Design and Visual Communication Level 6 AS91065 (1.32) Produce instrumental paraline drawings to communicate design ideas

Key messages for teachers

• Students need to produce instrumental paraline drawings to communicate design ideas.
   Paraline techniques are; isometric, oblique, trimetric, diametric and planometric
• Perspective drawings are not to be submitted for this standard as they are not paraline drawings
• The design idea must be the students own generated in response to a design brief. The brief could be student driven or teacher given. No class exercises can be submitted for this standard. Teachers should ensure the students design idea has enough complexity for the Merit and Excellence requirements with either complex form or multiple components
• Paraline drawings can be constructed using traditional drawing equipment or computer software
• Encouraged students to submit more than one paraline drawing of their design idea. Rotating the design in a second view can also aid communicating the ‘whole’ of the design
• For Merit students need to produce paraline drawings to clearly communicate design ideas and detail design features. Detailing design features typically includes but is not limited to communicating technical features not visible in the main outline or those associated with communicating complex form.
• Internal technical features could be communicated through the use of exploded drawing to show all the parts / components of the design; cutaway drawing which reveal internal details; 3D sectional views that show a design cut through to show its internal parts / construction
• Complex form usually includes curved surfaces or forms. To communicate complex form the form should be plotted from it’s 2D shape, and this should be seen on the drawing. Complex form maybe the main shape of the product or of a part/s of it.
• Effective communication involves selecting the most suitable drawing type to convey the information being communicated, including the angle of the view/s
• Drawings must be accurately drawn to an appropriate scale.
• Line work should be precise. All construction lines should be left in the drawing. Construction lines should be lighter than outlines so they do not detract from the drawing
• In-depth information should be shown through a set of related drawings, therefore more than one drawing needs to be submitted. A set of drawings should be referenced as a set.
• In-depth information can typically be shown through exploded drawings that show all the parts / components of a design; 3D sectional views showing a design cut through to show it’s internal construction / parts; cutaway drawings that reveal the internal layers / details of a design
• For Excellence students need to effectively communicate design ideas and show in-depth information about technical features of their design, through a set of related drawings
• Paraline drawings can include sectional views which show technical details not seen on the external design
• Drawings should be constructed to an appropriate scale 

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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