AS 92013 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, 10 MB]

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

For Achieved, the standard requires the student to experiment with different materials to develop a Materials and Processing Technology outcome. This involves exploring the properties of different materials through experimentation, and then creating a purposeful outcome informed by this exploration.

These examples are partial extracts taken from two student folios. The students have developed and created purposeful Materials and Processing Technology outcomes. A purposeful outcome must meet an identified and described need or opportunity for a person, whānau, or community. This is demonstrated in both samples through manufacture photographs, final reflections, and photographs. Both students have identified and described a need, one for a garment and the other for a snack.

The first extract shows the student’s experimentation with methods for manipulating the PVC and fleece materials, using different stitch patterns. These techniques explore the material properties of flexibility and rigidity. Ultimately, the student has created a purposeful weatherproof jacket for a cat.

The second extract shows that the student has chosen to develop a chocolate brownie to reduce waste. They have experimented with transforming and combining ingredients to confirm the properties of texture and taste. Ultimately, the student has created a chocolate and banana brownie for teenaged school students.

The evidence reveals that both students have sufficiently explored the properties of their chosen materials, through experimentation, to achieve the standard. They have developed, and ultimately created, purposeful outcomes using technological practices.

To attain Merit, the standard requires students to undertake ongoing investigation of the properties of different materials. In both examples, further examination of the material properties to refine the outcome is needed. For example, additional exploration guided by their own curiosity, and stakeholder feedback, is needed to inform the refinement of the developing outcome.

In both examples, further experimentation should also clearly incorporate feedback from more than one person or group, at more than one stage of development. While feedback is evident in both examples, it must be incorporated or used to guide the ongoing investigation of the chosen materials needed to create the purposeful outcome.

For Merit, the standard requires the student to examine different materials to develop a Materials and Processing Technology outcome. This involves investigating the properties of different materials through ongoing experimentation. This experimentation will incorporate feedback, and guide refinement of the selection and use of materials in creating a purposeful outcome.

The student has created a jewellery item for a family member within a multi-materials technology context, by combining different materials.

The evidence reveals the student’s experimentation with, and examination of, a range of materials to ascertain their suitability for the outcome. The initial experiments using paper mâché, clay, wood, and acrylic have explored how to form shapes to ensure sturdiness and durability.

Ongoing investigation into how to combine resin with wood, acrylic, gold flakes, and paint chips has guided refinement. Further investigation of properties such as transparency, weight, and aesthetics, resulting in a selection of resin, silver flakes, and acrylic has allowed for the creation of the purposeful outcome.

Stakeholder feedback has been incorporated during the outcome’s development and documented at several stages. A key stakeholder has been consulted, and feedback has been used to inform the investigation of the properties of the different materials. To secure the Merit grade, additional explanation of how the ongoing experimentation has refined the use of materials is required.

For Excellence, analysis of the material properties is needed. This would likely show or prove that the resin, silver flakes, and acrylic materials used were fully explored before being determined as reasonable, and therefore a justifiable choice for the creation of the purposeful outcome.

At 14 pages of student evidence, this folio was within the suggested range.

For Excellence, the standard requires the student to evaluate different materials to develop a Materials and Processing Technology outcome. This involves analysing the properties of different materials, and justifying the use of those materials for the creation of a purposeful outcome.

The student has created an innovative textiles outcome to be used during a State of Emergency.

The evidence reveals the student’s initial exploration and experimentation of the properties of different, often unfamiliar materials. They have then examined and selected a refined range of materials, and further investigated the properties of these materials by trialling a variety of transformation, manipulation, forming, and combining techniques.

The student’s investigations have clearly informed the development and refinement of two conceptual designs for a purposeful outcome.

Feedback has been gathered at several stages throughout the investigations, and has been incorporated into the outcome’s development. The feedback has clearly guided further investigation and confirmed the ultimate selection of materials.

Analysis of the properties of the different materials is evident throughout the testing and trialling process, revealing that the combination of vinyl and velvet textiles were a reasonable and justifiable choice for the creation of the purposeful outcome. To secure the grade, feedback from a wider stakeholder on the finished bag’s purposefulness, in relation to the properties of materials used, would show further justification of the decisions made.

The final brief, conceptual design, and specifications also justify the use of the chosen materials.

At 20 pages of student evidence overall, this folio was within the suggested range.