Course aims / learning outcomes
This course is a year long learning program devoted to the study of Architecture. Design thinking, exploration and progression, literacies for design communication and working within the constructs of design briefs will all be explored. As the course includes Design and Visual Communications assessments at Level 1, students are expected to be working at Level 6 of the New Zealand Curriculum. Students wanting to work towards NCEA assessments are required to join for the full year. Students not yet working at Level 6 are encouraged to speak with Richard before choosing this course.
Course content
In Term 1 the focus will be on creating design ideas in response to a client brief. The context for this term will be informed by matauranga Māori. We will explore stories of Māori Pūrākau (myths and legends) and record our thoughts as visible ideas. Additionally we will research a variety of New Zealand based and international architects, with students choosing one as an artist model. Research, photographs, design sketches and visual communication techniques will be developed with the goal of enabling engagement with the class to encourage feedback and collaboration. Our first assessment will be based on the development of design ideas through the exploration of Māori mythology in combination with the work of a chosen architect.
In Term 2 we will begin work towards the other two assessment opportunities. One relates to a portfolio of design work on a physical space, structure or building. Ideas from our Term 1 programme will be applied to a context of students’ own choosing. This assessment is externally moderated and must be completed in class time without teacher feedback, like an exam. This folio assessment will be completed and submitted in Term 3.
Term 3 and the remainder of this year will be based on the building of architectural models for the other assessment in this course. In addition to completing the externally assessed folio, the focus for this term will be on creating a 3D model based on our design ideas from Terms 1 and 2. Construction of scale models of physical spaces of student design will include the use of wood, clay, wire, plastic, etc. Students who are already proficient with 3D modelling software (such as Sketch up, Blender, OnShape, etc) may also be assessed towards this standard but will not be part of the teaching and learning in this programme (please see Richard if you have questions).
Assessment statement
The program offers 3 assessment opportunities, for a total of 15 credits at level 1.
In Term 1 our first internal assessment will take place. It is a portfolio of student research and design work.
In Terms 2 and 3 the second and third assessments will take place. One assessment is an architectural scale model and is internally assessed. The other is a separate portfolio of each students' own design and is externally assessed. Each of these assessments must be completed by the end of Term 3.
Authenticity
- Assignments that take place over time will be produced in an online system such as Google Docs. Learning Advisors will monitor student work by accessing document history. A portion of work will need to be completed during class time under Learning Advisor supervision.
- Class tests will take place under supervised test conditions within class.
- Students may be required to sign an authenticity statement, perform certain parts of assessment tasks under close supervision, or show through interview and the existence of notes and supporting material that the work submitted by the student is genuinely his/her own work.
Appeal Procedures
- Students have the right to appeal the mark they have been awarded. If a student wishes to appeal a grade, they should initially talk to the subject learning advisor about the marking process immediately after the marked assessment task is shown to them. If still dissatisfied the student should make an appointment and discuss grades with the Principal’s Nominee who will check that the correct procedures have been followed as outlined in the school and subject policies taking into account any special circumstances.
Table of Assessments
| Number | Name | Credit value | Internal or External | Literacy Numeracy UE Reading/Writing | When | Reassessment opportunity | Type of assessment |
| AS92000 | Generate product or spatial design ideas using visual communication techniques in response to design influences | 5 | Internal | NA | Term 1 | No | Folio |
| AS92001 | Use representation techniques to visually communicate own product or spatial design outcome | 5 | Internal | NA | Term 2-3 | No | Scale Model |
| AS92002 | Develop product or spatial design ideas informed by the consideration of people | 5 | External | NA | Term 2-3 | No | Exam style Folio |