VCE Product Design and Technology 2012–2016 Implementation Workshops This PowerPoint was delivered to teachers at VCE Product Design and Technology Implementation Workshops in May and June 2011. The workshops were conducted by the Design and Technology Education Association of Victoria (DATTA Vic) in conjunction with VCAA. This Power Point is a preliminary introduction to the new study design. Accompanying this presentation is a document outlining ideas for Units 1 and 2, available on the Product Design and Technology study design page. Also available on this study design page are the following resources : A PDF of the Product Design and Technology Study Design (accreditation period 2012–2016). List of Resources. Product Design and Technology Study Summary. Summary of changes to the study.   The revised Product Design and Technology study design Units 1–4 is to be implemented in 2012. The new study design is the mandated VCE Product Design and Technology curriculum. It is the teachers’ reference for planning and writing the VCE Product Design and Technology course content from 2012 for all Units 1–4. 1

© Victorian Curriculum and Assessment Authority 2011 The copyright in this PowerPoint presentation is owned by the Victorian Curriculum and Assessment Authority or in the case of some materials, by third parties. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 or with permission from the Copyright Officer at the Victorian Curriculum and Assessment Authority. 2 2

VCE Product Design and Technology Implementation Workshop Units 1–4 (2012–2016) Implementation Workshops 2011 The Product Design and Technology Study Design is distinctively marked with the year of implementation on the front cover.   Study designs were sent to schools in Term 1, 2011. www.vcaa.vic.edu.au/vcaa/vce/studies/futuresd.html 3 3

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 School- assessed Task and extract of the draft Assessment Handbook Provide implementation ideas and opportunity for discussion/questions The goals for this workshop are to: Introduce and familiarise teachers with the new Product Design and Technology Study Design and provide some teaching and resource ideas to assist in its implementation. Highlight differences between the new study and the current study. Provide an opportunity to discuss and provide feedback on assessment of the new study. Provide an opportunity to ask any questions about study design. These may be published as Frequently Asked Questions (FAQ) in a future VCAA Bulletin and VCAA website.   It is important that all Product Design and Technology teachers make use of networks and digital technology to support implementation for example, through the subject associations, existing networks, and mailing lists such as the VCE destech list. Teachers can register at: <www.edulists.com.au>. 4

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 During 2010 the Design and Technology Study Design had a major review. The review was guided by the Terms of Reference. The consultation draft of the study design was made available on the VCAA website and stakeholders were invited to provide feedback. Feedback was carefully considered by the review committee and changes were made to the final version of the study design. The final version of the study design was approved by various VCAA committees and the VRQA. 5

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)   The Introduction (on pages 7–9) includes: Scope of the study – describes the field of Product Design and Technology. Rationale for the study – provides reasons why it has a valid place in the senior school curriculum. Aims – what the study should enable students to do as a result of studying this subject. The structure of the study design. Entry requirements, duration and updated safety information. Assessment and reporting information is on pages 10–11. Cross study specifications are new and are on pages 12–15. Content of Units 1–4 is on pages 16–38. The ‘Advice for teachers’ section is on pages 39–69 and includes a revised glossary of terms applicable to the study design on pages 44–48. 6 6

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) General changes to the study are shown on this slide, however the specific changes to the study design will be explained in the slides that follow.   7

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 The Scope of the study is a new addition to the study and it outlines what the field of Product Design and Technology is about: Key words in the Scope of the study are: Designing and creating artifacts. How knowledge of social, technological, economic, historic, ethical, legal, environmental and cultural factors enhance product design. Importance of aesthetics, form and function. Product design process. Application of technology, cognitive and physical skills, design thinking, drawing, testing materials, planning, construction and evaluation. Resources including tools, equipment, machines used to transform materials. Impact and importance of environmental sustainability. The student as designer-maker. 8 8

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 The Rationale or reason for this study in the Senior Secondary curriculum offering (page 7) highlights. Understanding the important role designers play in transforming ideas into useful products. Responsible use of resources and consequences of product design (footprint, overconsumption etc.). Designing solutions and applying creativity. Pathways to future study/training and work. 9

Cross study specifications (pages 12 and 13) Product design process Product design factors Materials categories Three Cross study specifications are integral to the study design. These cross study specifications are relevant to each unit of the study design.   The three Cross study specifications are the: Product design process (pages 12 and 13). Product design factors (page 14). Materials categories (page 15). 10

Cross study specifications – Product design process (pages 12 and 13 ) The Product design process is explained on page 12 and illustrated on page 13 of the study design. The various shades on the image indicate the Product design process stages which are: Investigating and defining. Design and development (conceptualisation). Planning and production. Evaluation.   The steps in each stage are numbered for convenience. However, it is important to note that the Product design process is non-linear, in that previous stages can be revisited if necessary according to the specific design project students are working on. Note the statement in the middle of the ‘wheel’: Any step can be revisited throughout the Product design process. Throughout the study design, references to the Product design process are capitalised, to show that specific reference is being made to the process as defined on pages 12 and 13 of the study design. Steps 5, 6 and 7 of the Product design process form the Design and development (conceptualisation) stage. The types of drawings used in each step is specified. These are: visualisations. design options (presentation drawings). working drawings. You can find out more about the characteristics and purpose of each type of drawing on page 43 in the ‘Advice for teachers’. References to these types of drawings are made throughout the study design. 11

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. The Product design factors on page 14 of the study design are a modification of the Design factors, fundamentals and applications on page 36 of the current Design and Technology Study Design. Basically, the fundamentals and applications have been rolled in together.   There are references to the Product design factors in each unit of the study. There is no particular hierarchical order to the Product design factors, although it is generally considered that the function or purpose of a product is highly important in product design. In general, all these factors need to be considered in the design process, whether it be when writing a design brief, designing or evaluating products. However, the importance of these may vary, depending on the situation. Activity 1: Select a photograph of an existing product, and identify what Product design factors would need to have been considered in its design. Activity 2: Refer to the questions on page 42 in the ‘Advice for teachers’, the dot points are examples of questions for Purpose, function and context. Turn the other parameters (in the Product design factors) into targeted questions. 12

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 Listed on this slide are the nine Product design factors. Most current teachers of Design and Technology will be familiar with most of the terms listed, however some of the terms used here, or those listed in the parameters in the right hand side column (on page 14) are defined in the glossary (pages 44–48).   13

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 The Materials categories students use when making their functional product are listed on page 15 of the study design. There is a similar table on page 22 of the current study design. However the new study design states that any of the listed materials can be used in Unit 1 and 2; but in Units 3 and 4 ceramics and glass will have to be used in conjunction with other materials, listed in Category 1 including wood/timber, metal, textiles or plastics.   Note that on page 38, the design brief question in the forthcoming Product Design and Technology exams will be based on Category 1 materials (that is wood/timber, metal, textiles and polymers). 14

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 Structure of the study: There are four units. Units 1 and 2 each have two areas of study. Units 3 and 4 each have three areas of study. The titles of Units 1 and 2 and the areas of study are shown on this slide.   The following slides explain what each unit is about, the changes from the current study, and provide suggested approaches and/or resources to help implement the study. 15 15

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 This slide shows the titles of Units 3 and 4 and the areas of study. 16 16

Structure of the study Key knowledge Key skills Provides content Provides application For example: explain investigate evaluate analyse use/apply Each unit comprises: Introduction to the unit: an overview of the content to be studied in the unit. Introduction to each area of study: contextual information; this can be used to plan content. Outcome statements: what students are expected to achieve as a result of completing the unit. Key knowledge: this is the content students should know by the end of the unit. Key skills: these are the skills students need to apply. The key skills are related to the key knowledge that can be used to address or demonstrate the outcome. These vary in their level of cognitive demand (Bloom’s taxonomy).   Teachers need to read the whole of the unit when they are planning teaching and learning activities. When planning assessments, refer to the study design to ensure tasks cover content appropriately and are pitched at the right level. 17 17

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) The ‘Advice for teachers’ provides useful information to help teachers implement the study including elaboration of some of the content and sample learning activities. Important terms are clarified in the glossary.   The ‘Advice for teachers’ (pages 39–69) offers useful suggestions and ideas to support effective teaching and learning programs. The relationship between learning in the AUSVELS and this study is outlined on pages 39 and 40. This includes the knowledge, skills and behaviours that students can reasonably be expected to have developed and precede study of this subject at senior secondary level. Employability skills that could be developed through the learning activities in Product Design and Technology are listed on pages 40 and 41. A sample assessment program is provided on pages 68 and 69. 18 18

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. The title of Unit 1 has been changed so it reflects the content of the unit. The introduction to Unit 1 has been expanded and includes reference to the focus on both the modification of a product design and sustainable design. The introduction also mentions that in this unit, students may make a full scale prototype. The prototype can be made of materials that are different and may be less expensive than those that would be used in the finished product, for example, a calico toile of a garment. However students need to identify the specific materials they envisage using for the final product. This may save costs and means that a highly refined and finished product is not required, however, it should be of pre-production quality (see page 18).   There is more focus on sustainability in this unit, than there was in Unit 1 of the current study design. A list of designers/companies that claim to design and manufacture products sustainably will be provided in the Resources list published on the VCAA website. Teachers and students will be able to use this list to access case studies of designers who claim to incorporate sustainable practices in their work. The area of study introduction (page 16) focuses on three areas: Product design process. Intellectual property. Product design factors with a focus on materials and sustainability. The wording of Outcome 1 (page 17) is more specific about the type of improvement for the product modification. The product design must incorporate three points of difference; one of which aims to improve the sustainability of the product. There are ideas in the support material on the DATTA Vic website, Teaching suggestions and hints for Product Design and Technology Units 1 and 2 that outlines how students can approach the product re-design. There is a reference to impacts of unsustainable products and resource use on environmental, social and economic systems. Systems and models (such as Life Cycle Analysis) can be used to assess the sustainability of a material and/or product. For more information on sustainability models and life cycle thinking go to page 49 in the ‘Advice for teachers’ section of the study design. Things that have been removed from the current study. References in the key knowledge and key skills in the current study design to how a designer works, and replicating these processes has been removed in the new study design. Specific mention of conventions and standards used in product design has also been removed. The reference to design brief specifications has been removed. This applies to all units in the new study design. What’s in the new study for this area of study Evaluation criteria is now specified for design options, design planning and production; and the finished product. The types of drawings to communicate designs in the Design and development stage of the Product design process are specified. The key knowledge dot point about the origins, sources and classification of materials now specifies that at least two materials need to be considered in terms of their sustainability. The components of the production plan are specified. Recognising intellectual property of the original designer of the product has greater emphasis. The number of key skills has been reduced. The Investigating and defining and Design and development stages of the Product design process are included in the key skills, so each stage does not appear as a separate key skill, however all steps in the Product design process still need to be done. Students should also should incorporate the Product design factors. 19 19

Developing and responding to evaluation 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 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 One of the key knowledge points in Unit 1 Outcome 1 is: methods of developing, and reasons for using, evaluation criteria for: design options; design planning and production; and the finished product. This applies to all units. This slide shows the criteria that need to be developed, and when students need to respond to the criteria. The decision matrix (for evaluation of design options) referred to in this slide is specific to Unit 3, but could be applied in Units 1 and 2. Criteria such as ‘does the product fit my client?’ is not appropriate to evaluate a design option, because it can only be tested or checked in the finished product.   20

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. The key knowledge is quite specific about what needs to be included in the evaluation of: the product or prototype. the efficient and effective use of materials, tools, equipment, machines and techniques used in design and production activities.   Students will need to judge the success of their design improvements and comment in their evaluation about the changed sustainability status (that is, if they think the product is more sustainable than the original). Note that specific references to testing and collecting data in the current study design have been removed. 21 21

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. The introduction to Unit 2 has been expanded. The introduction refers to the new content including: team work in a collaborative and global environment facilitated by ICT. human-centred design factors (see the Product design factors on page 14). historical/cultural style or movement that will be used for design inspiration.   Area of Study 1 refers to: students considering relevant Product design factors, including human-centred design factors (page 14 and related glossary definition ‘human centred design’ on page 45). use of primary and secondary sources to inform research. specific historic and cultural styles that may be used as inspiration: these include but are not limited to Bauhaus, Art Deco, Memphis, Minimalism, Organic Design Style, oriental, Gothic, music genres and fashion houses. A useful reference book for this unit is Designs of the Times, Using key Movements and Styles for Contemporary Design by Lakshimi Bhaskaran (2005) published by RotoVision, East Sussex, England, ISBN-13: 978-2880468163. use of case studies to inform students on team work in a global environment. Curve magazine is a useful reference for case studies about how ICT facilitates designing in a global environment. There is a reference in the key knowledge to social protocols for working in an online collaborative environment. Note that there is more detail about what students have to do as part of the production plan (bottom of page 22) compared to what is expected in Unit 1. There are useful ideas on how to approach this unit on the support material Teaching suggestions and hints for Product Design and Technology Units 1 and 2. This includes students presenting their ideas to other members of the group. 22 22

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. Area of Study 2 makes reference to students: conferring about specific aspects during the production of their product/s including students presenting their work to others – this gives students an opportunity to justify their ideas to others – it could be done in a couple of sentences or delivered in one or two minutes and be formal or informal. referring back to the historical/cultural movement or style throughout production. collaborating through digital methods. managing risks to safely make the product.   Once again, the new study design is very specific about what aspects need to be considered in the evaluation. In the evaluation, students will need to consider how their product design has been inspired by an historical/cultural style or movement and how they have considered human-centred design and sustainability factors. 23 23

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. Unit 3: The title of this unit has been changed from Design, technological innovation and manufacture to Applying the Product Design Process.   The area of study outlines the slightly changed direction for this outcome in terms of student understanding of the components and content of a design brief. This outcome should be done before students write their design brief for their own product (for Outcome 3 and the School-assessed Task). It gives students a good understanding of how to structure a design brief, the sort of information it needs to include (with reference to the Product design factors) and how a well written design brief is the ‘springboard to direct research and design activities’. For this outcome (as in the current study design) teachers will need to provide students with a scenario. A scenario could be a letter, a paragraph that describes a situation, a short video clip, etc. Key knowledge and skills refers to developing four-part evaluation criteria (page 27). Key skills also include: Describing the stages and explaining the goals of each step of the Product design process (pages 12 and 13) for example, for step one, the goal is to better understand the client or user, what they need and to learn about the design problem. Articulation of the process after a design brief has been written. 24 24

Annotated design brief Adam Jahnke, Top Designs 2009 This annotated design brief (from the 2009 Top Designs Exhibition) uses colour coding and notes on each side of the brief to show the student’s understanding of the constraints and considerations and the aspects that the designer would need to research. 25

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. Area of Study 2 includes: Using case studies. Role of market research and the Five Ps of marketing. The inclusion of marketing considerations through the product development process. Emerging technologies. Innovation. Obsolescence and sustainability considerations.   Design Victoria and other organisations have easily accessible up-to-date information to support this area of study. Students should look at real-life examples of product design and manufacture in industry, using documented case studies or visits to industry. Key knowledge and skills in the new study include: New technologies including laser technology, robotics, computer-aided design and manufacture (CAD and CAM), computer numeric control (CNC) and rapid 3-d prototyping (defined on page 47 of the glossary). Lean manufacturing (replaces agile manufacturing). Purpose of international and Australian standards to ensure safety, consistency and quality (refer to ISO 9000). Note that the specific reference to Quality Management in the current study design has been removed. Sustainability systems and models: Refer to page 49 of the ‘Advice for teachers’. Design for the Environment (DfE.) Life Cycle Analysis (LCA) – this is in the current study design and defined on page 46 of the study design. Design for Disassembly (DfD). Extended Producer Responsibility (EPR) or Product Stewardship. Importance of OHS in manufacturing: The Victorian WorkSafe site and The Safe Work Australia site contains useful information about safety in the work place, http://safeworkaustralia.gov.au/Pages/default.aspx. Batch system of manufacturing (in the current study design) has been replaced by low-volume. The Australian Consumer Law booklet Product safety: A guide for businesses and legal practitioners is a useful resource for this area of study. 26 26

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. Unit 3, Area of Study 3. In this area of study, students will need to be familiar with the Product design process. They will interview a client or end-user and develop their profile and a design brief, with reference to the Product design factors, develop evaluation criteria, conduct research, acknowledge Intellectual Property (IP) of others, and use appropriate drawing methods (refer to page 43 for information about different types of drawings) according to the Design and development stage of the Product design process to develop their designs and design options. Reference is made to a decision matrix (this is new in this study design) for determining selection of the preferred option. Reference was made to the decision matrix earlier in this presentation. A decision-making matrix is a specific tool that can be used to select the preferred design option. For more information about decision matrices go to the ‘Advice for teachers’, pages 58–59. Refer specifically to the decision matrix for a design option on page 58 as it incorporates weighting. Students will justify their preferred option, and develop working drawings. They will then develop their production plan (components are specified on page 30), referring to their working drawings and product specifications (new in this study design). Further research of materials (and their properties) and processes may be needed at this stage, before beginning production work. Students will record their progress and explain and justify modifications and improvements. 27

Example of a decision matrix for a design option Adam Jahnke, Top Designs 2009 Weighting Ranking Total score for design option 4 This slide shows one example of the use of a design option decision matrix. This slide shows: Criteria developed from the design brief (left column). Identification of those criteria that are most, moderately and least important i.e. 3, 2, 1 (and shown in highlighter) – the weighting. A numerical value assigned for this design option in relation to each criterion (headed: weighting, but is actually a ranking). The ranking multiplied by the weighting to get a score for each criteria. The total score for design option 4 by adding all of the scores together. Adam did this for each design option. In conjunction with his client, Adam referred to his six design option matrices. Based on the all the matrices for each design option, a decision was made to select the highest scoring design option, Option 4, as the preferred design option.   28

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. The title of the unit has been changed from ‘Product development, evaluation and promotion’ to ‘Product development and evaluation’.   The focus of this outcome is somewhat changed from the current study design and includes a greater emphasis on methods used to make judgements about products. It also includes reference to the values people place on products. There is also a reference to the impacts and consequences of product design success and failure. Here we are talking about products that break, perhaps after they have only been used a couple of times, things that don’t work as expected or are not user-friendly. Also covered in this area of study are environmental, economic and social issues associated with products that consumers may be concerned about. Key knowledge includes qualitative and quantitative methods of evaluating products, comparative testing methods, user trials, values attributed to products and how these vary over the life of a product. This refers to our attitudes to products for example, when they are new we tend to place high value on them, but when they deteriorate over time, and start to look shabby or out-dated, we may end up throwing them away. It also covers product quality. The Australian Consumers Magazine and website, Choice will be a very useful resource for this area of study. This area of study is best approached by analysing actual products, particularly those students relate to. Activity 3: Make a list of products that students could use in the comparison, analysis and evaluation. Activity 4: Write down your response to ‘What is a quality product?’ 29 29

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. There is not a great deal of change in this area of study. However, students should use the designated materials from the table on page 15.   30 30

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. The wording of the outcome statement has been altered to reflect the reduced focus on the product promotion. It includes reference to outlining the care requirements for the product. Students still need to test their product and get feedback from their client or an end-user. They need to evaluate their activities and consider how both the product and their processes could be improved. Students need to produce a presentation for a client and/or an end-user to highlight the features of the product and explain its care requirements on a care label to advise on how to prolong the life of the product and keep it looking good. A useful resource for this area is the Australian Competition and Consumer Commission’s booklet Care Labelling for clothing and textiles – Product safety, a mandatory standards guide.   Ethical considerations in product promotion has been removed in the new study. Students do not have to make reference to the Five Ps of marketing. The Five Ps are now in Unit 3, Outcome 2. 31

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 Assessment tasks for Unit 1 are listed on page 20. It would be expected that students would complete and be assessed on a design folio (design brief, evaluation criteria, research, visualisations and design options, working drawings, production plan) for Outcome 1 and for Outcome 2. They would complete their prototype or product, record their production work and modifications and an evaluation. It is likely students may be set another assessment task from those listed. Assessment tasks for Unit 2 are listed on pages 24 and 25. The same applies to the types of assessment for Unit 1. 32

Assessment of Units 3 and 4 Outcome School-assessed Coursework School-assessed Task November exam Unit 3 Outcome 1 5%  Outcome 2 7% Outcome 3 Unit 4 8% % of study score 20% 50% 30% This table shows how the various outcomes are assessed. There is some change to the marks allocated for School-assessed Coursework in Unit 3. In the current study design Outcome 1 was marked out of 30. It is now given a mark out of 25. Unit 3, Outcome 2 is given a mark out of 35, rather than 30. However, the percentage contribution of School-assessed Coursework to the final score continues to be 20% as shown above. The components of the School-assessed Task continue to be drawn from Unit 3 Outcome 3 and Unit 4 Outcomes 2 and 3. Note that the School-assessed Task continues to contribute 50 per cent to the study score. The assessment task components (page 37) are described in more detail and are consistent with Unit 3, Outcome 3 and Unit 4, Outcomes 2 and 3. Assessment of the School-assessed Task is determined by using the evidence collected of student work to address the specific criteria (published annually in the VCAA Bulletin – February School Assessment Supplement). The end of the year exam remains at 1½ hours in length and examines all key knowledge and key skills that underpin the outcomes in Units 3 and 4. It continues to contribute 30% to the study score. In the examination, students will not be required to demonstrate practical skills using tools, equipment and machines that are related to the production techniques of products in Product Design and Technology however, their knowledge and understanding of these is examinable. The examination is externally assessed. The examination specifications and sample examination questions will be available on the Product Design and Technology study page on the VCAA website early in 2012.   A sample assessment program for Units 3 and 4 is shown on page 68 and 69 of the Product Design and Technology study design. 33 33

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 The parts of the assessment handbook have changed. Information on Administrative procedures for Assessment in VCE studies can be found at http://www.vcaa.vic.edu.au/vce/generaladvice/index.html. In conjunction with each specific outcome in the study design, teachers should refer to the ‘designing the task’ dot points and the performance descriptors in the assessment handbook when developing tasks. Assessment tasks should allow students to achieve a high level of performance. Suggested assessment criteria are included for some School-assessed Coursework tasks in the Product Design and Technology Assessment Handbook. The criteria and their mark allocations guide teachers as to the depth and complexity of that particular aspect of the task. There is a close relationship between the dot points under the heading Designing the task; the performance descriptors; and the assessment criteria in the Assessment Handbook. These have been developed so that they closely relate to the key knowledge and key skills in the study design and capture the intent of the outcome statement. The Product Design and Technology Assessment Handbook will be available on the VCAA website later in 2011.   34

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. The Resources list for the new study design is available on the VCAA website. Because new resources become available over the accreditation period of the study, the Resources list is no longer published in the study design. The Resources list will be updated annually.   35

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 Assessment information regarding School-assessed Coursework is available in the Assessment Handbook to be published on the VCE Product Design and Technology study page on the VCAA website.   Assessment Advice regarding the School-assessed Task is published annually in the February VCAA Bulletin and is online at the VCAA website. It contains vital and mandated requirements for assessment of the School-assessed Task. A percentage of schools are selected each year for review of the School-assessed Task. This process addresses equity and quality across the state and is an opportunity to ensure work is being assessed fairly and in relation to the mandated criteria. For all schools that are reviewed, teachers can pre-book a telephone interview with the VCAA Assessment Operations Unit to obtain feedback. Please see the February VCAA Bulletin School Assessment Supplement for details. Interviews take place after the release of student results in December each year. 36 36

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 Professional development for Teachers includes the free School-assessed Task information day held annually in March. These free VCAA workshops provide an opportunity to meet the State Reviewer and: Collectively unpack the assessment criteria and use the criteria to assess student folios. Meet other teachers and exchange resources.   Many teachers have reported this to be a highly valuable experience that has positively impacted their teaching. Registration for the SAT information day is essential. Contact Susan Meadows at the email address on the slide or telephone number listed on the next slide. 37 37

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 Apply to be a reviewer – this is an opportunity to gain an insight and experience into the application of the assessment criteria to student folios.   Teacher reviewers have the opportunity to: work in teams. review the student work in different schools and locations within the state. gain expert training and support from the State Reviewer, Assistant State Reviewer, highly experienced teachers and VCAA staff. Apply to be an examination assessor – also highly useful professional development. 38

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 Please register for the Bulletin online. It is the means of communication between you and the VCAA. You will receive the Bulletin which contains valuable information including: Updates to the study. Information on new resources. Annual information on assessment details and requirements (February Bulletin) <www.vcaa.vic.edu.au>. Professional development activities.   39 39

Contact Details www.vcaa.vic.edu.au 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 Any further comments or questions please contact the VCAA. VCAA wishes you well in implementing the new Product Design and Technology study. 40 40