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Design and visual communication L7 AS91341 (2.34) – Develop a spatial design through graphics practice

Note: This standard is derived from the learning objective Graphics Practice DVC 7-2 so these key messages need to be read in conjunction with the material for Graphics Practice DVC 7-2.

Key messages for design and visual communication achievement standards

Key messages for teachers

  • For this achievement standard, students need to develop a spatial design through graphics practice.
  • Refer to the clarifications document on the NZQA website.
    “Throughout the development of the spatial design the student is expected to use and then integrate spatial design knowledge. This could be the design tools used, for example, bubble diagrams, or technical knowledge of materials, processes or construction and visual communication techniques used to show a spatial design. Throughout the design development process the design judgments that the students make should reflect their own view as a designer. A balance of exploration (divergent thinking) and refinement (convergent thinking) is expected in this standard, however some context may mean that the balance is slightly weighted towards either exploration or refinement, in the development of the design ideas. EN 4 sets out the expected levels of spatial/product design knowledge required. Students are expected to make design judgments throughout the design development of their ideas, which in turn, informs the progression of those ideas. EN 6 unpacks what is required for design judgments”.
  • Spatial design is the design of inside and outside spaces, and may include but is not limited to: architectural, interior design and landscape architecture.
  • Spatial design knowledge includes design approaches, technical knowledge and visual communication techniques relevant to the specific spatial design context. These may include but are not limited to:
    • design tools used for the development of spatial design ideas (for example, bubble diagrams, symbolism and semiotics, and paper architecture)
    • technical knowledge of materials, processes, sustainability and environmental considerations (for example, topography, climate, aspect, building materials and details, and organisation of space and light)
    • spatial visual communication techniques and approaches (for example, architectural drawing and rendering, and photo-montage).
  • Ensure students have a suitable spatial design brief, provided by the teacher or written by the student, that allows for a range of solutions.
  • Encourage students to use ongoing research during the different stages of design, pulling in knowledge that is needed at each stage to support the development of their work.
  • Graphics practice involves expressing a visual literacy through the development of a design idea by applying design and visual communication techniques and knowledge.
  • Design judgments are supported by qualitative and/or quantitative data through research. Design judgments are decisions made, or opinions expressed, and may reflect a designer’s perspectives, values, tastes or views.
  • Students can present evidence for assessment either by using traditional media approaches or computer applications.
  • For achieved, students need to develop a spatial design through graphics practice. This involves exploring and refining ideas that draw on spatial design knowledge and making judgments on the positive and/or negative aspects of aesthetics and functional features of the design in response to the brief.
  • For merit, students need to clearly develop a spatial design through graphics practice, which involves them reviewing and refining design ideas that incorporate spatial design knowledge and making judgments on relevant features of the design, in response to the brief, that inform the progression of ideas.
  • For excellence to effectively develop a spatial design through graphics practice, students need to review and refine well-considered design ideas that integrate spatial design knowledge throughout the development.
  • Summary of Moderators newsletter dated June 2013
    • The student work/student evidence must show design development and progression of design ideas.
    • The focus of this standard is the development of design ideas and the access and use of spatial design knowledge. Design development at this level is expected to show the design ideas progressing in terms of both functional and aesthetic detail.
    • Students should use design tools, technical knowledge, and visual communication techniques and approaches throughout the development. The design development should be informed by quantitative and/or qualitative data gained through research. This would imply that the development needs to show clear links to any initial research and/or on-going research is embedded in the design development. Explanatory note 4 is a guide only, however it does determine some of the key aspects of design knowledge expected to be drawn upon, incorporated or integrated in the development of ideas.
  • Spatial design knowledge may include but is not limited to: consideration of surroundings, consideration of human factors such as ergonomics, psychological, consideration of natural/artificial lighting, use of floor planning tools, use of foot traffic flow plans, consideration of colour/colour associations, connections between indoor spaces, consideration of indoor/outdoor flow, what can be seen through windows, height of windows given function of room, use of angular or organic forms, interior and exterior finishes, flexibility of spaces to enable them to be adaptable, sustainability such as solar power, living roofs, storage, ingress/egresses.
  • Teach students drawing methods that support the communication of spatial design, such as two point perspective, one point perspective, elevations, sections, floor plans, site plans, planometric.
  • Get students to brainstorm the spaces/buildings functions/requirements.
  • Encourage students to work three dimensionally to model spaces/architectural forms – they can develop these by working over photographs of them.
  • Encourage the use of 3D modelling as a starting point to inspire original ideas for building forms.
  • Encourage students to consider architectural details, such as windows, doors, drainage, roof types, any fixtures/fittings, landscape surroundings such as paths to entrances/planting.
  • Support students to record their design thinking by annotating their work in such a way as it does not distract from their sketches/drawings.
  • Provide literacy support to develop design language such as reference terms and sentence starters.
  • Conference with students to support the development of their design work.
  • Support students to consider how they will present their work at each stage of their design work.
  • Support students to consider how they will communicate the different types of information they want to convey visually.
  • Encourage students to use rendering and different media through their portfolio to communicate colour, texture, form.
  • Ensure students are able to progress their design ideas from initial ideation through to a refined spatial design solution that addresses a brief.
  • Ensure students have a clear understanding of the location and all its associated environmental considerations (such as sun, wind, views, climate, topology, occupation) so that design ideas are responsive of these conditions – a site analysis is a useful strategy for encouraging students to directly relate their ideas to the surroundings in a purposeful and considered manner.

Resources to support student achievement

Last updated January 13, 2022



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