Design
Human-centred and sustainable design — full design-challenge practice External Assessments with model responses and ISMG-style marking guides.
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Unpacking a Human-Centred Design Brief
What Is a Human-Centred Design Brief?
A human-centred design brief is a carefully constructed document that reorients the design process away from assumptions and towards the lived experience of real people. Rather than beginning with a solution, it begins with a problem space — a rich description of who the stakeholder is, what they genuinely need, what they desire, and what frictions or gaps currently exist in their experience. In the QCAA Design context, the brief is not handed to you as a finished directive; instead, you construct and refine it through iterative contextual research.
The brief serves two simultaneous functions. First, it captures insight: it distils observations, interview data, and empathy-mapping outputs into a coherent picture of a human being in a specific situation. Second, it frames opportunity: it translates that insight into a design challenge statement that is open enough to inspire creative ideation yet focused enough to evaluate responses against. A brief that is too broad ("design something for elderly Australians") produces unfocused solutions. A brief that is too narrow ("design a blue non-slip rubber bath mat for 80-year-old women") eliminates the creative latitude that distinguishes design thinking from product specification.
For Unit 3, students are expected to understand that the brief is a living document. It may be revised as research deepens. The QCAA syllabus explicitly requires students to identify and interpret the needs and wants of a stakeholder from contextual research and translate them into clearly stated design opportunities. This means your brief must demonstrate evidence of real engagement with a stakeholder — not guesswork.
- Stakeholder: the person (or group) whose experience is central to the design — often a client, user, or beneficiary.
- Design challenge: the reframed problem, usually expressed as a "How might we…?" statement.
- Context: the setting, culture, and circumstances that shape the stakeholder's experience — in Australia this may include geography, Indigenous community needs, climate, or accessibility legislation.
Applied example: A Year 12 student in Brisbane is designing for their grandmother, Elspeth, 72, who lives independently in suburban Logan. Rather than assuming she "needs a medical alert device," the student spends a week observing her morning routine, then interviews her. The brief that emerges centres on social connection and dignity — not medical compliance. This reframing changes everything that follows.
Contextual Research Methods: Observation, Interview, and Empathy Mapping
The quality of a human-centred brief depends entirely on the quality of the research that underpins it. QCAA Design identifies three primary contextual research methods students must be able to apply: observation, interview, and empathy mapping. Each method surfaces a different layer of human experience, and together they triangulate a complete picture.
Observation
Observation means watching how people actually behave in their natural environment — not how they say they behave. Ethnographic or contextual observation reveals workarounds, frustrations, and tacit knowledge that people cannot easily articulate. In a design context, you might observe a primary school teacher managing classroom transitions, noting that she juggles a lanyard, a stack of flash cards, and a water bottle while trying to open a sliding door. That observation surfaces a real physical friction that no interview question would reliably elicit.
Effective observation requires a structured field-note format: time stamps, behavioural descriptions (not interpretations), environmental details, and emotional cues. Students should avoid the common error of interpreting while observing — record what you see, not what you think it means. Interpretation comes later during synthesis.
Interview
Semi-structured interviews allow you to explore motivation, emotion, and meaning behind behaviour. Unlike surveys, they follow the stakeholder's lead. Key principles include:
- Ask open-ended questions: "Tell me about a time when…" rather than "Do you find it hard to…?"
- Use the "five whys" technique to excavate underlying motivations.
- Listen for latent needs — things people want but have not consciously articulated.
- In Australian contexts, be attentive to cultural protocols, particularly when working with First Nations stakeholders; community consent and relationship-building precede formal interview.
Empathy Mapping
An empathy map synthesises research data into a visual framework capturing what the stakeholder thinks, feels, says, does, hears, and sees. It also identifies their key pains (frustrations, fears, obstacles) and gains (aspirations, desires, measures of success). This tool is particularly useful for exposing contradictions — a stakeholder may say they are fine with their current solution while their behaviour and emotional cues reveal significant frustration.
| Quadrant | What to record | Example (Elspeth, 72) |
|---|---|---|
| Thinks & Feels | Inner beliefs, emotions, worries | "I don't want to be a burden on my children." |
| Says & Does | Verbal statements and observable actions | Declines help but asks neighbours for lifts; tidies house before any visitor. |
| Hears | What she is told by others | "Mum, you should consider moving to a care facility." |
| Sees | Her visual environment and social context | Friends moving to assisted living; TV ads for alert pendants. |
| Pains | Obstacles, fears, frustrations | Feels invisible in her suburb; public transport is infrequent. |
| Gains | Aspirations and desired outcomes | Wants to maintain routines and feel socially valued. |
The empathy map bridges raw data and design insight. It is not a final deliverable but a thinking tool — produced collaboratively or individually, then interrogated for patterns.
Design Brief — Pre-seen Stimulus
You are a designer engaged by SilverStep Aged Care, a residential aged-care provider operating seven facilities across South-East Queensland. SilverStep has identified a critical safety and dignity concern: a significant proportion of residents (aged 72–94) experience difficulty with standard footwear due to oedema (foot swelling), reduced manual dexterity, cognitive decline, and varying foot morphologies. Current facility-issue slip-on shoes result in poor fit, increased falls risk, skin breakdown and ulceration, and resident distress. The organisation wishes to commission a redesigned adaptive footwear system that can be donned and doffed independently or with minimal carer assistance, accommodates swelling and orthotic inserts, prevents falls, protects skin integrity, and respects the dignity and personal identity of residents.
Design Criteria (established from stakeholder research)
- Safe — reduces falls risk on linoleum, carpet and outdoor paths; meets AS/NZS 2210.3 or equivalent slip-resistance standard.
- Accessible — can be donned and doffed independently by a resident with reduced grip strength and limited dexterity, or assisted by a carer within 60 seconds.
- Adaptive — accommodates foot circumference variation of ±2 cm (oedema management) without tool use; accepts removable custom orthotics up to 12 mm depth.
- Skin-safe — eliminates internal seams at pressure points; breathable upper material; cushioned midsole ≥20 mm at heel.
- Dignified — appearance consistent with civilian footwear norms (not medical-device aesthetic); available in at least three colourways.
- Sustainable — constructed predominantly from recycled or recyclable materials; designed for disassembly and end-of-life material recovery.
Task 1 — Devising
Question 1 (12 marks)
Using divergent thinking strategies, devise a range of design ideas in response to the SilverStep design brief above.
Your response must:
- generate a quantity and variety of design ideas (demonstrating fluency and flexibility) that address different aspects of the brief
- include at least one genuinely novel or unexpected concept that moves beyond obvious or conventional solutions (demonstrating originality)
- describe annotated ideation sketches in sufficient verbal detail that design intent is clear — including form, materials, fastening/closure mechanisms, sole construction, and any adaptive features
- explicitly connect each idea to one or more design criteria from the brief
- reference at least one divergent thinking strategy by name and demonstrate its use.
Write your devising response below. You may use annotated sketches and/or written descriptions of those sketches.
Show the worked answer
Answer: Worked solution
Band A Sample Response — Task 1 Devising
Divergent thinking strategy declared: SCAMPER (Substitute, Combine, Adapt, Modify, Put to other uses, Eliminate, Reverse)
Idea 1 — Magnetic Hook-and-Loop Wraparound Slipper-Shoe (SCAMPER: Substitute + Combine)
A low-cut slipper-shoe with a split-toe-box upper constructed from seamless knitted recycled polyester (no internal seam pressure points — Criterion 4). The fastening system substitutes conventional laces with a dual-zone magnetic snap system embedded in a wide hook-and-loop strap that wraps from the lateral heel around the dorsum, allowing single-handed closure. The magnets auto-align within 15 mm of contact, requiring zero fine motor control. The strap width is 55 mm, providing adjustable circumference of ±3 cm (Criterion 3). The midsole is a 22 mm EVA foam with a recycled rubber outsole in a herringbone tread pattern rated to R12 anti-slip (Criterion 1). Colourways in charcoal, navy and terracotta achieve a civilian aesthetic (Criterion 5). Sketch annotation notes: plan-view ortho sketch showing strap geometry, exploded side elevation showing midsole/outsole laminate, and a detail circle showing magnetic snap cross-section with tolerances annotated.
Idea 2 — Pneumatic Air-Chamber Expansion Upper (SCAMPER: Adapt from athletic compression tech)
An ankle-height boot adapting pneumatic air-bladder technology from athletic performance shoes to the oedema management context. A hand-pump bulb at the heel (reminiscent of Reebok Pump but simplified to one-button deflation) inflates an air-chamber lining that gently conforms to the resident's foot volume at any point in the diurnal swelling cycle, then deflates fully for easy donning (Criterion 3). The upper is smooth-faced vegan leather (PU-coated recycled nylon) over the air bladder, meeting the civilian aesthetic criterion. Deflation is a single large tactile button operable with a closed fist, meeting dexterity constraints (Criterion 2). The midsole integrates a 12 mm orthotic recess as standard (Criterion 3). Limitation noted in sketch annotation: pump mechanism adds 60 g mass — tradeoff against oedema adaptability.
Idea 3 — Elastic Gore Panel Side-Entry Shoe (SCAMPER: Eliminate — eliminate fastenings entirely)
Inspired by the Chelsea boot form, this concept eliminates all fastenings by using three wide elastic gore panels — medial, lateral and dorsal — in a 4-way stretch Lycra/spandex blend. The foot enters via a large rear heel gusset that opens to 200 mm width, guided by a heel horn sewn into the lining (Criterion 2, doffing by heel-hook tab). The knitted-mesh upper has no internal seams whatsoever (seamless circular-knit construction) (Criterion 4). The flat outsole uses an extended heel counter for stability and a rocker sole geometry to assist forward weight transfer, reducing trip hazard at toe-off (Criterion 1). Designed for disassembly: the two-component sole unit uses a pressure-sensitive adhesive rated for 500 cycles, allowing midsole/outsole separation for recycling (Criterion 6).
Idea 4 — Modular Toe-Box Exchange System (SCAMPER: Put to other use — apply modular phone-case logic to footwear)
A novel concept applying the modular consumer electronics metaphor: the shoe has a fixed heel/midsole unit and an interchangeable toe-box that click-locks onto a standardised rail system via two ABS polymer clips. Residents with different toe deformities (bunions, hammertoes) select a toe-box module — standard rounded, wide-fit, or extra-depth — and click it onto the universal platform. The entire shoe is thus personalised without carer involvement (Criterion 2, 3, 5). The rail system is made from reclaimed injection-moulded recycled polypropylene from single-use PPE (end-of-life hospital gowns) — a circular economy material loop within the healthcare context (Criterion 6). Sketch annotation: exploded axonometric showing clip-rail geometry, three interchangeable toe-box modules drawn at 1:2 scale, and a detail of the clip mechanism in locked and unlocked positions.
Idea 5 — 3D-Printed Lattice Outsole with Bespoke Insole (SCAMPER: Modify — modify manufacturing method)
Modifying the manufacturing paradigm: a facility-owned FDM 3D printer produces a bespoke lattice outsole and insole from TPU filament derived from recycled plastic bottles, using a digital foot scan taken by a carer with a tablet-based photogrammetry app. The upper is a stretch cotton-lycra slip (washable, replaceable) that velcros onto the printed chassis. The lattice geometry is algorithmic — density varies by plantar pressure zone (higher infill at heel and first metatarsal head, lower at arch) improving both comfort and falls prevention through optimal ground contact (Criteria 1, 4). The cotton upper is the sole non-recyclable component; the printed chassis is 100% recyclable TPU at end-of-life. This concept addresses mass-customisation at facility scale — each pair is unique to the resident. Sketch annotation: top-view of lattice outsole showing infill gradient, side-elevation of assembled shoe, and a diagram of the manufacturing workflow (scan → slice → print → assemble).
Note: Each sketch includes a title, scale indicator, material callouts with recycled content percentages, and criterion tags (e.g. [C1], [C3]) connecting the design feature to the brief.
All 20 practice exams
- Exam 1 — Human-centred design (Unit 3) — empathy, universal/inclusive design principles, divergent thinking strategies, design criteria, ideation sketching; Sustainable design (Unit 4) — redesign of existing products, life cycle thinking, circular economy frameworks, sustainability criteria, trade-off analysis; Adaptive footwear for elderly aged-care users — biomechanical needs, cognitive and physical decline, falls prevention, ease of donning/doffing, pressure management
- Exam 2 — Human-centred design (Unit 3): empathy, stakeholder needs, universal/inclusive design principles, divergent thinking strategies, design criteria, schematic and ideation sketching; Sustainable design (Unit 4): redesign for ecological, social and economic sustainability, life cycle thinking, circular economy frameworks, materials selection, trade-off analysis; Reusable packaging system for a Brisbane-based independent cafe chain: context, brief, constraints, user groups, sustainability implications
- Exam 3 — Human-centred design (Unit 3) — inclusive and universal design principles; Sustainable design (Unit 4) — redesign for social, economic and ecological sustainability; Divergent thinking strategies — fluency, flexibility and originality in idea generation
- Exam 4 — Human-centred design (Unit 3) and Sustainable design (Unit 4); Divergent thinking strategies — fluency, flexibility, originality; Design criteria construction and application
- Exam 5 — Circular economy principles applied to single-use plastic food container redesign; Divergent thinking strategies for sustainable redesign; Human-centred and sustainable design lenses (Units 3 and 4)
- Exam 6 — Human-centred design (Unit 3): inclusive and universal design principles, empathy-driven research, ergonomic needs of students with chronic pain; Sustainable design (Unit 4): redesign of existing school furniture, life cycle thinking, circular economy, material selection and ecological/social/economic sustainability; Divergent thinking strategies: SCAMPER, morphological analysis, biomimicry, lateral thinking applied to ergonomic furniture redesign
- Exam 7 — Human-centred design (Unit 3) and Sustainable design (Unit 4); Community composting station for an urban apartment complex in inner-city Brisbane; Divergent thinking strategies: fluency, flexibility, originality
- Exam 8 — Adaptive kitchen tools for users with limited hand strength or dexterity; Human-centred design (Unit 3): empathy, inclusive/universal design principles, divergent thinking, design criteria, ideation sketching; Sustainable design (Unit 4): redesigning existing products, life cycle thinking, circular economy, sustainability criteria, trade-offs
- Exam 9 — Solar-powered bus shelter with integrated accessibility features for regional Queensland; Unit 3 Human-centred design: universal and inclusive design principles, empathy-driven research, divergent thinking strategies, design criteria construction; Unit 4 Sustainable design: redesign of existing environments, life cycle thinking, circular economy frameworks, ecological/social/economic sustainability trade-offs
- Exam 10 — Human-centred design (Unit 3): universal and inclusive design principles applied to wheelchair accessibility at Queensland coastal environments; Sustainable design (Unit 4): redesigning existing beach access infrastructure for ecological, social and economic sustainability; Divergent thinking strategies: fluency, flexibility and originality in generating modular coastal access concepts
- Exam 11 — Fast-fashion garment redesigned as a durable, repairable, and recyclable product; Unit 3: Human-centred design — empathy, universal design, divergent thinking, design criteria, ideation sketching; Unit 4: Sustainable design — redesign opportunity, circular economy, life cycle thinking, sustainability evaluation, trade-offs
- Exam 12 — Human-centred design (Unit 3) applied to assistive wayfinding for vision-impaired pedestrians in a CBD precinct; Sustainable design (Unit 4) applied to redesigning existing wayfinding infrastructure for social, economic and ecological sustainability; Assistive wayfinding technologies: tactile ground surface indicators (TGSI), auditory beacons, haptic wearables, BLE/GPS navigation, smartphone integration
- Exam 13 — Human-centred design (Unit 3) and Sustainable design (Unit 4); Home emergency kit for culturally and linguistically diverse (CALD) households; Divergent thinking strategies: SCAMPER, biomimicry, analogical thinking, random stimulus
- Exam 14 — Unit 3 Human-centred design — divergent thinking, empathy, universal/inclusive design principles; Unit 4 Sustainable design — redesigning existing products/environments, life cycle thinking, circular economy; Design elements and principles applied to built environment/furniture design
- Exam 15 — Refillable personal care product dispenser — zero-waste retail; Unit 3: Human-centred design — stakeholder empathy, universal/inclusive design, divergent ideation, schematic sketching; Unit 4: Sustainable design — redesign opportunity, circular economy, life cycle thinking, sustainability-informed criteria, trade-off evaluation
- Exam 16 — Urban beehive structure integrated into residential garden design; Human-centred design (Unit 3); Sustainable design (Unit 4)
- Exam 17 — Tactile educational resource for primary-school students with low vision; Human-centred design (Unit 3): empathy research, universal and inclusive design principles, divergent thinking strategies, design criteria, ideation sketching; Sustainable design (Unit 4): redesigning existing products, life cycle thinking, circular economy, sustainability-informed evaluation criteria, trade-offs and implications
- Exam 18 — Human-centred design (Unit 3) applied to multi-generational outdoor dining furniture; Sustainable design (Unit 4) — circular economy, life cycle thinking, ecological/social/economic sustainability; Divergent thinking strategies — SCAMPER, biomimicry, analogical thinking, morphological analysis
- Exam 19 — Human-centred design (Unit 3) and Sustainable design (Unit 4); Lightweight mobility aid for temporary injury recovery — young adult stakeholder; Divergent thinking strategies: fluency, flexibility, originality
- Exam 20 — Biodegradable event signage system for Queensland outdoor festivals; Unit 3 Human-centred design — empathy, inclusive design, universal design principles, divergent thinking strategies; Unit 4 Sustainable design — redesign opportunities, life cycle thinking, circular economy, ecological/social/economic sustainability
All 20 revision notes
- Unpacking a Human-Centred Design Brief
- Divergent Thinking Strategies for Idea Generation
- Qualities of Divergent Thinking: Fluency, Flexibility and Originality
- Developing and Applying Design Criteria
- Schematic and Ideation Sketching Conventions
- Empathy as the Foundation of Human-Centred Design
- Universal Design and Inclusive Design Principles
- Design Elements and Principles in Human-Centred Contexts
- Low-Fidelity Prototyping and User Testing
- Cultural, Social and Ethical Influences on Human-Centred Design
- Identifying Sustainability Design Opportunities in Existing Products
- Applying Divergent Thinking Strategies to Redesign Briefs
- Evaluating Redesign Ideas Against Sustainability Criteria
- Communicating a Proposed Sustainable Design Concept Through Sketching
- The Three Dimensions of Sustainability in Design
- Life Cycle Thinking and Circular Economy Frameworks
- Regulation, Standards and Designer Responsibility
- Sustainable Materials, Production Technologies and Processes
- Precedent Analysis: Designers and Movements in Sustainable Design
- Social Equity, Indigenous Knowledge and Cultural Sustainability in Design