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In my resource, I have created a slideshow as an overview and introduction for students with information about the Product Design & Technology subject, the units, in particular units 3 and 4, and the assessment. Many students may be coming to the subject for the first time since completing art in year 8 and therefore will need an overall introduction to what PDT is, and what is expected of them. The slideshow will be presented in the first lesson, with opportunities for elaboration and questions, and made available for students to refer to during the unit.

In Product Design & Technology, Unit 3, AOS 1, students study the initial stages of the design process (steps 1-4), how to design a brief, product design factors and parameters, end user profiles, research, and evaluation criteria. In outcome 1, the students need to evidence their learning of the key skills and knowledge and I have created a learning activity for students to complete which will act as their assessment task for the School Assessed Coursework for unit 1. This document is worth 25 marks, and is part of the SAC for Unit 3 which makes up 12% of the student’s final grade. The learning activity will be completed over multiple lessons during the area of study 1 (approximately 2.5 weeks). The idea of this learning task is for students to read the information supplied and complete the sections as an inquiry process. Some students may have more knowledge about product design and technology than others and the task will be completed in class, in collaboration with a group, as well as at home, as there is a lot of reading and research for the students to do to fulfill the task. Class time will be focused on making sure that the students have completed each section with a firm understanding of the key skills and knowledge and the role of the teacher will be to facilitate and guide students with areas where they might have concerns or confusion. Throughout the unit there will be revision games and quizzes to test the students on the key knowledge and skills. My rationale in this class is to foster an atmosphere of questioning, collaboration and ‘wide awakeness’ (Williams, 2017) for students to become self-sufficient in their exploration of content and set a standard for their subsequent units of study. As Grocott (2020) says, “to drive a culture of learning and innovation in the discipline”.

I have compiled a Padlet page with resources for both teachers and students, including Quizlet activities, websites with resources to cover the requirements for the key skills and knowledge for outcome 1, as well as further resources for unit 3 and 4 to assist students to understand the big picture of what they study in the final units. Most resources are designed for teachers to follow, however there are useful pages for students aswell, such as the ‘help for students’ tab with links to forums and free notes to download for the subject, and links to tutorials for learning 3D design programs.

In my learning task I have referred numerous times to a Nelson text book, which was utilised extensively in my placement school and, as I found through my research, at many other schools offering the PDT subject as well. Although I have sourced references from many websites and organisations, I think that this textbook is a foundational form of knowledge about the VCE content for the students, and would be invaluable for students who may need more challenging tasks, or who have missed lessons and need some reference material to catch up with other students, as well as refer to when studying for the exam.

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https://www.autodesk.com.au/products/fusion-360/personal

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Comprehensive CAM functionality:

2 & 3-axis milling

Adaptive clearing

Turning

FFF additive manufacturing

Water jet, laser cutter, plasma cutter

3+2 milling

4 & 5-axis milling

Mill-turning

Set-up probing

Automatic tool change

Rapid feed

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Fusion 360 for Personal Use | Fusion 360 | Autodesk

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Comprehensive CAM functionality: 2 & 3-axis milling Adaptive clearing Turning FFF additive manufacturing Water jet, laser cutter, plasma cutter 3+2 milling 4 & 5-axis milling Mill-turning Set-up probing Automatic tool change Rapid feed

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Melbourne Museum Top Designs 2021 PDT products exhibition

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Melbourne Museum Top Designs 2021 PDT products exhibition

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https://museumsvictoria.com.au/melbournemuseum/learning/top-designs-2021/product-design-and-technology/

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Product design is a response to changing needs and seeks to improve the quality of life through the design of creative, innovative and sustainable products. For VCE Product Design and Technology, students assume the role of a designer-maker by identifying a real need, problem or opportunity that is then articulated in their design brief. This opportunity is then investigated and informed by research to aid the development of solutions, in the form of physical, three-dimensional products.

The students address relevant product design factors in their briefs and articulate the expected quality of finish for their products. The drawings and scheduled production plans reflect a thorough consideration of a range of product design factors. The products and design folios, which are comprised of production work, care labels or instructions, and product evaluations, address Outcome 3 of Unit 3 and Outcomes 2 and 3 of Unit 4.

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Product design is a response to changing needs and seeks to improve the quality of life through the design of creative, innovative and sustainable products. For VCE Product Design and Technology, students assume the role of a designer-maker by identifying a real need, problem or opportunity that is then articulated in their design brief.

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Information about collecting market research and how it can be done

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Information about collecting market research and how it can be done

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https://www.hotjar.com/blog/market-research/

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Learn / Blog / Article
Back to blog

David Darmanin, one of Hotjar's founders, launched two startups before Hotjar took off-but both companies crashed and burned. Each time, he and his team spent months trying to design an amazing new product and user experience, but they failed because they didn't have a clear understanding of what the market demanded.

With Hotjar, they did things differently. Long story short, they conducted market research in the early stages to figure out what their consumers really wanted, and they made (and continue to make) constant improvements based on their research.

In this blog post, you'll learn how to conduct quick, effective market research without hiring an agency-something called lean market research. It's easier than you might think, and it can be done at any stage in a product's lifecycle.

To show you how it's done in the real world, I've included a market research example from Smallpdf. Smallpdf is a Swiss company that used lean market research to reduce their tool's error rate by 75% and boost their Net Promoter Score® (NPS) by 1%.

We look at:

What is market research?

Market research (or marketing research) is any set of techniques used to gather information and better understand a company's target market. Businesses use this information to design better products, improve user experience, and craft a marketing strategy that attracts quality leads and improves conversion rates.

Why is market research so valuable?

Without research, it's impossible to understand your users. Sure, you might have a general idea of who they are and what they need, but you have to dig deep if you want to win their loyalty.
Here's why research matters...

Analytics gives you the 'what,' but research gives the 'why.' Big data, user analytics, and dashboards can tell you what people do at scale, but only research can tell you what they're thinking and why they do what they do. For example, analytics can tell you that customers leave when they reach your pricing page, but only research can explain why.

Research beats assumptions, trends, and so-called best practices.
Have you ever watched your colleagues rally behind a terrible decision? Bad ideas are often the result of guesswork, emotional reasoning, death by best practices, and defaulting to the Highest Paid Person's Opinion (HiPPO). By listening to your users and, focusing on their customer experience you're less likely to get pulled in the wrong direction.

Advantages of lean market research

Lean User Experience (UX) design is a model for continuous improvement that relies on quick, efficient research to understand customer needs and test new features.
Lean market research can help you become more...

Efficient : it gets you closer to your customers, faster.

Cost-effective : no need to hire an expensive marketing firm to get things started.

Competitive : quick, powerful insights can place your products on the cutting edge.

4 common market research methods

There are lots of different ways you could conduct market research and collect customer data, but you don't have to limit yourself to just one research method. Four common types of market research techniques include surveys, interviews, focus groups, and customer observation.

Which method you use may vary based on your business type: ecommerce business owners have different goals from SaaS businesses, so it's typically prudent to mix and match these methods based on your particular goals and what you need to know.

1. Surveys: the most commonly used

Surveys are a form of qualitative research that ask respondents a short series of open- or closed-ended questions, which can be delivered as an on-screen questionnaire or via email. When we asked 2,000 Customer Experience (CX) professionals about their company's approach to research, surveys proved to be the most commonly used market research technique.

What makes online surveys so popular? They're easy and inexpensive to conduct, and you can do a lot of data collection quickly. Plus, the data is pretty straightforward to analyze, even when you have to analyze open-ended questions whose answers might initially appear difficult to categorize.

We've built a number of survey templates ready and waiting for you. Grab a template and share with your customers in just a few clicks.

2. Interviews: the most insightful

Interviews are one-on-one conversations with members of your target market. Nothing beats a face-to-face interview for diving deep (and reading non-verbal cues), but if an in-person meeting isn't possible, video conferencing is a solid second choice.

Regardless of how you conduct it, any type of in-depth interview will produce big benefits in understanding your target customers.
What makes interviews so insightful?
By speaking directly with an ideal customer, you'll gain greater empathy for their experience, and you can follow insightful threads that can produce plenty of 'Aha!' moments.

3. Focus groups: the most dangerous

Focus groups bring together a carefully selected group of people who fit a company's target market. A trained moderator leads a conversation surrounding the product, user experience, and/or marketing message to gain deeper insights.
What makes focus groups so dangerous?
If you're new to market research, I wouldn't recommend starting with focus groups. Doing it right is expensive, and if you cut corners, your research could fall victim to all kinds of errors. Dominance bias (when a forceful participant influences the group) and moderator style bias (when different moderator personalities bring about different results in the same study) are two of the many ways your focus group data could get skewed.

4. Observation: the most powerful

During a customer observation session, someone from the company takes notes while they watch an ideal user engage with their product (or a similar product from a competitor).
What makes observation so clever and powerful?
'Fly-on-the-wall' observation is a great alternative to focus groups. It's not only less expensive, but you'll see people interact with your product in a natural setting without influencing each other. The only downside is that you can't get inside their heads, so observation is no replacement for customer surveys and interviews.

How to conduct market research (in a lean way)

The following four steps will give you a solid understanding of who your users are and what they want from a company like yours.

1. Create simple user personas

A user persona is a semi-fictional character based on psychographic and demographic data from people who use websites and products similar to your own.

How to get the data: use on-page or emailed surveys and interviews to understand your users.

How to do it right: whatever survey/interview questions you ask, they should answer the following questions about the customer:
Pitfalls to avoid:
How Smallpdf did it: Smallpdf ran an on-page survey for a week or two and received 1,000 replies, which revealed that many of their users were administrative assistants, students, and teachers. Then they created simple user personas like this one for admins:

2. Conduct observational research

Observational research involves taking notes while watching someone use your product (or a similar product).
Overt vs. covert observation Tips to do it right:
Pitfalls to avoid:

Don't record video or audio, regardless of your method (overt or covert). If they know you're recording, it'll make them nervous. And if they don't know? It's just plain creepy.

Don't forget to explain why you'd like to observe them (for overt observation).
They're more likely to cooperate if you tell them you want to improve the product.

How Smallpdf did it: here's how Smallpdf observed two different user personas.

Observing students:
Kristina Wagner, an Interaction Designer from Smallpdf, went to cafes and libraries at two local universities and waited until she saw students doing PDF-related activities. Then she watched and took notes from a distance.

One thing that struck her was the difference between how students self-reported their activities vs. how they behaved (i.e., self-reporting bias). Students, she found, spent hours talking, listening to music, or simply staring at a blank screen rather than working. When she did find students who were working, she recorded the task they were performing and the software they were using (if she recognized it).

Observing administrative assistants:

Kristina sent emails to admins explaining that she'd like to observe them at work, and she asked those who agreed to try to batch their PDF work for her observation day. Watching admins work, she learned that they frequently needed to scan documents into PDF-format and then convert those PDFs into Word docs. By observing the challenges admins faced, Smallpdf knew which products to target for improvement.

3. Conduct individual interviews

Interviews are one-on-one conversations with members of your target market. They allow you to dig deep and explore their concerns, which can lead to all sorts of revelations.
Tips to do it right:
Pitfalls to avoid:

Don't ask leading or loaded questions.

A loaded question sneaks in an assumption which, if untrue, would make it impossible to answer honestly. For example, we can't ask you, "What did you find most useful about this article?" without asking whether you found the article useful in the first place.

Be cautious when asking opinions about the future (or predictions of future behavior). Studies suggest that people aren't very good at predicting their future behavior. This is due to several cognitive biases, from the misguided exceptionalism bias (we're good at guessing what others will do, but we somehow think we're different), to the optimism bias (which makes us see things with rose-colored glasses), to the 'illusion of control' (which makes us forget the role of randomness in future events).

How Smallpdf did it: Kristina explored her teacher user persona by speaking with university professors at a local graduate school. She learned that the school was mostly paperless and rarely used PDFs, so for the sake of time, she moved on to the admins.

A bit of a letdown? Sure. But this story highlights an important lesson! Sometimes you follow a lead and come up short, so you have to make adjustments on the fly. Lean market research is about getting solid, actionable insights quickly so you can tweak things and see what works.

4. Analyze the data (without drowning in it)

The following techniques will help you wrap your head around the data without losing yourself in it. Remember, the point of lean market research is to find quick, actionable insights.

Flow model

A flow model is a diagram that tracks the flow of information within a system. By creating a simple visual representation of how users interact with your product and each other, you can better assess their needs.

You'll notice that admins are at the center of Smallpdf's flow model, which represents the flow of PDF-related documents throughout a school. This flow model shows the challenges that admins face as they work to satisfy their own internal and external customers.

Affinity diagram

An affinity diagram is a way of sorting large amounts of data into groups to better understand the big picture. For example, if you ask your users about their profession, you'll notice some general themes start to form, even though the individual responses differ. Depending on your needs, you could group them by profession, or more generally by industry.

We wrote a guide about how to analyze open-ended questions, and it will help you sort through large volumes of data to categorize them. You can also do this by hand, clipping up interview notes and grouping them (which is what Kristina does).

Customer journey map

A customer journey map is a diagram that shows the way a typical prospect becomes a paying customer. It outlines their first interaction with your brand and every step in the sales cycle, from awareness to repurchase (and hopefully advocacy).

The above customer journey map, created by our team at Hotjar, shows many ways a customer might engage with our tool. Your map will be based on your own data and business model.

📚 Read more → if you are new to customer journey maps, we wrote this step-by-step guide to creating your first customer journey map in 2 and 1/2 days with free templates you can download and start using immediately.

5 common market research questions

The following questions will help you get to know your users on a deeper level when you interview them. They're general questions, of course, so don't be afraid to make them your own.

1. Who are you and what do you do?

How you ask this question, and what you want to know, will vary depending on your business model (e.g., business-to-business marketing is usually more focused on someone's profession than business-to-consumer marketing).

It's a great question to start with, and it'll help you understand whatever is relevant about your user demographics (age, race, gender, profession, education, etc.), but it's not the be-all-end-all of market research. The meatier and more specific questions come later.

2. What does your day look like?

This question helps you understand their day-to-day life and the challenges they face. It will help you gain empathy for them, and you may stumble across something relevant to their buying habits.

3. Do you ever purchase [product/service type]?

This is a 'yes or no' question. A 'yes' will lead you to the next question.

4. What problem were you trying to solve or what goal were you trying to achieve?

This question strikes to the core of what they're trying to accomplish and why they might be willing to pay for your solution.

5. Take me back to the day when you first decided you needed to solve this kind of problem or achieve this goal.

This is the golden question, and it comes from Adele Revella, CEO of Buyer Persona Institute. It helps you get in the heads of your users and figure out what they were thinking the day they decided to spend money to solve a problem.

If you take your time with this question, digging deeper where it makes sense, you should be able to answer all the relevant information you need to understand their perspective.

What do you want to cover with this question? Here's a checklist...
✔ Where did they go to find a solution?

✔ How long did it take to make the decision and buy?

✔ Whom did they consult to make the decision?

✔ What alternative(s) did they consider?

✔ What persuaded them to buy?

✔ What, if anything, nearly stopped them from buying?

Important: remember to ask 'why!' ' Why' is the magic word that will get them to dive deeper into their experience and offer meaningful insights rather than short replies.

Bonus question: is there anything else you'd like to tell me?

This question isn't just a nice way to wrap it up-it might just give them the opportunity they need to tell you something you really need to know.

That's why Sarah Doody, author of UX Notebook, adds it to the end of her written surveys.

Market research example: how Smallpdf turned their market research study into business results (in 6 steps)

Smallpdf used lean market research to dig below the surface, understand their clients, and build a better product and user experience. Here's a summary of the steps they took.

Step 1: Smallpdf used on-page surveys to gather data

They ran a survey asking key questions to determine who their users were and what problems they were trying to solve with Smallpdf. The team stopped when they received 1,000 replies.

Step 2: they created simple user personas based on their survey data

Smallpdf found that many of their users were administrative assistants, students, and teachers, so they designed a plan to study these users.

Step 3: they performed observational research on students and admins

Kristina Wager, from Smallpdf, did...

Covert observation of students : watching them work in university libraries and cafeterias.

Overt observation of administrative assistants: contacting them first to ask if she could watch them work, then spending time watching them perform PDF tasks.

In both cases, she made note of the 'what,' 'why,' and 'for whom' of each action, which would later go into her flow model.

Note: Kristina also spent some time interviewing professors at a local graduate school, which would have become its step had it proved successful. Unfortunately, the university had gone paperless.

Step 4: Smallpdf analyzed their data

Kristina used the following research tools to wrap her head around the data and explore the next steps.

Flow model: Smallpdf mapped out a flow model to understand the challenges admins face as they work to satisfy their own internal and external customers.

Affinity diagram: they grouped data points into broad categories in a visual diagram to see how common certain trends were in their data.

Customer journey map: they mapped out a typical customer journey to better understand how users interacted with their product.

Step 5: they implemented changes

Based on what Smallpdf learned about the challenges that one key segment (admins) face when trying to convert PDFs into Word files, they improved their 'PDF to Word' conversion tool.

I won't go into the details here because it involves a lot of technical jargon, but they made the entire process simpler and more straightforward for users. Plus, they made it so that the system recognized it when you drop a PDF file into their 'Word to PDF' converter instead of the 'PDF to Word' converter, so users wouldn't have to redo the task when they made that mistake. In other words: simple market segmentation for admins showed a business need that had to be accounted for, and now customers are happier overall.

Step 6: Smallpdf tested the results

According to the Lean UX model, product and UX changes aren't retained unless they achieve results.

Smallpdf's changes produced:

Market Research FAQs

What is the difference between qualitative and quantitative research?

Quantitative research asks questions that can be answered with a numeric value, such as, "What is your annual salary?" or "How was your customer service experience on a scale of 1-5?"

Qualitative research asks questions that can't be reduced to a number, such as, "What is your job title?" or "What did you like most about your customer service experience?"

Read more about the difference between qualitative and quantitative user research.

Have you done your own lean market research? Comment below and tell us how it went-what you learned, what changes you made, and how your users responded.
Net Promoter, Net Promoter System, Net Promoter Score, NPS, and the NPS-related emoticons are registered trademarks of Bain & Company, Inc., Fred Reichheld, and Satmetrix Systems, Inc.

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A Comprehensive Guide to Market Research: 4 Proven Methods | Hotjar Blog

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Learn / Blog / Article Back to blog David Darmanin, one of Hotjar's founders, launched two startups before Hotjar took off-but both companies crashed and burned. Each time, he and his team spent months trying to design an amazing new product and user experience, but they failed because they didn't have a clear understanding of what the market demanded.

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A list of terminology used in the PDT VCE

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A list of terminology used in the PDT VCE

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https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/productdesign-and-technology/advice-for-teachers/Pages/ClarificationofTerminology.aspx

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End-user/s

The individual or group who will use the product. The end user/s may be known to the designer or may be a target market/demographic without a direct relationship with the designer. The end user may be a baby or an animal, in which case the designer may seek product feedback from other relevant individual/s. A client can be the end-user/s.

Mock up

Trial models, process trials or calico toiles that are suitable for development stages only. Their purpose may be to test a pattern, to check if an experimental process will work, or to check if the shape and proportions of a design are appropriate. Refer to p.12 of the study design.

Obsolescence

The four types of obsolescence referred to in the study design are:

Style

When a product is no longer wanted by consumers, although it is still functional, but looks out-dated.

Technical

When a product is replaced by another product with more advanced technology.

Functional

When a product wears out, deteriorates or breaks down after a certain amount of time and parts cannot be replaced, or it is uneconomical to repair

Planned

When a product incorporates planned condition by a manufacturer to get a consumer to buy a replacement to make more profit for the manufacturer.

Prototype

In this study, references to product includes prototype. A prototype is a three-dimensional pre-production product that is constructed to exactly resemble the preferred option (allowing for design modifications where required). Appropriate substitute material and processes may be used to create structure, form or finish if the originally specified materials and processes are not available. For the purposes of this study design, students may produce a prototype which may omit some functional aspects of a product, such as electronic systems. Refer to p.12 of the study design.

Qualitative methods

Reference to characteristics of a product is based on quality and are usually described, rather than based on a numerical measurement.

Quality measure

A quantitative way to measure the characteristic or attribute of a product. These are methods of checking for quality indicators throughout the production of a product, and are measurable and verifiable such as softness and hardness or thickness and thinness.

Quantitative methods

Reference to measurement based on some quantity or number rather than on quality. For example, quantitative research can be used to measure the response from an end-user to the features of a product.

Types of drawings

There are three types of drawing required in this study design: design option (presentation drawings), working drawings and visualisations. It is expected that students will annotate visualisations and drawings. Annotations are critical because they provide explanatory notes and comments that link back to the design brief and the considerations and constraints.

Design options (presentation drawings)

Chacteristics: Generally, these drawings show what the whole of the product will look like and include annotations. Design options often include lines, colour, rendering in pencil, markers, and watercolour/wash. Computer-aided design software (CAD) may be used to produce design options.

Purpose: To provide a good indication to the designer and others of what a potential product could look like. Annotations provide details such as construction methods and link back to the design brief, considerations and constraints and product design factors.

Working drawings

Characteristics: These are more refined drawings developed from a design option or combination of options. These drawings include technical language and conventions, use of symbols and measurements. Technical instruments and computer-aided design software (CAD) are often used to produce working drawings.

Purpose: Accurately shows what the product looks like and how it will be constructed. These drawings are used to work out product specifications (materials, parts and sizes needed to make the product). They could be used along with a scale model to show specific details before a product is made.

Visualisations

Characteristics: Quick, freehand drawings of ideas that may be whole or parts of an envisaged product. They are usually in pencil using lines and very basic rendering.

Purpose: Visualisations are informed by research and the student's own ideas to communicate possibilities. They are used to 'work through' potential ideas to take forward into design options.

Scheduled production plan

Scheduled production plan includes a sequenced plan of steps needed for production and timeline, listing of materials, tools, equipment and machines with risk assessment and quality measures.

Sustainability frameworks and strategies

The four frameworks or models referred to in the study design are:

Cradle to cradle

Refers to the goal of designing and creating products which will be re-used or recycled rather than disposed of when the product is no longer used. The product has a 'new life' rather than being disposed of in landfill. This is referred to as 'life cycle thinking'.

Design for Disassembly

An approach to design which considers the end of the product's life cycle during the design stage. The designer typically uses minimal types of materials and plans for the easy separation of materials in order to maximise the chances of materials re-use or recycling instead of disposal in landfill.

Extended Producer Responsibility (EPR)

The manufacturer or producer takes responsibility for the end of the product's life cycle, generally committing to collecting, recycling, or disposing of the product or its parts in order to minimise environmental impact when the product is no longer used. May also be called product stewardship.

Lifecycle analysis/assessment (LCA)

Refers to assessing the sustainability impacts associated with the stages of a product's life, from raw material extraction through to material processing, design, production, distribution, use, repair and maintenance, and disposal or recycling.

Values (of a product)

The qualities of products that make them valuable such as affordability, appearance, authenticity, durability, rarity, status, usability, identity and emotional connection. Values attributed to products change with context, socio-cultural norms, and economic contexts, as new technologies emerge and as products move through their life cycles.

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Advice for teachers - Product Design and Technology

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The individual or group who will use the product. The end user/s may be known to the designer or may be a target market/demographic without a direct relationship with the designer. The end user may be a baby or an animal, in which case the designer may seek product feedback from other relevant individual/s.

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https://quizlet.com/au/440566212/textiles-vce-product-design-technology-glossary-flash-cards/

NOTE: You need to sign up to Quizlet to see the entire reference

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Another Quizlet with PDT terms flashcards

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Another Quizlet with PDT terms flashcards

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https://quizlet.com/au/343362599/vce-product-design-technology-flash-cards/

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https://www.dummies.com/business/marketing/the-five-ps-of-a-good-marketing-plan/

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Dummies has always stood for taking on complex concepts and making them easy to understand. Dummies helps everyone be more knowledgeable and confident in applying what they know. Whether it's to pass that big test, qualify for that big promotion or even master that cooking technique; people who rely on dummies, rely on it to learn the critical skills and relevant information necessary for success.

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The Five Ps of a Good Marketing Plan - dummies

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What really matters in marketing are the points of contact between the customer and your communications, products, and people. These customer interactions (or influence points) with you constitute your marketing program. Take care to list these influence points when designing a marketing program. To make a list of your own influence points, use the following [...]

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Quizlet flashcards to learn the factors and the parameters

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Quizlet flashcards to learn the factors and the parameters

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https://quizlet.com/30682661/product-design-factors-flash-cards/

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The security system for this website has been triggered. Completing the challenge below proves you are a human and gives you temporary access.

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https://cengage.com.au/product/title/nelson-product-design-and-technology-vce-unit/isbn/9780170400336

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Section 1 - Cross-study specifications
1 Design and designers
2 The product design process
3 Design and development
4 Product design factors
5 Sustainable design
Section 2 - Materials and processes
6 Classifying and testing materials
7 Resistant materials and processes
8 Non-resistant materials and processes
Section 3 - Units 1 and 2
9 Unit 1: Sustainable product redevelopment
10 Unit 2: Collaborative design
11 Styles of fashion and furniture
Section 4 - Units 3 and 4
12 Unit 3: Applying the product design process
13 Unit 4: Product development and evaluation
14 Extra case studies for units 1-4
15 The SAT: Product design, production and evaluation
16 The product design & technology exam

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Nelson Product Design and Technology VCE Units 1 - 4 Student Book with 4 Access Codes - Buy Textbook | Jill Livett | 9780170400336 | Secondary | Nelson Australia

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Section 1 - Cross-study specifications1 Design and designers2 The product design process3 Design and development4 Product design factors5 Sustainable designSection 2 - Materials and processes6 Classifying and testing materials7 Resistant materials and processes8 Non-resistant materials and processesSection 3 - Units 1 and 29 Unit 1: Sustainable product redevelopment10 Unit 2: Collaborative design11 Styles of fashion and furnitureSection 4 - Units 3 and 412 Unit 3: Applying the product design process13 Unit 4: Product development and evaluation14 Extra case studies for units 1-415 The SAT: Product design, production and evaluation16 The product design & technology exam

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https://cengage.com.au/product/title/nelson-product-design-and-technology-vce-unit/isbn/9780170400404

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Jacinta O'Leary has taught Woodwork, Plastics, junior Electronics and Visual Communication and Design in various schools in Victoria. She is currently Technology Co-ordinator at Distance Education Centre Victoria where she has been instrumental in the course development of Design, Creativity and Technology in the junior level, VCE Visual Communication and Design, VCE Food and Technology and VCE Design and Technology. She has been a board member of DATTA Vic since 2007. Jacinta has also contributed to both Home Economics Victoria and DATTA teacher support material for both VCE Food and Technology and VCE Design and Technology. In 2010 she was a member of the review panel for VCE Design and Technology.

Jill Livett coordinated Technology Studies at Maribyrnong Secondary College and Pascoe Vale Girls College for 10 years. She taught VCE studies in Wood and Fabrics, and Years 7-10 Design and Technology in Wood, Metal, Plastics and Fabrics, and Systems Technology. She currently teaches at Overnewton College. Jill has been the Education Officer and Conference Organiser for the Technology Education Association of Victoria (now DATTA Vic.), and worked for VCAA on special projects supporting the VCE Design and Technology study design and the VELS Design, Creativity and Technology domain. Jill has been involved in tertiary Technology teacher education at both Ballarat and LaTrobe Universities, and is currently the President of the Design and Technology Teachers Association (DATTA Vic).

The only fully dedicated product design and technology textbook on the market.

Case studies of local and inspirational young designers.

Glossary games and smartphone revision cards to facilitate understanding.

Examples of how to use a range of design materials and technologies.

Recent student folio examples to showcase design development.

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Nelson Product Design and Technology VCE Units 1 - 4 Workbook - Buy Textbook | Jacinta O?Leary | 9780170400404 | Secondary | Nelson Australia

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Jacinta O'Leary has taught Woodwork, Plastics, junior Electronics and Visual Communication and Design in various schools in Victoria. She is currently Technology Co-ordinator at Distance Education Centre Victoria where she has been instrumental in the course development of Design, Creativity and Technology in the junior level, VCE Visual Communication and Design, VCE Food and Technology and VCE Design and Technology.

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Product Design Process Quizlet to remember each part

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Product Design Process Quizlet to remember each part

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https://quizlet.com/au/316910196/product-design-process-diagram/

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Melbourne Museum Top Designs 2020 PDT products exhibition

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Melbourne Museum Top Designs 2020 PDT products exhibition

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https://museumsvictoria.com.au/melbournemuseum/learning/top-designs-2020/product-design-and-technology/

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Product design is a response to changing needs and seeks to improve the quality of life through the design of creative, innovative and sustainable products. For VCE Product Design and Technology, students assume the role of a designer-maker by identifying a real need, problem or opportunity that is then articulated in their design brief. This opportunity is then investigated and informed by research to aid the development of solutions, in the form of physical, three-dimensional products.

The students address relevant product design factors in their briefs and articulate the expected quality of finish for their products. The drawings and scheduled production plans reflect a thorough consideration of a range of product design factors. The products and design folios, which are comprised of production work, care labels or instructions, and product evaluations, address Outcome 3 of Unit 3 and Outcomes 2 and 3 of Unit 4.

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Product design is a response to changing needs and seeks to improve the quality of life through the design of creative, innovative and sustainable products. For VCE Product Design and Technology, students assume the role of a designer-maker by identifying a real need, problem or opportunity that is then articulated in their design brief.

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Wool 4 School design competition to design an outfit

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Wool 4 School design competition to design an outfit

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https://www.wool4school.com/about-competition/

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2021 Design Brief

WOOL ON THE GO

Do you catch a bus to school or skate to a friend's house, or use an electric scooter to meet up with family on the weekend? You may not have realised the clothing you wear could help you on your commute.

There is a growing trend for people to change the way they travel across their towns and cities, choosing more eco-friendly modes and reassessing the clothing they wear. This may be clothing to provide protection from the weather, embedded with technology to track health and performance, or versatile, comfortable fabrics allowing a transition from the commute to the destination.

This year, we are asking students to design an outfit which is versatile, protective, dynamic and functional to aid your commute as you travel. Wool should be the hero fibre, making up at least 70% of the outfit, comprising up to 4 pieces.

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2021 Design Brief Do you catch a bus to school or skate to a friend's house, or use an electric scooter to meet up with family on the weekend? You may not have realised the clothing you wear could help you on your commute.

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https://www.cambridge.edu.au/education/titles/Product-Design-and-Technology-VCE-Units-1-4-digital/#.YVZt_LgvM2w

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Written by experienced and practising teachers who understand what works in the classroom, Product Design and Technology VCE Units 1-4 has been developed specifically to offer a complete and flexible resource package for the new VCE study design.

Student-friendly content, easy-to-navigate design, and clear and engaging visual support recognises and caters to the variety of learning styles in the Product Design and Technology classroom.

Exceptional assessment support prepares students fully for folio assessment and their VCE examinations with examples of strong student folios, tips and advice for creating a folio, sample marking criteria, a folio checklist, and an assessment chapter focusing on SACs and exam support.

A strong focus on the design process ensures students are able to understand and apply the principles of design theory to folio practice within a classroom setting.

The included Interactive Textbook brings the study of Product Design and Technology to life with rich, interactive media including video walkthroughs and tutorials, image galleries, interactive activities and links to external websites.

Workbook activities focus on blending theory and practice by applying design processes and elements. The workbook focuses on resistant (wood, metals and plastics) and non-resistant (textiles) materials, and is available in a print or digital format to complement use of the textbook.

Hear more about the series from our authors

Interactive Textbook (2 year access)

The online version of the student text delivers a host of interactive features to enhance the teaching and learning experience of the student text. It is accessed online through Cambridge GO using a unique 16-character code supplied with the Print Textbook, or available for purchase separately as a digital-only option.

The Interactive Textbook is available as a two-calendar-year subscription. Your subscription term is defined as follows: if activation occurs between January and July of this year, subscription concludes on 31 December in the following year. If activation occurs between August and December of this year, subscription concludes on 31 December in the year after the following.

Digital resources are expressly available for personal use only.

The downloadable PDF version of the student text enables students to take notes, highlight key passages, and bookmark pages. It is downloaded from Cambridge GO using the unique 16-character code that is included with the purchase of the Print Textbook and the Interactive Textbook.

UNIT 1 - SUSTAINABLE PRODUCT REDEVELOPMENT
Chapter 1 Area of Study 1 Sustainable redevelopment of a product to address a problem
Chapter 2 Area of Study 2 Producing and evaluating a redeveloped project

UNIT 2 - COLLABORATIVE DESIGN
Chapter 3 Area of Study 1 Designing within a team
Chapter 4 Area of Study 2 Producing and evaluating a collaboratively designed product

UNIT 3 - APPLYING THE PRODUCT DESIGN PROCESS
Chapter 5 Area of Study 1 Designing for end-users in product development
Chapter 6 Area of Study 2 Product development in industry
Chapter 7 Area of Study 3 Designing for others

UNIT 4 - PRODUCT DEVELOPMENT AND EVALUATION
Chapter 8 Area of Study 1 Product analysis and comparison
Chapter 9 Area of Study 2 Product manufacture
Chapter 10 Area of Study 3 Product evaluation
Chapter 11 Assessment

We want to give you the opportunity to view sample pages of our titles so it's easier for you to make decisions.

Putting design theory into practice
Written by experienced and practising teachers who understand what works in the classroom, Product Design and Technology VCE Units 1-4 has been developed specifically to offer a complete and flexible resource package for the new VCE study design.

Hear more about the series from our authors

Bachelor of Arts (Visual Arts), Postgraduate Diploma in Fine Art, Graduate Diploma in Education (Secondary) and Master of Fine Art, Joanne has been a secondary teacher since 1999 and on obtaining her teaching degree taught Product Design & Technology in the United Kingdom for eight years. She has headed both Technology and Art Departments and has been teaching Product Design (Resistant Materials), Art and Visual Communication Design to years 7-12 students at Caroline Chisholm Catholic College in Melbourne since 2011. She has also taught years 7 and 8 Systems Technology, and is Vice President of the Design and Technology Teachers Association of Victoria (DATTA VIC).

Eloise has a Bachelor of Design (Fashion), Honours from RMIT, Grad Dip Education (Secondary) and training in Vocational Education. She previously worked in community groups teaching adult sewing classes and likes to keep engaged outside of school creatively, including costume design for local theatre. She current works at Emmaus College in Vermont South, teaching Year 11 & 12 VCE Product Design and Technology (Textiles), VCE VET Fashion and Art.

B.CI (Visual Arts), B.Ed (Secondary), Zowie is a VCE Product Design and Technology (Textiles) teacher at Hoppers Crossing Secondary College. She has been teaching for 7 years in various schools in Queensland and Victoria. Zowie also teaches Junior Textiles, Media studies and Visual Communication and Design. She is an avid crafter who loves teaching students the skills needed to bring their own ideas to life.

Luke Dicker (Interactive Textbook Contributor)

BVA, GradDipEd (Secondary), Luke is an Indigenous teacher who entered the field of Design and Technology in 2006 and has been teaching years 7-12 Design and Technology at Marist-Sion College in Warragul since 2010. Luke was awarded the Victorian Design and Technology Secondary Educator of the Year in 2013 by DATTA Vic for outstanding teaching in Design and Technology education. Luke has an innovative approach to teaching and uses flipped learning by developing instructional and screen capture videos. He has developed a large range of designs and components for students' use through the "3D SketchUp Warehouse".

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Written by experienced and practising teachers who understand what works in the classroom, Product Design and Technology VCE Units 1-4 has been developed specifically to offer a complete and flexible resource package for the new VCE study design.

# data[].attributes.body
https://www.cambridge.edu.au/education/titles/Product-Design-and-Technology-VCE-Units-1-4-Workbook-digital/#.YVZuUrgvM2w

# data[].attributes.attachment_link.readable_text
Written by experienced and practising teachers who understand what works in the classroom, Product Design and Technology VCE Units 1-4 has been developed specifically to offer a complete and flexible resource package for the new VCE study design.

Student-friendly content, easy-to-navigate design, and clear and engaging visual support recognises and caters to the variety of learning styles in the Product Design and Technology classroom.

Exceptional assessment support prepares students fully for folio assessment and their VCE examinations with examples of strong student folios, tips and advice for creating a folio, sample marking criteria, a folio checklist, and an assessment chapter focusing on SACs and exam support.

A strong focus on the design process ensures students are able to understand and apply the principles of design theory to folio practice within a classroom setting.

The included Interactive Textbook brings the study of Product Design and Technology to life with rich, interactive media including video walkthroughs and tutorials, image galleries, interactive activities and links to external websites.

Workbook activities focus on blending theory and practice by applying design processes and elements. The workbook focuses on resistant (wood, metals and plastics) and non-resistant (textiles) materials, and is available in a print or digital format to complement use of the textbook.

Hear more about the series from our authors

The downloadable PDF student workbook enables students to enter answers, take notes and bookmark pages. It is downloaded from Cambridge GO using the unique 16-character code that is available for purchase separately.

The Digital Workbook is available for purchase separately or in a bundle with other Cambridge resources. To access the Digital Workbook register for a Cambridge GO account and enter the unique 16-character access code found in either the sealed pocket supplied on purchase from your bookseller, or in the email when purchased from Cambridge University Press Education Australia and New Zealand online.

Putting design theory into practice
Written by experienced and practising teachers who understand what works in the classroom, Product Design and Technology VCE Units 1-4 has been developed specifically to offer a complete and flexible resource package for the new VCE study design.

Hear more about the series from our authors

Bachelor of Arts (Visual Arts), Postgraduate Diploma in Fine Art, Graduate Diploma in Education (Secondary) and Master of Fine Art, Joanne has been a secondary teacher since 1999 and on obtaining her teaching degree taught Product Design & Technology in the United Kingdom for eight years. She has headed both Technology and Art Departments and has been teaching Product Design (Resistant Materials), Art and Visual Communication Design to years 7-12 students at Caroline Chisholm Catholic College in Melbourne since 2011. She has also taught years 7 and 8 Systems Technology, and is Vice President of the Design and Technology Teachers Association of Victoria (DATTA VIC).

Eloise has a Bachelor of Design (Fashion), Honours from RMIT, Grad Dip Education (Secondary) and training in Vocational Education. She previously worked in community groups teaching adult sewing classes and likes to keep engaged outside of school creatively, including costume design for local theatre. She current works at Emmaus College in Vermont South, teaching Year 11 & 12 VCE Product Design and Technology (Textiles), VCE VET Fashion and Art.

B.CI (Visual Arts), B.Ed (Secondary), Zowie is a VCE Product Design and Technology (Textiles) teacher at Hoppers Crossing Secondary College. She has been teaching for 7 years in various schools in Queensland and Victoria. Zowie also teaches Junior Textiles, Media studies and Visual Communication and Design. She is an avid crafter who loves teaching students the skills needed to bring their own ideas to life.

Luke Dicker (Interactive Textbook Contributor)

BVA, GradDipEd (Secondary), Luke is an Indigenous teacher who entered the field of Design and Technology in 2006 and has been teaching years 7-12 Design and Technology at Marist-Sion College in Warragul since 2010. Luke was awarded the Victorian Design and Technology Secondary Educator of the Year in 2013 by DATTA Vic for outstanding teaching in Design and Technology education. Luke has an innovative approach to teaching and uses flipped learning by developing instructional and screen capture videos. He has developed a large range of designs and components for students' use through the "3D SketchUp Warehouse".

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Written by experienced and practising teachers who understand what works in the classroom, Product Design and Technology VCE Units 1-4 has been developed specifically to offer a complete and flexible resource package for the new VCE study design.

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Atar Notes - a website where you can post questions about the VCE on a forum, get help from previous VCE students and also download free notes.

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Atar Notes - a website where you can post questions about the VCE on a forum, get help from previous VCE students and also download free notes.

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https://atarnotes.com/forum/index.php#c21

NOTE: You need to register

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https://www.standards.org.au/standards-development/what-is-standard

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Standards mean better value for all. They ensure the quality and consistency of products and services, giving businesses and consumers greater peace of mind. They also benefit the economy, improve health and safety, protect our natural resources, and improve our quality of life.

Here are six key benefits of our standards:

1. Boost confidence: Thanks to standards, businesses and consumers can feel confident that the products and services they develop and/or use are safe, reliable and fit-for-purpose.

2. Enhance innovation: Standards are a launch pad for exciting new ideas. They can be created, evolved or discarded according to our changing world. New standards are developed to reflect the latest technologies, innovations and community needs.

3. Give products a competitive edge: In the eyes of consumers, products that comply with Australian Standards® offer added value. International Standards give Australian exporters an instant competitive advantage when moving into overseas markets.

4. Reduce barriers to international trade: Regardless of where a product is made, standards mean it can be sold and used around the globe. Opening new doors to international trade, standards help Australian businesses compete globally and to a wider market.

5. Reduce red tape: Standards assist with harmonisation across Australia's laws and regulations. They offer an alternative to regulation, reducing business costs and decreasing red tape, but still providing security for businesses and consumers.

6. Help businesses thrive: Standards are central to Australian business. They make business transactions simpler and more efficient, assisting with risk mitigation and compliance. Put simply, standards help our businesses thrive.

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Standards Development - What is a Standard - Standards Australia

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Standards mean better value for all. They ensure the quality and consistency of products and services, giving businesses and consumers greater peace of mind. They also benefit the economy, improve health and safety, protect our natural resources, and improve our quality of life.

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Mandatory Standards from the Australian Competition and Consumer Commission. List of products and standards.

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Mandatory Standards from the Australian Competition and Consumer Commission. List of products and standards.

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https://www.productsafety.gov.au/product-safety-laws/safety-standards-bans/mandatory-standards

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The purpose of a mandatory standard is to make particular safety or information features on products compulsory for legal supply of the product into the Australian market. It is an offence to supply goods that do not comply with mandatory standards.

See: About mandatory standards

Current mandatory standards

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The purpose of a mandatory standard is to make particular safety or information features on products compulsory for legal supply of the product into the Australian market. It is an offence to supply goods that do not comply with mandatory standards.

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IP Australia. Information about design rights, intellectual property and managing your design

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IP Australia. Information about design rights, intellectual property and managing your design

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https://www.ipaustralia.gov.au/designs

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IP Australia is open for business and continues to be committed to its customers and stakeholders. We acknowledge these are challenging and uncertain times for everyone. We are closely monitoring the latest information about the Novel Coronavirus (COVID-19) outbreak. Please refer to Business continuity and the Coronavirus disease (COVID-19) outbreak page last updated 24/8/2021 for the most up to date information.

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An article written by a teacher with helpful advice about the VCE exam and PDT subject specifics

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An article written by a teacher with helpful advice about the VCE exam and PDT subject specifics

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https://www.heraldsun.com.au/news/special-features/news-in-education/2016-vce-exam-guide--product-design-and-technology/news-story/09e887b19c4f74ba3111981448bf6ed3

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It is crucial to know and understand Product Design Factors, their parameters and how important they are when designing products, writes Keith Thompson

Knowing the terminology used in Product Design and Technology is a crucial element to being successful in the examination.

It makes good sense to know and understand these, from Aesthetics though to Values attributed to Products. The examination paper is based on the current Product Design and Technology study design and not on text books written about the study.

Examination writers will use the correct terminology to assess your knowledge.

You would have encountered each of these terms during the year either by working on coursework assessment or developing your product and the accompanying folio.

For revision, consider each term and reflect on where in your folio it was used and importantly, why.

You used a range of Product Design Factors such as Function, Human Centred Design and Visual, Tactile, Aesthetic (page 14 Study Design) to build a design brief, develop evaluation criteria and applied them to product analysis.

It is crucial to know and understand these factors, their parameters and how important they are when designing products.

The Production Design Process is fundamental to the development of any manufactured product. You would have taken this journey during the year when developing your major project.

You need to understand the steps and the activities a designer or manufacturer would undertake at each of the four stages and eleven steps (see page 13 of the Study Design) which include, Investigating and Defining, Design and Development, Planning and Production, and Evaluation. See your teacher or the VCAA website for these Study Design page references.

Other related areas of study which you should revise and refresh your knowledge are:

* Role of the designer, client or end user

* The 5 Ps of Marketing - how each one relates to the promotion and sale of a product.

* Production systems, comparing one-off, low volume and continuous manufacturing etc.

* How computers have influenced product design and manufacturing through rapid prototyping, laser cutting, and computer-aided design (CAD) computer-aided manufacture (CAM), computer numerical control (CNC)

* How new materials influence product design

* Australian (AS) and International Standards (ISO)

* Sustainability systems and their impacts on designing, manufacturing, marketing (cradle to cradle, Design for Disassembly (DfD), Design for the Environment (DfE)

* What Life Cycle Analysis (LCA) means and the stages an assessment would take

* Obsolescence - the 3 areas are: Style, Functional and Technical obsolescence

* OH & S in relation to manufacturing- risk assessment and management.

* How Product Design Factors can be used to develop a Design Brief

* How to develop evaluation criteria for (a) decision matrix (b) finished product & design

(c) Planning the production activity

* Qualitative and Quantitative methods of evaluating products

* How designers, manufacturers, owners/users place value on product attributes

* Aspects to determine a quality product

* How properties and characteristics of materials influence design

* Lean Manufacturing processes

Complete as many revision examination papers as possible; preferably timed.

Past VCAA papers are ideal for this, though examination papers prior to 2012 do not reflect the current Product Design and Technology Study Design.

Read the Examination Reports which are published at the end of each examination cycle that comment on student response to the examination and highlight strengths and weaknesses.

Here are some common weaknesses over the years, based on student responses to exam questions at www.vcaa.vic.edu.au/Pages/vce/studies/designtech/exams.aspx

* Lack of knowledge of Product Design Factors and their Parameters

* Regarding the Design Brief question: Failing to understand that drawing with pen or pencil only does not provide students with the ability to communicate their ideas effectively and is unacceptable

* Australians and International Standards

* Knowledge of appropriate marketing approaches - 5P's

* Understanding of Quality Measures and how to apply them to production

* How to evaluate the effectiveness of Production Processes

* The steps involved with Risk Management

* How and why to research materials prior to manufacturing

* Students who write lists in response to 'Discuss' questions will not gain full marks.

* Differences between manufacturing systems (mentioned in consecutive reports)

* The role of working drawings and how they differ from design options (consecutive reports) - see page 43 of the Study Design for a detailed explanation.

Follow the instructions for each question on the examination paper to the letter particularly taking note of the command words such as discuss or explain, and if one point is required, only use one point.

Use design elements and design principles when responding to the design option.

Clearly annotate drawings as required and be aware that a creative answer requires a combination of materials, processes and design to be effective.
Keith Thompson teaches Product Design and Technology at the Peninsula School, Mt Eliza EXAM DETAILS
PRODUCT DESIGN AND TECHNOLOGY

When: November 3, 9am-10.45am

Reading: 15 minutes

Writing: 90 minutes

Worth: 30 per cent of study score

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2016 VCE exam guide: Product Design and Technology

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It is crucial to know and understand Product Design Factors, their parameters and how important they are when designing products, writes Keith Thompson Knowing the terminology used in Product Design and Technology is a crucial element to being successful in the examination.

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https://goodbrief.io/

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Randomly generate smart design briefs to practice your design skills, get content for your portfolio and gain experience working off a real design brief.

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https://business.vic.gov.au/__data/assets/word_doc/0011/1009748/Design-brief-template.docx

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VCAA Information about safety and use of materials and equipment

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VCAA Information about safety and use of materials and equipment

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https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/productdesign-and-technology/advice-for-teachers/Pages/DevelopingaProgramMaterialandEquipment.aspx

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Appropriate equipment for this study varies depending on the material categories (refer to the Cross-study specifications in the study design on p.12). Examples are listed below.

​Category 1

​Examples of appropriate equipment

Wood/timber

static machinery e.g. pedestal drill, bobbin sander and finisher (refer to Department of Education and Training's Use of Machinery in Technology Teaching for information about restricted and non-restricted portable plant)

portable power tools e.g. cordless drills, orbital sanders and biscuit joiner (refer to Department of Education and Training's Use of Machinery in Technology Teaching for information about restricted and non-restricted portable plant)

personal protective equipment (PPE), e.g. safety glasses, apron, and hearing protection

hand tools, e.g. hammers, chisels and tenon saws

3D printers

computer numerical control (CNC) machines

laser cutting equipment

drawing equipment, for example, markers, pencils, fineliner pens

digital devices and CAD software e.g. Google SketchUp

Metal

static machinery e.g. pedestal drill, metalworking lathe and cold metal saw (refer to Department of Education and Training's Use of Machinery in Technology Teaching for information about restricted and non-restricted portable plant)

Portable power tools, for example, cordless drills, angle grinder and welder (refer to Department of Education and Training's Use of Machinery in Technology Teaching for information about restricted and non-restricted portable plant)

personal protective equipment (PPE e.g. safety glasses, face shields and hearing protection

hand tools e.g. hammers, wire brushes and punches

computer numerical control (CNC) machines

laser cutting equipment

drawing equipment e.g. markers, pencils, fineliner pens

digital devices and CAD software e.g. Google SketchUp

Textiles/yarns/fibres/fabrics

domestic sewing machines, overlocking machines, and coverstitch machines

domestic ironing equipment

mannequins or dressmaker's dummies

sewing equipment e.g. scissors, pins, threads, needles, unpickers, pattern-making paper, commercial sewing patterns, fabrics and calico

laser cutting equipment

drawing equipment e.g. markers, pencils and fineliner pens

digital devices and CAD software e.g. Adobe Illustrator

textile dyeing and printing equipment e.g. textile inks, silk screens, squeegees and dyes

personal protective equipment (PPE e.g. gloves, aprons and face masks

Polymers (plastics)

acrylic strip heater

vacuum forming machine

thermoforming ovens

personal protective equipment (PPE e.g. safety glasses, face shields, and hearing protection

3D printing

laser cutter

Computer numerical control (CNC) machines

digital devices and CAD software e.g. Google SketchUp

Ceramics

kiln and related equipment e.g. gloves and shelving

clay tools and potter's wheel

glazes, brushes, and various types of clay

personal protective equipment (PPE e.g. glasses, gloves and face shield

Glass

glass kiln and moulds

personal protective equipment (PPE e.g. glasses, gloves and face shield

glass tubes and rods

flat glass or sheet glass

pate de verre (crushed glass powder)

flameworking equipment and tools

Chemical fasteners e.g. adhesives

contact adhesive

industrial grade PVA (poly vinyl acetate)

polyurethane

Dyes/paints

procion synthetic dyes

natural plant based dyes including indigo dye

acrylic paints

textile printing inks

Surface treatments/ protective coatings

powder coating

epoxy enamel

enamel/water-based primer

Equipment requirements

Students are expected to experience a range of processes, from simple to more complex. They will be required to safely use hand tools, equipment, portable and fixed machines, to execute these processes in ways that are relevant to their choice of materials. Tools, equipment and machines may include:

computer-aided design (CAD)/computer-aided manufacturing (CAM) equipment for designing, cutting, routing

marking and measuring tools and equipment e.g. rulers, tailors chalk

cutting tools for removal of material, including scissors, saws, drills

hammering, hitting and forming tools e.g. hammers, mallets, forming equipment, lathe, pottery wheel

construction and fabrication tools, equipment and machines e.g. sewing machine, soldering iron, welder, glue gun

decorating and finishing equipment e.g. screen printing equipment, spray gun, iron, sander.

Student portfolios

Student portfolios may be created in a physical or digital format. There are many different platforms that students can use for developing online portfolios. Popular platforms include:

blogs - Global 2 is the Department of Education and Training's blogging platform and can be used by teachers and students across all jurisdictions

digital notebook - Evernote andOneNote (part of the Microsoft Office suite) are software tools that can be shared with others in the school only and are not publically viewable.

digital portfolio - Canva is a free graphic design tool website which is specifically for designers

digital presentation - Publisher, PowerPoint or Google Slides can be used to create a presentation format folio including links to external websites.

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Advice for teachers - Product Design and Technology

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Appropriate equipment for this study varies depending on the material categories (refer to the Cross-study specifications in the study design on p.12). Examples are listed below. ​Category 1 ​Examples of appropriate equipment Wood/timber static machinery e.g.

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Design And Technology Teachers Association information about OHS and safety

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Design And Technology Teachers Association information about OHS and safety

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https://datta.vic.edu.au/content/ohs

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Members can contact DATTA Vic with any OH&S questions or issues.

Below are a range of useful OH&S links;
*Update on the Safe Use of Machinery for Technologies Teaching Course* February 2021
DATTA Vic understands that the DET has produced We have had confirmation from the DET that accreditation for individuals Work Health and Safety modules for teachers in Government Schools that have unclear guidance on the requirements for Technologies teachers to undertake the Safe Use of Machinery for Technologies Teaching course.
is for life once they have successfully completed the relevant units of competency. Therefore as long as a teacher has undertaken the Wood/Metal course, there is currently no requirement to repeat it or to complete a refresher every 5 years.

DATTA Vic recommends that all teachers working with tools and equipment undertake the Safe Use of Machinery course in line with your school's Risk Management Procedure

For further information on OH&S in the Technologies classroom, see the DET's Safety Guidelines.
OH&S Advice for Technologies Teachers
Government schools can contact the DET's OH&S Advisory line, run by Marsh PTY Ltd, their OHS support service provider.

Teachers can also contact WorkSafe Victoria's advisory line on 1800 136 089, or email info@worksafe.vic.gov.au

The 'Safe Use of Machinery' accreditation is required if you teach in the Wood/Metal areas in government schools. It is highly recommended that teachers in Catholic and Independent schools complete this course.

The Safe Use of Machinery course (22454VIC) is a four-day course that accredits teachers in the following areas:

General OH&S requirements related to the Technology learning area

Accreditation in the safe use of Woodworking static machinery

Accreditation in the safe use of Metalworking static machinery

This purpose of this course isn't to provide initial training in the use of these machines, but to check that teachers are experienced and can use machinery safely.

The following providers are currently approved to run these courses:
​Other Sources of Information The following resources are not DET-approved, but can provide advice when developing your own classroom procedures.

Andrew Nicholls & Associates offers an OH&S Consultancy service to schools which covers all aspects of Occupational Health, Safety, and Environmental Management.

DATTA Vic have produced this Machine Levels Matrix for D&T educators.

It was compiled after extensive consultation with many teachers. Please note that the level suggestions are intended as advice only.
Technologies departments must still make their own school-based decisions about the introduction of machinery, based on their teaching program and their judgement on the competency and maturity levels of their students.

Generic Power Tool / Machine Student Licence (Peter Murphy, Northcote High School)

Pedestal Drill Competency Test (Frank Drandi, Emmanuel College)

Jig Saw Competency Test (Frank Drandi, Emmanuel College)

Portable Biscuit Joiner Competency Test (Frank Drandi, Emmanuel College)

Portable Hand Drill Competency Test (Frank Drandi, Emmanuel College)

Sander Competency Test (Frank Drandi, Emmanuel College)

Scroll Saw Competency Test (Frank Drandi, Emmanuel College)

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Members can contact DATTA Vic with any OH&S questions or issues. Below are a range of useful OH&S links; *Update on the Safe Use of Machinery for Technologies Teaching Course* February 2021 DATTA Vic understands that the DET has produced We have had confirmation from the DET that accreditation for individuals Work Health and Safety modules for teachers in Government Schools that have unclear guidance on the requirements for Technologies teachers to undertake the Safe Use of Machinery for Technologies Teaching course.

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https://academy.autodesk.com/curriculum/introduction-3d-modeling

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Engineering, Manufacturing, Product Design

*This course was updated on December 2020 to reflect the latest Fusion 360 UI updates. Iterate on your designs by learning the 2D and 3D workflows that help you solve new challenges and deliver stronger projects. Good designers and engineers know how to explore and iterate their designs. Thankfully...

Dataset

Instructor Manual

Lesson Plan

Software tutorials

Matt was first introduced to AutoCAD and 3d Studio in High...

*This course was updated on December 2020 to reflect the latest Fusion 360 UI updates.

Iterate on your designs by learning the 2D and 3D workflows that help you solve new challenges and deliver stronger projects.

Good designers and engineers know how to explore and iterate their designs. Thankfully, computer-aided design (CAD) allows you to do just that-explore and iterate your design until the model suits your needs.

Take your next step by learning to move seamlessly between 2D sketching to 3D modeling. Uncover key Fusion 360 workspaces, including sketching, parametric modeling, free-form modeling and sculpting, and direct and assembly modeling. Get the skills needed to use CAD from the start, applying its full capabilities when exploring and changing your designs. Explore and apply various 3D modeling techniques that bring it all together, by learning how to create technical drawings for production.

After completing this course, you'll be able to:

Understand the parametric CAD workflow.

Identify interface aspects of Fusion 360.

Create designs with mechanical motion.

Manipulate appearances and physical materials.

Create detailed drawings.

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Introduction to 3D Modeling for Manufacturing

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Engineering, Manufacturing, Product Design *This course was updated on December 2020 to reflect the latest Fusion 360 UI updates. Iterate on your designs by learning the 2D and 3D workflows that help you solve new challenges and deliver stronger projects. Good designers and engineers know how to explore and iterate their designs.

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https://www.blender.org/

NOTE: Link to download is at bottom of page

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Free and Open Source

Blender is a public project hosted on blender.org, licensed as GNU GPL, owned by its contributors.

For that reason Blender is Free and Open Source software, forever. Learn more

Part of the industry

Blender is a member of ASWF, Khronos, Linux Foundation and OIN. It's also well supported by major hardware vendors such as AMD, Apple, Intel, and NVIDIA.

It's about people.

Designers, developers, engineers, artists. All driven by passion. All using Blender to make an impact.

The Ecosystem

Countless communities and thriving businesses are built around Blender.

Together, these tutorial makers and content creators, add-on developers and global marketplaces form an ever-expanding ecosystem.
Find Blender Communities
Everything You Need

Cycles is Blender's built-in powerful unbiased path-tracer engine that offers stunning ultra-realistic rendering.

· Real-time viewport preview

· CPU & GPU rendering

· PBR shaders & HDR lighting support

· VR rendering support

Blender's comprehensive array of modeling tools make creating, transforming and editing your models a breeze.

· Full N-Gon support

· Edge slide, inset, grid and bridge fill, and more

· Advanced sculpting tools and brushes

· Multi-resolution and Dynamic subdivision

· 3D painting with textured brushes and masking

· Python scripting for custom tools and add-ons

VFX professionals say: "Probably the best tracker in the market". Blender includes production ready camera and object tracking. Allowing you to import raw footage, track the footage, mask areas and see the camera movements live in your 3D scene. Eliminating the need to switch between programs.

· Auto and Manual tracking

· Powerful camera reconstruction

· Real-time preview of your tracked footage and 3D scene

· Support for Planar tracking and Tripod solvers

Thanks to the high quality rigging and animation tools, Blender is being used for numerous short films, advertisements, TV series and feature films now.

· Envelope, skeleton and automatic skinning

· B-spline interpolated bones

· Curve editor and dope sheets

· Custom bone shapes for fast input

· Sound synchronization

Story Art, Drawing 2D in 3D

Really! Drawing directly in a 3D viewport makes a lot of sense. It opens unsurpassed workflow freedom for story-boarders and 2D artists.

· Combine 2D with 3D right in the viewport

· Full Animation Support with Onion Skinning

· Layers & Colors for Stroke and Fill

· Sculpt brush strokes & Parent to 3D objects

Blender has a flexible Python controlled interface. Layout, colors, size and even fonts can be adjusted. Use hundreds of add-ons by the community or create your own using Blender's accessible Python API.

· Customize the interface layout and colors

· Hi-res/Retina screen support

· Create your own tools and add-ons

· Draw over the OpenGL viewport

· Connect with Blender's Render API

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blender.org - Home of the Blender project - Free and Open 3D Creation Software

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https://cloud.blender.org/training/blender-2-8-fundamentals/

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Blender 2.8 Fundamentals - Blender Cloud

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Get up to speed with Blender 2.8 in this updated official video series!

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Sketchup. Use it for free in your web browser (don't download the program)

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Sketchup. Use it for free in your web browser (don't download the program)

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https://www.sketchup.com/plans-and-pricing/sketchup-free

NOTE: You need to register

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https://www.wikihow.com/Use-SketchUp

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This article was co-authored by our trained team of editors and researchers who validated it for accuracy and comprehensiveness.

wikiHow's Content Management Team carefully monitors the work from our editorial staff to ensure that each article meets our high quality standards. Learn more...

This wikiHow teaches you how to use SketchUp on your computer. SketchUp is a free 3D-modeling program which allows you to create anything from simple houses to vast recreations of cities.

Installing SketchUp

1. Open the SketchUp website. Go to https://www.sketchup.com/ in your computer's web browser.

In order to use SketchUp, you'll have to answer a few questions and create an account on the website.

2. Enter your account information. Fill out the following text fields:

First name - Enter your first name.

Last name - Enter your last name.

Email address - Enter a working email address to which you currently have access.

Password - Enter a password for your account.

3. Check the "I'm not a robot" box or enter the captcha text. In the "Enter the above text" box, type in the text from the box above it.

You can change the text by clicking the "Refresh" button to the right of it.

4. Activate your account. Open the email inbox for the address you used to create your account, then do the following:

Look for a "Trimble Account Creation Notification" email (you may have to check the Spam folder, or look in one of your inbox's other folders).

Open the "Trimble Account Creation Notification" email from the "noreply_identity" sender.

Click Activate account in the email's body.

5. Log into your Trimble account. Click the here link on the redirect page, then enter your email address and password and click Sign in.

6. It's near the top of the page.

7. It's a red button at the top of the page. Doing so will open SketchUp in your web browser, from which point you can begin using it as you please.

Learning SketchUp Basics

1. Consider taking the tour. To see SketchUp's latest features and suggested actions, click the blue Start tour button in the middle of the page, then follow the on-screen prompts.

You can also skip the SketchUp tour by clicking the Start modeling link.

2. Complete the setup. Click OK when prompted about cookie use, then check the "I agree to the terms of service" box and click OK.

Creating a Structure

1. Consider importing a component. SketchUp has a huge library of different models which you can add to your project. To add an existing model, do the following:

Click the "Components" tab, which resembles a three-box icon on the right side of the page.

Type a keyword into the "Search 3D Warehouse" text box.
For example, to bring up a list of houses, you would type in house.

Click the magnifying glass-shaped "Search" icon.

Select a structure, then wait for it to appear in SketchUp.

2. Draw the base for your structure. If you want to free-draw your structure's base, click the pencil icon on the left side of the page, click the pencil which appears in the pop-out menu, and click and drag to draw. Once you've connected all of the lines, you should see the inside of your structure's base turn blue.

You can also free-draw by clicking the squiggly line instead of the pencil icon in the pop-out menu.

If you want to make a circular base, select the arc tool instead.

3. Add details to your structure. Using the pencil tool, draw in and modify structure details as needed.

For example, if you wanted to use the structure base as a four-walled box, you might draw a slightly smaller box inside of the base and then use the "Modify" tool to lower the smaller box.

4. Save your project. Once you've finished adding the structures you want to create, you can save your SketchUp project on your account page.

Community Q&A

Add New Question

How do I use the text tool in Sketchup?

Click on the letter 'A' in the "tools" menu. Then just click the place you want to place the text.

How do I make an offset of a line?

Click on the offset tool. Then click the line you would like to offset. You will have to offset a line that is part of a shape, as Sketchup doesn't allow the offset of stray lines.

How can I design a game using SketchUp?

You cannot design a game in SketchUp, because you are creating 3-D models, and you cannot create those models to react to certain keys.

While SketchUp used to belong to Google, it was purchased by Trimble in 2013.

Sometimes deleting one line from your 3D model can erase an entire face. If this happens, don't make any other adjustments-just press (Windows) or (Mac).

If you're planning to use SketchUp professionally, this is a helpful guide to getting started: Guide

Thanks for submitting a tip for review!

Unfortunately, you can't perform some actions (e.g., creating your own 3D model or exporting your project as some file types) without first purchasing SketchUp.

This article was co-authored by our trained team of editors and researchers who validated it for accuracy and comprehensiveness.

How helpful is this?

1. Go to https://www.sketchup.com.
2. Click Get SketchUp.
3. Create an account.
4. Open SketchUp for Web.
5. Click Start Modeling.

Thanks to all authors for creating a page that has been read 416,476 times.

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How to Use SketchUp. This wikiHow teaches you how to use SketchUp on your computer. SketchUp is a free 3D-modeling program which allows you to create anything from simple houses to vast recreations of cities. Open the SketchUp website. Go...

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Design Victoria: What is eco-design? Poster

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Design Victoria: What is eco-design? Poster

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https://datta.vic.edu.au/sites/default/files/prodindustr_ecodesign_quickguide.ashx.pdf

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https://datta.vic.edu.au/content/sustainability-resources

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The Bush Fire Crisis
In 2019, record-breaking temperatures and months of severe drought fuelled a series of massive bush fires across Australia - many of which are still burning now.

Tragically lives have been lost, and more than 10 million hectares of bush, forest and parks across Australia has burned. Click

HERE for a range resources you can use with your classes.
Animations It's the Little Things
The World's Largest Lesson - Global Goals 7 Ways Schools Can Support Student Action on Climate Change
The United Nations have set 17 sustainable development goals to transform our world by 2030. The World's Largest Lesson website introduces these goals to children and young people, and includes a wealth of lesson plans, project ideas and printable posters for the classroom - many of them suitable for Design & Technologies. A Fantastic resource!

This great resource from Monash University offers a practical framework on sustainable living that can be used in classrooms and as the foundation of a whole-school approach.

A3 sized posters that outline sustainability issues and questions - great for use with Years 9-12 students in their product design process (can be printed A4 size)

Intro to Sustainability
Use this simple PowerPoint presentation to introduce the main sustainability concepts to students, and prompt them to think of practical action they can take while designing and making

Resources available for sale through DATTA Vic - purchase form here

Designers on Sustainability interviews - DVD

4 designers interviewed, explaining their decision making on sustainability issues - great for VCE PD&T, but also good for Years 9-10

Design Play Cards

A pack of cards that describe design problems, strategies abd inspirations - can be used in a range of game activites for Years 7-12

The Good Design Guide

Visually exciting non-linear book for students to explore Sustainable Design issues and strategies - Years 7-12

Resources developed by Eco Innovators,
with DATTA Vic

Free access a broad range of educator's resources:

This initiative from Sustainability Victoria has a range of resources for schools, encouraging our students to 'reduce, re-use and recycle'
Indigenous Perspectives on Sustainability
Click HERE for a wide range of sustainability resources for schools from the ABC

Click HERE for a radio broadcast from the ABC on Indigenous perspectives on sustainability, particularly related to land management

Yarra Healing - Sacred Land

This Inquiry Unit for Years 5 & 6 looks at the sustainable practices of Aboriginal & Torres Strait Islander nations.

This website ( registration required but free to sign up) has a great range of resources on Sustainability and Technologies, including:

Practical Action

Sustainability starter activities

6Rs and Sustainability terms

Design briefs and activities for Design and Technology areas

Evaluation tools - for students to evaluate the sustainability level of products (existing and their product designs)

Excellent Design and Technology sustainability publications that can be purchased on-line

Sustainable companies - links to UK companies that use sustainable practices in design and production

A wide range of excellent teaching and learning resources can also be found at Practical Action (a UK sustainability organisation). Includes:

Design for Change

esign for Change is the largest global movement of children driving change in their communnities using design. Click HERE for some great inspirational stories and fresh ideas for classroom projects!

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The Bush Fire Crisis In 2019, record-breaking temperatures and months of severe drought fuelled a series of massive bush fires across Australia - many of which are still burning now. Tragically lives have been lost, and more than 10 million hectares of bush, forest and parks across Australia has burned.

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FUSE Education resources for VCE Product design students

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FUSE Education resources for VCE Product design students

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https://fuse.education.vic.gov.au/Search/Results?AssociatedPackageId=&QueryText=VCE+Product+design+and+technology&SearchScope=Secondary

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https://www.youtube.com/watch?v=47d6nsfS-o8&ab_channel=RobertLaszloKiss

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How to Draw Anything with the help of basic shapes

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Product drawing tutorial, Harry Chapman YouTube channel

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Product drawing tutorial, Harry Chapman YouTube channel

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https://www.youtube.com/watch?v=lju1rpuHGcI&ab_channel=HarryChapman

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Sketching Tutorial 01- Easily Sketch Hand-Held Forms, Fast!

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https://www.twinkl.com.au/teaching-wiki/material

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A material is any substance that an object is made from. Glass, chalk, paper, wax, water, air, clay and plastic are all different materials. All materials are made up of matter. Almost everything we know of is made up of materials. Materials have different properites, making them suitable for different purposes. When something is needed then we need to choose the best material for the job.

Materials can either be a solid, liquid or gas. Some materials can move between these states. This can be done with extreme conditions like when using heat to melt ice from a solid block into a pool of water.

There are different properties that can be assigned to materials, most of them have more than one property. These could be things such as strong, weak, bendy, magnetic, hard, soft and insulating.

What are Different Materials?

Here are some examples of different materials that are commonly used in everyday life:

Properties of Materials

Different materials have different properties, which is what makes them unique. We group materials based on these properties, and its their properties that make materials suited to different purposes.

Strong / Weak: Whether a material will be able to withstand pressure or if it will break easily.

Heavy / Light: This is if a material will be able to hold something up or if it will buckle under pressure.

Rough / Smooth: Smooth materials are good for things like slides, whereas rough materials are good for things like roads so that cars aren't slipping everywhere.

Hard / Soft: This is when a material can be squashed easily or if it can't.

Magnetic / Non-Magnetic: Whether a material will attract other magnetic materials.

Transparent / Opaque: This is when you can either see through a material, like glass, or can't, like brick.

Conductor / Insulator: Does this material let electricity run through it or not. This is the same with heat, an insulator is excellent at keeping heat in a building because it doesn't let it through itself.

There are many materials and all of them can be used for lots of purposes. Some are sustainable and can be used and re-used again; others are not. Some are bright and colourful, while others aren't. Depending on a material's properties, it suits a particular purpose and the needs of the user. This is true for both humans and animals who use tools! For instance, an orangutan in the rainforest knows that a big leaf is waterproof and will keep them dry in the rain.

Here are some examples of the purposes of materials and what they are used for.
Raw materials
Raw materials are used to produce other materials. A few good examples of these are oil, cotton, coal, and water.

One of the oldest known materials that have been made and used by humans is ceramics. Ceramic was used by people in the Stone Age to make pottery. They did this by adding water to clay and making a shape, then by putting that object in a special oven known as a kiln which removes the water and makes the clay hard. This process has since been applied to enable people to use metals such as iron to create and make objects.
Building materials
Building materials are used to build and construct things. There are lots of natural and raw materials that can be classed as building materials too. These include clay, wood, rocks and sand. There are a lot of man-made building materials too like plastic, glass, bricks, cement, foam and concrete.

Naturally occurring building materials have been used throughout all of human history to make buildings. These started with wood as humans used branches, bark, leaves and plants to make their houses. Then they learned how to use clay and sand to make their walls thicker and more solid. When the Middle Ages came around, with knights and castles, we'd learned how to build with stone and rock so our buildings were really strong. This is also when we started making things from glass for buildings.

Now we build with more man-made materials, but we have to use raw materials to make these. Bricks are used to make a lot of buildings, but you know them most for making the walls that hold your house up. Cement goes great with bricks as it starts as a slime-like material and then becomes a really strong solid when it's dry. Concrete is another man-made material that's used everywhere because it's really strong and great for making large buildings like skyscrapers and motorways. Glass and plastic can be found all around your house, they make up the windows and pipes and have become essential to living. It can be fun to have a look through your house and see how many materials made from glass and plastic you can find.
Aerospace materials
Aerospace materials are usually really light metals that can be used to make machines like planes, rockets and satellites. These materials are usually light but strong so that they don't weigh down the things that need to fly but then keep everything held together and safe. They can usually take a lot of heat too.

The most common aerospace material is aluminium. This is used for a lot of things such as planes, jets, rockets and satellites. The only problem with using aluminium in space is that with all the sunlight it's exposed to it can bend and become soft. Aluminium is really good on the ground too. It's a fantastic material for sports because it's so light and strong, this means it can be used for bats, rackets and bicycles.

Learn all about what it takes to be an astronaut with this versatile PowerPoint. You could use this lesson resource to link a unit exploring materials and their properties to a unit about space.
Bio-materials
Bio-materials are really important because they can be used inside bodies. There are lots of different things made of bio-materials, here's a quick list:

Replacements for joints

Bone plates

Dental implants (fillings, braces and false teeth)

Contact lenses

Heart valves

Hearing aids

Skin grafts

Stitches, staples and clips

Surgical tools

These materials are usually made to be compatible with the human body so that they don't get rejected when they're inside someone.

If you're teaching children about plastic and non-recyclable materials, have a look at this charming eBook from Twinkl Originals: The Messy Magpie. The illustrated story is accompanied by tailored resources to help children learn about materials, waste, recycling and wildlife.
Morris the Magpie feels so lucky when the humans drop some shiny gifts in the forest! But are they the generous gifts that Morris first thought? Discover the importance of looking after our environment with this uplifting story.
Materials can often undergo changes when they're in nature or when they're being made by people. There are two types of changes that a material can make, these are physical and chemical.

Physical changes in a material are when it changes but it stays as the same substance, such as ice melting into water. Snapping a pencil in half isn't a physical change because it hasn't changed form on a microscopic level.

Chemical changes are when a material changes into a different substance entirely. The smallest level of a material is the molecules it's made up of. During a chemical change these break apart and become new molecules. A good example of this is when something burns, like wood or coal. These go from being solid to becoming smoke and ash.

Physical and chemical changes can happen when a material is exposed to lots of heat or cold. But, mixing a material with another or separating two materials can also cause physical and chemical changes.

Fun Facts About Materials

Here are some fun facts about materials:

Plastics can be moulded into different shapes, this means they can be used to make anything from bottles to school chairs.

Even though glass is transparent, it's made from a mixture of sand and other materials that are heated at a really high temperature.

Water cover's around 70% of the Earth, the largest ocean on the planet is the Pacific Ocean.

Whilst we might think the Moon is made of cheese, it's actually made of the same things as Earth - rock and metal.

Glass bottles and jars are fantastic for recycling, they can be made into other glass objects or be crushed down into tiny grains to be used in construction. The average family in the UK uses around 330 glass bottles and jars every year.

Wool is wonderful at keeping things warm because it's an insulator. Plus, the natural oils in wool made it resistant to water. So that's why you never see sheep shivering.

A composite material is one that combines the useful properties of other materials. Steel-reinforced concrete is a composite material. It combines the strength of steel and concrete, it's used for buildings that need to be tall and bridges that need to stretch far.

A company in Japan has managed to make spider silk in a lab. That's a raw material that can now be man-made.

Investigating Properties of Materials

From the time that children are 5 and 6 years old, they will be encouraged to learn about the properties of different materials and begin to compare and contrast their physical properties. They should use their senses to explore objects and identify their properties independently.

For instance:
"This reusable bottle is made of metal. It is hard but light. It is blue. This spoon is also made of metal. It is shiny, hard and light."
They will learn vocabulary related to the topic and be able to use these keywords to compare and contrast materials. For example:

hard/soft;

rough/smooth;

bendy/not bendy;

waterproof/not waterproof;

absorbent/not absorbent;

opaque/transparent;

shiny/dull.

Click below to find an easy-to-use, interactive PowerPoint that will help you to teach children how to compare and group everyday materials.
Investigating Shiny and Dull Materials

You may begin your scientific investigation with an exploration of shiny and dull materials.

Shiny means the object reflects light easily. You may be able to see your reflection on its surface. Shining a light onto the object makes it even brighter.

Dull means that the object doesn't reflect light. The object doesn't look bright or shiny, even when a light is shone onto it.

Investigating objects in science to determine how shiny or dull they are will help children develop the ability to predict an outcome, to observe an experiment and use that information to classify objects.

Being able to make a comparison between their results and predictions will test their understanding of the topic.

What's more, this experiment can be linked to a range of topics in science: from investigating materials to reflection and light/dark.

This easy-to-print lesson resource provides a structured example of how to carry out an experiment to compare the properties of different materials. Carry out an experiment together as a group or class first before encouraging children to draw their own table and carry out an independent investigation investigating the shininess and dullness of different objects. That way, children will feel scaffolded and confident in their method.

Different Materials - Teaching Resources

Here are some lovely Twinkl resources to help support teaching and learning on the topic of materials. Ease your workload while still ensuring children are supported and empowered to explore their curiosities and engage in science, design and technology.
Materials Information Powerpoint
You can use this lovely PowerPoint to teach your children about materials. It can be a great starting point before moving onto some other activities.
Properties of Materials Posters
These bright and clear posters are handy to have around the classroom so that you or your students can reference them anytime.
Hard and Soft Materials Cut and Paste Sorting Activity
This sorting activity is a great way to keep your children engaged and entertained. It can help to reinforce information after learning with a fun activity.

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What are Materials? | Different Materials

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A material is any substance that an object is made from. Glass, chalk, paper, wax, water, air, clay and plastic are all different materials. All materials are made up of matter. Almost everything we know of is made up of materials. Materials have different properites, making them suitable for different purposes.

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https://helveticamediuma.com/learn/brief/

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A brief is a document that is written as a result of a client identifying a design or communication need. It is a kind of check list that explains what the designer will do for his/her client.

In Visual communication design, the brief is the beginning of the design process.

The brief identifies a problem and expectations around solving it. Many problems regarding a student's inability to think divergently stem from the brief defining a solution rather than describing a problem.

The brief also identifies deliverables that the designer must create for the client. In our study these are called the presentation formats.

A brief begins in different ways and different times, according to the nature of the client, field of design and the communication need.

A brief can be informal notes written by a designer during a conversation with a client or a formal document delivered to manufacturers and designers.

A brief may begin with dot points then undergo a process of re-writing as aspects of a design problem and constraints and expectations are clarified through communication with a client. A formal brief is often written by a designer following these negotiations.

A brief becomes part of a designer's contract and is used for evaluation of the designer's work.

Although not required in our study, a brief may contain references to time lines and budgets.

Teachers and students must consult relevant documentation for their course. Specifically, the 'Study Design for Visual Communication Design' and the 'VCE Visual Communication Design: Administrative information for School-Based Assessment' in the relevant year, both published by VCAA, must be consulted for up to date requirements of a brief for the School Assessed Task in Unit 3 and 4, VCE VCD.

This information will include descriptions of the content required for a brief, formats to be used, word limits. They will also document the requirements regarding when a brief is to be written, when it is to be signed off by the teacher and the correct assessment of a brief.

Please consult these documents regularly as they are updated from time to time.

This page will address content generally found in briefs prepared for VCE VCD.

There is no specific format mandated for a brief. Suggestions include a letter or email from a client and a document containing subheadings that refer to the required content.

Briefs written from time to time in areas of study will have different requirements and deliverables.

A brief written for the SAT in VCE VCD will require the student to nominate two communication needs and two final presentations to be delivered for the client.

The content to include in this style of brief for the SAT is;

Description of client,

Target audience characteristics (may be written above communication needs where target audience is same for both communication needs, or may need further clarification further down as communication needs may be directed to different audiences),

Communication or client needs,

Presentation 1,

Purpose of communication need 1,

Context of communication need 1,

Constraints and expectations of communication need 1,

Presentation format 1.

Presentation 2,

(Refocus of audience characteristics for communication need 2 if required),

Purpose of communication need 2,

Context of communication need 2,

Constraints and expectations of communication need 2,

Presentation format 2.

Below is an actual student brief for the SAT Unit 3 Outcome 3. Tiea Sacco, 2019. This brief documents two communication needs and the communication design field that relate to a music festival.

Presentation 1: Branding and festival merchandise, Tiea Sacco, 2019.

Presentation 2: Promotional poster and festival pack, Tiea Sacco, 2019.

Nick Bakker is a well-known Dutch DJ, record producer and songwriter who has produced and released over 5 albums, all either winning an award or receiving a nomination. Now, in 2019, he has come up with the idea of creating a new Electronic Dance Music (EDM) festival, that will run for two days, which will showcase a range of EDM producers who will travel to perform at the Hisense Arena located in Melbourne, Australia. Naming his festival, Triangulum after his love for space, stars and galaxies, he will be inviting some of the most famous EDM producers who have inspired him throughout his musical career to do what he loves most; perform for the people. Not only will there be artists everyone knows, Bakker will also be inviting some up and coming artists who need some exposure to the music world. Through this festival he wishes to help those in need of guidance, concerning their music pathway, and wants to bring people together through the power of music.

The target audience consists of males and females, aged 18 an over. They live in various locations within Australia and are willing to travel from their home states to Melbourne for the event. The festival will also be aimed at those who live in Melbourne. As it is aimed at those who are 18 and over, they have a middle to high socioeconomic status, so they will have some disposable income to allow them to purchase tickets to music festivals. The target audience will either be studying in university or may already be working. As the festival does incorporate artists whom all produce music for the Electronic Dance genre, the target audience is expected to hold an interest in the EDM culture as well as an interest in getting involved in social gatherings. The target audience is expected to enjoy going out of their way to go to music festivals and performance while displaying high levels of energy and their love of music and a lively environment and atmosphere.

The client requires the design of the brand identity for the Triangulum festival. The client also requires that the design be applied to a range of merchandise to build the brand awareness of the festival.

To advertise and identify Nick Bakker's Triangulum music festival through the logo created during the design of the brand identity, allowing for differentiation from other music festivals.

The Triangulum logo will be applied to a range of merchandise material, such as t-shirts and hoodies, which will be sold during the festival at merchandise stands all around the venue. The logo will also be featured on the promotional poster, website and tickets.

The branding must symbolise the festivals style of music in a creative way. The logo must incorporate some inspiration from galaxies and stars, whether it be with the use of colours, shapes or symbols. As it takes inspiration from all things space, appropriate colours should be used, such as purples, blues, pastel colours and greens. Colours that represent nature, the galaxy and all things that have any relation to space such as the sun, the stars and the planets. The client has also requested that the logo is able to work in a variety of different scales allowing for it to be applied to a range of different contexts.

The possible final presentation format is a visual identity board which includes the final logo as well as the logo applied to a range of carries such as merchandise material.

The client requires the design of promotional posters and festival pack that will be used to inform the patrons of the artists playing and provide them with a guide for the festival.

To advertise and promote the Triangulum festival to the target audience and expose it to the public, encouraging them to buy tickets to come to the festival. The festival pack will then guide and inform those attending the festival.

The promotional poster will be printed and posted around the entire city of Melbourne along the sides of buildings. Digitally, the poster will up on their website for their target audience to see. The tickets will be printed and mailed out to those who purchase them as well as a lanyard and plastic card for those in VIP areas.

The client has requested for the logo to be present on both the promotional poster and all items in the festival pack. With regard to the poster, the client has once again requested for the use of space themed colours to be present as well as the name of the festival, names of some of the acts performing and information regarding dates, times and location. For the tickets, the client has requested a simple ticket that includes the logo, all of the necessary information regarding the event and the ticket barcode. Including the same colours, logos and graphics throughout the whole pack will link the whole design and festival together into one. The festival pack will include - tickets, lanyards with both the passes and the names of artists performing, and wristbands. As festivals tend to have a VIP area, there will be a separate colour or shape of ticket associated with this area, creating and easily identifiable VIP member. On the tickets there will need to be the name of the festival, date and time of entry as well as the standard barcode for entry to the event. This pack will be sent to the attendees before the event takes place, which allows for more time to look at each item in the back. The items of this pack will be placed in an envelope that is mailed to the attendees.

The possible final presentation format includes a presentation board presenting the finalised promotional poster and festival pack items. A physical mock-up of the pack and items included may also be produced.

A client is a real or fictitious person or organisation requesting a new design. Your client might be a multi-national corporation, a small business or an individual. We learn how to describe our client by explaining the nature of their business and what it seeks to do.

You need to conduct some research into your client. Find out details about them. Explore their background and what motivates them. Three ways to describe a client are:

the kind of business our client is.

the scope andsize of their business. You will also give the location of the business.

your clients' business missionor values. involves capturing the businesses' overall aim. It's why they exist.

For greater detail please visit my complete page.

An audience is the group of people to which a product, media product or visual communication is aimed. Audience is also referred to as the target audience or specific (target) audience.

Although audience and client can seem the same they are not. A client is the person commissioning a design whereas an audience are the people who will use it.

We refer to audience characteristics when we describe the target audience in a brief. These are;

Age,

Gender,

Culture,

Location,

Socioeconomic level,

Interests, beliefs, life-styles, values.

For greater detail please visit my complete page.

A visual communication is a commercial product that is intended to perform a particular function. Each visual communication is created for a reason. The reasons are known as the purpose.

In our study these are;

advertise,

promote,

identify,

depict,

teach,

inform,

guide.

When students are writing about the purpose of their presentations for their SAT, they should refer to the purpose for the proposed presentation format. This means they will more often be making presentations that depict, promote or advertise objects and not listing the function of the object itself.
For greater detail please visit my complete page.

Context refers to the location or situation where a visual communication will be seen or used.

Presentation formats for communication design, are usually submitted in their real context.

However, when students are designing in the fields of industrial or environmental design, further consideration is necessary for context. As our study does not require students to make actual functioning products then it is more likely, that a designer will be presenting a 2 or 3-dimensional depiction. The context for these kinds of presentations is the place where the presentations will be made.

To describe context in a brief, students should identify both the context for an object if it was manufactured and the context in which the depicting presentation will be shown.
For greater detail please visit my complete page.

The term constraint refers to a limit placed on the design of a visual communication. Clearly articulated targets provide clarity and direction for a designer.

Constraints usually applies to functional aspects of a design. This is easy to understand for industrial design. For example, to be able to fit in a certain size space or be foldable. Identifying constraints for communication design is a bit subtler. For example, constraints for a poster, may include the content required, the language captions are in, the imagery, or type and colours. Constraints refers to characteristics that can be measured.

The term expectations is often used with constraints. Expectations may include targets a design should to meet. For example; a high-chair is expected to be safe and painted with non-toxic paints.

Expectations also refers to the desires of a client regarding the aesthetic qualities or style of a design. A client will frequently want a design to reflect certain aesthetic characteristics. These kinds of expectations refer to style and as such can't be measured but are evaluated with experience.
For greater detail please visit my complete page.

Constraints and expectations for the electric bicycle are,

Retain the appearance of a traditional bicycle,

Have a removable battery for recharging in owners' homes,

Have large tyres for rough urban street crossings,

Have mudguards and lights,

Have small luggage carrying racks,

Be easy to clean and maintain,

Be made from durable weatherproof materials and finished,

Be adjustable for seat height by the owner,

Look good in a range of bright colours,

Be a unisex design.

Presentation formats refers to the kind of visual communication made in response to a communication need. Although your design process will conclude with the construction of final presentations, students may refer to them as 'proposed presentation formats' in the brief. This provides scope for experimentation and development of ideas prior to resolution of concepts.

The presentation format is the real-life object produced in Visual communication design. 'Object' is used broadly and includes any 2 or 3-dimensional, or even projected or web-based outcome that may be the final step in the design process.

Presentation formats use visual language and conventions. An understanding of visual language relating specifically to chosen presentation formats is required.

They also use specific technical processes in production. An adequate knowledge of the structure of chosen presentation formats is also required.
For greater detail please visit my complete page.

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Writing a brief for Visual communication design

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A brief is a document that is written as a result of a client identifying a design or communication need. It is a kind of check list that explains what the designer will do for his/her client. In Visual communication design, the brief is the beginning of the design process.

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VCE Product Design & Technology Study Design

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VCE Product Design & Technology Study Design

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https://www.vcaa.vic.edu.au/Documents/vce/productdesign-and-technology/ProductDesignTechnology_SD_2018.pdf

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https://datta.vic.edu.au/content/vce-pdt-unit-3-webinar-pl2102

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*Note DATTA Vic are also delivering a webinar on VCE PD&T Unit 1 on February 15. Members will receive a discount when booking for both sessions.
This professional learning activity is delivered via WebEx and is designed to get you ready for the year ahead.

It is ideal for educators who are new or returning to teaching VCE Product Design & Technology, or those who simply want to improve their knowledge and understanding. It will take an in-depth look VCE PD&T Unit 3, covering all you need to know about applying the product design process. The session will focus on how to teach:

The link to join the webinar and instructions for the session will be sent on receipt of booking.

Participants will receive the recording, presenter slides and associated resources after the event.
When:
Monday 8 February
Where:
Delivered via Webex - link provided on booking
Presenter:
Jacinta O'Leary
Cost: VCE PD&T Unit 3 (PL2102) To attend both PD&T Unit 3 and PD&T Unit 1 (PL2104) DATTA Vic Cancellation Policy
DATTA Vic will refund the full fee if you cancel 4 or more working days before a workshop, seminar or conference. We will charge 50% of the fee if you cancel 1 to 3 days before the event, unless a medical certificate is provided.

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Note DATTA Vic are also delivering a webinar on VCE PD&T Unit 1 on February 15. Members will receive a discount when booking for both sessions. This professional learning activity is delivered via WebEx and is designed to get you ready for the year ahead.

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https://vcepdt.weebly.com/folio.html

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https://business.vic.gov.au/business-information/marketing-and-sales/increasing-sales-through-marketing/do-market-research

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Use our 5-step market research process to learn about your customer base and industry so you can target the right market and increase your chance of success.

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https://99designs.com.au/blog/tips/how-to-create-a-mood-board/

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You know your brand better than anyone-your origins, your vision, your goals, your company culture. But when it comes time to convey your brand qualities to a designer, you might find that words fail you. Unfortunately, while designers possess many talents, psychic ability isn't usually one of them. So how can you accurately communicate your brand? Try a mood board!

What is a mood board and why do I need one?
-

Mood board for a law firm brand. Via Hoot Design Company.

A mood board is like a collage containing a variety of images, text, and other objects that define your brand and communicate your brand identity. It can even work as a guide in developing a business project, such as a website. Whether you're just launching your business or rethinking your existing brand, a mood board is a valuable tool, for:

Inspiration. If you're still in the process of working out your brand identity, a mood board will help bring things into focus, like company attributes, vision, identity, and the emotions you want your brand to convey.

Affirmation. If you're already sure of who you are, a mood board will affirm and support your brand identity. It will also help you translate concepts like culture and values into tangible things, like design.

Guidance. A mood board that accurately reflects your brand can act as a guide to keep you focused on your brand identity when creating your logo, business cards, website, or other marketing materials.

Communication. A mood board ensures that your designer, company principals and stakeholders understands your brand and your vision right from the start.

Digital or physical?
-

The process of creating your mood board doesn't have to be complicated. Whether you choose to pull images from the Internet and assemble them online, or grab some foam board, Elmer's glue, and a stack of magazines is completely up to you.

Digital mood board

Performing an online image search and compiling a digital mood board is easier than ever with the availability of some pretty cool online sites:

Pinterest: Pinterest is a popular online service that allows you to pull images from "pinboards" that have been curated by others. What's great about Pinterest is that the collections are already organized for you, making it easier to find and choose images you like.

Moodstream: Brought to you from your friends at Getty Images, Moodstream allows you to adjust settings for image search with idea-generation and mood board assisting tools. Detailed filters-like orientation, location, image style-allow you to narrow down choices and cut down on time spent weeding out imagery you're not interested in.

and Moodboard helps you organize, create and share multi-user collaborative mood boards on your iPad for just $9.99. Handy tools enable photo editing, pdf and png export and the ability to organize multiple boards. Moodboard Lite is the free version, offering all the same convenient tools as the paid version, but limited to just one board.

via Cassie Byrnes

Sampleboard: This digital mood board creation tool lets you upload your images and organize them into project files that can be shared on social media or imported into documents. Intuitive and easy to use, it's a great way to get professional results that can be easily shared with others.

Physical mood board

If you prefer to do things old school, you can create a physical mood board that you can actually touch. To create one, use a foam board base and spray mount images and materials to the surface. Source your collections from magazines, newspapers, old books, your own photos, or materials from a craft/art supply store, fabric store or surplus store, like Axman.

Choose your images and materials
-

Find a balance

Too much imagery can be confusing and overload the senses, while too little won't provide adequate direction or information. The key to finding a balance is to start with more items, then weed out those items that don't match up with your criteria.

Aim for your target

Who is your target demographic? Millennials or seniors? Married couples or singles? Urban, suburban, or rural residents? Male or female? Let's say you're business offers holistic therapy and your target demographic is women in their 40s and 50s. With them in mind, ask yourself what kind of imagery they might find appealing? What might capture their interest or grab their attention? Collect those images.

Get the picture

Look for images and materials that convey brand emotions and communicate brand identity, i.e., bravery, strength, leadership, energy, serenity, playfulness or seriousness, simplicity or sophistication, feistiness or calm. Sort through what you've collected and start narrowing down your choices. Going back to the therapy example-maybe one of the images you thought your target market might find appealing is flowers. While the picture might interest your audience, does it define your brand? Or could your brand be more characteristic of a healing garden with a water fountain instead?

Be consistent

Stay focused on your message. Don't include images or words just because you like them. Every time you add something to your mood board, ask yourself, "Does this communicate my brand?" and "Is this something that my target market would find appealing?"

What to include
-

Really get creative and take your mood board to a whole new level with these ideas:

Imagery

Consider classic photos, vintage illustrations, or trendy images. Or go one step beyond the Internet or Good Housekeeping magazine and use your own photos. (Pinterest recently introduced a new visual search tool called Lens. "Lens is a tool inside the Pinterest mobile app that functions as a kind of Shazam for objects. Point it at food, furniture, or even the night sky, and Pinterest will return objects that it believes are related."

Colors

What colors define your brand? Think beyond the color of your packaging to colors that convey the same emotions as your brand. Is patriotism a sentiment that your brand evokes, as is reflected in the mood board with iconic British imagery? (You can almost hear "God Save the Queen" when you look at it, can't you?) Or does your brand suggest brightness and happiness as in the eye-popping yellow mood board? Should your colors be warm or cool? Muted or bold?

Visual metaphors

Take a step away from being literal into being figurative with images that work as visual metaphors. For example, a fast car for "speedy," a tiger that is synonymous with "fierceness," a lock that communicates "security," or sparkling water to demonstrate "refreshing"

Via M.C. Escher

Art

Infuse your mood board with famous artwork or the styles of popular artists such as Lichtenstein, Warhol, and Van Gogh for a classic or contemporary feel.

Words

Single words or inspirational quotes combined with supporting images can be very effective in describing your brand.

Letters

Different fonts and type styles send a message too. For example, a serif font looks very professional and business-like, while a lower-case script font seems more relaxed and informal.

Texture

Photos of textures on a digital mood board or the actual materials on a physical mood board inspire thought-provoking messaging. Look for fabric, paper with texture, tiles, buttons, shells, or flowers.

Patterns and shapes

Organic shapes found in nature reflect tranquility and calm, while repeating patterns create visual energy and movement.

Pulling it all together
-

Now that you've collected and sorted your materials and images, position them on your mood board. Concentrate on key themes with larger images, and place smaller images or materials around those to support your message.

Brand identity pack by Daria V.

Producing a mood board for your new business is an ideal first step to help you identify and develop your brand. It will prove useful as a guide when you begin creating your company's marketing, taking it from mood board to something as impactful and memorable as this brand identity package.

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How to make a mood board for your brand - 99designs

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You know your brand better than anyone-your origins, your vision, your goals, your company culture. But when it comes time to convey your brand qualities to a designer, you might find that words fail you. Unfortunately, while designers possess many talents, psychic ability isn't usually one of them.

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https://datta.vic.edu.au/content/aboriginal-torres-strait-islander-design-technologies

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Note - some of the following resources and links contain the names and images of Aboriginal and Torres Strait Islander people now deceased.
Image credit - YVONNE KOOLMATRIE / Eel traps, 2008 / installation view, Anne & Gordon Samstag Museum of Art, Adelaide, 2009 / woven sedge / dimensions 235 x 44 x 8 cm and 152 x 39 x 8 cm / Courtesy of the University of South Australia Art Collection, Adelaide / photography: Sam Noonan / Courtesy of the artist and Aboriginal and Pacific Art, Sydney
Learning about Aboriginal and Torres Strait Islander History and Cultures - VCAA Reources Koorie Teaching Resources for the DET
The Department of Education and Training have a wide range of Koorie Teaching Resources available on their website. They also employ Koorie Education Support Officers who work with First Nations families in schools. Click HERE for contact details for your own area.
Indigenous Fashion Projects Runway at Afterpay Australian Fashion Week 2021
For the first time ever, Australian Fashion Week 2021 has included a runway show dedicated to the work of First Nations designers. Taking place on Mabo day on Gadigal Country, the show celebrated Aboriginal and Torres Strait Islander designers from across Australia, sharing their unique stories, journeys, rich cultural heritage and innovative designs. You can watch the show HERE.
Victorian Aboriginal Heritage Council
The Aboriginal Victoria website has lots of useful links, including contacts and a set of fact sheets to download which explore our First Nation's places and objects, including flaked stone tools, grinding stones, middens and scar trees.
Budj Bim Cultural Landscape image credit: www.standard.net.au/story/5261575/budj-bim-closer-to-eorld-heritage-accolade/
In July 2019, Budj Bim Cultural Landscape was awarded UNESCO World Heritage Status. DATTA Vic congratulate the traditional owners of the land, the Gunditmara people, who for millennia have managed and cared for "the world's oldest engineering project." We pay our respects to their elders, past, present and emerging, and aim to learn from their cultural traditions, knowledge, practices and ingenuity.

Click HERE to read the entire report from UNESCO, and HERE for a Broadsheet article which explains How Budj Bim Became a UNESCO World Heritage Site.

We highly recommend booking a tour with Leigh Boyer of Budj Bim Tours.

With them, you will e xperience the history of the Gunditjmara people with an expert Indigenous guide and experience a culture that is over 60,000 years old through the remnants of a settled lifestyle, including circular stone dwellings and the remains of Australia's first and largest freshwater stone aquaculture system.
Piinpi - Contemporary Indigenous Fashion at Bendigo Art Gallery Krowathunkoolong / Keeping Place Bruce Pascoe: Aboriginal Agriculture, Technology and Ingenuity
Bruce Pascoe's Dark Emu was published in 2014, and challenged the belief that the First Australians were hunter-gatherers. He introduced us to a complex civilisation that developed and used sophisticated technologies to live and manage the land. ABC EDucation have produced this wonderful digibook that explores and celebrates the ingenuity of the First Australians.
Young Dark Emu - a Truer History by Bruce Pasco
You'll find details about Pascoe's original Dark Emu below, but in June 2019, a version for younger readers was published. Young Dark Emu - a Truer History uses the accounts of early European explorers, colonists and farmers to demand a reconsideration of the hunter-gatherer label for the First Australians. It explores their use of sophisticated technologies and understanding of the environment and its natural resources - a must-have for any Design & Technologies reading list.
Bruce Pascoe's TEDxSydney Talk A real history of Aboroginal Australians, the first agriculturists
In this TEDxSydney talk, Indigenous writer and anthologist Bruce Pascoe draws on first-hand accounts from colonial journals to dispel the myth that Aboriginal people were hunters and gatherers and "did nothing with the land that resembled agriculture". In this powerful talk, Pascoe demonstrates a radically different view of Australian history that we all need to know - one that has the potential to change the course of Australians' relationship with the land.
Royal Botanic Gardens Possum Skin Cloaks
Uncle Ivan Couzens at Thunder Point in a possum skin cloak made by his daughter, Vicki, a key figure in the cloak making revival. Photo: Sarah Rhodes
Brambuk Stories of Indigenous Engineering by EWB Marngo Designing Futures from Swinburne University
The Indigenous Perspectives Tuckerbag

The is a comprehensive Australian Curriculum resource guide on Aboriginal History, Culture and Country from the Indigenous Perspectives Tuckerbag Koorie Heritage Trust. The KHT run a range of education programs for schools. Click for more information.

Bunjilaka Aboriginal Cultural Centre

at Melbourne Museum offers a diverse range of exhibitions and learning programs celebrating the complexity and diversity of Australia's First Peoples, including their relationship with the land, food, tools and technologies. Click for an overview of all their workshops and resources.
2018 Indigenous Design Symposium July 19 & 20, Melbourne University
Go Back to Where You Came From: Indigenous Design - Past | Present | Future, was the inaugural Symposium of the Faculty of Architecture, Building and Planning (ABP) at the University of Melbourne. Convened by Jefa Greenaway (keynote presenter at our May 2017 conference 60,000 Years of Australian Design & Technologies) this event explored the role of Indigenous design, showcased a range of established local and international First Nations design practitioners across a diversity of disciplines and offered an opportunity to reveal design approaches, which straddle interconnected themes of culture, Country and identity. For the full program, click HERE.
Blak Lives Matter
July 21 - September 30 2018, The Koorie Heritage Trust
Pictured: Marlu Collection 2015 by Nicole Monks. Photograph by Boaz Nothman
This exhibition at the Koorie Heritage Trust from the 21 July - 30 September showcases contemporary Indigenous design projects, including fashion and product design. Click HERE for details.
Remembering David Unaipon - the Man on the Fifty Dollar Note
Click to read the story of the Budj Bim eel traps of the Gunditjmara people of South West Victoria, which in 2019 was included in the UNESCO World Heritage List - the first place to be accespted solely for its Aboriginal heritage. Budj Bim demonstrates that, rather than living passively off whatever nature provided, the Gunditjmara actively and deliberatley manipulated local water flows and ecologies to engineer a landscape to provide food in a sustainable manner. Click for guided tours and workshops at Budj Bim.

Aboriginal Inventions - 10 Enduring Innovations
Ngarara Place by Greenaway Architects Indigenous Perspectives on Sustainability
Click HERE for a radio broadcast from the ABC on Indigenous perspectives on sustainability, particularly related to land management

Yarra Healing - Sacred Land

Dark Emu by Bruce Pascoe

argues for a reconsideration of the 'hunter-gatherer' tag for pre-colonial Aboriginal Australians. The evidence insists that Aboriginal people right across the continent were using domesticated plants, sowing, harvesting, irrigating and storing - behaviours inconsistent with the hunter-gatherer tag.

Koorie engagement support officers are employed in each Department of Education and Early Childhood Development regional office and work in partnership with the Koorie education coordinator in each region to support the implementation of the regional plan for the Wannik Education Strategy for Koorie students and early childhood initiatives to improve the health, wellbeing and educational outcomes for Koorie children and young people. Click for more information
Thanks to The Department of Education & Training's Strategic Partnerships Program for their support for DATTA Vic's Teaching Applied STEM in Design & Technologies initiative

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Aboriginal & Torres Strait Islander Design & Technologies

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Note - some of the following resources and links contain the names and images of Aboriginal and Torres Strait Islander people now deceased.

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https://www.vcaa.vic.edu.au/assessment/vce-assessment/past-examinations/Pages/product-design-and-technology.aspx

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Examination specifications and sample materials

Past examinations and examination reports

Examinations relating to the current study design

The following examinations relate to the current VCE Product Design and Technology study design and other curriculum materials.

2020

2019

2019 VCE Product Design and Technology examination (pdf - 773.57kb)

2019 VCE Product Design and Technology examination report (pdf - 276.05kb)

2018

Examinations relating to previous study designs

Students and teachers should note that, with the introduction of a new study design, the following past examinations are not necessarily a guide to the current VCE examination for this study.

Past examinations are made available after any copyright issues are finalised. The Chief Assessor prepares examination reports summarising student performance in past examinations. Examination reports for written examinations contain some answers.

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The following examinations relate to the current VCE Product Design and Technology study design and other curriculum materials. 2020 2019 2019 VCE Product Design and Technology examination (pdf - 773.57kb) 2019 VCE Product Design and Technology examination report (pdf - 276.05kb) 2018 Students and teachers should note that, with the introduction of a new study design, the following past examinations are not necessarily a guide to the current VCE examination for this study.

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https://www.vcaa.vic.edu.au/Documents/exams/technology/pdt-samp-w.pdf

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OUTCOME 1

On completion of this unit the student should be able to

☐ investigate and define a design problem, and
☐ discuss how the design process leads to product design development.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

KEY KNOWLEDGE

☐  the relationship between designer and end-user/s and their respective roles

☐  stages and steps of the initial stages of the product design process

☐  product design factors that influence the designer

☐  use of appropriate market research methods to explore product design factors identified for an end-user/s

☐  methods used by a designer to create a design brief, including collecting, recording and developing relevant

☐  information about the design problem and the specific requirements of the end-user/s, and reference to product design factors

☐  the purpose and structure of evaluation criteria

☐  relationships between the design brief, evaluation criteria, research and product design development activities.

KEY SKILLS

☐  describe the stages and explain the goals of each step of the product design process

☐  develop a design brief and identify aspects that require research

☐  outline research to explore and develop creative design ideas to meet the requirements of the design brief

☐  develop evaluation criteria based on the design brief.

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Sample template for writing evaluation criteria

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Sample template for writing evaluation criteria

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https://www.vcaa.vic.edu.au/Documents/vce/adviceforteachers/pdt/Template_evaluation_criterion.docx

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Performance descriptors for Learning Task 1

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Performance descriptors for Learning Task 1

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https://www.vcaa.vic.edu.au/Documents/vce/adviceforteachers/pdt/VCE_Advice_for_teachers_Performance_Descriptors_Unit_3_Outcome_1.docx

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https://www.vcaa.vic.edu.au/Documents/vce/adviceforteachers/pdt/Example_4_part_evaluation.docx

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https://padlet.com/dkbrook/elk5qk7lbb62tjvl