AS 91354 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.

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For Excellence, the student needs to undertake comprehensive brief development to address an issue.

This involves:

• describing the outcome to be developed and justifying why that particular outcome should be developed
• justifying the specifications in relation to the physical and functional attributes required for an outcome.

The student explored the context of the fashion show, identified the issue of combining high quality with sufficient ‘wow factor’ to stand out on the catwalk, and determined the need for an outfit with impact (1) (2). 

The brief development process reflected ongoing consideration and prioritisation of the environment in which the outfit would be worn. Wider stakeholders were identified and interviewed, and the student reflected on the ongoing considerations of all stakeholders (3) (4).

The outfit was described and the purpose justified in relation to the fashion show and the modelling of the outfit (6). This included considering the impact of style, fabric choice and colour under the runway lights (5).

The specifications described the detail of the outfit that would allow it to be evaluated as fit for purpose (7). The development work justified these in relation to the physical and functional attributes required of the garment.

For a more secure Excellence, the student would need to show more consideration of the impact of the social and physical environment on the physical and functional nature of the outfit. This consideration should be reflected more in their decision making.

For Merit, the student needs to undertake in-depth brief development to address an issue.

This involves:

• prioritising social and physical environmental considerations related to where the outcome will be developed and situated
• reflecting ongoing feedback from key and wider stakeholders.

The student identified an issue of requiring hard copies of design drawings available to show clients. The teacher-given context was one of storage. A need for storage of different sized drawings and other stationary items within a limited space was determined (1).

Social and physical environmental impacts and influences were prioritised in the process of investigating to identify initial attributes and final specifications. For example, research and stakeholder feedback determined that one specification was that three coats of Briwax Danish oil should be applied (2) (3) (4) (5).

Feedback was regularly received from key and wider stakeholders and this was reflected on to inform the development of the final brief (2) (4). An industry expert was consulted when important decisions needed to be made, ensuring that the broader perspective/views provided by those outside the immediate designer and users were ongoing in the development process (1).

The student described the storage unit to be developed and explained why such an outcome should be developed, and the physical and functional attributes required for the unit. A final brief, comprised of a conceptual statement and specifications, was produced.

To reach Excellence, the student would need to show more justification for specifications, such as those related to size and design of the unit.

For Merit, the student needs to undertake in-depth brief development to address an issue.

This involves:

• prioritising social and physical environmental considerations related to where the outcome will be developed and situated
• reflecting ongoing feedback from key and wider stakeholders.

The student explored the context of a fashion show to identify an issue of a garment having impact on the runway, as well as being suitable for the brother’s family 21st birthday party. A number of associated needs and opportunities were identified.

Consideration of the social and physical environment where the outcome will be developed and situated was reflected throughout the process of developing a brief. This included an internet search of the fashion show venue, interviewing the organiser, talking to family members about the dress code of the 21st birthday party, and researching existing outfits and influential designers (5) (6) (7).  

The student was the key stakeholder (1). Wider stakeholders who were associated with the fashion show and the party were identified. They included peers (1), the student’s mother and friend, and the event organiser. Constant feedback from all stakeholders was reflected on (2) (3) (4).

The final brief that included a conceptual statement and specifications was produced. The brief was the result of further development of identified attributes (8).

For a more secure Merit, the student could present a brief that is more reflective of considering feedback from stakeholders, and the prioritisation of the physical and social environmental considerations.

For Achieved, the student needs to undertake brief development to address an issue.

This involves:

• identifying an issue as a result of exploring the context
• determining a need or opportunity and associated stakeholders
• reflecting ongoing consideration of the social and physical environment where the outcome will be developed and situated
• reflecting ongoing key stakeholders’ opinions
• describing the outcome to be developed and explaining why such an outcome should be developed
• explaining the physical and functional attributes required for an outcome
• producing a final brief comprised of a conceptual statement and specifications.

The student identified an issue of the electronic equipment being in disarray (2) (9). This was a result of exploring the suggested teacher-given context of ‘the household’ (1). A need for a storage unit was determined (3).

The mother was determined to be the key stakeholder. She was consulted throughout the development of the brief (4).

Consideration of the environment was shown, e.g. equipment was analysed and classroom constraints were acknowledged (7).

The outcome to be developed was described (5) (7) (12). An explanation was given for why it should be developed (3) (4) (5) (8) (9).

The required physical and functional attributes of the outcome were explained. For example, the student explained how their mother wanted the outcome to fit with the existing décor (8).

A final brief comprising a conceptual statement (5) and specifications (5) was presented.

For Achieved, the student needs to undertake brief development to address an issue.

This involves:

• identifying an issue as a result of exploring the context
• determining a need or opportunity and associated stakeholders
• reflecting ongoing consideration of the social and physical environment where the outcome will be developed and situated
• reflecting ongoing key stakeholders’ opinions
• describing the outcome to be developed and explaining why such an outcome should be developed
• explaining the physical and functional attributes required for an outcome
• producing a final brief comprised of a conceptual statement and specifications.

The student researched the context of the fashion show and established an authentic issue (2). An opportunity to show design skills at an event was determined (2).

Stakeholders were established. They were consulted, and their opinions reflected on (4) (5).

Consideration was given for the environment of where the garment would be worn. As well as making an outfit for the fashion parade in spring where the audience and stage had to be considered (3), the student was also to wear the outfit in winter in Canada (5).

A final brief comprising a conceptual statement and specifications was presented (1). Previous development work further described the outfit, and explained why it should be developed and the required attributes. 

For a more secure Achieved, there should be more ongoing reflection of stakeholder opinions. Also, consideration should be shown for where the outfit was to be developed. The physical and functional nature required of the outcome should be more fully explained.

For Achieved, the student needs to undertake brief development to address an issue.

This involves:

• identifying an issue as a result of exploring the context
• determining a need or opportunity and associated stakeholders
• reflecting ongoing consideration of the social and physical environment where the outcome will be developed and situated
• reflecting ongoing key stakeholders’ opinions
• describing the outcome to be developed and explaining why such an outcome should be developed
• explaining the physical and functional attributes required for an outcome
• producing a final brief comprised of a conceptual statement and specifications.

The student identified an issue associated with dining out (1). A need for an outfit to wear to a winery for dinner as well as to enter in a fashion show was determined. An internet search of the winery was conducted.

Research of a chosen designer (2) enabled some attributes to be established. These included the required fit of the garment. Based on this, a conceptual statement was developed (3). Some design ideas were established, and feedback was gained from stakeholders who were to attend both events (4).

Further attributes were established at a later date (5). From those, functional modelling (6) helped to establish specifications in a final brief (7).

To reach Achieved, the student would need to give more explanation for why such an outfit should be developed, and why it should have particular physical and functional attributes. There should also be more consideration of the social and physical environment and stakeholder opinion.