Design and Visual Communication

1. Design and Visual Communication Implementation & programme development

2. Design and Visual Communication Guidelines Under the framework learning area of Technology Education Teaching and Learning Pre - learning Year 1 - 10 Career choices Year 9 & 10 Year 11 Year 12 Year 13 Constructed learning intentions NCEA Level 1 NCEA Level 2 NCEA Level 3 Qualifications

3. Design Students gain a knowledge of design and designing. Designing combines different considerations of design elements and thought processes to initiate and develop ideas. Context Graphics Practice brief Design outcomes The Graphics Practice strand focuses on the integration and creativeapplication of visual communication and design in response to a brief. . Visual Communication Students develop a visual literacy enabling the communication and presentation of design ideas

5. early learning pathway building confidence creativity visualisation skills Design Principles - Function - Aesthetics Elements Styles Design history Design era’s Designers Design practice The place of design in the creative industries Graphics Practice Identification of a design situation Collaboration Interpretation Integration of components Intuition Analysis Synthesis Creativity Risk taking Evaluating Qualitative judgments Visual Communication Sketching 2 & 3D Formal drawing systems 2D & 3D Models IllustrationRenderingDigital imaging Instrumental Accuracy Codes of practice Specialist knowledge Year 9/10 learning programmes Developing students confidence, skills and knowledge for improving their capacity for independent design. A lot of positive direction, mentoring, modeling, structured learning, some explorative/experiential.

6. Potential learning Introduction to design situations Preferably authentic community context • Design • Introduction to design principles and elements • Discuss influence of design on our lives. E.g. human needs, biomimicry, sustainability, Shelter Community issue Transport Camping Storage Social conditions Fantasy narrative etc • Ability to recognise and visualise: • Cut outs from magazines • Keeping a visual diary – grow visual meaning • Interpret shapes in objects • Creativity activities • Identifying potential design situations Context • Sketching in two and three dimensions: • Gain confidence in sketching • Lines/shapes/forms • Tracing • Crating objects • How to sketch in 2D & 3D brief Design outcomes Year 9 programme Motivating, inspiring, exploration, discovery, skill development, build confidence, acceptance of all ideas relevance of the designed world. • Intro to formal drawing systems • Orthographic drawing • Isometric drawing • Development/nets: 2D to 3D • Modelling • Simple foam/card/foam board models • Cutting/Joining systems • Media • Water colour pencils • Graphite pencils • Sketching pens • Possible intro to markers • Possible intro to CAD These ideas may relate to: Spatial (for example, architecture, interior, or landscape architecture etc) Product (for example, transport, furniture, fashion, jewellery, appliances, personal media, packaging etc)

7. Potential learning Identify design situations • Design • Application of design principles and elements • Debate/analyse the influence of design on our lives – ergonomics, fitness for purpose etc • Design awareness – events leading to design outcome/views on design process Preferably authentic context Recreational Food preparation disasters Transport Accommodation Access etc • Recognise and visualise: • Encourage intuition in design thinking • Keeping a visual diary, translate/discovery • Evaluate shapes in objects/transform • Creativity activities • Identifying potential design situations & attempt to write design briefs • Encourage innovation Context • Sketching in two and three dimensions: • Sketching for 2D & 3D visualisation of design • ideas • Lines/shapes/forms • Rendering/shading/illustration to identify form brief Design outcomes Year 10 programme Motivating, inspiring, exploration, discovery, improve knowledge and skills to visually communicate design ideas, build confidence, acceptance of all ideas, relevance of design in the world. • Use of formal drawing systems • Orthographic drawing – multi view • Pictorial drawing systems (paraline) – Isometric/oblique/planometric/perspective • Development/nets: 2D to 3D • Geometric shapes and solids • Modelling • Simple foam/card/foam board models • Cutting/Joining systems • CAD/3D modelling potential These ideas may relate to: Spatial (for example, architecture, interior, or landscape architecture etc) Product (for example, transport, furniture, fashion, jewellery, appliances, personal media, packaging etc) • Media • Water colour pencils • Graphite pencils • Sketching pens • Markers • Possible use of CAD/digital media

8. Year 11 Experiential Learning. Level 1 Students learn by designingand communicating design ideas New skills taught and re-taught as required by students. Evidence for each internal that could be assessed several times during the year. Evidence for external standards sent for marking at the end of the year and drawn from all briefs. 2- 4 Design Briefs. Some briefs focused on particular skills, e.g. sketching, formal drawing, modes and media suitable for meeting the requirements of the students project and subsequently the chosen achievement standards

9. Level 1: Matrix Sent off to NZQA at the end of the year for marking

10. Year 12 advanced Learning. Level 2 Learning some new skills but objectives mainly driven by students needs – teaching occurs as required to support students to solve problems and visualise their more complex outcomes New drawing skills taught : scaled isometric 1 and 2 point perspective auxiliary views Computer applications and modelling designer and design era Evidence for each internal that could be assessed several times during the year. Evidence for external standards sent for marking at the end of the year and drawn from all briefs. 2- 3 Design Briefs. Detailed briefs that encourage students to be more analytical about identifying useful information and demonstrate a depth of design thinking and visual communication skills that clearly articulates their design ideas and outcomes appropriate for the design situation. Could be student centred briefs.

11. Level 2: Matrix Sent off to NZQA at the end of the year for marking Structure for 2011 only

12. Year 13 Self expression. Level 3 & Scholarship: • Students have the opportunity to follow their own interests • They use specialist knowledge and input to meet their needs in developing and presenting design solutions • Flexibility in due dates and access to a variety of resources when needed • Students complete their DVC year with a portfolio of work demonstrating design and presentation skills – always used for tertiary/job applications • They are able to discuss their work at an interview • Starting the year with a negotiated brief maximises the student’s ability to generate good evidence for this standard • Architectural or product briefs lend themselves to a good range of possibilities for AS90735 Evidence for each internal that could be assessed several times during the year. Evidence for external standards sent for marking at the end of the year

13. Level 3: Matrix Sent off to NZQA at the end of the year for marking Structure for 2011 & 12 only Note: 14 credits required for University entrance