Year 11 - 2015 - Stream School 11 course outline.pdf · Year 11 - 2015 DESIGN & VISUAL...

ST. PATRICK’S COLLEGE SILVERSTREAM

Year 11 - 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 _____________________________________________________ Design Teacher_____________________________

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: Product Design 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 32

INTRODUCTION

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 last year 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 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. Mr. Patrick Hallot Head Teacher: Design & Visual Communications Department

Design & Visual Communication career pathways

Architecture Engineering Metal

Fabrication

Computer

Industry

Building

Industry

Landscape

Industry

Housing

construction design

Product

Engineer

Sheet metal

worker Graphic art

Light timber

framed

construction

Landscape

Architect

Light commercial

construction design Civil Engineer Boilermaker

Graphic

designer

Light commercial

construction

Landscape

Designer

Commercial

construction design

Mechanical

Engineer Steel erector

Computer

graphics

Commercial

construction

Landscape

Construction

Industrial

construction design

Structural

Engineer

Custom

fabrication

Gaming

Designer

Industrial

construction

Quantity

Surveying

Draftsperson for all

of the above

Military

Engineer

PRIOR STUDY REQUIRED Level One graphics is the expected norm but exceptions may be made by negotiation with the teacher in charge of Graphics. An interest in visual communication and design is needed.

EQUIPMENT REQUIRED 2H, HB, and 2B Pencils (05 mechanical pencils preferable for 2H and HB) 45° and 30°-60° set squares 200mm Packet of twelve colour pencils Set of drawing instruments Block of A3 Drawing Paper A3 Drawing Envelope (18N9) or plastic folio case (preferred) Eraser 300 mm ruler Staedtler pigment pens 0.3 and 0.5 or equivalent Own drawing board and T-Square (For Homework)

OPTIONAL EXTRAS Flexi curve French curves Scale Rule

Black sharpie pen 4 grades Pro Markers Other coloured media

AREAS OF STUDY SPACIAL - Architectural and environmental design Sketching – orthographic and pictorial Formal drawing – isometric, perspective and orthographic Design processes I.C.T in DVC eg Sketch up ,archiCAD, and Solidworks

PRODUCT - Engineering design and everyday items we use Ergonomics and aesthetics Evaluation Colour rendering Model making

AG

en

eri

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olo

gy AS 91044

1.1 Undertake brief

development to

address a need or

opportunity

4 credits Internal

AS91045

1.2 Use planning

tools to guide the

technological

development of an

outcome to address a

brief

4 credits Internal

AS91046

1.3 Use design

ideas to produce a

conceptual design

for an outcome to

address a brief

6 credits Internal

AS91047

1.4 Undertake

development to

make a prototype

to address a brief

6 credits Internal

AS91048

1.5 Demonstrate

understanding of how

technological

modelling supports

decision-making

4 credits External

AS91049

1.6 Demonstrate


materials enable

technological products to

function

4 credits External

AS91050

1.7 Demonstrate

understanding of the

role of subsystems in

technological systems

4 credits External

AS91051

1.8 Demonstrate


different disciplines

influence a technological

development

4 credits Internal

AS91052 1.9

Demonstrate understanding of

the ways a technological

outcome, people, and social

and physical environments

interact

4 credits Internal

AS91053

1.10 Demonstrate understanding of design elements

3 credits External

AS91054

1.11 Demonstrate understanding of basic human factors in

design

4 credits Internal

AS91055

1.12 Demonstrate understanding of basic concepts used

in manufacturing

4 credits Internal

AS91056 1.13

Implement a multi-unit manufacturing process

4 credits Internal

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olo

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al

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kills

Construction & Mechanical Technologies focuses on making and knowing how to make products

and devices.

It is envisaged these standards would provide

assessment tools for current school courses such as:

hard materials, product development, textiles,

automotive, furniture making, fashion, etc.

Design and Visual Communication focuses on where visual literacy and creative thinking is

developed, using visual communication techniques.

It is envisaged that these standards would provide

assessment tools that school courses could access such as:

Graphics, Product Design, and Fashion, Textiles, etc.

Digital Technologies focuses on applying and knowing about computer

science, electronic and digital applications.



computing, digital media, information management, and

electronics etc.

Processing Technologies focuses on formulating and knowing how to formulate

processed products.



Food technology, biotechnology, chemical technology,

agriculture and horticulture, product development, and

textiles, etc.

AS91057

1.20 Implement basic procedures using resistant

materials to make a specified product

6 credits Internal

AS91063

1.30 Produce freehand sketches to communicate own

design ideas

3 credits External

AS91070

1.40 Demonstrate understanding of basic concepts of

information management

3 credits External

AS91082

1.60 Implement basic procedures to process a specified

product

4 credits Internal

AS91058

1.21 Implement basic procedures using textile material

to make a specified product

6 credits Internal

AS91064

1.31 Produce instrumental, multi-view orthographic

drawings that communicate technical features of design

ideas

3 credits External

AS91071

1.41 Implement basic procedures to produce a specified

digital information outcome

4 credits Internal

AS91083


in processing

4 credits Internal

AS91059

1.22 Demonstrate understanding of basic concepts

used to make products from resistant materials

4 credits Internal

AS91065

1.32 Produce instrumental paraline drawings to

communicate design ideas

3 credits External

AS91072

1.42 Demonstrate understanding of basic concepts of

digital media

3 credits Internal

AS91084 1.

62 Demonstrate understanding of basic concepts used in

preservation and packaging techniques for product

storage

4 credits Internal

AS91060


used to make products from textile materials

4 credits Internal

AS91066

1.33 Use rendering techniques to communicate the form of

design ideas

3 credits Internal

AS91073

1.43 Implement basic procedures to produce a specified

digital media outcome

4 credits Internal

AS91061


related to structures

3 credits Internal

AS91067

1.34 Use the work of an influential designer to inform own

design ideas

3 credits Internal

AS91074

1.44 Demonstrate understanding of basic concepts from

computer science

3 credits External

AS91062


related to machines

3 credits Internal

AS91068

1.35 Demonstrate development of own design ideas

communicated through graphics practice

6 credits Internal

AS91075

1.45 Construct an algorithmic structure for a basic task

3 credits Internal

NB All teaching and learning programmes or courses in technology can be assessed using standards from anywhere across this matrix.

AS91069

1.36 Promote an organised body of design work to an

audience using visual communication techniques

4 credits Internal

AS91076

1.46 Construct a basic computer program for a specified

task

3 credits Internal

AS91077


in the design and construction of electronic environments

3 credits Internal

AS91078

1.48 Implement basic interfacing procedures in a

specified electronic environment

3 credits Internal

AS91079

1.49 Implement basic techniques in constructing a

specified electronic and embedded system

3 credits Internal

AS91080

1.50 Demonstrate understanding of the common

components of basic digital infrastructures

3 credits Internal

AS91081

1.51 Implement basic procedures for servicing a personal

computer system

4 credits

Internal Internal

This is the Technology matrix and the Achievement Standards we offer come from Design & Visual Communications section. We are encouraged to explain where it all fits in. So even if you take another Technology subject the standards do not clash so all credits will be recognised.

LEVEL 1 St. PATRICK’S COLLEGE – SILVERSTREAM

ASSESSMENT MATRIX 11DVC 2015

ACHIEVEMENT STANDARD CREDIT VALUE

INTERNAL/ EXTERNAL

FINAL ASSESSMENT

DATE

ASSESSMENT CONDITIONS

COMPLETION AND AUTHENTICITY

REQUIREMENTS

ASSESSMENT OPPORTUNITIES

AS 91063 PRODUCE FREEHAND SKETCHES THAT COMMUNICATE DESIGN IDEAS

3 EXTERNAL 2 NOVEMBER SELECTED WORKS FROM DESIGN

BRIEFS. PRESENTED IN A3

CLEARFILE

NCEA SCHOOL INFO BOOK REQUIREMENT

ALL BRIEFS

AS 91064 PRODUCE INSTRUMENTAL.MULTI-VIEW ORTHOGRAPHIC DRAWINGS THAT COMMUNICATE TECHNICAL FEATURES OF DESIGN IDEAS

3 EXTERNAL 2 NOVEMBER AS ABOVE AS ABOVE ALL BRIEFS

AS 91065 PRODUCE INSTRUMENTAL PARALINE DRAWINGS TO COMMUNICATE IDEAS

3 EXTERNAL 2 NOVEMBER AS ABOVE AS ABOVE ALL BRIEFS

AS 91066 USE RENDERING TECHNIQUES TO COMMUNICATE THE FORM OF DESIGN IDEAS.

3 INTERNAL 2 NOVEMBER AS ABOVE AS ABOVE ALL BRIEFS

AS 91067 USE THE WORK OF AN INFLUENTIAL DESIGNER TO INFORM DESIGN IDEAS.

3 INTERNAL 2 NOVEMBER AS ABOVE AS ABOVE TORCH/ MULTI TOOL BRIEF

AS 91068 UNDERTAKE DEVELOPMENT OF DESIGN IDEAS THROUGH GRAPHICS PRACTICE.


AS 91069 PROMOTE AN ORGANISED BODY OF DESIGN WORK TO AN AUDIENCE USING VISUAL COMMUNICATION TECHNIQUES.


25 CREDITS

AS ABOVE AS ABOVE

We shall later decide which of these, we will not attempt so as to make sure WORK submitted is done to the highest level e.g. Excellenc

DESIGN & VISUAL COMMUNICATIONS Year 11 PROJECT PLANNER OVERVIEW - 2015

Advanced Design & Visual Communications11 DVC DATES CONTENTS ACHIEVEMENT

STANDARD WEEK

TERM ONE

7 FEB UNDERSTANDING THE ACHIEVEMENT STANDARDS, WHAT 1

14 FEB THEY ARE ASKING AND WHAT THEY WANT FROM YOU AS 2

21 FEB EVIDENCE. BREAK DOWN THE STANDARDS! 3

28 FEB DESIGN LANGUAGE USED AS WE LOOK AT DESIGNERS WORK 4

7 MAR FOLLOW THE RESEARCH GUIDELINES AND START 5

14 MAR ASSEMBLING ALL YOUR IDEAS 6

21 MAR WORK NOW ON YOUR IDEAS WITH INFLUENCES. 7

28. MAR KEEP DRAWING AND PUTTING BEST WORK TOGETHER. 8

4 APR USE THE WORK OF AN INFLUENTIAL DESIGNER TO 9

11 APR INFORM DESIGN IDEAS – HAND IN! AS 91067 10

17 APR FREEHAND AND RENDER GO TOGETHER! 11

TERM TWO

9 MAY ANNOTATION AND DESIGN LANGUAGE IS VERY IMPORTANT. 1

16 MAY RENDERING TECHNIQUES TO COMMUNICATE THE FORM 2

23 MAY OF DESIGN IDEAS- HAND IN! AS 91066 3

30 MAY INSTRUMENTAL DRAWINGS NEED TO BE COMPLETE 4

6 JUN ALL INSTRUMENTAL DRAWINGS NEED RENDER AND 5

13 JUN HIGH QUALITY ANNOTATION NEEDED. 6

20 JUN PROMOTE AN ORGANISED BODY OF DESIGN WORK TO AN AUDIENCE

7

27 JUN USING VISUAL COMMUNICATION TECHNIQUES NOW DUE AS 91069 8

4 JUL 9

TERM THREE

25 JUL MAKE SURE YOU HAVE EQUAL NUMBER OF 2D & 3D SHEETS 1

1 AUG WORKING FROM TERM ONE SAVES HASTLES IN TERM FOUR 2

8 AUG SUBMIT HIGH QUALITY WORK THAT YOU ARE PROUD OF 3

15 AUG UNDERTAKE DEVELOPMENT OF DESIGN IDEAS THROUGH GRAPHICS

4

22 AUG PRACTICE - NOW DUE! AS 91068 5

29 AUG GO THROUGH ALL WORK TO SEE CHECK LINKS AND THAT 6

5 SEPT YOUR BRIEF IS CLEAR 7

12 SEPT MAKE SURE THE SEQUENCE IS CLEAR WITH A SET OF 8

19 SEPT CLEAR FINAL DRAWINGS 9

26 SEPT MODEL MAKING IS VERY IMPORTANT WITH PRODUCTS,ARCH. 10

TERM FOUR

17 OCT FINISH OFF ALL ASSESSMENTS AND DRAWINGS 1

24 OCT FINISH OFF ALL ASSESSMENTS AND DRAWINGS 2

31 OCT PREPARATION OF EXTERNAL PORTFOLIOS 3

7 NOV EXTERNAL PORTOLIOS TO BE SENT AWAY FOR MARKING! AS 91063

AS 91064 AS 91065

4

14 NOV STUDENTS LEAVE FOR NCEA EXTERNAL WRITTEN EXAMS 5

21 NOV - 6

28 NOV - 7

5 DEC - 8

12 DEC - 9

Unlike other Subjects we do up to four Achievement Standards all at the same time while doing two projects for the year.

PROJECT ONE is Spacial Design(Architecture /landscape) and PROJECT TWO is Product design ( everyday appliances to make our lives easier).

Achievement Standard Subject Reference Design and Visual Communication 1.30

Title Produce freehand sketches that communicate design ideas

Level 1 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 freehand sketches to communicate design ideas. Achievement Criteria

Achievement Achievement with Merit Achievement with Excellence

Produce freehand sketches that communicate design ideas.

Produce freehand sketches that clearly communicate design ideas.

Produce freehand sketches that effectively communicate design ideas.

Explanatory Notes 1 This achievement standard is derived from the Technology learning area of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and is related to the Teaching and Learning Guide for Technology, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz/. Further information can be found at http://www.techlink.org.nz. 2 Produce freehand sketches that communicate design ideas involves:

using freehand sketches to describe design features. Describing includes but is not limited to showing form, shape and function. Produce freehand sketches that clearly communicate design ideas involves:

creating freehand sketches that describe design features in proportion

showing detailed information about design features. Detailed information typically includes but is not limited to details of construction, structure, function and aesthetics. Produce freehand sketches that effectively communicate design ideas involves:

showing in-depth information about the intent of the design features. In-depth information refers to a body of related sketches that include but are not limited to exploded, sectional and sequential views that explain design features. 3 Freehand sketches are used to explore and communicate ideas and must be created/produced unassisted by the use of instruments or any electronic technologies.

http://seniorsecondary.tki.org.nz/

http://www.techlink.org.nz/

Both two-dimensional and three-dimensional (eg isometric, perspective, oblique and planometric) freehand sketching techniques must be used. Examples of sketching techniques could include quick rendering, crating, and use of line hierarchy. 4 Design ideas refer to student-generated responses to a design brief. 5 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/ncea-subject-resources/.

Replacement Information This achievement standard replaced unit standard 7499.

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

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-subject-resources/



Title Produce instrumental, multi-view orthographic drawings that communicate technical features of design ideas


Subfield Technology




This achievement standard involves the production of instrumental, multi-view orthographic drawings that communicate technical features of design ideas. Achievement Criteria


Produce instrumental, multi-view orthographic drawings that communicate technical features of design ideas.

Produce instrumental, multi-view orthographic drawings that clearly communicate technical features of design ideas.

Produce instrumental, multi-view orthographic drawings that effectively communicate technical features of design ideas.

Explanatory Notes

2. This achievement standard is derived from the Technology learning area of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and is related to the Teaching and Learning Guide for Technology, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz/. Further information can be found at http://www.techlink.org.nz. 3. Produce instrumental, multi-view orthographic drawings that communicate technical features of design ideas involves:

using instrumental drawing techniques and conventions to produce 2D drawings that describe the technical features of a design. Describing technical features includes but is not limited to showing visible surface features, dimensions, and materials. Produce instrumental, multi-view orthographic drawings that clearly communicate technical features of design ideas involves:

producing 2D drawings that detail the technical features of a design. Detailing technical features typically includes but is not limited to communicating technical features not visible in the main outline or those associated with communicating complex shape and/or form. Produce instrumental, multi-view orthographic drawings that effectively communicate technical features of design ideas involves:



producing accurately measured and precisely executed 2D drawings that show in-depth information about technical features of a design. In-depth information typically includes but is not limited to sectional views that explain technical features. 4. Multi-view orthographic drawings refer to instrumental drawings that contain two or more projected views. Where possible these views should be organised in third-angle orthographic projection. Multi-view orthographic drawings should comply with standards convention NZS/AS 1100.101:1992, Technical Drawing – General Principles. 5. Instrumental, multi-view orthographic drawings include the use of key line types (eg construction lines and outlines), projection, and appropriate drawing and text layout. Examples of instrumental, multi-view orthographic drawing conventions include, as appropriate, those associated with orthographic drawing planes and reference lines, labelling, scale, dimensioning, sectioning, geometric construction and surface development. Instrumental drawings can be constructed using either traditional drawing equipment or computer applications. 6. Design ideas are student-generated responses to a design brief. 7. Technical features refer to information related to the dimensions, component shapes, and construction methods necessary to produce the design. 8. 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/ncea-subject-resources/.

Replacement Information This achievement standard replaced unit standard 7502. Quality Assurance 3 Providers and Industry Training Organisations must have been granted consent to assess by NZQA before they can register credits from assessment against achievement standards. 4 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.





Title Produce instrumental paraline drawings to communicate design ideas


Subfield Technology




This achievement standard involves the production of instrumental paraline drawings to communicate design ideas. Achievement Criteria


Produce instrumental paraline drawings to communicate design ideas.

Produce instrumental paraline drawings to clearly communicate design ideas.

Produce instrumental paraline drawings to effectively communicate design ideas.

Explanatory Notes

9. This achievement standard is derived from the Technology learning area of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and is related to the Teaching and Learning Guide for Technology, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz/. Further information can be found at http://www.techlink.org.nz. 10. Produce instrumental paraline drawings to communicate design ideas involves:

using instrumental drawing techniques and conventions to produce paraline drawings to describe design features. Describing includes but is not limited to showing visible surface features. Produce instrumental paraline drawings to clearly communicate design ideas involves:

producing paraline drawings that detail design features. Detailing design features typically includes but is not limited to communicating technical features not visible in the main outline (eg internal components) or those associated with communicating complex form. Produce instrumental paraline drawings to effectively communicate design ideas involves:

producing accurately measured and precisely executed paraline drawings that show in-depth information about technical features of a design. In-depth information refers to a body of related drawings that typically include but are not limited to exploded, sectional or cut away views that explain design features.



11. Paraline drawings refer to 3D drawings produced using paraline techniques. Paraline techniques are parallel line pictorial drawing methods. These are isometric, trimetric, diametric, oblique and planometric. Paraline drawings can be constructed using either traditional drawing equipment or computer applications. 12. Design ideas refer to student generated responses to a design brief. 13. 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/ncea-subject-resources/.

Replacement Information This achievement standard replaced unit standard 7503.

Quality Assurance 5 Providers and Industry Training Organisations must have been granted consent to assess by NZQA before they can register credits from assessment against achievement standards. 6 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.





Title Use rendering techniques to communicate the form of design ideas

Level 1 Credits 3 Assessment Internal

Subfield Technology


Status Registered Status date 20 January 2011

Planned review date 31 December 2014 Date version published 20 January 2011

This achievement standard involves the use of rendering techniques to communicate the form of design ideas. Achievement Criteria


Use rendering techniques to communicate the form of design ideas.

Use rendering techniques to clearly communicate the form of design ideas.

Use rendering techniques to effectively communicate the form of design ideas.

Explanatory Notes 14. This achievement standard is derived from 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. Further information can be found at http://www.techlink.org.nz. 15. Use rendering techniques to communicate the form of design ideas involves:

indicating the tonal qualities produced by an identified light source and its three dimensional effects on the object’s shape and surface qualities. Use rendering techniques to clearly communicate the form of design ideas involves:

consistently applying rendering techniques to communicate an objects shape and surface qualities. Use rendering techniques to effectively communicate the form of design ideas involves:

skilfully applying rendering techniques to convincingly communicate shape and surface qualities, enhancing the realistic representation of design qualities to an audience. 16. Rendering in this context is the communication of form unassisted by the use of any electronic technologies. Rendering may be applied to sketched or instrumental drawings. 17. Form refers to an object’s shape and surface qualities. Examples of surface qualities relate to the materiality; colour, texture and finish of the object.



Surface qualities may include but are not limited to – highlights, reflections and shadow. 18. Design ideas are student-generated responses to a design brief. 19. Conditions of Assessment related to this achievement standard can be found at http://www.tki.org.nz/e/community/ncea/conditions-assessment.php.

Quality Assurance

7 Providers and Industry Training Organisations must be accredited by NZQA before they can register credits from assessment against achievement standards. 8 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 0233

http://www.tki.org.nz/e/community/ncea/conditions-assessment.php


Title Use rendering techniques to communicate the form of design ideas


Subfield Technology


Status Registered Status date 20 January 2011

Planned review date 31 December 2014 Date version published 20 January 2011

This achievement standard involves the use of rendering techniques to communicate the form of design ideas. Achievement Criteria


Use rendering techniques to communicate the form of design ideas.

Use rendering techniques to clearly communicate the form of design ideas.

Use rendering techniques to effectively communicate the form of design ideas.

Explanatory Notes 20. This achievement standard is derived from 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. Further information can be found at http://www.techlink.org.nz. 21. Use rendering techniques to communicate the form of design ideas involves:

indicating the tonal qualities produced by an identified light source and its three dimensional effects on the object’s shape and surface qualities. Use rendering techniques to clearly communicate the form of design ideas involves:

consistently applying rendering techniques to communicate an objects shape and surface qualities. Use rendering techniques to effectively communicate the form of design ideas involves:

skilfully applying rendering techniques to convincingly communicate shape and surface qualities, enhancing the realistic representation of design qualities to an audience. 22. Rendering in this context is the communication of form unassisted by the use of any electronic technologies. Rendering may be applied to sketched or instrumental drawings. 23. Form refers to an object’s shape and surface qualities. Examples of surface qualities relate to the materiality; colour, texture and finish of the object.



Surface qualities may include but are not limited to – highlights, reflections and shadow. 24. Design ideas are student-generated responses to a design brief. 25. Conditions of Assessment related to this achievement standard can be found at http://www.tki.org.nz/e/community/ncea/conditions-assessment.php.

Quality Assurance

9 Providers and Industry Training Organisations must be accredited by NZQA before they can register credits from assessment against achievement standards. 10 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 0233



Title Use the work of an influential designer to inform design ideas


Subfield Technology




This achievement standard involves using the work of an influential designer to inform design ideas. Achievement Criteria


Use the work of an influential designer to inform design ideas.

Use the work of an influential designer to clearly inform design ideas.

Use the work of an influential designer to effectively inform design ideas.

Explanatory Notes 1 This achievement standard is derived from 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. Further information can be found at http://www.techlink.org.nz. 2 Use the work of an influential designer to inform design ideas involves:

recognising the aesthetic and/or functional characteristics that are typical of an influential designer’s work

using aesthetic and/or functional characteristics of an influential designer’s work in design ideas. Use the work of an influential designer to clearly inform design ideas involves:

integrating aesthetic and functional characteristics of an influential designer’s work in

design ideas. Use the work of an influential designer to effectively inform design ideas involves:

integrating aesthetic and functional characteristics of an influential designer’s work in design ideas in ways that are meaningful to the design context.

3 Influential designers are those recognised in the context of their work as leading practitioners. 4 The work of a designer could be an individual product or spatial design, or a body of work. A designer could include a group design practice.



5 Evidence may be presented using traditional media approaches or computer applications. 6 Design ideas are student-generated responses to a design brief.

7 Conditions of Assessment related to this achievement standard can be found at http://www.tki.org.nz/e/community/ncea/conditions-assessment.php.

Quality Assurance





Title Undertake development of design ideas through graphics practice


Subfield Technology




This achievement standard involves undertaking development of design ideas through graphics practice. Achievement Criteria


Undertake development of design ideas through graphics practice.

Undertake informed development of design ideas through graphics practice.

Undertake effective development of design ideas through graphics practice.

Explanatory Notes 1 This achievement standard is derived from Level 6 of 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. Further information can be found at http://www.techlink.org.nz. 2 Undertake development of design ideas through graphics practice involves:

exploring design ideas by considering possible alternatives

refining design ideas by considering design details

making design judgements that consider qualities of design ideas in terms of the principles of aesthetics and function in response to a brief

visually communicating the details of design ideas in response to the design brief. Undertake informed development of design ideas through graphics practice involves:

purposefully exploring and refining design ideas in relation to decisions and considerations that are meaningful to the design context

making design judgements where ideas and decisions are informed by design principles and the brief context. Undertake effective development of design ideas through graphics practice involves:

convincingly exploring and refining design ideas in a coherent and connected way that integrates design features

making design judgments that are convincing and coherent in promoting ideas selected and decisions made.



3 Graphics practice involves expressing a visual literacy through the development of a design idea by applying design and visual communication techniques and knowledge. 4 Visual literacy refers to the visual modes (eg drawing, model-making, digital modelling) used as tools for aiding design thinking and the visual communication of the features of design ideas. 5 Design ideas are student generated responses to a design brief. 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 of supporting research and well-constructed rationales for these judgements can provided in visual, oral or written form and may be generated using traditional media approaches or computer applications. 8 Conditions of Assessment related to this achievement standard can be found at http://www.tki.org.nz/e/community/ncea/conditions-assessment.php.

Replacement Information

This achievement standard replaced unit standard 7486 and unit standard 7488.

Quality Assurance





Title Promote an organised body of design work to an audience using visual communication techniques


Subfield Technology




This achievement standard involves promoting an organised body of design work to an audience using visual communication techniques. Achievement Criteria


Promote an organised body of design work to an audience using visual communication techniques.

Clearly promote an organised body of design work to an audience using visual communication techniques.

Effectively promote an organised body of design work to an audience using visual communication techniques.

Explanatory Notes

1 This achievement standard is derived from 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. Further information can be found at http://www.techlink.org.nz. 2 Promote an organised body of design work to an audience using visual communication techniques involves:

selecting and presenting the features of an organised body of work to an audience. Clearly promote an organised body of design work to an audience using visual communication techniques involves:

purposefully selecting and applying techniques to ensure layout, composition and visual impact are appropriate to the context of the brief and audience. Effectively promote an organised body of design work to an audience using visual communication techniques involves:

communicating a high quality presentation that is convincing, shows accuracy of layout, visual impact, and precise execution of techniques. 3 Visual communication techniques used to promote a body of work include those aligned with traditional media and/or computer applications.



4 The organised body of work being promoted must be student-generated in response to a design brief and may also include design work sourced through research. 5 Conditions of Assessment related to this achievement standard can be found at http://www.tki.org.nz/e/community/ncea/conditions-assessment.php.

Replacement Information This achievement standard replaced AS90042.

Quality Assurance




DESIGNER – ALL PURPOSE SHELTER/SMALL SPACE

Situation

Throughout history Design and Designers have had a major impact on society and our lives. There are also a significant number of Designers of note who have had an impact on certain eras throughout history. After identifying key elements from your chosen designer, apply these elements in sketches for a bus shelter

Brief

You are to complete a detailed study on a designer of note who has had an impact on a particular design era. Now apply the key elements and design a bus shelter that is clearly inspired by your Designer.

Project Requirements

The presentation of your Study may be in any format you choose however the final document must be presented on the computer.

Your study will document and follow the life of your designer and his/her designs. Throughout your study you are to critically analyse many of your designer’s major works and comment upon the key design principles (aesthetics and function) and elements of design in these works.

As part of your study you are to create a glossary of design terms and you are to use this terminology fluently in your critical analysis of your designers work .

You are to identify the design era that your designer lived and created in and you will give examples of work of other designers from this same era and note any similarities in their work.

Throughout your study you are to use design terminology and comprehensive understanding to critically analyse design considerations (remember to comment on what you think of their work and how you can learn from this. . Apply design elements from the buildings of your designer into a project of designing a bus shelter. The work is to be annotated and clearly illustrate the aesthetics, function, materials and elements of their work. . You are to include a detailed bibliography as part of your study. Your study is to represent a minimum of 25 hours work – most of this research is done as homework.

Due Date:

PROJECT ONE ST. PATRICK’S COLLEGE

Product Design Brief 11DVC 2015

SITUATION / ĀHUATANGA: When people go on holiday in New Zealand they often go camping as a low cost and easy holiday. If they are looking for sun, relaxation and the company of others they go to camping grounds at a beach. If they are more adventurous they might travel to a Department of Conservation camp site and if they are looking to “get away from it all” they might head for the hills and National Parks. Everything that people use when they go camping has to be portable; be low weight and compact including the tent, sleeping bags and mattresses, and food preparation equipment. BRIEF / NGA TOHUTOHU POTO: To meet the need for food preparation equipment when camping you are asked to develop a portable cooker that is compact, light-weight and efficient. DESIGN SPECIFICATIONS / HOA WHAKATAKORANGA:

Show evidence of the ergonomic relationship with the user; how it works and how it is operated.

Be “fit for purpose”; be robust, weatherproof and efficient.

Reflect a researched designer.

Reflect responsible use of resources, materials and manufacturing.

Ideation/Nga Aroaro: Generate a range of shapes and forms derived from inspirational images and examples. Use the light box and tracing methods to initiate new shapes and forms that could become possible product design ideas.

Initial ideas/Nga Aroaro: From your ideation sketch a range of potential initial ideas that could form the starting point for your product design development.

Research/Tirohanga: Identify and explain the aesthetic and/or functional characteristics that are typical of an influential designer’s work. Use the aesthetic and/or functional characteristics of an influential designer’s work in design ideas. Present an analysis of a selected designer’s typical aesthetic and functional characteristics (include the identification of era and style) and of a specific work. This should be presented as a slide show, PowerPoint or A3 display and include images, quotes and diagrams. Research other existing products, exploring and explaining the functional and aesthetic design details.

Development/Whanaketanga: Take an initial idea and generate a range of design variations on each detail of the initial idea. Look at construction, structure, operation, assembly and appearance of your design, supported by your written notes explaining how and why the ideas work and are used. Use your research of the influential designer to develop the aesthetic and functional characteristics of your design. Produce a model that allows you to explore and show the ergonomic relationship of your design to the user. Record this with photographs. You should use sketches that include people and how they use the product and in-depth information about design features. Include series of detailed freehand sketches in proportion that clearly and effectively explore and communicate exploded, sectional and sequential views that explain design features.

Orthographic Drawing: A third angle Orthographic drawing including a sectional elevation of your product design. This drawing should clearly and effectively show technical features, detail, include dimensions, be to scale and use appropriate conventions and symbols.

Isometric Drawing:

This drawing should be drawn neatly and accurately to scale. The drawing should clearly show technical features not visible in the main outline, complex shape and/or form, exploded and sectional views.

Rendering:Tāhuahua Take a trace of the Isometric drawing and apply colour and tone to show tonal change, shadows and highlights, and surface qualities.

Design judgments/Aro matawai: These are your design decisions that you are making during your design thinking. You need to include references the design specifications and aesthetic and functional considerations. You should also link your design thinking to the influential designer that you studied.

Final Evaluation/Aro matawai: This is a summary of the design decisions made during your design process. Discuss and explain how and why your design met the specifications and describe its aesthetic and functional properties. Compare your design to the research of the influential designer.

Presentation/ Whakaaturanga: Combine your rendering, your evaluation and other selected sketches in a presentation page. You will need to think about layout, background colour/wallpaper and use of typography. Use Publisher to produce this page(s) then save as a JPEG.

PROJECT REFERENCES: The exemplar material on display, on the school network and the Graphics Department website. The hand-out sheet on the design principals Aesthetics and Function and the derived elements. The Assessment Schedule for this project. The product design book “Sketching” scanned and on the school network. The mechanical components available in the room.

PROJECT TWO ST. PATRICK’S COLLEGE

Spacial Design Brief 11DVC 2015

SITUATION / ĀHUATANGA: When people go on holiday in New Zealand they often go to a bach near a lake river or the sea. If they are looking for sun, relaxation and to just take it easy this is a good way to do it. If they are more adventurous they might travel to a bush site and if they are looking to “get away from it all” they might head for the hills. We want to design a simple prefabricated structure that is easy to transport and erect. It must have basic facilities for daily living and be environmentally friendly BRIEF / NGA TOHUTOHU POTO: We want to design a prefabricated dwelling that is relatively easy to construct and makes the most of its space and the environment. DESIGN SPECIFICATIONS / HOA WHAKATAKORANGA:

Show evidence of the planning with the user; how it works and how it is will function.

Be “fit for purpose”; be robust, weatherproof and efficient.

Reflect a researched designer.

Reflect responsible use of resources, materials and manufacturing.

Ideation/Nga Aroaro: Generate a range of shapes and forms derived from inspirational images and examples. Use the light box and tracing methods to initiate new shapes and forms that could become possible product design ideas.

Initial ideas/Nga Aroaro: From your ideation sketch a range of potential initial ideas that could form the starting point for your product design development. Make a model from cardboard to be to scale to show how it will appear.

Research/Tirohanga: Identify and explain the aesthetic and/or functional characteristics that are typical of an influential designer’s work. Use the aesthetic and/or functional characteristics of an influential designer’s work in design ideas. Look at existing ideas and see if any are in line with your ideas, select the best and identify features. Present an analysis of a selected designer’s typical aesthetic and functional characteristics (include the identification of era and style) and of a specific work. This could be presented as a slide show, PowerPoint or A3 display and include images, quotes and diagrams. Research other existing products, exploring and explaining the functional and aesthetic design details.

Development/Whanaketanga: Take an initial idea and generate a range of design variations on each detail of the initial idea. Look at construction, structure, operation, assembly and appearance of your design, supported by your written notes explaining how and why the ideas work and are used. Use your research of the influential designer to develop the aesthetic and functional characteristics of your design. Produce a model that allows you to explore and show the ergonomic relationship of your design to the user. Record this with photographs. You should use sketches that include people and how they use the product and in-depth information about design features. Include series of detailed freehand sketches in proportion that clearly and effectively explore and communicate exploded, sectional and sequential views that explain design features.

Orthographic Drawing: A third angle Orthographic drawing including a sectional elevation of your product design. This drawing should clearly and effectively show technical features, detail, include dimensions, be to scale and use appropriate conventions and symbols.

Isometric Drawing: This drawing should be drawn neatly and accurately to scale. The drawing should clearly show technical features not visible in the main outline, complex shape and/or form, exploded and sectional views.

Rendering:Tāhuahua Take a trace of the Isometric drawing and apply colour and tone to show tonal change, shadows and highlights, and surface qualities.

Design judgments/Aro matawai: These are your design decisions that you are making during your design thinking. You need to include references the design specifications and aesthetic and functional considerations. You should also link your design thinking to the influential designer that you studied.

Final Evaluation/Aro matawai: This is a summary of the design decisions made during your design process. Discuss and explain how and why your design met the specifications and describe its aesthetic and functional properties. Compare your design to the research of the influential designer.

Presentation/ Whakaaturanga: Combine your rendering, your evaluation and other selected sketches in a presentation page. You will need to think about layout, background colour/wallpaper and use of typography. Use Publisher to produce this page(s) then save as a JPEG.

PROJECT REFERENCES: The hand-out sheet on the design principals Aesthetics and Function and the derived elements. The Assessment Schedule for this project. The product design book “Sketching” scanned and on the school network. The Spacial components combining indoor and outdoor living.

AUTHENTICITY STATEMENT

Student’s Name: Form: Subject: DESIGN & VISUAL COMMUNICATIONS Achievement Standard: Date Due: Teachers Name: MR. P. HALLOT This is to certify that all the work submitted for this Achievement Standard Assessment is my own. I have acknowledged all sources where relevant, including - Internet Web Sites - Books - Magazines/periodicals - Photographs/diagrams - Interviews - CD Rom based materials Signed: Student: Date: Signed: Parent :_____________________ Date:______________ Signed: Teacher:____________________ Date:______________

SCHOOL POLICY ASSESSMENT DATES

“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. 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). 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.

DVC ACKNOWLEDGE FORM

I have read the course outline and assessment schedule for the Level 1 - N.C.E.A. Design & Visual Communications 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 the Level 1 Design & Visual Communications course.

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