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2.1 - Demonstrate an understanding of methods and ideas from established practice appropriate to (feild)

Achievement

Achievement with Merit

Achievement with Excellence

Demonstrate an understanding of methods and ideas from established practice appropriate to design/ painting/ photography/ printmaking/ sculpture.

Demonstrate an informed understanding of methods and ideas from established practice appropriate to design/ painting/ photography/ printmaking/ sculpture

Demonstrate an in-depth understanding of methods and ideas from established practice appropriate to design/ painting/ photography/ printmaking/ sculpture.

Achieved Level Performance

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Merit Level Performance

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Excellence Level Performance

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2.1 Sample 1

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2.1 Sample 2

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2.1 Sample 3

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Comments

  • Sam Cunnane

    Who's the annoying person who supplies all the photography exemplars that we can't see the detail of?! Wink

  • Sam Cunnane

    Hopefully these are a little higher resolution.

    2.1 Photography pg 1

    2.1 Photography pg 4

  • Sam Cunnane

    As a general note (and I suspect Geoff will cover this in more detail during our VC this week) I found the templates for students to fill in were a bit of a hassle. They supported the lower level students towards achieving, but didn't allow for much extension or development of concepts. I think I'd rather use prompt questions to guide students on what to comment about.

    What have the rest of you found successful for helping students with research?

  • Geoff Harris

    Yep, roll on super-high speed broadband for New Zealand so we can all up-load and down-load full sized files.  The first three (Performance Levels) should be legible if people download them and zoom in with the media viewer.  They represent the quality of language needed for each level of acheivement.

    The second three (Samples) indicate the range and scope (AKA quantity) needed for four credits at level two.  Full resolution legible versions of these will be available on the NZQA site when all is said and done with the Exemplar development process.

    Templates are an issue - the guiding principle being "For higher levels of performance, templates should be used as research tools rather than presentation formats"  I will go into this in greater depth on Wednesday.

  • Anshu Malhotra

    Templates are great when it comes to level one and two. At level one students get used the art terminology by this method, at level two we do more of this brainstorm exercise and as a result get a few sentences...definitely a good way to start everyone and get achieving, understanding concepts sharing ideas. At level three, it definitely gets them rolling and students who struggle with writing skills are able to achieve.

  • Anshu Malhotra

     how can one build on this for students who struggle to put words but are great with their ideas.

  • Geoff Harris

    Now there, as Shakespeare would say, is the rub. 

    Certainly a number of presenters at the recent ANZAAE conference worked towards that issue (Dave Bell, Yon Ankersmit).  There are also alternative evidence formats such as interviews or oral presentations. Bullet points rather than essay format although these would need to be very sustained and succint bullet points are often a higher order of skill.  Visual responses can contribute to, but not replace, words and can often be periferal to the issues rather than informing an understanding.  

    Each approach has its own advantages and pitfalls.  Each teacher needs to identify which is the best aproach for their students.