Year 13 Graphics Kavanagh College 2011

Portfolio Due Date for Internal Assessment Term 3 SEPTEMBER 16 2011

Interior Design Student Common Room 2011 Student Name Date. Assessment schedule: Achievement Standard 90736 version 2, NCEA Level 3, Credits: 5
Develop and communicate a solution to an architectural or environmental design brief
TKI Generic Assessment Schedule Graphics/3/IntGeneric version 3 Page 0ne of two

EVIDENCE

ACHIEVEMENT

MERIT
Develop and communicate a refined solution to a brief.

EXCELLENCE
Develop and communicate a critically analysed solution to a brief. Student works through all of the key stages of a design process examining the implications of alternatives throughout the process. Evaluation against the specifications is well documented throughout the design process. The students developing solution and annotation make specific reference to design principles and indicate with in-depth justification how these have influenced the design solution. Alternative solutions are considered and the implications of these are documented.

This achievement standard involves developing Develop and communicate a and communicating a design solution to a design solution to a brief. brief.
Using a Design Process (Possible key stages below): Ongoing Research: Research and evaluate existing options/solutions related to the situation and brief. Research technical information necessary to achieve a solution.

Student works through a design process.

Student works through all of the key stages of a design process showing analysis and reflection at each stage.

Ongoing Evaluation/Reflection/Feedback Concepts: A range of sketches and/or mock-ups showing potential options for the solution. These sketches will have annotation that includes evaluative comments. These comments should refer to the specifications and include appropriate design language. These design notes should also make the links between research and concepts. Aesthetics: e.g. balance, colour, proportion, texture, unity Function: e.g. fitness for purpose, user-friendliness, ergonomics, layout Design Development: A series of sketches, mock-ups and other appropriate drawings recording the design decisions about sizes, materials, joining details, image, colour, etc. necessary to reach a solution. These sketches will have ongoing annotation that includes evaluative comments. These comments should refer to the specifications and design principles and include appropriate design language. Aesthetics: e.g. balance, colour, proportion, texture, unity

Some relevant evidence is provided at each stage of a connection between the design work and the specifications and design principles.

Ongoing evaluation against the specifications is evident. The students developing solution and annotation make specific reference to design principles and indicate how these have influenced the design solution.

Function: e.g. fitness for purpose, user-friendliness, ergonomics, layout

Final Solution: addresses the specifications. The final solution is presented in a manner that meets the needs of the client. Design notes should also make the links between development and the final solution.

A solution is developed that

A refined solution is developed that addresses the specifications and design considerations.

A critically analysed solution is developed that satisfies the specifications and design considerations.

Concepts, design using graphics drawing systems development and final solutions developments and final solutions are presented using and a range of graphical are presented using graphics techniques appropriate to the drawing systems and a range of graphics drawing systems and a range of graphical techniques brief. graphical techniques appropriate to the brief and appropriate to the brief. client needs.

Final solutions are presented Concepts, design

Present final design solution: e.g. orthographic, planometric, plans, elevations, models Examples of student evidence expected for presentation: A variety of drawing systems and a range of graphical techniques appropriate to the brief should be used throughout the design process.

Presentation skills are evident. Drawings are mostly compliant with relevant drawing standards.

Good presentation skills are evident. Examples are precision, accuracy of layout, neatness and tidiness. Drawings are compliant with relevant drawing standards.

A high level of presentation

skills is evident. Examples are the use of layout techniques such as guidelines, composition, use of negative space, typography, accuracy of layout, execution of technique, tidiness. Drawings are compliant with relevant drawing standards.

Achievement Standard
Subject Reference Title Level Subfield Domain 3 Design Design Graphic Communication 30 November 2005 Date version published 30 November 2005 Graphics 3.3 AS90736 Version 2

Develop and communicate a solution to an architectural or environmental design brief Credits 5 Assessment Internal

Registration date

This achievement standard involves developing and communicating a design solution to an architectural or environmental design brief. It gives students the opportunity to gain practical appreciation of the importance of design in improving the quality of peoples lives. Achievement Criteria Achievement Develop and communicate a solution to an architectural or environmental design brief. Achievement with Merit Develop and communicate a refined solution to an architectural or environmental design brief. Achievement with Excellence Develop and communicate a critically analysed solution to an architectural or environmental design brief.

Explanatory Notes
1 This achievement standard is related to Graphics Education, Guidelines for Years 9 -13, Learning Media, Ministry of Education, 2001, pp. 16-42. Develop and communicate may include the use of: design sketches, working drawings, notes, research, models, mock-ups, audio, visual, oral presentation to a group, 3D rendered pictorial sketches or drawings, computer generated images, and photography. A refined solution will involve ongoing analysis and reflection at each stage of the design process and will significantly improve the quality of the solution in relation to the specifications in the brief. A critically analysed solution involves the examination of the implications of the alternatives. This can be demonstrated through extensive drawing, annotation and/or other means of communication. Design and drawing should be in accordance with current codes of practice and New Zealand Standards where appropriate. It is expected that the student will undertake appropriate research, record their findings, and develop conceptual ideas and viable design solutions. It is also expected that they will use

New Zealand Qualifications Authority 2008

specialist knowledge, a variety of drawing systems and a range of graphical techniques appropriate to this area. 7 In developing a solution, reference must be made to the design principles of aesthetics and function, including references to the elements of design derived from these principles, as well as addressing the requirements of the brief and its specifications.

Quality Assurance 1 Providers and Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against achievement standards. Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards. Accreditation and Moderation Action Plan (AMAP) reference 0226

New Zealand Qualifications Authority 2008

Achievement Standard Number Title Version Special notes 2

90734 Negotiate a brief and a solution by applying a design process. Number of Credits 5

The evidence for this achievement standard can be integrated with any of the internal achievement standards or presented as a separate unit. Candidates should only submit one negotiated brief for this achievement standard. For this achievement standard, candidates will need to demonstrate that they can negotiate a design brief and apply a design process to develop a solution based on the needs of a real client. The client must be a real person or group of people with a stake in the design process. The client and their stake in the design must be identified and the authenticity of the interaction attested to by the student and teacher on the form supplied by NZQA. The client will also be required to sign the Authenticity form. As part of the design process, candidates will need to demonstrate ongoing negotiation with the client and document these interactions. Negotiation refers to the ongoing interaction between the candidate and the client to achieve agreement about the nature and scope of the problem to be solved and a solution that meets the clients needs. The process of negotiation and the recording of this could be as follows: Real client and their need identified Student proposal developed and discussed with teacher Questions developed to assist in brief development Brief developed and checked by client Application of a design process based on the needs of a client
Ongoing negotiation and consultation with the client is fully analysed and documented throughout.

Client interaction could occur at research, concept and development stages as appropriate. To gain achievement with merit candidates must demonstrate an ability to analyse a negotiated brief. Analysis could be demonstrated by the student taking the responses of the client, identifying their meaning in terms of design requirements and progressing the design process based on this. Alternative approaches should be explored and reasons given for design choices. To gain achievement with excellence, a candidate solution should address all the design considerations where appropriate to the brief with full justification for the decisions made. Full refers to in-depth references made to the key design principles, requirements of the brief and the specifications.

New Zealand Qualifications Authority 2008

Achievement Standard Number Title Version 2

90735 Plan and produce a presentation to communicate design ideas Number of Credits 4

Special notes
For this achievement standard, candidates will need to demonstrate that they can plan, develop, prepare and exhibit design ideas. Planning involves the application of a design process to the carrying out of a presentation. Candidates are able to present material from any or all stages throughout their design process including the presentation of a solution. The evidence for this achievement standard can be integrated within a unit of work for the internally assessed level three standards or for AS90734 or as a separate unit. A planned presentation of a portfolio of the students design work for entry to a tertiary course could be used as evidence for this standard. Evidence for this standard should involve the demonstration of the design of a presentation through a consideration of alternatives based on appropriate research, the needs of the target audience and the nature of the design ideas being presented. The development of the presentation must be shown. To gain achievement with merit, a candidate solution needs to demonstrate the planning and carrying out of a presentation that clearly communicates the key features of students design ideas. To gain excellence the student needs to plan and carry out a high quality presentation demonstrating neatness and accuracy, an appropriate consideration of composition based on design principles for media design, and methods that clearly explain the key features of the students design ideas.

Achievement Standard
Subject Reference Title Level Subfield Domain 3 Design Design Graphic Communication 30 November 2005 Date version published 30 November 2005 Graphics 3.1 AS 90734 Version 2 Negotiate a brief and a solution by applying a design process Credits 5 Assessment External

Registration date

This achievement standard involves both negotiating a brief and a solution by applying a design process, in consultation with a client, using specialised graphics knowledge from selected area(s).

New Zealand Qualifications Authority 2008

Achievement Criteria Achievement Negotiate a brief and a solution by applying a design process. Achievement with Merit Negotiate and analyse a brief and solution by applying a design process with justification for decisions made. Achievement with Excellence Negotiate and critically analyse a brief and a refined solution by applying a design process with full justification for decisions made.

Explanatory Notes
1 This achievement standard is related to Graphics Education, Guidelines for Years 9-13, Learning Media, Ministry of Education, 2001, pp. 16-42. Negotiate involves the process of achieving agreement through an ongoing discussion with a client or stakeholder about the nature and scope of the problem to be solved. As students work through the implications of developing their solution they will engage in a design process that supports the further development of a solution. For a solution to be developed it would be expected that the negotiation with the client is ongoing and evident. Ongoing negotiation refers to the continuing interaction between the designer (student) and client. Negotiation will be with an actual client. For example: a teacher as client a parent as client any other person/group as a client. In applying a design process students will be expected to develop and communicate design ideas and solutions. They will use specialist knowledge related to the selected graphics area(s) by working through a design process in response to the clients needs. The selected graphics area(s) will be any one or combination of the following: Architectural or Environmental This area deals with design situations based on the needs of people and their environment. Engineering or Technological This area deals with the design and graphic communication of product design and manufacture, systems of control, and data graphics and diagrams, which have a technological application. Media or Technical Illustration This area deals with the design activities and graphic techniques associated with media, illustration, advertising, packaging, display, and layout. The student will demonstrate an understanding of a range of media, illustration techniques, colour, and typography. Analyse refers to the examination of the ongoing development of the brief and of the solution in detail in order to explore alternatives. Critically analyse refers to the examination of the implications of the alternatives.

New Zealand Qualifications Authority 2008

A refined solution will involve ongoing analysis and reflection at each stage of the design process and will significantly improve the quality of the solution in relation to the negotiated brief. Justification requires the communication of reasons for design decisions and typically relates to the design principles of aesthetics and function in relation to the negotiated brief.

Quality Assurance 3 Providers and Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against achievement standards. Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards. Accreditation and Moderation Action Plan (AMAP) reference 0226

New Zealand Qualifications Authority 2008

Achievement Standard
Subject Reference Title Level Subfield Domain 3 Design Design Graphic Communication 30 November 2005 Date version published 30 November 2005 Graphics 3.2 Credits 4 AS90735 Version 2 Assessment External

Plan and produce a presentation to communicate design ideas

Registration date

This achievement standard involves planning and producing a presentation that communicates design ideas in selected area(s) using specialised graphics knowledge. Achievement Criteria Achievement Plan and produce a presentation to communicate design ideas. Achievement with Merit Plan and produce an effective presentation to communicate design ideas. Achievement with Excellence Plan and produce an effective, high quality presentation to communicate design ideas.

Explanatory Notes
1 This achievement standard is related to Graphics Education, Guidelines for Years 9 -13, Learning Media, Ministry of Education, 2001, pp. 16-42. The presentation will be based on any one or combination of the following graphics areas: Architectural or Environmental This area deals with design situations based on the needs of people and their environment. Engineering or Technological This area deals with the design and graphic communication of product design and manufacture, systems of control, and data graphics and diagrams, which have a technological application. Media or Technical Illustration This area deals with the design activities and graphic techniques associated with media, illustration, advertising, packaging, display, and layout. The student will demonstrate an understanding of a range of media, illustration techniques, colour, and typography. Plan a presentation will involve such things as consideration and selection of alternative modes, target audience, resources and constraints in relation to the design. Considerations in planning will include, where appropriate, aspects of function and aesthetics. Produce a presentation can involve any of the following graphic formats: portfolio, CAD representation, animation, website, PowerPoint, video, multimedia. Students must show the development and construction procedure associated with their presentation.

New Zealand Qualifications Authority 2008

An effective presentation relates to the extent to which it meets the desired or intended purpose by clear communication of the key features of the design ideas. A high quality presentation refers to: composition, accuracy of layout, neatness and tidiness, precision and execution of techniques, and communication methods suitable for explaining the key features of the design ideas.

Quality Assurance 5 Providers and Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against achievement standards. Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards. Accreditation and Moderation Action Plan (AMAP) reference 0226

New Zealand Qualifications Authority 2008