[Design and Technology] Teachers of Units 3 /4 Product design and technology - assessment criteria 2013 and reports from 2012

Mon Apr 15 11:53:35 EST 2013

yes - 'value adding' was removed from the key skills or key knowledge as a
term. It does exist once, however, in the description of Area of Study 2 in
Unit 3!
The word 'value/s' is present in a lot of other places but mainly in
reference to Area of study 1 in Unit 4.

Remember that most content of the text book was completed before the
absolute final version of the study design! The study design is the bible!

I think (my opinion only!) that students need to understand the term, as
they need to understand:
* '........the reasons why design and innovation is integral to value
adding to products.'*
(page 28 of study design in the Area of Study introduction)

The key knowledge is

   - design and innovation and its importance in the product development
   process

hope this helps
Jacinta

On Mon, Apr 15, 2013 at 11:33 AM, Treverton, Melissa J <
treverton.melissa.j at edumail.vic.gov.au> wrote:

>  Hi Jacinta & all,****
>
> ** **
>
> This statement regarding Unit 3, Outcome 2 has me confused.  Has value
> adding been removed as a term?  It is all through the study design & the
> text book.  Can anyone please clarify this before I start this area of
> study next week.****
>
> ** **
>
> However there were some instances of the use of terminology used in the
> previous study design, but not in Product Design and Technology such as
> Design for Manufacturing; ‘batch’ now replaced with ‘low volume’; value
> adding; planned obsolescence (planned has been removed) agile
> manufacturing (replaced with lean manufacturing). Also other terminologies
> not associated with this outcome, such as the Product design process were
> used by teachers in the assessment task; note that this is related to the
> process students work through. Teachers should note use of the generic
> phrases in the study design including ‘the design and development of
> products within industrial settings’ or ‘product development process’. It
> should also be noted that the focus of international and Australian
> standards is their purpose in relation to safety, consistency and quality.
> There is no direct reference to packaging in this outcome, so it is advised
> that assessment items on packaging are not relevant. It is important to
> ensure that the current content in the study design is reflected in the
> assessment task.****
>
> ** **
>
> Thanks****
>
> Melissa****
>
> ** **
>
> *Melissa Treverton *
>
> *Technology Domain Leader*
>
> *Textiles & Art teacher*
>
> [image:
> http://www.parkdalesc.vic.edu.au/templates/parkdale/images/logo.png]<http://www.parkdalesc.vic.edu.au/index.php>
> ****
>
> Warren Road, ****
>
> Mordialloc East             3194****
>
> Ph: 9580 6311****
>
> Email:  *treverton.melissa.j at edumail.vic.gov.au*
>
> ** **
>
> *From:* destech-bounces at edulists.com.au [mailto:
> destech-bounces at edulists.com.au] *On Behalf Of *Jacinta O'Leary
> *Sent:* Sunday, 14 April 2013 6:12 PM
>
> *To:* Design and Technology Teachers' Mailing List
> *Subject:* [Design and Technology] Teachers of Units 3 /4 Product design
> and technology - assessment criteria 2013 and reports from 2012****
>
> ** **
>
> Dear colleagues****
>
> ** **
>
> Please excuse this post if you have already accessed these documents, but
> I do know that some people are unaware of them.****
>
> ** **
>
> Recently posted on VCAA were:****
>
>    -  *2013 administrative information for school-based assessment
>    - Product Design and Technology*<http://www.vcaa.vic.edu.au/Documents/vce/technology/SBA_proddes.pdf> (PDF
>    - 717KB)
>    Contains School-assessed Task *assessment criteria* sheets and
>    authentication record forms at:
>    http://www.vcaa.vic.edu.au/Documents/vce/technology/SBA_proddes.pdf ***
>    *
>    - *School-assessed Task and School-assessed Coursework Reports<http://www.vcaa.vic.edu.au/Pages/vce/studies/designtech/sacs.aspx>
>     **
>    * School-assessed Task and School-assessed Coursework reports for
>    Product Design and Technology. School assessment report<http://www.vcaa.vic.edu.au/Pages/vce/studies/designtech/sacs.aspx> Follow
>    this link and choose the document titled 'School Assessment Report' under
>    the heading School-assessed Coursework Reports****
>
>  It seems that the SAT Assessment Criteria is largely unchanged from 2012
> except for a phrase added to Criterion 4 (highlighted in yellow below).***
> *
>
>    - Skill in the use of a range of communication methods to convey
>    design options, showing references to proposed materials and processes, and
>    other features relevant to the design brief.****
>
>  If, however, you have noticed other changes please share them on this
> thread.****
>
> ** **
>
> Another phrase of interest to 'Textiles' teachers is highlighted in green
> below, from the *scope of the task*:****
>
>    - Working drawings (technical drawings) or patterns of the preferred
>    option (including any modifications) using accepted conventions to
>    establish the product specifications (materials, sizes, construction
>    methods). Working drawings may include assembly and detail drawings,
>    templates, flats, plans and pattern drafting, and notations as appropriate. It
>    should be noted that if commercial patterns are used as the basis for the
>    preferred option for a garment, they should have three modifications, which
>    are noted in the folio work. The working drawings should contain
>    adequate details to develop the materials costing list. ****
>
>  and this sentence in the *School assessment *(SAT and coursework) *report
> *****
>
>    - Working drawings for wood/metal/plastics need to incorporate
>    appropriate conventions developed with reference to the preferred design
>    option and are used to develop the product specifications. It is
>    important to clarify for textiles/fashion students that working drawings
>    should not give step-by-step instructions on how to assemble the garment
>    like a commercial pattern; but should be an informative ‘flat sketch’ with
>    client measurements, trims, materials and special notes.****
>
>  The rest of this report will be extremely useful for other people
> setting SACs and tasks and particularly for those being audited. (Best of
> luck!)****
>
> ** **
>
> Please add to this thread if you can find other new information relevant
> to teaching or assessment of VCE PD&T.****
>
> ** **
>
> regards and stay healthy****
>
> ** **
>
> Jacinta O'Leary****
>
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