The work samples in this section form the Level 5 part of the assessment map for Design, Creativity and Technology. Other parts of the assessment map can be accessed by using the menu on the right.
The Design, Creativity and Technology Level 5 standards describe what students should know and be able to do at this level. The following work samples illustrate the kinds of responses that students produce when they are working at the Level 5 standard.
Annotations identify for each sample attributes of the student response that relate to specific elements of the standard
In a Container assessment task students undertook activities that assisted them in addressing a design brief, analysing the brief and developing design ideas in response to it. They refined their design ideas and planned for the production of their final idea. Students used a range of tools and equipment to realise their production planning and evaluate the performance, function and appearance of their product.
The assessment task required students to complete the Worksheet: Environmental considerations.
Students then responded to the following design brief:
You are tired of losing small items in your school bag. Design a container that could be used for holding and protecting several small items. The container is to be durable and be able to be closed.
When designing the container you need to consider the following:
In order to address the brief students completed a Design folio booklet in which they:
Students then produced and evaluated the container.
The elements of the Investigating and designing standard addressed by the task are:
(Students) clarify their understanding of design brief requirements …(Students) use a variety of drawing and modelling techniques to visualise design ideas and concepts.
Students … use appropriate technical language.
Students understand and logically sequence major stages of production, and calculate and list materials/ingredients and quantities needed for production.
(Students) record and communicate their ideas using a variety of media … techniques and procedures.
The element of the Producing standard addressed by the task is:
Students work safely/hygienically with a range of tools and equipment, including some which are complex …
The elements of the Analysing and evaluating standard addressed by the task are:
(Students) suggest modifications to improve their products/systems in light of evaluation of their performance, function and appearance.
(Students) describe and analyse the social and environmental impacts of their own and others’ designs, products and technological systems.
Sample
The following samples illustrate the kinds of responses that students produce when they have achieved the elements of the standard addressed by this task.
Sample 1
Annotations
Analysing and evaluating – Level 5
A. Considers the environmental impacts products have such as the use of non renewable resources and pollution when explaining the benefits of recycling and reusing materials.
B. Provides several reasons for the importance of waste minimisation, with examples of ways in which this can be achieved.Element of the standard
(Students) describe and analyse the social and environmental impacts of their own and others’ designs, products and technological systems.
Annotation
Investigating and designing – Level 5
C. Clarifies the small items to be held in the container.Element of the standard
(Students) clarify their understanding of design brief requirements...
D. Uses several two and three-dimensional drawing techniques and includes the dimensions and some materials in the design ideas.
Element of the standard
(Students) use a variety of drawing and modelling techniques to visualise design ideas and concepts.
E. Develops three different design ideas to address the design brief using drawings, annotations, materials lists and opinions to explain features of the ideas.
Element of the standard
Students) record and communicate their ideas using a variety of media ... techniques and procedures.
F. Uses correct language to show the dimensions, as well as the materials and hardware to be used.
Element of the standard
Students ... use appropriate technical language.
G. Explains the importance of choosing materials that are environmentally friendly.
Element of the standard
(Students) describe ... environmental impacts of their own and others’ designs, products and technological systems.
The student selected Design 2 as the best option.
Annotation
Investigating and designing – Level 5
H. Records reasons for the selection of the preferred design.Element of the standard
(Students) record and communicate their ideas using a variety of media … techniques and procedures.
I. Uses a dimensioned isometric drawing that includes the materials and construction methods to illustrate the preferred design.
Elements of the standard
(Students) record and communicate their ideas using a variety of media … techniques and procedures.
(Students) use a variety of drawing and modelling techniques to visualise design ideas and concepts.
J. Uses evenly spaced dividers and two swing lids for visual appeal and functionality.
Element of the standard
Students demonstrate understanding of design elements and principles…
K. Provides a scale drawing of the materials to be used in the container.
Element of the standard
Students … calculate and list materials/ingredients and quantities needed for production.
L. Identifies the quantities of the materials that are required.
Element of the standard
Students … calculate and list materials/ingredients and quantities needed for production.
M. Lists appropriate tools and equipment that are required to make the container.
Producing – Level 5Element of the standard
Students … use appropriate technical language.
N. Identifies safety measures that will be taken when constructing the product.Element of the standard
Students work safely/hygienically with a range of tools and equipment.
Annotation
Investigating and designing – Level 5
O. Logically sequences the main production stages in a procedural plan.Element of the standard
Students understand and logically sequence major stages of production, and calculate and list materials/ingredients and quantities needed for production.
Students using tools safely
 |
Work is held in a vice. Saw is held correctly and on a slight angle. The other hand is well out of the way.
|
|
 |
The plane is held firmly, and the student stands behind the work. The work is held safely in a vice.
|
|
 |
The student holds the hammer part way up the handle and holds the work firmly.
|
|
 |
The work is held in a vice. The student uses both hands to hold the rasp.
|
|
 |
The student holds the work firmly, and holds the screwdriver at right-angles to the work.
|
Annotation
Producing – Level 5
Element of the standard
Students work safely/hygenically with a range of tools and equipment, including some which are complex ...
Students using tools safely
Annotation
Analysing and Evaluating – Level 5
P. Discusses performance in making the container and possible modifications to this as well as ways in which the container could be modified to improve its appearance and function more effectively.Producing – Level 5Element of the standard
(Students) suggest modifications to improve their products/systems in light of evaluation of their performance, function and appearance.
Q. Indicates that the safety precautions identified during the planning stage were followed.Element of the standard
Students work safely/hygienically with a range of tools and equipment.
Annotation
Analysing and evaluating – Level 5
R. Identifies several environmental impacts products can have when explaining the benefits of recycling and reusing materials.
S. Provides a reason for minimising waste and examples of ways this could be achieved.Element of the standard
(Students) describe and analyse the social and environmental impacts of their own and others’ designs, products and technological systems.
Design ideas
Annotation
Investigation and designing – Level 5
T. Uses two types of drawing techniques to show the shape and dimensions of the container as well as the decoration and what items it will hold.Element of the standard
(Students) use a variety of modelling and drawing techniques to visualise design ideas and concepts.
V. Explains what the containers will hold, the materials that will be used and how they will open and close
U. Records a reason for selecting the preferred design.Element of the standard
(Students) record and communicate their ideas using a variety of media …, techniques and procedures.
Producing – Level 5
Y. The teacher used observation and the teacher observation checklist to judge that the student safely used a range of tools and equipment.
Element of the standard
Students work safely/hygienically with a range of tools and equipment, including some which are complex …
Annotation
Analysing and evaluating – Level 5
1-6. Develops evaluation criteria and responds to each identifying several changes and improvements that could be made after evaluating the performance, appearance and function of the container.
Element of the standard
(Students) suggest modifications to improve their products/systems in light of evaluation of their performance, function and appearance.
Producing – Level 5
3. Identifies an important safety measure when using a saw.
Element of the standard
Students work safely/hygienically with a range of tools and equipment, including some which are complex, and manage materials/ingredients, components and processes to produce products ...
Students modified some ingredients of a cous cous salad. They documented the steps for production incorporating the ingredients they had chosen, then prepared the dish.
The elements of the Level 5 Investigating and designing standard addressed by the task are:
Students demonstrate understanding of design elements and principles and use appropriate technical language.
(Students) understand and logically sequence major stages of production … and list materials/ingredients … needed for production.
The element of the Level 5 Producing standard addressed by the task is:
Students work safely/hygienically … to produce products …
The elements of the Analysing and evaluating Level 5 standard addressed by the task are:
Students select appropriate … techniques to safely test and evaluate the performance of their products …
(Students) suggest modifications to improve their products/systems in light of evaluation of their performance, function and appearance.
Stimulus
Students were provided with a design brief to support the making and evaluation of their product.
Sample
The following sample illustrates the kinds of responses that students produce when they have acheived the elements of the standard addressed by this task.
Part 1
Annotation
Investigating and designing – Level 5
A. Lists and justifies choices of selected ingredients based on colour, taste, flavour, visual appeal and texture.
B. Develops a production work sequence and lists expected time to complete each task and refers to the ingredients and some equipment needed.Elements of the standard
Students demonstrate understanding of design elements and principles and use appropriate technical language.
Students understand and logically sequence major stages of production … and list materials/ingredients … needed for production.
(Students) … understand and logically sequence major stages of production …
Annotation
Producing – Level 5
C. Describes appropriate hygiene practices that were carried out when making the cous cous.
Element of the standard
Students work safely/hygienically …to produce products…
Analysing and evaluating – Level 5
D. Following taste and visual testing describes the physical characteristics (flavour, texture and appearance) of the cous cous.
E. Explains that the vegetables needed to be cut smaller.Element of the standard
Students select appropriate techniques to safely test and evaluate the performance of their products…
Element of the standard
(Students) suggest modifications to improve their products/systems in light of evaluation of their performance, function and appearance.
Privacy Statement | Copyright | Disclaimer 