Introduction

The K–10 curriculum

The NSW Education Standards Authority (NESA) syllabuses are developed with respect to some overarching views about education. These include the NESA K–10 Curriculum Framework and Statement of Equity Principles and the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

NESA syllabuses include agreed Australian Curriculum content and content that clarifies the scope, breadth and depth of learning. The Australian Curriculum achievement standards underpin the syllabus outcomes and the Stage statements for Early Stage 1 to Stage 5.

In accordance with the K–10 Curriculum Framework and the Statement of Equity Principles, the syllabus takes into account the diverse needs of all students. It identifies essential knowledge, understanding, skills, values and attitudes. It outlines clear standards of what students are expected to know and be able to do in Years 7–10. It provides structures and processes by which teachers can provide continuity of study for all students.

The framework also provides a set of broad learning outcomes that summarise the knowledge, understanding, skills, values and attitudes essential for all students in all learning areas to succeed in and beyond their schooling.

The continued relevance of the K–10 Curriculum Framework is consistent with the intent of the Melbourne Declaration on Educational Goals for Young Australians (December 2008), which sets the direction for Australian schooling for the next ten years. There are two broad goals:

• Goal 1: Australian schooling promotes equity and excellence
• Goal 2: All young Australians become successful learners, confident and creative individuals, and active and informed citizens.

The way in which learning in the Graphics Technology Years 7–10 Syllabus contributes to the curriculum, and to students’ achievement of the broad learning outcomes, is outlined in the syllabus rationale.

Diversity of learners

NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate teaching approaches that support student diversity, including students with disability, gifted and talented students, and students learning English as an additional language or dialect (EAL/D). Students may have more than one learning need.

Students with disability

All students are entitled to participate in and progress through the curriculum. Under the Disability Standards for Education 2005, schools are required to provide additional support or adjustments to teaching, learning and assessment activities for some students with disability. Adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student with disability to access syllabus outcomes and content and demonstrate achievement of outcomes.

Students with disability can access outcomes and content from Years 7–10 syllabuses in a range of ways. Students may engage with:

• syllabus outcomes and content from their age-appropriate Stage with adjustments to teaching, learning and/or assessment activities; or
• selected syllabus outcomes and content from their age-appropriate Stage, relevant to their learning needs; or
• syllabus outcomes from an earlier Stage, using age-appropriate content; or
• selected Years 7–10 Life Skills outcomes and content from one or more syllabuses for students in Stages 4 and 5.

Decisions regarding curriculum options, including adjustments, should be made in the context of collaborative curriculum planning with the student, parent/carer and other significant individuals to ensure that syllabus outcomes and content reflect the learning needs and priorities of individual students.

Further information can be found in support materials for:

• Technologies
• Special Education
• Life Skills.

Gifted and talented students

Gifted and talented students have specific learning needs that may require adjustments to the pace, level and content of the curriculum. Differentiated educational opportunities assist in meeting the needs of gifted and talented students.

Generally, gifted and talented students demonstrate the following characteristics:

• the capacity to learn at faster rates
• the capacity to find and solve problems
• the capacity to make connections and manipulate abstract ideas.

There are different kinds and levels of giftedness and talent. Gifted and talented students may also have learning disabilities and/or English as an additional language or dialect. These needs should be addressed when planning appropriate teaching, learning and assessment activities.

Curriculum strategies for gifted and talented students may include:

• differentiation: modifying the pace, level and content of teaching, learning and assessment activities
• acceleration: promoting a student to a level of study beyond their age group
• curriculum compacting: assessing a student’s current level of learning and addressing aspects of the curriculum that have not yet been mastered.

School decisions about appropriate strategies are generally collaborative and involve teachers, parents/carers and students, with reference to documents and advice available from NESA and the education sectors.

Gifted and talented students may also benefit from individual planning to determine the curriculum options, as well as teaching, learning and assessment strategies, most suited to their needs and abilities.

Students learning English as an additional language or dialect (EAL/D)

Many students in Australian schools are learning English as an additional language or dialect (EAL/D). EAL/D students are those whose first language is a language or dialect other than Standard Australian English and who require additional support to assist them to develop English language proficiency.

EAL/D students come from diverse backgrounds and may include:

• overseas and Australian-born students whose first language is a language other than English, including creoles and related varieties
• Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including Kriol and related varieties.

EAL/D students enter Australian schools at different ages and stages of schooling and at different stages of English language learning. They have diverse talents and capabilities and a range of prior learning experiences and levels of literacy in their first language and in Standard Australian English. EAL/D students represent a significant and growing percentage of learners in NSW schools. For some, school is the only place they use Standard Australian English.

EAL/D students are simultaneously learning a new language and the knowledge, understanding and skills of a syllabus through that new language. They require additional time and support, along with informed teaching that explicitly addresses their language needs, and assessments that take into account their developing language proficiency.

The ESL Scales and the English as an Additional Language or Dialect: Teacher Resource provide information about the English language development phases of EAL/D students. These materials and other resources can be used to support the specific needs of EAL/D students and to assist students to access syllabus outcomes and content.

Graphics Technology Key

The following codes and icons are used in the Graphics Technology Years 7–10 Syllabus.

Outcome coding

Syllabus outcomes are coded in a consistent way. The code identifies the subject, Stage, outcome number and the way content is organised.

Stage 4, Stage 5 and Life Skills are represented by the following codes:

Stage	Code
Stage 4	4
Stage 5	5
Life Skills	LS

In the Graphics Technology syllabus, outcome codes indicate subject, Stage and outcome number. For example:

[FIGURE]

Outcome code	Interpretation
GT5-1	Graphics Technology, Stage 5 – Outcome number 1
GTLS-2	Graphics Technology, Life Skills – Outcome number 2

Coding of Australian Curriculum content

The syllabus includes Australian Curriculum content for Design and Technologies with Australian Curriculum codes in brackets at the end of each content description, for example:

• Investigate and make judgments, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)

[FIGURE]

For example:

• create presentation drawings using CAD or appropriate graphics software, for example: (ACTDEK047) Critical and creative thinking Information and communication technology capability Literacy
  • photorealistic rendering of CAD models through applying lighting and textures to model surfaces

Learning across the curriculum icons

Learning across the curriculum content, including the cross-curriculum priorities, general capabilities and other areas identified as important learning for all students, is incorporated and identified by icons in the syllabus.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia Asia and Australia’s engagement with Asia

Sustainability Sustainability

General capabilities

Critical and creative thinking Critical and creative thinking

Ethical understanding Ethical understanding

Information and communication technology capability Information and communication technology capability

Intercultural understanding Intercultural understanding

Literacy Literacy

Numeracy Numeracy

Personal and social capability Personal and social capability

Other learning across the curriculum areas

Civics and citizenship Civics and citizenship

Difference and diversity Difference and diversity

Work and enterprise Work and enterprise

Rationale

Graphics Technology enables students to practise logical thought and decision-making while developing skills applicable to a range of domestic, commercial and leisure activities. They engage in both manual and digital forms of image generation and manipulation and develop knowledge of the wide application of graphics in a variety of contexts and an ever-increasing range of vocations. Graphics Technology also develops students’ technical and visual literacy, equipping them for participation in a technological world.

The study of Graphics Technology develops in students an understanding of the significance of graphical communication and the techniques and technologies used to convey technical and non-technical ideas and information. They learn about the application of these techniques and technologies in industrial, commercial and domestic contexts.

The use of graphical images to communicate information overcomes the barriers of time and linguistic, cultural and social differences. In an age of globalised industry and rapid technological development, where computer-aided design (CAD), computer-aided manufacture (CAM) and multimedia applications are widely used, the study of Graphics Technology is particularly relevant.

Graphics is a universal language and an important tool for thinking and communicating. Graphics Technology develops in students specific manipulative and cognitive skills in using a variety of tools, materials and techniques widely available in industrial, commercial and domestic settings. An important part of the cognitive process associated with this syllabus involves the generation and use of images, models and pictures. This includes the visualisation and manipulation of three-dimensional concepts and images, and the interpretation and presentation of ideas graphically. Students develop the capacity to solve problems and generate and communicate solutions. They become confident in the application of conventions and procedures that are essential to the global transfer of concepts and images irrespective of language barriers.

Through the study of Graphics Technology students become increasingly productive, creative, discriminating and confident in the development and use of a range of technologies relevant to current practice in graphics and graphics-related industries. The syllabus encourages the development of collaborative skills in the real and virtual worlds and fosters an understanding of the advantages and responsibilities that are associated with these processes.

The study of Graphics Technology in Years 7–10 develops in students an understanding of related work environments while developing skills and understanding that equip them for potential vocational pathways, future learning and leisure and lifestyle activities.

The Place of the Graphics Technology Years 7–10 Syllabus in the K–12 Curriculum

[FIGURE]

Aim

The aim of the Graphics Technology Years 7–10 Syllabus is to develop in students the ability to think creatively, devise solutions and communicate information to a range of audiences using a variety of graphical techniques and media.

Objectives

Knowledge, understanding and skills

Students:

• develop knowledge, understanding and skills to visualise, sketch and accurately draw shapes and objects to communicate information to specific audiences
• develop knowledge and understanding to interpret, design, produce and evaluate a variety of graphical presentations using a range of manual and digital media and techniques
• develop knowledge, understanding and skills to use graphics conventions, standards and procedures in the design, production and interpretation of a range of manual and digital graphical presentations
• develop knowledge, understanding and skills to select and apply techniques in the design and creation of digital presentations and simulations to communicate information
• develop knowledge and understanding to apply Work Health and Safety (WHS) practices and risk management techniques to the work environment
• investigate the role of graphics in industry and the relationships between graphics technology, the individual, society and the environment.

Values and attitudes

Students:

• appreciate the contribution and impact of innovation and technologies now and in the future
• appreciate the context and scope of graphics in industry and the relationships between graphics technology, the individual, society and the environment
• appreciate the finite nature of some resources and the impact of their use on the environment and society
• value the development of skills and gain satisfaction from their use to solve problems and create quality products.

Outcomes

Table of objectives and outcomes – continuum of learning

Knowledge, understanding and skills

Objective

Students:

• develop knowledge, understanding and skills to visualise, sketch and accurately draw shapes and objects to communicate information to specific audiences

Stage 4 outcomes A student:	Stage 5 outcomes A student:
GT4-1 uses freehand sketches to interpret and visualise objects	GT5-1 communicates ideas graphically using freehand sketching and accurate drafting techniques
GT4-2 selects and uses a range of presentation techniques suitable to a variety of audiences	GT5-2 analyses the context of information and intended audience to select and develop appropriate presentations

Objective

Students:

• develop knowledge and understanding to interpret, design, produce and evaluate a variety of graphical presentations using a range of manual and digital media and techniques

Stage 4 outcomes A student:	Stage 5 outcomes A student:
GT4-3 interprets and produces a range of drawings	GT5-3 designs and produces a range of graphical presentations
GT4-4 recognises the application of a range of drawings in conveying information	GT5-4 evaluates the effectiveness of different modes of graphical communications for a variety of purposes

Objective

Students:

• develop knowledge, understanding and skills to use graphics conventions, standards and procedures in the design, production and interpretation of a range of manual and digital graphical presentations

Stage 4 outcomes A student:	Stage 5 outcomes A student:
GT4-5 applies elementary graphics conventions, standards and procedures in graphical communications	GT5-5 identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications
GT4-6 completes drawings within specified time frames	GT5-6 manages the development of graphical presentations to meet project briefs and specifications

Objective

Students:

• develop knowledge, understanding and skills to select and apply techniques in the design and creation of digital presentations and simulations to communicate information

Stage 4 outcome A student:	Stage 5 outcomes A student:
GT4-7 understands and uses digital drafting technologies	GT5-7 manipulates and produces images using digital drafting and presentation technologies
GT4-7 understands and uses digital drafting technologies	GT5-8 designs, produces and evaluates multimedia presentations

Objective

Students:

• develop knowledge and understanding to apply Work Health and Safety (WHS) practices and risk management techniques to the work environment

Stage 4 outcomes A student:	Stage 5 outcomes A student:
GT4-8 recognises and responds to workplace hazards	GT5-9 identifies, assesses and manages relevant WHS factors to minimise risks in the work environment
GT4-9 works in a responsible and safe manner	GT5-10 demonstrates responsible and safe work practices for self and others

Objective

Students:

• investigate the role of graphics in industry and the relationships between graphics technology, the individual, society and the environment

Stage 4 outcome A student:	Stage 5 outcomes A student:
GT4-10 relates classroom experiences to industrial and commercial applications	GT5-11 demonstrates the application of graphics to a range of industrial, commercial and personal settings
GT4-10 relates classroom experiences to industrial and commercial applications	GT5-12 evaluates the impact of graphics on society, industry and the environment

Stage 4 outcomes have been provided to assist the assessment and reporting of student achievement in those schools that choose to begin elective study before Year 9. Teachers are advised to select from the syllabus content to target the specific needs of students who commence study in Stage 4.

Stage Statements

Stage statements are summaries of the knowledge, understanding, skills, values and attitudes that have been developed by students as a result of achieving the outcomes for the relevant Stage of learning.

Stage 4 – Technology Mandatory

By the end of Stage 4, students explore problems and opportunities, considering functional, economic, environmental, social, technical and/or usability constraints. They investigate, select, justify and safely use a range of tools, materials, components, equipment and processes to develop, test and communicate design ideas using appropriate technical terms and technologies. Students plan, manage and evaluate the production of design solutions. They develop thinking skills to communicate the development of digital and non-digital solutions.

Students investigate how managed systems are used to sustainably produce food and fibre. They explain food selection and preparation, food safety, and make informed and healthy food choices. Students collect and interpret data from a range of sources to assist in making informed judgements. They explain how data is represented in digital systems, and transmitted and secured in networks.

Students explain how force, motion and energy can be used in systems, machines and structures. They investigate characteristics and properties of a range of materials, develop skills and techniques in the use of a broad range of tools and safely apply them in the production of projects.

Students are responsible users of technology, capable of designing and producing solutions to identified needs or opportunities. They develop an appreciation of the contribution of technologies on their lives now and the impact of innovations for creating preferred futures. They develop an appreciation of the dynamic context of design and production processes and how thinking skills are used to develop solutions to personal, social and global issues.

Stage 4 – Graphics Technology

By the end of Stage 4, students build on the experiences developed through Technology Mandatory Years 7–8. The course focuses more directly on the development of specific knowledge and practical skills associated with the development of graphical communications and the technologies related to graphics.

They use freehand sketches to draw objects and communicate information to audiences. They identify and use graphic conventions and understand and use digital drafting technologies. Students can work in a safe and responsible manner and relate what they are experiencing in the classroom to the industrial and commercial applications.

Stage 5 – Graphics Technology

By the end of Stage 5, students are able to visualise, sketch and accurately draw shapes and objects to assist with communication with a variety of audiences. They select from and use a range of drawings to communicate ideas graphically using freehand sketching, instrument drawing and digital techniques.

Students independently and collaboratively produce relevant types of drawings used in design, manufacture and marketing. They are able to identify and select appropriate drawing types for communication with a variety of technical and non-technical audiences across national and international boundaries. They are proficient in selecting and producing appropriate drawing types for communication in design, manufacturing and marketing.

Students select and apply the appropriate Australian drawing standards (AS 1100), ordinances and regulations to a range of drawings in a variety of contexts. Students are able to select and identify the graphics standards applicable to graphics industries. They also consistently and proficiently apply appropriate standards to all graphical communication exercises.

Students select and use appropriate digital presentation techniques to develop and communicate design solutions. They manipulate and draw images using appropriate digital designing and presentation technologies. They demonstrate a high level of proficiency in using ICT to develop and communicate with a technically literate audience.

Students demonstrate knowledge and competence in applying WHS practices and risk management techniques to the graphics work environment. They independently identify and assess relevant WHS factors in the work environment and employ safe and responsible work practices.

Students recognise and appreciate the relationship between graphics technology, the individual, society and the environment. Students demonstrate an understanding of the effect that the graphics industry has on Australian society and an appreciation of the impact of the graphics industry on commercial activities and the environment.

Content

For Kindergarten to Year 10, courses of study and educational programs are based on the outcomes of syllabuses. The content describes in more detail how the outcomes are to be interpreted and used, and the intended learning appropriate for the Stage. In considering the intended learning, teachers will make decisions about the sequence, the emphasis to be given to particular areas of content, and any adjustments required based on the needs, interests and abilities of their students.

The knowledge, understanding and skills described in the outcomes and content provide a sound basis for students to successfully move to the next stage of learning.

Organisation of content

The following diagram provides an illustrative representation of elements of the course and their relationship.

[FIGURE]

Course structure and requirements

Graphics Technology Years 7–10 is an elective course that builds on the knowledge, skills and experiences developed in the study of the Technology Mandatory Years 7–8 Syllabus.

The major emphasis of the Graphics Technology Years 7–10 Syllabus is on students being actively involved in the planning, development and production of quality graphical presentations. Students should be provided with broad experiences to develop knowledge, understanding and skills in a range of media and areas of application.

Graphics Technology may be offered as a 100-hour or 200-hour course.

100-hour course

Students undertaking the 100-hour course are required to complete:

• Core Module 1 and
• Core Module 2 and
• One or two option modules.

200-hour course

Students undertaking the 200-hour course are required to complete:

• Core Module 1 and
• Core Module 2 and
• Four to six option modules.

Students studying the 200-hour course may choose to undertake a Student Negotiated Project as one of the options. In this project students may choose to revisit an option for further investigation, undertake projects that combine aspects of a number of option modules or pursue an area of graphics with local or personal significance (eg marine, aeronautical or agricultural).

Modules

All modules provide content designed to develop knowledge, understanding and skills related to the four key areas of:

• graphics principles and techniques
• design in graphics
• planning and construction
• presentation.

Core modules

Core modules are designed to provide a broad understanding of the principles and techniques associated with producing graphical presentations in a variety of styles and formats.

• Core Module 1: Instrument Drawing
• Core Module 2: Computer-Aided Design (CAD).

Schools may deliver the core modules concurrently to maximise the use of resources. Option modules may also be delivered concurrently to enable a thematic approach to the delivery of course content.

Option modules

Option modules allow students to develop knowledge, understanding and skills in specific graphics-related fields. These fields may be selected to provide experiences appropriate to individuals’ abilities while catering for their special interests.

• Option Module 1: Architectural Drawing
• Option Module 2: Australian Architecture
• Option Module 3: Cabinet and Furniture Drawing
• Option Module 4: Computer-Aided Design (CAD)
• Option Module 5: Computer Animation
• Option Module 6: Engineering Drawing
• Option Module 7: Graphic Design and Communication
• Option Module 8: Landscape Drawing
• Option Module 9: Product and Technical Illustration
• Option Module 10: Student Negotiated Project.

100-hour course delivery
Students must undertake a range of practical experiences that occupy the majority of the course time. The content in Core Module 1 and Core Module 2 must be delivered before the option module(s). Core modules may be taught individually, concurrently or integrated. One or two option modules must be delivered. Option modules may be taught individually, concurrently or integrated.

200-hour course delivery
Students must undertake a range of practical experiences that occupy the majority of the course time. The content in Core Module 1 and Core Module 2 must be delivered before the option modules(s). Core modules may be taught individually, concurrently or integrated. Four to six option modules must be delivered. Option modules may be taught individually, concurrently or integrated.

Practical experiences

To satisfy the requirements of the syllabus students must undertake a range of practical experiences that occupy the majority of course time. Practical experiences will be used to develop knowledge and understanding of and skills in designing, producing and evaluating.

Student capability, confidence and expertise at their current stage of development are an important consideration in determining the teaching and learning sequences in the course.

Students with disability may require adjustments and/or additional support in order to engage in practical experiences.

Safety

Schools have a legal obligation in relation to safety. Teachers need to ensure that they comply with relevant legislation as well as system and school requirements in relation to safety and risk management when implementing their programs. This includes legislation and guidelines relating to Work Health and Safety, and the handling and storage of chemicals and dangerous goods. Teachers need to be aware of activities that may require notification, certification, permission, permits and licences.

Schools need to be aware of legal, ethical and cyber security considerations of digital solutions, including copyright and intellectual property, cultural considerations, accessibility, privacy issues and digital footprints.

Learning across the curriculum

Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the NESA K–10 Curriculum Framework and Statement of Equity Principles, and in the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face.

The cross-curriculum priorities are:

• Aboriginal and Torres Strait Islander histories and cultures Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia Asia and Australia’s engagement with Asia
• Sustainability Sustainability

General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.

The general capabilities are:

• Critical and creative thinking Critical and creative thinking
• Ethical understanding Ethical understanding
• Information and communication technology capability Information and communication technology capability
• Intercultural understanding Intercultural understanding
• Literacy Literacy
• Numeracy Numeracy
• Personal and social capability Personal and social capability

NESA syllabuses include other areas identified as important learning for all students:

• Civics and citizenship Civics and citizenship
• Difference and diversity Difference and diversity
• Work and enterprise Work and enterprise

Learning across the curriculum content is incorporated, and identified by icons, in the content of the syllabus in the following ways.

Aboriginal and Torres Strait Islander histories and cultures Aboriginal and Torres Strait Islander histories and cultures

The syllabus provides students with opportunities to learn about how Aboriginal and Torres Strait Islander Peoples have developed and refined knowledge about the world through observation, making predictions, testing and responding to environmental factors within specific contexts. It emphasises the relationships people have with places and their interconnectedness with the environments in which they live. Students learn about Aboriginal and Torres Strait Islander Peoples' understanding of the environment and the ways that traditional knowledge and Western knowledge can be complementary. Students learn that there are different ways of interacting with the environment and how this can influence sustainability.

When planning and programming content relating to Aboriginal and Torres Strait Islander histories and cultures, teachers are encouraged to:

• read the Principles and Protocols relating to teaching and learning about Aboriginal and Torres Strait Islander histories and cultures and the involvement of local Aboriginal communities.
• involve local Aboriginal communities and/or appropriate knowledge holders in determining suitable resources, or to use Aboriginal or Torres Strait Islander authored or endorsed publications.

Asia and Australia’s engagement with Asia Asia and Australia’s engagement with Asia

Students have opportunities to explore the links that exist between Australia and Asia and appreciate how our interactions help to shape Australia’s economy, areas of research and technological advancement. Students identify how the Asia region plays an important role in research and technological developments in areas such as medicine, natural resource management and natural disaster prediction and management.

Sustainability Sustainability

Sustainability content is focused on the use of renewable resources, the protection of the environment and sustainable patterns of living and requires consideration of environmental, social, cultural and economic systems and their interdependence. Students learn about the actions required to improve sustainability in the graphics industry, helping them to take a more active role in shaping preferred futures. Opportunities for students to develop an appreciation for the environmental impact of new technologies and traditional practices are embedded in the core and option modules. Specific environmental issues are addressed in the core and the option modules.

Critical and creative thinking Critical and creative thinking

The syllabus provides students with a structured context for the development of the key competencies considered essential for the acquisition of critical and creative thinking as they imagine, generate and develop graphical solutions. Students are provided with opportunities to generate and apply new ideas in specific contexts, view existing situations in a new way, identify alternative explanations, and make links that generate a positive outcome.

Designing, drawing, modelling and working with ICT helps students to build their visual and spatial thinking and to create graphical solutions. Opportunities for students to develop critical and creative thinking skills are embedded in the core and option modules.

Ethical understanding Ethical understanding

Students develop capacity to behave ethically as they identify and investigate ethical concepts, values and principles, and understand how reasoning can assist ethical judgement. The syllabus provides opportunities for students to form and make ethical judgements in relation to design solutions, codes of practice, use of ICT and online collaborative environments.

Students apply ethical guidelines as they design projects, particularly when considering the implications for others and the environment. They learn about intellectual property, including Indigenous cultural and intellectual property and the protection of cultural knowledge and designs. Students are encouraged to demonstrate ethical digital citizenship, follow social and ethical protocols and understand the need to protect data and intellectual property.

Information and communication technology capability Information and communication technology capability

Students engage with information and communication technology (ICT) when they design, generate and present graphical images. Students become familiar with and gain skills when using a range

of software applications that enable them to collaborate online, generate plans, communicate their designs and produce solutions using ICT, for example creating CAD models and drawings, presentation animations and models. Animations and simulations provide opportunities to view phenomena, test predictions and visualise designs that cannot be investigated or produced through practical experiences in the classroom, and enhances students' understanding and engagement with ICT.

Intercultural understanding Intercultural understanding

Students develop intercultural understanding and value their own culture and those of others as they engage with people from diverse cultural backgrounds in ways that recognise similarities and differences, create connections and cultivate respect. The syllabus provides opportunities for students to develop an awareness and appreciation of the contributions made by people from a variety of cultural backgrounds in the area of graphics. They develop an understanding of the importance of graphics in overcoming linguistic barriers in the communication of information. Students learn about and engage with issues requiring cultural sensitivity and recognise that people in graphics-related professions work in culturally diverse teams.

Literacy Literacy

The syllabus provides students with opportunities to develop skills in literacy to effectively communicate and comprehend using a variety of modes and media. Being 'literate' is more than the acquisition of technical skills – it includes the ability to identify, understand, interpret, create and communicate effectively using written, visual and/or digital forms of expression. The language of images is often technical and includes specific terms for concepts, processes and features of the world. The syllabus provides extensive opportunities for the development and consolidation of student literacy with an emphasis on the development of visual and technical literacy. They develop an understanding that graphical information can be presented in a variety of forms including animations, diagrams, drawings, infographics, flowcharts, models, renders, tables and multimedia graphics. Students use subject-specific vocabulary to describe, develop and present graphical images. Project work and the associated documentation provides an authentic context for development of literacy skills, particularly graphical and technological literacy.

Numeracy Numeracy

Real-world numeracy connections are formed when numerical data is collected and manipulated and numeracy concepts, such as size, scale, proportion and measurement, are used by students as tools in the design and production process. An appreciation of the fundamental importance of numeracy in everyday life is fostered as students develop an understanding of how numeracy is essential to a variety of graphics focus areas, such as the creation of digital models and the importance of accurate measurement in the production of quality graphical images and models. As they develop projects and solutions, students are provided with opportunities to learn, create technical drawings, application of 2D/3D coordinates, applied geometric constructions and generate and modify digital models. Students experience numeracy concepts such as size, proportion and spatial relationships in both the real and virtual worlds.

Personal and social capability Personal and social capability

Students develop personal and social capability as they learn to understand and manage themselves, their relationships and their lives more effectively. This provides students with opportunities to establish positive relationships, work effectively both individually and collaboratively, and resolve difficult situations. The syllabus encourages students to explore, question, solve problems and develop skills in graphical communication, display initiative, set goals and make responsible decisions.

Civics and citizenship Civics and citizenship

The syllabus provides students with opportunities to become self-reliant and active members of a society driven by change, emerging technologies and increasingly sophisticated communication and information systems. Students broaden their understanding of civics and citizenship in relation to the application of technological advances and the development of environmental and sustainable practices. Students have opportunities to develop a sense of local responsibility and global citizenship as they improve and advance Australia through their investigations and future-focused solutions.

Difference and diversity Difference and diversity

Difference and diversity comprises gender, ethnicity, ability and socioeconomic circumstances. The Graphics Technology syllabus provides students with opportunities to develop their awareness, understanding and appreciation of difference and diversity within their lives and the wider community. Students have opportunities to work collaboratively and develop an appreciation of the values and ideas of all group members. This also enables them to identify individual rights, challenge stereotypes and engage with opinions different to their own.

Work and enterprise Work and enterprise

Students develop an understanding of the scope and context of the graphics industry and learn skills relevant to work and leisure activities. Students are provided with opportunities to learn about careers in the graphics industry and develop knowledge about and skills in specific areas of the industry and to study issues related to work and employment. In all core and option modules students apply appropriate industry standards and follow correct work practices. Students are provided with opportunities to safely manage and produce projects, and to appreciate quality of work. The application of design and production processes can provide students with work-related skills including individual and collaborative work practices. Students are encouraged to develop initiative, and to become independent thinkers and confident communicators.

Content for Years 7–10

Core Module 1: Instrument Drawing

Outcomes

A student:

• communicates ideas graphically using freehand sketching and accurate drafting techniques GT5-1
• analyses the context of information and intended audience to select and develop appropriate presentations GT5-2
• designs and produces a range of graphical presentations GT5-3
• evaluates the effectiveness of different modes of graphical communications for a variety of purposes GT5-4
• identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-5
• manages the development of graphical presentations to meet project briefs and specifications GT5-6
• manipulates and produces images using digital drafting and presentation technologies GT5-7
• identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-9
• demonstrates responsible and safe work practices for self and others GT5-10
• demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-11
• evaluates the impact of graphics on society, industry and the environment GT5-12

Related Stage 4 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10

Related Life Skills outcomes: GTLS-1, GTLS-2, GTLS-3, GTLS-4, GTLS-5, GTLS-6, GTLS-7, GTLS-8

Content

Graphics Principles and Techniques

Work practices

Students:

• select and maintain drawing equipment and applying ordered approaches to work practices Critical and creative thinking Personal and social capability
• plan and manage graphics projects individually and collaboratively Critical and creative thinking Personal and social capability Work and enterprise
• explore the role of professionals in the graphics industry, for example: Work and enterprise
  • architect
  • draftsperson
  • graphic designer
  • industrial designer
• identify Work Health and Safety (WHS) issues related to products and processes in the graphics industry and demonstrate safe and responsible work practices, for example: Personal and social capability Work and enterprise
  • government legislation
  • creating safe work areas in graphics industries
  • potential work environment hazards and risks

Standards

Students:

• investigate Australian and international drawing standards and apply AS 1100 Technical Drawing standards in the production of drawings, for example: Information and communication technology capability Literacy Work and enterprise
  • apply conventions to create standard page layouts, eg paper size, borders, title blocks, projection symbols

Social and ethical issues

Students:

• critically analyse graphical images for gender, social and cultural messages that may be conveyed Intercultural understanding Civics and citizenship Difference and diversity
• understand ethical responsibilities surrounding intellectual property, including Indigenous cultural and intellectual property, for example: Aboriginal and Torres Strait Islander histories and cultures Ethical understanding
  • Aboriginal ownership of cultural knowledge, eg images, artwork
  • inappropriate use of designs and logos
• identify the environmental effects of products and processes used in the graphics industry, for example: Sustainability Civics and citizenship
  • environmental impact of materials
  • impact of manufacture and disposal of associated equipment
  • sustainable design, eg passive heating
  • waste management, eg packaging

Design in Graphics

Students:

• identify and apply design principles and processes in the development, production and evaluation of graphical presentations Critical and creative thinking Ethical understanding
• generate sketches to assist with problem-solving and communication of ideas (ACTDEP049) Critical and creative thinking Literacy
• identify and interpret different methods of graphical representations in design
• apply freehand drawing techniques to a range of simple orthogonal and pictorial drawing types, for example: Critical and creative thinking Literacy Numeracy
  • visualise and sketch common objects
  • measure and sketch simple objects

Planning and Construction

Applied geometry

Students:

• demonstrate measurement and accuracy through the use of scales in the production of drawings Critical and creative thinking Literacy Numeracy

apply geometric construction techniques to graphical communication, for example: Critical and creative thinking Literacy

• construct regular shapes, eg pentagon, hexagon
• tangency
• curve construction techniques
• determine the true length of inclined lines

Orthogonal drawing

Students:

• identify and apply appropriate AS 1100 Technical Drawing standards to orthogonal drawings, for example: Work and enterprise
  • dimensioning
  • scales
• explore third-angle projection of orthogonal drawings Critical and creative thinking
• create orthogonal drawings in third-angle projection used in design and manufacture, for example: Critical and creative thinking Literacy Numeracy
  • measuring and drawing objects
  • drawing from pictorial images
  • draw common engineering and architectural elements
• generate drawings demonstrating advanced orthogonal drawing techniques, for example: Critical and creative thinking Literacy Numeracy
  • auxiliary views to represent the true shape of surface
  • section views

Pictorial drawing

Students:

• produce a range of pictorial representations of common objects, for example: Critical and creative thinking Literacy Numeracy
  • isometric and oblique views that include circles and arcs
  • 1 and 2 point perspective drawings
• apply advanced techniques to pictorial projection, for example: Critical and creative thinking Literacy Numeracy
  • creation of true isometric drawings
  • creation of 2 and 3 point perspective drawings
  • represent complex curved surfaces in isometric and oblique drawings

Presentation

Rendering

Students:

• apply rendering techniques to aid in the visualisation of a product or concept, for example: Critical and creative thinking Literacy
  • use of colour, shading, shadows, tone and texture

Product drawing

Students:

• produce presentation pictorial and orthogonal drawings to convey technical information or product concept, for example: Critical and creative thinking Literacy
  • general assembly drawing
  • shape and size description

Tools, Techniques and Technologies

Students:

• identify and apply a range of tools, techniques and technologies to present product information graphically in a clear and innovative manner, for example: Critical and creative thinking Numeracy
  • use a compass to construct a polygon
  • use set squares and a T square to generate orthogonal drawings
  • use templates for efficient work practices
  • use a variety of pencil grades to produce rendered drawings, eg HB, B, 2B

Core Module 2: Computer-Aided Design (CAD)

Outcomes

A student:

• communicates ideas graphically using freehand sketching and accurate drafting techniques GT5-1
• analyses the context of information and intended audience to select and develop appropriate presentations GT5-2
• designs and produces a range of graphical presentations GT5-3
• evaluates the effectiveness of different modes of graphical communications for a variety of purposes GT5-4
• identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-5
• manages the development of graphical presentations to meet project briefs and specifications GT5-6
• manipulates and produces images using digital drafting and presentation technologies GT5-7
• designs, produces and evaluates multimedia presentations GT5-8
• identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-9
• demonstrates responsible and safe work practices for self and others GT5-10
• demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-11
• evaluates the impact of graphics on society, industry and the environment GT5-12

Related Stage 4 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10

Related Life Skills outcomes: GTLS-1, GTLS-2, GTLS-3, GTLS-4, GTLS-5, GTLS-6, GTLS-7, GTLS-8

Content

Graphics Principles and Techniques

Work practices

Students:

• explore the roles of professionals who use information and communication technology (ICT) in the graphics and related industries, for example: Information and communication technology capability Work and enterprise
  • computer animator
  • draftsperson
  • engineer
  • graphic designer
  • industrial designer
• manage graphics projects individually and collaboratively Critical and creative thinking Personal and social capability Difference and diversity Work and enterprise
• identify WHS issues related to ICT in the graphics industry and demonstrate safe and responsible work practices, for example: Personal and social capability Work and enterprise
  • WHS issues related to computer-aided design (CAD), eg ergonomics, lighting, printing chemicals, safe use of model-making tools and equipment

Standards

• apply Australian technical drawing standards in the production of drawings, for example: Information and communication technology capability Numeracy Work and enterprise
  • configure CAD applications to comply with AS 1100 Technical Drawing
  • apply conventions to create standard page layouts, eg paper size, borders, title blocks, projection symbols

Computing principles

• investigate and use computer-aided design (CAD) terminology, for example: Literacy
  • extrusion
  • walkthrough
  • loft
• explore the relationship of CAD applications to computer-aided manufacture (CAM) Critical and creative thinking
• investigate and use various file formats and images associated with CAD, CAM and related ICT, for example: Critical and creative thinking Information and communication technology capability
  • drawing exchange (.dxf)
  • object (.obj)
  • stereo lithography (.stl)
• apply standard features of CAD software, for example: Critical and creative thinking Information and communication technology capability
  • standard part/content libraries
  • page templates
• compare and contrast the processes of producing drawings using manual techniques versus CAD techniques
• explore the concepts of 2D and 3D coordinate geometry, and their application in CAD modelling, for example: Critical and creative thinking Numeracy
  • use of Cartesian coordinates

Social and ethical issues

• identify the environmental impacts of digital images used in the graphics industry, for example: Sustainability Civics and citizenship
  • waste reduction, eg use of CAD/CAM and simulation of products prior to manufacture
  • energy efficiency of digital solutions
• investigate and apply an understanding of issues related to the production and reproduction of graphics, for example: Critical and creative thinking Ethical understanding
  • copyright
  • trademarks

Design in Graphics

Students**:**

• collaborate on research and/or design activities, for example: (ACTDEP052) Critical and creative thinking Information and communication technology capability Difference and diversity
  • use online collaborative software
• collect information from a range of sources to assist in the development of project work Critical and creative thinking
• generate freehand sketches to illustrate or communicate information to be used in CAD applications Critical and creative thinking Information and communication technology capability Literacy
• use CAD modelling and rendering to visualise and experiment with designs Critical and creative thinking Information and communication technology capability Literacy

Planning and Construction

Students**:**

• use appropriate CAD software to produce graphical images for a given situation, for example: Critical and creative thinking Information and communication technology capability Literacy
  • architectural
  • engineering
• generate CAD orthogonal drawings, selecting appropriate views and drawing types for a particular context, for example: Critical and creative thinking Information and communication technology capability Literacy
  • section views
  • auxiliary views
• produce pictorial drawings using CAD applications, for example: Critical and creative thinking Information and communication technology capability Literacy
  • exploded pictorial views of assembled products

Presentation

Students**:**

• create presentation drawings using CAD or appropriate graphics software, for example: (ACTDEK047) Critical and creative thinking Information and communication technology capability Literacy
  • photorealistic rendering of CAD models through applying lighting and textures to model surfaces

Option Module 1: Architectural Drawing

Outcomes

A student:

• communicates ideas graphically using freehand sketching and accurate drafting techniques GT5-1
• analyses the context of information and intended audience to select and develop appropriate presentations GT5-2
• designs and produces a range of graphical presentations GT5-3
• evaluates the effectiveness of different modes of graphical communications for a variety of purposes GT5-4
• identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-5
• manages the development of graphical presentations to meet project briefs and specifications GT5-6
• manipulates and produces images using digital drafting and presentation technologies GT5-7
• identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-9
• demonstrates responsible and safe work practices for self and others GT5-10
• demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-11
• evaluates the impact of graphics on society, industry and the environment GT5-12

Related Stage 4 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10

Related Life Skills outcomes: GTLS-1, GTLS-2, GTLS-3, GTLS-4, GTLS-5, GTLS-6, GTLS-7, GTLS-8

Content focus

The Architectural Drawing module extends students’ knowledge, understanding and skills of graphics technology with a particular emphasis on the standards and presentation methods associated with architecture.

Content

Graphics Principles and Techniques

Students:

• apply AS 1100.301 Technical Drawing – Architectural Drawing standard, for example: Information and communication technology capability Literacy Numeracy Work and enterprise
  • use scales, graphical symbols and units of measure as necessary to convey an architectural design
• explore the role of professionals in the architecture and building industry Work and enterprise
  • architects
  • interior designers
  • engineers
• investigate types of CAD software for the development of 3D architectural models and/or drawings, for example: Critical and creative thinking Information and communication technology capability
  • architectural CAD software
  • Building Information Modelling (BIM)
• investigate related government authorities and statutory requirements and apply building codes and building approval requirements in designing safe architectural spaces, for example: Information and communication technology capability Literacy Work and enterprise
  • Building Code of Australia (BCA) standards
  • local council regulations
• investigate environmental issues relating to architecture and design ecologically sustainable architectural spaces (ACTDEK040) Sustainability Critical and creative thinking Civics and citizenship
• investigate current building practices and identify techniques used in modern building construction
• identify WHS issues related to products and processes in the graphics industry and demonstrate safe and responsible work practices. Personal and social capability Work and enterprise

Design in Graphics

Students:

• apply architectural drawing types to concept design situations for communication with clients, for example: (ACTDEP049) Critical and creative thinking Literacy
  • sketches
  • concept designs
• research and develop designs using ICT as appropriate Critical and creative thinking Information and communication technology capability Literacy

Planning and Construction

Students:

• produce architectural working drawings for a variety of architectural purposes, for example: Critical and creative thinking Literacy Numeracy
  • site/block plans
  • floor plans
  • standard elevations
  • sections
• produce architectural detail drawings, for example: Critical and creative thinking Literacy Numeracy
  • sub-floor plans
  • footing detail
  • plumbing layout
  • electrical schematics
• apply sheet and detail numbering to link several architectural drawings as part of a complete set of working drawings Literacy
• generate architectural graphics using CAD applications, for example Critical and creative thinking Information and communication technology capability Literacy Numeracy
  • model and render architectural designs using CAD
  • produce three-dimensional (3D) models for building design projects
  • produce two-dimensional (2D) drawings for building design projects

Presentation

Students:

• communicate architectural designs through the creation of presentation images suitable for a client, for example: Critical and creative thinking Literacy
  • create and render pictorial drawings for presentation, eg exploded axonometric
  • develop drawings typically expected by government agencies for building approval
  • animate shadow diagrams to show seasonal variations
• develop architectural presentations using a range of tools, materials and technologies, for example: (ACTDEK047) Critical and creative thinking Information and communication technology capability Literacy
  • create physical models of architectural designs from CAD files using personal protective equipment (PPE) as appropriate
  • use Augmented and/or Virtual Reality to create immersive architectural presentations
  • use CAD animation techniques to create architectural walkthroughs and flyovers
  • combine rendered drawings and photographs to create montages to help visualise an architectural design.

Option Module 2: Australian Architecture

Outcomes

A student:

• communicates ideas graphically using freehand sketching and accurate drafting techniques GT5-1
• analyses the context of information and intended audience to select and develop appropriate presentations GT5-2
• designs and produces a range of graphical presentations GT5-3
• evaluates the effectiveness of different modes of graphical communications for a variety of purposes GT5-4
• identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-5
• manages the development of graphical presentations to meet project briefs and specifications GT5-6
• manipulates and produces images using digital drafting and presentation technologies GT5-7
• identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-9
• demonstrates responsible and safe work practices for self and others GT5-10
• demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-11
• evaluates the impact of graphics on society, industry and the environment GT5-12

Related Stage 4 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10

Related Life Skills outcomes: GTLS-1, GTLS-2, GTLS-3, GTLS-4, GTLS-5, GTLS-6, GTLS-7, GTLS-8

Content focus

The Australian Architecture module extends students’ knowledge, understanding and skills of graphics technology with a particular emphasis on Australian architecture, its standards, building characteristics and historical qualities.

Content

Graphics Principles and Techniques

Students:

• apply AS 1100.301 Technical Drawing – Architectural Drawing standards, for example: Information and communication technology capability Literacy Numeracy Work and enterprise
  • use scales, graphical symbols and units of measure as necessary to convey an architectural design
• investigate historical and contemporary Australian building styles and eras
• identify cultural and climatic influences on Australian building styles Aboriginal and Torres Strait Islander histories and cultures Intercultural understanding
• explore the role of architects in the design, planning, construction and preservation of historical and contemporary Australian building styles Work and enterprise
• identify WHS issues related to products and processes in the graphics industry and demonstrate safe and responsible work practices. Personal and social capability Work and enterprise

Design in Graphics

Students:

• apply a range of architectural drawing types to the sketching of historic and contemporary architectural buildings and features Critical and creative thinking Literacy
• collect and annotate images from a range of sources representing Australian architectural styles
• reflect environmental considerations in the development of architectural designs Sustainability Critical and creative thinking Civics and citizenship
• research and develop architectural designs using ICT as appropriate Critical and creative thinking Information and communication technology capability Literacy

Planning and Construction

Students:

• create representations of historic and contemporary Australian architectural designs, showing construction details and distinctive design elements, for example: Critical and creative thinking Literacy
  • site plans
  • floor plans
  • elevations
  • detail drawings
• generate Australian architectural graphics using CAD applications, for example: Critical and creative thinking Information and communication technology capability Literacy
  • produce two-dimensional drawings of significant historical buildings
  • model and render contemporary Australian architectural designs in 3D

Presentation

Students:

• communicate Australian architectural designs, for example: Critical and creative thinking Information and communication technology capability Literacy
  • produce drawings and renderings that document significant historical buildings for posterity
  • produce rendered architectural pictorials to highlight internal and external architectural design features and elements that identify as Australian
• develop presentations of Australian architecture using a range of tools, materials and technologies, for example: (ACTDEK047) Critical and creative thinking Information and communication technology capability Literacy
  • create physical models of historical and contemporary Australian architectural designs
  • use CAD animation techniques to create architectural walkthroughs and flyovers
  • combine drawings and photographs to create a presentation of a significant Australian architectural design or style

Option Module 3: Cabinet and Furniture Drawing

Outcomes

A student:

• communicates ideas graphically using freehand sketching and accurate drafting techniques GT5-1
• analyses the context of information and intended audience to select and develop appropriate presentations GT5-2
• designs and produces a range of graphical presentations GT5-3
• evaluates the effectiveness of different modes of graphical communications for a variety of purposes GT5-4
• identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-5
• manages the development of graphical presentations to meet project briefs and specifications GT5-6
• manipulates and produces images using digital drafting and presentation technologies GT5-7
• identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-9
• demonstrates responsible and safe work practices for self and others GT5-10
• demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-11
• evaluates the impact of graphics on society, industry and the environment GT5-12

Related Stage 4 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10

Related Life Skills outcomes: GTLS-1, GTLS-2, GTLS-3, GTLS-4, GTLS-5, GTLS-6, GTLS-7, GTLS-8

Content focus

The Cabinet and Furniture Drawing module extends students’ knowledge, understanding and skills of graphics technology with a particular emphasis on the standards and presentation methods used in the furniture and cabinetmaking industries.

Content

Graphics Principles and Techniques

Students:

• apply AS 1100 Technical Drawing standards, for example: Information and communication technology capability Literacy Numeracy Work and enterprise
  • apply scales and units of measure as applied to cabinet and furniture drawing
  • use standard representations of furniture and cabinet elements, eg kitchen cabinets
• identify common materials used in cabinet and furniture making and recognise environmental considerations in material selection, for example: (ACTDEK040) Asia and Australia’s engagement with Asia Sustainability Civics and citizenship
  • timber sourced from certified sustainable forests
  • use of recycled timber
• graphically detail cabinet and furniture joints and fittings Critical and creative thinking Information and communication technology capability Literacy
• identify and compare traditional cabinet and furniture construction with modern mass-production techniques
• investigate software and techniques required for manipulating CAD models for modern mass production of cabinetry and furniture Ethical understanding Information and communication technology capability
• identify WHS issues related to products and processes in the graphics industry and demonstrate safe and responsible work practices Personal and social capability Work and enterprise

Design in Graphics

Students:

• generate sketches in planning drawing layouts, component assemblies and design situations (ACTDEP049) Critical and creative thinking
• produce freehand drawings by measuring existing products Critical and creative thinking Literacy Numeracy
• explore and apply ergonomic principles to cabinet and furniture design Critical and creative thinking Numeracy
• research and develop designs using ICT as appropriate Critical and creative thinking Information and communication technology capability Literacy

Planning and Construction

Students:

• produce working drawings related to cabinet and furniture manufacture, applying appropriate drawing standards, for example: Critical and creative thinking Information and communication technology capability Literacy
  • multi-view drawings incorporating a variety of joints and fittings
  • detail drawings to illustrate joinery and design details
  • develop cutting/parts lists using CAD or spreadsheets
  • section views
• generate cabinet and furniture graphics using CAD applications, for example: Critical and creative thinking Information and communication technology capability Literacy
  • 2D and 3D drawings
  • render furniture designs in 3D

Presentation

Students:

• communicate cabinet and furniture construction and assembly details through the creation of presentation images, for example: Critical and creative thinking Literacy
  • generate exploded pictorial views
  • dimensioned orthogonal views
  • produce 3D cutaway views
• develop presentations of cabinet and furniture drawings using a range of tools, materials and technologies, for example: (ACTDEK047) Critical and creative thinking Literacy
  • create prototypes or small-scale models using traditional tools or CAM
  • employ rendering techniques to represent different cabinet and furniture materials and finishes
  • produce an exploded animation

Option Module 4: Computer-Aided Design (CAD)

Outcomes

A student:

• analyses the context of information and intended audience to select and develop appropriate presentations GT5-2
• designs and produces a range of graphical presentations GT5-3
• evaluates the effectiveness of different modes of graphical communications for a variety of purposes GT5-4
• identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-5
• manages the development of graphical presentations to meet project briefs and specifications GT5-6
• manipulates and produces images using digital drafting and presentation technologies GT5-7
• designs, produces and evaluates multimedia presentations GT5-8
• identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-9
• demonstrates responsible and safe work practices for self and others GT5-10
• demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-11
• evaluates the impact of graphics on society, industry and the environment GT5-12

Related Stage 4 outcomes: GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10

Related Life Skills outcomes: GTLS-2, GTLS-3, GTLS-4, GTLS-5, GTLS-6, GTLS-7, GTLS-8

Content focus

The Computer-Aided Design module extends students’ knowledge, understanding and skills of graphics technology with a particular emphasis on the standards and presentation methods used in computer-aided design.

Content

Graphics Principles and Techniques

Students:

• investigate and select CAD software for the development of 3D models and/or drawings, appropriate to a particular graphics project, for example:
  • BIM CAD for architectural graphics projects
  • solid modelling for engineering graphics projects
• identify and use 3D CAD representations and modelling techniques, for example: Critical and creative thinking Information and communication technology capability
  • surface modelling
  • solid modelling
• identify and apply the use of specialised CAD tools/features, for example: Critical and creative thinking Information and communication technology capability Numeracy
  • solid and Boolean modelling
  • polygons
  • Bézier and spline curves
  • non-uniform rational basis spline (NURBS)
• explore the relationship of CAD applications to CAM Critical and creative thinking Information and communication technology capability
• select appropriate file types for exporting CAD files to other programs, for example: Critical and creative thinking Information and communication technology capability
  • other graphics software programs, eg rendering packages, animation packages, CAM and other CAD packages
  • non-CAD applications, eg desktop publishing and image manipulation software
• identify WHS issues related to products and processes in the graphics industry and demonstrate safe and responsible work practices Personal and social capability Work and enterprise

Design in Graphics

Students:

• develop and represent designs using CAD software (ACTDEP049) Critical and creative thinking
• generate sketches when planning 3D model construction and component assemblies Critical and creative thinking Literacy
• research and develop designs using ICT as appropriate Critical and creative thinking Information and communication technology capability Literacy

Planning and Construction

Students:

• develop graphical images for a given situation using CAD software, for example: Information and communication technology capability Literacy
  • architecture
  • engineering
• generate CAD orthogonal drawings, selecting appropriate views and drawing types for a particular context Information and communication technology capability Literacy
• use library of standard parts in the creation of CAD models and or drawings Information and communication technology capability Literacy
• create and modify 3D models of complex shapes
• construct assemblies from part and sub-assembly models

Presentation

Students:

• create animations of 3D models using CAD animation techniques, for example: Critical and creative thinking Information and communication technology capability Literacy
  • rendered walkthrough
  • exploded animation
• export and combine CAD images and animations with other computer media to create multimedia presentations of objects/concepts, for example: (ACTDEK047) Critical and creative thinking Information and communication technology capability Literacy
  • generate Augmented and/or Virtual Reality presentations using CAD models
  • produce photorealistic presentation renders of CAD models
• apply CAD to CAM to develop models and/or prototypes (ACTDEK047) Critical and creative thinking Information and communication technology capability Literacy

Option Module 5: Computer Animation

Outcomes

A student:

• communicates ideas graphically using freehand sketching and accurate drafting techniques GT5-1
• analyses the context of information and intended audience to select and develop appropriate presentations GT5-2
• designs and produces a range of graphical presentations GT5-3
• evaluates the effectiveness of different modes of graphical communications for a variety of purposes GT5-4
• identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-5
• manages the development of graphical presentations to meet project briefs and specifications GT5-6
• manipulates and produces images using digital drafting and presentation technologies GT5-7
• designs, produces and evaluates multimedia presentations GT5-8
• identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-9
• demonstrates responsible and safe work practices for self and others GT5-10
• demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-11
• evaluates the impact of graphics on society, industry and the environment GT5-12

Related Stage 4 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10

Related Life Skills outcomes: GTLS-1, GTLS-2, GTLS-3, GTLS-4, GTLS-5, GTLS-6, GTLS-7, GTLS-8

Content focus

The Computer Animation module extends students’ knowledge, understanding and skills of graphics technology with a particular emphasis on the standards and presentation methods used in the production of digital animations and simulations.

Content

Graphics Principles and Techniques

Students:

• investigate and use animation terminology, for example: Literacy Numeracy
  • frame rates
  • tracks
  • tweening
  • compression
• investigate and use animation techniques, for example: Critical and creative thinking
  • path-based
  • cell-based animation
  • morphing
  • motion capture
  • computer-generated imagery (CGI)
• investigate and use a range of software suitable for the creation, editing and publishing of computer animation projects Critical and creative thinking Information and communication technology capability
• use appropriate file types in the creation of animations and for exporting animation files to other graphics software, eg rendering packages and visual effects software Critical and creative thinking
• investigate and apply an understanding of issues related to the production and reproduction of digital assets used in animation, for example: Critical and creative thinking Ethical understanding
  • copyright
  • digital citizenship
  • digital rights management (DRM)
  • trademarks
• identify WHS issues related to products and processes in the graphics industry and demonstrate safe and responsible work practices Personal and social capability Work and enterprise

Design in Graphics

Students:

• apply animation techniques to quickly generate representations of a design Critical and creative thinking
• communicate design for animation through the use of storyboarding, for example: (ACTDEP049) Critical and creative thinking Literacy
  • camera angles
  • camera movements
  • frame composition
  • music and sound effects
• use a range of ICT to generate components of an animation, for example: Critical and creative thinking Information and communication technology capability Literacy
  • backgrounds
  • surface textures
• research and develop designs using ICT as appropriate Critical and creative thinking Information and communication technology capability Literacy

Planning and Construction

Students:

• create and animate simple 3D models using modelling software Critical and creative thinking Information and communication technology capability Literacy
• develop skills in the use of a range of animation techniques, for example: Critical and creative thinking Information and communication technology capability Literacy
  • altering model position/orientation
  • camera position/angle
  • moving through a space
• generate CAD animations, for example: Critical and creative thinking Information and communication technology capability Literacy
  • model walkthrough
  • flyover animations
• develop simulations using appropriate software, for example: Critical and creative thinking Information and communication technology capability Literacy
  • create shadow simulations to show how the shadows cast by a structure affect the surrounding area
  • create a simulation to demonstrate the working relationships of a model or system
  • particle simulation
  • fluid simulation

Presentation

Students:

• develop multimedia animations using a range of tools, materials and technologies, for example: (ACTDEK047) Critical and creative thinking Information and communication technology capability Literacy
  • add soundtracks to an animation to increase the realism
  • create immersive animations using virtual reality
  • apply photorealistic textures to model surfaces as part of the rendering and animation of computer models

Option Module 6: Engineering Drawing

Outcomes

A student:

• communicates ideas graphically using freehand sketching and accurate drafting techniques GT5-1
• analyses the context of information and intended audience to select and develop appropriate presentations GT5-2
• designs and produces a range of graphical presentations GT5-3
• evaluates the effectiveness of different modes of graphical communications for a variety of purposes GT5-4
• identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-5
• manages the development of graphical presentations to meet project briefs and specifications GT5-6
• manipulates and produces images using digital drafting and presentation technologies GT5-7
• identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-9
• demonstrates responsible and safe work practices for self and others GT5-10
• demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-11
• evaluates the impact of graphics on society, industry and the environment GT5-12

Related Stage 4 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10

Related Life Skills outcomes: GTLS-1, GTLS-2, GTLS-3, GTLS-4, GTLS-5, GTLS-6, GTLS-7, GTLS-8

Content focus

The Engineering Drawing module extends students’ knowledge, understanding and skills of graphics technology with a particular emphasis on the standards and presentation methods used in civil, mechanical, mechatronic and structural engineering.

Content

Graphics Principles and Techniques

Students:

• demonstrate a working knowledge of AS 1100 Technical Drawing standards, for example: Literacy Numeracy Work and enterprise
  • use graphical symbols, scales and units of measure as necessary to convey an engineering drawing
• apply the standard representation of engineering elements, for example: Information and communication technology capability Numeracy Work and enterprise
  • bolts and nuts
  • washers
  • screw threads
• interpret existing engineering drawings Literacy Numeracy
• investigate the role of engineers in the manufacturing process Critical and creative thinking Work and enterprise
• investigate common materials used in engineering applications and recognise the environmental implications of material selection (ACTDEK040) Sustainability Civics and citizenship
• investigate CAD software for the development of engineering drawings, for example Critical and creative thinking
  • 2D drafting
  • solid modelling (both parametric and direct)
  • NURBS surface modelling
• explore the relationship of engineering CAD applications to CAM Critical and creative thinking Information and communication technology capability
• identify WHS issues related to products and processes in the graphics industry and demonstrate safe and responsible work practices Personal and social capability Work and enterprise

Design in Graphics

Students:

• communicate engineering details of an existing component through freehand sketching Critical and creative thinking Literacy
• generate freehand sketches to illustrate or communicate information to be used in engineering drawing applications, for example: Critical and creative thinking Literacy
  • use sketches in planning component assemblies and drawing layouts
• research and develop designs using ICT as appropriate Critical and creative thinking Information and communication technology capability Literacy

Planning and Construction

Students:

• apply appropriate drawing standards to produce a range of engineering drawings, for example: Critical and creative thinking Information and communication technology capability Literacy Numeracy
  • dimensioned detail drawings of parts/components
  • assembly drawings incorporating parts lists
• generate drawings incorporating specialised engineering features, for example: Critical and creative thinking Literacy Numeracy
  • tolerances
  • types of fit
  • surface finishes
  • welds
• apply sectioning techniques to engineering drawings, for example: Critical and creative thinking Information and communication technology capability Literacy
  • whole, half, part, revolved and removed sections
  • use CAD software to reveal section views by moving a section plane through the object
• produce auxiliary views to detail the true shape of an inclined face Critical and creative thinking Literacy
• apply sheet and detail numbering to link several engineering drawings as part of a complete set of working drawings
• generate engineering drawings using CAD applications, for example: Critical and creative thinking Information and communication technology capability Literacy
  • use 3D CAD modelling and rendering software to visualise engineering components

Presentation

Students:

• communicate engineered components through the creation of presentation images using AS 1100 Technical Drawing standards, for example: Critical and creative thinking Literacy Numeracy
  • use CAD or manual techniques to create assembled and exploded engineering drawings
• develop presentations using a range of tools, materials and technologies, for example: (ACTDEK047) Critical and creative thinking Information and communication technology capability Literacy
  • generate immersive animations using virtual reality
  • use CAD to create animations of 3D product models
  • develop models and/or prototypes of engineered components using appropriate CAM technologies
  • create simulations to demonstrate the working relationships of a model or system

Option Module 7: Graphic Design and Communication

Outcomes

A student:

• communicates ideas graphically using freehand sketching and accurate drafting techniques GT5-1
• analyses the context of information and intended audience to select and develop appropriate presentations GT5-2
• designs and produces a range of graphical presentations GT5-3
• evaluates the effectiveness of different modes of graphical communications for a variety of purposes GT5-4
• identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-5
• manages the development of graphical presentations to meet project briefs and specifications GT5-6
• manipulates and produces images using digital drafting and presentation technologies GT5-7
• designs, produces and evaluates multimedia presentations GT5-8
• identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-9
• demonstrates responsible and safe work practices for self and others GT5-10
• demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-11
• evaluates the impact of graphics on society, industry and the environment GT5-12

Related Stage 4 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10

Related Life Skills outcomes: GTLS-1, GTLS-2, GTLS-3, GTLS-4, GTLS-5, GTLS-6, GTLS-7, GTLS-8

Content focus

The Graphic Design and Communication module extends students’ knowledge, understanding and skills of graphics technology with a particular emphasis on the standards and presentation methods used in graphic design.

Content

Graphics Principles and Techniques

Students:

• identify and apply standard symbols and related conventions to a number of graphic design and communication contexts Intercultural understanding Work and enterprise
• explore the use and protection of localised signs and symbols in Aboriginal and/or Torres Strait Islander cultural expression, for example: Aboriginal and Torres Strait Islander histories and cultures
  • visual communication, eg representing songlines
  • body graphics, eg paint-up
  • collective ownership
• recognise the significance of standard symbols in international/multilingual/cultural communication Aboriginal and Torres Strait Islander histories and cultures Intercultural understanding
• apply graphic design principles to print and digital media, for example: Asia and Australia’s engagement with Asia Information and communication technology capability Intercultural understanding
  • composition
  • proportion
  • balance
  • tone
  • contrast
• investigate the varying responsibilities of graphic designers in the design, planning and production of print and digital media, for example: Difference and diversity Work and enterprise
  • developing concepts, graphics and layouts that match the needs of the client
  • creating final designs for printing or digital media
• select and use appropriate file formats and image sizes that are suitable for print and digital media projects Critical and creative thinking Information and communication technology capability
• investigate and apply an understanding of issues related to the production and reproduction of communication graphics, for example: Aboriginal and Torres Strait Islander histories and cultures Critical and creative thinking Ethical understanding
  • protection of Aboriginal and/or Torres Strait Islander cultural knowledge and heritage
  • trademarks
  • copyright
• identify WHS issues related to products and processes in the graphics industry and demonstrate safe and responsible work practices Personal and social capability Work and enterprise

Design in Graphics

Students:

• use concept sketches to communicate graphic design ideas, for example: (ACTDEP049) Critical and creative thinking Literacy
  • sketch presentation page layouts
• research and develop designs using ICT as appropriate Critical and creative thinking Information and communication technology capability Literacy

Planning and Construction

Students:

• apply geometric construction techniques to the development of graphical images, for example: Critical and creative thinking Literacy
  • logos
  • pictograms
  • typeface
• identify and use a range of appropriate manual and digital processes to produce graphic designs for a given situation Critical and creative thinking Information and communication technology capability
• create graphics using both orthographic and pictorial drawing techniques Critical and creative thinking Literacy
• apply rendering techniques to apply shading, textures and colour to graphic designs, for example: Critical and creative thinking
  • use hand rendering techniques in the development of 3D logos
• combine different media, eg text, drawings and images in the development of graphics, for example: Critical and creative thinking Information and communication technology capability
  • magazine covers
  • movie posters
  • computer game promotions
  • packaging design

Presentation

Students:

• apply graphic design principles to the presentation of print and digital media graphics, for example: Critical and creative thinking Literacy
  • logos
  • infographics
  • advertising
• develop multimedia graphic presentations, for example: (ACTDEK047) Critical and creative thinking Information and communication technology capability Literacy
  • animations
  • film trailers

Option Module 8: Landscape Drawing

Outcomes

A student:

• communicates ideas graphically using freehand sketching and accurate drafting techniques GT5-1
• analyses the context of information and intended audience to select and develop appropriate presentations GT5-2
• designs and produces a range of graphical presentations GT5-3
• evaluates the effectiveness of different modes of graphical communications for a variety of purposes GT5-4
• identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-5
• manages the development of graphical presentations to meet project briefs and specifications GT5-6
• manipulates and produces images using digital drafting and presentation technologies GT5-7
• identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-9
• demonstrates responsible and safe work practices for self and others GT5-10
• demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-11
• evaluates the impact of graphics on society, industry and the environment GT5-12

Related Stage 4 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10

Related Life Skills outcomes: GTLS-1, GTLS-2, GTLS-3, GTLS-4, GTLS-5, GTLS-6, GTLS-7, GTLS-8

Content focus

The Landscape Drawing module extends students’ knowledge, understanding and skills of graphics technology with a particular emphasis on the standards and presentation methods used in landscape architecture and design.

Content

Graphics Principles and Techniques

Students:

• apply standard representation of landscape materials and plant elements to landscape drawing, for example: Work and enterprise
  • use scales, graphical symbols and units of measure as applied to landscape drawing
• investigate landscape elements and construction techniques and incorporate these techniques into designs and presentations, for example: Sustainability Critical and creative thinking
  • common plant types and landscape materials
  • structural landscape elements and their construction
• investigate the varying responsibilities of landscape architects in design, planning and construction, for example: Difference and diversity Work and enterprise
  • landscape plans for council approvals
• identify WHS issues related to products and processes in the graphics industry and demonstrate safe and responsible work practices Personal and social capability Work and enterprise

Design in Graphics

Students:

• develop concept sketches to communicate landscape design ideas, for example: (ACTDEP049) Critical and creative thinking Literacy Numeracy
  • measure and sketch site plans
  • sketch landscape and architectural elements
• investigate related government authorities and apply appropriate building codes and statutory requirements, for example: Personal and social capability
  • local council regulations
• investigate environmental issues relating to landscape design and design environmentally friendly landscapes (ACTDEK040) Sustainability Civics and citizenship
• interpret existing site details using a variety of media and technology, for example: Critical and creative thinking Literacy Numeracy
  • photographs and satellite imagery
  • contour and site surveys/plans
  • global positioning satellite (GPS) coordinates
  • geographic information system (GIS)
• recognise the relationship of landscape design to architectural design and use landscaping elements to enhance architectural design Sustainability Critical and creative thinking Information and communication technology capability
• research and develop designs using ICT as appropriate Critical and creative thinking Information and communication technology capability Literacy Civics and citizenship

Planning and Construction

Students:

• produce landscape design drawings using a variety of techniques to, for example: Sustainability Critical and creative thinking Literacy
  • site plans
  • shadow plans
  • elevations/cross-sections
  • irrigation and drainage system design
• produce rendered landscape plans using various techniques Critical and creative thinking Literacy
• develop landscape design drawings using CAD software, for example: Critical and creative thinking Information and communication technology capability Literacy
  • applying templates and libraries

Presentation

Students:

• communicate landscape designs through the creation of presentation images suitable for a client, for example: Critical and creative thinking Literacy
  • render a plan
  • elevation
  • pictorial drawings
• develop a landscape presentation using a range of tools and techniques, for example: (ACTDEK047) Critical and creative thinking Information and communication technology capability Literacy
  • create physical models of landscape designs
  • use CAD animation techniques to create landscape walkthroughs and flyovers
  • use software to show projected plant growth

Option Module 9: Product and Technical Illustration

Outcomes

A student:

• communicates ideas graphically using freehand sketching and accurate drafting techniques GT5-1
• analyses the context of information and intended audience to select and develop appropriate presentations GT5-2
• designs and produces a range of graphical presentations GT5-3
• evaluates the effectiveness of different modes of graphical communications for a variety of purposes GT5-4
• identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-5
• manages the development of graphical presentations to meet project briefs and specifications GT5-6
• manipulates and produces images using digital drafting and presentation technologies GT5-7
• designs, produces and evaluates multimedia presentations GT5-8
• identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-9
• demonstrates responsible and safe work practices for self and others GT5-10
• demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-11
• evaluates the impact of graphics on society, industry and the environment GT5-12

Related Stage 4 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10

Related Life Skills outcomes: GTLS-1, GTLS-2, GTLS-3, GTLS-4, GTLS-5, GTLS-6, GTLS-7, GTLS-8

Content focus

The Product and Technical Illustration module extends students’ knowledge, understanding and skills of graphics technology with a particular emphasis on the standards and presentation methods used to graphically illustrate a variety of products, technical processes and concepts.

Content

Graphics Principles and Techniques

Students:

• explore product and technical illustration in industrial situations, for example: Literacy Work and enterprise
  • engineering design
  • cabinet and furniture design
  • product design
• identify and apply appropriate drawing standards and conventions in the production of product and technical illustrations, for example: Information and communication technology capability Literacy Numeracy
  • use standard scales and units of measure
  • use conventions to represent nuts, bolts and ellipses
• identify and apply graphic design concepts to the production of illustrations, for example:
  • composition
  • proportion
  • balance
• explore the role of professionals in the technical illustration industry Work and enterprise
• identify WHS issues related to products and processes in the graphics industry and demonstrate safe and responsible work practices Personal and social capability Work and enterprise

Design in Graphics

Students:

• generate freehand sketches that represent existing products or to help visualise product designs (ACTDEP049) Critical and creative thinking Literacy
• apply concept sketches to assist in the development and communication of ideas and planning presentation page layouts (ACTDEP049) Critical and creative thinking Literacy
• research and develop designs using ICT as appropriate Critical and creative thinking Information and communication technology capability Literacy

Planning and Construction

Students**:**

• interpret detail from existing orthogonal drawings in the production of instructional and maintenance diagrams Critical and creative thinking
• create product and technical illustrations using orthographic techniques, for example: Critical and creative thinking Literacy Numeracy
  • assemblies and sections
• create pictorial product and technical illustrations to convey assembly and construction, for example: Critical and creative thinking Literacy Numeracy
  • cutaway sections
  • exploded pictorials
• produce pictorial drawings which contain circles, semi-circles, quadrants and free-form curves Critical and creative thinking Numeracy
• select and use appropriate CAD software for the development of 2D and 3D drawings and to produce and render graphic illustrations Critical and creative thinking Information and communication technology capability Literacy

Presentation

Students**:**

• communicate product and technical illustrations through the creation of presentation images suitable for a client, for example: Critical and creative thinking Literacy Work and enterprise
  • apply textures to surfaces as part of the photorealistic rendering of 3D product models
• develop presentations to convey product and technical information to a targeted audience, for example: Critical and creative thinking Literacy Work and enterprise
  • use CAD or appropriate animation software to create rendered animations of 3D product models
  • create physical models to enhance the presentation of product designs

Option Module 10: Student Negotiated Project

Outcomes

A student:

• communicates ideas graphically using freehand sketching and accurate drafting techniques GT5-1
• analyses the context of information and intended audience to select and develop appropriate presentations GT5-2
• designs and produces a range of graphical presentations GT5-3
• evaluates the effectiveness of different modes of graphical communications for a variety of purposes GT5-4
• identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-5
• manages the development of graphical presentations to meet project briefs and specifications GT5-6
• manipulates and produces images using digital drafting and presentation technologies GT5-7
• designs, produces and evaluates multimedia presentations GT5-8
• identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-9
• demonstrates responsible and safe work practices for self and others GT5-10
• demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-11
• evaluates the impact of graphics on society, industry and the environment GT5-12

Related Stage 4 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10

Related Life Skills outcomes: GTLS-1, GTLS-2, GTLS-3, GTLS-4, GTLS-5, GTLS-6, GTLS-7, GTLS-8

Content focus

Students studying the 200-hour course may choose to undertake a Student Negotiated Project as one of the option modules. In this project they may choose to revisit an option for further investigation, undertake projects that combine aspects of a number of option modules, or pursue an area of graphics with local or personal significance (eg marine, aeronautical or agricultural). The student is required to negotiate the area(s) of study of the project with the teacher.

Content

Graphics Principles and Techniques

Students:

• select and apply appropriate standards and conventions to a Student Negotiated Project Information and communication technology capability Literacy Numeracy Work and enterprise
• identify and apply appropriate tools, techniques and technologies to a Student Negotiated Project
• identify WHS issues related to products and processes in the graphics industry and demonstrate safe and responsible work practices Personal and social capability Work and enterprise

Design in Graphics

Students:

• apply sketches to assist in the design, development and communication of ideas and the planning of a Student Negotiated Project (ACTDEP049) Critical and creative thinking Literacy
• research and develop designs using ICT as appropriate Critical and creative thinking Information and communication technology capability Literacy

Planning and Construction

Students:

• follow a sequence in the production of graphical images Work and enterprise
• select and correctly use the appropriate tools, techniques and equipment for a Student Negotiated Project Critical and creative thinking
• generate a range of graphical images for a Student Negotiated Project Critical and creative thinking Information and communication technology capability Literacy
• develop a Student Negotiated Project using appropriate software, for example: Critical and creative thinking Information and communication technology capability Work and enterprise
  • CAD software
  • rendering and/or animation software

Presentation

Students:

• produce a range of graphical presentations when developing a Student Negotiated Project Critical and creative thinking Literacy
• develop a multimedia presentation to convey the Student Negotiated Project to a targeted audience Critical and creative thinking Literacy Work and enterprise
• evaluate the effectiveness of graphical presentations, for example: Critical and creative thinking Literacy Personal and social capability
  • collect feedback from a variety of sources, eg peers, surveys, interviews

Years 7–10 Life Skills Outcomes and Content

The Years 7–10 Life Skills outcomes and content are developed from the objectives of the Graphics Technology Years 7–10 Syllabus.

Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the regular course outcomes. This assistance may include a range of adjustments to teaching, learning and assessment activities.

If the adjustments do not provide a student with sufficient access to some or all of the Stage 4 and Stage 5 outcomes, a decision can be explored for the student to undertake Life Skills outcomes and content. This decision should be made through the collaborative curriculum planning process involving the student and parent/carer and other significant individuals. School principals are responsible for the management of the collaborative curriculum planning process.

The following points need to be taken into consideration:

• students are required to demonstrate achievement of one or more Life Skills outcomes
• specific Life Skills outcomes should be selected based on the needs, strengths, goals, interests and prior learning of each student
• achievement of an outcome may be demonstrated through selected Life Skills content
• outcomes may be demonstrated independently or with support.

Further information in relation to planning, implementing and assessing Life Skills outcomes and content can be found in support materials for:

• Technologies
• Special Education
• Life Skills.

Years 7–10 Life Skills Outcomes

Table of objectives and outcomes

Knowledge, understanding and skills

Objective

Students:

• develop knowledge, understanding and skills to visualise, sketch and accurately draw shapes and objects to communicate information to specific audiences

Life Skills outcomes A student:
GTLS-1 participates in the development of graphics projects GTLS-2 undertakes graphical presentations to communicate ideas

Objective

Students:

• develop knowledge and understanding to interpret, design, produce and evaluate a variety of graphical presentations using a range of manual and digital media and techniques

Life Skills outcomes A student:
GTLS-3 recognises appropriate techniques for a variety of projects GTLS-4 evaluates the effectiveness of graphical presentations

Objective

Students:

• develop knowledge, understanding and skills to use graphics conventions, standards and procedures in the design, production and interpretation of a range of manual and digital graphical presentations

Life Skills outcome A student:
GTLS-5 recognises that there is a range of graphics standards

Objective

Students:

• develop knowledge, understanding and skills to select and apply techniques in the design and creation of digital presentations and simulations to communicate information

Life Skills outcome A student:
GTLS-6 uses digital presentation techniques

Objective

Students:

• develop knowledge and understanding to apply Work Health and Safety (WHS) practices and risk management techniques to the work environment

Life Skills outcome A student:
GTLS-7 demonstrates safe practices in the use of tools, materials and techniques in undertaking a project

Objective

Students:

• investigate the role of graphics in industry and the relationships between graphics technology, the individual, society and the environment

Life Skills outcome A student:
GTLS-8 recognises the use of graphics technology in a variety of contexts

Values and attitudes

Students:

• appreciate the contribution and impact of innovation and technologies now and in the future
• appreciate the context and scope of graphics in industry and the relationships between graphics technology, the individual, society and the environment
• appreciate the finite context of some resources and the impact of their use on the environment and society
• value the development of skills and gain satisfaction from their use to solve problems and create quality products.

Years 7–10 Life Skills and Related Syllabus Outcomes

Knowledge, understanding and skills

Objective

Students:

• develop knowledge, understanding and skills to visualise, sketch and accurately draw shapes and objects to communicate information to specific audiences

Life Skills outcomes A student:	Related Stage 4 and 5 outcomes A student:
GTLS-1 participates in the development of graphics projects	GT4-1 uses freehand sketches to interpret and visualise objects GT5-1 communicates ideas graphically using freehand sketching and accurate drafting techniques
GTLS-2 undertakes graphical presentations to communicate ideas	GT4-2 selects and uses a range of presentation techniques suitable to a variety of audiences GT5-2 analyses the context of information and intended audience to select and develop appropriate presentations

Objective

Students:

• develop knowledge and understanding to interpret, design, produce and evaluate a variety of graphical presentations using a range of manual and digital media and techniques

Life Skills outcomes A student:	Related Stage 4 and 5 outcomes A student:
GTLS-3 recognises appropriate techniques for a variety of projects	GT4-3 interprets and produces a range of drawings GT5-3 designs and produces a range of graphical presentations
GTLS-4 evaluates the effectiveness of graphical presentations	GT4-4 recognises the application of a range of drawings in conveying information GT5-4 evaluates the effectiveness of different modes of graphical communications for a variety of purposes

Objective

Students:

• develop knowledge, understanding and skills to use graphics conventions, standards and procedures in the design, production and interpretation of a range of manual and digital graphical presentations

Life Skills outcomes A student:	Related Stage 4 and 5 outcomes A student:
GTLS-5 recognises that there is a range of graphics standards	GT4-5 applies elementary graphics conventions, standards and procedures in graphical communications GT4-6 completes drawings within specified time frames GT5-5 identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-6 manages the development of graphical presentations to meet project briefs and specifications
GTLS-5 recognises that there is a range of graphics standards	GT4-5 applies elementary graphics conventions, standards and procedures in graphical communications GT4-6 completes drawings within specified time frames GT5-5 identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications GT5-6 manages the development of graphical presentations to meet project briefs and specifications

Objective

Students:

• develop knowledge, understanding and skills to select and apply techniques in the design and creation of digital presentations and simulations to communicate information

Life Skills outcomes A student:	Related Stage 4 and 5 outcomes A student:
GTLS-6 uses digital presentation techniques	GT4-7 understands and uses digital drafting technologies GT5-7 manipulates and produces images using digital drafting and presentation technologies GT5-8 designs, produces and evaluates multimedia presentations
GTLS-6 uses digital presentation techniques	GT4-7 understands and uses digital drafting technologies GT5-7 manipulates and produces images using digital drafting and presentation technologies GT5-8 designs, produces and evaluates multimedia presentations

Objective

Students:

• develop knowledge and understanding to apply Work Health and Safety (WHS) practices and risk management techniques to the work environment

Life Skills outcomes A student:	Related Stage 4 and 5 outcomes A student:
GTLS-7 demonstrates safe practices in the use of tools, materials and techniques in undertaking a project	GT4-8 recognises and responds to workplace hazards GT4-9 works in a responsible and safe manner GT5-9 identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-10 demonstrates responsible and safe work practices for self and others
GTLS-7 demonstrates safe practices in the use of tools, materials and techniques in undertaking a project	GT4-8 recognises and responds to workplace hazards GT4-9 works in a responsible and safe manner GT5-9 identifies, assesses and manages relevant WHS factors to minimise risks in the work environment GT5-10 demonstrates responsible and safe work practices for self and others

Objective

Students:

• investigate the role of graphics in industry and the relationships between graphics technology, the individual, society and the environment

Life Skills outcomes A student:	Related Stage 4 and 5 outcomes A student:
GTLS-8 recognises the use of graphics technology in a variety of contexts	GT4-10 relates classroom experiences to industrial and commercial applications GT5-11 demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-12 evaluates the impact of graphics on society, industry and the environment
GTLS-8 recognises the use of graphics technology in a variety of contexts	GT4-10 relates classroom experiences to industrial and commercial applications GT5-11 demonstrates the application of graphics to a range of industrial, commercial and personal settings GT5-12 evaluates the impact of graphics on society, industry and the environment

Years 7–10 Life Skills Content

The Years 7–10 Life Skills content is suggested.

Content describes the intended learning for students as they work towards achieving one or more of the Life Skills outcomes. It provides the foundations for students to progress to the next stage of schooling or post-school opportunities.

Teachers make decisions about the choice of outcomes and selection of content regarding the sequence, emphasis and any adjustments required based on the needs, strengths, goals, interests and prior learning of students. Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.

The Years 7–10 Life Skills content has been organised around the areas of:

• Instrument Drawing
• Computer-Aided Design (CAD)
• Architectural Drawing
• Computer Animation
• Graphic Design and Communication
• Student Negotiated Project

These areas provide possible frameworks for addressing the Life Skills outcomes and content, and are suggestions only. Teachers have the flexibility to develop focus areas that will meet the needs, strengths, goals, interests and prior learning of their students.

Practical experiences

Where appropriate, students should have the opportunity to develop their knowledge, understanding and skills of principles and techniques associated with producing graphical presentations through engaging in a range of practical experiences. Students with disability may require adjustments and/or additional support in order to engage in practical experiences.

Further information can be found in Course Structure and Requirements.

Instrument Drawing

Outcomes

A student:

• participates in the development of graphics projects GTLS-1
• undertakes graphical presentations to communicate ideas GTLS-2
• recognises appropriate techniques for a variety of projects GTLS-3
• evaluates the effectiveness of graphical presentations GTLS-4
• recognises that there is a range of graphics standards GTLS-5
• uses digital presentation techniques GTLS-6
• demonstrates safe practices in the use of tools, materials and techniques in undertaking a project GTLS-7
• recognises the use of graphics technology in a variety of contexts GTLS-8

Related Stage 4/5 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10, GT5-1, GT5-2, GT5-3, GT5-4, GT5-5, GT5-6, GT5-7, GT5-9, GT5-10, GT5-11, GT5-12

Content focus

In Instrument Drawing students explore the significance of graphical communication and the techniques and technologies used to convey technical ideas and information in a range of contexts. Students are provided with opportunities to develop technical skills through participation in the production of a range of graphical drawings.

Content

Graphics Principles and Techniques

Students:

• identify the purpose of a range of graphics in society, for example: Literacy Personal and social capability Work and enterprise
  • signage, eg safety, health, road, sport
  • informational, eg graphics in books/textbooks, multimedia presentations
  • instructional, eg maps, assembly instructions, house plans, blueprints
  • marketing, eg to attract attention, to sell products
  • communication, eg daily schedules, picture exchange symbols
• explore different roles of professionals in the graphics industry, for example: Work and enterprise
  • industrial designers
  • architects
  • engineers
  • creative art designers, eg sets or costumes
  • multimedia designers, eg advertising, web designers
• explore the cultural and historical significance of graphical communications, for example: Aboriginal and Torres Strait Islander histories and cultures
  • graphical communications produced by Aboriginal and/or Torres Strait Islander Peoples
• explore the function and purpose of AS 1100 Technical Drawing standards, for example: Work and enterprise
  • the use of scales, graphical symbols and units of measurement
  • ensuring uniformity of drawings across Australia
• explore potential WHS risks related to the production of drawings and suggest ways to improve safety, for example: Personal and social capability Work and enterprise
  • identify and respond to safety signs
  • reporting hazards
  • requesting assistance when needed
• identify and apply safe working practices to the production of graphical images, for example: Work and enterprise
  • use drawing equipment and drawing media safely
  • store drawing equipment to prevent damage
  • access suitable lighting and ergonomic furniture
• select tools and equipment appropriate for a graphics project, for example: Work and enterprise
  • use set squares and a T square to generate orthogonal drawings
  • use templates for efficient work practices

Design in Graphics

Students:

• communicate ideas about features and information from existing drawings, for example:
  • line
  • scale
  • size
  • position
• explore factors that influence the design process for graphics projects, for example: Critical and creative thinking
  • function
  • audience
  • appeal
  • accessibility
  • resources
  • cost
• communicate ideas about information to be used in graphics projects, for example: Critical and creative thinking Literacy
  • use freehand sketches
  • collect images
• explore different methods of graphical representations in instrument drawing, for example: Critical and creative thinking
  • pictorial drawing
  • orthogonal drawing
• recognise and acknowledge influences on designs, including Aboriginal ownership of cultural knowledge Aboriginal and Torres Strait Islander histories and cultures

Planning and Construction

Students:

• follow a sequence in the production of graphical images
• identify features of different drawing types, for example:
  • exploded isometric
  • orthogonal projection
  • perspective drawing
  • oblique drawing
• participate in the production of drawings for a specific purpose, for example: Critical and creative thinking Literacy
  • pictorial drawings using isometric grid paper
  • completion of missing line drawings
  • completion of orthogonal drawings
  • apply geometry techniques to construct regular polygons
• explore the use of scale and angles in the production of instrument drawings Numeracy

Presentation

Students:

• identify features of graphical presentations, for example:
  • conveying meaning or information
  • ease of use
  • appeal
• select and apply rendering techniques to support the visualisation of a product or concept, for example: Critical and creative thinking
  • apply colour, shadows and textures to existing graphical images
• select and use a variety of tools, techniques and technologies to present ideas, for example: Critical and creative thinking
  • portfolios
  • digital presentations
• explore the impact of different tools, techniques and materials on the presentation of drawings, for example: Critical and creative thinking
  • the selection of drawing type, materials and techniques
  • presentation techniques
  • use of standard symbols
• evaluate the effectiveness of graphical presentations, for example: Critical and creative thinking Literacy Personal and social capability
  • collect feedback from a variety of sources, eg peers, surveys, interviews

Computer-Aided Design (CAD)

Outcomes

A student:

• participates in the development of graphics projects GTLS-1
• undertakes graphical presentations to communicate ideas GTLS-2
• recognises appropriate techniques for a variety of projects GTLS-3
• evaluates the effectiveness of graphical presentations GTLS-4
• recognises that there is a range of graphics standards GTLS-5
• uses digital presentation techniques GTLS-6
• demonstrates safe practices in the use of tools, materials and techniques in undertaking a project GTLS-7
• recognises the use of graphics technology in a variety of contexts GTLS-8

Related Stage 4/5 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10, GT5-1, GT5-2, GT5-3, GT5-4, GT5-5, GT5-6, GT5-7, GT5-8, GT5-9, GT5-10, GT5-11, GT5-12

Content focus

In Computer-Aided Design students explore the significance of graphical communication and the techniques and technologies used to convey both technical and non-technical ideas and information in a range of contexts. Students are provided with opportunities to develop technical and visual literacy skills through participation in the production of graphical designs.

Content

Graphics Principles and Techniques

Students:

• identify the purpose of a range of graphics in society, for example: Literacy Personal and social capability Work and enterprise
  • signage, eg safety, health, road, sports
  • informational, eg graphics in books/textbooks, multimedia presentations
  • instructional, eg maps, assembly instructions, house plans, blueprints
  • marketing, eg to attract attention, to sell products
  • communication, eg daily schedules, picture exchange symbols
• explore the different roles of professionals in the graphics industry, for example: Work and enterprise
  • technical designers, eg architects and engineers
  • creative art designers, eg sets or costumes
  • multimedia designers, eg animators, web designers
  • print media designers, eg packaging and magazine designers
• explore the relationship of CAD applications to CAM Critical and creative thinking Information and communication technology capability
• explore file formats and images associated with CAD, CAM and related technologies Critical and creative thinking Information and communication technology capability
• explore potential WHS risks related to the production of graphical images and suggest ways to improve safety, for example: Personal and social capability Work and enterprise
  • identify and respond to safety signs
  • reporting hazards
  • requesting assistance when needed
• compare the processes of producing instrument drawings and CAD

Design in Graphics

Students:

• express ideas about information to be used in CAD applications, for example: Critical and creative thinking Literacy Work and enterprise
  • use freehand sketches
  • collect images
• research and develop designs using ICT as appropriate Critical and creative thinking Information and communication technology capability

Planning and Construction

Students:

• follow a sequence in the production of a CAD image
• select and apply CAD software to modify existing graphical images, for example:
  • recolour
  • crop
  • resize
  • apply filters
  • reposition
• participate in using CAD software to produce graphical images for a given situation, for example: Critical and creative thinking Information and communication technology capability Literacy
  • architectural, eg a school playground
  • engineering, eg a bridge
  • informational, eg a 3D scientific model
  • entertainment, eg a puzzle or toy
• participate in the production of pictorial drawings using CAD applications, for example: Critical and creative thinking Information and communication technology capability Literacy
  • cross-section diagrams of a model, eg a scientific model of the Earth
  • exploded views of an assembled product, eg a furniture-building guide
• select and apply standard features of CAD software, for example: Critical and creative thinking Information and communication technology capability
  • standard part/content libraries
  • page templates

Presentation

Students:

• explore the impact of ICT on graphical presentations, for example: Critical and creative thinking Information and communication technology capability Literacy
  • the selection of drawing type, materials and techniques
  • presentation techniques
  • drawings to replace or support words
• participate in using CAD or appropriate graphics software to create final presentation renders, for example: Critical and creative thinking Information and communication technology capability Literacy
  • apply colour, shadows and textures to existing CAD models to create presentation images
• select and apply appropriate technology for the presentation and communication of graphical design projects Critical and creative thinking Information and communication technology capability Literacy

Architectural Drawing

Outcomes

A student:

• participates in the development of graphics projects GTLS-1
• undertakes graphical presentations to communicate ideas GTLS-2
• recognises appropriate techniques for a variety of projects GTLS-3
• evaluates the effectiveness of graphical presentations GTLS-4
• recognises that there is a range of graphics standards GTLS-5
• uses digital presentation techniques GTLS-6
• demonstrates safe practices in the use of tools, materials and techniques in undertaking a project GTLS-7
• recognises the use of graphics technology in a variety of contexts GTLS-8

Related Stage 4/5 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10, GT5-1, GT5-2, GT5-3, GT5-4, GT5-5, GT5-6, GT5-7, GT5-9, GT5-10, GT5-11, GT5-12

Content focus

In Architectural Drawing students explore the tools, techniques and technologies used to plan, create and present architectural designs. Students have opportunities to investigate the application of these skills in industrial, commercial and domestic contexts as well as explore the range of vocations associated with the architectural industry.

Content

Graphics Principles and Techniques

Students:

• identify the role of professionals in the architecture and building industries, for example: Work and enterprise
  • architects
  • interior designers
  • landscape designers
  • engineers
• explore the function and purpose of AS 1100 Technical Drawing standards, for example: Work and enterprise
  • the use of scales, graphical symbols and units of measurements
  • ensuring uniformity for drawings across Australia
• explore government authorities and statutory requirements related to architectural design, for example: Work and enterprise
  • building codes
  • building approval requirements
  • local council regulations
  • mandatory safety standards
• explore CAD software for the development of models and/or drawings, for example: Critical and creative thinking
  • Building Information Modelling (BIM)
  • 2D drafting
  • solid modelling
• explore potential WHS risks related to the products and processes in the architectural industry and suggest ways to improve safety Personal and social capability Work and enterprise

Design in Graphics

Students:

• select and use ICT to explore a range of existing architectural structures, for example: Critical and creative thinking Information and communication technology capability
  • collect digital images
  • create a digital portfolio
• identify elements of design used in a range of existing architectural structures, for example:
  • line
  • shape
  • pattern
  • contrast
  • space
  • texture
• communicate ideas about a range of local, national and international architectural structures, for example: Critical and creative thinking Literacy
  • Sydney Opera House
  • Centre Georges Pompidou
  • Taj Mahal
• express ideas about information to be used in architectural drawing applications, for example: Critical and creative thinking Literacy Work and enterprise
  • use freehand sketches to express architectural designs
  • collect images

Planning and Construction

Students:

• follow a sequence in the production of graphical images
• create architectural working drawings for a variety of architectural purposes, for example: Critical and creative thinking Literacy
  • draw the floor plan of a known area, eg a bedroom or classroom
  • design a sports stadium with accessible features for people with disabilities
  • copy an existing floor plan and use graphic techniques to make alterations
• use CAD applications to generate architectural graphics, for example: Critical and creative thinking Information and communication technology capability Literacy
  • produce three-dimensional (3D) models for building design projects
  • two-dimensional (2D) drawings

Presentation

Students:

• create architectural presentation images, for example: Critical and creative thinking Literacy
  • apply colour, shadow and textures to existing architectural models to create presentation images
  • apply tessellating patterns for tiling or paving designs
• evaluate the effectiveness of the graphical presentations produced, for example: Critical and creative thinking Literacy Personal and social capability
  • collect feedback from a variety of sources, eg peers, surveys, interviews

Computer Animation

Outcomes

A student:

• participates in the development of graphics projects GTLS-1
• undertakes graphical presentations to communicate ideas GTLS-2
• recognises appropriate techniques for a variety of projects GTLS-3
• evaluates the effectiveness of graphical presentations GTLS-4
• recognises that there is a range of graphics standards GTLS-5
• uses digital presentation techniques GTLS-6
• demonstrates safe practices in the use of tools, materials and techniques in undertaking a project GTLS-7
• recognises the use of graphics technology in a variety of contexts GTLS-8

Related Stage 4/5 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10, GT5-1, GT5-2, GT5-3, GT5-4, GT5-5, GT5-6, GT5-7, GT5-8, GT5-9, GT5-10,

GT5-11, GT5-12

Content focus

The Computer Animation module provides opportunities for students to explore the standards and methods used in the production of digital animations.

Content

Graphics Principles and Techniques

Students:

• identify and use terminology related to computer animation, for example: Information and communication technology capability Literacy
  • keyframe
  • background
  • timeline
  • tracks
  • tweening
• explore the use of animation techniques, for example: Information and communication technology capability
  • path-based
  • cell-based
  • morphing
  • motion capture
  • computer-generated imagery (CGI)
• identify software suitable for the creation, editing and publishing of a computer animation Critical and creative thinking Information and communication technology capability
• explore potential WHS risks related to the products and processes of computer animation and suggest ways to improve safety Personal and social capability Work and enterprise

Design in Graphics

Students:

• identify a range of computer animations Critical and creative thinking Literacy
• select and use ICT to explore a range of existing computer animations, for example: Critical and creative thinking Information and communication technology capability
  • collect digital images
  • create a digital portfolio
• express ideas about information to be used in computer animations, for example: Critical and creative thinking Information and communication technology capability Literacy Work and enterprise
  • use freehand sketches to express ideas
  • collect images
  • create a digital scrapbook
• follow a sequence in the production of a storyboard to communicate design ideas, for example: Critical and creative thinking Information and communication technology capability Literacy
  • camera angles and movements
  • frame composition
  • music and sound effects
• select and use ICT to participate in the production of an animation Critical and creative thinking Information and communication technology capability Literacy

Planning and Construction

Students:

• select and apply a range of techniques in the production of an animation, for example: Critical and creative thinking Information and communication technology capability Literacy
  • altering model position/orientation
  • using different camera angles
  • adding music and/or sound effects
• select and use digital software to produce an animation for a given situation, for example: Critical and creative thinking Information and communication technology capability
  • entertainment
  • information, eg a walkthrough
• select and use software to participate in the production of a simulation, for example: Critical and creative thinking Information and communication technology capability Literacy
  • create shadow simulations
  • create a simulation to demonstrate the working relationships of a model or system
• select and use CAD and/or rendering software to participate in the creation of 3D models Critical and creative thinking Information and communication technology capability

Presentation

Students:

• select and use a range of tools, techniques and technologies in the presentation of a multimedia animation, for example: Critical and creative thinking Information and communication technology capability Literacy
  • add soundtracks to animations
  • apply different textures to surfaces as part of the rendering and animation of computer models
• evaluate the effectiveness of the animations produced, for example: Critical and creative thinking Literacy Personal and social capability
  • collect feedback on the presentation from a variety of sources, eg peers, surveys, interviews

Graphic Design and Communication

Outcomes

A student:

• participates in the development of graphics projects GTLS-1
• undertakes graphical presentations to communicate ideas GTLS-2
• recognises appropriate techniques for a variety of projects GTLS-3
• evaluates the effectiveness of graphical presentations GTLS-4
• recognises that there is a range of graphics standards GTLS-5
• uses digital presentation techniques GTLS-6
• demonstrates safe practices in the use of tools, materials and techniques in undertaking a project GTLS-7
• recognises the use of graphics technology in a variety of contexts GTLS-8

Related Stage 4/5 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10, GT5-1, GT5-2, GT5-3, GT5-4, GT5-5, GT5-6, GT5-7, GT5-8, GT5-9, GT5-10, GT5-11, GT5-12

Content focus

Graphics is a universal language and an important tool for thinking and communicating. The use of graphical images to communicate information overcomes the barriers of time and linguistic, cultural and social differences. Through the study of Graphic Design and Communication, students have opportunities to explore the standards and presentation methods used in graphic design. Students consider the ways in which design elements such as colour and symbols are used to communicate meaning and information in graphical designs.

Content

Graphics Principles and Techniques

Students:

• identify standard symbols used in international and/or multilingual communication, for example: Intercultural understanding Difference and diversity
  • telephone
  • hospital
  • speed limit
  • hazard
• identify symbols related to graphic design contexts, for example: Literacy
  • furniture symbols
  • technology symbols
  • safety symbols
• select and apply symbols to a range of graphic design and communication contexts, for example: Information and communication technology capability Literacy
  • using furniture symbols to identify key features of a floor plan
  • highlighting potential hazards using safety symbols
  • using pictograms when creating a map or brochure
  • adding digital images into a written presentation to enhance meaning
• explore graphic design principles related to print and digital media, for example: Information and communication technology capability
  • line
  • colour
  • size
  • space
  • contrast
  • proximity
• explore potential WHS risks related to the products and processes of graphical design and suggest ways to improve safety Personal and social capability Work and enterprise

Design in Graphics

Students:

• select and use ICT to explore a range of graphical designs, for example: Critical and creative thinking Information and communication technology capability
  • collect digital images
  • create a digital portfolio
  • explore digital libraries within software
• communicate ideas about a range of graphical designs Critical and creative thinking Literacy
• express ideas about information to be used in graphical designs, for example: Critical and creative thinking Literacy Work and enterprise
  • use freehand sketches
  • collect images

Planning and Construction

Students:

• experiment using different media, eg text, drawings and images in the development of graphics, for example: Critical and creative thinking
  • magazine covers
  • cinema posters
  • computer game promotions
• select and apply construction techniques for the development of graphical images, for example: Critical and creative thinking Information and communication technology capability Literacy
  • logos
  • typeface
  • business cards
• select and apply a range of technologies to produce graphic designs for a given situation, for example: Critical and creative thinking Information and communication technology capability
  • packaging or label for a product
  • colouring book for young children
• explore the use of rendering techniques to apply shading, texturing and colour to graphic designs Critical and creative thinking Information and communication technology capability

Presentation

Students:

• participate in the development of multimedia presentations, for example: Critical and creative thinking Information and communication technology capability Literacy
  • animations
  • film trailers
• explore the purpose of a range of print or digital media graphics, for example: Critical and creative thinking Information and communication technology capability Literacy
  • logos
  • symbols, eg airport
  • infographics
• evaluate the effectiveness of the graphical designs produced, for example: Critical and creative thinking Literacy Personal and social capability
  • collect feedback on the presentation from a variety of sources, eg peers, surveys, interviews

Student Negotiated Project

Outcomes

A student:

• participates in the development of graphics projects GTLS-1
• undertakes graphical presentations to communicate ideas GTLS-2
• recognises appropriate techniques for a variety of projects GTLS-3
• evaluates the effectiveness of graphical presentations GTLS-4
• recognises that there is a range of graphics standards GTLS-5
• uses digital presentation techniques GTLS-6
• demonstrates safe practices in the use of tools, materials and techniques in undertaking a project GTLS-7
• recognises the use of graphics technology in a variety of contexts GTLS-8

Related Stage 4/5 outcomes: GT4-1, GT4-2, GT4-3, GT4-4, GT4-5, GT4-6, GT4-7, GT4-8, GT4-9, GT4-10, GT5-1, GT5-2, GT5-3, GT5-4, GT5-5, GT5-6, GT5-7, GT5-8, GT5-9, GT5-10, GT5-11, GT5-12

Content focus

Students may undertake a Student Negotiated Project to revisit a topic of interest for further investigation or to pursue an area of graphics with local or personal significance. Students may also choose to combine aspects of the following topics into a project that builds on their strengths, interests and goals:

• Australian Architecture
• Cabinet and Furniture Drawing
• Computer-Aided Design (CAD)
• Engineering Drawing
• Landscape Drawing
• Product and Technical Illustration.

Content

Graphics Principles and Techniques

Students:

• explore standards and conventions related to the Student Negotiated Project Work and enterprise
• select and apply appropriate tools, techniques and technologies for a Student Negotiated Project Work and enterprise
• explore potential WHS risks related to the products and processes in the graphics industry and suggest ways to improve safety Personal and social capability Work and enterprise

Design in Graphics

Students:

• communicate ideas about the design and planning of a Student Negotiated Project, for example: Critical and creative thinking Literacy
  • sketch designs
  • collect images
  • create digital scrapbooks
• use ICT to explore a range of existing graphical representations relating to the Student Negotiated Project, for example: Critical and creative thinking Information and communication technology capability
  • collect digital images
  • create a digital portfolio
• explore factors that influence the design process for graphical projects, for example: Critical and creative thinking
  • function
  • audience
  • appeal
  • accessibility
  • resources
  • cost
• research and develop designs using ICT as appropriate Critical and creative thinking Information and communication technology capability Literacy

Planning and Construction

Students:

• follow a sequence in the production of the Student Negotiated Project Work and enterprise
• identify and select tools, techniques and technologies required for the development of the Student Negotiated Project, for example: Information and communication technology capability Literacy
  • CAD software
  • rendering and/or animation software

Presentation

Students:

• participate in the creation of presentation images for the Student Negotiated Project, for example Literacy
  • apply colour and textures to existing CAD models to create presentation images
  • use CAM technologies to create models and/or prototypes
• select and use a range of tools, techniques and technologies in the presentation of the Student Negotiated Project Critical and creative thinking Information and communication technology capability Literacy
• evaluate the effectiveness of the graphics produced, for example: Critical and creative thinking Literacy Personal and social capability
  • collect feedback on the presentation from a variety of sources, eg peers, surveys, interviews

Assessment

Standards

The NSW Education Standards Authority (NESA) K–10 Curriculum Framework is a standards-referenced framework that describes, through syllabuses and other documents, the expected learning outcomes for students.

Standards in the framework consist of three interrelated elements:

• outcomes and content in syllabuses showing what is to be learned
• Stage statements that summarise student achievement
• samples of work on the NESA website that provide examples of levels of achievement within a Stage.

Syllabus outcomes in Graphics Technology contribute to a developmental sequence in which students are challenged to acquire new knowledge, understanding and skills.

Assessment

Assessment is an integral part of teaching and learning. Well-designed assessment is central to engaging students and should be closely aligned to the outcomes within a Stage. Effective assessment increases student engagement in their learning and leads to enhanced student outcomes.

Assessment for Learning, Assessment as Learning and Assessment of Learning are three approaches to assessment that play an important role in teaching and learning. The NESA Years K–10 syllabuses particularly promote Assessment for Learning as an essential component of good teaching.

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Further advice on programming and appropriate assessment practice is provided on the NESA website. This support material provides general advice on assessment as well as strategies to assist teachers in planning education programs.

Assessment for students with disability

Some students with disability will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. These may be:

• adjustments to the assessment process, for example scaffolded instructions, additional guidance provided, highlighted key-words or phrases, the use of specific technology, extra time in an examination
• adjustments to assessment activities, for example rephrasing questions, using simplified language, fewer questions or alternative formats for questions
• alternative formats for responses, for example written point form instead of essays, scaffolded structured responses, short objective questions or multimedia presentations.

It is a requirement under the Disability Standards for Education 2005 for schools to ensure that assessment tasks are accessible to students with disability. Schools are responsible for any decisions made at school level to offer adjustments to coursework, assessment activities and tasks, including in-school tests. Decisions regarding adjustments should be made in the context of collaborative curriculum planning.

Further examples of adjustments to assessment for students with disability and information on assessment of students undertaking Life Skills outcomes and content can be found in support materials for:

• Technologies
• Special Education
• Life Skills.

Reporting

Reporting is the process of providing feedback to students, parents/carers and other teachers about student progress.

Teachers use assessment evidence to extend the process of Assessment for Learning into their Assessment of Learning. In a standards-referenced framework, teachers make professional judgements about student achievement at key points in the learning cycle. These points may be at the end of a Year or Stage, when schools may wish to report differentially on the levels of knowledge, understanding and skills demonstrated by students.

Descriptions of student achievement provide schools with a useful tool to report consistent information about student achievement to students and parents/carers, and to the next teacher to help plan the future steps in the learning process.

The A–E grade scale or equivalent provides a common language for reporting by describing observable and measurable features of student achievement at the end of a Stage, within the indicative hours of study. Teachers use the descriptions of the standards to make a professional, on-balance judgement, based on available assessment information, to match each student’s achievement to a description. Teachers use the Common Grade Scale (A–E) or equivalent to report student levels of achievement from Stage 1 to Stage 5.

For students with disability, teachers may need to consider, in consultation with their school and sector, the most appropriate method of reporting student achievement. It may be deemed more appropriate for students with disability to be reported against outcomes or goals identified through the collaborative curriculum planning process. There is no requirement for schools to use the Common Grade Scale (A–E) or equivalent to report achievement of students undertaking Life Skills outcomes and content.

Glossary

Glossary term	Definition
Aboriginal and Torres Strait Islander Peoples	Aboriginal Peoples are the first peoples of Australia and are represented by over 250 language groups, each associated with a particular Country or territory. Torres Strait Islander Peoples are represented by five major island groups, and are associated with island territories to the north of Australia’s Cape York which were annexed by Queensland in 1879. An Aboriginal and/or Torres Strait Islander person is someone who: is of Aboriginal and/or Torres Strait Islander descent identifies as an Aboriginal person and/or Torres Strait Islander person, and is accepted as such by the Aboriginal and/or Torres Strait Islander community(ies) in which they live.
accessibility	The extent to which a system, environment or object may be used irrespective of a user’s capabilities or abilities. For example, the use of assistive technologies to allow people with disability to use computer systems, or the use of icons in place of words to allow young children to use a system.
AS 1100 Technical Drawing	This is the Australian standard for technical drawing. It defines the general principles for technical drawing including both architectural and mechanical designs.
AS 1100.301 Technical Drawing – Architectural Drawing	This is the Australian standard for architectural drawing.
Building Information Modelling (BIM)	Building Information Modelling uses 3D virtual building models to aid in the design and engineering of projects.
computer-aided design (CAD)	Software used by designers, architects and engineers to create lines, shapes and planes that can be combined, moved, rotated, adjusted and rendered. Measurements and calculations can be included. CAD can be used to create two- and three-dimensional models and drawings, such as floor plans, interiors and garden designs, and to represent objects and structures.
computer-aided manufacture (CAM)	A use of geometric design data (coordinates) to control computer numerical control (CNC) machine tools for manufacturing components and objects.
copyright	The protection provided to the creators of original works that offers a legal framework for the control and reproduction or transmission of their creations. Copyright protects written works, computer programs and artistic works such as: architecture, broadcasts, computer programs, drawings, films, music, paintings, photographs, sound recordings and videos.
designed solution	A product, service or environment that has been created for a specific purpose or intention as a result of design thinking, and design and production processes.
designing	The development of a solution to an identified need or opportunity. Designing involves research and investigation with consideration of human, technical and environmental factors, available resources and time frames. Designs should be tested and evaluated against predetermined criteria.
digital citizenship	An acceptance and upholding of the norms of appropriate, responsible behaviour with regard to the use of ICT. Digital citizenship includes appropriate online etiquette, an understanding of ethics and related law, knowing how to stay safe online, and advice on related health and safety issues, such as online predators and the permanence of data.
digital rights management (DRM)	Digital rights management is a systematic approach to copyright protection for digital media. The purpose of DRM is to prevent unauthorised redistribution of digital media and restrict the ways consumers can copy content they have purchased.
disability	An umbrella term for any or all of the following components: impairments: challenges in body function or structure activity limitations: difficulties in executing activities participation restrictions: challenges an individual may experience in involvement in life situations.
diversity	Differences that exist within a group, eg age, sex, gender, gender expression, sexuality, ethnicity, ability/disability, body shape and composition, culture, religion, learning differences, socioeconomic background, values and experience.
emerging technologies	New technologies that are still immature or will be developed over the next five to ten years, which may deliver significant value and substantially alter the business and social environment.
exploded view	An image of an object with individual parts shown separately but arranged to show the relationship and position of how parts of a product fit together.
floor plan	A floor plan is a type of drawing to scale that shows the layout and relationship of rooms and it is drawn from above. It is generally drawn at a scale of 1:100.
general assembly drawing	A general assembly drawing displays the arrangement of all assembled components in their relative operating positions. Assembly drawings normally consist of: overall dimensions of assembled components a bill of materials or parts list identification of different parts.
graphical representation	A technique used to communicate ideas and plans, for example sketching, drawing, modelling, technical drawing and computer-aided design.
Indigenous	Internationally recognised term for the first people of a land. In New South Wales the term ‘Aboriginal person/Peoples’ is preferred.
Indigenous cultural and intellectual property	Includes objects, sites, cultural knowledge, cultural expression and the arts, that have been transmitted or continue to be transmitted through generations as belonging to a particular Indigenous group or Indigenous people as a whole or their territory (see intellectual property).
information system	The combination of digital systems, people and processes that collect, manage and analyse data.
intellectual property	Non-material assets such as forms of cultural expression that belong to a particular individual or community. Intellectual property rights refer to the rights that the law grants to individuals for the protection of creative, intellectual, scientific and industrial activity, such as inventions (see Indigenous cultural and intellectual property, and copyright).
isometric drawings	Isometric drawings are a type of pictorial drawing. Isometric projection uses vertical lines and lines drawn usually at a 30° angle to the horizontal.
model	A mathematical, conceptual or physical representation that describes, simplifies, clarifies or provides an explanation of the structure, workings or relationships within an object, system or idea. Models can provide a means of testing and predicting behaviour within limited conditions. Models may be physical or exist in digital form.
multimedia	The use of ICT to present combinations of text, graphics, video, animation and/or sound in an integrated way. Where there is facility for a user to interact with multimedia, the term ‘interactive multimedia’ may be used. Examples include augmented and virtual reality presentations, walkthrough animations, media-rich websites, electronic books (eBooks) and animated films.
Non-Uniform Rational Basis Splines (NURBS)	NURBS are mathematical representations of 3D surfaces and curves. NURBS CAD software is particularly suitable for designing and modelling surfaces with complex curves.
oblique drawings	Oblique drawings are a type of pictorial drawing. In an oblique drawing the front view is drawn at true size, and the receding surfaces are generally drawn at a 45° angle to produce a 3D form. In oblique drawings circular features can be drawn as true circles on the front face. There are two main types of oblique drawing: cavalier projection: the object is drawn at full scale cabinet projection: the object’s receding axis is draw at half scale.
orthogonal drawing	Orthogonal drawings are produced by drawing 2D images of each side of a three-dimensional object that work together to give an accurate overall representation of an object. Orthogonal drawings usually consist of a front, top and a side view. In Australia, orthogonal drawings are generated using the third-angle projection technique for layout of the views. Orthogonal drawings may include cabinet, engineering and workshop drawings.
personal protective equipment (PPE)	Equipment used or worn by a person to minimise risk to the person’s health or safety, for example apron, ear muffs, face shield, gloves, goggles, hard hat.
perspective drawing	Perspective drawings are the most realistic of the pictorial drawing techniques. Perspective drawing is a technique used to represent three-dimensional images on a flat surface. A characteristic feature of perspective drawings is that objects appear bigger the closer they are. Perspective drawings are commonly drawn in one, two or three-point perspective.
prototype	A trial product or model built to test an idea or process to inform further design development. Its purpose is to see if and how well the design works and is tested by users and systems analysts. A prototype can be both a physical object or exist in digital form (see models).
rendering	Rendering is the process of creating realistic images by adding colour, shading and texturing to an image. Renderings can be generated using hand techniques or by using software.
scale	A relationship between a representational image or model and the actual size of an object. Reduction or enlargement scales are often used to make images and objects more manageable to draw or represent. Common scales used in graphics are 5:1, 2:1, 1:1, 1:2, 1:5, 1:10, 1:50, 1:100, 1:200, 1:500, 1:1000.
solid modelling	Solid modelling is a CAD modelling technique that mathematically defines an object internally and externally, and ensures that the object is geometrically correct.
sustainable	Supporting the needs of the present without compromising the ability of future generations to meet their needs.
visualise	The presentation of data or information through pictures or graphics to help the intended audience understand its significance.
Work Health and Safety (WHS)	The identification of risks and the management of those risks in a workplace. WHS is concerned with the safety, health and welfare of people in the workplace. The Work Health and Safety Act 2011 (the WHS Act) provides a framework to protect the health, safety and welfare of all workers at work.