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Design, Creativity and Technology 4.5

Introduction

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 5 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.

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Sample at 4.5 – Pirate hat

Context

This task was included as part of an English unit that focused on the film Pirates of the Caribbean. Students learnt about costume design and were given the task of constructing a pirate hat that could be used on a film set.

This task had a cross domain approach that included a focus on the Design, Creativity and Technology and English domains. The task included:

1. Development of the design brief using a class brainstorm; students contributed to a board of ideas which they wrote down and included in their portfolios. Constraints were outlined.
2. A timeline was established and agreed on by the class for completion of the pirate hat.
3. Establishing effective working teams were selected with a maximum of three students per group.
4. Research using the internet, to look at the construction of pirate hats, the history and the process of making felt hats. Polyester was also investigated briefly so that students understood the context, including some environmental considerations. Access to a computer laboratory was necessary to undertake this task.
5. Each student in the team sketched an idea for the design of the hat. As a group, students then discussed the sketches to decide which design would be developed by the group. A Plus, Minus and Interesting (PMI) activity was completed at this stage to check strengths, weaknesses and interesting elements of the design. Students also discussed which materials to use.
6. Template development, based on the measurements of head size and style chosen. Tracing paper and cardboard were used for this part of the task.
7. Collected resources including scissors, glue, needles, pins, polyester material, buttons, beads, buckles, cotton, wool and string were gathered from the technology area or other recycling facilities to ensure that costs were minimised, as this task was completed in an English classroom.
8. Use of templates, and student selection of polyester material, (chosen because of availability of material and cost). Students modified earlier designs following reflection on the practicability of constructing the original design.
9. Material being cut to size and students developed their pirate hats.
10. Students make further modifications following reflection and group discussion.
11. Students sewed all hat pieces together prior to applying decorations. Students mainly used hand sewing but some were able to use a sewing machine.
12. Decorations were selected once the basic pirate hat had been constructed. This was a group decision, which involved consideration of the symbols that would be included. Examples included pirate treasure (gold coin button), jewels (red shiny buttons), a feather, to indicate rank, a skeleton button, and cross-shaped button to mark the treasure spot.
13. Students completed another PMI activity to justify the style of the final product and to judge the completed group work.
14. All students completed a self-assessment grid. The grid was designed with the criteria established in class.
15. Members of each team reflected on their roles and tasks by completing a peer assessment rubric.
16. A class presentation delivered by each team, with all class members assessing each presentation, on a grading scale of 1-5 for each criteria.
17. Students videoed discussing their products.
18. Developing a photostory to document the design process.

The elements of the Investigating and designing Level 5 standard addressed by the task are:

Students use various strategies and sources of information to investigate and research a range of factors relevant to more sophisticated design briefs to which they have contributed.

The elements of the Producing Level 5 standard addressed by the task are:

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 ... taking full account of their properties, characteristics … in meeting requirements of design briefs.

(Students) make modifications during production, providing a sound explanation for changes that demonstrates reflection … (and) responsiveness to feedback ...

The elements of the Analysing and evaluating Level 5 standard addressed by the task are:

Students select appropriate equipment and techniques to safely test and evaluate the performance of their products/systems.

(Students) suggest modifications to improve their products/systems in light of evaluation of their performance, function and appearance.

Sample

This work sample, and the related Design, Creativity and Technology 4.5 progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 5 standard.

Part 1 – Researching considerations for the pirate hat

Annotation

Investigating and designing – 4.5

A. Teacher-assisted research into factors from different information sources relevant to the design brief to which they have contributed including materials needed for production.

Part 2 – Further research

Annotation

Investigating and designing – 4.5

B. Uses a teacher-provided website to find information about pirate hats.

Part 3 – Logbook of production

Annotation

Producing – 4.5

C. Progressively recorded stages of design and production in a logbook, listing basic steps and processes used but did not provide details of strategies used to overcome production problems.

Part 4 – The product

Video transcript
E. We weren’t going to do a bandana but had enough time and decided to do a bandana as well. It (hat) had more of a bump here (crown) and came out a bit more and did not have those side bits.

Annotation

Producing – 4.5

D. Completed a functional pirate hat that meets some of the requirements of the design brief.

E. Modified the design in an ad hoc manner to add a bandana made it look more like a pirate hat and mentions that the pirate hat did not turn out as planned in a couple of aspects.

Video transcript:
F. We cut the design out of paper … then cut it out of material and sewed it all … Put stiffener around the edges. (For the bandana) We got a piece of red material, tied it up…made it all dirty and attached jewels to it… chose colours from those Jack Sparrow had on his hat.
G. (Some skills developed were) How to sew on the sewing machine…used hand sewing because of limited access to textiles room.

Annotation

Producing – 4.5

F. Explained some process of managing a range of materials to produce the pirate hat but did not mention specific names of fabric, their properties or why they were suitable for use.

G. Referred to beginning to learn the skill of sewing on a machine and hand sewing.

Sample 5 – Plus, minus and interesting evaluation

Video transcript
I. S1: [demonstrates hat fitting on head]
J. S2: It would work better on a film set if it was more stiff and had a different material inside.

Annotation

Analysing and evaluating – 4.5

H. Explained some of the strengths and limitations of the design, but did not provide much detail in the explanations.

I. Tried on the hat and demonstrated that it fitted on the head, and so fulfils this particular requirement of the design brief.

J. Explained why a stiffer material would have been a more suitable choice for the pirate hat, but did not make the modification to improve it.

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