NCEA ICT Level 2
Develop and model a conceptual design in information and
communication technology
Subject Reference: ICT 2.1
Achievement Standard: 90342
Credits: 6
School
Sport
Student Name: William Tuikolovatu ___________________
Class: ICT – Print Media _____________________

AS90342
Subject Reference Information and Communication Technology 2.1
Title Develop and model a conceptual design in information and
communication technology
Level 2 Credits 6 Assessment Internal
Subfield Technology
Domain Technology – General Education
Registration date 18 January 2005 Date version published 18 January 2005
This achievement standard involves the formulation of a brief, and the use of planning, to develop
and model a conceptual design to address an identified issue in information and communication
technology.
Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
• Identify key factors and their • Prioritise key factors, explaining • Prioritise key factors, explaining
implications in formulating a their implications and their implications and
brief to address an identified interactions, in formulating a interactions, in formulating a
issue. brief to address an identified brief to address an identified
issue. issue.
• Use planning to guide ongoing • Use planning to develop, review, • Use planning to develop, review,
development work. and revise ongoing planning to and revise ongoing development
aid the development work. work and to pre-empt
anticipated problems and/or
overcome actual problems
and/or maximise opportunities.
• Use modelling media to develop • Use modelling media to develop • Use modelling media to
and model a conceptual design and model a conceptual design develop and model a
and demonstrate its fitness for and demonstrate its fitness for conceptual design and
purpose to address the purpose to address the demonstrate its fitness for
identified issue. identified issue and concerns of purpose to address the
key stakeholders. identified issue and concerns of
key stakeholders. Justify the
viability of the conceptual
design as a potential outcome.

Explanatory Notes
1 This achievement standard is derived from Technology in the New Zealand Curriculum, Learning Media, Ministry
of Education, 1995; Level 7, and Hangarau i roto i te Marautanga o Aotearoa, Te Tāhuhu o te Mātauranga,
1999.
2 Useful information is available in Safety and Technology Education: A Guidance Manual for New Zealand
Schools, Learning Media, Ministry of Education, 1998; and in the Health and Safety in Employment Act 1992.
3 The issue needs to be identified by the student from a teacher-given context. The issue may be personal to the
student, or one owned by others. This issue will generate a range of needs or opportunities for technological
practice.
4 A conceptual design is a description of an intended technological outcome (product, system, or environment).
5 Develop and model includes all aspects of technological practice from the identification of the issue through to
the modelling of the conceptual design. Model means to investigate and construct a representation to explain,
explore, and test the characteristics sought in a fully developed conceptual design. Modelling can be used for
ongoing evaluation throughout the development of a conceptual design.
6 Modelling media may include (but are not limited to) the following – two- or three-dimensional physical models
(full-sized or scaled), computer simulations using a range of computer and audio-visual mediums, folios, OHTs,
sketches with written explanatory notes.
7 A brief is a clear description of both the desirable outcomes sought and the constraints to be met by a
successful technological outcome. A brief commences with a conceptual statement of the need, issues, or
opportunity being addressed, and also contains the detailed specifications against which the success or
otherwise of the outcome can be tested. Ideally, the brief is fully researched and defined in advance of
development of the technological outcome but often, as the development work proceeds, the knowledge and
understanding of the technologist improves sufficiently that refinements (usually improvements) are made to the
brief and its specifications.
8 Planning is used to structure technological practice into manageable stages and establish key milestone dates
and expected outcomes. Planning includes such things as identifying how key resources, which may include (but
are not limited to) time, expertise, materials and finance, are allocated and used efficiently during the
development of a technological outcome. Planning is critical to ensure that effective consultation with
stakeholders will be carried out so that all constraints and requirements are met and/or opportunities are
optimised. Tools that are used for planning will depend on the nature and the stage of the technological practice
being undertaken. Planning tools include such things as plans of action, Gantt charts, flow charts, block
sequence diagrams, journal notes.
Planning must reflect the dynamic and evolving nature of development work due to the ongoing evaluations and
subsequent modifications and/or refinements. Regular reviews of planning tools should be undertaken and
required changes made to ensure remaining time and resources are allocated to achieve the desired
technological outcome.
9 Evidence of planning needs to be demonstrated throughout the student’s entire technological practice.
10 Key factors are those that contribute both directly and indirectly to a specific technological practice and may
include:
• broader factors, such as legal, social, cultural, political, environmental and economic factors including
consideration of global and future trends, and culture of technological innovation
• stakeholder factors, such as beliefs, ethics, values, ability to access knowledge and skills, and social
position
• knowledge and skills available that may underpin the development and use of the given technology.
11 Viability of the conceptual design refers to the capacity to meet the specifications of the brief, address possible
social and environmental impact(s), meet likely future demand, and address availability of resources for its
maintenance.
12 Key stakeholders are those stakeholders who have a vested interest in the identified issue.

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Assessment Schedule
Final Judgement: ACHIEVED
Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence
The student has planned:
Initial Planning
• Initial plans project a logical
Initial planning has been done using
organisation for complete practice with
appropriate planning tools, including
key milestone stages, time and other
brainstorm notes, an initial plan of action,
resources allocated.
and visual diary notes. The initial plan of
action includes a broad outline of different
stages of the project (planning,
development, implementation), as well as
the timelines for each stage, and the due
date. 1
1 Context and Issue

Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence
• Resources are allocated as practice is Resources
carried out. An initial brainstorm of resources is
identified including human resources, time,
budget, expertise, materials, and
equipment. 2 Research materials relating
to the context and issue have been
sourced from the internet, and relevant
sections highlighted. 3 An outline of how all
resources will be used is identified, and
included in the section titled Resources.
This includes peripherals, software, and
hardware and text books.
Evidence has been provided for the digital
camera booking, in the form of an email to
the relevant staff member. Evidence has
also been provided for permission sought
for the use of photographs of school sports
that have been used in the project.
A screen dump has been included as
evidence for the type of software that has
been used i.e., InDesign.
Resources have been outlined throughout
planning in the Plan of Action.
2 Context and Issue
3 Resources – Article: Who reaps the benefits in coaching research? Information: Sideline Behaviour

Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence
• Processes planned and used are detailed Processes
with reasons for choices and changes Planning is outlined in a logical sequence
discussed. that is easy to follow:
• Context and issue
• Key factors
• Resources
• Communication with stakeholders
• Planning – Plan of Action
• Design Brief
• Design Concepts
• Final Evaluation
Notes are included throughout the entire
planning process to communicate choices
made ie., poster size and ease of
reproducing prints at school instead of
sending print jobs out of school 4
4 Resources – Notes: Permission for use of photographs & Printing A4 sized posters

Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence
• Planning through practice refers to the Planning through practice
initial plans and changes are made as
An initial Plan of Action [draft] is evident
new resources are identified, or as the
and includes timeframes, dates, tasks,
use of previously identified resources is
reference to key factors (including
reprioritised, eg. Time allocations are
stakeholder needs, views, attitudes,
changed to accommodate an overrun in
desires, technological issues, design
a previous stage and consequences of
issues, legal, political and ethical issues),
the changes are considered and planned
stakeholders, due date and actual date of
for.
completion.
A final Plan of Action is also evident which
is formatted the same as the initial Plan of
Action. The final Plan of Action is more
detailed, and updates to the plan are
included and evident through the use of a
different coloured pen.
• Possible and actual problems have been In the final Plan of Action, information is
identified and planning has taken place also more refined in terms of some of the
to minimise, eliminate or resolve them. changes that have been addressed.
The success of the planned action is “Record information from interview”
evaluated and modifications made where incorporates stakeholder feedback.
necessary. References are also made to the target
audience of school students and parents, in
redeveloping ideas to make the design
solution eye catching.

Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence
The student has:
Context and Issue Key Factors
Identified, through their practice, key
factors (including those associated with The student has identified an issue from The brainstorm notes have been
key stakeholders’ views, attitudes, needs the context of ‘school sport’ that was elaborated on in more detail, explaining
and desires, knowledge bases and wider provided by the teacher. The issue their implications in terms of developing a
influences) relating to the issue and, identified is “Improving the attitude and design solution i.e., the need for
behaviour of spectators at school sporting stakeholder feedback and having access to
• Explored and explained the implications
events”. stakeholders, having access to equipment
of key factors in terms of the practice
(computer suite, digital camera) and
being undertaken and the desired Key Factors
resources requirements (printing). 6
outcome.
A range of key factors relating to the
• Explained interactions of key factors and Evidence of stakeholder feedback has been
context and issue are identified which
their implications. obtained, which includes ideas for further
include stakeholder needs, views,
• Prioritised these and reprioritised them development of concept ideas; Mrs Pamaka
attitudes, desires, technological issues,
as new factors are identified, justifying “be positive, encourage spectators, no put
design issues, legal, political and ethical
decisions. downs”; Miss Murray “role models from the
issues. A brainstorm is evident in
Determined the main implications for seniors”. The stakeholder feedback was
identifying the key factors. 5 The detailed
resolving the identified issue. evaluated, and then used to develop
notes have been used to identify tasks and
design concepts; Mrs Pamaka’s feedback
have been included and addressed through
lead to the development of the crossword-
the initial Plan of Action. The tasks have
orientated poster, Miss Murray’s feedback
been prioritised in order by which they
lead to the development of the 1st XV
have been addressed, and reprioritised in
rugby team poster.
the final Plan of Action, including
justifications for the changes. Legal consent for the use of photographs is
identified as a key factor in the Plan of
Action, which includes notes on why it is a
key factor and who it impacts on. Evidence
is included in the form of written
permission, which demonstrates proof of
how the issue has been resolved.
5 Key Factors - Brainstorm
6 Key Factors – Detailed Notes

Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence
Stakeholder Issues
Stakeholder feedback was sought
regarding views on spectator behaviour,
views on developing posters as a means of
addressing the issue of spectator
behaviour, and whether the posters met
the stakeholder expectations
Design Issues
Design issues have been identified and
explained in detail in the concept
evaluation, including colour choices, font
choices, font sizes. The implications of the
design issues were explained in terms of
making the information “easy to read from
a distance” 7
Technology Issues
An example of a technology issue that
were identified, was access to digital
equipment i.e., digital camera and booking
the computer suite with the software
required. Notes are included in the Plan of
Action addressing these issues, and email
evidence is included for booking the
camera
Wider aspects
Reference has been made to the need for
legal consent for the use of photographs in
the Plan of Action. Notes have also been
included stating that permission is required
from Mrs Pamaka, Principal of Tamaki
College, for the use of school photographs.
7 Concept Evaluation

Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence
The student has:
Initial Brief
Formulated an initial brief using the
An initial brief has been developed that
prioritised key factors to address the issue.
incorporates aspects identified in the key
Refinements are made to the brief to take
factors such as ethical issues (convey the
into consideration new knowledge and
school in a positive way) and legal issues
insights as development is carried out.
(use of original images).
Final Design Brief
The final design brief has been refined to
incorporate the issue identified by the
student. The revised brief also focuses on
producing one type of design solution
(posters), as opposed to producing a
variety of design solutions (brochure and
posters). Also outlined in the brief are
specifications associated with size and how
that would impact on printing (onsite at
school or sourced out of school). This
relates to key factors outlined in the
evaluations that follow on from the Plan of
Action.

Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence
The student has:
Conceptual Designs
• Developed a conceptual design. The Evidence of conceptual designs is clearly
development work includes modelling, demonstrated from early sketches, through
evaluations of the models and to digital design concepts, and design
modification or re-development where ideas. There is evidence of modification or
necessary. redevelopment of the designs.
• Evaluated ideas and given reasons for
key decisions. Evaluated ideas
• Produced a conceptual design that
Each design concept has been evaluated,
effectively meets the needs of key
outlining issues associated with each
stakeholders as outlined in the brief.
design. Some of the issues outlined
• Used modelling media that displays the
include colour schemes, font styles and
key attributes identified in the brief and
size, images.
that is suitable for the intended
audience.
Produced a conceptual design
• Provided supporting documentation that
explains how the conceptual design Conceptual designs have been produced.
addresses the issue, meets the brief ’s Key stakeholders provided feedback on
requirements and justifies the viability of their thoughts of the final designs.
the conceptual design as a potential Evidence of the feedback is included in the
solution. portfolio. 8 A final evaluation has been
produced for the final design solutions, and
includes references on how the final
designs have met the specifications and
constraints outlined in the design brief.
8 Communication with Stakeholders

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