william\'s school sport portfolio

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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 _____________________

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Page 1: William\'s School Sport portfolio

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 _____________________

Page 2: William\'s School Sport portfolio

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 implications in formulating a brief to address an identified issue.

• Prioritise key factors, explaining their implications and interactions, in formulating a brief to address an identified issue.

• Prioritise key factors, explaining their implications and interactions, in formulating a brief to address an identified issue.

• Use planning to guide ongoing development work.

• Use planning to develop, review, and revise ongoing planning to aid the development work.

• Use planning to develop, review, and revise ongoing development work and to pre-empt anticipated problems and/or overcome actual problems and/or maximise opportunities.

• Use modelling media to develop and model a conceptual design and demonstrate its fitness for purpose to address the identified issue.

• Use modelling media to develop and model a conceptual design and demonstrate its fitness for purpose to address the identified issue and concerns of key stakeholders.

• Use modelling media to develop and model a conceptual design and demonstrate its fitness for purpose to address the identified issue and concerns of key stakeholders. Justify the viability of the conceptual design as a potential outcome.

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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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Context

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Brainstorming

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Key Factors

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Key Factors

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Key Factors

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Concept Ideas

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Concept Ideas

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Concept Ideas

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Plan of Action

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Planning

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Brief Ideas

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Initial Brief

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Design Concepts

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Design - Photos

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Design Concepts

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Digital Design Concepts

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Assessment Schedule

Final Judgement: ACHIEVED Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence

The student has planned:

• Initial plans project a logical

organisation for complete practice with

key milestone stages, time and other

resources allocated.

Initial Planning

Initial planning has been done using

appropriate planning tools, including

brainstorm notes, an initial plan of action,

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

Page 21: William\'s School Sport portfolio

Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence

• Resources are allocated as practice is

carried out.

Resources

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

resources will be used is identified, and

included in the section titled Resources.

This includes peripherals, software, and

hardware and text books.

how all

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

Page 22: William\'s School Sport portfolio

Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence

• Processes planned and used are detailed

with reasons for choices and changes

discussed.

Processes

Planning is outlined in a logical sequence

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 school4

4 Resources – Notes: Permission for use of photographs & Printing A4 sized posters

Page 23: William\'s School Sport portfolio

Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence

• Planning through practice refers to the

initial plans and changes are made as

new resources are identified, or as the

use of previously identified resources is

reprioritised, eg. Time allocations are

changed to accommodate an overrun in

a previous stage and consequences of

the changes are considered and planned

for.

Planning through practice

An initial Plan of Action [draft] is evident

and includes timeframes, dates, tasks,

reference to key factors (including

stakeholder needs, views, attitudes,

desires, technological issues, design

issues, legal, political and ethical issues),

stakeholders, due date and actual date of

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

identified and planning has taken place

to minimise, eliminate or resolve them.

The success of the planned action is

evaluated and modifications made where

necessary.

In the final Plan of Action, information is

also more refined in terms of some of the

changes that have been addressed.

“Record information from interview”

incorporates stakeholder feedback.

References are also made to the target

audience of school students and parents, in

redeveloping ideas to make the design

solution eye catching.

Page 24: William\'s School Sport portfolio

Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence

The student has:

Identified, through their practice, key

factors (including those associated with

key stakeholders’ views, attitudes, needs

and desires, knowledge bases and wider

influences) relating to the issue and,

• Explored and explained the implications

of key factors in terms of the practice

being undertaken and the desired

outcome.

• Explained interactions of key factors and

their implications.

• Prioritised these and reprioritised them

as new factors are identified, justifying

decisions.

Determined the main implications for

resolving the identified issue.

Context and Issue

The student has identified an issue from

the context of ‘school sport’ that was

provided by the teacher. The issue

identified is “Improving the attitude and

behaviour of spectators at school sporting

events”.

Key Factors

A range of key factors relating to the

context and issue are identified which

include stakeholder needs, views,

attitudes, desires, technological issues,

design issues, legal, political and ethical

issues. A brainstorm is evident in

identifying the key factors.5 The detailed

notes have been used to identify tasks and

have been included and addressed through

the initial Plan of Action. The tasks have

been prioritised in order by which they

have been addressed, and reprioritised in

the final Plan of Action, including

justifications for the changes.

Key Factors

The brainstorm notes have been

elaborated on in more detail, explaining

their implications in terms of developing a

design solution i.e., the need for

stakeholder feedback and having access to

stakeholders, having access to equipment

(computer suite, digital camera) and

resources requirements (printing).6

Evidence of stakeholder feedback has been

obtained, which includes ideas for further

development of concept ideas; Mrs Pamaka

“be positive, encourage spectators, no put

downs”; Miss Murray “role models from the

seniors”. The stakeholder feedback was

evaluated, and then used to develop

design concepts; Mrs Pamaka’s feedback

lead to the development of the crossword-

orientated poster, Miss Murray’s feedback

lead to the development of the 1st XV

rugby team poster.

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

Page 25: William\'s School Sport portfolio

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

Page 26: William\'s School Sport portfolio

Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence

The student has:

Formulated an initial brief using the

prioritised key factors to address the issue.

Refinements are made to the brief to take

into consideration new knowledge and

insights as development is carried out.

Initial Brief

An initial brief has been developed that

incorporates aspects identified in the key

factors such as ethical issues (convey the

school in a positive way) and legal issues

(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.

Page 27: William\'s School Sport portfolio

Evidence Judgements for Achievement Judgements for Merit Judgements for Excellence

The student has:

• Developed a conceptual design. The

development work includes modelling,

evaluations of the models and

modification or re-development where

necessary.

• Evaluated ideas and given reasons for

key decisions.

• Produced a conceptual design that

effectively meets the needs of key

stakeholders as outlined in the brief.

• Used modelling media that displays the

key attributes identified in the brief and

that is suitable for the intended

audience.

• Provided supporting documentation that

explains how the conceptual design

addresses the issue, meets the brief ’s

requirements and justifies the viability of

the conceptual design as a potential

solution.

Conceptual Designs

Evidence of conceptual designs is clearly

demonstrated from early sketches, through

to digital design concepts, and design

ideas. There is evidence of modification or

redevelopment of the designs.

Evaluated ideas

Each design concept has been evaluated,

outlining issues associated with each

design. Some of the issues outlined

include colour schemes, font styles and

size, images.

Produced a conceptual design

Conceptual designs have been produced.

Key stakeholders provided feedback on

their thoughts of the final designs.

Evidence of the feedback is included in the

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