Semester One- Unit 3

Week
1

Main focus and Learning Activities

Unit Covered

Introduction to the course

Introduction to the 3 design fields
Small tasks on breaking down what the
purpose, audience, context are
Specifically looking at communication,
environmental and industrial designs and
what they look like
Go over methods, materials and media
Design elements and principles

General
Overview of
Unit 3
including all
SATs and
SACs students
will perform
over the year.

Breaking down environmental design

further and looking at designers Charles
McBride and Debbie Ryan
Watch documentary on this Australian
husband and wife duo who create stunning
architecture and have won multiple awards
http://www.mcbridecharlesryan.com.au/#/abo
ut/vision/
Learn how to write about visual
communication design
Complete Outcome 1: Sac 2 Design
Analysis

Key Knowledge
and Key Skills

Assessmen
t Due

Go over key
skills and
knowledge
students will
be covering in
area of study
1 (outcome 1)
Outcome 1SAC 1A:

Environment
al Design

Key Knowledge
key design features
of existing visual
communications
associated with the
Outcome 1:
communication,
SAC 1 Design environmental and
Analysis (15
industrial design
Marks)
fields
Exam
techniques for
conditions
analysing visual
Over two
communications
periods
characteristics of
Students
audiences that
allowed
influence visual
resource
communications,
material and
including age,

Outcome 1,
SAC 1 Due:
Design
Analysis

Workshops on drawing skills- Architectural

plans and elevations, Planometric line
drawing and 2-point perspective line
drawing, 1-point perspective line drawing,

class notes
questions
about Charles
McBride and
Debbie Ryan
Questions test
students
knowledge on
audience,
purpose,
context,
media,
materials,

methods,
design
elements and
principles and
evaluation.
There is also a
section that
asks students
to choose one
of the images
provided and
they are asked
to change this
design for
another
purpose and
context. They
have to
include
visualization
drawings
Outcome 1SAC 1A:

Practical
Environment

gender, interests,
location,
socioeconomic
status, cultural
background
purposes of visual
communications,
including to
advertise, promote,
depict, teach,
inform, identify, and
guide
methods, materials
and media used for
different visual
communications
Key Skills
analyse existing
visual
communications
in terms of their
key features

Key Knowledge
drawing methods to
visualise ideas and

observational and visualization drawings

ICT skills illustrator used to experiment
with elevations and planometric
Practical component for environmental
design

al design
brief

concepts twodimensional
(orthogonal, plans
Students
and elevations and
design an
packaging nets) and
exciting,
three-dimensional
creative and
interesting
drawing methods
food truck
(perspective: one
exterior for a
and two point, and
food truck
paraline: isometric
business of
and planometric) to
their choice
represent forms
methods of
converting
visualisation of twodimensional
representation to
three-dimensional
representation
drawing and the
reverse
technical drawing
conventions
appropriate for
specified purposes,
including layout,
dimensions, labels,
symbols and lines
techniques for
creating visual
communications
using manual and
digital methods

Students finish their environmental design

project

Outcome 1SAC 1A:

Practical
Environment
al design

Key Skills
make and document
design decisions that
are informed by the
analysis of existing
visual
communications
select and apply
drawing methods
and drawing
conventions
appropriate to
different purposes,
audiences and
contexts
select and apply a
range of design
elements, design
principles, manual
and digital methods,
materials,
conventions and
media appropriate to
different purposes,
audiences and
contexts
use appropriate
terminology.
SAC 1A Due

Outcome 1,
SAC 1A:
Environme
ntal Design
Due

Analysing communication design- poster

design
Critic of an historical poster in relation to
design elements and principles
Analysis of two movie posters and how they
incorporate type. How does the use of type
help to convey an idea or communicate a
message in each example (Patterson &
Saville, 2012)
Workshops on different materials and
media (digital and non-digital)
Practical component for communication
design this includes a poster for the food
truck business
Students have to incorporate two different
materials and methods into their poster
design which they have learnt in the
workshops
ICT skills

Outcome 1Key Knowledge

SAC 1B:
drawing methods to
Communicati visualise ideas and
on Design
concepts twodimensional
(orthogonal, plans
and elevations and
packaging nets) and
three-dimensional
drawing methods
Outcome 1(perspective: one
SAC 1B:
and two point, and
Communicati paraline: isometric
on Design
and planometric) to
represent forms
Students
methods of
design a
converting
poster to
advise the
visualisation of twofood truck
dimensional
business they
representation to
focused on the
three-dimensional
environmental
design project representation
drawing and the
reverse
technical drawing
conventions
appropriate for
specified purposes,
including layout,
dimensions, labels,
symbols and lines
techniques for
creating visual

communications
using manual and
digital methods
Key Skills
analyse existing
visual
communications
in terms of their
key features
make and document
design decisions that
are informed by the
analysis of existing
visual
communications
select and apply
drawing methods
and drawing
conventions
appropriate to
different purposes,
audiences and
contexts
select and apply a
range of design
elements, design
principles, manual
and digital methods,
materials,
conventions and
media appropriate to
different purposes,
audiences and

Finishing communication design project

Breaking down and analysing industrial

design looking at a range of designers
and products
Workshops on drawing skills- perspective
drawing, isometric drawing, orthogonal
drawing series of visualisations for a
potential
Practical component for industrial design
this includes drawings, research and
observational drawings
ICT skills

contexts
use appropriate
terminology.
Outcome 1SAC 1B Due
SAC 1B:
Communicati
on Design
Outcome 1Key Knowledge
SAC 1C:
drawing methods to
Industrial
visualise ideas and
Design
concepts twodimensional
(orthogonal, plans
and elevations and
Outcome 1packaging nets) and
SAC 1C:
Industrial
three-dimensional
Design
drawing methods
Students
(perspective: one
design a
and two point, and
keepcup which
customers can paraline: isometric
and planometric) to
buy from the
represent forms
food truck
methods of
converting
visualisation of twodimensional
representation to
three-dimensional
representation
drawing and the
reverse
technical drawing
conventions

Outcome 1,
SAC 1B:
Communica
tion Design
Due

appropriate for
specified purposes,
including layout,
dimensions, labels,
symbols and lines
techniques for
creating visual
communications
using manual and
digital methods
Key Skills
analyse existing
visual
communications
in terms of their
key features
make and document
design decisions that
are informed by the
analysis of existing
visual
communications
select and apply
drawing methods
and drawing
conventions
appropriate to
different purposes,
audiences and
contexts
select and apply a
range of design
elements, design

10

Finishing industrial design

Outcome 1SAC 1C:

Industrial
Design

principles, manual
and digital methods,
materials,
conventions and
media appropriate to
different purposes,
audiences and
contexts
use appropriate
terminology.
SAC 1C due

Outcome 1:
SAC 1A, 1B
and 1C are
all due
(some
students
are
provided
their 1A
and 1B
SACs back
to improve
on areas)
Deadline
for
Outcome 1

11

Holiday

Outcome 2Key Knowledge

SAC 3 Part 1:
trademark and
Trademark and
copyright legal
copyright legal
obligations of
obligations of
designers
designers
when using
when using
the work of
the work of
others
others
Visit Top Designs in own Time

Students complete over the holidays a

report about trademark and legal
obligations
Students discuss their legal obligations
when thinking about their end folio for the
year and what they have to be careful of.
This assignment is due first week back of
next term

s
12

13

Students go over pre-task knowledge

before attending the Forum. They will
research the designers they will be seeing
as complete some questions they can ask
the designers.
Students attend a forum hosted by Visual
Communication Victoria. It involves a
presentation from 3 Designers,
communication, environmental and
industrial design fields
Students complete a worksheet about
their experience at the expo and discuss
the ways designers work. They produce a
diagram that shows the collaborative
working relationships between a set of
designers (Patterson & Saville, 2012).
Students start their assessment which is
a report about a particular designer. It
can be one which they saw at the forum
or they can use a designer of their choice.
They will create a report using powerpoint
which they will present to the class
Continue writing report which students will
present to the class at the end of the week
Each student will get a copy of their report
for studying purposes

Outcome 2SAC 2:
Design
Industry

Outcome 2SAC 2:
Design
Industry

Key knowledge
the stages of the
design process
used by visual
communication
designers
roles and
responsibilities
of designers,
specialists and
clients in the
design and
production of
visual
communications
the practices of
key
contemporary
Australian
and/or
international
designers in the
communication
and/or
environmental
and/or industrial
design fields
the
distinguishing
characteristics
of different
design fields
the role of the
brief in
documenting the
parameters of

Outcome 2,
SAC 2 Due
at the end
of the
week

clients needs
the processes
and practices
used for
collaborating
between
designers,
specialists and
clients practices
when pitching
and presenting
design
directions,
proposals and
final
presentations to
clients
evaluation
techniques
employed by
designers
throughout the
design and
production of
visual
communications
decisions made
during the
design and
production of
visual
communications
to fulfil a brief,
including the
choice of
materials,
methods, media,
design elements

and design
principles
social, ethical,
financial and
environmental
factors
influencing
designers
decisions
terminology
appropriate to
the study.
Key skills
describe the
roles and
relationships
between the
clients,
designers and
specialists
describe the
practices,
techniques and
processes used
by designers in
establishing
briefs and in
designing and
producing visual
communications
that fulfil clients
needs
explain how
design decisions
are influenced
by a range of
factors

14

15

16

identify
practices that
acknowledge
legal obligations
use appropriate
terminology.
Outcome
3,
Key
Knowledge
Using all previous knowledge and skills
the contents of a
gained from the first two outcomes students SAT- Design
Brief
(This
start writing their design brief for their
brief and its role
begins the
design project.
in guiding the
start
of
the
development of
Small workshops on how to write a design
Final
Design
visual
brief, analysing sample briefs, why briefs are
Folio)
communications
so important and help with brainstorming
the constraints
ideas
on visual
Research should be conducted about the
communications
target audience, context, constraints and
the purposes of
limitations
visual
Continue Brief
communications
Finish Brief to be reviewed before the holiday

the
break
characteristics
Students complete their final version of their
of audiences
brief for review
that influence
visual
communications
Key Skills
document a
brief that states
two distinct
client needs
use appropriate
terminology
Unit 3,
Key Knowledge
Prepare a checklist/timeline for the rest of
Outcome 3: methods to support
the year so that students stay on task for
Research and
the recording of
their folio
Generating
ideas, including
Research for their client could include
Ideas
visualisation
interviews, research competitors etc

Outcome 3,
SAT 1,
Brief Due
for review

17

Research including brainstorming, mind

mapping, photographs, internet (must be
referenced properly), scamper and other
creative thinking strategies (Victorian
Curriculum and Assessment Authority ,
2012).
Annotations need to be included
This unit includes:
use of design process and design thinking
strategies; annotated research for information
and inspiration; observational and visualization
drawings; generation of a wide range of design
ideas (VCAA, 2012)

Generating Ideas visualisation drawings,

thumbnail sketches
Observational Drawing- looking at rendering
techniques

drawings (two- and

three- dimensional),
sketches and
annotations
rendering techniques
to show form,
surface texture,
light, shade and
shadow
key features and
functions of design
elements and design
principles
trademark and
copyright legal
obligations of
designers when
using the work of
others
terminology
appropriate to the
study.
design thinking
techniques that
underpin the
application of the
design process
the role of the
design process in the
creation of visual
communications
the role of research
and investigation to
clarify clients needs
and to seek
inspiration for ideas
techniques for
accessing and

referencing research
sources
methods for
recording research
and investigation
findings, including
observational
drawings, sketches
and annotations
key features and
functions of design
elements and design
principles
trademark and
copyright legal
obligations of
designers when
using the work of
others
terminology
appropriate to the
study.
Key skills
apply visualisation
drawing methods to
explore and
generate ideas
annotate drawings
to explain
connections to the
brief and research
apply design
thinking skills to
create, analyse,
evaluate, reflect on,
and critique
information and
ideas

 access and reference

research material
from a range of
sources
synthesise research
and investigation
findings
apply manual
freehand drawing
and rendering
techniques to
represent
observations of the
form, structure and
function of existing
objects and/or
spaces relevant to
the brief
use appropriate
terminology.
Holiday
Homewo
rk

Prepare a checklist/timeline for the rest of

the year so that students stay on task for
their folio
Research for their client could include
interviews, research competitors etc
Observational Drawing (included as part of
the research)
Research including brainstorming, mind
mapping, photographs, internet (must be
referenced properly), scamper and other
creative thinking strategies (Victorian
Curriculum and Assessment Authority ,
2012).
Annotations need to be included
Generation of Ideas - visualisation drawings,
thumbnail sketches