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Rather than pretending to be the actual stakeholder, the teacher could play a critical role in supporting students' understanding of the needs associated with playgrounds.  

The focus in this achievement standard is based on the resolution of a spatial design.

To resolve the spatial design the students could consider, for example children’s likes and dislikes, ergonomic and anthropometric information, existing outcomes, new materials, shapes and facility interactivity, the physical needs of children when they are playing and the regulations and policies about safety.

Some student’s produce a reflective portfolio that needs little to add to it. The reflective report can be anything that the candidate chooses to submit within specifications. However, the panel leaders' report this year supports the notion that successful reports have been specifically produced with the criteria from the scholarship standard in mind.

Individual test results and individual questionnaire responses do not need to be in a report. It is more important to provide a summary of the results of these and the student includes in their report how these results informed the outcome.

You will find an assessment schedule on New Zealand Technology Scholarship. Under Technology resources and Assessment materials – the most recent assessment materials has an assessment schedule as one of the files in the zip file. 

The following definition is given in the Technology Online glossary for a stakeholder:

Stakeholder

A person or groups of people (families, whānau, communities, iwi, organisations, businesses) with a vested interest in a technological outcome, and/or its development.

Key stakeholders are those people that are directly influential or will be directly impacted on by the Technological Practice itself and/or its resulting outcomes (including the Technological Outcome and any other by-products).

Wider (community) stakeholders are those people that are less directly influential for or impacted on by the practice or outcome. They can, nonetheless, be identified as having some level of influence, often through others, and/or they may be affected by the project or its outcome in the future.

If the outcome were being developed for the teacher then they would be a key stakeholder.

The feedback needs to come from the person or groups of people that the outcome is being made/designed for to ensure authentic technological practice. The teacher may be guiding and supporting the students on how they respond to stakeholder feedback as they develop their outcome.

The standard requires students to interpret a complex design to determine an applied design medium.

Patchwork can be interpreted as a Complex Technique (EN5) and could be applied using any mediums listed in EN3. However, the design to be patch worked should be complex. See Ex 7 for definitions of a complex design. Students could trial and test their complex patchwork design with different mediums to determine the medium suited to their design. 

Alternatively, students could trial different complex techniques using different mediums to select a technique, medium, equipment, and materials.

To achieve 91345, students need to show evidence of selecting and performing the technique. That is, students could be trialling several different ways to achieve a desired result, and selecting the best method. Students also need to devise an order of construction or a production sequence to achieve their special features (see Explanatory Notes 5 and 6).

This standard is about making a garment with special features.

Explanatory Note 7 defines special features as those that rely on the application of advanced skills.  These include style features (for example, set in sleeve, fly front, tailored collars and cuffs, welt pockets) and/or decorative features (for example, pin tucking, embroidery, and shirring) and/or structural features (for example, 3D felting and combining different fibres in felting and different materials, for example, nuno felting). That is, the focus is on features, rather than on the fabric used.

Some of the procedures that these students applied as described sound more basic (and therefore better suited to NCEA Level 1) rather than advanced. For example, an over locked fluted rolled hem requires limited scheduling and basic skills and would therefore not be considered to be an advanced procedure.

The applique to bodice and screen printed logos could be considered special features if they required advanced skills and scheduling. If the designs that these students applied were reasonably elaborate, then these may well be considered advanced procedures.   

Industrial over locking and twin needling are finishing technique, rather than special features. For example, an advanced technique constitutes more than using a different machine or a different needle.

A pattern adaptation in itself may not achieve a special feature. At level 2, students can also be assessed against AS 91626 Draft a pattern to interpret a design for a garment.

Learning programme design in Technology should be driven by multiple factors. Guidance is provided in the Senior secondary teaching and learning guidelines - Learning programme design.

It is not ideal to have the assessment tool driving the programme design. The purpose of the assessment for this achievement standard is for students to demonstrate they have an understanding about the complexities of manufacturing (often multiple).

There are lots of digital technologies context examples students could refer to. For example, the manufacturing of cell phones, tablets etc. The Owens Design website states, “The challenge of manufacturing cell phones, tablets, and other mobile devices continues to grow more complex. The trends of increasing device complexity, miniaturization, and customization are driving a revolution in manufacturing process.” This website includes a range of case studies. See Mobile devices

Students could look at the role of programming/computer science in relation to production lines and robotics.  Most equipment on a production line has an element of computer programming that enables it to perform a specific task. For example, Howard Wright use a computer-generated production line to manufacture their beds. They have programmed robotic equipment to move at an optimal pace to retain precision and maximise yield.

Key Planning Decisions are usually established at the beginning of the project. For a website this could include plans to carry out stakeholder interviews, plans to research, and selecting imagery.

Review Points are the times you review plans for this week and look at what may have changed in terms of time and other resources. It is important that planning is not just a mere record of what has been done, but rather is about planning to keep moving the practice forward.

Critical review points are those where the student makes major decisions about the direction of the project –e.g. following the collation of stakeholder feedback on the imagery it is clear that images xy and z are the preferred option. The student can then go ahead and embed these in the website. Selecting the correct images is critical to the success of the website.

Explanatory note 5 of the standard states:

"Elements of design are derived from the key design principles of aesthetics and function. These may include but are not limited to: shape, form, rhythm, balance, proportion, colour and contrast, durability, stability, and flexibility/rigidity." 

It therefore seems that, to adequately describe the way elements of design are used, students should be considering a range of elements that relate to both aesthetics and function. It is suggested that a request for clarification form is submitted to NZQA for further clarification on this query. 

This status means that it has been withdrawn without replacement. If a document is superseded, then it means that there is a more up to date relevant version of that standard. 

However, this is not the case for the NZS/AS 1100.101:1992. You can still purchase and follow the document, but due to the age of the standard, we cannot list it as "current" as the all of the information contained may not be 100% correct now due to the publication date.