Visual Design Standard at Yr 9 and 10 ACARA
The text for the content covered at Yr 9 is in 'Bold.' This standard is also covered by other subject areas in the school such as Digital Technologies, Design and Technology and Home Economics.
By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skillfully and safely to produce high-quality designed solutions suitable for the intended purpose.
Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skillfully and safely to produce high-quality designed solutions suitable for the intended purpose.
9 Design
In year 9 the focus for design is heavily skewed towards graphic design. The aim is to learn the fundamentals of design elements and principles and working with media. In year 10 the design curriculum branches out into other areas of design such as architecture and packaging design.
A designer is concerned about communication. What ever the designer makes it needs to be clearly understood by it's audience. It has one meaning or intention. The designer follows a design brief, this outlines a project. It may be for a poster, a website, a product, a logo, etc. These projects are needed by the client to fulfil a purpose or function. For example, a poster may be needed to sell a musical event and inform people of the details.
A designer is concerned about communication. What ever the designer makes it needs to be clearly understood by it's audience. It has one meaning or intention. The designer follows a design brief, this outlines a project. It may be for a poster, a website, a product, a logo, etc. These projects are needed by the client to fulfil a purpose or function. For example, a poster may be needed to sell a musical event and inform people of the details.
Visual Communication
Insert examples of design products for students to say what they think these products are communicating.
We understand certain communication methods because it is something that has developed throughout time. These methods have not just appeared from no where, they are a part of our culture. Language through written, spoken and pictorial are all cultural constructions, they are not natural (not instinctual).