VCE Product Design and
Technology 2012–2016
Implementation Workshops
© Victorian Curriculum and Assessment Authority 2011
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VCE Product Design and Technology
Implementation Workshop
VCE Product Design and
Technology
Units 1–4
(2012–2016)
Implementation Workshops 2011
www.vcaa.vic.edu.au/vcaa/vce/studies/futuresd.html
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Goals for the workshop
• Introduce the reaccredited VCE Product Design
and Technology Study Design (2012–2016)
• Highlight the differences between new study
design and the current study design
• Review draft assessment criteria for the Schoolassessed Task and extract of the draft
Assessment Handbook
• Provide implementation ideas and opportunity
for discussion/questions
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The review process
• Review occurred during 2010
• Panel comprised teachers from Independent,
Catholic and Victorian Government schools,
tertiary educators, and a designer
• Terms of Reference guided the review
• Consultation draft available for stakeholder
comment
• All feedback considered by review committee
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VCE Product Design and Technology
Study Design (2012–2016)
Teachers should thoroughly familiarise themselves with
the study design including:
•
•
•
•
Introduction (page 7)
Structure (page 8)
Safety (page 9)
Assessment and reporting (pages 10–11)
• Cross study specifications (pages 12–15)
• Units 1–4 (pages 16–38)
• Advice for teachers (pages 39–69)
- Glossary (pages 44–48)
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General changes
• cross study specifications – these apply to all
units
• some new titles and minor change in content in
areas of study
• greater clarity in some key knowledge and key
skills dot points
• elaboration of some content areas
• a greater focus on sustainable practices, use of
case studies, ICT and Intellectual Property (IP)
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Scope of study (page 7)
Scope of the study:
- Product design process
- Aesthetics, form and function
- Social, economic and environmental factors
including environmental sustainability
- Tools, equipment, machines used to transform
materials
- Skills including design thinking, drawing,
testing materials, planning, construction,
evaluation
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Rationale (page 7)
Rationale of the study makes explicit:
- Important role of designers
- Understanding and applying knowledge of use of
resources
- Understanding consequences of product design
- Developing creative solutions
- How the study provides pathways to study and
work in related fields
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Cross study specifications (pages 12 and 13)
• Product design process
• Product design factors
• Materials categories
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Cross study specifications –
Product design process (pages 12 and 13 )
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Cross study specifications –
Product design factors (page 14)
Product design factors are
• referred to throughout the study
• a revised version of the factors, fundamentals and
applications in the current study design (page 36)
• likely to be interconnected or overlap
• used when
– writing a design brief
– analysing a product.
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Design factors and parameters (page 14)
• Purpose, function, and context
• Human-centred design (human needs and wants)
• Innovation and creativity
• Visual, tactile and aesthetic (design principles and
elements)
• Sustainability (social, economic and environmental
systems perspectives)
• Economics – time and cost
• Legal responsibilities
• Materials – characteristics and properties
• Technologies – tools, processes, and manufacturing
methods
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Cross study specifications –
Materials categories (page 15)
Three categories of materials used to make
products in this study are listed
Also listed are the design specialisation areas
• Units 1 and 2 – materials in any category can be
used
• Units 3 and 4 – materials in Category 1 used
predominately but may incorporate Category 2
• Units 1 to 4 – materials from Category 3 are for
finishing, fastening, decorating and used in
conjunction with Category 1 and 2 materials
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Structure of the study
Four units: Units 1 and 2 have two areas of study;
Units 3 and 4 have three areas of study.
Product design process is embedded in each unit.
Unit 1: Product re-design and sustainability
• Area of Study 1 – Product re-design for improvement
• Area of Study 2 – Producing and evaluating a
re-designed product
Unit 2: Collaborative design
• Area of Study 1 – Designing within a team
• Area of Study 2 – Producing and evaluating a
collaboratively designed product
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Structure of the study
Unit 3: Applying the Product design process
• Area of Study 1 – The designer, client and/or end-user
in product development
• Area of Study 2 – Product development in industry
• Area of Study 3 – Designing for others
Unit 4: Product development and evaluation
• Area of Study 1 – Product analysis and comparison
• Area of Study 2 – Product manufacture
•
Area of Study 3 – Product evaluation
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Structure of the study
Key knowledge
Key skills
Provides content
Provides application
For example:
• explain
• investigate
• evaluate
• analyse
• use/apply
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Advice for teachers
This section includes advice on:
• developing a course
• explaining specific terms used throughout the study
design (glossary, pages 44–48)
• relationship of the study to AUSVELS (pages 39
and 40)
• employability skills (pages 40 and 41)
• learning activities (pages 49–67)
• sample assessment program (pages 68 and 69)
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Unit 1 Area of Study 1 – Product re-design for
improvement (page 16)
Outcome 1
Re-design a product using suitable
materials with the intention of improving
aspects of the product’s aesthetics,
functionality or quality, including
consideration of sustainability.
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Developing and responding to evaluation criteria
Criteria
When this criteria is
developed
When to respond to
this criteria
Design option
criteria
After the design brief has
been developed: used in
decision matrix
While/after the design
options have been
developed
Design
planning and
production
criteria
After the design brief has
been developed:
additionally after design
options are completed
Evaluation report, draws
on record of progress and
modifications
Final product
criteria
After the design brief has
been developed
In the evaluation report
after the product has
been made and
tested/checked
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Unit 1 Area of Study 2 – Producing and
evaluating a re-designed product (page 18)
Outcome 2
Use and evaluate materials, tools,
equipment and processes to make
a re-designed product or prototype,
and compare the finished product
or prototype with the original design.
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Unit 2 Area of Study 1 – Designing within a
team (page 21)
Outcome 1
Design and plan a product, a product
range or a group product with component
parts in response to a design brief based
on a common theme, both individually
and within a team.
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Unit 2 Area of Study 2 – Producing and evaluating
a collaboratively designed product (page 23)
Outcome 2
Justify, manage and use appropriate
production processes to safely make a product
and evaluate, individually and as a member of
a team, the processes and materials used, and
the suitability of a product or components of a
group product against the design brief.
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Unit 3 Area of Study 1 – The designer, client and/or
end-user in product development (page 26)
Outcome 1
Explain the roles of the designer, client
and/or end-user/s, the Product design
process and its initial stages, including
investigating and defining a design
problem, and explain how the design
process leads to product design
development.
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Annotated design brief
Adam Jahnke, Top Designs 2009
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Unit 3 Area of Study 2 – Product development
in industry (page 28)
Outcome 2
Explain and analyse influences on the
design, development and manufacture
of products within industrial settings.
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Unit 3 Area of Study 3 – Designing for
others (page 29)
Outcome 3
Present a folio that documents the Product
design process used while working as a
designer to meet the needs of a client
and/or an end-user, and commence
production of the designed product.
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Example of a decision matrix for a design option
Adam Jahnke, Top Designs 2009
Weighting
Ranking
Total score for
design option 4
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Unit 4 Area of Study 1 – Product analysis
and comparison (page 33)
Outcome 1
Compare, analyse and evaluate similar
commercial products, taking into
account a range of factors and using
appropriate techniques.
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Unit 4 Area of Study 2 – Product manufacture
(page 34)
Outcome 2
Safely apply a range of production skills
and processes to make the product
designed in Unit 3, and manage time
and resources effectively and efficiently.
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Unit 4 Area of Study 3 – Product evaluation
(page 35)
Outcome 3
Evaluate the outcomes of the design,
planning and production activities, explain
the product’s design features to the client
and/or an end-user and outline its care
requirements.
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Units 1 and 2 assessment (p 20 and 24, 25)
Slight changes have been made to the
assessment task types, but essentially the
same as in the current study design
• folio (Outcome 1)
• product and record of work (Outcome 2)
• multimedia
• short written report
• oral report
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Assessment of Units 3 and 4
Unit
Outcome
Unit 3
Outcome 1
Outcome 2
Schoolassessed
Coursework
Outcome 1

8%
Outcome 3
% of study
score

7%
Outcome 2
20%
November
exam

5%
Outcome 3
Unit 4
Schoolassessed
Task






50%
30%
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Assessment Handbook
The parts of the Product Design and Technology
Assessment Handbook are:
– Introduction
– Assessment
– Assessment advice
– Sample approaches
Using the assessment handbook – designing
the tasks, using performance descriptors and
assessment criteria
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Resources
A list of resources for the new study is provided on
the VCAA website.
Resources list will be updated annually.
Provide suggestions for additional resources by
email to Lorraine Tran.
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Assessment advice timeline
Published annually in the VCAA Bulletin each
February
Submission and Audit of Unit 3 Coursework –
August
Visitation Review and Submission and Audit of
Unit 4 Coursework – October/November
Feedback on Visitation Review – December
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Professional development for teachers
• SAT information days held annually at VCAA
assessment centre, Coburg, Term 1. Dates published in
the VCAA Bulletin and Memorandum to schools and
online at the relevant study pages
http://www.vcaa.vic.edu.au/vce/studies/foodtech/foodtechindex.html
– Review folio work
– Unpack assessment criteria and apply to student
work
• Attend Top Designs
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Professional development for teachers
Apply to be a reviewer for School-assessed Task
visitation
http://www.vcaa.vic.edu.au/vce/exams/vceassessor.html
www.ssms.vic.edu.au
Applications to be an examination assessor via SSMS
General enquiries – VCE Examinations
Ph: (03) 9225 2349
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Bulletin online
• The VCAA Bulletin VCE, VCAL and VET is now
online
• A free subscription is available at
www.vcaa.vic.edu.au
• Follow the prompts to the subscription page and
enter your details
• Ensure your email address is entered correctly
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Contact Details
Victorian Curriculum and Assessment Authority (VCAA)
Curriculum Manager – Product Design and Technology
Ph: (03) 9651 4407
Fax: (03) 9651 4324
www.vcaa.vic.edu.au
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