These work samples form 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 6 standards describe what students should know and be able do at this level.
The assessment tasks which generated these work samples were designed to give students the opportunity to demonstrate achievement of selected elements of the standard. The work samples illustrate progress towards, but do not fully demonstrate achievement of, the selected elements of the standard.
This assessment task involved students developing a landscape design for a designated area within the school grounds. Students visited gardens and supply outlets to gather ideas for their horticulture landscape design projects. They discussed the design requirements with their client (the teacher), conducted a site analysis, developed a design brief, a concept map to explore ideas and documented plant species that were suited to their garden design. They researched, listed and costed other features that could be included in the garden. They discussed and made selections from a range of options presented. Students sketched two plans for their garden design, discussed the pros and cons of each in relation to the design brief and produced a finished drawing of the selected design using symbols for a range of plants and other features or elements of the garden. They incorporated a key that included the botanical names of the plants. Students evaluated their design and made an oral presentation to the class.
The elements of the Investigating and designing Level 6 standard addressed by the task are:
(Students) identify considerations and constraints within a design brief.
(Students) undertake research relevant to the design brief. They locate and use relevant information to help their design thinking and identify the needs of a variety of client/user groups.
When designing, (students) generate a range of alternative possibilities, use appropriate technical language, and justify their preferred option, explaining how it provides a solution to the problem, need or opportunity.
Students take account of function and performance … aesthetics, costs … that address the requirements of design briefs.
Extension work not documented in this assessment task
The class selected the winning design and made plans for the construction of the selected design. The student whose design was selected for implementation took the role of the project manager and made all major decisions, assigned the students into work teams and designated specific activities to be completed by each team for implementing the design.
Students read and completed activities from an activity sheet. The activity sheet included information about, and activities to develop skills in the:
Year 10 Horticulture and Landscape Design Activity student worksheet
For at least 3 of the items listed in b) above, complete the table below. Research the range of products available, and the pros and cons for selecting the item. Give specific details of each.
Example
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Pots
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Black plastic, round, square holes on sides and base. |
2” |
0.10 |
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2” Black plastic, round, round holes in base only. |
2” |
0.12 |
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Black plastic, round, square holes on sides and base. |
5” |
0.17
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c) For all 3 of the completed tables evaluate the pros and cons, select which product to use and give reasons for that selection.
4. Produce two drafts of your landscape design on A4 paper showing two possible solutions that could meet the requirements outlined in the design brief.
5. Analyse these drafts against the Site Analysis and design brief. Do they cover all the client’s wishes? Detail what aspects of the design match the client’s brief. Evaluate each rough draft, pick one design to be your final design and give reasons for your selection.
6. Complete your final design to meet the following requirements:
7. Prepare and deliver an oral presentation to the class:
The following samples and the related Design, Creativity and Technology progression point examples illustrate the kinds of responses that students produce as they progress towards the Level 6 standard.
Students completed a site analysis to identify the existing features of the property to be developed in the garden design. The site analysis was developed in conjunction with the client (teacher and school) needs.
Investigating and designing – 5.75
Students developed a design brief in conjunction with the client (teacher) to outline the problem, requirements, considerations and constraints that would guide the development of the landscape design.
Investigating and designing – 5.75
Students completed a concept map to explore ideas and assist in the development of various elements for their landscape design.
Investigating and designing – 5.75
Students collected landscape design ideas including pictures of landscape garden products, plants and other resources that would be needed for the project. Students were asked to provide 10 images of landscape design ideas (materials, features) and 10 possible plants; their labels or names (including the correct scientific names for plants) that could be used. Students were required to state the source of the image and information.
Investigating and designing – 5.75
Students completed a table which described at least three items from the categories researched in the previous activity including their size, cost and pros and cons of each.
Investigating and designing – 5.75
Students discussed the possible options for the features of their landscape design, including such elements as plants, tiles/decking and furniture. They were required to explain choices to incorporate into their design.
Investigating and designing – 5.75
Students produced two design option drafts of the landscape design using their research. They were expected to refer to the client needs and design brief requirements.
Investigating and designing – 5.75
Students analysed each design option draft and considered how well it matched the client and design brief requirements. They then selected and justified the preferred design option.
Investigating and designing – 5.75
Students produced a final version of their landscape design based on the preferred option and were required to incorporate colour, a key and scale.
Investigating and designing – 5.75
- Produces a well laid-out landscape design with a strong resemblance to the selected design option.
- Uses colour, directional aspect, scale, and a symbols key to clearly communicate the features of the design.
- Some features, for example, the lounge chairs are not correctly drawn to scale.
Students evaluated their landscape design and explained how it met the requirements of the design brief. They prepared a written reported and presented the landscape design and report to the class.
Investigating and designing – 5.75
Internet
Landscape Botanica
www.landscapebotanica.com.au/links/links.htmIncludes links to gardening resources.
Landscape Design Garden Plans
www.landscape-design-garden-plans.com
This assessment task was undertaken by students in a resistant materials class.
Individually, students studied three designers from the Bauhaus school then applied the Bauhaus principles to design and make a clock. They made a model from disposable materials then produced the final article. Students evaluated the clock and processes.
The elements of the Investigating and designing Level 6 standard addressed by the task are:
(Students) identify considerations and constraints within a design brief. They undertake research relevant to the design brief. They locate and use relevant information to help their design thinking …
When designing, they generate a range of alternative possibilities, use appropriate technical language, and justify their preferred option, explaining how it provides a solution to the problem, need or opportunity.
Students take account of function and performance … aesthetics, costs … that address the requirements of design briefs.
(Students) identify a range of criteria for evaluating their products …
Students plan a realistic and logical sequence of the production stages, incorporating time, cost and resources needed for production.
The elements of the Producing Level 6 standard addressed by the task are:
(Students) implement a range of production processes accurately, consistently, safely … and responsibly …
(Students) produce products … using complex tools, equipment, machines, materials … with precision.
In response to changing circumstances, they adapt their methods of production and provide a sound explanation for deviation from the design proposal. They make products … that meet the quality, aesthetic, functionality and performance requirements outlined in the design brief.
The elements of the Analysing and evaluating Level 6 standard addressed by the task are:
(Students) use evaluation criteria they have previously developed, and critically analyse processes, materials … and equipment used, and make appropriate suggestions for changes to these that would lead to an improved outcome. They use a range of suitable safe testing methods in this analysis. They relate their findings to the purpose for which the product … was designed and the appropriate and ethical use of resources.
This work sample, and the related Design, Creativity and Technology 5.75 progression point examples, illustrates the kinds of responses that students produce as they progress towards the Level 6 standard.
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Investigating and designing – 5.75
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Investigating and designing – 5.75
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Investigating and designing – 5.75
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Investigating and designing – 5.75
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Producing – 5.75
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Analysing and evaluating – 5.75
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