ST. PATRICK’S COLLEGE SILVERSTREAM
Year 13 - 2015
DESIGN & VISUAL COMMUNICATIONS COURSE HANDBOOK
“But Mr. Aitch, now what about the designer influences and the effect on its functional aesthetics lines?”
This guide is provided to inform both parents and students alike on the nature and expectations of the course.
This book will offer guidance, information, direction, and accurate record keeping and should be with your
work at all times as a reference.
Students Name _____________________________________________________
DVC Teacher
MR PATRICK HALLOT
CONTENTS
Introduction
General Objectives
Equipment List
NCEA Overview
Assessment Calendar
Design briefs
Design & Visual Communications 3.30
3
4
5
6
8
Initiate design ideas through exploration
Design & Visual Communications 3.31:
Develop a visual presentation that exhibits a
design outcome to an audience
Design & Visual Communications 3.32:
Resolve a spatial design through graphics
practice
Design & Visual Communications 3.33:
Resolve a product design through graphics
practice
Produce working drawings to communicate
production details for a complex design
Design & Visual Communications 3.34
Achievement standards
Achievement Standard 91627
Achievement Standard 91628
Achievement Standard 91628
Achievement Standard 91629
Achievement Standard 91630
Achievement Standard 91631
16
17
18
19
20
21
Assessment Schedules
25
Authenticity Form
School Policy
Acknowledgement Form
28
29
INTRODUCTION
Welcome to Level 3 Design & Visual Communications. The course this year is
designed to prepare you for the internally and externally assessed Achievement
Standards which will gain you credits at Level Three or Bursary in Design & Visual
Communications for the National Certificate in Educational Achievement
First, a warm welcome to you, our parents and students together. We are proud to
offer this course which has been designed with you in mind. You guys are the guinea
pigs of the new Achievement Standards from Level 1- 3. This has offerd advantages
and disadvantages for both pupils and Teachers alike. This does allow for more
development of our core business. So, what is Design & Visual Communications?This
new 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 it!
A wise man said once “It is not the destination that is important, it is enjoying the
journey that matters” It is the introduction of new skills and the revision of others. Well
done for choosing this course of discovery, it will take you out of your normal comfort
zone and challenge you. When challenged by the work remember there are no dumb
questions, only avoidable mistakes by pupils who did not ask. I am available Monday
through to Thursday after school for any extra help (unless I have some meeting or
other engagement) if you feel you are not coping, getting behind or just want to check
that you are on task. etc. These voluntary lessons are more one on one, lasting from
10 minutes to an hour? It is there for those students who may need a bit more
confidence building.
It is hoped that many of you will see the potential of this course, with its many facets
like computer skills, technical drawing skills, improved freehand sketching, refining
concepts etc. and continue with us through to Level 3. It also complements very well
with the Design Media course offered by the Art Department. We hope this course will
make you think about the numerous future careers opportunities allied with other
subjects that will open doors for you. It is our commitment to you to find time to help
you! This booklet contains all the information necessary for you to begin this course.
Should any changes are necessary be will inform you before the project begins.
Never be scared to make mistakes, so what did they teach us? That way did not work
so lets look for another – or try again!
Last year our Level 1 through to Level 3 attained more Merits and Excellences in the
external exams than the last few previous years. So well done to all our past students!
Now we want more of the same. I can only do so much, I rely on you my students with
the encouragement and support of your parents to get the results you richly deserve.
Those popular after school sessions have been hugely successful. I am blessed to
enjoy my job, enjoy my classes and appreciate the growth I see in each one as they
all go through my hands..
Mr. Patrick Hallot
D & VC Teacher
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
Draftsperson for all
of the above
Military
Engineer
Industrial
construction
Hey Guys!
I will be guiding you through the year, teaching you and encouraging you. However, you will often
need to work independently and to manage your time carefully so that you devote the necessary
time to your work and so that you meet assessment deadlines. The progress you make and the
success you gain will largely rest upon the responsibility you take as a student for your own
learning. I am available most days after school to give you that one on experience that I may not be
able to give in class.
GENERAL OBJECTIVES
Students will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Demonstrate a range of drawing skills to express, develop and communicate ideas;
Develop a sound working knowledge of graphics equipment, software, and materials
and of general drafting practice;
Use a variety of presentation and illustrative techniques to describe and clarify shape
and structure;
Interpret drawings and communicate information in appropriate graphic form, using
current conventions and standard practice;
Understand the principles and methods of projection and apply these to the solution of
problems;
Develop a critical awareness of drawing and presentation and take pride in achieving
high personal standards;
Understand and apply the basic processes and elements of design;
Develop abilities in solving design problems through investigation, drawing, modeling,
computer graphics, and other relevant approaches;
Apply appropriate mathematical and technological knowledge to solving graphics
problems;
Gain knowledge of materials, processes and components and of their application to
product, system, or environmental design;
Interpret, design, and produce data graphics, such as symbols, logograms, circuit
diagrams, charts, flow diagrams, and charts;
Learn to evaluate how well solutions meet a given brief or instruction;
Develop, through activities in design, an appreciation and aesthetic awareness of
design’s impact on people and the environment;
LEVEL 3 - DVC COURSE
PRIOR STUDY
Level Two Design & Visual Communications is the expected norm but exceptions may be made by
negotiation with the teacher in charge of Design & Visual Communications. Previous study in
Visual Design (IT Design) Or an interest in visual communication, freehand sketching or 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
Compass and 300mm ruler
Block of A3 Drawing Paper
A3 Drawing Envelope (18N9) or plastic folio case (preferred)
Eraser and sharpener
Promarker Pens
4 grades of black gel sketch pens
Own drawing board and T-Square (For Homework)
OPTIONAL EXTRAS
Rubbing Shield
Oval Templates
French curves
Black 0.2, 0.5 Detail pen
Pro Markers assorted
Quality Colour pencils
Other Colouring mode & media as per choice
AREAS OF STUDY
Freehand Sketching – 2D and 3D
Formal instrumental drawing – isometric, one and two point perspective
Geometric construction as needed
Design processes
Architectural and Spacial design
Design annotation around Aesthetic, Function & Materials
Ergonomics and related human body practicality
Evaluation
Colour rendering
Model making
I.T in DVC eg Google SketchUp Solidworks and ArchiCAD
ST. PATRICK’S COLLEGE – SILVERSTREAM
CALENDAR
13 DVC 2015
Week
Content
1
Introduction to all the Achievements Standards and how they are to be
assessed.
2
3
4
5
6
7
1
2
3
4
Explain 3.30 thoroughly, Read my assessment Schedule and follow steps.
Research the Experiences and Inspirations and decide which path to follow.
Collect Images, photos, sounds and experiences that you are going to use.
Take and convert into shapes that show development of ideas
Take the ideas and develop further into lines that are recognisable and useful
Make sure the lines and shapes are well developed and researched with
good use of annotation and use of colour
Reseach Spacial / Product brief and begin work
Investigation/ Research/ Existing examples, analyse and critique materials,
mechanism, operation, ergonomics.
TERM 2 HOLIDAYS
On going Research, concepts, Design notes & critiques
Concepts, Design Notes & Critiques .Use of developed lines applied
Concepts, Design Notes & Critiques .Use of developed lines applied
Concepts, Design Notes & Critiques. Use of developed lines applied
5
Developments, modelling & Critique .Use of developed lines applied
6
Developments, modelling & Critique
7
8
9
Developments, modelling & Critique
Final Presentations & Drawings, Preparation for Display
Final Presentations & Drawings, Preparation for Display
10
Final Presentations & Drawings Photograph display
TERM 3 HOLIDAYS
1. Hand in Spacial/ Product project in for marking!
2. Hand in Display Project for marking!
8
9
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
Research Spacial / Product brief and begin work
Investigation/ Research/ Existing examples, analyse and critique materials,
mechanism, operation, ergonomics.
Concepts, Design Notes & Critiques .Use of developed lines applied
Concepts, Design Notes & Critiques. Use of developed lines applied
Developments, modelling & Critique .Use of developed lines applied
Developments, modelling & Critique
Developments, modelling & Critique
Final Presentations & Drawings,
Final Presentations & Drawings,
TERM 4 HOLIDAYS
Final development and Evaluations Hand in Product Design
Portfolio compilation and catch up.
All work due to send off for Externals
Work to be sent send away
Assessment
3.30 Initiate design ideas
through exploration.
External
3.33 or 3.32 Spacial or
Product first?
Start
Dates
2 Feb.
9 Feb.
16 Feb.
23 Feb.
2 Mar.
9 Mar.
16 Mar.
23 Mar.
30 Mar.
3.31 Develop a visual
Presentation that exhibits a
design outcome to an
audience
20 Apr.
27 Apr.
4 May.
11
May.
18
May.
25
May.
8 Jun.
15 Jun.
22 Jun.
29 Jun.
3.32 or 3.33 Spacial or
Product design not done in
Term Two
20 Jul.
27 Jul.
3 Aug.
10 Aug.
17 Aug.
24 Aug.
31 Aug.
7 Sep.
14 Sep.
21 Sep.
12 Oct.
19 Oct.
26 Oct.
2 Nov.
9 Nov.
16 Nov.
23 Nov.
30 Nov.
7Dec.
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
L3 Graphics Achievement Standards: 15 Credits Internal
9 Credits External
91627
91628
91629
91630
91631
Initiate design
ideas through
exploration
Develop a visual
presentation that exhibits
a design outcome to an
audience
Resolve a spatial
design through
graphics practice
Resolve a product
design through
graphics practice
Produce working
drawings to communicate
production details for a
complex design
3.31
3.32
3.33
4 Credits
4 Credits
5 Credits
5 Credits
5 Credits
External
Internal
Internal
Internal
External
3.30
3,34
ASSESSMENT SCHEDULE
While we are not offering 3.34 due to uncertainty around its Merit and Excellence
requirements, that does not preclude any student who wishes to attempt it!
Design and Visual Communication 91627 (3.30): Initiate design ideas through
exploration
Assessment Criteria
Achievement
Achievement with Merit
Achievement with Excellence
Use visual communication
strategies to show alternatives
and variations for the purpose of
exploring and re-generating
ideas.
Use visual communication
strategies to show considered
alternatives and variations for the
purpose of analysing and reinterpreting ideas.
Use visual communication strategies
to show divergent and perceptive
alternatives and variations for the
purpose of extending and
transforming ideas.
Origin ideas use starting
experiences to generate ideas
and lead towards design ideas.
Origin ideas identify an emerging
train of thought that informs
design ideas.
Origin ideas challenge thinking that
informs and enhances design ideas.
Overall Level of Performance (all criteria within a column are met)
Clarification of Terminology
1. ‘Origin ideas’ refers to the line of thinking or point of view that functions as the precursor or underlying
driver for generating design ideas at an advanced level of creativity. At this level of thinking, origin ideas
do not necessarily have obvious connections to a brief context or address functional and aesthetic
qualities associated with design ideas. These can be quite symbolic or esoteric in expressing a narrative
or perspective that expands design thinking in terms of meaning and semiotics.
2. Visual communication strategies (including 2D, 3D, and 4D modes) that support the interrogation and regeneration of ideas may include: abstraction, re-combination, tessellation, exaggeration, rotation,
inversion, translation, translocation, deconstruction.
3. Experiences can be teacher or student selected and may include: natural and / or built landscapes, film
clips, music extracts, observational drawing, conceptual modelling, photography, language devices.
RETAIL SHOPPING CENTRE
NCEA
AS 91627
AS 91628
AS 91629
AS 91630
(AS 91631)
Situation
It has come to your attention that a vacant piece of land is up for sale. You are also aware of the
potential for the development of a vibrant modern retail shop or shops. Inspired as you are by various
movements in Modernism you have decided to combine these elements and create a stunning
landmark to the greater good of the community
Brief
Choose the location, research the best retails shops to be considered even a combination. Then
research designs to support this building. THEN…Rewrite your Brief!
Specifications








Consider the site, its locality and what services are provided.
Consider the needs of the community including parking and access..
alternative and environmentally friendly construction
material and what eco aspects that can be included.
It must conform to standard building regulations.
Ideally make use of local materials or eco materials made available.
To be inspired in part by recognizable elements from the Architectural Movement, Era or
Designer of your choice.
Include and identify elements of Ideation from your final drawing sketches.
Work to your strengths be it instrumental or freehand .
Requirements









Show comparison and justification for your choice comparison between the various sites.
Compare different types of Retail stores to go into your building.
Your building is to be Iconic due to its location and design in the area and be Free Standing.
Identify a possible solution by working through the design process, concepts, concept
developments, final solution and evaluation.
Annotate and evaluate throughout all stages of the process, design principles, design elements
and specifications of the brief.
In the form of a folio present your final solution: Scaled model, all necessary freehand or
instrumental drawings. These may include but are not restricted to:
A site and floor plan – include fittings and relevant electrical/plumbing diagrams.
Two adjacent elevations – drawn with instruments and rendered.
An instrumental sectional or exploded drawing through an external wall to show building
construction with building specification notes

This work will be used for Developing a visual presentation that exhibits a design outcome to an
audience, you have to SELL your Concept in 6-8 Pages!
Due Date:
PERSONAL TRANSPORT
SOLUTION
NCEA
AS 91627
AS 91628
AS 91629
AS 91630
AS 91631
Situation
The cost of personal transport today is expensive and not viable long term in the inner city! This problem
has become a major cost and problem. It is also affecting our environment. As a product design
student you are going to be inspired by research, nature and create a new Design for personal
transport.
Brief
After researching different types of practical personal transport solutions. identify one type, with
justifications, inspired by nature in its shape or application THEN…Rewrite your Brief!
Specifications








Consider the different current alternatives eg, bikes, electric cars Hybrid vehicles etc..
Consider the needs of the community including parking, refueling/charging and access..
alternative and environmentally friendly construction
material and what eco aspects that can be included.
It must conform to standard design regulations.
Ideally make use of local materials or eco materials made available.
To be inspired in part by recognizable elements from the Architectural Movement, Era or
Designer of your choice.
Include and identify elements of Ideation from your final drawing sketches.
Work to your strengths, be it instrumental, freehand or both.
Requirements

Show comparison and justification for your choice comparison between the various types of
personal transport currently in usage. Be guided by nature for ideation prospects and
technologies.
 Identify a possible solution by working through the design process, concepts, concept
developments, final solution and evaluation.
 Annotate and evaluate throughout all stages of the process, design principles, design elements
and specifications of the brief.
 In the form of a folio present your final solution: Scaled model, all necessary freehand or
instrumental drawings. These may include but are not restricted to:
This work may be used for developing a visual presentation that exhibits a design outcome to
an audience, you have to SELL your Concept in 6-8 Pages!
MULTI FUNCTION FURNITURE
NCEA
AS 91627
AS 91628
AS 91629
AS 91630
AS 91631
Situation
Todays society is requiring more and more space for the ever growing population. Properties
are getting ever smaller and needs are changing. The furniture of tomorrow will have to
perform multi purposes and also have to be made of recycled or alternative Materials which
may need to be researched.
Brief
Design transformer furniture researched from the best designs and then look at tomorrows
materials and create a very unique multi purpose Bespoke furniture THEN Rewrite your Brief!
Specifications






Consider the site, its locality and what services are provided.
Consider the needs of the community including parking and access..
alternative and environmentally friendly construction
material and what eco aspects that can be included.
It must conform to standard building regulations.
Ideally make use of local materials or eco materials made available.
To be inspired in part by recognizable elements from the various modernist designers
of your choice
Requirements





Research the best ideas around in books and on the net.
Research what materials can be recycled or what materials are ecofriendly.
Identify a possible market by working through the design process, concepts, concept
developments, final solution and evaluation.
Annotate and evaluate throughout all stages of the process, design principles, design
elements and specifications of the brief.
In the form of a folio present your final solution: Scaled model, all necessary
instrumental drawings.

Perspective projection
 An interior rendered one point perspective projection.
 An exterior rendered two point projection.
Due Date:
Achievement Standard
Subject Reference
Design and Visual Communication 3.30
Title
Initiate design ideas through exploration
Level
3
Credits
Subfield
Technology
Domain
Design and Visual Communication
4
Assessment
External
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves initiating design ideas through exploration.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Initiate design ideas
through exploration.
 Initiate design ideas
through insightful
exploration.
 Initiate design ideas through
extensive exploration.
Explanatory Notes
1
This achievement standard is derived from the Level 8 achievement objectives from
the Technology learning area in The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007; and is related to the material in the Teaching and Learning
Guide for Technology, Ministry of Education, 2012, at http://seniorsecondary.tki.org.nz.
Further information can be found at http://www.technology.tki.org.nz/.
2
Initiate design ideas through exploration involves:
 using an experience(s) to generate starting ideas
 using visual communication strategies to interrogate and re-generate ideas
towards design ideas.
Initiate design ideas through insightful exploration involves:
 using visual communication strategies to analyse and identify an emerging
train of thought and re-interpret ideas to form design ideas.
Initiate design ideas through extensive exploration involves:
 using visual communication strategies to challenge thinking, and extend and
transform ideas to form design ideas.
3
Starting ideas refers to the line of thinking or point of view that functions as the
precursor or underlying driver for generating design ideas at an advanced level of
creativity. At this level of thinking, origin ideas do not necessarily have obvious
connections to a brief context or address functional and aesthetic qualities
associated with design ideas. These can be quite symbolic or esoteric in
expressing a narrative or perspective that expands design thinking in terms of
meaning and semiotics.
4
Visual communication strategies (including 2D, 3D and 4D modes) that support the
interrogation and re-generation of ideas may include: abstraction, re-combination,
tessellation, exaggeration, rotation, inversion, translation, translocation, deconstruction.
5
Experiences can be teacher or student selected that may include: natural and/or built
landscapes, film clips, music extracts, observational drawing, conceptual modelling,
photography, language devices.
6
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 AS90734.
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 3.31
Title
Develop a visual presentation that exhibits a design outcome
to an audience
Level
3
Credits
Subfield
Technology
Domain
Design and Visual Communication
6
Assessment
Internal
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves developing a visual presentation that exhibits a
design outcome to an audience.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Develop a visual
presentation that exhibits
a design outcome to an
audience.
 Develop a visual
presentation that clearly
exhibits a design outcome
to an audience.
 Develop a visual
presentation that effectively
exhibits a design outcome to
an audience.
Explanatory Notes
1
This achievement standard is derived from the Level 8 achievement objectives from
the Technology learning area in The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007; and is related to the material in the Teaching and Learning
Guide for Technology, Ministry of Education, 2012, at http://seniorsecondary.tki.org.nz.
Further information can be found at http://www.technology.tki.org.nz/.
2
Develop a visual presentation that exhibits a design outcome to an audience
involves:
 selecting and applying presentation techniques and formats to communicate
visual information to an audience within an exhibition space(s)
 making design decisions to develop an exhibition that is informed by research,
the needs of an audience, the exhibition space, and the nature of the design
outcome being presented.
Develop a visual presentation that clearly exhibits a design outcome to an
audience involves:
 integrating presentation techniques and formats to communicate a cohesive
visual presentation
 making informed design decisions that draws from exhibition design
knowledge and the nature of the design outcome.
Develop a visual presentation that effectively exhibits a design outcome to an
audience involves:
 the skilful integration of techniques and formats to promote the design intent
of the outcome in a convincing manner
 making informed designer decisions that integrate exhibition design
knowledge, and the nature of the design outcome.
3
Exhibits a design outcome means presenting visual information in such a way
that it conveys the intent and qualities of the outcome without the designer’s
physical presence.
4
Exhibition design knowledge refers to understanding the relationships between
the viewer, the outcome to be exhibited, and the exhibition space, as well as
understanding of compositional media and modes, and presentation techniques
and formats.
5
Presentation techniques refer to the use and understanding of compositional
principles, modes, and media for the purpose of the presentation.
 Compositional principles may include: proximity, alignment, hierarchy and the
use of positive and negative space.
 Modes may include: digital applications, other technological applications,
photography, models, and the range of conventional drawing and sketching
methods.
6
Presentation formats may include: display boards, albums, modelling processes
or digital forms such as PowerPoint, CAD representation or fly-throughs, flash
productions, fashion portfolios, animations, simulations.
7
Evidence may be generated using any media approaches and/or computer applications.
8
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/.
Replacement Information
This achievement standard replaced unit standard 7521 and AS90735.
Develop a visual presentation that clearly exhibits a design outcome to an
audience involves:
 integrating presentation techniques and formats to communicate a cohesive
visual presentation
 making informed design decisions that draws from exhibition design
knowledge and the nature of the design outcome.
Develop a visual presentation that effectively exhibits a design outcome to an
audience involves:
 the skilful integration of techniques and formats to promote the design intent
of the outcome in a convincing manner
 making informed designer decisions that integrate exhibition design
knowledge, and the nature of the design outcome.
9
Exhibits a design outcome means presenting visual information in such a way
that it conveys the intent and qualities of the outcome without the designer’s
physical presence.
10
Exhibition design knowledge refers to understanding the relationships between
the viewer, the outcome to be exhibited, and the exhibition space, as well as
understanding of compositional media and modes, and presentation techniques
and formats.
11
Presentation techniques refer to the use and understanding of compositional
principles, modes, and media for the purpose of the presentation.
 Compositional principles may include: proximity, alignment, hierarchy and the
use of positive and negative space.
 Modes may include: digital applications, other technological applications,
photography, models, and the range of conventional drawing and sketching
methods.
12
Presentation formats may include: display boards, albums, modelling processes
or digital forms such as PowerPoint, CAD representation or fly-throughs, flash
productions, fashion portfolios, animations, simulations.
13
Evidence may be generated using any media approaches and/or computer applications.
14
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/.
Replacement Information This achievement standard replaced unit standard 7521 and
AS90735
Achievement Standard
Subject Reference
Design and Visual Communication 3.32
Title
Resolve a spatial design through graphics practice
Level
3
Credits
Subfield
Technology
Domain
Design and Visual Communication
6
Assessment
Internal
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves resolving a spatial design through graphics
practice.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Resolve a spatial design
through graphics
practice.
 Clearly resolve a spatial
design through graphics
practice.
 Effectively resolve a spatial
design through graphics
practice.
Explanatory Notes
Clearly resolve a spatial design through graphics practice involves:
 exploring the wider environmental conditions and human factors related to the
design context to identify opportunities and constraints
 communicating a spatial design that addresses significant opportunities and
constraints.
Effectively resolve a spatial design through graphics practice involves:
 making informed designer decisions that integrate spatial design knowledge,
and understanding of the wider environmental conditions and human factors
related to the design context
 communicating a spatial design that is justified in terms of the significant
opportunities and constraints.
7
Spatial design is the design of inside and outside spaces, and may include:
architectural, interior design and landscape architecture.


8
considerations (eg sun, wind, topography, views)
spatial design visual communication techniques and approaches (eg
architectural drawings and rendering, models, and animation).
Design contexts may include: personal/family/communal/retail spaces, gardens,
urban spaces, recreation/exhibition spaces, apartments, transport-related
buildings, commercial buildings, religious buildings.
9
Graphics practice involves expressing a visual literacy through the developing of
design ideas by applying design and visual communication techniques and
knowledge, leading to the communication of an outcome in response to a brief.
10
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/.
Replacement Information
This achievement standard replaced unit standard 7513 and AS90736.
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 3.33
Title
Resolve a product design through graphics practice
Level
3
Credits
Subfield
Technology
Domain
Design and Visual Communication
6
Assessment
Internal
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves resolving a product design through graphics
practice.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Resolve a product design
through graphics
practice.
 Clearly resolve a product
design through graphics
practice.
 Effectively resolve a product
design through graphics
practice.
Explanatory Notes
11
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, 2012, at
http://seniorsecondary.tki.org.nz.
Further information can be found at http://www.technology.tki.org.nz/.
12
Resolve a product design through graphics practice involves:
 exploring and refining design ideas based on an analysis of the design
context (including opportunities and constraints) and understanding of product
design knowledge
 communicating a product design that addresses identified opportunities and
constraints.
Clearly resolve a product design through graphics practice involves:
 exploring the wider environmental conditions and human factors related to the
design context to identify opportunities and constraints
 communicating a product design that addresses significant opportunities and
constraints.
Effectively resolve a product design through graphics practice involves:
 making informed designer decisions that integrate product design knowledge,
and understanding of the wider environmental conditions and human factors
related to the design context

communicating a product design that is justified in terms of the significant
opportunities and constraints.
13
Product design is the design of objects and artefacts and may include: fashion,
packaging, media products, consumer products and engineered products.
14
Product design knowledge includes elements of design approaches, technical
knowledge and visual communication techniques relevant to the specific product
design context. These may include:
 design tools used for the development of product design ideas (eg market
research, anthropometrics, ergonomes, mockups, and models)
 technical knowledge of materials, joining, fitting, assembly, finish, fasteners,
sustainability, and environmental considerations
 product design visual communication techniques and approaches (eg product
design drawings and rendering, prototypes, models, and animation).
15
Design contexts may include: furniture, utensils, jewellery, garments, textile items,
containers, sporting/leisure equipment, appliances, transportation, fittings,
electronic devices.
16
Graphics practice involves expressing a visual literacy through the developing of
a design idea by applying design and visual communication techniques and
knowledge, leading to the communication of an outcome in response to a brief.
17
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/.
Replacement Information
This achievement standard and AS91631 replaced unit standard 7514, AS90737, and AS90738.
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 3.34
Title
Produce working drawings to communicate production
details for a complex design
Level
3
Credits
Subfield
Technology
Domain
Design and Visual Communication
6
Assessment
External
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves producing working drawings to communicate
production details for a complex design.
Achievement Criteria
Achievement
Achievement with Merit
 Produce working drawings  Produce working
to communicate production
drawings to clearly
details for a complex
communicate production
design.
details for a complex
design.
Achievement with Excellence
 Produce working drawings to
effectively communicate
production details for a
complex design.
Explanatory Notes
1
This achievement standard is derived from the Level 8 achievement objectives
from the Technology learning area in The New Zealand Curriculum, Learning
Media, Ministry of Education, 2007, and is related to the material in the Teaching
and Learning Guide for Technology, Ministry of Education, 2012, at
http://seniorsecondary.tki.org.nz.
Appropriate reference information is available in Safety and Technology
Education: A Guidance Manual for New Zealand Schools, Ministry of Education,
and the Health and Safety in Employment Act 1992.
2
Further information can be found at http://www.technology.tki.org.nz/.
3
Produce working drawings to communicate production details for a complex
design involves:
 selecting views and modes informed by research and the nature of the design
 using appropriate conventions and presentation techniques to generate a set
of related drawings that communicates details for the assembly and/or
construction of the design.
Produce working drawings to clearly communicate production details for a
complex design involves:
 accurately applying techniques to generate a precise set of related drawings
that communicates details for the assembly and/or construction of the design.
Produce working drawings to effectively communicate production details for a
complex design involves:
 selecting a series of views and modes to generate a cohesive set of related
drawings that communicates details that would enable the assembly and/or
construction of the design.
4
Working drawings to communicate production details are a set of related 2D and
3D (and/or 4D) drawings and/or models that show exterior and interior detail of
the components and information related to the construction and assembly of the
complex design.
Working drawings can be constructed using either traditional drawing equipment
and/or computer applications using a range of modes (eg 2D, 3D, 4D).
5
A complex design refers to a spatial or product design with multiple components.
The production details to be communicated about the complex design must be
decided by the students.
6
Conventions associated with drawing define such things as: line types (eg
construction lines, outlines, and section lines), drawing and text layout, and
dimensioning. Conventions include those which are commonly applied within a
community of practice eg engineering (eg SAA/SNZ HB1:1994), or architecture –
building and landscaping (eg NZS/AS 1100.101:1992 Technical drawing –
General principles; NZS/AS 1100.301:1985 Technical drawing – Architectural
drawing).
7
Assessment Specifications for this achievement standard can be accessed
through the Technology Resources page found at
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/.
Replacement Information
This achievement standard and AS91630 replaced unit standard 7514, AS90737, and AS90738.
This achievement standard replaced unit standard 7515 and unit standard 19355.