Level 3

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91611: Develop a prototype considering fitness for purpose in the broadest sense

Updated December 2016. This document has been updated in its entirety to address new issues that have arisen from moderation.

The step up from NCEA level 2

Refer to the clarification for 91357 with regard to the depth of evidence required for selecting resources, stakeholder feedback, prototyping and synthesising evidence.

At level 3, students are also required to consider the context and fitness for purpose in the broadest sense when making and trialling the prototype.

Context Considerations

Students need to consider the influence and impact of the wider social and physical environment (both now and in the future) when determining the suitability of materials and/or components, and the suitability of practical techniques and processes.

For example, the making of cream puffs considers current practices and trends (both manufacturing and usability) in patisserie to select the tools and equipment, ingredients, and processing techniques for the prototype.

Similarly, the making of a hoodie pullover would consider past and current practices in street wear garments to select the design style, materials, tools and equipment, and construction techniques and processes.

Fitness for purpose in the broadest sense

When evaluating the fitness for purpose of the resources used to make the prototype, students should consider the fitness for purpose of the outcome itself, as well as the practices used to develop the conceptual design.

Judgements for fitness for purpose in the broadest sense are listed in Explanatory Note 4 of the standard. Students should consider and evaluate those points that are relevant to their design context rather than addressing all points that are listed in the standard. Evidence of this should be embedded during the generation and selection (development stage) of design ideas, as well as during the final evaluation, rather than presented as an exhaustive list at the beginning or end of the portfolio.

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