Clarification details
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 91356 with regard to the depth of evidence required for research, functional modelling, stakeholder feedback, ongoing exploration, and evaluation of design ideas, and substantiating the outcomes fitness for purpose.
At level 3, students are required to consider the context and fitness for purpose in the broadest sense when generating and evaluating design ideas for the conceptual design.
Context Considerations
Students need to consider the influence and impact of the wider social and physical environment (both now and in the future) when generating and selecting design ideas for the conceptual design.
For example, the design of a computer table considers current practices and trends (both manufacturing and usability) in furniture making to select design style, materials, fixtures, and fittings for the conceptual design. Similarly, a web design would consider past and current practices in web design to select the tools, including added features that would enhance the usability of the website.
Fitness for purpose in the broadest sense
When evaluating the fitness for purpose of the design ideas for the conceptual design, students should consider the fitness for purpose of the outcome itself, as well as the practices used to develop the conceptual design.
Judgements about fitness for purpose in the broadest sense are listed in Explanatory Note 5 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.