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Design & Production
TQA 2
Code, TQA Level 2, Size Value = 15
The cOURSE document
This document contains the following sections:
COURSE size and complexity...... 1
course description...... 2
Pathways...... 2
RESOURCES...... 3
learning outcomes...... 5
Course CONTENT...... 6
work Requirements...... 7
Factors to Consider in Designing a Course Plan...... 9
Assessment...... 9
Quality Assurance Processes...... 10
Criteria...... 10
Standards...... 11
Reporting...... 14
Qualifications Available...... 14
Award Requirements...... 14
COURSE EVALUATION...... 14
EXPECTATIONS DEFINED BY NATIONAL STANDARDS...... 15
Accreditation...... 15
Version History...... 15
course size and complexity
This course has a complexity level of TQA level 2.
The student is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgment is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.
This course has a size value of 15.
course description
Design and Production develops skills in the design and construction of products within an area of specialisation. An understanding and skills in handling the nominated material will be gained through to producing items in response to design briefs.
This course enables learners to design and make products in one of the following areas of specialisation:
- composite materials
- glass
- metal
- plastics
- textiles
- wood.
Learners will develop an understanding of the design process to generate well-considered responses to the briefs. Students learn to draw on a range of strategies to plan, generate and realise commercial and domestic products. They will use a diverse range of techniques to communicate their intentions and their design proposals. These may include: colour visuals; orthographic; working drawings; sketches; digital; virtual or three-dimensional presentations; and written notes/comments.
Learners will submit a design folio and complete products exhibiting competent technical skills and processes in working with their chosen materials. Review and evaluation of processes and products will be undertaken.
Through the study of design fundamentals and the application of the design process in the production of objects and samples, the learner will develop skills and knowledge relevant to industry, cultural, personal and domestic contexts.
Learners will respond to a brief and undertake projects that will require them to:
- use the design process
- create innovative and original solutions
- develop a knowledge of materials
- explore and develop appropriate systems.
pathways
Design and Production, TQA level 2, provides a suitable pathway to a range of VET programs in areas such as:
- Applied Fashion Design and Technology
- Art, Craft and Design
- Clothing
- Construction
- Engineering
- Furniture Production
- Interior Design
- Manufacturing
- Soft Furnishings
- Textiles.
It also provides suitable pathways to TQA level 3 courses such as:
- Computer Graphics and Design
- Housing and Design.
resources
Workspaces for the Design and Production course must comply with current legislation for ventilation, lighting, ergonomics, access and egress as required for the selected production technology medium. Facilities for learners to wash after using equipment and materials are also required.
Equipment tools and resources should match the selected medium and the processes required to make a practical product.
Composite Material
This specialisation requires a selection of general purpose hand tools and moulds for the manipulation of resins, plastics, cements, leather, clays, woods, fibres and other materials. The resources should be sourced as required commensurate with the materials and techniques to be utilised.
Glass
Workspace requirements:
a general purpose studio
personal protective devices (safety glasses, ear muffs and an apron).
Tools and equipment:
glass cutters liquid filled are the most efficient to use.
grozing pliers
breaking pliers or running pliers
glass grinder
soldering irons
scissors
burners (eg oxy/Acetylene)
ovens (if glass slumping is used).
Consumables:
glass rods
sheet glass
coloured glass
copper foil
solder
flux
putty
polish and cloths
lead came
horse shoe nails.
Metal
Studio space requirements:
work benches fitted with metal work vices
welding bay should be able to be shielded from the general work area
personal protective devices (safety glasses, ear muffs and an apron).
Tools listed are general in nature:
hand tools for measuring, marking and scaling
cutting and shaping tools including saws, lathes and grinders
joining equipment including oxy-Acetylene equipment and Mig welding.
Plastics
Plastics encompasses a variety of man made materials. Fibre glass, resins, acrylic sheet and shaped acrylic section are the basis for the selection of resources described here.
Studio space requirements:
work benches
personal protective devices (safety glasses, ear muffs aprons dust masks).
General hand tools for plastics:
measuring equipment tape measures and rulers
various clamping aids
hammers.
Acrylic cutting and drilling equipment.
Consumables – acrylics, fibre glass resins.
Fibre glass and Kevlar equipment.
Textiles
Studio space requirements:
lay out tables.
Equipment:
domestic sewing machines and associated equipment such as overlockers
patterns
measuring, marking and cutting tools
mannequin (optional).
Consumables:
a range of materials appropriate to garment construction and craft work.
Wood
Studio space requirements:
work benches fitted with wood working vices
machining and breakdown areas separated from the general work area
personal protective devices (safety glasses, ear muffs and an apron).
Tools and equipment:
measuring and marking tools
cutting and shaping saws and chisels
power tools such as industry sanders, routers, joiners, jigsaws and drills
finishing tools
fixed machine tools including planers, saws, presses, lathes and grinders.
learning outcomes
Through studying this course, learners will:
- develop and demonstrate an understanding of the design process
- recognise the value of using the design process
- generate appropriate responses to specific design briefs
- complete design folios that satisfy the requirements of the brief
- translate design solutions into well-considered finished products and prototypes
- develop skills to select, prepare and maintain equipment and materials
- develop skills to safely use a range of appropriate techniques, processes and equipment
- demonstrate problem-solving skills
- evaluate the suitability and effectiveness of techniques and processes in the making of products
- understand and apply occupational health and safety work practices
- develop an awareness of careers and further study options
- use suitable resources and equipment when working with their chosen materials.
course content
This course enables learners to apply the design process to produce appropriate products in response to a brief.
This is done within the context of an area of technology.
Learners will specialise in one of the following areas:
- composite materials
- glass
- metal
- plastics
- textiles
- wood.
Students will work collaboratively or individually to complete appropriate solutions to design briefs.
The following explanations identify how this course may be applied in different contexts and media (i.e. the specialised technology area).
The Brief: /- may be set by the assessor, developed in consultation with the learner (negotiated), or prepared by a third party (e.g. small business, school-based ‘client’)
- describes and specifies the work to be complete
- extends thinking beyond the immediate ‘solution’
- may be written, diagrammatic, visual or verbal
Design Process: / Process which involves:
- exploring possibilities
- decision-making and problem-solving
- ongoing reflection and refinement in relation to brief
- testing of ideas and processes
Sources of information for design and product solutions will include: /
- books, magazines and printed media
- world wide web
- art and design work
- software programs
- personal observation
- natural and architectural forms
- manufactured structures
- historical and contemporary examples
Materials: /
- as appropriate to the specialisation area/production medium
Tools and equipment: /
- as appropriate to the specialisation are/production medium
Design elements will include consideration of: /
- function
- appropriate choice of materials and processes
- suitability in meeting the intent of the brief
- environmental sustainability
- efficiency
- communication aspects
- aesthetics including elements and principles of design appropriate to brief which may include colour, texture, shape, line, direction, space, mass, balance, proportion, rhythm
Design samples/models and finished products will include processes such as: /
- quantifying material lists
- sourcing materials
- cutting, shaping, joining, fastening, assembling and finishing processes (techniques)
- folding
- sewing
- twisting
- binding
- pasting and taping
- bending
Products: / May be either:
- a complete, stand alone, single item (e.g. a coffee table, surfboard or garment)
- a composite part to a larger system (e.g. the cupboard doors and benchtops for a kitchen or the metal frame for a go-cart)
Safe procedures: / In accordance with Federal, State and Territory legislation, regulations and standards
work REquirements
Learners will complete:
- at least one major product (which includes a range of processes) in response to a brief
- at least one or two minor products (depending on their specialisation – see below)
- a design folio to provide evidence of the design process.
Minimum work requirements for each of the specialisations are outlined below. The major and minor products will be fully finished items.
Evidence of ongoing use of the design process is also required in a design folio including design briefs, design exploration, solutions and evaluations.
Composite Materials
Major product: One
Example: a product involving measurement, cutting/moulding, shaping and finishing of at least two different materials
Minor product: One
Examples: kite, table lamp, simple domestic wares, or simple jewellery.
Glass
Major product: One
Examples: use of leadlight techniques to make a lampshade OR a decorative window panel OR a fused glass jewellery or vessel – series of 6 pieces
Minor product: Two
Examples: lead lighting techniques in a mandola (3-10 pieces of glass) and a brooch or small jewellery item.
Metal
Major product: One
Example: folding work bench including at least 6 of the following processes: marking out; cutting; drilling; welding; fitting; lathe work; & milling or fabrication.
Minor product: One
Examples: weather vane, small toolbox, tool or implement, candelabra, metal legs for complementary project.
Plastics
Major products: One
Examples: surfboard OR canoe using moulds, framing techniques, application of fibreglass and finishing
Minor product: One
Examples: salt and pepper shakers, CD or DVD holder, jewellery and accessories, bowls, minor car component, simple model or ornament/artefact.
Textiles
Major product: One
Examples: garment using a commercial pattern or hand drafted pattern which includes at least 2 of the following advanced construction techniques: zip; button closure; set in sleeve; collar; hemming; facings; seam neatening; lining; or overlay fabrics.
OR
Textile or wearable art item such as clothing, artefacts or accessories featuring at least two different methods of embellishment or fabric manipulation.
Minor products: Two
Examples: cushion, bag or boxer shorts, recycling or remodelling old clothing.
Wood
Major product: One
Example: table completed to an acceptable standard and include a least four processes such as: shaping and profiling of legs; joints; edge treatment; and surface finishes.
Minor product: Two
Examples: box, ottoman, CD rack, DVD holder, simple storage systems, clock or mirror.
factors to consider in designing a course plan
- general knowledge of the role and nature of a brief within the design process, including different types of brief and how designers use them and respond or challenge them
- awareness of the notion of individual interpretation and choice within the design process
- knowledge about the materials, tools and equipment required to apply the design processes
- workspace organisation and maintenance, including environmental and safety issues
- knowledge about how other craftspersons and designers have produced work (precedent studies)
- awareness of ergonomics
- academic integrityand intellectual property issues and legislation (e.g. copyright), and their impact on aspects of design
- literacy skills sufficient to interpret a brief
- numeracy skills sufficient to calculate quantities and determine construction issues.
assessment
Criterion-based assessment is a form of outcomes assessment which identifies the extent of student achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help students identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to the TQA will focus on what both teacher and student understand to reflect end-point achievement.
The standard of achievement each student attains on each criterion is recorded as a rating of ‘C’ (satisfactory standard) or ‘A’ (high standard) according to the outcomes specified in the standards section of the course document.
A ‘t’ notation must be used where a student demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation is not described in course standards.
A ‘z’ notation is to be used where a student provides no evidence of achievement at all.
Providers offering this course must participate in the quality assurance processes.
Internal assessment of all criteria will be made by the provider. Assessment processes must gather evidence that clearly shows the match between individual student performance, the standards of the course and the student’s award. Providers will report the student’s rating for each criterion to the Tasmanian Qualifications Authority.
QUALITY ASSURANCE PROCESSES
The following process will be facilitated by the TQA to ensure there is:
- a match between the standards of achievementspecified in the course and the skills and knowledge demonstrated by students
- community confidence in the integrity and meaning of the qualification.
Process – The TQA will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications the Authority issues. This will involve checking:
• student attendance records; and
• course delivery plans (the sequence of course delivery/tasks and when assessments take place):
assessment instruments and rubrics (the ‘rules’ or marking guide used to judge achievement)
class records of assessment
examples of student work that demonstrate the use of the marking guide
samples of current student’s work, including that related to any work requirements articulated in the course document.
This process will usually also include interviews with past and present students.
It will be scheduled by the TQA using a risk-based approach.
cRITERIA
The assessment for Design & Production TQA level 2 will be based on the degree to which a student can:
- understand and apply occupational health and safety procedures
- demonstrate an understanding of the design process in response to a brief
- use appropriate techniques and processes to complete products
- select, prepare and maintain physical resources for the construction of products
- refine design choices and evaluate the merit of design solutions.
standards
CRITERION 1: Understand and apply occupational health and safety procedures
Rating ‘C’(Satisfactory Standard) / Rating ‘A’
(High Standard)
The student: / In addition to meeting the standards required by a ‘C’ rating, the student
/ recognises and appropriately reports potential workshop hazards /
- acts with a high level of awareness of the safety of self and others (e.g. reports potential hazards, reports or appropriately corrects the unsafe practice of others).
/ demonstrates knowledge and awareness of the steps of common workshop emergency procedures
/ follows established safety procedures for the use of equipment and facilities as directed
/ safely uses techniques, processes, tools and materials to produce models and finished products.
CRITERION 2: Demonstrate an understanding of the design process in response to a brief
Rating ‘C’
(Satisfactory Standard) / Rating ‘A’
(High Standard)
The student: / In addition to meeting the standards required by a ‘C’ rating, the student:
/ understandsthe basic elements of the design process /
- demonstrates appropriate initiative in their interpretation of the brief
- communicates effectively with the client (i.e. the developer of the brief)
- liaises effectively with the client in regard to any required modifications of the brief.
/ addresses the functional and aesthetic considerations of the brief
/ identifies and accesses sources of information relevant to the design brief
/ produces a design folio communicating an appropriate range of graphic methodologies that address the brief*
/ solves simple problems during the planning and construction phases.
*This may include, but is not limited to: sketches; drawings systems; orthographic projects; working drawings; colour visuals; 3-dimensional models; and written notes/comments.
CRITERION 3: Use appropriate skills and processes to complete products
Rating ‘C’
(Satisfactory Standard) / Rating ‘A’
(High Standard)
The student: / In addition to meeting the standards required by a ‘C’ rating, the student:
/ applies skills to complete a product to a specified standard /
- demonstrates competency in the employment of advanced techniques and processes appropriate to the medium of the product and the brief.
/ chooses a suitable or effective technique for a specific application
/ considers the sequence of the construction process
/ achieves the specified level of accuracy in practical skills.
CRITERION 4: Select, prepare, maintain and use physical resources for the construction of products
Rating ‘C’
(Satisfactory Standard) / Rating ‘A’
(High Standard)
The student: / In addition to meeting the standards required by a ‘C’ rating, the student:
/ correctly identifies and selects appropriate tools, equipment and materials required for the production of products /
- demonstrates efficient use of materials
- creates designs and products that make good use of the characteristics of the selected medium.
/ prepares, cleans, maintains and uses tools, equipment and materials in accordance with relevant workspace procedures and safety requirements
/ stores tools, equipment and materials in accordance with relevant workspace procedures and safety requirements
/ describes the basic properties of materials used.
CRITERION 5: Refine design choices and evaluate the merit of design solutions
Rating ‘C’
(Satisfactory Standard) / Rating ‘A’
(High Standard)
The student: / In addition to meeting the standards required by a ‘C’ rating, the student:
/ makes some realistic conclusions about how appropriately finished product satisfies the brief /
- evaluates the
- quality of work
- design solutions used
- effectiveness of techniques
- effectiveness of processes
- identifies areas/aspects for future improvement in own
- work quality
- choice of solutions
- choice and application of techniques and processes
- interpretation/implementation of brief.
/ makes some realistic conclusions about the suitability and appropriateness of the solution in meeting specified standards
/ recognises skills and knowledge development in own projects
/ makes some reasonable judgements regarding the quality of work undertaken
/ speculates on how solution/s could be used to generate other designs or improved/modified in the future
/ makes some reasonable judgements regarding the effectiveness of techniques and processes used.
REPORTING
For Tasmanian Qualifications Authority reporting purposes, the specialisations will be identified as: