Purpose
Achievement Criteria
Explanatory Note 1
Use instrumental drawing techniques to communicate own product or spatial design outcome involves:
- creating orthographic (2D) and paraline (3D) drawings that visually communicate surface features.
Use instrumental drawing techniques to communicate details of own product or spatial design outcome involves:
- creating orthographic (2D) and paraline (3D) drawings that visually communicate the technical features.
Use instrumental drawing techniques to communicate precise details of own product or spatial design outcome involves:
- creating orthographic (2D) and paraline (3D) drawings accurately, that visually communicate the construction or assembly features.
Explanatory Note 2
Surface features are the exterior visual elements that demonstrate the shape, size, and form of a design outcome.
Explanatory Note 3
Technical features are the detailed aspects of a design outcome, such as its internal components, internal details, internal spatial relationships, or additional information beyond the main outline.
Explanatory Note 4
Construction or assembly features provide precise details and accurate information that demonstrates how a product design outcome is assembled or a spatial design is constructed, including the materials or parts required to realise the outcome and how components fit together.
Explanatory Note 5
Instrumental drawings, which can be referred to in this context as technical drawings or mechanical drawings, are 2D and 3D representations of projected views of a 3D object. They require the use of manual drawing instruments or computer-aided software, and associated techniques, conventions, and scale.
Examples of instrumental drawing techniques include:
- orthographic projection
- paraline drawing (isometric, oblique, or planometric drawings).
Examples of conventions used in instrumental drawing techniques include:
- line types and symbols
- labelling (sheets, views, details)
- dimensioning and recognised scale.
Labels may be written in either English or te reo Māori.
Shared Explanatory Note
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
This Achievement Standard is derived from the Technology Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
External Assessment Specifications
The External Assessment Specifications are published by NZQA and can be found on their website using this link:
NZQA Design and Visual Communication
Useful Pages
Unpacking the Standard
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
The intent of the Standard
The intent of this Achievement Standard is for ākonga to use appropriate instrumental drawing techniques to communicate a design outcome. It requires them to develop knowledge and skills in using instrumental drawing conventions and systems. It must include orthographic (2D) and paraline (3D) drawings that can be either CAD generated or manually drawn. The focus will be on generating instrumental drawings that visually communicate student’s own design outcome as accurately as possible using drawing systems and conventions.
Making reliable judgements
To achieve this Achievement Standard, ākonga will demonstrate the use of instrumental drawing conventions and techniques to create 2D orthographic and 3D paraline drawings that communicate the visible surface features of their design outcome.
At a higher level of achievement, details will be provided to show the technical features of the product or spatial design outcome that are not visible on the surface. Higher levels of achievement require assembly and construction features to be accurately communicated with precision.
Collecting evidence
Ākonga will curate and submit a portfolio of evidence of 3-5 A3 pages (or equivalent) showcasing their design work where the features of the design outcome have been worked out.
Evidence in the portfolio can take a range of visual forms, digital or physical, and may include drawings, annotations, models, and animations.
While labelling and title blocks can be used within a portfolio (written in either English or te reo Māori) to clarify key information, no annotations will be permitted. Ākonga must demonstrate their ability to explain the features and details of the design outcome visually through the instrumental drawings they generate.
Where CAD is used, the design details presented must be ākonga-generated. Software libraries or pre-built blocks (for example footing details for building plans) do not constitute ākonga evidence and should not be presented as such.
Possible contexts
Learners will require an understanding of different 2D and 3D drawing systems and the conventions for labelling, line types, symbols and dimensioning as part of generating their instrumental drawings. 2D drawings will consist of two or more aligned views whereas 3D drawings will use a paraline method, such as isometric, oblique, or planometric. Other representation modes such as floor plans and cross-sections can also be used.
Ākonga are encouraged to consider and use different modes, such as exploded drawings and assembly details, to find the best techniques to clearly convey the technical, construction, and assembly features of their design ideas in an informative way that leaves little doubt in the mind of the viewer. In accurately visually communicating the technical aspects of their design outcomes, learners are also demonstrating their knowledge of product or spatial design.
The intent of the Standard
The intent of this Achievement Standard is for ākonga to use appropriate instrumental drawing techniques to communicate a design outcome. It requires them to develop knowledge and skills in using instrumental drawing conventions and systems. It must include orthographic (2D) and paraline (3D) drawings that can be either CAD generated or manually drawn. The focus will be on generating instrumental drawings that visually communicate student’s own design outcome as accurately as possible using drawing systems and conventions.
Making reliable judgements
To achieve this Achievement Standard, ākonga will demonstrate the use of instrumental drawing conventions and techniques to create 2D orthographic and 3D paraline drawings that communicate the visible surface features of their design outcome.
At a higher level of achievement, details will be provided to show the technical features of the product or spatial design outcome that are not visible on the surface. Higher levels of achievement require assembly and construction features to be accurately communicated with precision.
Collecting evidence
Ākonga will curate and submit a portfolio of evidence of 3-5 A3 pages (or equivalent) showcasing their design work where the features of the design outcome have been worked out.
Evidence in the portfolio can take a range of visual forms, digital or physical, and may include drawings, annotations, models, and animations.
While labelling and title blocks can be used within a portfolio (written in either English or te reo Māori) to clarify key information, no annotations will be permitted. Ākonga must demonstrate their ability to explain the features and details of the design outcome visually through the instrumental drawings they generate.
Where CAD is used, the design details presented must be ākonga-generated. Software libraries or pre-built blocks (for example footing details for building plans) do not constitute ākonga evidence and should not be presented as such.
Possible contexts
Learners will require an understanding of different 2D and 3D drawing systems and the conventions for labelling, line types, symbols and dimensioning as part of generating their instrumental drawings. 2D drawings will consist of two or more aligned views whereas 3D drawings will use a paraline method, such as isometric, oblique, or planometric. Other representation modes such as floor plans and cross-sections can also be used.
Ākonga are encouraged to consider and use different modes, such as exploded drawings and assembly details, to find the best techniques to clearly convey the technical, construction, and assembly features of their design ideas in an informative way that leaves little doubt in the mind of the viewer. In accurately visually communicating the technical aspects of their design outcomes, learners are also demonstrating their knowledge of product or spatial design.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.