Design and Technology 2007-2011
The Design and Technology VCE Study Design has been reviewed and reaccredited for the period 2007–2011.
Summary of Changes
Overall, the revised study is more detailed than the current Study Design. The revised Study Design has a greater emphasis on design, the design process and the development of creative ideas. To clarify expectations, provide structure and avoid ambiguity the design process is more explicit in each unit. It is intended that the Study Design will build knowledge and skills attained in the Victorian Essential Learning Standards, particularly in (but not limited to) the domain of Design, Creativity and Technology. The increased focus on design reflects the focus of the Victorian government's design initiatives.
The Study Design reflects some of the different ways designers approach designing and work through the design process. A highly structured approach to the design process is taken in Unit 1; Unit 2 focuses on designing collaboratively within a team, whereas a more student-centred approach (student in the role of a designer working for a client or product end-user) is apparent in Units 3 and 4.
The design factors, fundamentals and applications integral to understanding design and designing are referred to throughout the Study Design and appear in a table in the revised Study Design. This will be a useful reference for teachers when they are developing courses, and when students analyse existing products, or as they work through the design process.
There is increased emphasis on the use of information and communications technology (ICT) including use of computer aided design (CAD) throughout the Study Design.
A glossary is included in the Study Design. It will provide a common understanding of terminology used in the Study Design. Students will need to be familiar with this terminology.
All units in the revised Study Design refer to risk assessment and/or risk management. There are obvious risks associated with the use of tools, equipment and machines in carrying out processes and using materials in Design and Technology; however, a broader approach can also be taken that includes assessment of the risks that may be associated with the use of products students design and produce.
The structure of the Study Design has changed from the current study. Each area of study incorporates the outcome statement and the related key knowledge and skills.
Units 1 and 2
Units 1 and 2 now each comprise two areas of study and two outcomes. In both units, area of study 1 focuses on development of folio work, while area of study 2 focuses on production and evaluation.
Unit 1: Design modification and production
Area of study 1: Redesigning an existing product
Area of study 2: Producing and evaluating a redesigned product
This unit focuses on redesigning an existing product/design, its production and evaluation. The design and production work students complete will need to have three points of difference to an existing design/product. The unit provides a structured approach through the design process, and focuses learning through examples of design practice used by a designer and analysis and evaluation of a product. Students develop an understanding of 'intellectual property' (in particular, protection of design ideas) in Australia.
As in the current study, students will develop knowledge and skills in understanding the properties and characteristics of materials, their selection and use; however, unlike the current study, it is not a separate area of study. Students also develop skills in developing a design brief, researching, using a range of communication methods to convey design ideas and options, and devising a production work plan and timeline.
They use a range of tools, equipment and machines to make the product they have redesigned. The evaluation includes a comparison of the features of the redesigned product with the original design.
Unit 2: Collaborative design
Area of study 1: Designing as a team
Area of study 2: Producing and evaluating a collaboratively designed product
This unit focuses on students working as members of a team to: design a product range or a number of products based on a common theme; or contribute to the design and development of a group project. Examples of product ranges and group projects are included in the 'Advice for teachers' section.
In particular, students work as a team on developing a design brief from a scenario, establishing evaluation criteria, designing options and selecting preferred options, conducting materials tests and risk assessments, planning their work, and producing a final evaluation. Each student in the team individually and safely manufactures one of the product range or the product based on a theme or a component of the group project, using tools, equipment, machines and materials. The unit also includes consideration of social, economic, ethical and environmental factors and issues related to design and the selection of materials and processes.
Units 3 and 4
Material categories and examples of design specialisation areas have been listed to provide parameters for Units 3 and 4. The listed materials categories include wood/timber, metal, polymers (plastics), textiles/yarns/fibres/fabrics, ceramics and glass.
Unit 3: Design, technological innovation and manufacture
Area of study 1 focuses on the role of the designer, including how a designer develops a solution to a design problem. Students gain an understanding of how a designer gains information about the needs and requirements for a product that is to be developed, which includes functional, aesthetic and other aspects, and how these are expressed in a design brief. Students also gain an understanding of the structure of a design brief, and how evaluation criteria can be developed from the brief. Outcome 1 Unit 3 in the revised study is similar to the current study, although the assessment task has been changed (see below).
Unit 3 area of study 2, Product development in industry is similar to the current study; however, the key knowledge and skills are expanded. The product cycle referred to in the key skills in the current study is called the product development process in the revised study. Also included in the revised study are references to the use of new and emerging technologies, the role of Australian Standards, Life Cycle Analysis, and style and technical planned obsolescence.
Unit 3 area of study 3; Designing for others is assessed as part of the School-assessed Task (SAT) along with Unit 4 areas of study 2 and 3 and is discussed below.
Unit 4: Product development, evaluation and promotion
Area of study 1 focuses on product analysis and comparison and is similar to the current Study Design. It is expected that actual products will be used in this analysis and comparison, rather than a purely theoretical approach being taken. Although the life cycle of products is not included in the key skills, there is reference to the impact of the product on society and the environment.
As in the current study, the design, planning, production and evaluation of a product is completed over Units 3 and 4. In the revised study, students will develop a product for a client or an identified (through research) unmet user need. The stages of the development of design and production of the product are much more explicit in the revised Study Design compared to the current Study Design. The design development/folio work is covered in Unit 3, area of study 3 Designing for others; production in Unit 4, area of study 2 Product manufacture and the product evaluation and promotion in Unit 4, area of study 3.
The key skills are more explicit and include the development of a profile of the client or end user, development of a design brief, research, testing and experimenting with materials, the generation and presentation of design options, recording responses of the client or end-user, preparation of a work plan and use of information and communications technology. The importance of using creative and critical design thinking and showing the development of design ideas and their evaluation is included in the key knowledge and skills. An understanding of weighting design criteria and ranking design options is included in the key skills in Outcome 3 and is not specifically stated in the current study.
Area of study 2 Product manufacture, includes implementation and management of production and demonstration of skills in completing the product designed in Unit 3 Outcome 3, to specified standards of quality. It includes reporting back to the client or end user and recording progress.
Area of study 3 includes the promotion of the students own product and is related to the evaluation of the product and its features. The emphasis on marketing in area of study 2 Marketing products (Unit 4, Outcome 2 in the current Study Design) in the revised Study Design is greatly reduced; however, students will refer to the five P's of marketing when developing the promotion of their product.
Assessment
There have been slight changes to the list of assessment tasks for Units 1 and 2, for example the contents of the design folio are listed.
School-assessed Coursework in the revised study for Unit 3 contributes 12 per cent to the study score. In Unit 4 there is one coursework task (Outcome 1) which contributes 8 per cent to the study score. In the current study Units 3 and 4 coursework contribute 10 per cent each. The School-assessed Task and the examination continue to contribute 50 per cent and 30 per cent respectively to the study score.
School-assessed Coursework
The assessment task for Unit 3, Outcome 1 is a structured, annotated design brief, evaluation criteria and diagrammatic explanation of how the designer could develop design ideas from the design brief, with reference to key words and phases (in the brief). The assessment task types for Outcome 2 in Unit 3 Product development in industry and Outcome 1 in Unit 4 Product analysis and comparison, have been broadened to provide greater choice and flexibility.
School-assessed Task
Outcome 2 (production work, journal and modifications) and Unit 4 Outcome 3 (product evaluation and promotion) are assessed through the School-assessed Task. Unit 4 Outcome 3 now comprises the evaluation report and promotional report or visual display or storyboard or multimedia presentation to highlight the features of the product students have designed and produced.
Unit 3: Design, technological innovation and manufacture
- Area of study 1: The designer, client and end user in product development – Outcome 1 is assessed through coursework.
- Area of study 2: Product development in industry – Outcome 2 is assessed through coursework.
- Area of study 3: Designing for others – Outcome 3 is assessed as part of the School-assessed Task.
Unit 4: Product development, evaluation and promotion
- Area of study 1: Product analysis and comparison – Outcome 1 is assessed through coursework.
- Area of study 2: Product manufacture – Outcome 2 is assessed as part of the School-assessed Task.
- Area of study 3: Product evaluation and promotion – Outcome 3 is assessed as part of the School-assessed Task.
Enquiries about the content of the Study Design can be directed to:
Lorraine Tran, Curriculum Manager, Technology
Telephone: (03) 9651 4407
Email: tran.lorraine.i@edumail.vic.gov.au
