Visual Communication Design: Units 3 and 4
This report is provided for the first year of implementation of this study and is based on the
coursework audit and Victorian Curriculum and Assessment Authority (VCAA) statistical
data.
General comments
The response to the 2013–2017 Visual Communication Design (VCD) study design has
been positive, with teachers welcoming the opportunity to set new tasks, and source and
create new resources. Overall, the survey results were very encouraging, with most schools
that were selected for audit completing the survey in a satisfactory manner. The level of care
and detail in a number of the responses is to be commended, and assisted with providing a
clear picture of the implementation of the study design.
Those teachers who were unable to provide clear timeframes for each task or whose
timeframes seemed out of step with those suggested in the 2013–2017 VCD assessment
handbook were asked to submit further evidence in Stage 2. It is important that teachers and
students have a clear understanding of all aspects of the task at the commencement of an
outcome. Due dates, task formats and assessment criteria need to be determined by the
teacher and clearly outlined to students in a written form at the outset.
Teachers need to be careful when modifying any resources from the past; it is important to
be aware of, and responsive to, the changes in the Study Design so that students are
provided with accurate and up to date material that uses the correct terminology.
A number of teachers struggled to articulate how the tasks they designed would allow
students to demonstrate the highest level of performance. Most responses did not show
evidence of a knowledge of the taxonomy of understanding, through the use of techniques
such as goal setting, individual learning plans, and assisting students in taking responsibility
for their learning. Tasks should also be designed to allow demonstration of higher order
thinking skills. Students need to show their ability to analyse, evaluate, justify and make
connections between what they have learnt, rather than simply identifying or describing.
Specific information
Unit 3
School-assessed Coursework for Unit 3 will contribute 20 per cent to the final assessment.
The level of achievement for Units 3 and 4 is also assessed by a School-assessed Task,
which will contribute 40 per cent, and an end-of-year examination, which will contribute 35
per cent.
Outcome 1
On completion of this unit the student should be able to create visual communications for
specific contexts, purposes and audiences that are informed by their analysis of existing
visual communications.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 1.
The student’s performance on this outcome is assessed through the following task:
In response to given stimulus material, create three visual communications designed for
different contexts, purposes and audiences.
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These visual communications will include evidence of:

two- or three-dimensional presentation drawing

use of digital methods.
And
An explanation of the connections between each of these visual communications and
existing visual communications using one of the following forms:

annotated visual communications

written or oral report supported by visual evidence
The structure and focus of this outcome is quite different to the previous study design, in an
attempt to ensure students have a solid grounding in drawing methods and digital
applications relevant to all three key design fields: communication, industrial and
environmental design. Through the analysis of existing visual communications, students
make links and connections to their own practice.
Teachers who approached the outcome through short, targeted design tasks for each design
field in response to given stimulus material, and who based the tasks carefully on the key
knowledge and skills, were able to manage the suggested time frame of nine to 10 weeks.
Other teachers who took more of a folio-based approach by attempting to follow a full design
process for each design field, struggled with time management. Likewise, those who
attempted to cover all design fields and key knowledge within a single task may not have
been able to cover each area in sufficient depth or relevance.
Students need to be provided with an outline of all aspects of the task, due dates and
assessment criteria at start of each task. It was clear that some teachers had not fully
mapped out a weekly schedule to ensure the tasks they had set were achievable in the time
available.
Teachers are sourcing suitable stimulus material from a wide range of sources. The best
examples are those that provide students with the opportunity to give rich descriptions and
in-depth analysis of each aspect. They enable students to make links between the drawing
methods they are studying and their ‘real life’ application in each of the design fields.
When selecting examples to analyse for industrial and environmental design, it is important
to ensure that the visual communications selected contain examples of the use of drawing
conventions such as orthogonal drawings, isometric or planometric drawings, plans and
elevations. This will then allow students to make links between these drawings and the
VCAA Technical Drawing Specifications, and understand how different contexts, audiences
and purposes may affect the use of conventions. Alternatively, another approach could be to
analyse an actual industrial design product, which the student can then measure and draw
conventionally.
Teachers are utilising a range of digital methods with their students, most commonly
applications such as the Adobe Suite, along with digital cameras and scanners. Teachers
need to ensure they have a solid understanding of any design applications their students are
using so that they can confidently authenticate the work produced.
Assessment
Generally, the teachers surveyed were utilising the performance descriptors and marking
guides provided in the 2013–2017 VCD assessment handbook. If teachers use a modified
version, it is important to ensure that the mark allocation remains weighted in a fair and
balanced manner.
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The mark allocation for this task is 60 marks for the practical component and 15 marks for
the analysis. Given that students may complete the analysis of two to three visual
communications at different points during the outcome, it is suggested that assessing each
out of 15, and then averaging the mark to attain the initial score would provide more
accurate data than assessing each one out of five.
Given the task stretches over nine to 10 weeks, many teachers are providing formative
assessment as oral and written feedback. Some teachers are also utilising peer feedback
and self-assessment as useful methods of empowering students to take responsibility for
their own learning.
Outcome 2
On completion of this unit the student should be able to describe how visual communications
are designed and produced in the design industry and explain factors that influence these
practices.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 2.
The student’s performance on the outcome is assessed using one or a combination of the
following tasks:

a written report

short and extended responses

structured questions

an annotated visual report.
Teachers are using a broad range of international and Australian designers from different
design fields and making use of different resources including talks, case studies and videos.
Note that it is no longer appropriate to only study one designer; students need to be aware of
a variety of approaches to making design decisions, the differing social and environmental
factors impacting those decisions, and the range of specialists involved with each design
field.
Teachers are urged to ensure that all resources being used are current and that the
designers selected for study are not the same each year.
A number of survey responses were less than specific about how students will address this
task, and clearly teachers had not fully planned this area at the time they completed the
Stage 1 survey. (This is perhaps not surprising, given that the assessment handbook
suggests that this task is completed during weeks 10 to 13, and it is a new course,.)
Assessment
The mark allocation for this task is 25 marks. The performance descriptors and suggested
marking guide in the 2013–2017 VCD assessment handbook were utilised or modified by
most of the survey respondents. Provided that any modifications are still consistent with the
key skills and knowledge, this should provide an appropriate marking guide.
Outcome 3
On completion of this unit the student should be able to apply design thinking skills in
preparing a brief, undertaking research and generating a range of ideas relevant to the brief.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 3.
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The student’s performance on the outcome is assessed through the following:
A brief that identifies the contexts, constraints, client’s needs and target audience, and a folio
generating ideas relevant to the brief. The development folio for each need will include
evidence of:

use of design process and design thinking strategies

annotated research for information and inspiration

observational and visualisation drawings

generation of a wide range of design ideas.
This outcome forms the first part of the SAT folio. It is designed to be undertaken after the
completion of Outcomes 1 and 2. It can be useful to introduce the Folio earlier (for example
between Outcomes 1 and 2) in order to provide students with time to come up with a suitable
topic. However, the final decision and completion of the brief should take place after
Outcome 2. This way, students have the opportunity to make connections and take
inspiration from their research into design industry practice before committing themselves to
a topic or direction.
An area that has always caused some students and teachers difficulty is the requirement
that the brief refers to a single client, with the articulation of two distinctly different needs.
The aim is provide students with sufficient scope to fully engage in two design processes.
They need to generate a wide range of ideas, and in Unit 4 develop and resolve these;
thereby enabling them to explore several alternatives and demonstrate a sufficiently diverse
and deep understanding of a range of methods, materials and media. By ensuring that the
intention, primary purpose and proposed presentation formats are clearly different for each
of the two needs stated in the brief, students are better able to manage this potential conflict.
Another important management technique is to ensure the brief is completed and signed off
early in Outcome 3, so the student’s direction and parameters are clear and defined from the
start.
The aim of observational drawing in this folio is to enable students to gain a greater
understanding of existing designs to facilitate the creation of their own new and improved
design solutions. Through close observation, they gain knowledge about the function,
materials used and the proportion of components.
For design thinking, the teachers surveyed demonstrated a good understanding of possible
thinking routines that could be used to extend and facilitate creative thinking. However, there
were perhaps not as many examples of strategies to enhance critical and reflective thinking
provided. Students may find techniques such as PMI, SWOT, POOCH, interviews and
surveys of their target audience and peer feedback sessions useful methods for evaluation
of their research and ideas against the brief. They can also provide valuable opportunities for
reflection.
Assessment
Unit 3 Outcome 3 forms part of the SAT folio, therefore the assessment criteria are
determined by VCAA and cannot be modified. Details of the task and criteria are published
in February each year in the 2013 Administrative information for School-based Assessment
– Visual Communication Design on the VCD study page of the VCAA website:
www.vcaa.vic.edu.au/Pages/vce/studies/visualcomm/vcommindex.aspx
They should be read in conjunction with the general guidelines 2013 Administrative
information for School-based Assessment. Notification of their publication is through the
February VCAA Bulletin.
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Unit 4 coursework
School-assessed Coursework for Unit 4 will contribute 5 per cent to the final assessment.
The level of achievement for Units 3 and 4 is also assessed by a School-assessed Task,
which will contribute 40 per cent, and an end-of-year examination, which will contribute 35
per cent.
General comments
Some teachers had chosen to set a due date for Presentation 1 at the halfway point and
then students moved onto Presentation 2, rather than working on both presentations
simultaneously. This can be a successful strategy to ensure students have two separate
design processes that are clearly going in different directions. It also assists students with
their time management, ensuring that they devote sufficient time and energy to the second
presentation.
Outcome 1
On completion of this unit the student should be able to develop distinctly different design
concepts for each need, and select and refine for each need a concept that satisfies each of
the requirements of the brief.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 1.
The student’s performance on the outcome is assessed through the following:
A folio of conceptual developments for each need. The conceptual development folio for
each need will include evidence of:


use of design process and design thinking strategies
application of manual and digital methods, media, materials, design elements, design
principles, presentation formats

development and refinement of concepts

reasons for selection of preferred concepts for each need.
The Stage 3 audit indicated that teachers were aware of the need for students to use both
manual and digital methods when developing a range of concepts. Students should be
aiming to develop technical competence in their use of selected methods. With regards to
software, students need to be using programs that are available at school, to enable
teachers to be able to support their learning and authenticate work.
There are important differences between the stages of generating, developing and refining
ideas and concepts as outlined on page 12 of the study design. In the development stage, if
drawing is the method being explored, there needs to be separate drawings from those used
to generate ideas. The visualisation drawings completed as part of idea generation are
assessed in Criterion 2 and cannot be marked again as part of Criterion 4, Methods, media
and materials. These more developed visualisation and presentation drawings may utilise
2D and 3D drawing systems such as isometric, orthogonal and perspective. They will
consider proportion and scale, and explore appropriate media and materials. Students also
need to use the appropriate drawing conventions for the field of design they are working
within. For example, industrial design uses scaled third-angle orthogonal drawings whereas
environmental design uses scaled plans and elevations. Each have their own set of drawing
and dimensioning conventions. For further details, refer to the VCAA’s 2013–2017 Technical
Drawing Specifications available on the VCD study page of the VCAA website.
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If students choose to create a 3D architectural model, it is important that they consider the
site context and the floor plan layout, not just an external form, because decisions regarding
doors and windows cannot be made without consideration of function and layout.
It was also clear from the Stage 3 audit that some teachers need to gain a clearer
understanding of the aspects of design thinking, in particular how creative, critical and
reflective thinking require the students to demonstrate that they are thinking from different
perspectives. It is not sufficient for students to simply reflect on their own point of view, they
need to gather evidence to support their contention that the concepts developed suit the
brief and attract the audience. Gathering feedback to enable critical thinking can take the
form of surveys, interviews, or routines such as POOCH, SWOT analysis. Students can use
the client, target audience or peers as fellow designers to gather multiple viewpoints. It is
important to evaluate at the refinement and mock-up stages so that changes can be made
before the final presentation is completed.
The design processes undertaken for presentation 1 and 2 do not need to be of equal size;
however, there needs to be clearly different directions explored and developed. Each
presentation should entail the development of a range (that is, at least two) different
concepts.
Assessment
Unit 4 Outcome 1 forms part of the SAT folio, therefore the assessment criteria are
determined by the VCAA and cannot be modified. It is best to assess each criterion at the
completion of the folio. The design process is iterative and cyclical; therefore, students will
complete additional research and/or generate ideas during the development and refinement
stages. Formative assessment or written feedback is provided part way through the folio (for
example, at the end of presentation 1).
Outcome 2
On completion of this unit, the student should be able to produce final visual communication
presentations that satisfy the requirements of the brief.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 2.
The student’s performance on the outcome is assessed through the following:

Two distinct final presentations in two separate presentation formats that fulfil the
communication needs of the client as detailed in the brief developed in Unit 3.
The audit highlighted the need for students to carefully consider the intention of each final
presentation, to ensure they are discernibly different. There can be some links between the
two presentations; however, there must be new components.
Assessment
This outcome forms part of the SAT folio; therefore, the assessment criteria is determined by
the VCAA. Further clarification of assessment and authentication has been published in
Assessment and Authentication of Visual Communication Design on the VCAA website:
www.vcaa.vic.edu.au/Documents/vce/visualcomm/Assessment_and_Authentication_of_Visu
alCommunicationDesign.pdf
Outcome 3
On completion of this unit the student should be able to devise a pitch to present and explain
their visual communications to an audience and evaluate the visual communications against
the brief.
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To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 3.
The student’s performance on the outcome is assessed through any one or a combination of
the following tasks:

a written report

an annotated visual report

an oral presentation.
Oral presentations and/or written reports were the most common choices of task type made
by respondents to the survey. Regardless of task type, it is important that students are able
to demonstrate the key skills, such as explaining the design thinking, and utilising criteria for
the evaluation of the design process and quality of the final presentations. Providing clear
guidelines to students regarding how their pitch will be assessed, and providing a time range
for the oral (for example, five to 10 minutes) assists with preparation.
Assessment
The mark allocation for this task is 20 marks. It contributes 5 per cent to the overall study
score. The performance descriptors and suggested marking guide in the 2013–2017 VCD
assessment handbook were utilised by most of the survey respondents. Some teachers
indicated that they planned to complete this task at the start of Term 4 rather than the end of
Term 3. It is important to be mindful of the need to prepare students thoroughly for the
examination because it is worth 35 per cent of their study score and has a bearing on both
their SAC and SAT grades. Therefore, there needs to be sufficient timing set aside for
revision and consolidation of key knowledge and skills
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