AS 91341 Annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 2.4 MB]

TKI Design and Visual Communication assessment resources (external link)

For Excellence, the student needs to effectively develop a spatial design through graphics practice.

This involves reviewing and refining well-considered design ideas that integrate spatial design knowledge throughout the development.

This student has effectively developed a spatial design for a senior common room that demonstrates the integration of design tools, technical knowledge and visual communication techniques (see Explanatory Note 4).

An understanding of Minimalism has been integrated throughout the design ideas (1) (2) and (3).

Well considered design ideas, i.e. ideas that are linked together effectively, are starting to be evidenced in this portfolio. There is also evidence of the design ideas being reviewed and extended throughout the design process, to move the ideas to a final solution.

There is clear evidence of the integration of technical knowledge (4) and visual communication techniques (5) throughout the submission.

For a more secure Excellence, the student could strengthen the visual communication skills used in the submission to show the well-considered design ideas required at this level.

For Merit, the student needs to clearly develop a spatial design through graphics practice.

This involves:

• reviewing and refining design ideas that incorporate spatial design knowledge

• making design judgements on relevant features of the design, in response to the brief, that inform the progression of design ideas.

The student has designed a structure for a senior common room.

This student has reviewed and refined design ideas, incorporating spatial design knowledge, with design judgements on the relevant features of the design.

The visual ideas are supported by modelling and the exploration of ideas.

There is clear progression through the development of the design ideas, with a dominant focus on the aesthetic aspects of the design (1).

There is good integration of spatial design knowledge during the layout and design phase, where the decisions made are sound (2).

To reach Excellence, the student could develop the form of the spatial design further, to more clearly show well-considered design ideas. Investigation of functional elements such as materials, interior spaces and flow (3) could also move this sample into the Excellence grade area.

The integration of spatial design knowledge would also need to be strengthened.

For Merit, the student needs to clearly develop a spatial design through graphics practice.

This involves:

• reviewing and refining design ideas that incorporate spatial design knowledge

• making design judgements on relevant features of the design, in response to the brief, that inform the progression of design ideas.

This student has clearly developed a spatial design for a structure, a senior common room, using graphics practice.

Progression is shown because the idea generation stage has been effectively informed by the initial research. The development of the design ideas shows a process of review and refinement of the ideas (1) (2). The investigation of the form evolves, but tends to move away from the initial inspiration through this process (3).

The site research (4) and the design judgements are incorporated effectively into the layout design. This aspect is moving towards well-considered design ideas, as the links between the ideas are clearly shown.

The student produced evidence of research, an outcome in sketch format, site analysis and placement and other design work (not exemplified here).

For a more secure Merit, the student could expand the depth of the design thinking and linking of design ideas, to move towards well-considered design ideas.

The student could have further integrated the choices of materials and research of structure type etc. into the design ideas, to connect them together in a more logical way.

For Achieved, the student needs to develop a spatial design through graphics practice.

This involves:

• exploring and refining design ideas that draw on spatial design knowledge
• making design judgements on the positive and/or negative aspects of aesthetic and functional features of the design in response to the brief.

This student has developed a spatial design for a structure, a senior common room, using graphics practice.

The sketches and models at the start of the process have been used to create divergent ideas, which then flow through to the refinement of the design ideas.

There are valid design judgements given (1), which show the influence of research into sustainable design.

The development of the layout, structure and materials (2) integrates the research into the ideas and this informs the progression of those ideas.

A range of visual communication techniques has been used (see Explanatory Note 4) and these have been incorporated into the design process.

Other work has also been submitted (not exemplified here).

To reach Merit, the student could strengthen the flow of design ideas from the initial exploration stage to the final solution through the refinement process. The range of design judgements could also be strengthened to focus on the more relevant aspects or features of the design and further refine the form.

For Achieved, the student needs to develop a spatial design through graphics practice.

This involves:

• exploring and refining design ideas that draw on spatial design knowledge
• making design judgements on the positive and/or negative aspects of aesthetic and functional features of the design in response to the brief.

This student has developed a spatial design for a structure using graphics practice.

The student has carried out some research (1) that has been used or referred to during the development of the design ideas.

There is some relevant technical knowledge evident (2) that has been used in the development of the design ideas.

Other work has also been submitted (not exemplified here).

For a more secure Achieved, the student could strengthen the use of the technical knowledge and visual communication of the ideas, i.e. the materials section (3).

More refinement of the design ideas for the common room (4) would be required for a secure Achieved, i.e. there should be more balance between the convergent aspect of the design ideas and the divergent (explorative phase) aspect of the design process.

For Achieved, the student needs to develop a spatial design through graphics practice.

This involves:

• exploring and refining design ideas that draw on spatial design knowledge
• making design judgements on the positive and/or negative aspects of aesthetic and functional features of the design in response to the brief.

This student has started to develop a spatial design for a structure, a senior common room, using graphics practice.

The development of the design ideas has been expressed visually. At times the spatial visual communication techniques have been used well to communicate the development of the ideas, e.g. the structure investigation (1).

Other work has also been submitted (not exemplified).

To reach Achieved, the student could apply the visual communication techniques more consistently across the whole submission.

The design judgements (2) should be strengthened to better cover the positive and/or negative aspects of the aesthetic and functional features of the design.

An example (3) of the depth of design judgement required should be more consistently evident across the submission.

The links between the space and its scale (4) should be strengthened, to show how the student has investigated the size and arrived at its final proportions.