Design Technology and Graphics
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Subject RationaleThe study of Design Technology and Graphics explores the purposeful use of technologies and creative processes to produce design solutions. Students acquire knowledge and develop skills using technologies and other processes appropriately, to design and create graphic solutions, products, systems and built environments with a mind to a ‘preferred future’. Students develop critical thinking skills and develop a deeper understanding of the implications and repercussions of technology use in our world. They become active participants in creating a more sustainable, and ethical world by designing their own solutions to problems that are capable of capturing current market interest. The study of Design Technology and Graphics provides opportunities for students to engage with emerging technologies, make connections with industry, and apply Industry standards and practices through the development of their projects. A design literate student will solve problems through investigation, analysis, innovation, planning, production, evaluation, communication and marketing. Students develop insights into how design is culturally, socially and ethically constructed with an environmentally sustainable approach to product life cycles. Design Technology and Graphics, provides pathways in a range of related fields such as architecture, digital 3D modelling, industrial design, engineering, interior design, graphic design, furniture design, fashion, jewellery, ceramics, textiles, and trade based careers.
GoalsThis course should enable students to develop and demonstrate: analysis, synthesis and evaluation of design needs and situations ethical decision making, cultural and environmental awareness organisational skills, the ability to work independently and collaboratively the use of technology skills, materials and processes the application of work health and safety principles and industry standards the application of the design process to produce a creative and innovative outcome communication skills using oral, written or graphical techniques to enhance their design and technological capacity knowledge and understanding of existing and emerging technologies, links to industry and career pathways.
LiteracyStudents have opportunities to develop and refine the following literacy skills when studying Design Technology and Graphics, through: reading and understanding of design theory and concepts reading and understanding aspects of Workplace Health & Safety (WHS) interpreting and applying specific instructions in relation to systems, processes, and safe operating procedures analysing, interpreting, and evaluating technical information using appropriate technical language to communicate, in a variety of forms, ideas and designs for creating a product or system writing reports and acknowledging sources appropriately Interpreting and using a broad range of graphical communication techniques. Application of technical language orally in a work environment.
NumeracyStudents have opportunities to develop and refine the following numeracy skills when studying Design and Technology, through: calculating including; costing, measuring, estimating, scaling applying and displaying numerical calculations appropriate to the context and task using correct technical standards and procedures analysing and interpreting numerical data for relevance (i.e. application to product or systems development) understanding and using graphs, spreadsheets, diagrams, and statistics to analyse and communicate technical data, properties of materials, or systems information understanding numerical control systems and numerical instrumentation methods. Student GroupThis course is targeted at students who wish to engage in a course of study that encourages autonomy, personal organisation, project management and promotes problem solving processes. It is a course, which aims to prepare students for careers in the technology and design fields such as the building and technical service professions, as well as other specialised design and technology related professions, for example Graphic Design, 3D modelling, Engineering, Industrial Design, Environmental Design, Manufacturing Industries, and Design and Technology Education. Contentdesign process [brief, specification, research and analysis, communication and development of ideas] role of the designer relationship of designer, manufacturer and client/user production and consumption of resources and environmental issues environmental, cultural and ethical issues in design and manufacture innovation and enterprise elements of design (form and function) ergonomics and useability scale of production (one, batch, mass) technologies (these may include a combination of technologies in the areas of Information Communication, Wood, Metal, Composites, Robotic Systems, Automated Manufacturing Processes and Electronics) intellectual property properties of materials design metalanguage workplace, health & safety (WHS) Skillstechnology skills (hand tools, power tools, Machinery, ICT, drafting equipment) materials use and manipulation ability to use tools and materials appropriately and safely planning and organisational skills problem solving and decision making research, analysis and evaluative skills creation, experimentation and synthesis ability to work independently and collaboratively literacy and numeracy skills multimodal communication including oral, graphic, visual and written forms Teaching and Learning StrategiesTeaching strategies that are particularly relevant and effective in Design Technology and Graphics include, but are not limited to: Review prior learningbrainstorming: individual, pair and group work student reflection of relevant concepts and skills Introduce new materialexposure to quality visual imagery/materials through a variety of media industry and tertiary excursions material use, testing and manipulation emerging technologies Provide demonstration, guided practice and applicationteacher demonstration, modelling and peer tutoring teacher scaffolding to facilitate analysis of visual material engagement of industry professionals, including guest speakers, demonstrators and mentors establish links with relevant industry individuals and groups simulated real life and work scenarios e.g. a small business simulation digital delivery of information and content Promote independent practice and applicationresearch strategies and time management problem solving strategies mentoring practice and reinforcement of learning by way of revision, worksheets, tests and demonstrations regular and meaningful feedback discussions, debates and student presentations Link to next task or skill arealinks with the design, manufacturing and tertiary communities through excursions, field trips, gallery, exhibition and industry visits, and engagement with designers and craftsman in the classroom. Directory: data -> assets -> word doc -> 0005 0005 -> Northern territory of australia word doc -> Commonwealth of Australia 2000 word doc -> Priority Existing Chemical word doc -> Rail safety news issue 6 – October 2011 word doc -> Review of Multiple Chemical Sensitivity: Identifying 0005 -> Aps human Capital Matters: Indigenous Workforce Participation January 2012, Issue 1 Editor’s note to readers 0005 -> Government Gazette issn-0157-8324 No. G9 1 March 2017 General information 0005 -> Geography Year 12 Urban Places Sydney Olympic Park, 2127– a case Study of Urban Renewal 0005 -> What is gis? 0005 -> Lower Hunter District 2015/16 Torryburn Green Army Assistance Program Guidelines for Applicants Download 0.89 Mb. Share with your friends:
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