AS 92000 Annotated exemplars

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

Download all exemplars and commentary [PDF, 9.8 MB]

Level 1 DVC assessment resources (external link) - NCEA.education

For Achieved, the student needs to generate product or spatial design ideas using visual communication techniques to generate their own design ideas that relate to design influences.

This involves using visual communication techniques to generate the student’s own design ideas that relate to characteristics of source materials. One of the sources must be an appropriate te ao Māori design influence. These can include regional styles, types, and forms of objects, spaces, and buildings. The other can be any other designed source. A rationale is required for both influences, including a written description of the design influence, its significance, and acknowledgment of authorship. This can be supported by a collated set of images. This is followed by generating design ideas that relate to the characteristics (design elements) of the source materials.

In this exemplar, there is evidence of a design influence from te ao Māori, with examples of traditional waharoa (a carved entranceway), and from Daniel Libeskind (a Polish–American deconstructivist architect), and Elisapeta Heta (a noted NZ architect). A rationale is provided for both influences, through collated images and descriptions of the waharoa, Libeskind’s, and Heta’s work.

Design characteristics and elements are identified for each influence and are drawn on in the generation of shapes and forms. The concept of a waharoa/gateway from te ao Māori and triangular elements from Daniel Libeskind are explored and progressed in the subsequent design ideas. Design ideas are generated using visual communication techniques of 2D and 3D sketching and digital modeling. The focus of the generated design ideas is primarily aesthetic, resulting in the restriction of this grade to Achieved.

To meet the ‘develop’ criteria for Merit, evidence must demonstrate the use of visual communication techniques to draw on the characteristics of source materials, to explore the function and aesthetics in the student’s own design ideas. The ‘develop’ criteria required by this standard means exploring and experimenting with design ideas, not resolving them. This could be shown by showing consideration of the waharoa in its context, and how the users would access it and pass through.

In future, to meet the NZQA requirements for authenticity, the source of the research images should be acknowledged and recorded. This also serves to recognise authorship, whakapapa, and heritage.

For Merit, the student needs to develop product or spatial design ideas using visual communication techniques in response to design influences.

This involves using visual communication techniques to draw on the characteristics (design elements) of source materials to explore the function and aesthetics of the student’s own design ideas.

In this exemplar, there is evidence of a design influence from te ao Māori with research into Pa, this is supported with images and annotations describing the components of the Pa. There is evidence of research into the work of Nicholas Dalton, a noted NZ architect, supported by images of his work and annotations describing it. A rationale is provided for both influences, through the collated images and the descriptions of each design influence.

Design elements are identified for each influence through the descriptions, and are drawn on in the generation of shapes and forms. A range of elements are drawn from both design influences and experimented with, explored, and progressed in the subsequent design ideas. Both function and aesthetics are explored and experimented with in the subsequent design ideas. Visual communication techniques of 2D and 3D sketching include use of tone and colour.

To meet the ‘extend’ criteria for Excellence, evidence must demonstrate the use of visual communication techniques to draw on the characteristics of source materials, and further application of divergent thinking to regenerate new design ideas is also required. This could be shown by not refining a chosen design idea, but shifting focus to the re-generation of new forms to create different rooflines and spaces within the shade structure.

While there was one research source link to work by Nicholas Dalton, in future the source of all the research images should be acknowledged and recorded in order to meet the NZQA requirements for authenticity. This also serves to recognise authorship, whakapapa, and heritage.

For Excellence, the student needs to extend product or spatial design ideas using visual communication techniques in response to design influences.

This involves using visual communication techniques to draw on the characteristics (design elements) of source materials, and applying divergent thinking to regenerate new design ideas.

There is evidence of a design influence from te ao Māori, with images and researched annotations into Waka’s and the associated narrative carvings of whakapapa and heritage, their carvers, the sails, and the applied symbols and patterns. 

A second design influence is from Salvador Valeri Pupurull, of the Catalan Modernisme movement. His highly decorative work is illustrated and described with a researched commentary. There is also research evidence of a range of Perfume Bottles that subsequently inform the student’s design ideas.

Design elements are identified for each design influence, and are drawn on in the generation of shapes and forms. Elements from both the Waka and Pupurull’s designs are explored, experimented with, and progressed in the subsequent design ideas, and there is extensive design annotation that reflects on the student’s use of selected design elements and what they represent. The exploration of aesthetics is a feature of the design work which is supported by functionality in the progression of ideas. Visual communication techniques of 2D and 3D sketching and colour are evident.

Each of the design influence research sources is well acknowledged with a bibliography to meet the NZQA authenticity requirements.