Design and Visual Communication - annotated exemplars level 1 AS91068

Undertake development of design ideas through graphics practice (1.35)

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Low Excellence

Commentary
Student response

Student 1 page 1 (PDF, 791KB)
Student 1 page 2 (PDF, 3.9MB)

For Excellence, the student needs to undertake effective development of design ideas through graphics practice.

This 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.

The student has effectively developed their design ideas for furniture, as there is evidence of convincing exploration of shape and form with annotation based around comfort and style (1) (2) (3) (4). There is some convincing refinement of these ideas with the introduction of a canopy and illustrating structural detail (5) (6) (7) (8). This exploration and refinement is mostly coherent and the design judgements are connected, with good levels of freehand visual communication and annotation (6) (7) (8).

To meet the requirements of Excellence more securely, there could be more evidence of convincing and coherent judgements. For example, the final presentation could show more depth of detail, so that the final judgements of appearance and function could be more robust.

High Merit

Commentary
Student response

Student 2 page 1 (PDF, 2.3MB)
Student 2 page 2 (PDF, 3.4MB)

For Merit, the student needs to undertake informed development of design ideas through graphics practice.

This 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.

The student has shown informed development of their design ideas for furniture, with some purposeful exploration of shape and form (1) (2) (3) and refinement of possible assembly solutions and alterations. (4) (5) (6) (7) (8) (9). Most of the design considerations and judgements are either meaningful to the context or informed by design principles.

To meet the requirements of Excellence, there would need to be evidence of effective development. For example, the student could show selection of ideas and design judgements that are more convincing and coherent such as more convincing ergonomic shape and more robust assembly detail.

Low Merit

Commentary
Student response

Student 3 page 1 (PDF, 3.7MB)
Student 3 page 2 (PDF, 1.7MB)

For Merit, the student needs to undertake informed development of design ideas through graphics practice.

This 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.

The student has shown informed development with the use of mock-ups to explore pivoting and joining possibilities and visual communication skills which, purposefully explore their ideas for furniture design (1) (2) (3) (4) (5) (6) (7) (8). There is some refinement to the adjustability and refinement of some of the structural components (9) (10). The design judgements mostly incorporate design principles, some in a broad sense.

To meet the requirements of Merit more securely, there would need to be further evidence of the informed development of their ideas. For example, the student could strengthen the refinement of ideas to enable final design judgements about appearance and function to be made.

High Achieved

Commentary
Student response

Student 4 page 1 (PDF, 2.1MB)
Student 4 page 2 (PDF, 2.5MB)

For Achieved, the student needs to undertake development of design ideas through graphics practice.

This 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.

The student has developed product design ideas for a bottle, with exploration of alternative design ideas mainly based on shape, form and colour (1) (2) (3) (4). The details of their design are considered using visual communication, including mock-ups and models of an interlocking shape, to refine their design ideas (5) (6).

To meet the requirements of Merit, there would need to be evidence of informed development of ideas. For example, the student could introduce further principles of design in their design judgements.

Low Achieved

Commentary
Student response

Student 5 page 1 (PDF, 2.9MB)
Student 5 page 2 (PDF, 1.1MB)

For Achieved, the student needs to undertake development of design ideas through graphics practice.

This 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.

The student has developed and explored shape and form (1) (2), with some refinement, product design ideas for packaging to contain a bottle (3) (4) (5).

To meet the requirements of Achieved more securely, the student would need to show more depth in the development of their ideas. For example, the student could further refine details such as construction and joining methods.

High Not Achieved

Commentary
Student response

Student 6 page 1 (PDF, 1.5MB)
Student 6 page 2 (PDF, 242KB)

For Achieved, the student needs to undertake development of design ideas through graphics practice.

This 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.

The student has developed ideas with exploration of the shape and form of furniture (1) (2). There is some refinement of ideas beginning to show, through the use of a mock-up and ergonome (3) (4).

To meet the requirements of Achieved, the student would need to show further development of ideas. For example, the student could consider further alternatives as possibilities and further refine detail such as construction detail, working drawings and/or rendered drawings.

 
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