Exemplar for Internal Assessment Resource Design & Visual Communication Level 2. Resource title: Pavilion

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Patricia Richards
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1 Exemplar for internal assessment resource Design & Visual Communication 2.33A for Achievement Standard Exemplar for Internal Assessment Resource Design & Visual Communication Level 2 Resource title: Pavilion This exemplar supports assessment against: Achievement Standard Use the characteristics of a design movement or era to inform own design ideas Student and grade boundary specific exemplar The material has been gathered from student material specific to an A or B assessment resource. Date version published by Ministry of Education December 2011 To support internal assessment from 2012 Crown 2011

2 Exemplar for internal assessment resource Design & Visual Communication 2.33A for Achievement Standard Note- not all the submitted portfolio of student work has been attached as image files. Other design pages have been produced by students to support the evidence for this standard but in most cases, pages have been omitted and it is assumed that unless otherwise stated, there has been more work submitted than the exemplar shows. The images submitted attempt to focus on the description and explanation of the characteristics of the design movement or era and the integration of these characteristics into their own ideas. 1. Grade Boundary: Low Excellence To meet Excellence students must: describe social factors that have influenced the design movement or era explain the elements of design that characterise a design movement or era generate design ideas where it is evident that the identified characteristics of the design movement or era have been interpreted and embedded into the design ideas. The student provides excellence level descriptions of the charcteristics of hi-tech modernism that relate to social factors that have influenced this era. This can be seen on page 1 in the characteristics section. The more social aspect of this era can be seen on page 3 in the movement influences section. The elements are also explained clearly with good links to relevant chosen images. The influences of the era flow into the idea generation on page 4 and exploration, on pages 5-8 which start to show integration of the hi-tech modernist influence ( some of these images have been highlighted). For a secure Excellence the student s design ideas would have to show stronger interpretation of these characteristics and embed them in the design ideas Crown 2011

11 Exemplar for internal assessment resource Design & Visual Communication 2.33A for Achievement Standard Grade Boundary: High Merit To meet Merit students must: describe social factors that have influenced the design movement or era. explain how the elements of design that characterise a design movement or era generate design ideas where it is evident that the identified characteristics of the design movement or era have been linked to the design ideas in a considered manner. The student provides descriptions of de-constructivism on page 1 (under deconstructivism history) that relate to social factors that have influenced this era. The elements are also explained clearly throughout the student annotation. Greater interpretation of de-constructivism principles would strengthen the decision making and the integration of these principles which would move the sample towards Excellence. The ideas tend to be linked to the era rather than fully interpreted and embedded within the design, also required for Excellence-see page 7. Images highlighted on pages 4, 6 and 7 show how the ideas are linked to the design era investigated. Crown 2011

19 Exemplar for internal assessment resource Design & Visual Communication 2.33A for Achievement Standard Grade Boundary: Low Merit The description of social factors and explanation of elements which characterise minimalism have met both criteria. The student has used mock-ups, on pages 2 and 3, as the main tool to portray their design ideas as well as some basic freehand drawing. The design ideas are only just moving to the criterion of clearly informed due to the levels of visual communication and the depth of characteristics that the student has reflected upon. For a secure Merit the student ideas and progression must show stronger links, either visually or with annotation (an example highlighted on page 5 would benefit from having stronger links back to the design era) to the identified characteristics, on page 6, in a considered manner, to meet the criterion of clearly informed. Crown 2011

27 Exemplar for internal assessment resource Design & Visual Communication 2.33A for Achievement Standard Grade Boundary: High Achieved To achieve the standard students must: describe social factors that have influenced the design movement or era. describe the elements of design that characterise a design movement or era. generate design ideas that incorporate the identified characteristics of a design movement or era. The description of elements which characterise minimalism is appropriate for this level, ( seen on page 1 especially on the right hand side area Rokko Housing ) The social factors can be seen in the Influences area on page 1, in the highlighted section. The social influences are also embedded in the research phase ie the contact with nature and simple shapes. The description of social factors could show more depth. The student uses a range of basic mock-ups to show some of the forms associated with minimalism and these lead to informed design ideas. To progress towards Merit the student ideas and progression must show links to the identified characteristics, to meet the criterion of clearly informed ie the image on page 5 talks about light which is a characteristic. This would need to be further developed and more consistent across the development of the design ideas to move towards merit. Crown 2011

34 Exemplar for internal assessment resource Design & Visual Communication 2.33A for Achievement Standard Grade Boundary: Low Achieved The description of social factors and description of elements which characterise minimalism have met both criteria. This is shown on page 2 where the emphasis is broader than the individual designer used on page 1. There are some informed mock-ups that link well to the era of minimalism. The student s design thinking and links to the era could show more understanding and depth in the visual communication and annotation. The student s design thinking could be strengthened with further annotation, throughout pages 3 and 4 to move this towards a secure Achieved. The social factors discussed on page 2 relate to earthquake resistance and the durability of materials. This would need to be expanded to better meet the achievement standard criteria. An example is highlighted on page 2. Crown 2011

39 Exemplar for internal assessment resource Design & Visual Communication 2.33A for Achievement Standard Grade Boundary: High Not Achieved The description of social factors and description of the elements which characterise minimalism would need to be covered in more depth and detail to meet the Achieved criteria. The student has focussed on the designer on page 1 rather than a broader era or movement, required at this level. The mock-ups and freehand sketches on page 4 incorporate the identified characteristics of minimalism. Some particular examples of ideas that need further expansion to meet the achieved criteria are highlighted on page 4. This highlights the requirement that all criteria within the standard must be met to achieve the standard. Crown 2011

Exemplar for Internal Assessment Resource Physical Education Level 1. Resource title: My Interpersonal Skills

Exemplar for internal assessment resource Physical Education 1.5A for Achievement Standard 90966 Exemplar for Internal Assessment Resource Physical Education Level 1 Resource title: My Interpersonal Skills