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
General Objectives
Equipment List
NCEA Overview
Assessment Calendar
Design briefs
Graphics 2.6: architectural and environmental
Graphics 2.4: designer study
Graphics 2.5: mock up and model
Graphics 2.8: Product Design
Achievement standards
Achievement Standard 90318
Achievement Standard 90319
Achievement Standard 90320
Achievement Standard 90321
Achievement Standard 90322
Achievement Standard 90323
Achievement Standard 90325
3
4
5
6
8
9
11
12
14
16
17
18
19
20
21
23
Assessment Schedules
25
Authenticity Form
School Policy
Acknowledgement Form
28
29
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
AGeneric Technology
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
AS91053
1.10 Demonstrate understanding of design elements
3 credits
AS91048
1.5 Demonstrate
understanding of how
technological
modelling supports
decision-making
Internal
6 credits
Internal 4 credits
External
AS91054
1.11 Demonstrate understanding of basic human factors in
design
4 credits
Internal
External
Construction & Mechanical
Technologies
AS91049
1.6 Demonstrate
understanding of how
materials enable
technological products to
function
AS91050
1.7 Demonstrate
understanding of the
role of subsystems in
technological systems
AS91051
1.8 Demonstrate
understanding of how
different disciplines
influence a technological
development
AS91052
1.9
Demonstrate understanding of
the ways a technological
outcome, people, and social
and physical environments
interact
4 credits
External
4 credits
External
4 credits
Internal
4 credits
Internal
AS91055
AS91056
1.13
1.12 Demonstrate understanding of basic concepts used
Implement a multi-unit manufacturing process
in manufacturing
4 credits
Internal
4 credits
Internal
Design and Visual Communication
Digital Technologies
Processing Technologies
focuses on where visual literacy and creative thinking is
developed, using visual communication techniques.
focuses on applying and knowing about computer
science, electronic and digital applications.
It is envisaged that these standards would provide
assessment tools that school courses could access such as:
Graphics, Product Design, and Fashion, Textiles, etc.
It is envisaged these standards would provide
assessment tools for current school courses such as:
computing, digital media, information management, and
electronics etc.
focuses on formulating and knowing how to formulate
processed products.
It is envisaged these standards would provide
assessment tools for current school courses such as:
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
AS91063
1.30 Produce freehand sketches to communicate own
design ideas
AS91070
1.40 Demonstrate understanding of basic concepts of
information management
6 credits
3 credits
3 credits
focuses on making and knowing how to make products
and devices.
Specialist Categories of Technological Knowledge and Skills
AS91047
1.4 Undertake
development to
make a prototype
to address a brief
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.
Internal
AS91058
1.21 Implement basic procedures using textile material
to make a specified product
6 credits
Internal
External
AS91064
1.31 Produce instrumental, multi-view orthographic
drawings that communicate technical features of design
ideas
3 credits
External
4 credits
4 credits
Internal
4 credits
3 credits
3 credits
External
Internal
AS91060
1.23 Demonstrate understanding of basic concepts
used to make products from textile materials
AS91066
1.33 Use rendering techniques to communicate the form of
design ideas
AS91073
1.43 Implement basic procedures to produce a specified
digital media outcome
4 credits
3 credits
4 credits
Internal
Internal
AS91061
1.24 Demonstrate understanding of basic concepts
related to structures
AS91067
1.34 Use the work of an influential designer to inform own
design ideas
AS91074
1.44 Demonstrate understanding of basic concepts from
computer science
3 credits
3 credits
3 credits
Internal
AS91062
1.25 Demonstrate understanding of basic concepts
related to machines
AS91068
1.35 Demonstrate development of own design ideas
communicated through graphics practice
3 credits
6 credits
Internal
Internal
External
AS91072
1.42 Demonstrate understanding of basic concepts of
digital media
Internal
Internal
AS91083
1.61 Demonstrate understanding of basic concepts used
in processing
AS91065
1.32 Produce instrumental paraline drawings to
communicate design ideas
Internal
4 credits
AS91071
1.41 Implement basic procedures to produce a specified
digital information outcome
AS91059
1.22 Demonstrate understanding of basic concepts
used to make products from resistant materials
Internal
AS91082
1.60 Implement basic procedures to process a specified
product
Internal
External
AS91075
1.45 Construct an algorithmic structure for a basic task
AS91084
1.
62 Demonstrate understanding of basic concepts used in
preservation and packaging techniques for product
storage
4 credits
Internal
AS91069
1.36 Promote an organised body of design work to an
audience using visual communication techniques
NB
All teaching and learning
programmes or courses in
technology can be assessed using
standards from anywhere across
this matrix.
4 credits
Internal
3 credits
Internal
AS91076
1.46 Construct a basic computer program for a specified
task
3 credits
Internal
AS91077
1.47 Demonstrate understanding of basic concepts used
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.
St. PATRICK’S COLLEGE – SILVERSTREAM
LEVEL 1
11DVC 2015
ASSESSMENT MATRIX
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.
6
INTERNAL
2 NOVEMBER
AS ABOVE
AS ABOVE
ALL BRIEFS
AS 91069
PROMOTE AN ORGANISED BODY OF
DESIGN WORK TO AN AUDIENCE USING
VISUAL COMMUNICATION TECHNIQUES.
4
INTERNAL
2 NOVEMBER
AS ABOVE
AS ABOVE
ALL BRIEFS
AS ABOVE
AS ABOVE
25
CREDITS
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
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!
17 APR
FREEHAND AND RENDER GO TOGETHER!
7 FEB
AS 91067
10
11
TERM TWO
9 MAY
16 MAY
23 MAY
30 MAY
6 JUN
13 JUN
20 JUN
27 JUN
ANNOTATION AND DESIGN LANGUAGE IS VERY IMPORTANT.
1
RENDERING TECHNIQUES TO COMMUNICATE THE FORM
2
OF DESIGN IDEAS- HAND IN!
AS 91066
3
INSTRUMENTAL DRAWINGS NEED TO BE COMPLETE
4
ALL INSTRUMENTAL DRAWINGS NEED RENDER AND
5
HIGH QUALITY ANNOTATION NEEDED.
6
PROMOTE AN ORGANISED BODY OF DESIGN WORK TO AN
AUDIENCE
USING VISUAL COMMUNICATION TECHNIQUES NOW DUE
7
AS 91069
8
9
4 JUL
TERM THREE
25 JUL
1 AUG
8 AUG
15 AUG
22 AUG
29 AUG
5 SEPT
12 SEPT
19 SEPT
26 SEPT
MAKE SURE YOU HAVE EQUAL NUMBER OF 2D & 3D SHEETS
1
WORKING FROM TERM ONE SAVES HASTLES IN TERM FOUR
2
SUBMIT HIGH QUALITY WORK THAT YOU ARE PROUD OF
3
UNDERTAKE DEVELOPMENT OF DESIGN IDEAS THROUGH
GRAPHICS
PRACTICE - NOW DUE!
4
AS 91068
5
GO THROUGH ALL WORK TO SEE CHECK LINKS AND THAT
6
YOUR BRIEF IS CLEAR
7
MAKE SURE THE SEQUENCE IS CLEAR WITH A SET OF
8
CLEAR FINAL DRAWINGS
9
MODEL MAKING IS VERY IMPORTANT WITH PRODUCTS,ARCH.
10
TERM FOUR
FINISH OFF ALL ASSESSMENTS AND DRAWINGS
17 OCT
FINISH OFF ALL ASSESSMENTS AND DRAWINGS
24 OCT
PREPARATION OF EXTERNAL PORTFOLIOS
31 OCT
EXTERNAL PORTOLIOS TO BE SENT AWAY FOR MARKING!
7 NOV
1
2
3
AS 91063
AS 91064
AS 91065
4
STUDENTS LEAVE FOR NCEA EXTERNAL WRITTEN EXAMS
14 NOV
21 NOV
5
28 NOV
5 DEC
12 DEC
7
6
8
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
Assessment
Subfield
Technology
Domain
Design and Visual Communication
3
External
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.
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/qualificationsstandards/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
Achievement Standard
Subject Reference
Design and Visual Communication 1.31
Title
Produce instrumental, multi-view orthographic drawings that
communicate technical features of design ideas
Level
1
Credits
Assessment
Subfield
Technology
Domain
Design and Visual Communication
3
External
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, multi-view orthographic
drawings that communicate technical features of design ideas.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 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, multiview 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 indepth 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/qualificationsstandards/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.
Consent and Moderation Requirements (CMR) reference
0233
Achievement Standard
Subject Reference
Design and Visual Communication 1.32
Title
Produce instrumental paraline drawings to communicate design
ideas
Level
1
Credits
Assessment
Subfield
Technology
Domain
Design and Visual Communication
3
External
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 paraline drawings to
communicate design ideas.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
 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/qualificationsstandards/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.
Consent and Moderation Requirements (CMR) reference
0233
Achievement Standard
Subject Reference
Design and Visual Communication 1.33
Title
Use rendering techniques to communicate the form of design ideas
Level
1
Credits
Assessment
Subfield
Technology
Domain
Design and Visual Communication
3
Internal
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
Achievement
Achievement with Merit
Achievement with
Excellence
 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
Achievement Standard
Subject Reference
Design and Visual Communication 1.33
Title
Use rendering techniques to communicate the form of design ideas
Level
1
Credits
Assessment
Subfield
Technology
Domain
Design and Visual Communication
3
Internal
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
Achievement
Achievement with Merit
Achievement with
Excellence
 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
Achievement Standard
Subject Reference
Design and Visual Communication 1.34
Title
Use the work of an influential designer to inform design ideas
Level
1
Credits
Assessment
Subfield
Technology
Domain
Design and Visual Communication
3
Internal
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 work of an influential designer to inform design
ideas.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
 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
11 Providers and Industry Training Organisations must have been granted consent to assess
by NZQA before they can register credits from assessment against achievement standards.
12 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
Achievement Standard
Subject Reference
Design and Visual Communication 1.35
Title
Undertake development of design ideas through graphics practice
Level
1
Credits
Assessment
Subfield
Technology
Domain
Design and Visual Communication
6
Internal
Status
Registered
Status date
17 November 2011
Planned review date
31 December 2014
Date version published
17 November 2011
This achievement standard involves undertaking development of design ideas through graphics
practice.
Achievement Criteria
Achievement
Achievement with Merit
 Undertake development of  Undertake informed
design ideas through graphics development of design ideas
practice.
through graphics practice.
Achievement with
Excellence
 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
13 Providers and Industry Training Organisations must have been granted consent to assess
by NZQA before they can register credits from assessment against achievement standards.
14 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
Achievement Standard
Subject Reference
Design and Visual Communication 1.36
Title
Promote an organised body of design work to an audience using
visual communication techniques
Level
1
Credits
Assessment
Subfield
Technology
Domain
Design and Visual Communication
4
Internal
Status
Registered
Status date
17 November 2011
Planned review date
31 December 2014
Date version published
17 November 2011
This achievement standard involves promoting an organised body of design work to an audience
using visual communication techniques.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
 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
15 Providers and Industry Training Organisations must have been granted consent to assess
by NZQA before they can register credits from assessment against achievement standards.
16 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
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
Product Design Brief
ST. PATRICK’S COLLEGE
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:
Signed:
Parent :_____________________
Date:
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.
DATE:
STUDENT SIGNATURE:
PARENT SIGNATURE: