrase, concept or physical quantity.

Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical

application.

Describe Give a detailed account or picture of a situation, event, pattern or process.

Design Produce a plan, simulation or model.

Develop To improve incrementally, elaborate or expand in detail. Evolve to a more advanced

or effective state.

Evaluate Make an appraisal by weighing up the strengths and limitations.

Explain Give a detailed account including reasons or causes. (See also “Justify”.)

Identify Provide an answer from a number of possibilities. Recognize and state briefly a
distinguishing fact or feature.

Justify Give valid reasons or evidence to support an answer or conclusion. (See also
“Explain”.)

List Give a sequence of brief answers with no explanation.

Outline Give a brief account or summary.

Present Offer for display, observation, examination or consideration.

Prioritize Give relative importance to, or put in an order of preference.

State Give a specific name, value or other brief answer without explanation or
calculation.

Summarize Abstract a general theme or major point(s).

Design guide 55
Appendices

Selected reading

Aspelund, K. 2010. The Design Process. (Second Edition). New York, New York, USA. Fairchild Books.

Baxter, M. 1995. Product Design: Practical Methods for the Systematic Development of New Products. London,
UK. Chapman and Hall.

Bowles, C and Box, J. 2011. Undercover: User Experience Design. Berkeley, California, USA. New Riders.

Computer Science for fun. CS4FN. (Issues 1–13). Queen Mary University of London. http://www.cs4fn.org
(accessed 12 June 2013).

Cooper, A, Reimann, R and Cronin, D. 2007. About Face 3: The Essentials of Interaction Design. Indianapolis,
Indiana, USA. Wiley Publishing Inc.

Edgerton, D. 2008. The Shock of the Old: Technology and Global History Since 1900. (Paperback Edition).
London, UK. Profile books Ltd.

Heskett, J. 1980. Industrial Design. London, UK. Thames and Hudson Ltd.

Lanier, J. 2011. You Are Not A Gadget: A Manifesto. London, UK. Penguin books Ltd.

Lawson, B. 2005. How Designers Think: The Design Process Demystified. (Fourth Edition). Oxford, UK.
Architectural Press.

Papanek, V. 1997. Design for the Real World: Human Ecology and Social Change. (Second Edition). London, UK.
Thames and Hudson Ltd.

Powell, D. 1999. Presentation Techniques. (Seventh Edition). London, UK. Little, Brown and Company (UK).

Royal College of Art Schools technology Project. 2002. Advanced Manufacturing Design And Technology.
London, UK. Hodder and Staughton.

Sanders, M and McCormick, E. Human Factors in Engineering and Design. (Seventh Edition). Singapore.
McGraw Hill Book Inc.

Sparke, P. 1986. An Introduction to Design and Culture in the Twentieth Century. London, UK. Routledge.

The Design and Technology Association. 2010. Minimum Competencies for Trainees to Teach Design and
Technology in Secondary Schools. (Updated Version). Wellesbourne, UK. The Design and Technology
Association.

Webster, K and Johnson, C. 2010. Sense and Sustainability: Educating for a Circular Economy. (Second Edition).
TerraPreta in association with the Ellen MacArthur Foundation and InterfaceFLOR.

Williams, R. 2008. The Non-Designer’s Design Book: Design and Typographical Principles for the Visual Novice.
(Third Edition). Berkeley, California, USA. Peachpit Press.

56 Design guide