Clarification details
Updated December 2016. This document has been updated in its entirety to address new issues that have arisen from moderation.
The purpose of clarifications
We create clarification documents to help people understand the current requirements of achievement standards. Clarifications do not introduce new criteria, change the intent of the standard, or change what we expect from assessment.
These documents unpack and explain the language and intent of the standard so people interpret and apply the standard consistently. We provide examples or guidance as illustrations only. They are not prescriptions or requirements.
For official requirements, always refer to the current version of the achievement standard as published by NZQA.
The step up from NCEA level 2
Refer to the clarification for 91357 with regard to the depth of evidence required for selecting resources, stakeholder feedback, prototyping and synthesising evidence.
At level 3, students are also required to consider the context and fitness for purpose in the broadest sense when making and trialling the prototype.
Context Considerations
Students need to consider the influence and impact of the wider social and physical environment (both now and in the future) when determining the suitability of materials and/or components, and the suitability of practical techniques and processes.
For example, the making of cream puffs considers current practices and trends (both manufacturing and usability) in patisserie to select the tools and equipment, ingredients, and processing techniques for the prototype.
Similarly, the making of a hoodie pullover would consider past and current practices in street wear garments to select the design style, materials, tools and equipment, and construction techniques and processes.
Fitness for purpose in the broadest sense
When evaluating the fitness for purpose of the resources used to make the prototype, students should consider the fitness for purpose of the outcome itself, as well as the practices used to develop the conceptual design.
Judgements for fitness for purpose in the broadest sense are listed in Explanatory Note 4 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.