Embedded Files
Structure:
This study is made up from two separate subjects
Textiles and
Wood
Students can choose to undertake one or both subjects at year 11.
UNIT 1:
UNIT 1:
Design Practices
This unit focuses on the work of designers across relevant specialisations in product design. Students explore how designers collaborate and work in teams; they consider the processes that designers use to conduct research and the techniques they employ to generate ideas and design products. In doing this, they practise using their critical, creative and speculative thinking strategies. When creating their own designs, students use appropriate drawing systems – both manual and digital – to develop graphical product concepts. They also experiment with materials, tools and processes to prototype and propose physical product concepts.
In this unit, students analyse and evaluate existing products and current technological innovations in product design. They achieve this through understanding the importance of a design brief, learning about factors that influence design, and using the Double Diamond design approach as a framework.
In their practical work, students explore and test materials, tools and processes available to them in order to work technologically, and they practise safe skill development when creating an innovative product. This is achieved through the development of graphical product concepts and the use of prototypes to explore and propose physical product concepts.
UNIT 2:
UNIT 2:
Positive impacts for end users
Designers should look outward, both locally and globally, to research the diverse needs of end users. They should explore how inclusive product design solutions can support belonging, access, usability and equity. In this unit, students specifically examine social and/or physical influences on design. They formulate a profile of an end user(s), research and explore the specific needs or opportunities of the end user(s) and make an inclusive product that has a positive impact on belonging, access, usability and/or equity.
Students also explore cultural influences on design. They develop an awareness of how Aboriginal and Torres Strait Islander peoples design and produce products, how sustainable design practices care for Country, and how traditions and culture are acknowledged in contemporary designs. Students also have opportunities to make connections to personal or other cultural heritages.
Unit 1 and 2 cost for the subject: $200 for the year
Homestead Senior provides a standard curriculum which is available to all students free of charge. Specialist subjects are in addition to the standard curriculum and for the sustainability of these courses, a family contribution is required.
To reserve your child’s place in this course, the college requires a minimum of 60% deposit, required during course counseling appointment. Without a deposit, the college may allocate the place to another student.
Materials- To purchase the necessary items for this subject throughout the year.
$200
Homestead Senior provides a standard curriculum which is available to all students free of charge. Specialist subjects are in addition to the standard curriculum at Year 10 and for the sustainability of these courses, a family contribution is required.
To reserve your child’s place in this course, the college requires a minimum of 60% deposit, payable at course counseling appointments. Without a deposit, the college may allocate the place to another student.
Please note: CSEF can be used and payment plans can be organised via the front office.
UNIT 3:
UNIT 3:
Ethical product design and development
In this unit students research a real personal, local or global need or opportunity with explicit links to ethical considerations. They conduct research to generate product concepts and a final proof of concept for a product solution that addresses the need(s) or opportunities of the end user(s).
Product designers respond to current and future social, economic, environmental or other ethical considerations. This unit focuses on the analysis of available materials in relation to sustainable practices, tensions between manufacturing and production, modern industrial and commercial practices, and the lifecycles of products from sustainability or worldview perspectives.
Students plan to develop an ethical product through a problem-based design approach, starting with a need or opportunity and using a design process and testing to problem-solve. The design brief, product concepts and the final proof of concept are developed through the Double Diamond design approach, using design thinking. Students undertake the role of a designer to generate, analyse and critique product concepts, with the chosen product concept becoming the final proof of concept. Throughout a design process, the product concepts and the final proof of concept are evaluated using relevant factors that influence product design, and shaped using design thinking. Students learn about ethical research methods when investigating and defining their design need and/or opportunity and generating and designing their product concepts.
In Area of Study 1, students examine a range of factors that influence the design, development and production of products within industrial settings. Students research and investigate designs across a range of specialisations that include historical iconic designs that have stood the test of time; designs with inbuilt obsolescence; products that are fast to the market; products that are designed to last its lifetime; products that have a second life through disassembly and reuse and/or designs in and with nature. They consider influences on product design when addressing ethical considerations for end users.
In Area of Study 2, students use design thinking to formulate a design brief that addresses a need or opportunity related to ethical product design, and conduct research to explore current market needs and/or opportunities. Students generate, evaluate and critique graphical product concepts (visualisations, design options and working drawings) related to ethical product design.
In Area of Study 3, students explore the physicality of product concepts through developing prototypes to select and justify the chosen product concept and a final proof of concept. Students develop a scheduled production plan to manage the resources in a design process and implement this scheduled production plan to make their product safely
UNIT 4:
UNIT 4:
Production and evaluation of ethical designs
In this unit students continue to work as designers throughout the production process. They observe safe work practices in their chosen design specialisations by refining their production skills using a range of materials, tools and processes.
Students collect, analyse, interpret and present data, use ethical research methods and engage with end user(s) to gain feedback and apply their research and findings to the production of their designed solution. Students also focus on how speculative design thinking can encourage research, product development and entrepreneurial activity through the investigation and analysis of examples of current, emerging and future technologies and market trends.
In Area of Study 1, students continue to make the product designed in Unit 3, using materials, tools and processes safely and responsibly. Throughout the production process, they monitor and record their progress during implementation of their scheduled production plan and justify decisions and modifications, if and when necessary.
In Area of Study 2, students evaluate their product and a range of existing products using criteria, data and feedback. They speculate on how designers can be future-focused, innovative and entrepreneurial by suggesting and justifying possible product enhancements and/or improvements based on this evaluation.
Materials- To purchase the necessary items for this subject throughout the year.
$200
Homestead Senior provides a standard curriculum which is available to all students free of charge. Specialist subjects are in addition to the standard curriculum at Year 10 and for the sustainability of these courses, a family contribution is required.
To reserve your child’s place in this course, the college requires a minimum of 60% deposit, payable at course counseling appointments. Without a deposit, the college may allocate the place to another student.
Please note: CSEF can be used and payment plans can be organised via the front office.
Unit 3 and 4 Assessment breakdown
Unit 3 School-assessed Coursework 10%
Unit 4 School-assessed Coursework 10%
Unit 3 and 4 School Assessed Task 50%
End-of-year examination 30%
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