Design and Visual Communication Level 6 AS91064 (1.31) Produce instrumental, multi-view orthographic drawings that communicate technical features of design ideas

Key messages for teachers

• Students are to use third angle orthographic projection for this standard.
• The instrumental drawings submitted for this standard should be of the students own design ideas, which have been generated in response to a design brief. No class exercises should be submitted. Ensure contexts where student’s designs have the required level of complexity / and or multi-components to enable them to reach the Merit and Excellence requirements.
• Instrumental drawings can be constructed using either traditional drawing equipment or computer software. If the traditional method is being used the layout of the drawing should be worked out before it is started so it is centred on the page when drawn.  If using computer software it should enable students to meet the NZ drawings standards
• Refer to the NZS/AS 1100.101:1992, Technical Drawing – General Principles. This document sets the standards for each convention such as; line weight / type; how to label reference lines and views including title blocks, lettering style and size; how to dimension a drawing; and include the use of the third angle orthographic drawing symbol.
• To communicate technical features students could include at least one sectional view that shows some internal or construction detail.
•  A sectional view can be used to show internal components / construction details not shown in the main outlines. If the main orthographic drawing is too small to show the sectional detail clearly and effectively a separate sectional view can be submitted at a larger scale. The sectional view must be referenced with a section line showing where the section has been cut through and the direction of the sectional view.
• A 2D enlarged detail could also be used to show a technical feature such as a construction detail / or a component detail
• If more than one drawing is submitted they should be referenced as a set of drawings.
• To communicate complex shapeor form the design will usually involve curved surfaces and or / forms. A true shape could also be projected.
  • This could include accurate dimensioning, line quality, projection, use of scale and neatness

• Multi-view drawings should include two or more projected views.
• Technical features refer to information related to dimensions, component shapes  and construction details which would be necessary to produce the design.
• Drawings should be dimensioned following the New Zealand drawing conventions. Teach students how to use a scale rule, and explain scale drawings enable dimensions to be 'read' off the drawing. That there are reduction ratios 1:2, 1:5, 1: 10, 1:20, 1;50, 1:100, and enlarged ratios 2:1, 5:1.
• Multi –view orthographic drawings must use and meet the NZ drawing conventions for labelling, dimensioning, reference lines, scale, appropriate symbols and line types / quality
• For Merit students need to produce multi-view orthographic drawings that clearly communicate technical features of their design idea. Detailing technical features includes, but is not limited to, communicating technical features that are not visible in the main outline or those associated with communicating complex shape and / or form.
• For Excellence students must produce accurate and precisely executed drawings.
• Students should keep their equipment clean and their drawings flat. The use of an eraser shield can help students to keep their drawings clean
• The use of mechanical pencils can aid in precise line depth and thickness. Having one set up with 2H leads for construction lines and one with HB leads for outlining can make it easier for students, but is down to personal preference.
• In the use of CAD drawings, the careful selection of line weights is important in showing detailed information clearly
• Drawings must be accurately dimensioned and projected
• Drawings for this standard should be on A3 or A2 paper.

For the most up to date information, teachers should be referring to the latest assessment specifications, assessment reports and student exemplars on the NZQA website.

Resources to support student achievement

• Achievement standard
• Assessment specifications
• Assessment schedule 
• Assessment report 

Last updated May 31, 2017

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