ST. PATRICK’S COLLEGE SILVERSTREAM Year 12 - 2015 DESIGN & VISUAL COMMUNICATIONS COURSE HANDBOOK This guide is provided to inform both parents and students alike on the nature and expectations of the course. This book will offer guidance, information, direction, and accurate record keeping and should be with your work at all times as a reference. Students Name _____________________________________________________ DVC Teacher MR PATRICK HALLOT
Transcript
ST. PATRICK’S COLLEGE SILVERSTREAM
Year 12 - 2015
DESIGN & VISUAL COMMUNICATIONS COURSE HANDBOOK
This guide is provided to inform both parents and students alike on the nature and expectations of the course. This book will offer guidance, information, direction, and accurate record keeping and should be
with your work at all times as a reference.
Students Name _____________________________________________________
DVC Teacher MR PATRICK HALLOT
CONTENTS
Introduction 3 General Objectives 4 Equipment List 5 NCEA Overview 6 Assessment Calendar 8
Design briefs
Graphics 2.6: architectural and environmental 9 Graphics 2.4: designer study 11 Graphics 2.5: mock up and model 12 Graphics 2.8: media and technical illustration 14
Achievement standards
Achievement Standard 90318 16 Achievement Standard 90319 17 Achievement Standard 90320 18 Achievement Standard 90321 19 Achievement Standard 90322 20 Achievement Standard 90323 21 Achievement Standard 90325 23
Assessment Schedules 25
Authenticity Form 28 School Policy 29
Acknowledgement Form
INTRODUCTION
Welcome to Level 2 Design & Visual Communications. The course this year is designed to prepare you for the internally and externally assessed Achievement Standards which will gain you credits at Level Two in Design & Visual Communications for the National Certificate in Educational Achievement First, a warm welcome to you, our parents and students together. We are proud to offer this course which has been designed with you in mind. Until recently our subject was called Graphics, that name was changed by the Ministry of Education. The main reason was a rewrite of the Achievement Standards from Level 1- 3 and the removal of Media as a study. Media (advertising) is now covered in Art Design. This does allow for more development of our core business. So, what is Design & Visual Communications?This course is about the development of skills, concepts and approaches for developing new ideas and products for the “real“ world. Everyday objects that we use, like designing beach bach’s to improved stability skateboards to more eye catching running shoes. Hope that explains ! A wise man said once “It is not the destination that is important, it is enjoying the journey that matters” It is the introduction of new skills and the revision of others. Well done for choosing this course of discovery, it will take you out of your normal comfort zone and challenge you. When challenged by the work remember there are no dumb questions, only avoidable mistakes by pupils who did not ask. I am available Monday through to Thursday after school for any extra help (unless I have some meeting or other engagement) if you feel you are not coping, getting behind or just want to check that you are on task. etc. These voluntary lessons are more one on one, lasting from 10 minutes to an hour? It is there for those students who may need a bit more confidence building. It is hoped that many of you will see the potential of this course, with its many facets like computer skills, technical drawing skills, improved freehand sketching, refining concepts etc. and continue with us through to Level 3. It also complements very well with the Design Media course offered by the Art Department. We hope this course will make you think about the numerous future careers opportunities allied with other subjects that will open doors for you. It is our commitment to you to find time to help you! This booklet contains all the information necessary for you to begin this course. Should any changes are necessary be will inform you before the project begins. Never be scared to make mistakes, so what did they teach us? That way did not work so lets look for another – or try again!
Last year our Level 1 through to Level 3 attained more Merits and Excellences in the external exams than the last few previous years. So well done to all our past students! Now we want more of the same. I can only do so much, I rely on you my students with the encouragement and support of your parents to get the results you richly deserve. I am blessed to enjoy my job, enjoy my classes and appreciate the growth they all go through.. Mr. Patrick Hallot D & VC Teacher
The aims of Design & Visual Communications education are:
To promote in students the development of enquiry and discrimination skills and encourage initiative, ingenuity, and resourcefulness through activities based on real situations in graphic communication.
To provide a variety of design and drawing experiences that are challenging, creative, useful, and enjoyable and that draw upon your interests and cultural backgrounds.
To plan and implement graphics programmes that will promote an awareness and understanding of technologies, of their applications, and of economic and environmental issues and that will encourage the exercising of aesthetic values.
To change the way you look at something, how can I improve that design, what do I like about it. Be critical about materials, shape colour form and purpose.
To stimulate self-confidence, self-esteem, and also to engender a pride in achievement through enabling all students to achieve personal success in this subject.
Hey Guys! I will be guiding you through the year, teaching you and encouraging you. However, you will often need to work independently and to manage your time carefully so that you devote the necessary time to your work and so that you meet assessment deadlines. The progress you make and the success you gain will largely rest upon the responsibility you take as a student for your own learning. I am available most days after school to give you that one on experience that I may not be able to give in class.
GENERAL OBJECTIVES Students will:
Demonstrate a range of drawing skills to express, develop and communicate ideas; Develop a sound working knowledge of graphics equipment, software, and materials and of
general drafting practice; Use a variety of presentation and illustrative techniques to describe and clarify shape and
structure; Interpret drawings and communicate information in appropriate graphic form, using current
conventions and standard practice; Understand the principles and methods of projection and apply these to the solution of problems; Develop a critical awareness of drawing and presentation and take pride in achieving high
personal standards; Understand and apply the basic processes and elements of design; Develop abilities in solving design problems through investigation, drawing, modeling, computer
graphics, and other relevant approaches; Apply appropriate mathematical and technological knowledge to solving graphics problems; Gain knowledge of materials, processes and components and of their application to product,
system, or environmental design; Interpret, design, and produce data graphics, such as symbols, logograms, circuit diagrams,
charts, flow diagrams, and charts; Learn to evaluate how well solutions meet a given brief or instruction; Develop, through activities in design, an appreciation and aesthetic awareness of design’s impact
on people and the environment; Develop knowledge of the tertiary, vocational and leisure opportunities associated with graphics
and design.
PRIOR STUDY Level One graphics is the expected norm but exceptions may be made by negotiation with the teacher in charge of Design & Visual Communications. An interest in visual communication and design is needed.
EQUIPMENT REQUIRED 2H good quality standard pencil for instrumental work HB, and 2B-4B 2mm clutch Penci 45° and 30°-60° set squares 200mm Compass and 300mm ruler A3 Drawing Paper A3 & A410 page Clearfile for work Eraser and sharpener Own drawing board and T-Square (For Homework)
OPTIONAL EXTRAS Flexi curve French curves Black sharpie pen Set of black pens 0.2 -0.4 (optional) Pro Markers ofchoice Other coloured media including pencils
STUDY AREAS Sketching – both instrumental and freehand Formal drawing – isometric, perspective and orthographic etc. Geometric construction Design processes Spacial Architectural and environmental design Product design Ergonomics and aesthetics Evaluation Colour rendering Model making I.T. in DVC eg Google SketchUp, Solidworks, and ArchiCAD
ST. PATRICK’S COLLEGE – SILVERSTREAM CALENDAR 12 DVC 2015
Week Content Assessment Start Dates
1 Project Brief One- Design Era Study Selection of Design Era, Layout & Composition, Modelling with planning. How to present work
2 Feb.
2 Research into Designer Era, idea initiation exercises. Presentation 2.33 Use the characteristics of a design movement or Era to inform own design ideas. Internal
9 Feb.
3 Research into Designer Era, answer directed questions. Idea initiation excercises. Presentation.
2.36 Use visual communication techniques to compose a presentation of a design. Internal
16 Feb.
4 Answer directed design Era Questions ,presentation of study. Presentation 23 Feb.
5 Presentation of study 2 Mar.
6 Hand in Presentation of Research into Design Era 9 Mar.
7 Spacial Design: Research / concept sketches. Architect visit, site visit and photograph, contour model.
2.30 Use visual communication techniques to generate design ideas External
16 Mar.
8 Site analysis, comparison and selection, Concept sketches 23 Mar.
9 Site model, Concept models, initiation, photos and sketch analysis. Select and developing, give design judgements.
30 Mar.
TERM 2 HOLIDAYS
1 Development Drawings, design judgements. 2.34 Develop a special design through graphics practice. Internal
20 Apr.
2 Development Drawings, design Judgements 27 Apr.
3 Development Drawings, design Judgements 4 May.
4 Development Drawings, design Judgements 11 May.
5 Floor plan and Elevations 18 May.
6 Floor plan and Elevations complete 25 May.
7 Perspective drawings of , Excercises & draft 2.32 3D Produce instrumental perspective drawings External
8 Jun.
8 Perspective drawings of , View 1 15 Jun.
9 Perspective drawings of , View 1 & 2 22 Jun.
10 Final Perspective drawings of , 29 Jun.
TERM 3 HOLIDAYS (Presentation page of Rendered building and evaluation linked to Design Era study)
Hand in Spacial Design:
1 Product Design : Articulated lamp Research, drawing excercises, links to Design Era/Designer, idea inititation, modelling, photographs.
2.35 Develop a product design through graphics practice. Internal
Demonstrate understanding of advanced concepts used
to make textile products
4 credits Internal
AS91340 2.33
Use the characteristics of a design movement or era to
inform own design ideas
3 credits Internal
AS91370 2.43
Implement advanced procedures to produce a specified
digital media outcome
4 credits Internal
AS91348 2.24
Demonstrate understanding of advanced concepts related
to structural frameworks
3 credits Internal
AS91341 2.34
Develop a spatial design through graphics practice
6 credits Internal
AS91371 2.44
Demonstrate understanding of advanced concepts from
computer science
4 credits External
AS91349 2.25
Demonstrate understanding of advanced concepts related
to machines
3 credits Internal
AS91342 2.35
Develop a product design through graphics practice
6 credits Internal
AS91372 2.45
Construct a plan for an advanced computer program for a
specified task
3 credits Internal
AS91350 2.26
Make advanced adaptations to a pattern to change
structural and style features of a design
4 credits Internal
AS91343 2.36
Use visual communication techniques to compose a
presentation of a design
4 credits Internal
AS91373 2.46
Construct an advanced computer program for a specified
task
3 credits Internal
NB All teaching and learning programmes or courses in technology can be assessed using standards from anywhere across this matrix.
AS91374 2.47
Demonstrate understanding of advanced concepts used in
the construction of electronic environments
3 credits Internal
AS91375 2.48
Implement advanced interfacing procedures in a specified
electronic environment
3 credits Internal
11
VISITORS CENTRE
Situation The Rimutakas are the link between the Hutt Valley and the Wairarapa. At the summit is the flat piece of land with views in all directions. Until recently there was a small café but now they want to replace it with a Visitors Centre with a Water Fountain for runners and cyclists. Anything else will be at the designers discretion
Brief
Design a Visitors Centre with a Water Fountain. OR Rewrite your Brief!
Specifications
The building will be unmanned and needs only daily cleaning.
The size and materials will be at Designers discretion as this is an open Brief
Research possible uses and further developments.
The area is prone to high rain, snow and wind at different times of the year.
Requirements
Document ongoing in-depth research and consultation needed to satisfy the specs.
A water fountain is a requirement for this site.
Identify a possible solution by working through the design process, concepts, concept developments, final solution and evaluation.
Annotate and evaluate throughout all stages of the process, design principles, design elements and specifications of the brief.
In the form of a folio present your final solution: Scaled model, all necessary instrumental drawings. These may include but are not restricted to:
Floor plan, elevations, section
A floor plan – include fittings and relevant electrical/plumbing diagrams.
Two adjacent elevations – drawn with instruments and rendered.
An instrumental section drawing through an external wall to show building construction with building specification notes (to include construction of roof, wall and foundations).
Roof true shapes
Instrumental orthographic drawings of the roof to show true shapes of all the surfaces and placement of solar panels or wind vanes.
This will sort out electricity and may provide water.
Perspective projection
An interior rendered one point perspective projection.
An exterior rendered two point projection.
An exterior rendered two point projection. Incorporate surrounding area and landscaping.
An interior view in one point is also a consideration.
Due Date:
12
MULTI-FUNCTION FURNITURE
Situation
Furniture for the home, office or family bach needs to be rethought, Especially in todays internal space environment that is getting smaller. With new natural materials being developed that are light and durable, that are sustainable and available. We need to consider all furniture inspired by nature, era/movement to be multi functional.
Brief
Design some innovative furniture for the future within specifications to meet the above situation. OR Rewrite your Brief!
1. Architects chair 2. Articulated lamp 3. Own choice!
Specifications
All work is to be either Freehand, Instrumental, IT.
Annotation around materials, elements, aesthetics and functionality.
Work is produced on Landscape A3 sheets. Diaries are the key to your thinking and idea development.
Requirements
Document ongoing in-depth research and consultation needed to satisfy the specifications.
Identify a possible solution by working through the design process, concepts, concept developments, final solution and evaluation.
Annotate and evaluate throughout all stages of the process, design principles, design elements and specifications of the brief.
Final designs will have to be produced using Instrumental drawings with dimensions. Perspective projection
An interior rendered one point perspective projection.
An exterior rendered two point projection.
An exterior rendered two point projection. Incorporate surrounding area and landscaping.
Due Date
13
AS 91337 V1 Achievement Standard
Subject Reference Design and Visual Communication 2.30
Title Use visual communication techniques to generate design ideas
Level 2 Credits 3 Assessment External
Subfield Technology
Domain Design and Visual Communication
Status Registered Status date 17 November 2011
Planned review date 31 December 2014 Date version published 17 November 2011
This achievement standard involves the use of visual communication techniques to generate design ideas. Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
Use visual communication techniques to generate design ideas.
Use visual communication techniques skilfully to generate design ideas.
Use visual communication techniques effectively to generate design ideas.
Explanatory Notes 1 This achievement standard is derived from the Level 7 achievement objectives from the
Technology learning area in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and is related to the material in the Teaching and Learning Guide for Technology, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz. Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Learning Media, Ministry of Education, 1998; and the Health and Safety in Employment Act 1992. Further information can be found at http://www.techlink.org.nz.
2 Use visual communication techniques to generate design ideas involves:
using techniques to explore the functional and aesthetic qualities of the design to generate design possibilities.
Use visual communication techniques skilfully to generate design ideas involves:
using techniques to explore in detail the functional and aesthetic qualities of the design to generate divergent design possibilities.
Use visual communication techniques effectively to generate design ideas involves:
using techniques to comprehensively explore the functional and aesthetic qualities of the design to reflect on and extend divergent design possibilities.
3 Functional qualities may include but are not limited to:
operation eg movement and ergonomic interface
construction eg material and assembly
size, scale, and proportion. 4 Aesthetic qualities may include but are not limited to:
colour
tone
texture
pattern
shape
balance
surface finish.
5 Visual communication techniques may include but are not limited to:
sketching
rendering
modelling/model making eg mock-ups and 3D constructions
collage and overlays
digital media eg CAD, image manipulation and animation. 6 Design ideas are student generated responses to a design brief. The design ideas must
have identifiable functional and aesthetic qualities. 7 Assessment Specifications for this achievement standard can be accessed through the
Technology Resources page found at http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/.
Replacement Information This achievement standard replaced unit standard 7481, unit standard 7490, and unit standard 7507.
Quality Assurance 1 Providers and Industry Training Organisations must have been granted consent to
assess by NZQA before they can register credits from assessment against achievement standards.
2 Organisations with consent to assess and Industry Training Organisations assessing
against achievement standards must engage with the moderation system that applies to those achievement standards.
Consent and Moderation Requirements (CMR) reference 0233
AS 91338 V1 Achievement Standard Subject Reference Design and Visual Communication 2.31
Title Produce working drawings to communicate technical details of a design
Level 2 Credits 4 Assessment External
Subfield Technology
Domain Design and Visual Communication
Status Registered Status date 17 November 2011
Planned review date 31 December 2014 Date version published 17 November 2011
This achievement standard involves producing working drawings to communicate technical details of a design. Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
Produce working drawings to communicate technical details of a design.
Produce working drawings to clearly communicate technical details of a design.
Produce working drawings to effectively communicate technical details of a design.
Explanatory Notes 1 This achievement standard is derived from the Level 7 achievement objectives from the
Technology learning area in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and is related to the material in the Teaching and Learning Guide for Technology, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz. Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Learning Media, Ministry of Education, 1998; and the Health and Safety in Employment Act 1992. Further information can be found at http://www.techlink.org.nz.
2 Produce working drawings to communicate technical details of a design involves:
producing a set of related scaled drawings
using conventions
showing complex visual information.
Produce working drawings to clearly communicate technical details of a design involves:
producing an accurate set of related scaled drawings that communicate details of a design.
Produce working drawings to effectively communicate technical details of a design involves:
producing a coherent set of related scaled drawings that communicate details of a design.
3 Working drawings are a set of related 2D (orthographic) drawings that may include but
are not limited to: components, assembly, sectional view, auxiliary view, true shape, surface development, and construction details.
4 Technical details refer to the information related to the design. They describe the functional and aesthetic qualities of the design.
5 Conventions associated with orthographic drawing define such things as: line types (eg
construction lines, outlines, and section lines), drawing and text layout, and dimensioning. Conventions include those which are commonly applied within a community of practice eg engineering (eg SAA/SNZ HB1:1994), or architecture – building and landscaping (eg NZS/AS 1100.101:1992 Technical drawing – General principles; NZS/AS 1100.301:1985 Technical drawing – Architectural drawing).
6 A set of related drawings refers to multiple drawings that communicate details of a
design’s shape and form. 7 Complex visual information may include but is not limited to: information not visible in the
main outline, multi-component assembly detail, and communication of a design with complex shape and form.
8 A coherent set of drawings provides sufficient information to enable a design to be made. 9 Working drawings can be constructed using either traditional drawing equipment or
computer applications. 10 A design is a student generated response to a design brief. 11 Assessment Specifications for this achievement standard can be accessed through the
Technology Resources page found at http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/.
Replacement Information
This achievement standard replaced AS90318, unit standard 18995, and unit standard 18996 Quality AssuranceProviders and Industry Training Organisations must have been granted consent to assess by NZQA before they can register credits from assessment against achievement standards. Organisations with consent to assess and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards.
cConsent and Moderation Requirements (CMR) reference 0233
AS 91339 V1 Achievement Standard Subject Reference Design and Visual Communication 2.32
Title Produce instrumental perspective projection drawings to communicate design ideas
Level 2 Credits 3 Assessment External
Subfield Technology
Domain Design and Visual Communication
Status Registered Status date 17 November 2011
Planned review date 31 December 2014 Date version published 17 November 2011
This achievement standard involves the production of instrumental perspective projection drawings to communicate design ideas. Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
Produce instrumental perspective projection drawings to communicate design ideas.
Produce instrumental perspective projection drawings to clearly communicate design ideas.
Produce instrumental perspective projection drawings to effectively communicate design ideas.
Explanatory Notes
1 This achievement standard is derived from the Level 7 achievement objectives from the
Technology learning area in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and is related to the material in the Teaching and Learning Guide for Technology, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz.
Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Learning Media, Ministry of Education, 1998; and the Health and Safety in Employment Act 1992.
Further information can be found at http://www.techlink.org.nz.
2 Produce instrumental perspective projection drawings to communicate design ideas
involves:
using perspective drawing techniques to show design features
applying appropriate conventions.
Produce instrumental perspective projection drawings to clearly communicate design ideas involves:
accurately using perspective drawing techniques to show the detail of the design features.
Produce instrumental perspective projection drawings to effectively communicate design ideas involves:
selecting a view point that enables the detail of the design features to be shown effectively.
3 Perspective projection drawings use pictorial drawing methods that involve parallel
and/or angular perspective projection. 4 Conventions of instrumental perspective projection drawings include: use of picture
plane, station point, eye level lines, ground level lines, vanishing points and height lines. 5 Detail of design features may include but is not limited to the features of such things as:
windows, door handles, fasteners, reliefs, and fittings. 6 Design ideas are student-generated responses to a design brief. 7 Assessment Specifications for this achievement standard can be accessed through the
Technology Resources page found at http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/.
Replacement Information
This achievement standard replaced AS90319 and AS90320.
Quality Assurance 1 Providers and Industry Training Organisations must have been granted consent to
assess by NZQA before they can register credits from assessment against achievement standards.
2 Organisations with consent to assess and Industry Training Organisations assessing
against achievement standards must engage with the moderation system that applies to those achievement standards.
Consent and Moderation Requirements (CMR) reference 0233
AS 91340 V1 Achievement Standard Subject Reference Design and Visual Communication 2.33
Title Use the characteristics of a design movement or era to inform own design ideas
Level 2 Credits 3 Assessment Internal
Subfield Technology
Domain Design and Visual Communication
Status Registered Status date 17 November 2011
Planned review date 31 December 2014 Date version published 17 November 2011
This achievement standard involves using the characteristics of a design movement or era to inform own design ideas. Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
Use the characteristics of a design movement or era to inform own design ideas.
Use the characteristics of a design movement or era to clearly inform own design ideas.
Use the characteristics of a design movement or era to effectively inform own design ideas.
Explanatory Notes 1 This achievement standard is derived from the Level 7 achievement objectives from the
Technology learning area in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and is related to the material in the Teaching and Learning Guide for Technology, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz.
Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Learning Media, Ministry of Education, 1998; and the Health and Safety in Employment Act 1992.
Further information can be found at http://www.techlink.org.nz.
2 Use the characteristics of a design movement or era to inform own design ideas involves:
describing the way elements of design are used within the design movement or era
describing social factors that influenced the design movement or era
generating design ideas that incorporate the identified characteristics of a design movement or era.
Use the characteristics of a design movement or era to clearly inform own design ideas involves:
explaining the elements of design that characterise the design movement or era
generating design ideas where it is evident that the identified characteristics of the design movement or era have been linked to the design ideas in a considered manner.
Use the characteristics of a design movement or era to effectively inform own design ideas involves:
generating design ideas where it is evident that the identified characteristics of the design movement or era have been interpreted and embedded into the design ideas.
3 Design movements may include but are not limited to: Modernism, De Stijl, Bauhaus,
Deconstructivism, and New Look.
4 Design eras may include but are not limited to: Aztec, pre-European Maori, Shogun, Renaissance, Victorian, 1920’s, 1960’s.
5 Elements of design are derived from the key design principles of aesthetics and function.
These may include but are not limited to: shape, form, rhythm, balance, proportion, colour and contrast, durability, stability, and flexibility/rigidity.
6 Social factors may include but are not limited to: cultural, historical, societal and
technological. 7 Conditions of Assessment related to this achievement standard can be found at
AS 91341 V1 Achievement Standard Subject Reference Design and Visual Communication 2.34
Title Develop a spatial design through graphics practice
Level 2 Credits 6 Assessment Internal
Subfield Technology
Domain Design and Visual Communication
Status Registered Status date 17 November 2011
Planned review date 31 December 2014 Date version published 17 November 2011
This achievement standard involves developing a spatial design through graphics practice. Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
Develop a spatial design through graphics practice.
Clearly develop a spatial design through graphics practice.
Effectively develop a spatial design through graphics practice.
Explanatory Notes 1 This achievement standard is derived from the Level 7 achievement objectives from the
Technology learning area in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and is related to the material in the Teaching and Learning Guide for Technology, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz.
Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Learning Media, Ministry of Education, 1998; and the Health and Safety in Employment Act 1992.
Further information can be found at http://www.techlink.org.nz.
2 Develop a spatial design through graphics practice involves:
exploring and refining design ideas that draw on spatial design knowledge
making design judgements on the positive and/or negative aspects of aesthetic and functional features of the design in response to the brief.
Clearly develop a spatial design through graphics practice involves:
reviewing and refining design ideas that incorporate spatial design knowledge
making design judgements on relevant features of the design, in response to the brief, that inform the progression of design ideas.
Effectively develop a spatial design through graphics practice involves:
reviewing and refining well-considered design ideas that integrate spatial design knowledge throughout the development.
3 Spatial design is the design of inside and outside spaces, and may include but is not
limited to: architectural, interior design and landscape architecture. 4 Spatial design knowledge includes design approaches, technical knowledge and visual
communication techniques relevant to the specific spatial design context. These may include but are not limited to:
design tools used for the development of spatial design ideas (eg bubble diagrams, symbolism and semiotics, and paper architecture)
technical knowledge of materials, processes, sustainability and environmental considerations (eg topography, climate, aspect, building materials and details, and organisation of space and light)
spatial visual communication techniques and approaches (eg architectural drawing and rendering, and photo-montage).
5 Graphics practice involves expressing a visual literacy through the development of a
design idea by applying design and visual communication techniques and knowledge. 6 Design judgements are supported by qualitative and/or quantitative data through
research. Design judgements are decisions made, or opinions expressed, and may reflect a designer’s perspectives, values, tastes or views.
7 Evidence presented for assessment against this achievement standard may be generated using traditional media approaches or computer applications.
8 Conditions of Assessment related to this achievement standard can be found at
AS 91342 V1 Achievement Standard Subject Reference Design and Visual Communication 2.35
Title Develop a product design through graphics practice
Level 2 Credits 6 Assessment Internal
Subfield Technology
Domain Design and Visual Communication
Status Registered Status date 17 November 2011
Planned review date 31 December 2014 Date version published 17 November 2011
This achievement standard involves the development of a product design through graphics practice. Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
Develop a product design through graphics practice.
Clearly develop a product design through graphics practice.
Effectively develop a product design through graphics practice.
Explanatory Notes 9 This achievement standard is derived from the Level 7 achievement objectives from the
Technology learning area in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and is related to the material in the Teaching and Learning Guide for Technology, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz.
Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Learning Media, Ministry of Education, 1998; and The Health and Safety in Employment Act 1992.
Further information can be found at http://www.techlink.org.nz.
10 Develop a product design through graphics practice involves:
exploring and refining design ideas that draw on product design knowledge
making design judgements on the positive and/or negative aspects of aesthetic and functional features of the design in response to a brief.
Clearly develop a product design through graphics practice involves:
reviewing and refining design ideas that incorporate product design knowledge
making design judgements on relevant features of the design, in response to the brief, that inform the progression of design ideas.
Effectively develop a product design through graphics practice involves:
reviewing and refining well-considered design ideas that integrate product design knowledge throughout the development.
11 Product design is the design of objects and artefacts and may relate to: fashion,
packaging, media products, consumer products and engineered products. 12 Product design knowledge includes design approaches, technical knowledge and visual
communication techniques relevant to the specific product design context. These may include but are not limited to:
design tools used for the development of product design ideas (eg market research, anthropometrics, ergonomes, mock-ups, and models)
technical knowledge of materials, joining, fitting, assembly, finish, fasteners, sustainability and environmental considerations
product visual communication techniques and approaches (eg product design drawings and rendering, prototypes, models, and animation).
13 Graphics practice involves expressing a visual literacy through the development of a
design idea by applying design and visual communication techniques and knowledge.
14 Design judgements are supported by qualitative and/or quantitative data through research. Design judgements are decisions made, or opinions expressed, and may reflect a designer’s perspectives, values, tastes, or views.
15 Evidence presented for assessment against this achievement standard may be
generated using traditional media approaches or computer applications. 16 Conditions of Assessment related to this achievement standard can be found at
AS 91343 V1 Achievement Standard Subject Reference Design and Visual Communication 2.36
Title Use visual communication techniques to compose a presentation of a design
Level 2 Credits 4 Assessment Internal
Subfield Technology
Domain Design and Visual Communication
Status Registered Status date 17 November 2011
Planned review date 31 December 2014 Date version published 17 November 2011
This achievement standard involves using visual communication techniques to compose a presentation of a design. Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
Use visual communication techniques to compose a presentation of a design.
Use visual communication techniques to compose a skilful presentation of a
design.
Use visual communication techniques to compose an effective presentation of a design.
Explanatory Notes 1 This achievement standard is derived from the Level 7 achievement objectives from the
Technology learning area in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and is related to the material in the Teaching and Learning Guide for Technology, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz.
Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Learning Media, Ministry of Education, 1998; and the Health and Safety in Employment Act 1992.
Further information can be found at http://www.techlink.org.nz.
2 Use visual communication techniques to compose a presentation of a design involves:
using presentation techniques and the application of compositional principles, modes and media to promote the design.
Use visual communication techniques to compose a skilful presentation of a design involves:
integrating presentation techniques and the application of compositional principles, modes and media in the composition of a cohesive presentation.
Use visual communication techniques to compose an effective presentation of a design involves:
composing a presentation that captures and promotes the essence of the design in a convincing manner.
3 Visual communication techniques require the understanding and use of compositional
principles, graphic modes and media, for the purpose of the presentation.
4 Compositional principles may include but are not limited to: proximity, alignment, hierarchy and the use of positive/negative space.
5 Modes may include but are not limited to: digital applications, photography, image manipulation, animation, models and the range of conventional drawing and sketching methods.
6 Media may include but are not limited to: pastels, airbrush, colour pencils, collage, marker pens, paint, gouache, card, and digital media.
7 Conditions of Assessment related to this achievement standard can be found at
This achievement standard and AS91342 replaced AS90324, AS90325, unit standard 7491, unit standard 7492, unit standard 7508, unit standard 7509, and unit standard 7512.
Subject: Design and Visual Communications Achievement Standards
AS 91337 (2.30) Use DVC techniques to generate design ideas. AS 91339 (2.32) Produce instrumental perspective drawings to communicate design ideas.
Date Due: 1 November 2013
Teachers Name: Mr. Patrick Hallot This is to certify that all the work submitted for these Achievement Standard Assessments is all my own hard work. I have acknowledged all sources where relevant, including
- Internet Web Sites - Books - Magazines/periodicals - Photographs/diagrams - Interviews - CD Rom based materials - Other
“Assessment Dates” refers to the timing of any work submitted for marking. 1. Assessment dates are to be arranged by negotiation with the individual student. All work for internal assessment must be submitted by 1 November.
2. Any internal achievement/unit standard work that is produced outside the “classroom” must be presented for assessment on the due date. The location for handing in such material will be widely advertised to the student(s) by the subject teacher. LATE WORK
Late work is work submitted for assessment after the date (and time) due No late work will be accepted under any circumstances for any achievement standard assessment. The missed assessment policy is used. There can be no extensions to work being submitted, with no exceptions. AUTHENTICITY
Authenticity is ensuring that any work submitted by a student is his/her own. Authenticity Statements
• The use of authenticity statements alerts students to the issue of authenticity. Authentication sheets must be signed by students and the subject teacher for: - External achievement standards where a project, workbook or similar is compiled and submitted for assessment. - Internal achievement standard where work is submitted for assessment that has not been completed in front of the teacher.
MISSED ASSESSMENT
Missed Assessment applies to a situation where no work was submitted by a student on the published assessment date. Consultation must occur between the H.O.D, and the Deputy Rector Curriculum. Compassionate consideration will be given for missed assessments under the following headings : 1. ILLNESS
– requirements (i) phone call on the day to the Dean & Graphics Teacher AND (ii) medical certificate 2. SPECIAL CIRCUMSTANCES - requirements (i) phone call on the day to the Dean & Graphics Teacher AND (ii) supporting evidence example – Immediate family bereavement. *note – family trips are not an acceptable reason. If compassionate consideration is given, the following shall apply : 1. Missed Assessment, where possible, will be assessed. 2. Non Replicateable Achievement Standards will receive an aggregate equivalent. 3. Late work will not be accepted for assessment unless it reaches the missed assessment criteria.
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MISSED LEARNING
Any time a student is absent from a subject it is classed as missed learning. There are several reasons for missed learning, including: 1. Truancy 2. Illness 3. Participation in a sanctioned school activity, including field trips, cultural activities, tournaments. 4. Exceptional personal circumstances such as an immediate family bereavement. Missed learning is not a reason for a student not being assessed in an achievement standard. Note
1. If a student is absent on the day of an assessment the missed assessment procedures are used. 2. If a student has missed learning for compassionate reasons but he/she is present on the day of the assessment, this may not be sufficient reason for compassionate consideration. Compassionate consideration is made at the NCEA Co-ordinator level. The NCEA co-ordinator will discuss all cases with a member of the Senior Management. 3. All compassionate consideration cases will need to have: ILLNESS – requirements (i) phone call to the Dean & Graphics Teacher during illness AND (ii) medical certificate SPECIAL CIRCUMSTANCES
- requirements (i) phone call to the Dean & Graphics Teacher AND (ii) supporting evidence example – Immediate family bereavement. *note – family trips are not an acceptable reason. REASSESSMENT
Reassessment is the opportunity to re-attempt an internal achievement standard. 1. A student can only be reassessed if he/she has previously attempted the standard and has not achieved. If no attempt is made to complete a task on the first opportunity offered, the student cannot be reassessed. 2. If a student does attempt to meet the standard and gains an achieved or a merit, the student cannot be reassessed to try and gain a higher grade. 3. The achievement standards available for reassessment must be specified in the Student Handbook for each learning area. 4. The time and date of each assessment must be clearly indicated to students by each learning area. APPEALS Appeals occur when a student believes his/her submitted work has been incorrectly assessed. A student is entitled to appeal his/her grade(s) for work submitted for an achievement standard. All teachers must: • Be open to discussion with students about marking processes. • Provide written information to students and parents at the beginning of a course about their appeal rights and processes. • Remind students about their rights to appeal when assessment results are issued. • Inform students that appeals must be within 48 hours of receiving the assessment results. • Advise students that no appeals can occur once students have acknowledged by signature that their grade has been correctly recorded (see recording processes).
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PROCEDURE 1. The student collects an Appeal Sheet from the NCEA Co-ordinator and completes the appropriate section. This Appeal Sheet accompanies the Appeal Process and is returned to the NCEA co-ordinator at the conclusion of the appeal. 2. The student passes the Appeal Sheet to the subject teacher or the HOD. 3. The subject teacher and the student discuss the work submitted against the mark scheme. 4. If the student wishes to proceed with the appeal the HOD is informed through the subject teacher. 5. The HOD arranges a meeting with the subject teacher, the marker and the HOD to consider the work for remarking. 6. The work is remarked by the marker and the student is informed of the outcome by the HOD. 7. If the student at this point does not agree with the outcome of the appeal, then he/she may appeal, via the NCEA co-ordinator, to the Principal or his/her nominee within 48 hours. The Principal’s decision is final. 8. If the subject teacher, the marker and the HOD are one and the same person, then the appeal is passed on to the NCEA co-ordinator for consideration. The NCEA co-ordinator then meets with the HOD to consider the work for remarking 9. Some Projects set may change from time to time subject to negotiation and discussion with the Teacherin Charge of Design and Visual Communications
I have read the course outline and assessment schedule for the Level 2 N.C.E.A. Graphics course. I fully understand the nature of the course and the weightings of the assessments and I have entered the due dates for each assessment into my diary. We understand that late work will not be assessed in Level 2 Graphics.
