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Teaching and learning

Accreditation period Units 1-4: 2024-2028

A range of suggested learning activities have been provided for each area of study in Units 1–4.

Unit 1: Design practices

Unit 1 – Area of Study 1: Developing and conceptualising designs

Outcome 1

Apply design thinking strategies to research, critique and communicate a response to a need or opportunity, and work collaboratively and in teams to develop and propose graphical product concepts that address a design brief.

Examples of learning activities

  • Facilitate a class discussion about the following statement: ‘Design thinking brings together what is desirable from a human point of view with what is technologically feasible and economically viable’.
  • Watch What is D&T – and why do we need it? on YouTube and discuss what ‘product design and technology’ is.
  • Ask students to discuss why design thinking is important when responding to a design brief. Provide stimulus to help students explore the term ‘design thinking’ such as the YouTube videos Design thinking 101 and How to solve problems like a designer. Discuss how the Double Diamond design approach supports design thinking and what activities are part of ‘investigating and defining’.
  • Direct students to the Australian Geographic article ‘Aboriginal inventions: 10 enduring innovations’ and discuss what design problem was solved with each invention.
  • As a class, watch the video Convergent thinking versus divergent thinking on YouTube and discuss how these types of thinking relate to the Double Diamond design approach.
  • As a class, explore critical, creative and speculative thinking by developing questions that reflect each type of design thinking. Students could write their questions on sticky notes and then, as a class, categorise them under headings on large sheets of butcher’s paper titled ‘critical thinking’, ‘creative thinking’ and ‘speculative thinking’. Discuss which questions support divergent thinking and which support convergent thinking.
  • Watch the video Differences between creative and critical thinking on YouTube and discuss. Ask students to work in small groups to come up with examples of questions that relate to creative thinking and examples of questions that relate to critical thinking. Share ideas as a class.
  • Watch the video Get unstuck with non-linear thinking and discuss why designing is not a linear process. Discuss how the Double Diamond design approach is an iterative process. In small groups, come up with five tips to support creative thinking when designing and discuss and reflect on findings as a class.
  • As a class, watch the video Collaborating effectively with other creatives on YouTube and discuss the approaches, roles and responsibilities of a team when designing.
  • In teams or as a class, brainstorm a list of creative thinking strategies that may be applied in the first diamond of the Double Diamond design approach.
  • Watch video How to solve problems like a designer on YouTube and discuss how it relates to the Double Diamond design approach. Discuss the comment about designing requires ‘not one brain [but] lots of brains’ and how this relates to teamwork and collaboration.
  • Watch the video Weaving eel traps on Boandik Country on YouTube, which demonstrates the making of eel traps and dilly bags using traditional and contemporary materials collected from Boandik Country. As a class, discuss examples of teamwork and collaboration as well as the types of research problem-solving that can be undertaken.
  • Ask students to use a four-field matrix to rate design ideas against two sets of opposite attributes or characteristics that reference constraints of the design brief. Evaluate each design idea and place them on the matrix, moving them to + or – on the axis. Repeat the matrix for other constraints.
  • Watch the video Creative thinking: Brainstorming and Osborn's Checklist on YouTube. This video examines Osborn’s Checklist (also known as SCAMPER), an ideation technique created by brainstorming expert Alex Osborn. On an A3 page, ask students to draw one visualisation for the design product in the centre of the page. Around this visualisation, ask students to use Osborn's Checklist to create seven other sketches based on that drawing by working work through the SCAMPER acronym (substitute, combine, adapt, modify, put to another use, eliminate, reverse) every five minutes. Repeat this exercise to develop a range of potential visualisations that may be developed into design options.
  • Watch video What is six thinking hats on YouTube and discuss ways that this strategy could be used in the design process. Provide students with a design brief and get them to work in groups to come up with design ideas using this strategy. Share design ideas as a class.
  • Watch the videos What is critical thinking? and Five tips to improve your critical thinking on YouTube. Then, in teams or as a class, brainstorm a list of critical thinking strategies that may be applied in the first diamond of the Double Diamond design approach.
  • Illustrate a critical thinking strategy by identifying a design problem and using the 5 Whys thinking strategy.
  • Read ‘Multi-purpose Gadget to Cut, Carry or Throw’ and discuss the design of the spear thrower made by Aboriginal and Torres Straight Islander peoples. Ask students what critical thinking may have been used in relation to the characteristics and properties of the materials chosen for its design.
  • Facilitate a class discussion to unpack the factors that influence product design. Allocate a factor to a small group of students. Ask them to discuss how it relates to product design and share their thoughts with the class. Discuss each factor as a class.
  • Ask students to work in small groups to examine a design brief and identify which factors that influence product design are evident. Then, ask students to highlight and annotate how each of the factors that influence product design are addressed in the design brief. Discuss thoughts as a class. Ask students to use the constraints in the design brief to create criteria for evaluation.
  • Watch an episode of Great Australian Stuff on ABC’s iview and identify specific products depicted in the episode. Discuss which factors influenced product design.
  • Explore previous finalists of the Victorian Premier’s Design Awards and ask students to choose a product that relates to a design specialisation, analysing how it meets the factors that influence product design.
  • Create a collection of cue cards for the components in the Double Diamond design approach. On the cards, ask students to write a range of possible activities that could be completed to address the sections. For example, ‘generating and designing’ may include sketches, visualisations, annotations, end-user feedback, 3D models and prototypes. The cue cards can be made either hard copy or via electronic programs such as Quizlet or Kahoot.
  • Ask students to form small groups and analyse a speculative design scenario, focusing on future and technical topics or those that speculate on future trends and development directions. Each group should create a presentation to show how the speculative design may improve the outcomes for the proposed end user(s).
  • Divide the class into small groups and ask each to explore speculative design ideas on websites such as sharpen.design and XU Planet. Each group should choose a design problem and sketch visualisations of possible solutions.
  • Discuss the characteristics of the three different drawing types required in the design process to develop product concepts: visualisations, design options and working drawings. Ask students to search online for examples of each type of drawing related to their chosen design specialisation.
  • Ask students to annotate visualisations, examining a design brief and looking at the factors that influence product design to identify any potential ideas for further development.
  • Provide students with appropriate drawing materials for specific design specialisations. Ask them to practise drawing design options and working drawings.
  • Split the class into small groups and ask each to draw the Double Diamond design approach on poster paper, annotating how a team approach may be completed for different stages of the process. Students should identify tasks that that could be completed as a team and tasks that could be completed collaboratively. This activity could be completed online using a program such as Padlet or Jamboard. Discuss the difference between teamwork and collaboration.
  • Ask students to form small groups and, using an online design problem generator such as whatshouldidesign.com, complete a design sprint, working through a speculative design problem. It may be necessary to reduce the length of a typical design sprint. Ask each group to create a poster of their process and present their prototype to the class for discussion.
  • Example icon for advice for teachers
    Identify a design problem and construct a design brief that includes its need or opportunity, a profile of the end user(s), function of the product and project scope (constraints and considerations).
  • Ask students to create a list of primary and secondary sources of research that may be used to collect information about the needs and / or opportunities identified in the design brief.
  • Using the constraints and considerations established in a design brief, ask students to create a series of evaluation questions that can be addressed at various stages during the Double Diamond design approach to evaluate if the product is going to address the need(s) of the end user(s).
  • Using the criteria for evaluation create questions that can be used as prompts for focus groups and / or questionnaires, to gather both qualitative and quantitative data from market research on your potential designs.
  • Ask students to conduct research to investigate factors that influence product design. This should include a summary of information sources, to acknowledge the intellectual property of others. Inform students of which referencing conventions are used by your school and ask them to use these conventions to appropriately acknowledge secondary research.
Example icon for advice for teachers

Detailed example

Unpacking elements of design briefs and developing an end-user profile

  • Provide students with several examples of design briefs and ask them to identify the need or opportunity and function, and various other elements within each brief. Ask students to share their findings and to discuss the different ways that design briefs can be developed.
  • Ask students to form small groups and discuss ways to collect information to develop a profile of an end user. Students should categorise the research methods suggested as primary or secondary sources of data as well as whether the information is qualitative or quantitative. Share findings as a class.
  • Provide students with a design problem and ask them to work collaboratively and in teams to identify the need or opportunity and collect information to develop a profile of an end user. Each group should then share with the class the research methods they used, along with their profile of an end user.
  • Ask each group to continue to formulate a design brief by identifying the project scope (constraints and considerations such as budget, time, aesthetics, materials etc.) As a class, discuss each group’s design brief and identify how each design brief addresses similar elements but can be different.

Elements of a design brief 

Need or opportunity

What is the problem that has been identified / being addressed?

Profile of end user(s)

The profile of the end user(s) involves gaining an empathetic understanding of the end user(s) of the product. (There are a variety of ways to gather information about the end-user(s) such as using questionnaires or focus groups. The profile may include information about age, size or height, gender, behaviours, socioeconomic background, (dis)abilities, knowledge, skill set, interests, likes and dislikes, and other relevant information. It is important to note that the end user(s) refers to a range of human and / or non-humans who use / interact with the product; it is not a specific individual.

Function

Identify the primary function the product must have. This should not be a solution to the design brief, but an outline of how the product must function to address the needs of the end user(s) or design opportunity.

Project scope

The project scope should discuss constraints and considerations related to the factors that influence product design. Constraints refers to a list of what must be fulfilled to meet the needs of the end user(s). Considerations refer to a list of what may enhance the product but is not essential to the product functioning. This may include things such as ethical considerations like sustainability, aesthetics, and market needs and opportunities.


Unit 1 – Area of Study 2: Generating, designing and producing

Outcome 2

Work collaboratively and in teams to trial and test, evaluate and use materials, tools and processes to determine their chosen product concept and produce a product through implementing a scheduled production plan, as well as reflect on and make suggestions for future improvements when working collaboratively and as a team.

Examples of learning activities

  • Ask students to research, test and complete a written or oral report to help determine the most suitable materials for a proposed product. This report must contain information about the properties and characteristics of a range of materials that may have the same function. For example, research conventional cotton and organic cotton; hoop pine and pinus radiata; copper and silver, animal hide and bio leather. Students should use this research to help justify materials choices, and use PowerPoint or another shared platform such as Microsoft Teams, Google Workplace for Education or Slack to share a written or oral report back to the class or team.
  • As a class, brainstorm a list of critical thinking techniques that could be applied in the second diamond of the Double Diamond Design approach when:
    • generating and designing
    • producing and implementing
    • planning and managing
    • evaluating.
    Discuss ideas as a class and provide specific examples. Then, brainstorm a list of creative thinking strategies that can be applied to the diamond and discuss these as a class, providing specific examples.
  • In small groups, research and test several processes that have similar outcomes to find the most suitable construction solution to a design problem. For example, compare a domino joint, dowel joint and biscuit joint for a table leg and rail construction, or a hand-stitched hem and a machine-stitched hem for a garment, using the preferred process / material for a product. Present your samples and conclusions to the class.
  • As a class, discuss primary and secondary sources of research. Provide examples of primary sources, such questionnaires that collect data, observations, tests and trials. Provide examples of secondary sources, such as end-user reviews and information from websites and newspapers.
  • Ask students to construct a series of prototypes of potential products using basic materials, such as calico or cardboard, to show a proof of concept. This may be for the whole product or a component of a product.
  • After generating and designing graphical product concepts, ask students to construct a short questionnaire, using both qualitative and quantitative questions, to determine if the needs of end user(s) have been met. Students then distribute the questionnaire to five individuals who meet the end-user profile and gather feedback. Analyse the results to justify the proof of concept.
  • Ask students to create a photo journal or blog showing the refinement and testing of a concept from the prototype stage through to final production using Weebly, Wix or a similar online platform.
  • Facilitate a class discussion about how ethical considerations are a set of principles that guide research. Provide examples of ethical considerations to make when gathering qualitative and quantitative research, such as voluntary participation, informed consent, anonymity, confidentiality and potential for harm.
  • Use the National Statement on Ethical Conduct in Human Research 2007 (updated 2018) to discuss ethical considerations when using humans in research.
  • Watch the video Alperstein Designs X Ngarga Warendj: IP and collaborations on YouTube to learn about how Alperstein Designs collaborates with Aboriginal and Torres Strait Islander artists and art centres to create unique ranges of lifestyle gifts and homewares. Discuss how Mick Harding, an artist from the Yowong-Illam-Baluk clan of the Taungurung people, collaborates with Alperstein Designs, focusing on ethical considerations, including the protection of Harding’s intellectual property.
  • Watch the video DesignByThem: IP and design on YouTube. Discuss the importance of intellectual property in design, including its role in promoting innovation, economic value and brand reputation. Also discuss methods used to protect the intellectual property of designers such as patents, copyrights and trademarks.
  • Refer to IP Australia to explore the types of intellectual property related to product design. Specifically, visit Types of IP and watch the video What is IP- video 2 on YouTube to help students to gain an understanding of the various types of intellectual property related to product design. Ask students to present this information as a mind map and share their findings as a class.
  • Explore what Indigenous knowledge is by watching the series of nine Indigenous Knowledge animations and discussing the information in each video as a class.
  • Ask students to create a list of the materials, including any fixtures and fittings, that may be required to make a product or prototype, along with the costings. During production of a final product or prototype, record and justify any changes to this list and discuss if the final product changed significantly from the original plan.
  • Develop a scheduled production plan, outlining the intended process, tools, materials, time and safety involved in creating a final prototype/product. During production of the final product / prototype, record any changes to this plan and analyse this at the end of production for future products.
  • Example icon for advice for teachers
    When working in teams, ask students to identify members who are using similar tools and, as a small team, complete a risk assessment for any required tools and processes. Document the risk assessment in a shared document in Microsoft Teams, Google Drive or similar sharing platform for all members of the team to access.
  • Ask students to create an A3 presentation to outline the features of the finished product or prototype, using PowerPoint or Canva, and share with the class for feedback and a reflective discussion.
  • Ask students to present a finished product created as a team to the class. As a team, analyse the product or prototype. Discuss areas for improvement for future projects. Using the evaluation criteria, develop a short written or oral report outlining any changes and improvements that could be made for future products. Consider things like materials, processes, function, aesthetics, time and purpose.
Example icon for advice for teachers

Detailed example

Risk assessment

Task: Using the example template below, complete a risk assessment for three tools, processes and / or materials.

Note: A risk assessment should be completed for any tool, process or material that poses a significant threat to the person completing the process.

Examples of tools and materials that may require a risk assessment include drop saws, welding equipment, drill presses, sewing machines, ironing presses, CNC routers, paints, soldering equipment and resin.

Examples of processes that may require a risk assessment include spray painting, 3D printing, plastic shredding, fabric dying and resin casting.

A risk assessment is not usually required for unpowered hand processes such as hand sewing, knitting, using a hammer or hand sanding.

Risk assessment process

1. Identify hazard

2. Assess the risks

3. Control the risks

Look at the machine / tool / process and see what may cause harm.

Once the hazards are identified, assess how likely it is that someone may be harmed and how serious the harm could be.

This level of risk should consider existing controls that are in place to already reduce the risk, such as dust extraction and machine guards.

Look at what you are already doing in the workshop and the controls already in place and ask ‘How can I control this hazard so it is unlikely to happen?’

If possible, redesign a job to avoid the hazard.

Tool, process or material needing risk assessment: Drop saw

Hazards: the spinning blade, dust and noise may all cause harm.

Existing controls:

  • guard is in place and operational
  • emergency stop button in place
  • dust extraction and fence clamp in place
  • safety zone is marked out on floor around machine
  • earmuffs are available for use with machine.

Risk is lessened by these existing controls.

Risk still exists for kick back and lacerations if material is not placed correctly against the fence and secured.

Complete appropriate training by a qualified teacher on using the drop saw.

Check appropriate personal protective equipment (PPE), including earmuffs and apron, are available.

Check all safety equipment is working – retracting guards, dust extraction, clamps and safety zone.

Ensure training is completed on safe use of machinery.

Permission is sought to use the machine.

Ensure supervision from a teacher is available.

Check all controls are working before use.
Put on required PPE before beginning.


Unit 2: Positive impacts for end users

Unit 2 – Area of Study 1: Opportunities for positive impacts for end users

Outcome 1

Investigate and critique products using the factors that influence design, to make judgments about the success or failure of the products to support positive impacts for end users.

Examples of learning activities

  • Ask students to collect information about the use, constraints and considerations of products that help to improve an end user’s quality of life with the same primary function. For example, walking aids, ergonomic-handled utensils or accessible clothing.
  • Students should then compare two similar products using the RED critical thinking strategy and analyse how they both meet the same need. Discuss how the need varies for different end users in the community, such as those of different ages or genders.
  • As a class or in small groups, explore some of the projects and prototypes on the TOM Melbourne website and analyse how the products may have a positive impact(s) on the end user(s).
  • Use Slido or a similar online tool, gather data from the class about popular clothing brands. As a class, see where they rank on the Ethical Fashion Guide. Analyse which part(s) of these companies’ processes can be improved to be more sustainable. List any other ethical considerations on the board.
  • Watch the video 22 Inventions That Are Saving The Earth on YouTube and discuss examples of products that are supporting positive impacts for end users.
  • Ask students to read The Conversation article ‘“Cultural expression through dress”: towards a definition of First Nations fashion’ and discuss, in small groups, the term ‘First Nations, or Aboriginal and Torres Strait Islander fashion’ in relation to inclusivity in fashion.
  • Discuss a case study of a particular designer or manufacturer who has successfully incorporated sustainable or other ethical considerations into their designs. As a comparison, students can also analyse a similar product with poor ethical/ sustainable design that sits in the same market, using a critical thinking strategy from Harvard Graduate School of Education’s Project Zero’s Thinking Routine Toolbox.
  • Explore how Aboriginal and Torres Strait Islander peoples have a long history of designing products that promote a sense of belonging within their communities. Discuss how Aboriginal and Torres Strait Islander designs often incorporate symbols, patterns and colours that are specific to culture and tradition. If possible, bring in examples of Aboriginal and Torres Strait Islander clothing, jewellery and homewares, and invite an Aboriginal or Torres Strait Islander guest to speak to students about how they use traditional knowledge and cultural practices to design products that promote a sense of belonging and connection to their community and heritage.
  • Invite an industry guest speaker, in person or via video, to share how their organisation uses ethical design practices. Before the presentation, ask students to brainstorm a series of questions for the speaker about ethical considerations in design, as well as the factors that influence product design. Alternatively, watch the video All about Kirrikin: Luxury with a social conscious [sic] on YouTube and discuss the ethical considerations in design that are evident in the video.
  • Ask students to research a range of ethical Australian designers or manufacturers, such as jewellery, toy, clothing, and homewares designers. Group students into pairs or small groups and direct them to the UN Sustainable Development Goals. Ask them to discuss how their product may be working to improve outcomes for end users in relation to one or more of the goals. Students can then present their findings in a short written or oral report.
  • As a class, read about the shoe that grows. Ask students to complete a short written or oral report that examines what the problem was, how it was developed, how the product has addressed an ethical need in the community and the impact(s) it has had on the end user(s).
  • As a class, watch the video Aboriginal Women’s Fiber Art: A virtual tour on YouTube about the community of Gapuwiyak in Arnhem Land, where Yolngu women have been making fibre art for hundreds of years. Ask students to identify discuss influences on design, such as functions, technologies, aesthetics and ethical considerations.
  • Direct students to some of the projects completed by Engineers Without Borders, which address issues relating to water, sanitation and hygiene, inclusive design, and clean energy. Ask students to consider why these are ethical design solutions. How might these projects improve the lives of the end user(s)?
  • Refer to the government’s IP Australia website to gain an understanding of intellectual property. Discuss the definition of a patent, trademark, design rights, as well as other types of IP such as copyright. Ask students to form small groups and consider the following questions: How does IP affect the moral right of designers to earn an income from their designs? What are some examples you can see on this website that relate to product design? How might this apply to the design work in VCE Product Design and Technologies?
  • Ask students to find a case study about an ethical product design. Using the factors that influence product design, students should develop evaluation criteria that they can then use to make judgements about the product and its ability to have a positive impact on the potential end user(s). Ask students to share their criteria with the class.
  • Direct students to the Pollinate group website. Using the website, describe the humanitarian and ethical benefits of products that relate to social sustainability, and that show how access to reliable energy can be a factor in improving quality of life.
  • Watch the video Using design to help the world, Design Talks Episode 6 on YouTube. As a class, discuss why it is important to consider designs that support positive impacts, and ask students to discuss what the following statements mean to them:
    ‘I would like to see [people] stop talking about design for good and start talking about design that does good’ and ‘Smart people make the world go around but creativity and design make it worth living in’.
  • Example icon for advice for teachers
    Work through the Double Diamond design approach with students, looking at an ethical design problem in the local community. Ask students to form teams and, using speculative design thinking, complete a design sprint, working from problem to design solution. The solution may be a 2D design ideation or 3D prototype. Note the time for a design sprint may be less than what is typically advised in the literature. Students can then share their research, solutions and findings in a short presentation using PowerPoint or Canva.
Example icon for advice for teachers

Detailed example

Undertaking a design sprint

This design sprint is about responding to local community issues by creating an ethical design solution. This can be completed individually or in small groups.
Identify a local ethical issue in the community to address. Some examples are access to educational toys for children with a physical disability, public transport issue for the elderly, food security for residents in high-density social housing, the impact(s) of digital technologies on mental health for teenagers, a community toy library for dogs, and soft plastic recycling.

Individually or in small teams, use the design sprint template below and work through the Double Diamond design approach to suggest potential solutions to ethical issues.

Develop a record of evidence using PowerPoint, Canva, Weebly, Wix or a similar online platform.

Present your response to the design problem to the class.

Design sprint template

Design problem (need or opportunity)

What is the ethical issue?
Describe the issue. This may also include images of the problem, statistics and other relevant data.

Investigating and defining

Divergent thinking: research the issue (using primary and secondary sources), the current solutions on the market, and the gaps in the market where the need may not be fully met.
Convergent thinking: analyse research by adding annotations to identify opportunities for improvement.
From this information, develop a design brief that identifies the intended function, the development of the project scope, and the constraints and considerations related to the ethical issue. The design brief should also include a profile of the end user(s).

Generating and designing

Divergent thinking: complete visualisations and design options of potential solutions.
Convergent thinking: annotate the visualisations and design options related to the project’s function, ethical issue and how the design may solve the problem for the potential end user(s).
Produce 2D or 3D prototypes by hand drawing or using computer-aided design (CAD) or other virtual modelling tools. Include annotations that address the ethical issue and how the product will create a potential solution.
Develop working drawings of the final proof of concept.

Producing and implementing

Produce or prototype design solution: present to the class your final, justified design solution to the problem.

Evaluating

Construct and use quantitative or qualitative data to gather feedback from the end user(s) on the design and product.

Planning and managing

Document how you will conduct research and testing.
Create a scheduled production plan to show how the product will be made .


To assist with this activity, read more about speculative thinking in Anthony Dunne and Fiona Raby’s book Speculative everything: Science, fiction, and social dreaming.

Unit 2 – Area of Study 2: Designing for positive impacts for end users

Outcome 2

Design and make an inclusive product that responds to a need or opportunity of an end user(s) that addresses positive impacts in relation to belonging, access, usability and / or equity.

Examples of learning activities

  • As a class, brainstorm potential ethical design problems and present ideas as a mind map. Encourage students to consider a range of problems in relation to belonging, accessibility, useability and equality. Then identify products that are designed to address these ethical problems and discuss who could be the potential end user(s) of each product. Add this information to the mind map and share findings back to the class.
  • View past VCE Product Design and Technologies student work at the Top Designs exhibition in person at the Melbourne Museum or virtually. Discuss examples of student work where ethical considerations have contributed to the development of a product. Ask students to complete a short written or oral report that considers the following questions:
    • What is the profile of the end user(s)?
    • What primary and / or secondary research about the end user(s) did the student gather?
    • What was the problem, purpose or function of the product?
    • How did the student address the problem?
    • What feedback from the end user(s) did the student designer receive?
    • What was the solution to the problem?

    Add any other relevant or interesting information about the ethical issue and solution.
  • Ask students to create a questionnaire about a potential method of addressing the design problem to distribute to the potential end user(s). Questions can be developed by considering the factors that influence product design. Ensure the questionnaire collects data in an ethical way to not breach the privacy of the end user(s). Using the data collected, ask students to formulate a design brief that includes a description of the profile of the end user(s).
  • Ask students to research existing products that relate to a design problem. Use a thinking strategy such as Compass Points or PMI (Plus, Minus, Interesting) to creatively consider these products from different perspectives, in order to compare and seek opportunities for improvement. Students should include a list of sources of information to acknowledge the intellectual property of others’ work if required. Other thinking strategies to consider can be found at Harvard Graduate School of Education’s Project Zero’s Thinking Routine Toolbox.
  • As a class, discuss examples of how adaptive clothing can be developed for positive impacts using the following resources:
  • Ask students to create criteria to evaluate product concepts in the examples above. Develop the criteria into questions to respond to and gather information to use when selecting and justifying a final proof of concept.
  • As a class or working individually, create a mind map outlining potential areas of research that will help to address the need or opportunity stated in a design brief. On the mind map, include possible sources of information that may be available. Colour-code the information as primary or secondary sources.
  • Discuss how sustainability is an ethical issue. Research social, economic and environmental issues related to sustainability in regard to the selection of materials. Ask students to present their findings.. Students should use this research to justify use of materials in the production of a prototype and / or product.
  • Develop a series of visualisations that address the design problem. Provide students with strategies to support creative thinking, such as negative or reverse brainstorming, brainwriting and the gallery method. Further information about these strategies and others can be found at 16 Techniques for Creativity. Ask students to analyse their visualisations in relation to the stated constraints and considerations to see if any are appropriate for further development. Provide students with scaffolding to think critically when analysing their visualisations, such as the 5 Whys thinking strategy or a critical thinking strategy from Harvard Graduate School of Education’s Project Zero’s Thinking Routine Toolbox.
  • Ask students to construct a series of 2–3 prototypes (2D or 3D modelling) to compare different aesthetic and functional aspects of potential designs. Students should test these prototypes to justify a final proof of concept that can be developed in more detail.
  • Record the steps in the planned production process in a scheduled production plan using manual and / or digital platforms  such as PowerPoint, Weebly, Wix or  similar.
  • Ask students to keep a record of all production steps. This may be a digital photo journal with written notes or a short film of the production steps with commentary. The notes / commentary could include successes and failures; issues with production; modifications from original design / materials / process and justification; and safety displayed and used during production in workshops.
  • Students can then present their multimedia presentation to the class in relation to risk and safety for a required process in the production of the product.
  • After students have completed production of the final product or prototype, ask them to share a five-minute presentation of the finished product to an audience of the end user(s) or class members. Students should explain the initial ethical problem, how the preferred solution was investigated and how proof of concept was justified and then developed into a final product / prototype. Ask the audience to share any feedback and possible improvements to the design and production for the students to record as part of their research
Example icon for advice for teachers

Detailed example

Developing a scheduled production plan

Complete a scheduled production plan for the major production steps required to construct the final product / prototype using the template below for each step:

Sequenced steps in productionMaterials, substances, chemicals Tools, equipment, machinery List of safety considerations Predicted time involved in process (lessons or hours) Other relevant information

Description of the steps the student will take to complete this.

Any materials, glues, paints, screws, nails or dyes that may be used.

All tools and equipment needed, from pencil, ruler and chalk to larger machinery such as sewing machine or table saw.

List PPE and other safety considerations here. The link to risk assessment for required machinery can also be mentioned here.

Estimate of time required to complete the step, measured in classes, hours or term weeks.

List other possibly relevant information, such as teacher assistance needed because of restricted machinery or outsourcing of digital printings on fabric.


Quality check: Once the production step is completed, write a description of how the work can be checked before moving onto another stage. This could be a physical check, such as measuring, using a square, strength test or fitting, or a visual check.

Unit 2 – Area of Study 3: Cultural influences on design

Outcome 3

Research and discuss how designers and end users are influenced by culture.

Examples of learning activities

  • Show students the Deadly Story website and read about the A-Z of Tools used by Aboriginal and Torres Strait Islander peoples for thousands of years. What materials were used in these tools? What materials are still used today in tools and products?
  • As a class, watch the video Restoring the Koorong tradition on YouTube, which shows how Wadawurrung, Worimi, Djab Wurrung and other people gathered in Ballarat to showcase Aboriginal and Torres Strait Islander technology and design by building one of the most significant forms of transport in Australia’s history – the stringy-bark canoe. Discuss the influence of Aboriginal and Torres Strait Islander on the design and production of the canoe.
  • As a class, watch the video Aboriginal Innovations on YouTube and discuss examples of product design and the influence of culture.
  • Explore how Torres Strait Islander Cultures influence the use of natural materials and sustainability in product design and provide a sense of connection to the environment. Examine ways that product designs of Torres Strait Islander peoples have a strong connection to the land and sea, and to traditional materials such as wood, shells and natural fibres. Ask students to examine other influences on Aboriginal and Torres Strait Islander product designs, such as traditional motifs and patterns, and functionality and storytelling.
  • Explore how different cultures have different associations with materials, for example, in some cultures, gold is seen as a symbol of wealth and status, while in other cultures, silver or jade may be more highly valued. As a class, discuss why product designers need to be aware of these cultural associations when choosing materials for their products. This discussion could include cultural differences when using symbols and / or colours in designs as well.
  • Read the Australian Geographic article ‘Aboriginal inventions: 10 enduring innovations’. As a class or in small groups, discuss how these inventions may still be used in the technology students understand today in their workshops or homes.
  • Example icon for advice for teachers
    Visit the Australian Museum website and explore the Aboriginal and Torres Strait Islander Collection page in Museum Collections. Read about the toys in this collection and ask students to complete a short report, including images that answer these questions.
    • Can you see correlations between children’s toys with similar functions today?
    • How do they differ?
    • Do they serve the same function or educational purpose?
    • What materials were used to create these toys?
    • How was movement incorporated into these toys (e.g. push and pull movement)?
    • Can you find toys now that are created using some similar materials?
  • Ask students to explore the stories in the culture section of the Museum Victoria website and find a story that they connect with. Examples include: Students should read and summarise the products that have shaped the culture of people in Victoria and the collections at Melbourne Museum.
  • Explore some of the cultural material and objects in the Australian Museum’s Aboriginal and Torres Strait Island collection such as carved emu eggs, ghost net art, shellfish hooks and wallaby-skin water carrier.
  • Find out more about Indigenous design principles by watching the videos Caring for Country – Indigenous Design Principles and Aboriginal Design Principles Webinar – Part 2 Early Engagement on YouTube.
  • Using the Map of Formally Recognised Traditional Owners in Victoria, contact your local Aboriginal network and invite a guest speaker to come and share with students information about tools, resources and materials in your local area that are or have been used by Aboriginal and Torres Strait Islander peoples.
  • As a class, look at an everyday product commonly used in a home or school (for example, a teapot, cutlery, a chair, a coffee cup, a jacket or a hat) and explore how that product may differ in function, materials and aesthetics in different traditional cultures. Why does it differ and how does the culture influence parts of the product?
  • Ask students to research two designers from different cultures. Analyse how the designer’s culture may influence the function, aesthetics and materials they have used in their collections. Provide students with scaffolding to think critically when analysing the designers, such as the 5 Whys thinking strategy or a critical thinking strategy from Harvard Graduate School of Education’s Project Zero’s Thinking Routine Toolbox.
  • As a class, watch the video Blak Design Matters – ABC interview with Tom Mosby on Vimeo and discuss the influence of culture on design. Ask students to find an Aboriginal and Torres Strait Islander designer in their design specialisation and evaluate how culture may influence the designer’s work. The Koorie Heritage Trust’s Blak Design program and the First Nations Fashion and Design website are good places to explore information about current designers.
  • As a class examine the various uses of spinifex grass in product design. For example, refer to the article ‘The Point of Spinifex: Aboriginal uses of spinifex grasses in Australia’ to examine the use of spinifex grasses for the production of resin that was used as an adhesive by Aboriginal peoples. You may also like to refer to the article ‘Australian spinifex grass used to create injectable medical gels’ to explore both traditional and modern uses of spinifex grass.
  • Read Cultural Survival’s ‘Decolonizing through Color: Indigenous Artists Revive the Practices of Natural Pigment Processing’. As a class, discuss the resurging movement to ensure that the skills and knowledge for land-based natural pigment processing are not lost.
  • What is the impact of the development of material culture? As a class, discuss how learning about the way people design products helps us to better understand society. Consider how material culture helps us to understand what resources were available throughout history to make products and what processes were important enough to develop tools to make these products. Allocate students a culture to investigate, such as Australia’s Aboriginal and Torres Strait Islander peoples, New Zealand’s Māori people, or the Swinomish Indian Tribal Community in America to name a few.
  • As a class, investigate stone knapping, a technique to make stone tools used by Aboriginal and Torres Strait Islanders. Watch the video Aboriginal Australian Stone Tools and Knapping on YouTube to hear from Brendan Mitchell, a Marrawarra / Barkindji man, about Aboriginal tools and techniques.
  • Investigate the types of Aboriginal cultural heritage found in Victoria. Direct students to the Victorian government’s Aboriginal and Torres Strait Islander Aboriginal places and objects website, where they can read Aboriginal cultural heritage fact sheets and information about the types of materials and tools used by Aboriginal and Torres Strait Islanders. Ask students in work in small groups to explore one of the Aboriginal tools and share their findings with the rest of the class. Examples of Aboriginal tools that can be explored include flaked stone tools, ground-edge axes and grinding stones.
  • Watch the video Aboriginal Culture Honoured In Unique Contemporary Design on YouTube and discuss, as a class, how Aboriginal and Torres Strait Islander Cultures have influenced contemporary building design. Other useful videos include:
  • Explore the work of Jefa Greenaway, a Wailwan / Kamilaroi man who considers how design thinking can reveal layers of history and meaning through connections to place. Useful resources to share with students include:
  • As a class, watch the video Lyn-Al Young on YouTube and explore the work of Lyn-Al Young, a Gunnai, Wiradjuri, Gunditjmara and Yorta Yorta designer. Discuss how the design of her garments is influenced by her culture. Consider her use of colour, themes and texture.
  • Explore how culture influences product design by examining a range of products from different cultures. Your discussion might include the influence of:
    • Minimalism, attention-to-detail, technology and Zen philosophy on Japanese products
    • the use of natural materials, bold colours and patterns, symbolism and storytelling, and handcraft techniques on African products
    • the use of traditional motifs and patterns, architecture, natural materials, the celebration of holidays and traditions, and handcraft techniques on Mexican products
    • minimalism, functionality, and practicality on Swedish products
    • vibrant colours, intricate details, and traditional motifs on Thai products.
Example icon for advice for teachers

Detailed example

Analysis of Aboriginal and Torres Strait Islander peoples’ toys

Ask students to choose one toy to analyse from the collection at the Australian Museum or another source, as well as a toy from a shop in Australia that has a similar function or purpose. Ask students to complete the table and then analyse the information.

If possible, make connections with your local Aboriginal and Torres Strait Islander community to see if they would like to visit your school and share their experiences of toys with students.

 Aboriginal or Torres Strait Islander toySimilar toy from shop in Australia

Name of toy and copy of image

 

 

Function of the toy

 

 

What age child may have used this toy?

 

 

Materials used to construct the toy

 

 

What would be the educational purpose of the toy?

 

 

Is movement incorporated? If yes, describe how it is included. How does the size and shape of the toys influence their movement?

 

 

Evidence of any influence of culture

 

 


Questions to guide analysis:

  • Can you see correlation between children’s toys with similar functions today? How do they differ? Do they serve the same function or educational purpose?
  • Have the materials changed? If yes, in what ways?
  • Would there be a similar educational outcome from both toys?
  • How have the designers been influenced by culture? What other influences on design can you identify?

Unit 3: Ethical product design and development

Unit 3 – Area of Study 1: Influences on design, development and production of products

Outcome 1

Critique examples of ethical product design and innovation within industrial settings.

Examples of learning activities

  • Describe the terms one-off, low-volume, high-(mass) volume and continuous production. Discuss each term and ask students to suggest a range of appropriate examples for each scale of manufacture. Present information in a graphic organiser, such as a table or mind map.
  • Explain how the processes used in the manufacture of handmade furniture differ from the processes used in the manufacture of fast furniture. Students should consider the processes used for each manufacture method, the volume of production and time taken to manufacture the item. When explaining the two processes, provide students with a strategy to scaffold their critical thinking. Ideas of thinking strategies can be garnered from Harvard Graduate School of Education’s Project Zero’s Thinking Routine Toolbox.
  • As a class, watch the video Manufacturing incubators like Space Tank are the way forward on YouTube. List the examples of new technologies shown. Explain the impact the use of these technologies has on design, prototyping and product manufacturing processes.
  • Visit a makerspace to list the new technologies available for product design and manufacture and ask students to identify the scales of manufacturing for each technology. Discuss the advantages and disadvantages that makerspaces offer designers and innovators. Examples of makerspaces include Ballarat hackerspace, Footscray maker lab, City of Melbourne libraries and Space Tank studio.
  • Run a jigsaw activity by asking small groups of students to explore ways that computer-aided design (CAD) is used in the following areas of product design: automotive design, aerospace design, consumer goods design and medical device design. Share findings as a class and discuss the advantages and disadvantages of using CAD in the product design process.
  • Ask students to investigate the manufacture of cars such as Morgan, BMW, MINI and Tesla. Students should make notes on the different manufacture scales, how much automation is used and for what purpose, and how the manufacturing processes differ across each manufacture scale.
  • Watch the video Lean Production on YouTube and ask students to create a poster to show how lean manufacturing eliminates waste. (Teachers should be mindful that the terminology used in this video is ‘lean production’ when the study design refers to ‘lean manufacturing’).
  • Discuss why protection of intellectual property (IP) is an ethical issue. Stimulate discussion by sharing resources from IP Australia with students, including the Indigenous Knowledge Animations series of videos about Indigenous knowledge. Discuss examples like Magpie Goose in the YouTube video Indigenous fashion designers seek brand ownership as consumers ask questions, and examine ethical considerations related to IP in the development of commercial products that are founded on the traditional knowledge and practices of Aboriginal and Torres Strait Islander peoples. Collaborate with your local Aboriginal and Torres Strait Islander community to explore the development of a commercial product based upon traditional knowledge.
  • As a class, discuss examples of how Aboriginal and Torres Strait Islander designers incorporate a deep respect for the land and their resources into their work, while emphasising sustainable practices and materials.
  • As a class, watch the video Weaving Workshop on YouTube and examine the materials and techniques used by Aboriginal and Torres Strait Islander peoples. Discuss the influence of sustainability in design, referring to examples of traditional and contemporary weaving.
  • Ask students to form small groups and write quiz questions to test the knowledge of other groups on focus areas of lean manufacturing and flexible and responsive manufacturing. The quiz could be used as a class revision activity in an online format, using free quiz-making resources such as Quizlet or Kahoot.
  • Show students the Design Council’s Design for Planet film ‘Putting planet at the heart of the brief’ to provide an introduction to the responsibilities a designer has to consider the environment and design for the planet.
  • Ask students to research an Australian company that sells products and prioritises sustainability, ethical manufacturing practices and social responsibility. Examples could include Koala mattresses, Blackbird & Fox, Outland Denim and KeepCup, or clothing items from the Good On You website.
  • Example icon for advice for teachers
    Ask students to design a series of posters for each of the Six Rs of sustainability: Rethink, Refuse, Reduce, Reuse, Recycle, Repair. Each poster should describe the meaning of the R, show products that demonstrate use of the R and list the specific ways the R has been addressed in the product design.
  • Visit the Ellen MacArthur Foundation website and read ‘What is a circular economy? circular economy introduction. Ask students to watch the video Ellen MacArthur on the basics of the circular economy on YouTube. Ask students to investigate examples of circular economy case studies by topics such as design, fashion, plastics etc.
  • Ask students to identify designers and / or design companies who demonstrate use of the triple bottom line, referencing people (social sustainability), planet (environmental sustainability) and profits (economic sustainability). A starting point could be the Forbes article ‘Forbes: What The 3Ps Of The Triple Bottom Line Really Mean’. After they have read this, ask students to research a designer or company such as Trevor Baylis, Patagonia, the North Face, Coca-Cola, IKEA or Pollinate Group and create a poster to show how well the triple bottom line is addressed by their selected designer or company.
  • Divide the class into groups and assign each group a type of planned obsolescence: style, technical or functional. Each group should describe the meaning of the obsolescence type. For their obsolescence type, each group should make a list of products that demonstrate it; list the benefits and issues (pros and cons) for both producers and consumers; and for each benefit and issue identify any associated environmental, economic or ethical issue. Each group can present their findings to the class.
  • Discuss reasons why some sneaker manufacturers are replacing kangaroo leather with synthetic materials and the sustainability and worldview impacts of this change. Some resources to use include:
  • Direct students to The Spruce article ‘Bamboo vs. Wood Flooring: A Comparison’ and ask them to investigate other uses of bamboo versus hardwood in product design, critiquing the sustainability and worldview impacts of each.
  • Organise a class discussion to identify areas where new and emerging technologies are used in modern manufacturing. Then, ask small groups of students to investigate how these technologies are used and how they impact the production process. Ask students to present their information in a graphic organiser, such as a table or a mind map.
  • Ask small groups of students to investigate the use of artificial intelligence (AI) for quality control, such as vision systems to identify defects, predictive maintenance, automation of tasks etc. List the technologies used by companies creating products such as mobile phones, cars, vacuum cleaners, plastic building block toys, fast fashion, sportswear garments, jewellery products etc.
  • Watch the videos AI Designed this Product: These Tools are the Future of Design and Using AI In Your Design Process on YouTube. Discuss ways that artificial intelligence can be or is being used in product design. Ask students to consider both positive and negative aspects for producers and consumers.
  • Watch the video BMW Car Factory ROBOTS on YouTube and ask students to make notes on where and how technologies are used in the production process, and the impact they have on the production process.
  • Direct students to The Conversation article ‘Five weird and wonderful ways nature is being harnessed to build a sustainable fashion industry’ and ask them to discuss the ways nature is being explored by individuals, research teams and industry, to help make fashion more sustainable.
  • Explore mycelium as a material in product design. Consider the following:
    • What are the properties and characteristics of mycelium?
    • Why is mycelium regarded as a bioproduct and why it is regarded as a sustainable alternative to traditional materials like plastic or foam?
    • In what ways is mycelium used as an alternative to traditional materials in product design?
  • Ask students to investigate innovative polymers such as PHA (polyhydroxyalkanoate) for 3D printing and its sustainability considerations.
  • Composite metals are materials that are made by combining two or more metals. Explore the characteristics and properties of composite metals and why they are considered more sustainable than traditional metals. Ask students to present their findings in a mind map or another graphic organiser.
  • Explore how repurposed plastics impact sustainability and our worldview. Ask students to respond using the following headings:
    • environmental impact
    • resource conservation
    • circular economy practices
    • innovation
  • Discuss how the use of vegan leather aligns with a growing movement towards ethical and sustainable fashion.
  • Examine how the use of alternative materials such as vegan leather and bamboo may signal a shift towards more conscious and sustainable consumption practices. Ask students to use the following phrases to organise their information and present it as a mind map:
    • environmental impact
    • animal ethics
    • resource conservation
    • mindful consumer choices
  • Visit a major footwear company that showcases sports products from the last 90 years and ask students to choose products that show the development and sustainable redesign of previous products. Discuss what improvements have been made from previous designs and how the features could attract the environmentally aware consumer.
  • Ask students to watch the video ‘What is Cradle to Cradle’ on YouTube. Then discuss how and why waste is regarded as a valuable resource in the cradle-to-cradle approach.
  • Use the following resources on the Practical Action website to explore the Six Rs of sustainability and life cycle analysis:
  • Use the information on ‘Examples of materials, tools and processes’ in the study design to create a handout listing the material categories. Students should carry out a life cycle analysis to compare one synthetic / man-made material and one natural material within the same category, for example plywood and jarrah, nylon and merino wool, yeast (SCOBY) leather and leather, or mild steel and aluminium.
  • Conduct a group analysis of a range of products and their impact on the environment, relating to sustainability frameworks and strategies. Products such as a bamboo bike, reusable textile shopping bag, vegan leather wallet, reusable coffee cup, eco jewellery made from upcycled components etc. could be analysed.
  • Ask students to undertake a product analysis task to identify how the designer has considered sustainability frameworks such as the Six Rs. Products such as a bike, small torch, old TV remote control, or reusable water bottle could be used. Ask students to evaluate how easy the product is to disassemble, how the designer has considered product maintenance and the advantages or disadvantages for the end user(s). Students could also comment on any Extended Producer Responsibility (EPR) features or information on the product.
  • Divide the class into small groups and give each group a specific product category, such as smartphones, cars, clothing, footwear, domestic appliances etc. Ask each group to research the way the product incorporates planned obsolescence and to name the specific type(s) of planned obsolescence identified. For each type, the group should identify the impacts on sustainability and ethical considerations. Students can share or present their findings with a shared document such as Evernote or OneNote. Run a class discussion to list some possible solutions to address the issues raised.
Example icon for advice for teachers

Detailed example

Six Rs of sustainability posters

Design a series of posters for each of the Six Rs of sustainability. Each R poster should describe the meaning of the R, show products that demonstrate use of the R and list the specific ways the R has been addressed in the product design.

The example below is text for two of the Six Rs. Student posters could include images as well as text. The posters can be hard copy or electronic.

This activity could be completed as a jigsaw where the class is divided into six groups, with each group allocated one of the Six Rs of sustainability. Posters could be displayed in the classroom if completed as a hard copy or shared with other members of the class if developed electronically.

Sustainability R
DescriptionProduct examplesHow it has been addressed

Repair

To fix items when they are broken rather than throw them away.

R.M. Williams or Blundstone footwear

Barbour outdoor jackets

 


Dyson vacuum cleaner

 

IKEA furniture

Company has a repair service for re-soling shoes and repair of uppers.

Barbour offers a repair service for re-waxing of jackets to give longer life and repair of zips and fastenings.

Dyson offers a repair service for products under a warranty period of five years. Parts can also be replaced.

IKEA now offers a repair and return service where a customer can return the product to IKEA for repair. IKEA also now stocks standard parts such as cam fittings and dowels so consumers can repair at home rather than throwing the product away because they lost a part.

Refuse

To stop accepting or buying things that are harmful to the environment.

Plastic straws



Plastic cutlery

Single-use coffee cups


Supermarket plastic bags


 Plastic bags for fruit and vegetables

Takeaway vendors use paper straws or stainless steel straws are available for consumers to buy and re-use.

Bamboo or potato starch cutlery.

Reusable glass or stainless steel coffee cups can be bought for use when buying takeaway coffee.

Plastic bags are no longer offered free at supermarkets.

Customers can buy a reusable cloth bag.


Unit 3 – Area of Study 2: Investigating opportunities for ethical design and production

Outcome 2

Investigate a need or opportunity that relates to ethics and formulate a design brief, conduct research to analyse current market needs or opportunities and propose, evaluate and critique graphical product concepts.

Examples of learning activities

  • As a class, watch the video What is Ethical Design? on YouTube and discuss the term ‘ethical design’ and why it is challenging to specifically identify what is ethical in regard to product design. Share thoughts using an online tool such as Padlet or Jamboard.
  • As a class, brainstorm the big ethical issues for designers, including sustainability. Ask students to individually write their ideas on sticky notes and then, as a class, share, collate and discuss them. This activity could be completed online using a program such as Padlet or Jamboard.
  • Ask students to design a series of posters to show each of the factors that influence product design. For each factor, students should use images and / or text to demonstrate each scope of the factor as it relates to product design. Discuss each of the factors and how the examples demonstrate the project scope.
  • As a class, discuss the following statement: Creativity is the process of having original ideas that have value. (attributed to Sir Ken Robinson, an influential educator, author, and speaker known for his work on creativity and education).
  • Watch the video Service Design Academy: The Double Diamond on YouTube to provide an overview of the Double Diamond design approach. Discuss how this relates to the Double Diamond design approach in VCE Product Design and Technologies.
  • Draw and label a diagram of the Double Diamond design approach on the board. Focus on the first diamond and discuss the meaning of the concepts divergent and convergent thinking. Next, discuss specific examples of critical, creative and speculative thinking, to help students understand the types of activities undertaken in the first diamond  (investigating, defining, planning, managing and evaluating), as well as the purpose behind these activities. This activity could be completed online using a program such as Padlet or Jamboard. Resources may include:
  • Provide students with a design brief and relevant design options and ask them to work in small groups using the POOCH (Problems, Options, Outcomes, Choice) thinking strategy to compare design options and select the preferred one. Provide students with a POOCH template to complete. Ask each group to share with the class the reasons they selected their preferred option. Students should also discuss how the template assisted their critical and speculative thinking.
  • As a class, discuss how brainstorming and mind mapping can assist with coming up with design ideas. Use the video Creative Thinking: Mind Mapping and Image Exploration on YouTube to assist the discussion.
  • Research the work of Trevor Baylis, inventor of the clockwork radio. Explore how the design need was established, how research was undertaken, how the design brief for the radio was developed from specific end-user group information, and how his clockwork radio was used in South Africa to help spread health information and meet the identified need.
  • Ask students to identify two designs from the Premier’s Design Awards and create a poster or digital presentation to show how the designers used research techniques to inform the design process, what specific areas of research the designer undertook and why it was important in the design process.
  • Visit a footwear manufacturer’s website and ask students to choose a product from its range. Discuss the elements of a design brief: identification of the need or opportunity, the formulation of the profile of end user(s), identification of the intended function and the project scope Then ask students to write a design brief that could have been used for the product.
  • Ask students to annotate a design brief, highlighting details of the need or opportunity, the profile of end user(s), and the function and project scope (considerations and constraints). Students should also annotate how the project scope relates to the factors that influence product design.
  • Plan a visit or arrange a video call with a designer, to speak about their work and how they establish and respond to the end-user’s need or design opportunity to construct a design brief. Ask about the types of research they undertake, how research informs the product design process and how the final product and design processes are evaluated.
  • Provide a design brief for students to write evaluation criteria. A design brief can be developed for a product such as a beach trolley, music stand or swimming goggles, or students can select a specific product from a company website and develop criteria to evaluate the success of the product.
  • Visit the Top Designs exhibition and find examples of how evaluation criteria were used to inform the product design process. Pay particular note to how the criteria were used to inform the selection of the design option, as well as the final proof of concept.
  • Bring a product to class – for example, a bicycle helmet, backpack, rash vest or reusable drink bottle – and undertake a product analysis with the class. Discuss the key research questions a designer would need to ask to find out relevant information before developing design ideas and options. A concept map or mind map could be used to show which methods a designer could use to collect information about the design approach for the product.
  • Visit a designer or invite a designer to class to speak about their work and how they communicate their ideas and product concepts to respond to the needs and opportunities of the end-user(s).
  • As a class, discuss ethical considerations when conducting human research. Use the National Statement on Ethical Conduct in Human Research 2007 (updated 2018) to guide the discussion.
  • Ask students to work in groups to research and compare different creative thinking techniques and the key features of each, before selecting a preferred option. Students should use several techniques to assist in developing creative design ideas and options. As a class, reflect on the use of specific creative and critical thinking techniques. This activity will help students to identify the different creative techniques they should use to develop creative design ideas and design options in all their work – a key component of best-practice design.
  • Facilitate a class discussion about the features of different types of drawings: visualisations, design options and working drawings. Explore the level of detail each drawing requires along with the annotations relevant to specific design specialisations.
  • Ask students to research examples of visualisations on the internet, such as those on the website of industrial design company 4c. Create a description, as a class, of visualisations and add examples using a collaborative online file-sharing site.
  • Ask students to identify two designers who claim to work sustainably, then create a poster to show how they address sustainability in different ways. A list of relevant designers is available at the Premier’s Design Awards.
  • Ask students to select a product from a company such as Dyson, Coca-Cola, Primark, Eileen Fisher or Patagonia and investigate ethical issues in relation to the responsibility of the designer / maker. Issues could include production methods, use of labour and / or sourcing materials. The product selected by students should be evaluated to show how ethical considerations have been / are being addressed.
  • Divide students into groups and ask each to research the ethical considerations that must be made when gathering market research data, such as informed consent, confidentiality, anonymity, protection from harm and respect for participants. Ask students to find the code of conduct of companies that are well-known for ethical practices in market research. Also, discuss an example of when ethical practices in market research were breached and the impact this had on the company and consumer confidence.
  • Share sources such as the Australian Government’s IP Australia website and the UK Anti Copying in Design website with students and discuss the definition of intellectual property. What are patent and design rights, and what are the benefits of protecting IP?
  • Example icon for advice for teachers
    Refer to the Australian Government’s IP Australia website to research significant patent case studies of companies such as Dyson, Trunki and Apple, and discuss how the companies protected their designs.
  • As a class, identify a design need or opportunity, create an end-user profile and formulate a design brief that relates the design problem and identifies constraints and considerations for the product design process.
  • Ask students to work in groups to identify products from manufacturers who claim to be ethical in their approach. Undertake a product analysis of one item to evaluate how it meets the factors that influence product design.
  • Facilitate a class discussion about ethical research methods and why it is important to adhere to a certain code of conduct when collecting data from others. As a class, discuss factors that contribute to conducting ethical research, such as honesty, confidentiality, objectivity, respect for intellectual property, respect for colleagues and animal care.
  • Watch the video Qualitative and quantitative data on YouTube and discuss the difference between quantitative and qualitative data. Ask students to identify quantitative and qualitative data related to specific products. Other resources that could be use include Deakin University’s Quantitative and Qualitative – what’s the difference? video and the SurveyMonkey article ‘The difference between quantitative vs. qualitative research vs qualitative research.’
  • Ask students to construct a questionnaire that includes both quantitative and qualitative data or bring in a questionnaire and identify examples of questions that collect quantitative data and those that collect qualitative data. As a class, discuss how interviews can use questions to gather both quantitative and qualitative data.
Example icon for advice for teachers

Detailed example

Intellectual property (IP) and product design

Ask students to explore the IP Australia website to find the definitions of IP for copyright and patents, trademarks and registered designs. In small groups, students should research the patent case studies of a company such as Dyson, Trunki or Apple.

Determine definitions of IP and patent in a teacher-led discussion.

Some questions that could be posed are:

  • How can a designer protect their IP?
  • Why is it important to protect IP?
  • Does it matter if a design is copied and made more cheaply so more people can enjoy it?
  • What challenges do designers face when it comes to protecting their IP?
  • In today’s society of readily available online material, how can a designer protect their ideas from imitation?

Ask students to work in small groups to research one company to find out how it tried to protect its IP and discuss if they were successful. Students could also discuss whether they have seen any similar-looking products on the market. Ask each group to share their findings with the class, with all students taking notes on the other groups’ products.

Students could also consider how they would feel if someone copied a design that they had created.

Unit 3 – Area of Study 3: Developing a final proof of concept for ethical production

Outcome 3

Evaluate product concepts related to ethical design, synthesise and apply feedback to justify a final proof of concept, and plan to make the product safely.

Examples of learning activities

  • Draw and label a diagram of the Double Diamond design approach. Focus on the second diamond and describe the meaning of the terms divergent and convergent thinking. Next, discuss specific examples of critical, creative and speculative thinking to help students understand the types of activities undertaken in the second diamond (generating and designing, and producing and implementing, evaluating and planning, and managing). Resources may include the Design Council article ‘Framework for Innovation: using the Double Diamond’.
  • Read a relevant designer’s profile on the Powerhouse Museum website. Ask each student to explain to the class how the designer’s activities relate to the product design process.
  • Ask students to choose five to 10 research images, materials or processes related to a design brief. Using a timer, prompt students to create a new visualisation for each of the research items every two to three minutes.
  • Osborn’s Checklist (also known as SCAMPER) is an ideation technique created by brainstorming expert Alex Osborn. Students can use SCAMPER (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse) or other prompts to experiment with design development.
  • Ask students to demonstrate examples of computer-aided design (CAD) or hand-drawn rendering techniques for developing a working drawing related to a design option. Online tutorials for hand-drawing techniques or for CAD concepts can be used for guidance. Then ask students to create working drawings for their chosen design options.
  • Ask students to use a design brief and end-user feedback about creating an actual or digital representation of the product design options. Feedback and testing of a component or part could be used to help refine the design process.
  • Ask students to gather feedback from end user(s) and present it in a table, video or mind map, to illustrate how a product concept meets the design brief. Students should also include any modifications that may need to be made before a solution can be manufactured.
  • Explore specific techniques that could assist in developing a viable product that meets a design brief, for example.
    • 3D modelling of parts to ensure accurate dimensions, proper fit, and functionality
    • user-centred design features such as ergonomic and accessibility considerations.
  • Ask students to create a mind map to show methods of researching, collecting, analysing and presenting information that could be used to determine the needs of end-user(s).
  • Students use evaluation criteria as a starting point to gain feedback from the end user(s) regarding a chosen product concept. Methods such as an online questionnaire, interview, or messaging format may be used to gather feedback to inform the design process.
  • Watch the video Evaluation against product design specifications on YouTube and, as a class, discuss the importance of evaluation and the various ways to evaluate products.
  • Demonstrate how to write a few steps of a scheduled production plan so that students may create their own. Students may refer to production plans or steps found in online tutorials / websites, for example using Excel.
  • Facilitate a class discussion on the role and components within a scheduled production plan, how the plan is used to inform the manufacture process and why the specific components such as estimated time, quality control, materials and costings are important.
  • Visit the Top Designs exhibition and find examples of how the progress from a scheduled production plan was recorded; areas of a design or plan that were modified and why; and how any modifications or changes could impact the final or future iterations of a product.
  • Example icon for advice for teachers
    Demonstrate to the class an appropriate workshop test for a property of a material, such as an abrasion test for hardness. Ask students to carry out appropriate testing of suitable materials for their design, take photos of the test and describe the test findings. Students should write annotations document the suitability of the material for a particular product.
  • Investigate the ways in which companies make use of prototypes and proof of concept to develop and refine their ideas before taking them to market. Students should gather information on a specific type of product and prototype, and how this developed into a retail product. Companies such as Tesla, Nike, Apple and Dyson advertise their use of prototypes and proof of concept, and this may be used as a starting point.
  • Facilitate a class discussion about how companies use prototypes and proof of concept in the design process to refine an idea; develop, validate or test ideas; and gain valuable user feedback before a product goes into a full manufacture run. Discuss the advantages and disadvantages of this process for both the potential end user and the company.
  • With reference to the evaluation criteria and end-user feedback, ask students to justify a preferred design option using approximately 150–200 words or a recording of two to three minutes in length. Explain how well the preferred option successfully addresses each of the evaluation criteria and meets the end user’s needs and wants.
  • Organise a visit from the school OHS representative to discuss the importance of assessing risks and implementing hazard control measures when in a manufacture space, as well as the methods for doing so. Ask students to work in small groups to complete risk assessments for different activities that could be undertaken across both traditional and emerging technologies, for example, 3D printing, welding, machine sewing, wood chiseling or CNC laser cutting. Students should present their risk assessment back to the class for discussion.
  • Provide an example of an interactive play mat for a young child or another suitable product. Ask students to develop a scheduled production plan to show the main steps in the production, the tools and machines required, an assessment of the risks and the associated hazard control methods.
  • Download the Victorian Department of Education and Training’s Plant and Equipment Risk Management  information for a pedestal drill, disc sander or other static tools that are permitted for student use. Scroll down to see a list of cutting, shaping, joining, finishing and other tools. Share this information with students to refer to during production.
  • Ask students to create a flowchart that shows the sequenced steps that need to be undertaken to manufacture a product. Tooling, machinery and associated risk assessments and hazard control measures should be clearly laid out and easy to identify.
Example icon for advice for teachers

Detailed example

Demonstration of property testing

Demonstrate an appropriate workshop test for a property of a material, such as an abrasion test for hardness.

Ask students to work in pairs to carry out appropriate testing of a range of materials and take photos of the testing process. Students should write annotations to document the suitability of the material for a particular product. Note that these tests are part of the teaching and learning program and cannot be used for assessment purposes, including for the School-assessed Task (SAT).

Demonstrate an appropriate workshop test, such as impact resistance for a coffee tabletop. Select an item relevant to the product’s use and drop it from an appropriate height onto a variety of material samples.

Measure, where appropriate, and collect visual feedback to rank the materials from most to least impact resistant. For example, for a coffee table, an old remote control or metal drink bottle could be dropped from a height of 200mm onto a range of woods, such as pine, reclaimed timber or plywood.

Students should then carry out a test relevant to their product’s use. For example, students could undertake hardness testing by moving a coffee mug across a set distance on a material sample for a given number of times to see which material is the most scratch-resistant. The test could be repeated with an applied finish.

Students could test piling on a variety of textile samples suitable for a running top. The same textile samples could be rubbed together to determine any breaking and bobbling on the fabric surface. A range of fibre types can be tested and ranked.

Results can be photographed and inserted into the design folio along with observations and judgements relating to the design.

Unit 4: Production and evaluation of ethical designs

Unit 4 – Area of Study 1: Managing production for ethical designs

Outcome 1

Implement a scheduled production plan, using a range of materials, tools and processes and managing time and other resources effectively and efficiently to safely make the product designed in Unit 3.

Examples of learning activities

  • Organise a webinar with an OHS representative from industry to discuss aspects associated with risk management across a manufacture facility. Topics could include methods a company uses to keep all workers safe, key legislation, risk assessment and hazard control for machinery and processes and / or safe control of chemicals and finishes.
  • Example icon for advice for teachers
    Ask students to identify the materials, tools and processes needed for successful manufacture, including any outsourcing. Students can then carry out a risk assessment before they begin any making process, identifying risks and associated hazard control methods.
  • Ask students to undertake activities such as online training and tests to help understand safe working practices and issues, including and relating to hazards, risk assessments, occupational health and safety and personal protective equipment. Reference can be made to the Victorian Department of Education’s safe@work resources.
  • Provide students with an example of a product to be made and ask them to use a scheduled production plan template to identify the targets for the first week of production, including an estimation of time to complete these targets. Ask students to identify when photos / video of the main manufacture points could be taken.
  • Discuss the term ‘multimodal’ and identify what types of media could be included in the record of evidence. Identify the types of evidence required, including reference to a design brief, evidence of research and testing, production processes etc. Provide students with guidance but ensure students have flexibility to create their own record of evidence when demonstrating their understanding.
  • As a class, discuss ways that students could record their production steps in a record of evidence. Discuss ideas such as using a range of media, including photos, video and / or audio files, and allow students time to practise collecting different media for use in a record of evidence.
  • Create blog on a platform such as WordPress (or another online tool) to show students how to collect and record evidence, such as different drawings (visualisations, design options and working drawings) and stages in production, with photos, videos, text and audio files. Highlight the importance of ensuring photos and videos illustrate the safe use of tools, processes and materials. Ask students to share further ideas for recording their evidence and discuss as a class.
  • Ask students to consider reasons for modifications that could be made to the implementation of a scheduled production plan. Considerations could include a component or part not arriving on time, another person using the tools needed, fixing a production or design error, acting on end-user feedback from the last check in etc.
  • Discuss time-management strategies with students. Watch the video How to Meet Deadlines on Time on YouTube and discuss strategies that could be used when completing the tasks related to designing and producing a product.
  • As a class, discuss ways that feedback from the end user(s) could be collected. Ideas that could be discussed include:
    • a photo update of the product in progress that could be sent to the end user(s) for feedback via email or SMS each week during production and the received feedback could be incorporated into a digital record of evidence
    • video calls to show the end user(s) the progress made with the product, to discuss key points in production and to gather feedback from the end user(s) to include in the record of evidence.
  • Ask students to develop feedback forms or online questionnaires that can be sent to the end user(s) at key points during production to support decisions and modifications made. Students can use these forms to gather feedback and then discuss how useful their data was for gathering feedback. Discuss any modifications to the feedback forms that could be made to make the data more meaningful. Identify which questions elicit quantitative data and which questions elicit qualitative data.
  • Ask students to document the quality-control measures undertaken across a production process, via photos or videos. Their documentation should show the planned quality control (including any drawings and marking out), actual method(s) used and how effective the method was.
Example icon for advice for teachers

Detailed example

Scheduled production plan

Ask students to identify the materials, tools and processes needed for successful manufacture of a product. Students should carry out a risk assessment before they begin any making process, identifying risks and associated hazard-control methods.

Show students an example of how to lay out a scheduled production plan with the necessary headings. The scheduled production plan could be set out as follows:

 Materials Tools and machinery / equipmentRisk assessmentRisk managementQuality measuresTime estimate

Example1:
Pin and hand stitch invisible zip into centre-back seam of skirt.

Skirt back pieces
invisible zip

Pins, sewing needle, thread

Cut risk from sharp pins and needle.

Keep pins in container when not in use.
Keep fingers away from tips of pins and needles.

Stitch with even seam spacing.

30 minutes

Example 2: Sand surface of table legs until surface is even and smooth.

All table legs
sanding block
fine-grain sandpaper
face mask

Sanding block
fine-grain sandpaper

Dust inhalation
Moving material
when sanding
Cut risk from sandpaper

Sand the legs in a ventilated area and wear a dust mask.
Clamp table legs so they do not move when sanding.
Use a sanding block and keep fingers away from the sandpaper.

Sand in an even motion.
Remove dust.

Touch test to feel for smoothness of finish.

1 hour


Unit 4 – Area of Study 2: Evaluation and speculative design

Outcome 2

Synthesise data to evaluate a range of products, including making judgments about the success of each product, and discuss product designs in regard to entrepreneurial activity, innovation and sustainability and / or other ethical considerations.

Examples of learning activities

  • Organise a visit to Rip Curl research and development in Torquay to see how research and testing of materials relates to product development. Refer to BioLAB, the Victorian BioScience Education Centre for further information.
  • As a class, watch the video 1000 days in development on YouTube, about the development of an outdoor boot. Ask students to identify methods of research and development (R&D) that have contributed to the design of this product and to present their information as a mind map.
  • Ask students to find an example of a product they consider successful due to the innovative design and research and development (R&D). Ask them to present their findings to the class and discuss the role R&D played in the product’s development.
  • As a class, watch the video about the development of the shopping cart on the Ideo website. Identify how design thinking and new ideas led to the development of the shopping cart. Discuss the pros and cons of the product concepts shown to determine their potential success or failure.
  • Ask students to research the Dyson company to learn about the story of a product from the Dyson range. Identify the original design thinking and innovation within the product and how the product has developed since the first iteration. Students should consider whether the product been a success or failure and why.
  • Watch the Getting a grip video on the Smartdesign website about the development of the OXO Good Grips range. Ask students to identify the initial need or opportunity for the peeler design, describe how designing thinking strategies were used to develop innovative products and consider the ways in which designers make use of new and emerging technologies in the design process.
  • Ask students to research companies that use new and emerging technologies, such as those in the ABC News article ‘The robotic 3D knitting machine helping keep Australian fashion design onshore and sustainable’.
  • Investigate how products, for example electric vehicles, timber or metal bicycle frames, accessible furniture, sensory-friendly or wheelchair-friendly clothing or inclusive sizing, have been developed, and the advantages and disadvantages this offers the manufacturer and end user(s). Areas such as environmental, social and economic and other ethical issues should be considered.
  • Watch the Create Unlimited video on the Stratasys website. Direct students to the information in the Industries and Applications section and ask them to select a 3D-printed product and evaluate the environmental, economic, social and worldview issues associated with it.
  • Split the class into small groups. Ask each group to choose a technology to investigate, such as computer-aided design (CAD), computer-aided manufacturing (CAM), 3D printing, or computer numerical control (CNC) machinery. Groups should research the environmental, economic, social and worldview issues associated with their chosen technology, addressing the impact(s) of the technology on each of these areas. Ask each group to present to the class to discuss the findings.
  • Research how the Trunki company identified gaps in the market, used research and development (R&D) and the ways in which end user feedback aided the product development process. The Be The Business article ‘Take a behind the scenes look at children's luggage business Trunki’ could be used for research.
  • Explain how the end-user(s) influences the designer in the product design process. Direct students to the Product Review website to find an example of a customer product review or a product-related comment that has been responded to by the company.
  • Ask students to read the Evaluating page of the BBC Bitesize website and make notes on how qualitative and quantitative feedback about a target market can help designers to evaluate their products.
  • Provide the class with three products that carry out the same function. The products can be primary source (physical product provided by the teacher) or secondary source (from a web source or images) and should include product information (such as that detailed in the product description), price etc. Referencing the factors that influence product design, ask students to evaluate the products, using both qualitative and quantitative methods.
  • Visit the Top Designs exhibition and find examples of how data has been used to inform the design process and how this has been presented.
  • Ask students to design a series of questions to pose to an end user who will test the final proof of concept. Students should use the testing data and evaluation criteria to evaluate the overall success of the product.
  • As a class, create a mind map to show the key factors that influence the success of a product. Aspects such as product performance, ergonomics, aesthetics, economics, reliability and environmental sustainability could be provided as starting points for consideration.
  • Discuss a case study of a particular designer or manufacturer who successfully incorporates user-centred design in the design process. As a comparison, students can analyse products with limited user-centred design.
  • Facilitate a class debate: divide the class into two groups and ask one group to debate the importance of R&D in product design, and the other group to argue against it. Both groups could refer to examples of companies or products where R&D has been used.
  • Ask students to create a poster to show how a product that makes use of new and emerging technologies is developed using the product design process. The analysis should show links to the Double Diamond design approach and how this has influenced the design.
  • Examine environmental issues associated with new and emerging technologies in product design. Ask students to consider the following: pollution, resource depletion, generation of waste and energy consumption.
  • Explore economic and social issues related to new and emerging technologies in product design. Examples include unequal access (because not all designers may have access to the necessary resources to purchase or use new and emerging technologies) or job displacement (because the adoption of new technologies may lead to job losses due to automation of some tasks).
  • As a class, examine worldview issues associated with new and emerging technologies, such as ethical issues related to the use of artificial intelligence, for example UNESCO’s Recommendation on the ethics of artificial intelligence and the geopolitical implications if certain countries or companies gain an advantage over others in regard to issues such as market dominance, technological leadership, trade competitiveness, intellectual property, cultural influence, supply chain control, and collaboration networks.
  • Provide students with a commercial product (or images of one), for example, a kettle, a child’s highchair or sportswear. Ask students to discuss the sustainability factors considered in the design and to sketch ideas for how the product could incorporate new and emerging technologies to become more innovative and appealing to a given target market.
  • Collect three different commercial products that carry out the same function. Ask students to collate and use data, such as the product information, price information, consumer reviews and sales data, to evaluate the success of the product. Students could also discuss the most successful product in the range, justifying their reasons.
  • Develop appropriate methods of testing / checking each of the predetermined product evaluation criteria. Students should present the results as evidence to support the evaluation of the proof of concept.
  • Ask students to select a project from the Top Designs exhibition and discuss how the designer used end-user feedback and evaluation criteria to evaluate the final product and provide suggestions for future modifications.
  • Ask a class, explore how research and development (R&D) plays a key role in entrepreneurial activity and innovation. Ask students to use the following headings to provide examples:
    • to stay competitive
    • to encourage creativity and innovation
    • to foster growth
    • to build intellectual property
    • to create employment opportunities.
    Students can present information in a graphic organiser such as a mind map or table.
  • Explore how speculative design thinking and innovation involve taking risks and exploring new ideas and how this relates to entrepreneurial activities. Discuss reasons why speculative design thinking and innovation in product design are not always guarantees of success of a product.
Example icon for advice for teachers

Detailed example

OXO Good Grips

Explore the range of OXO Good Grips kitchen products. You could show the class examples of products electronically or bring in examples.

Ask students to identify the factors that influenced the design of the OXO Good Grips and discuss as a class. Ensure students identify ‘need or opportunity’ as a starting point of how the product came about. Other factors that could be highlighted include user experience, complaint, observation or questioning why products are designed the way they are.

Watch the video Objectified: Smart Design OXO Good Grips Story on the Smart Design website, about the development of the OXO Goodgrips range, to find out about the initial need or opportunity for the peeler design and how design thinking was used to develop innovative products. Consider the ways in which designers make use of new and emerging technologies in the design process.

Students could be given a series of question prompts to consider when watching the video, such as:

  • What was the design need or opportunity for the OXO peeler and how was it established?
  • What was the intended function / purpose for end users?
  • What are some examples of where computer-aided design (CAD) is used in the development of products and for what purpose are they used?
  • Describe how design thinking is involved in the product development process for the garden products.
  • What are some examples of where 3D printing / rapid prototyping were used and for what purpose?
  • How does the use of emerging technologies help the designer in the product design process?