Design responds to human need by producing artefacts and solutions to enhance quality of life and user experience
Innovative solutions to real world problems are addressed through the use of a design process in the creation of designed objects in a range of fields. Social, economic and environmental benefits are derived from innovation and the creative use of technologies that contribute to the lives of individuals and to cultures and environments. The use of a design process when devising and producing solutions necessitates the application of a range of cognitive processes which are transferrable to contexts beyond the design realm, including business, engineering, social entrepreneurship and innovation in other sectors. Design and Production Level 2 develops design thinking, systems thinking and project implementation skills which typify contemporary design practice. Through an iterative and reflective approach, ideas are generated, tested and refined and the functional, environmental, economic, aesthetic, social and technological attributes of the design brief are considered. A range of technological skills are developed through the use of tools and equipment to transform materials to meet a need in areas such as furniture and homewares, clothing and fashion and tools and devices. Design and Production provides a basis of knowledge and skills for further education and employment in the fields of product design, fashion design, construction, architectural and project management.
Design responds to human need by producing artefacts and solutions to enhance quality of life and user experience. Innovative solutions to real world problems are addressed through the use of a design process in the creation of designed objects in a range of fields. Social, economic and environmental benefits are derived from innovation and the creative use of technologies that contribute to the lives of individuals and to cultures and environments. The use of a design process when devising and producing solutions necessitates the application of a range of cognitive processes which are transferable to contexts beyond the design realm, including business, engineering, social entrepreneurship and innovation in other sectors.
Design and Production Level 2 develops design thinking, systems thinking and project implementation skills which typify contemporary design practice. Through an iterative and reflective approach, ideas are generated, tested and refined and the functional, environmental, economic, aesthetic, social and technological attributes of the design brief are considered. A range of technological skills are developed through the use of tools and equipment to transform materials to meet a need in areas such as furniture and homewares, clothing and fashion and tools and devices.
Design and Production Level 2 provides a basis of knowledge and skills for further education and employment in the fields of product design, fashion design, construction, architectural and project management.
On successful completion of this course, learners will be able to:
This course has a complexity level of 2.
At Level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.
This course has a size value of 15.
OVERVIEW
In this course, learners will study all three compulsory content areas which are integrated in their delivery throughout the course. Health and Safety will be covered first.
Area 1: Design and producing solutions
In response to design briefs, learners will:
‘Solutions’ to design briefs may take the form of products, prototypes, models or other three dimensional artefacts.
Health and safety practices will be applied throughout the design and production phases.
Area 2: Design factors
In relation to design briefs, learners will identify:
Area 3: Implementing projects
Learners will plan and implement practical projects involving design and production processes.
Diagrammatical Overview of Course Content Areas
Source: Department of Education (2015)
CONTENT DETAILS
| Area 1: Designing and producing solutions | INTEGRATED THROUGHOUT COURSE DELIVERY |
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DESIGN PROCESS A design process is a way of thinking and working to define a design problem and develop viable and appropriate solutions that are produced and evaluated against success criteria. A ‘design brief’ outlines the problem and the constraints and considerations which need to be addressed when designing solutions. Continuous reflection and review of ideas, processes and products is required throughout each phase of the design process. An iterative and reflective approach progressively leads to the development of new ideas and appropriate solutions. The phases in design processes are cyclical rather than linear. Previous phases are often revisited to refine ideas. The four broad phases of a design process include:
Learners also continuously plan, implement and reflect on the design phases to make adjustments, monitor time-lines and meet success criteria when undertaking a design project. Relationship Between Design Process Phases and Planning, Implementing and Reflection
Source: Department of Education (2015) |
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| Area 1: Designing and producing solutions (cont.) | |
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DESIGN PROCESS PHASES During each phase of the design process, ongoing reflection and review is undertaken to test and refine solutions and processes. |
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| Investigating |
Investigating needs, problems and opportunities:
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| Generating |
Generating, testing and communicating ideas:
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| Producing |
Materials:
Tools and equipment:
Processes and techniques:
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| Appraising |
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| HEALTH AND SAFETY | |
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Safe use of materials, tools and techniques in relevant workshop/studio area including:
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| Area 2: Design factors | INTEGRATED THROUGHOUT COURSE DELIVERY |
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DESIGN FACTORS Factors influencing the design of products and designed solutions are identified and addressed in response to the design brief. |
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| Function |
User(s) needs, purpose, function and context including:
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| Environmental |
Impact of using materials and creating designed solutions on the environment including:
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| Economic |
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| Aesthetic |
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| Social |
Influence of social and cultural factors on individuals and communities, including:
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| Technology |
Impact of technological innovation on:
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| Design practice |
Knowledge of design practice and pathways in relevant materials area, including:
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| Area 3: Implementing projects | INTEGRATED THROUGHOUT COURSE DELIVERY |
| Learners use project management tools and strategies to plan and implement practical projects. | |
| Planning |
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| Implementing |
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Learners must complete a specified number of projects according to their specialisation and a design folio.
Projects
The major and minor products will be fully finished items.
Guidelines for Minimum Work Requirements for Each of the Specialisations
| Material | Project Type | Required Number of Items | Examples of Projects |
| Glass | Major | 1 | use of leadlight techniques to make a lampshade OR a decorative window panel OR a fused glass jewellery or vessel – series of 6 pieces |
| Minor | 2 | leadlighting techniques in a mandala (3-10 pieces of glass) and a brooch or small jewellery item | |
| Metal | Major | 1 | folding work bench including at least 6 of the following processes: marking out; cutting; drilling; welding; fitting; lathe work; milling or forming |
| Minor | 1 | weather vane, small toolbox, tool or implement, candelabra, metal legs for complementary project | |
| Plastics | Major | 1 | surfboard OR canoe using moulds, framing techniques, application of fibreglass and finishing |
| Minor | 1 | salt and pepper shakers, jewellery and accessories, bowls, minor car component, simple model or ornament/artefact | |
| Textiles | Major | 1 | garment using a commercial or hand drafted pattern which includes at least 2 of the following construction techniques: zip; button closure; set in sleeve; collar; hemming; facings; seam neatening; lining; or overlay fabrics OR textile or wearable art item such as clothing, artefacts or accessories featuring at least two different methods of embellishment or fabric manipulation |
| Minor | 2 | cushion, bag, small item of clothing, recycling or remodelling old clothing | |
| Wood | Major | 1 | table including a least four processes such as: shaping and profiling of legs; joints; edge treatment; and surface finishes |
| Minor | 2 | simple box, ottoman, simple storage systems, clock or mirror | |
| Composite Materials | Major | 1 | a product involving measurement, cutting/moulding, shaping and finishing of at least two different materials OR architectural model OR wearable art from mixed media or recycled materials |
| Minor | 1 | kite, table lamp, simple domestic wares, or simple jewellery |
Design Folio
Learners must document their design process for the Major Product.
The folio will involve undertaking and documenting a design process to develop ideas and produce a solution in response to a design brief.
The investigation, generation, production and evaluation phases of the design process will be reflected through both visual and written communication methods.
The Design Folio will document the following:
The Design Brief
The design brief may be learner or teacher generated and will identify:
Design Process Phases
Investigating
The written component should contain a minimum of 400 words
Generating
>Producing
Appraisal
Learners may use digital formats to present aspects of their design process (e.g. digital images of the production process, digital modelling or using a personalised media platform to collect design information).
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.
The following processes will be facilitated by TASC to ensure there is:
Process – TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications that TASC issues. This will involve checking:
This process may also include interviews with past and present learners. It will be scheduled by TASC using a risk-based approach.
The assessment for Design and Production Level 2 will be based on the degree to which the learner can:
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| plans design and production phases using a range of processes* and detail including key milestones and targets | plans design and production phases using appropriate processes* and details | plans design and production phases using a limited range of processes* and detail |
| plans and sequences the construction process, making appropriate adjustments as required | plans and sequences the construction process | lists – orally/signed or in written form – the sequence of the construction process |
| monitors plans during each phase of the project to complete tasks, and makes adjustments to solve problems and meet deadlines. | completes tasks and implements plans, and makes some adjustments to solve problems and meet most deadlines. | completes tasks and implements a limited range of plans, as directed. |
* Processes include, but are not limited to: time plans, Gantt charts, costing plans, project management templates.
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| identifies and accesses a range of sources of information relevant to a design brief, user needs and design precedents | identifies and accesses sources of information relevant to a design brief, user needs and design precedents | identifies and accesses sources of information relevant to a design brief |
| uses systematic and iterative processes to meet the needs, considerations and constraints identified in a brief | meets most of the needs, considerations and constraints identified in a brief | meets some of the needs and considerations identified in a brief |
| produces a design folio communicating an appropriate range of graphic forms* that has supported the generation of design ideas, development of possible solutions and a strong relationship with the design brief | produces a design folio using an appropriate range of graphic forms* that reflect the generation of design ideas and some development of possible solutions | produces a design folio using a range of graphic forms* that reflect the generation of design ideas |
| tests and trials ideas and techniques to develop designs and provides reasoning for decisions when designing objects | undertakes limited tests, trials of designs and provides some reasoning for decisions when designing objects | makes decisions when designing objects |
| uses appropriate referencing/citation methods. | uses some appropriate referencing/citation methods. | uses referencing/citation methods, as directed. |
* Graphic forms may include, but are not limited to: sketches; drawings, production systems flow charts; orthographic projections; working drawings; colour images; and 3-dimensional models, prototypes and written annotations.
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| selects and uses appropriate techniques and processes to construct, shape and modify materials in response to a brief | uses appropriate techniques and processes to construct, shape and modify materials in response to a brief | uses techniques and processes to construct, shape and modify materials in response to a brief, as directed |
| selects and uses a range of suitable or effective techniques for specific applications and materials | from a given range of techniques, selects and uses suitable or effective techniques for specific applications and materials | uses a suitable technique for specific applications and materials |
| applies a range of techniques and processes to achieve a level of accuracy to meet the requirements of a brief | applies techniques and processes to achieve a level of accuracy appropriate to a brief | uses skills in a given range of techniques and processes to achieve a level of accuracy appropriate to a brief |
| uses strategies such as practicing, testing, repeating and refining to improve quality of work. | uses some strategies such as practicing and testing to improve quality of work. | uses strategies to improve quality of work, as directed. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| selects and efficiently uses materials appropriate to the needs of a brief and provides reasons for selection | selects and uses materials appropriate to the needs of a brief | uses materials appropriate to the needs of a brief, as directed |
| explains the properties of materials and related resources and makes appropriate use of their characteristics and meets the requirements of a brief | describes the properties of materials and related resources and makes appropriate selections to meet the requirements of a brief | lists the basic properties of materials and related resources used |
| correctly identifies, selects and provides reasons for the use of a range of appropriate tools, equipment and materials required for the production of products | correctly identifies and selects a range of appropriate tools, equipment and materials required for the production of products | uses tools, equipment and materials required for the production of products, as directed |
| identifies and appropriately reports hazards, and describes the steps in a range of relevant workshop emergency procedures | identifies and appropriately reports hazards and outlines the steps of common workshop emergency procedures | states potential workshop hazards and the steps of common workshop emergency procedures |
| acts with a level of awareness of the safety of self and others to apply health and safety procedures, including using appropriate personal protective equipment (PPE). | applies established safety procedures for the use of equipment and facilities, including using appropriate personal protective equipment (PPE). | follows established safety procedures for the use of equipment and facilities including using appropriate personal protective equipment (PPE), as directed. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| reflects – orally/signed and in writing – on plans, implementation, outcomes and own performance and uses recommendations to inform future actions | reflects – orally/signed and in writing – on plans, implementation, outcomes and own performance and makes recommendations for future actions | reflects – orally/signed and in writing – on plans, implementation, outcomes and own performance and makes limited suggestions for improvements |
| adjusts and modifies initial design ideas to develop design solutions that meet the requirements of a brief | adjusts and modifies initial design ideas to develop design solutions that meet most of the requirements of a brief | makes a limited range of changes or improvements when developing design solutions |
| appraises the suitability and appropriateness of solution(s) in meeting the success criteria for a brief, and identifies competing design factors | appraises the suitability and appropriateness of solution(s) in meeting standards required by a brief | makes some realistic conclusions about suitability and appropriateness of solution(s) in meeting standards required by a brief |
| assesses the quality of work undertaken in relation to the requirements of the brief | discusses the quality of work undertaken in relation to the requirements of the brief | makes some valid observations regarding the quality of work undertaken |
| assesses the effectiveness of the techniques and processes used in relation to the requirements of the brief and suggests improvements in future tasks. | discusses the effectiveness of the techniques and processes used in relation to the requirements of the brief. | makes some valid observations regarding the effectiveness of techniques and processes used. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| describes a range of factors* which impact on design decisions | outlines a range of factors* which impact on design decisions | identifies a limited range of factors* which impact on design decisions |
| accurately identifies a range of user needs and designs appropriate solutions | identifies a range of user needs and designs appropriate solutions | identifies some user needs when designing solutions |
| describes and applies a range of design factors* when working with a design | describes a range of design factors* when working with a design | lists some design factors* when working with a design brief |
| discusses features of design practice of a successful design professional and uses applicable features and precedents to inform own work as appropriate | discusses features of design practice of a successful design professional | outlines the design practice of a successful design professional working |
| describes a range of design professions, compares the nature of work in various design contexts and identifies possible study pathways. | describes a range of design professions and identifies possible study pathways. | identifies a limited range of design professions and study pathways. |
* Factors include function, environmental, economic, social, aesthetic and technological.
| Term | Explanation |
| Apply | use or employ knowledge and skills in a particular situation |
| Appraise | to assess the worth, value, or quality of |
| Appropriate | fitting, suitable to the context |
| Assess | make a judgement about, to rate, weigh up, to form an opinion |
| Basic | essential or elementary |
| Compare | estimate, measure or note how things are similar or dissimilar |
| Decision | a choice or determination formed following the consideration of alternatives |
| Describe | recount, comment on, and provide an account of characteristics or features |
| Develop | construct, elaborate or expand on an idea |
| Discuss | talk or write about a topic, taking into account different issues and ideas |
| Evaluate | appraise, measure, examine and judge the merit, significance or value of something |
| Explain | provide additional information that demonstrates understanding and reasoning; present a meaning with clarity, precision, completeness, and with due regard to the order of statements in the explanation |
| Identify | name, list and establish or indicate what something is |
| Information | knowledge or data gained from primary and secondary sources |
| Interpret | explain the meaning of information or actions |
| Iterative | the process of design development involving cyclical inquiry, enabling multiple opportunities to revisit ideas and reflect on their possibilities |
| Outline | give the main features or aspects of |
| Process | a system of rules or principles for conducting activities |
| Prototype | a working trial product |
| Range | a number of different things of the same general type; breadth |
| Recommendation | a proposal for an appropriate course of action |
| Relationship | the connection or association between ideas, information or components of concepts |
| Relevant | applicable and pertinent |
| Select | choose in preference to another or others |
| Systematic | methodical, organised and logical |
Design and Production Level 2 (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 6 ratings.
The minimum requirements for an award in Design and Production Level 2 are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
5 ‘A’ ratings, 1 ‘B’ rating
HIGH ACHIEVEMENT (HA)
2 ‘A’ ratings, 3 ‘B’ ratings, 1 ‘C’ rating
COMMENDABLE ACHIEVEMENT (CA)
3 ‘B’ ratings, 3 ‘C’ ratings
SATISFACTORY ACHIEVEMENT (SA)
5 ‘C’ ratings
PRELIMINARY ASSESSMENT (PA)
3 ‘C’ ratings
A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
Version 1 – Accredited on 4 June 2015 for use from 1 January 2016 until 31 December 2020. This course replaces Design and Production (DAP215114) that expired on 31 December 2015.
Version 1.a - Accreditation renewed on 13 July 2020 for the period 1 January 2021 to 31 December 2021 (no amendments made).
Version 1.b - Renewal of Accreditation on 14 July 2021 for the period 31 December 2021 until 31 December 2025, without amendments.
GLOSSARY OF COURSE TERMINOLOGY
| Term | Explanation |
| Constraints and considerations |
constraints are factors that the solution must address, incorporate or abide by: they typically include the words ‘must’, ‘should’ or ‘needs to’ considerations are usually other factors which that may affect the finished product or requires research |
| Context | information about the design situation – including ‘who’, ‘what’, ‘why’ and ‘when’ |
| Decision matrix | a decision making tool used to make comparisons between design options. Different elements of the design may have relative weightings based on the priorities in the design brief. |
| Design brief |
a concise statement clarifying the project task and defining the need or opportunity to be resolved after some analysis, investigation and research a design brief usually identifies the users, criteria for success, constraints, available resources, timeframe for the project |
| Design processes | processes that typically involve investigating; generating; producing; evaluating and managing to create a designed solution that considers social, cultural and environmental factors |
| Design thinking | use of strategies for understanding design problems and opportunities, visualising and generating creative and innovative ideas, and analysing and evaluating those ideas that best meet the criteria for success and planning |
| Designed solutions | in Design and Production, the objects or environments that have been created for a specific purpose or intention as a result of design thinking, design processes and production processes, also see ‘solutions’ |
| Environmental factors | practices that have impact on ecosystem health. Environmentally sustainable practices minimise impact, allow renewal of natural systems and value environment qualities that support life. |
| Gantt chart | a timeline that shows the dates at which different steps in a project will be completed |
| Graphical representation techniques | techniques used to communicate ideas and plans in either conventional or digital forms, for example sketching, drawing, modelling, making patterns, technical drawing |
| Life-cycle thinking | a strategy to identify possible improvements to products, services and environments to reduce environmental impact and resource consumption. The cycle goes from the acquisition of materials through to disposal or recycling. |
| Precedent | examples of existing designs that provide stimuli for new designs in the early stages of the design process. In Design and Production, learners source a range of design images of objects to assist in generating their design ideas. Sources range from iconic designs in the field (e.g. fashion, furniture, homewares, hardware, building design) through to commonly available products with a similar function. |
| Producing | actively realising (making) designed solutions using appropriate resources and means of production |
| Product | one of the outputs of technologies processes, the end result of processes and production |
| Production drawing | a working drawing that details the manufacture and assembly of products |
| Project implementation | in Design and Production, ‘project implementation’ aligns with ‘Project Management’ which is an overarching idea in the Australian Curriculum: Technologies |
| Orthogonal drawings | multi-view drawings which include a plan, elevation and section |
| Solutions | see ‘designed solutions’ |
| Success criteria | elements of a designed solution which have been identified as critical to it’s effectiveness in meeting requirements of the design brief |
| Sustainable | supports the needs of the present without compromising the ability of future generations to support their needs |
| Systems thinking | a holistic approach to the identification and solving of problems where parts and components of a system, their interactions and interrelationships are analysed individually to see how they influence the functioning of the whole system. This approach enables learners to understand systems and work with complexity, uncertainty and risk. |
RECOMMENDED WORKSPACE, TOOLS AND EQUIPMENT FOR MATERIALS AREA
| Material | Workspace Requirements | Tools and Equipment |
| Glass |
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| Metal |
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Tools listed are general in nature:
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| Plastics |
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General hand tools for plastics:
Equipment:
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| Textiles |
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| Wood |
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| Composite Materials |
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Consumable Resources
Providers will make available a basic stock of consumable materials relevant to the materials area. Additional consumable resources may be required for specific design briefs.
