Considering Generative AI

There is already the requirement to have systems to maintain academic integrity- see resources here. Also note that the requirement to maintain academic integrity also includes ethical research considerations see the workshop- Introduction to BSSS Ethical Research Principles and Guidelines (Online Course) However, with the introduction of Generative AI, ensuring academic integrity has become more complex. 

The advent of sophisticated generative AI that is freely available may allow students to submit work that is not their own with very little chance of detection. This may prevent accurate measurement of student capacity. You should assume that if students take a task home that they will have used AI to assist them. You should also assume you cannot distinguish AI generated work from student work. 

Currently, attempts to develop detection software have not been successful.  Any detection software results can only be suggestive, conversations with students and procedural fair processes would have to follow. 

Consequently you need to consider what aspect of the discipline are you trying to assess and how generative AI might impact on it. Then you can try to design tasks that focus on what you want to know about student performance while limiting interference from AI. 

Teach students to keep their research notes and submit a record of prompts used so that they  can provide evidence of process and composition if required. 

Explicitly define the appropriate use of AI in a task  and accommodate this in your rubric, e.g. AI use might mean the expectation of perfect spelling as the minimum standard. 

Consider increasing the weighting of  supervised in-class tasks without digital tools or with lock down browsers- in this context a prepared oral presentation is not an in-class task.  

If you are interested in exploring the implications of generative AI further, you could undertake this BSSS Professional Learning online workshop- Introduction to to AI in the ACT Senior Secondary System.

Digital Technologies A/T/M/V

Digital Solutions 1.0

Games- Design and Product

Students will apply a combination of design and programming knowledge and skills developed to create a game for a genuine need in the community.

Task One 20%

Investigating and Analysis (approximately 600 words)

When making a game, the design and realisation process should begin with critical and creative thinking and problems solving techniques, such as discussion and workshopping, brain storming and mind mapping to explore ideas/concepts. Once a concept is chosen for the type of game application to create, use the following investigation strategies and record your results:

• analyse an existing product or system characteristics and features to for strengths and weaknesses you can build upon or avoid

• analyse consumer demand in that area, e.g. survey, questionnaire

Document the results of the investigation with a formal design brief, using the format practised in class. In addition, include a peer review and developer response.

Task Two 30%

Design Development and Planning (approximately 400 words)

You will use the design brief from Task One to find suitable solutions and realise the design brief. Document your ideas and plans and include considerations such as the available resources e.g. scheduled periods, materials and technologies. This should include the use of the following:

• Gantt chart of scheduled activities

• working drawings and concept sketches for characters and user interface components

• story boards and flow charts

• colour schemes and text investigation

• initial testing of code functions to realise specific features

• testing and preparing suitable materials including graphics and sounds

Task Three 30%

Solution Realisation 

This phase involves realising your solution. Apply the associated software and code to realise your design brief. For best results do not depend upon the teacher to solve your problems. Try to do as much as you can yourself, and this includes the debugging of code issues and use of the related software to solve complex problems.

To be successful the solution developed will need to demonstrate:

• excellent time organization and project management

• creative thinking and a good understanding and appreciation of the design process

• good knowledge of the technology used to create the product including media development/preparation and appropriate code concepts

• a level of originality and be free from any copyright restrictions

Document the production stages, including annotated images (using correct technical language) as evidence of your process. Take care to uphold academic integrity. 

Task Four 20%

Solution Evaluation (approximately 500 words)

Evaluate your solution you have created according to the design brief and product realisation process. A critical analysis of the solution with the requirements of the design brief, and an explanation of, and justification for any modifications made. The evaluation should also include a personal reflection.

To be successful the solution evaluation will need to demonstrate:

• how effectively the requirements of the design brief specifications have been met

• reflecting on the effectiveness of procedures used in the design and realisation process

• reflecting on personal learning e.g. project management, practical skills, capabilities

• testing of product or system with end point users

• reflection on materials, ideas, or procedures, with recommendations for improvements

Design and Emerging Technologies

Product Design 1.0

Design Process and Solution

Purpose

Students produce up to three proposals in the design process and one product.

Students create a design brief that provides the basis for the development of potential solutions. The importance of the design process as a preliminary to the realisation process is emphasised, as is ongoing evaluation of the solution. Students investigate, plan, propose options, evaluate, and then create a solution. 

A solution in this subject is an outcome of the design and realisation process in relation to the chosen context. A solution could be fully realised or a model, prototype, or product. Negotiate with the teacher as to what fabrication processes are available.

Task One 40%

Section 1. Create a design brief  

Identifying end users’ needs and outline constraints and considerations.

Research and analyse factors to inform the design brief e.g. investigation and analysis of existing solutions, collecting and analysing data from a target audience (questionaries or survey) or selection and validations of equipment and techniques etc. Then establish the criteria to evaluate the proposal and product with. Present in a report format (500 words)

Propose Three Solutions using design boards, a written description, and a pros and cons table. 

Evaluate the possible solutions using the criteria and justify your choice of final product that include layout and technical information related to your product. (500 words)

Task Two 40%

Section 2. Create your product

Create your product to your design brief specifications.

Provide evidence showing the major stages of production undertaken (work record) and your completed solution. This can be presented in multimodal form or as a written table format that include images of stages and comments that identify issues and solutions that arise during production.

The product fabrication may occur at school or elsewhere as negotiated with the teacher. 

 Task Three 20%

Section 3 Evaluate your product (800 words) 

In-class Writing under open book test conditions

Evaluate your product against the criteria established in the design brief and the criteria for evaluation. 

Indicate the changes you would make (if any) to the way in which your product was created and discuss any feedback provided from the specified audience.

Sketch diagrams to show proposed changes.

Hospitality 

Hospitality Industry 1.0

Task One - 20%- Research and Planning

Problem Solving Situation

To present and prepare on a platter, one food item that would be suitable for morning tea or afternoon tea for a high volume, professional catering situation.

Research current and emerging trends in morning and afternoon tea foods. Describe food products that will showcase skills and knowledge by preparing and presenting individual portions of foods suitable either for the industry or a celebration and that can be produced in high volumes with consistent quality.

Plan

For the Plan, you will need to identify and discuss issues related to the selection of food for morning and afternoon tea. 

A Plan should include:

•          an outline of the issue(s) discussed

•          decisions made about what action to take

•          a design board of the aesthetics of the choice and presentation with annotations

•          a justification of what you intend to do, including costing

•          an outline of implementation strategies.

The Plan will be presented multimodal form for a maximum of 6 minutes.

Task Two - 20%- Practical Application and Evaluation

Showcase your skills and knowledge by preparing and presenting individual portions of foods suitable for morning tea or afternoon tea for a professional catering situation.

In your practical application you will be addressing safe food handling practices, appropriate use of technology and demonstration of practical skills. Ensure you consider that your selection allows you to showcase current or re-emerging trends and the food is of individual portions. 

The Practical will be undertaken in a double lesson and final presentation will occur in this lesson or in subsequent lesson depending on your selection.

Evaluation 

At the end of the practical students will write an Individual Evaluation. Students reflect on their performance in the practical activity and on the result.

Specifically you will reflect on:

·         Their own performance

·         Decision-making processes

·         Time Management skills

·         Conclusions about possible improvements.

The Individual Evaluation will be presented in written from. It should be a maximum of 400 words written under test conditions. 

Task Three- 40% Creative Food Preparation and Presentation in a Group

Students demonstrate their ability to participate effectively in a team, to plan and implement a sustainability promoting practical activity. 

Students investigate sustainable food options that are contemporary in nature and suitable for a restaurant menu.

Within your group of three or four, research current sustainability food trends in the Food and Hospitality industry. After discussing, present a plan for a two course meal that reflects knowledge of sustainable food trends for a restaurant menu. All members of the group must contribute to this task.

Showcase skills and knowledge by preparing three or four serves of each course. In your practical application you will be addressing safe food handling practices, appropriate use of technology and demonstration of practical skills. Ensure your menu selection shows an understanding of restaurant-style dining, portion control and final plating. Choose products that showcase as high a level of skills as you can. Less successful high skill food will get a better grade than successful low skill food.  

Collaborative Action Plan

In the collaborative action plan identify and discuss issues relating to the selection of a sustainable two course meal for a contemporary restaurant dining menu. It should include:

·         an outline of the issues discussed

·         a description of how group decisions were made about what  actions to take, and how problems will be solved

·         an outline of group implementation strategies for the practical application.

Each group submits only one action plan. The action plan should be a maximum of 600 words in a written text. (30% of the 40%)

Group Practical Application

Showcase skills and knowledge by preparing three or four serves of each course which support sustainable eating practices. In your practical application you will be addressing safe food handling practices, appropriate use of technology and demonstration of a variety of practical skills. Ensure that your selection shows an understanding of restaurant style dining, portion control and final plating. The teacher will observe and mark your individual work and contributions. (40% of the 40%)

Individual Evaluation Report

Following the practical application, you will prepare an individual evaluation report reflecting on the process and outcomes of the group activity including:

·         your own performance

·         how the group made collaborative decisions

·         the management skills used by the group

·         the individual contributions to the group

·         conclusions about possible improvements.

The evaluation report must be presented in a written form and submitted individually in class under test conditions. It should be a maximum of 500 words. (30% of the 40%)

Task Three 20%

Investigation written up under test conditions

Purpose

To investigate contemporary issues relating to social media marketing in the Hospitality Industry. 

Description of Assessment

Investigate an issue from those listed below:

• Considerations in designing a social media presence for a hospitality business

• Strategies for managing public perception of a business in response to online rating platforms

• Costs and benefits of online ordering and delivery platforms to restaurateurs

Access and analyse a variety of relevant sources, (eg text book, magazine article, electronic sources). Collect together your notes and come prepared to write a report in your double period. 

Reflect on the issue and explain your decision about the issue in a conclusion using a report format. 

Your report should include:

·         An introduction – identify the contemporary issue from the list provided

·         Analysis – explain different viewpoints on the issue referring as relevant to data and quotations from researched sources

·         Reflection – reflect on the issue e.g. why it is not easily solved, why are there differing viewpoints

·         Conclusion – explain your decision about how the issue could be addressed by, for example, the industry, community, government

·         Referencing – use appropriate in-text referencing and submit the prepared create bibliography listing all sources.

Design and Textiles

Investigating Materials and Design

Students investigate and analyse design features, processes, materials, and production techniques and apply critical and creative thinking to the design of a solution. Students apply critical problem solving skills and incorporate technologies to address design problems and challenges. Students analyse influences on a solution including ethical, legal, economic, and/or sustainability issues. They consider the practical implication of these issues on society or design solutions

Task One 30% Resource Investigation

Investigate and critically analyse the functional characteristics and properties of two or more materials or components that you are considering for use in the creation of your product, e.g. fabric, bindings, fastenings

You will report on how this research into and testing of the functional characteristics and properties of these materials or components will affect their selection for use in the realisation of your solution.

Components you will need to complete;

·         Identify the two or more materials to test, state the reasons clearly why these materials have been selected and for what purpose.

·         Conduct relevant research, and identify important existing properties for the chosen materials, including common uses, structures/classification, sustainability, and aesthetics

·         Design and conduct experiments/tests. State clearly the reasons for conducting the tests, i.e. how the tests will actually make your choice of materials clearer? Show the set-up of the tests as clearly as you can, and record the testing procedure in a process journal using text and pictures

·         Result and graph the tests    

·         Analyse the results   

·         Draw conclusions about the chosen material             

          Correct referencing is required.

Task Two 20% In-class Essay- two hours

Issues Exploration Related to Chosen Material

Students investigate and analyse ethical, legal, economic and/or sustainability issues that the chosen material is attempting to address.

Students will collate notes and bring them to class for the in-class writing

Essay Question

Evaluate the chosen material as a solution to an ethical, legal, economic and/or sustainability issue in fashion. 

Task Three 50% Create the Product and Process Journal

Research product design possibilities and record research in process journal. Reference research properly. 

Sketch out three options for using the material identified using three annotated design boards in your process journal.

Evaluate the three options and settle on one giving reasons why. 

Draw up the pattern/design for the product. (record idea sketches, experiments and possibilities in the process journal)

Manufacture the product and submit. (Photograph product as a whole and focusing on particular features to showcase fabrication skills in process journal)

Present to class in four minute presentation to explain how it is made, and how it solves a problem. (Have notes of presentation in process journal)

Designed Environments

Town Planning and Urban Design

Task One- In-class Essay 30%- Investigating Theories of Urban Planning and Design

Bring your notes on urban design and town planning and Canberra's infill policy to class for an open book test of two hours. 

"Critically Analyse Canberra's policy of urban infill by evaluating three perspectives on the policy while clearly arguing for your own viewpoint. "\

Task Two- 50% Planning Proposal

Use the topographic map of the land at the edge of Yass provided. Dwellings will not have access to town sewerage or water,  and will have stand alone solar power. 

Write a report about what sustainability, aesthetic, human interaction and ethical considerations should be considered in converting the area to a residential development. (800 words)

Provide an overlay to the  extract of the topographic map with your design of a subdivision for forty dwellings, i.e. forty houses, an apartment building with 40 flats, four buildings of ten flats etc.

Provide three concept hand sketches of the development dwellings and urban design. 

Pitch the subdivision to the class- up to six minutes. You may use presentation software to present your plan and sketches. 

Task 20%- Critical Response - Written- Take home task. 

Evaluate three designs pitched by class mates. Evaluate according to your understanding of the sustainability, aesthetic, human interaction and ethical considerations of the location. (1000 words)