Subject: Materials and Processing Technology Achievement Standard:

1.2 Experiment with different materials to develop a Materials and Processing Technology outcome

The intent of the Achievement Standard

This Achievement Standard assesses the ability of ākonga to experiment with different materials by exploring their properties and apply this understanding to the development and creation of a purposeful outcome. The focus is on the performance properties of materials. Ākonga are encouraged to be innovative as they experiment with the materials. in their experimentation with materials. This experimentation should be the inspiration for what they do with the materials.

Making reliable judgements

This Standard is an opportunity for ākonga to use their imagination with materials and bring ingenuity to what they can do with them. Through experimentation, ākonga develop the ability to understand the properties of the materials, in the way they learn best. This self-determination over their own learning helps develop a deep and meaningful understanding of, and connection with the materials. Ākonga will query processes as they explore materials' properties. Starting questions could include:

• What can traditional or contemporary materials do?
• How can they be experimented with — what is the result?
• What if?

How can this knowledge be used in the development and creation of a purposeful outcome? Ākonga will have the opportunity to deepen their exploration of materials' properties by carrying out ongoing investigations guided by their own curiosity and stakeholder feedback. This experimentation will help them to make deliberate choices regarding the selection of properties, and use of materials for their outcome. Ākonga should seek feedback from relevant stakeholders throughout the design technological process. Stakeholder feedback needs to be purposeful, reliable, and informative and should be gained from first-hand sources. This could include people, or groups of people, that have expertise, experience, or a combination of both in this area. More than one stakeholder should be consulted at more than one point during development.

Collecting evidence

This is unchanged.

NCEA Internal Assessment Activity 1.2a

Activity name: Kuleana: a sense of responsibility

This activity replaces the current Upcycling activity. The Brief is different, the specifications, how to present the learning and timeframe remain unchanged.

What to do

In this task you will create a purposeful outcome that demonstrates the Pacific value of Kuleana. You will develop and create an outcome that demonstrates responsibility and empathy. A purposeful outcome meets the need or opportunity identified for a person, whānau, or community. You can create an outcome for people or the environment. Your outcome will not only address an important issue, but also build trust and show genuine care for the end-user(s) or the environment.

Getting started

Kuleana is about acting responsibly to better society. Can you identify a need or opportunity for your whānau, or your community to improve their lives, or their environment?

Achievement Standard 1.3 (92014): Demonstrate understanding of sustainable practices in the development of a Materials and Processing Technology design (4 Credits)

Subject Learning Outcomes: Further understanding of what is required for merit has been provided.

For Merit, students are able to:

• refine the application of sustainable practices in the development of the design for a person, whānau or community. This refinement could include:
  • ongoing research to influence the selection of materials, ingredients, components, and other resources
  • further discovery about how the economic use of materials generated additional efficiencies for how materials, ingredients, components, and other resources could be used
  • a deeper understanding of how the disposal of waste materials, ingredients, components, and other resources could further reduce harm to the planet.

• seek, document, analyse, and apply stakeholder feedback to refine design development.

Explanatory Notes

1) Design a digital technologies outcome involves:

• describing a need or opportunity, potential user(s), and requirements
• generating design ideas for the proposed digital technologies outcome
• describing how the completed design addresses the need or opportunity and meets the identified requirements.

3) A design communicates how a completed outcome would look and/or function. The design may be communicated using a range of methods.

Examples of methods include:

• sketches and diagrams
• mock-ups and models
• annotations and descriptions.

Design ideas can relate to aspects of the design, either independently, or in relation to other design ideas.

Examples include:

• visual elements such as colour schemes or layout
• functional elements such as interactivity
• technical elements such as data attributes, code structure, or component configuration.

Design decisions are deliberate choices made in relation to an aspect of the design.

Examples of design decisions have been removed from the standard.

4) For the purpose of this achievement standard, a design demonstrating fitness for purpose is one that addresses the requirements and specifications and considers the potential users and context

AS1.1 92000 Unpacking

Edited to further clarify the definition of ‘design influences’

The intent of the Achievement Standard

In this Achievement Standard, ākonga will generate product or spatial design ideas using visual communication techniques in response to both te ao Māori and another design influence. Designers are responsive to the whakapapa and tikanga of the people, purposes, and places they design for.

Within this Achievement Standard, ākonga will be encouraged to explore and experiment with different design ideas, revealing new possibilities that lead to the generation of their own product or spatial design ideas.

This will include the process of ideation, where designers research, review, and consider different concepts, aesthetics, approaches.

Design influences will be used in order to discover new ideas and open up new possibilities from different, sometimes unconventional, sources which then inform their design thinking anddesign idea generation. A design influence may include multiple design elements that are characteristic of either a design movement, a designer's body of work, or a design. These design ideas will familiarise ākonga with the first stages of the design process and will allow them to envision how their ideas could potentially be developed into design outcomes in future.

New Internal Assessment Activity and Assessment Schedule as DVC only had two published on the NCEA website.

NCEA Internal Assessment Activity (and assessment schedule)

Activity name: Inviting spaces (activity a.)

Subject: Design and Visual Communication

Achievement Standard: 1.1 Generate product or spatial design ideas using visual communication techniques in response to design influences

This activity is extensively developed and provides multiple contexts. Refer to the RAMP document for further details.

Brief overview:

You will start the design process by exploring design influences, one from te ao Māori and another relevant to you, as a designer. These design influences will help you to generate design ideas. Both of these design influences will help you generate design ideas for a product or spatial design to encourage purposeful zones for people to engage with in a public space.

This activity provides an opportunity to explore how design as an act of manaakitanga seeks new ways to improve the lives of people and their places.

There are edits to the Teacher Guidance for both activities b. and c. for DVC 1.1 92000 to further clarify the definition of ‘design influences’.

To attain this Standard, ākonga must explain their rationale for the chosen design influence from te ao Māori and the other chosen design influence. They must explain visually with annotations or brief written statements, why they have chosen them and what aspects of them they are drawing on to influence their designs.

Examples of a design influence from te ao Māori could reflect regional (design) styles and the meanings and stories behind them. They could also be types of objects, spaces, or buildings that have a particular purpose.

A design influence considers design elements that are characteristic of either a design movement, a designer's body of work, or a design. Student response to this Assessment Activity will be visual and depends on the nature of the body of images and drawings collated and the associated visual literacy that can be expressed.

The following statement has been removed from the Teacher guidance in both activities:

The evidence that shows understanding of te ao Māori design influence is necessary to pass the Standard but does not contribute to the Achieved, Merit, and Excellence grade.