Developing a program

Teachers should use the study design and this advice to develop a teaching and learning program that includes appropriate learning activities to enable students to develop the knowledge and skills identified in the outcomes in each unit.

This study examines the role of product designers and the product design process. The study gives students the opportunity to develop practical, research, design and project management skills associated with complex design tasks. Product design factors are examined and students utilise these factors to design and produce products which meet the specific needs of the end-user/s of the product. Students investigate design from a number of perspectives such as industrial, historical and cultural contexts.

Teachers should facilitate learning and inquiry through developing programs that enable students to apply and demonstrate key knowledge and key skills in practical ways. Practical work should be planned according to key knowledge and key skills specific to an area of study.

Each outcome draws on the set of contextualised key skills in the study design. Each Unit has a practical application where students carry out the key skills in a practical design activity. Attention should be given to developing a course that is relevant to students, contextually based, employs a variety of tasks and uses diverse source material from a number of providers.

The focus of Unit 1 is on the redevelopment of the original product, not on physically changing an existing object. This unit focuses on the sustainability of products and redeveloping and improving product design.

Possible sources of products to be redeveloped for Unit 1:

• an existing product available in a shop
• a product belonging to a student
• a product seen at a friend’s or relative’s house
• the product of a specific designer
• a product advertised in a catalogue, magazine or on the internet
• a product found on the internet (possibly using an image search) or in a book.

Students will need the actual product or at least an image of it (either a photograph, video or photocopy) and a description of the visual aspects of the product, its materials and construction details. This detail is necessary as it forms the basis for the modifications students will make. Students need to analyse the existing product to help them pinpoint what they will retain and those aspects that could be altered and improved.

Aspects that may be redeveloped:

• The primary function of the product should remain, however an additional function could be added.
• The functional aspects of the product may be improved.
• The visual and aesthetic aspects of the product may be changed (by applying design elements and principles).
• The production and construction processes can be altered.
• The location of parts could be altered or rearranged (for example, pockets in a different place on a garment).
• The size of the product or its parts could be scaled up or down.
• The modification could incorporate elements from other products or styles.

Students need to consider at least one change that will improve the environmental/social impacts of the existing product. The following are some examples:

• The materials may be changed - e.g. locally grown timber, recycled plastic, FairTrade or re-used fabric.
• Reducing the amount of materials used (while still retaining adequate strength).
• Joining methods may change to make it easier to separate materials at the product’s disposal stage.
• The durability of the product may be increased for longer product life.
• Change to more classic styling – less fashion/fad based.

In Unit 2 Outcomes 1 and 2, students work as part of a team and independently. The teacher will need to decide exactly what components of the work the group will do, and what needs to be done individually, and then how to assess and allocate marks appropriately.

Suitable design themes or product suggestions for Unit 2:

Considerations for practical activities

Practical application of key skills is an important feature of the study. Learning activities must include practical activities such as demonstrations of production/manufacturing techniques, use of tools and equipment and drawing and/or computer-aided design (CAD) as well as product analyses and material tests or trials. Practical activities should be carried out in school-based settings. When students are carrying out practical activities consideration should be given to safety practices, and the development of technical skills. Teachers must refer to the safety information outlined in the Safety and wellbeing section on p. 7 of the study design’s Introduction.