VCE Design and Technolgy
Frequently Asked Questions
1. In the new VCE Design and Technology Study Design for 2007, Unit 1: Design modification and production, can a student pull apart a product and put it together again?
Essentially, in Unit 1 students should design and produce a completely new product that uses as its basis the analysis of an existing design or product. Students may, if they wish, incorporate, where relevant some components of the original product. This approach is most relevant to a textiles focus where students may recycle or reuse parts of a garment. However, students should be involved in a range of processes beyond simply reassembling an existing product.
2. Please define the nature of the three points of difference for the modifications to the product students design, produce and evaluate.
The three significant points of difference for the redesign of an existing product could be based on (but are not restricted to):
- improving the quality of an existing product
- changing or adding to the function of a product
- altering the materials it is made from (for example to make it lighter, more environmentally friendly, improve its serviceability or lessen its maintenance requirements)
- updating its style.
3. How should students be assessed in Unit 2 when they work in teams?
There is a range of ways in which students can work as a team. The development of teamwork skills can build on skills developed in P–10, particularly following implementation of the Victorian Essential Learning Standards.
Students could be assigned roles or be based on team decision making.
In terms of assessment, it is essential that students working as a team, or as part of a group, can be assessed independently. The final judgment a teacher needs to make, is whether an individual student, who may have been working as part of a group or team, satisfactorily demonstrated the outcome.
4. The new Study Design refers to ‘end-user’. Please define an ‘end-user’ and could the end-user be the student who designs, makes and evaluates the product?
An end-user may be an individual; however, it is typically a group of people who are likely to buy and/or use or wear a particular product or garment. In the past, students were required to design a product for a client; however, the new Study Design has broadened this requirement.
The student who designs, produces and evaluates the product could be an end-user. However, in the reaccredited Study Design there is an expectation that students should go beyond designing a product for themselves. They can develop communication skills by asking their client or a typical end-user about what they need and gain feedback about the designs they develop as well as whether the finished product meets their expectations and requirements. This places the student in the role of a designer; that is, designing to meet other’s requirements.
5. In Unit 3 Outcome 1 students are expected to write a design brief based on a scenario. How will I go about developing a scenario?
A scenario provides an outline of a situation, need or problem, but is not as detailed or structured as a design brief. It is an ‘opening’ that establishes a thinking, planning and decision-making process for future action (in this case, product development), and has elements of uncertainty that could lead to a range of possibilities.
The scenario could, for example, be based on a field trip (excursion), a video or DVD students used in class, an existing product (using a backwards-design approach), an identified ‘problem’ or ‘need’ at school, home or in the local community. The design brief section in past examination papers could be the basis for developing a scenario. The scenario could be provided to students in a written form, such as a letter; a recorded interview or even a cartoon.
A design brief is usually longer, may incorporate elements of the scenario, but should also contain specifications (considerations and constraints). The students will have to add some of this information.
It is important to keep in mind that the design brief students write for Unit 3 Outcome 1 should not be the same design brief they use for the product they will design, produce and evaluate assessed through the School-assessed Task (Unit 3 Outcome 3, Unit 4 Outcome 2 and Outcome 3).
6. The new Study Design has numerous references to risk management and risk assessment. How much depth is required when covering risk management and risk assessment?
Students need to understand and document the hazards involved through all stages of making their product, and how they can minimise, control or eliminate these hazards.
Teachers can assist students by providing information and pro formas (possibly in table form) to assist in this process and breaking down production into a series of steps. Each step will generally require materials, tools, equipment and machines and processes that involve some level of risk.
In addition, students need to anticipate risks to users of the end product. Students need to include risk assessment throughout design and product development and make modifications to minimise these risks. Refer to page 45 of the Study Design (PDF - 403KB)
The Worksafe website (www.worksafe.vic.gov.au) contains useful information on risk management and risk assessment.
Contact
For all enquiries about VCE Design and Technology contact
Lorraine Tran, Curriculum Manager, Technology
Telephone: (03) 9651 4407
email: tran.lorraine.i@edumail.vic.gov.au
