NCEA Level 1 Technology 91053 (1.10) Assessment Resource – Page 1
Level 1 Technology (Generic) 91053 (1.10): Assessment Resource
Standard title
Demonstrate understanding of design elements
Credits
3
Resource title
Who’s wearing the trousers?
DRAFT TEACHER GUIDELINES – For planning purposes only
Assessment resource and guidelines
The following guidelines are supplied to enable teachers to carry out valid and consistent assessment of
Technology (Generic) 91053 using this external assessment resource.
Refer to the explanatory notes of the Achievement Standard for Technology 91053 (1.10).
These notes contain information, definitions, and requirements that are important when interpreting the
standard and assessing candidates against it.
Before assessment
Before beginning this activity, candidates should be given with multiple learning opportunities to explore
design elements and learn how these elements are prioritised in a range of outcomes. This will help
candidates develop a comprehensive understanding about the relationships between design elements
and the quality of a design.
Candidates could discuss how and why they prioritised design elements in the development of their own
outcome. This discussion could also include how their prioritisation of certain design elements affected
the overall design of their outcome and in terms of the wider physical and social environment for which
the outcome was designed.
Outcomes and contexts
The assessment activity below – ‘Who’s Wearing The Trousers’ requires candidates to create a report
that demonstrates understanding of design elements in the design and development of women’s
trousers in Great Britain in the 1940s.
The activity can be adapted for other contexts and technological outcomes. It is also possible to consider
several contexts in relation to one outcome.
NCEA Level 1 Technology (Generic) 91053 (1.10) – Page 2 of 4
Other possible outcomes and contexts for which this activity could be adapted include, but are not limited
to:
Outcome
Contexts
Road bike
New Zealand in the 1950s
The Tour de France 2010
Waka
Waka Taua
Waka Ama racing
A copy of Tearaway magazine
Student centred publishing
A computer game
Atari generation
Xbox generation
Advertising images and text
Modernist era
Internet banners
Building
Food label
Armchair
Lamp
Structuralism
Green building
Mid-Century Modern
Art deco
Live Edge
Energy saver
Personal music player
1980s
2010
Conditions
This resource – ‘Who’s Wearing the Trousers’ involves gathering evidence one session. However, the
activity could be adapted so that evidence was gathered throughout the school year.
Additional information
Techlink (www.techlink.org.nz/) provides support and information for teachers. The glossary
(www.techlink.org.nz/glossary.htm) is particularly useful.
NCEA Level 1 Technology (Generic) 91053 (1.10) – Page 3 of 4
Level 1 Technology (Generic) 91053 (1.10): Assessment Resource
Standard title
Demonstrate understanding of design elements
Credits
3
Resource title
Who’s wearing the trousers?
DRAFT CANDIDATE INSTRUCTIONS – For planning purposes only
In this assessment activity, you will write a report that demonstrates your understanding of the design
elements of a technological outcome – women’s trousers in Great Britain in the 1940s.
Design elements may include but are not limited to: line, balance, shape, colour, symmetry, strength,
contrast, durability, and alignment.
You will need to consider the quality of the design of the garments, including the subjective and objective
aspects, and the specific context in which the garments have been developed.
 Subjective aspects are those linked to aesthetics (as they relate to human factors such as personal
preference, style, fashion, taste, identity, image, perception, and which are based on cultural and
sociological conditions).
 Objective aspects are those that can be established in a quantifiable sense (as they relate to human
factors such as ergonomics, anthropometrics, purpose, operation, cost, production, and which are
based on physical conditions).
 The context refers to the wider physical and social environment within which the development occurs.
For example, women’s trousers in the 1940s were designed during a wartime environment, where
women worked in traditional male roles and fabrics were in short supply.
In your report, you should describe and explain:

design elements (for example, line, balance, shape, colour, symmetry, strength, contrast, and
durability, which influenced the development of women’s trousers in Britain during this time period.

subjective considerations (for example, fashion, taste, identity, image, and/or perception) that
underpinned the design of women’s trousers in Britain during this time period

objective considerations (for example, purpose, operation, cost, and/or production factors) that
influenced the design of women’s trousers in Britain during this time period.

quality of the design, considering the design elements of women’s trousers and how these relate to
the context in which they were developed.
Your report may be presented as a hardcopy document of a maximum of 14 single-sided A4 sheets OR
presented as a Word PDF or PowerPoint document of equivalent to a maximum of 14 single-sided A4
sheets.
You may use any relevant images, graphics and/or sketches to illustrate your report. If you use
published images, their source must be acknowledged.
NCEA Level 1 Technology (Generic) 91053 (1.10) – Page 4 of 4
If your report is produced digitally, you may include a maximum of 90 seconds of audiovisual material
(for example, audio, video, animation) embedded in your document. Where audiovisual material is
embedded, the report must be limited to the equivalent of 12 A4 pages.
Teacher note: Further details about specifications for the report are outlined in NZQA’s Draft
Assessment Specifications.
Recommended resources
Websites:

http://momspatterns.com/inc/sdetail/59463

http://momspatterns.com/inc/sdetail/41272

http://www.fashion-era.com/utility_clothing.htm

http://momspatterns.com/inc/sdetail/57358

http://momspatterns.com/inc/sdetail/60109

http://en.wikipedia.org/wiki/Disco
Books

Baxter-Wright, Emma. (2006). Vintage fashion: Collecting and wearing designer classics. Carlton
Books

Bromley, Ian and Wojciechowska, Dorota. (2006). Very vintage: The guide to vintage patterns and
clothing. Black Dog Publishing, London.

Mulvagh, Jane. (1988). Vogue History of 20th century Fashion. Penguin Books, London.

Stecker, Pamela. (1996). The fashion design manual. MacMillan, Australia.