Year 13 Interior Design Brief 2011

8/3/2019 Year 13 Interior Design Brief 2011

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Year 13 Graphics

Ka vanagh College2011

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Portfolio Due Date for Internal Assessment

Term 3 SEPTEMBER 16 2011



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Interior Design Student Common Room 2011 StudentName……………………………… Date………….Assessment schedule: Achievement Standard 90736 version 2, NCEA Level 3, Credits: 5

Develop and communicate a solution to an architectural or environmental design brief

TKI Generic Assessment Schedule Graphics/3/IntGeneric version 3 Page 0ne of two

EVIDENCE ACHIEVEMENT MERIT EXCELLENCE

This achievement standard involves developingand communicating a design solution to a designbrief.

Develop and communicate a

solution to a brief .Develop and communicate arefined solution to a brief.

Develop and communicate acritically analysed solution to abrief.

Using a Design Process (Possible key stages below):Ongoing Research:

Research and evaluate existing options/solutionsrelated to the situation and brief. Research technicalinformation necessary to achieve a solution.

Ongoing Evaluation/Reflection/Feedback

Concepts:

A range of sketches and/or mock-ups showingpotential options for the solution. These sketches willhave annotation that includes evaluative comments.These comments should refer to the specificationsand include appropriate design language. Thesedesign notes should also make the links betweenresearch and concepts.Aesthetics: e.g. balance, colour, proportion, texture,unity

Function: e.g. fitness for purpose, user-friendliness,ergonomics, layoutDesign Development:A series of sketches, mock-ups and other appropriatedrawings recording the design decisions about sizes,materials, joining details, image, colour, etc.necessary to reach a solution. These sketches willhave ongoing annotation that includes evaluativecomments. These comments should refer to thespecifications and design principles and includeappropriate design language.Aesthetics: e.g. balance, colour, proportion, texture,unity

· Student works through a

design process.

· Some relevant evidence isprovided at each stage of aconnection between the design

work and the specifications anddesign principles.

· Student works through all of

the key stages of a designprocess showing analysis andreflection at each stage.

· Ongoing evaluation againstthe specifications is evident.Thestudent’sdeveloping

solution and annotation makespecific reference to designprinciples and indicate howthese have influenced thedesign solution.

· Student works through all of

the key stages of a designprocess examining theimplications of alternativesthroughout the process.

· Evaluation against thespecifications is welldocumented throughout the

designprocess.Thestudent’sdeveloping solution andannotation make specificreference to design principlesand indicate with in-depth

justification how these haveinfluenced the design solution.Alternative solutions are

considered and the implicationsof these are documented.



Function: e.g. fitness for purpose, user-friendliness,ergonomics, layout

Final Solution:The final solution is presented in a manner that meets

the needs of the client. Design notes should alsomake the links between development and the finalsolution.

Present final design solution:e.g. orthographic, planometric, plans, elevations,models

Examples of student evidence expected for presentation:A variety of drawing systems and a range of graphicaltechniques appropriate to the brief should be usedthroughout the design process.

· A solution is developed thataddresses the specifications.

· Final solutions are presentedusing graphics drawing systemsand a range of graphicaltechniques appropriate to the

brief.

· Presentation skills areevident. Drawings are mostlycompliant with relevant drawingstandards.

· A refined solution isdeveloped that addresses the

specifications and designconsiderations.

· Concepts, designdevelopment and final solutionsare presented using graphicsdrawing systems and a range of

graphical techniquesappropriate to the brief.

· Good presentation skills areevident. Examples are precision,accuracy of layout, neatnessand tidiness. Drawings are

compliant with relevant drawingstandards.

· A critically analysed solutionis developed that satisfies the

specifications and designconsiderations.

· Concepts, designdevelopments and finalsolutions are presented usinggraphics drawing systems and a

range of graphical techniquesappropriate to the brief andclient needs.

· A high level of presentationskills is evident. Examples arethe use of layout techniquessuch as guidelines, composition,

use of negative space,typography, accuracy of layout,execution of technique, tidiness.Drawings are compliant withrelevant drawing standards.


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Achievement Standard

Subject Reference Graphics 3.3 AS90736 Version 2

Title Develop and communicate a solution to an architectural or environmental design brief

Level 3 Credits 5 Assessment Internal

Subfield Design

Domain Design – Graphic Communication

Registration date 30 November 2005 Date version published 30 November 2005

This achievement standard involves developing and communicating a design solution to anarchitectural or environmental design brief. It gives students the opportunity to gain practicalappreciationoftheimportanceofdesigninimprovingthequalityofpeople’slives.

Achievement Criteria

Achievement Achievement with Merit Achievement with Excellence

· Develop and communicate asolution to an architectural or

environmental design brief.

· Develop and communicate arefined solution to an

architectural or environmental design brief.

· Develop and communicate acritically analysed solution to

an architectural or environmental design brief.

Explanatory Notes

1 This achievement standard is related to Graphics Education, Guidelines for Years 9- 13,

Learning Media, Ministry of Education, 2001, pp. 16-42.

2 Develop and communicate may include the use of: design sketches, working drawings, notes,

research, models, mock-ups, audio, visual, oral presentation to a group, 3D rendered pictorialsketches or drawings, computer generated images, and photography.

3 A refined solution will involve ongoing analysis and reflection at each stage of the design process and will significantly improve the quality of the solution in relation to the

specifications in the brief.

4 A critically analysed solution involves the examination of the implications of the alternatives.

This can be demonstrated through extensive drawing, annotation and/or other means of communication.

5 Design and drawing should be in accordance with current codes of practice and New Zealand

Standards where appropriate.

6 It is expected that the student will undertake appropriate research, record their findings, and

develop conceptual ideas and viable design solutions. It is also expected that they will use


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specialist knowledge, a variety of drawing systems and a range of graphical techniquesappropriate to this area.

7 In developing a solution, reference must be made to the design principles of aesthetics and

function, including references to the elements of design derived from these principles, as well

as addressing the requirements of the brief and its specifications.

Quality Assurance

1 Providers and Industry Training Organisations must be accredited by the QualificationsAuthority before they can register credits from assessment against achievement standards.

2 Accredited providers and Industry Training Organisations assessing against achievement

standards must engage with the moderation system that applies to those achievementstandards.

Accreditation and Moderation Action Plan (AMAP) reference 0226



Ó New Zealand Qualifications Authority 2008

Achievement Standard Number 90734

Title Negotiate a brief and a solution by applying a design process.

Version 2 Number of Credits 5

Special notes

The evidence for this achievement standard can be integrated with any of the internal achievement

standards or presented as a separate unit.

Candidates should only submit one negotiated brief for this achievement standard.

For this achievement standard, candidates will need to demonstrate that they can negotiate a design

brief and apply a design process to develop a solution based on the needs of a real client.The client must be a real person or group of people with a stake in the design process. The client

and their stake in the design must be identified and the authenticity of the interaction attested to by

the student and teacher on the form supplied by NZQA. The client will also be required to sign the

Authenticity form.

As part of the design process, candidates will need to demonstrate ongoing negotiation with the

client and document these interactions.

Negotiation refers to the ongoing interaction between the candidate and the client to achieve

agreement about the nature and scope of the problem to be solved and a solution that meets the

client’sneeds.Theprocessofnegotiationandtherecordingofthiscouldbeasfollows:· Real client and their need identified

· Student proposal developed and discussed with teacher

· Questions developed to assist in brief development

· Brief developed and checked by client

· Application of a design process based on the needs of a client

· Client interaction could occur at research, concept and development stages as appropriate.

To gain achievement with merit candidates must demonstrate an ability to analyse a negotiated brief.

Analysis could be demonstrated by the student taking the responses of the client, identifying their meaning in terms of design requirements and progressing the design process based on this.

Alternative approaches should be explored and reasons given for design choices.

To gain achievement with excellence, a candidate solution should address all the designconsiderations where appropriate to the brief with full justification for the decisions made. Full

refers to in-depth references made to the key design principles, requirements of the brief and the

specifications.

Ongoing

negotiation andconsultationwith the client is

fully analysedand documented

throughout.




Achievement Standard Number 90735

Title Plan and produce a presentation tocommunicate design ideas

Version 2 Number of Credits 4

Special notes

For this achievement standard, candidates will need to demonstrate that they can plan, develop,

prepare and exhibit design ideas. Planning involves the application of a design process to the

carrying out of a presentation.

Candidates are able to present material from any or all stages throughout their design process

including the presentation of a solution.

The evidence for this achievement standard can be integrated within a unit of work for the internally

assessed level three standards or for AS90734 or as a separate unit. A planned presentation of a portfolioofthestudent’sdesignworkforentrytoatertiarycoursecouldbeused as evidence for

this standard.

Evidence for this standard should involve the demonstration of the design of a presentation through

a consideration of alternatives based on appropriate research, the needs of the target audience andthe nature of the design ideas being presented. The development of the presentation must be shown.

To gain achievement with merit, a candidate solution needs to demonstrate the planning and

carryingoutofapresentationthatclearlycommunicatesthekeyfeaturesofstudent’sdesign ideas.

To gain excellence the student needs to plan and carry out a high quality presentation demonstrating

neatness and accuracy, an appropriate consideration of composition based on design principles for

media design, and methods that clearly explain thekeyfeaturesofthestudent’sdesignideas.


Subject Reference Graphics 3.1 AS 90734 Version 2

Title Negotiate a brief and a solution by applying a design process

Level 3 Credits 5 Assessment External

Subfield Design



This achievement standard involves both negotiating a brief and a solution by applying a design process, in consultation with a client, using specialised graphics knowledge from selected area(s).






· Negotiate a brief and asolution by applying a design process.

· Negotiate and analyse a brief and solution by applying adesign process with

justification for decisionsmade.

· Negotiate and criticallyanalyse a brief and a refinedsolution by applying a design

process with full justificationfor decisions made.

Explanatory Notes

1 This achievement standard is related to Graphics Education, Guidelines for Years 9-13,


2 Negotiate involves the process of achieving agreement through an ongoing discussion with a

client or stakeholder about the nature and scope of the problem to be solved. As students

work through the implications of developing their solution they will engage in a design process that supports the further development of a solution. For a solution to be developed it

would be expected that the negotiation with the client is ongoing and evident. Ongoingnegotiation refers to the continuing interaction between the designer (student) and client.

Negotiation will be with an actual client. For example:

· a teacher as client

· a parent as client

· any other person/group as a client.

3 In applying a design process students will be expected to develop and communicate design

ideas and solutions. They will use specialist knowledge related to the selected graphics

area(s) by working through a design process in response to the client’sneeds. The selectedgraphics area(s) will be any one or combination of the following:

· Architectural or EnvironmentalThis area deals with design situations based on the needs of people and their

environment.

· Engineering or TechnologicalThis area deals with the design and graphic communication of product design andmanufacture, systems of control, and data graphics and diagrams, which have a

technological application.

· Media or Technical Illustration

This area deals with the design activities and graphic techniques associated with media,illustration, advertising, packaging, display, and layout. The student will demonstrate

an understanding of a range of media, illustration techniques, colour, and typography.

4 Analyse refers to the examination of the ongoing development of the brief and of the solutionin detail in order to explore alternatives. Critically analyse refers to the examination of the

implications of the alternatives.




5 A refined solution will involve ongoing analysis and reflection at each stage of the design process and will significantly improve the quality of the solution in relation to the negotiated

brief.

6 Justification requires the communication of reasons for design decisions and typically relates

to the design principles of aesthetics and function in relation to the negotiated brief.

Quality Assurance

3 Providers and Industry Training Organisations must be accredited by the QualificationsAuthority before they can register credits from assessment against achievement standards.

4 Accredited providers and Industry Training Organisations assessing against achievementstandards must engage with the moderation system that applies to those achievement

standards.






Subject Reference Graphics 3.2 AS90735 Version 2

Title Plan and produce a presentation to communicate design ideas

Level 3 Credits 4 Assessment External

Subfield Design



This achievement standard involves planning and producing a presentation that communicatesdesign ideas in selected area(s) using specialised graphics knowledge.



· Plan and produce a presentation to

communicate design ideas.

· Plan and produce an effective presentation to communicate

design ideas.

· Plan and produce an effective,high quality presentation to

communicate design ideas.

Explanatory Notes

1 This achievement standard is related to Graphics Education, Guidelines for Years 9- 13,


2 The presentation will be based on any one or combination of the following graphics areas:

· Architectural or EnvironmentalThis area deals with design situations based on the needs of people and their

environment.

· Engineering or Technological

This area deals with the design and graphic communication of product design andmanufacture, systems of control, and data graphics and diagrams, which have a

technological application.

· Media or Technical IllustrationThis area deals with the design activities and graphic techniques associated with media,illustration, advertising, packaging, display, and layout. The student will demonstrate

an understanding of a range of media, illustration techniques, colour, and typography.

3 Plan a presentation will involve such things as consideration and selection of alternative

modes, target audience, resources and constraints in relation to the design. Considerations in

planning will include, where appropriate, aspects of function and aesthetics.

4 Produce a presentation can involve any of the following graphic formats: portfolio, CAD

representation, animation, website, PowerPoint, video, multimedia. Students must show the

development and construction procedure associated with their presentation.




5 An effective presentation relates to the extent to which it meets the desired or intended

purpose by clear communication of the key features of the design ideas.

6 A high quality presentation refers to: composition, accuracy of layout, neatness and tidiness,

precision and execution of techniques, and communication methods suitable for explainingthe key features of the design ideas.

Quality Assurance

5 Providers and Industry Training Organisations must be accredited by the Qualifications

Authority before they can register credits from assessment against achievement standards.

6 Accredited providers and Industry Training Organisations assessing against achievement

standards must engage with the moderation system that applies to those achievementstandards.


Documents

Year 13 Interior Design Brief 2011