NCEA ICT Level 2
Develop and model a conceptual design in information and
communication technology

Subject Reference:    ...
AS90342
Subject Reference                      Information and Communication Technology 2.1
Title                         ...
Explanatory Notes

1     This achievement standard is derived from Technology in the New Zealand Curriculum, Learning Medi...
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Assessment Schedule

                                                 Final Judgement: ACHIEVED

Evidence                 ...
Evidence                                            Judgements for Achievement                          Judgements for Mer...
Evidence                                           Judgements for Achievement                   Judgements for Merit   Jud...
Evidence                                      Judgements for Achievement                      Judgements for Merit   Judge...
Evidence                                         Judgements for Achievement                    Judgements for Merit       ...
Evidence                 Judgements for Achievement                     Judgements for Merit   Judgements for Excellence
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Evidence                                        Judgements for Achievement                    Judgements for Merit   Judge...
Evidence                                           Judgements for Achievement                     Judgements for Merit   J...
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NE/ ZE.AIJND QUALIFICATIONS AUTHORITl'
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NATIONAL QUALIFICATION...
School Sport Design Portfolio
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  1. 1. 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 _____________________
  2. 2. 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.
  3. 3. 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.
  4. 4. Concept Ideas
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  9. 9. 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
  10. 10. 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
  11. 11. 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
  12. 12. 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.
  13. 13. 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
  14. 14. 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
  15. 15. 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.
  16. 16. 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
  17. 17. VloderationReport PageI ofJ NZ€A t1,4 l:d!ANJ rjL {L'LrC.f rQN! AU rtsrRrr. FANA TOHU I'IA'IA.Uf|AN6A AOTEAK9A O NATIONAL FRAMEWORK QUALIFICATIONS MODERATION REPORT Moderation Ta.hn^r^^u 5ysrem/5uDlect: Providerischool Tamakrcofieoe Name: Standard No: 90342 Version: 2 Level: 2 Date received: 07/0412008 Overview: The assessmentmaterial shouldallowlearners accessall levelsofthis achievement to standard. judgement The assessor was at the national standard. Commentary: The moderatorwouldliketo compliment assessor the use of assessor the fof notespertaining to the leamersubmission. This represents beslpracticein technology assessrnent assists and greatly the moderation in process. NextSteps The purpose moderation io provide of is feedback assessors assistin makingjudgements the national to to at standard. . Referto yourPrincipal's Nominee you require if furtherguidance the interpretation this report. in of js . Fudherclarification available through appealsprocessThe Rulesand Procedures the outlinethis process: www n?qa govt.nzlrcealacr!/Secondary 1522.html 15
  18. 18. Page2 of :l ModerationRePoft Results Moderation 1 ,tor.l1lortot. | - - lsamPles ... . i..:.,!i-.... Tick ie Dor o { standard meetthe national materials The assessment require maierials moditicatlon' The assessment standaro' materials not meetthe national The assessment do rcquirements maderatian advising furthet any resutts NZQA send sunnaryot maoeratian Note. wtil a
  19. 19. N4oderation Repon Page3 of4 Assessment Materials Assessment Materials (tick retevant boxes betow): N4odified Own Commercial r,quot;10E/NZQA Othereg unmodifled malenals materials MOE/NZQA materials materials Assessment Materials Learners for 't. ls the standard be assessed to (numbef,version, conectlyidentified eiements)?YES Comments: Although versionnumbercouldbe moreclearlyidentified leamersin the assessment the to material (brief,event,activity, 2. Doesthe learnerhavethe opportunity meetthe requirements the standard to of task etc)? Specify Element No. or A, M, E Y/N Comments Criteria Y M Y E I 3. Are the assessment condilions clearand appropriate?NO Comments: < The time available/due dateshouldbe included the assessment in material. Assessment Schedule provided 4. Are therestatements that give examples learnerresponses of whichmeetthe requirements the standard of (evidencestatements)? SpeciryElement No. or A, M, E Y/N Comments Criteria Y N4 Y E Y 5. Arethere provided clearly statements that performance describe (quality quantity) levels and which the meet requirementsthestandard of (udgement statements)? SpecifyElement or A, M, E No. yttt comments Criteria AI MY
  20. 20. ModerationReport I'age4 ot 4 AssessedWork judgements the national Are assessor at standard? Moderator Learner +s:essor . uommentsi .Jucrgemenr Judgement Clearerreference ihe speciflcations the bnefrn the flnal io ol 1 Wlllam A A evaluation would have been beneficial demonstrating potential in fitness for Duroose. L*-^'tt^^^,,-^n?^-^^r'tnzlfnt-nnrfnerc/mnderator/nrint-renort.do?t-.rl&id:12204159...2i|O4D,O08
  21. 21. NE/ ZE.AIJND QUALIFICATIONS AUTHORITl' ]IANA TOHU NfAIAURANGA O AOTLAROA NATIONAL QUALIFICATIONSFRAMEWORK SECONDARY MODERATIONCOVERSHEET This sheetmust be completedand submittedrvith moderation material for eachs t a n t l a r d . -u,.i;uclti3{ 2 M o d e r a l i o nS r s t e m / S u b j e c t ' ,,.L1n,.,.4r, t 5, /tt'tn lL,r/r.zr+iol , Tquot;orn 'k, / trZ3e S c h o o lN a m e : Standard No: )t:3.1 2 Version: 2 Level: T h e f o l l o u i n ga s s e s s m e n t a t e r i a l s h o u l db e a t t a c h e d r e n c l o s e d i t h t h i s f o r n r : m s o $ (litk the bore.t 1o cotrJirntl. a s s e s s m en q 1 1 v i 1 1 , , r ' i t h nt asse5sDlenr !crli assesse0 an rele!ant resources scheduie Please indicatesourceof assessnent materiai ticliins the appropriate bv box: l-_l ott'n co]]lnterataJ modified o l h e re . g u n m o d i f i e d L___lrnateriais mateflals ]1OE,NZQA llOEZQ naterials r,'ialearels LEARNER SAMPLES: . Unit Standards: Submitfour samples assessed of rvorliflonr learners r.vho aI or nealthe are judgemenlb1,NC (no credit)or C (credit). nationalstandard.ldentifl' assessor . Achievem€nt Standards: Submit eightsamples assessed of r,',orii. 'iierearailable.samplcs shouldcor,er range the of.iLldgenlents N (not ac)ricved). lechie e.s. .A ed).Vl t:nerit)or-L lexcellence). Lcarner* Judgement Assessor Learner* A s s e s s oJ u d g e m e n t r r,tlt/iq Tu, EtLtr.ttt * ' f h e t n i e u i s t o d i s t i n g u i sb e t r r e e t h ep i e c e s f s o r l a n dn o t t o i d e n t i l l . e a r n e resr I t i s s u f f i c i e nl t r h b e l l s s l s s e c lo r L t h n o l '. , u fronreachlearnelas L l. or A. Il. .. O N e u Z e a l a n d u a l i i r c a t i o n s t h o r i t l 0 0 l Q Au

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