This work sample forms part of the assessment map for Design, Creativity and Technology. Other parts of the Design, Creativity and Technology assessment map can be accessed by using the menu on the right.
The Design, Creativity and Technology Level 3 standards describe what students should know and be able do at this level.
The assessment task which generated this work sample was designed to give students the opportunity to demonstrate achievement of selected elements of the standard. The work sample illustrates progress towards, but does not fully demonstrate achievement of, the selected elements of the standard.
The following hypothetical scenario was presented to students:
The Lord Mayor of Melbourne, John So, has asked architects to design a building to fit on a parcel of land overlooking the Yarra River. It has to have a garden for people to relax in (which also helps the environment). The building can be no taller than two storeys in height. It will be used for people to eat in and view art in the small art gallery. People who visit this building will be encouraged to walk, ride a bike or catch public transport so three vehicle parking spaces need to be provided – two for the disabled and one for truck delivery, plus bicycle parking.
Individually, students completed two different front and one bird’s eye view designs of their building and surrounds.
Students were required to gain feedback from the teacher and other students on their design work and respond to suggested changes.
After selecting and justifying their best design, students were required to list the materials and tools required and plan the steps to make their collapsible model building.
Students were required to record the changes they made, and why these were made. They evaluated the final product and wrote a brief speech to communicate the good points about their building to four or five other students.
They also shaded in a matrix to show how well their finished model met the requirements of the design brief. Students were provided with a workbook to record their designs and ideas.
The elements of the Investigating and designing Level 3 standard addressed by the task are:
(Students) individually and in teams, generate ideas based on a design brief, demonstrating understanding that designs may need to meet a range of different requirements. They use words, labelled sketches and models to communicate the details of their designs, and clarify ideas when asked.
Students think ahead about the order of their work and list basic steps to make the product or system they have designed.
The elements of the Producing Level 3 standard addressed by the task are:
(Students) use their list of steps and are able to choose appropriate tools, equipment and techniques to alter and combine materials …
(Students) use a variety of simple techniques/processes and a range of materials/ingredients to safely and hygienically alter and combine materials/ingredients and put together components to make products …
The elements of the Analysing and evaluating Level 3 standard addressed by the task are:
(Students) test, evaluate and revise their designs, products … in light of feedback they have gained from others. They identify what has led to improvements and describe what they consider to be the strengths and drawbacks of their design, product … They consider how well a product … functions and/or how well it meets the intended purpose.
The following design brief was provided.
As the architect you will have an area of 600 square centimetres to use which can be any shape. You will need to design, make a model and evaluate it.
The model building must:
Consider also:
The building surrounds must have:
You can use a variety of materials to make the building.
This work sample, and the related Design, Creativity and Technology 2.5 progression point examples, illustrates the kinds of responses that students produce as they progress towards the Level 3 standard.
Part 1 – Front and bird’s eye views of design 1 and 2 and student and teacher feedback on each design.
Annotation
Investigating and designing – 2.5
A. Draws two front and two corresponding bird’s eye views for the model building and clearly labels some of the required features, gathers feedback from others for each design, but requires some teacher prompting to provide other required information.
Part 2 − Selecting the best option
Annotation
Investigating and designing – 2.5
B. Selects design two as the chosen design to make, but the decision is based on the student liking it and its perceived ease of construction, and one design brief requirement – for the building to be collapsible.
C. Lists most of the materials and several tools/equipment that will be used to make the model building.
Part 3 – Steps to make the model building
Annotation
Investigating and designing – 2.5
D. Lists some of the steps required to make the model building, and provides some elaboration, but omits some significant steps such as how the doors and windows will be made.
Part 4 – Producing the model building and recording changes
View 1 of model building: work in progress
View 2 of model building: front view of building
View 3 of model building: view from left hand side
Annotation
Producing – 2.5
E. Constructs model building using tools, equipment and materials, and adds some features that were not shown on the design drawings.
F. Documents three changes made to the model building with reasons.
Part 5 – Evaluation of the model building
Annotation
Analysing and evaluating – 2.5
G. Provides an explanation for the finished model building not resembling the design option, based on aesthetics, but does not elaborate in much detail.
Part 6 – Speech
Annotation
Analysing and evaluating – 2.5
H. Provides some commentary on the success of the model building with evidence of prompting from the teacher, and which relate to the design brief requirements. Justifies a couple of design features such as the location of parking in relation to the front door and size of windows to take in the Yarra River view.
Part 7 – Small group discussion
Annotation
Analysing and evaluating – 2.5
I. Collects positive and negative feedback from other students about the model building.
Part 8 – Matrix
Annotation
Analysing and evaluating – 2.5
J. Highlights aspects of the model building in relation to the requirements of the design brief and shows that requirements were met.
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