Overview
This unit provides an introduction to graphical and 2-dimensional computer-aided design (CAD). It provides the necessary skills for the demonstration of practical and theoretical knowledge thus enabling you to teach Graphics and 2D CAD in the discipline of Industrial Technology and Design in the middle years of schooling (7-10). You will design, develop, adapt and evaluate projects utilising critical aspects of knowledge about graphics and 2-dimensional drawing. You will develop hands-on drawing skills and the ability to work with 2-dimensional design technologies.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Students
Feedback and results not returned in timely manner
Provision of feedback improved.
- Understand the use, development and impact of design concepts through the use of graphical and 2-dimensional communication
- Apply graphical and 2-dimensional design concepts and procedures
- Plan, sequence, implement and assess graphics used in the production of projects
- Recognise and apply basic skills sequences and procedures using design processes required for teaching Graphics and 2 D CAD technologies
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and 2 D CAD technologies
- Apply appropriate workplace health and safety and maintenance practices when engaging in design activities
- Communicate and work professionally in peer learning teams.
Australian Institute for School Leadership (AITSL, 2013), Professional Standards for Teachers (Graduate Level):
Standard 2: Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area; 2.2 Content selection and organisation
Standard 4: Create and maintain supportive and safe learning environments
4.4 Maintain student safety
Standard 6: Engage in professional learning
6.2 Engage in professional learning and improve practice; 6.3 Engage with colleagues to improve practice.
Standard 7: Engage professionally with colleagues, parents/carers and the community.
7.2 Comply with legislative, administrative and organisational requirements; 7.4 Engage with professional teaching networks and broader communities.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Written Assessment - 15% | |||||||
| 2 - Practical Assessment - 20% | |||||||
| 3 - Practical Assessment - 15% | |||||||
| 4 - Practical Assessment - 15% | |||||||
| 5 - Written Assessment - 35% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Communication | |||||||
| 2 - Problem Solving | |||||||
| 3 - Critical Thinking | |||||||
| 4 - Information Literacy | |||||||
| 5 - Team Work | |||||||
| 6 - Information Technology Competence | |||||||
| 7 - Cross Cultural Competence | |||||||
| 8 - Ethical practice | |||||||
| 9 - Social Innovation | |||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 15% | ||||||||||
| 2 - Practical Assessment - 20% | ||||||||||
| 3 - Practical Assessment - 15% | ||||||||||
| 4 - Practical Assessment - 15% | ||||||||||
| 5 - Written Assessment - 35% | ||||||||||
Textbooks
Graphics Introductory Worksheets
Edition: 1st (1999)
Authors: Baker, S & Schlyder, D
PCS Publications
Toowoomba Toowoomba , Queensland , Australia
Binding: Paperback
Graphics Stage A Worksheets
Edition: 1st (1999)
Authors: S.D. Baker & D. Schlyder
PCS Publications
Toowoomba Toowoomba , Queensland , Australia
Binding: Paperback
Graphics - Stage B Worksheets
Edition: 1 (1999)
Authors: Schlyder, D
P.C.S. Publications
Toowoomba Toowoomba , Queensland , Australia
Binding: Paperback
Additional Textbook Information
Students can also purchase textbooks from here: https://peridis.com.au/product-category/graphics/
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Software: Autodesk AutoCAD 2020
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
b.connolly@cqu.edu.au
Module/Topic
Oblique & Isometric pictorial views
Chapter
Tasks to be completed
Worksheets:
· Introductory Sheet 1
· Introductory Sheet 2
· Introductory Sheet 3
· Introductory Sheet 4
· Introductory Sheet 5
Equipment required
Two 0.4mm Artline black markers, two HB Pencils, a set of good quality coloured pencils or generic alcohol markers, an eraser and pencil sharpener
Events and Submissions/Topic
· Assessment 1 - Introduction to Technical sketching (15% weighting) - Due week 5, Sunday 4th April 2021, 11.55pm
Module/Topic
· Oblique & Isometric pictorial views
· One and Two point perspective views
· Graphic Design
· Layout development
Chapter
Tasks to be completed
Worksheets:
· Introductory Sheet 6
· Introductory Sheet 7
· Introductory Sheet 8
· Introductory Sheet 9
· Introductory Sheet 10
Additional resources:
· Read “Pictorial Representation Isometric and Oblique”
· Read “Pictorial Representations Planometric and Perspective”
AutoCAD:
· Download AutoCAD student version
Equipment required
· Two 0.4mm Artline black markers, two HB Pencils, a set of good quality coloured pencils or generic alcohol markers, an eraser and pencil sharpener.
· Software: Autodesk AutoCAD 2020
Events and Submissions/Topic
· Assessment 1 - Introduction to Technical sketching (15% weighting) - Due week 5, Sunday 4th April 2021, 11.55pm
· Register and book Residential School 2021
Module/Topic
· Oblique & Isometric pictorial views
· Orthographic projection
· Graphic Design
· Layout development
Chapter
Tasks to be completed
Worksheets:
· Introductory Sheet 11
· Introductory Sheet 12
· Introductory Sheet 13
· Introductory Sheet 14
· Introductory Sheet 15
Additional resources:
· Read “Drawing Standards”
· Read “Surface Developments”
AutoCAD:
· Download AutoCAD student version
- View AutoCAD lessons 1- 6 and the associated tutorials
Equipment required
· Two 0.4mm Artline black markers, two HB Pencils, a set of good quality coloured pencils or generic alcohol markers, an eraser and pencil sharpener.
· Software: Autodesk AutoCAD 2020
Events and Submissions/Topic
· Assessment 1 - Introduction to Technical sketching (15% weighting) - Due week 5, Sunday 4th April 2021, 11.55pm
Module/Topic
· Isometric pictorial views
· Orthographic projection and dimensioning
· Graphic Design
Layout development
Chapter
Tasks to be completed
Worksheets:
· Introductory Sheet 16
· Introductory Sheet 17
· Introductory Sheet 18
· Introductory Sheet 19
· Introductory Sheet 20
Additional resources:
· Read “Orthographic projections”
· View “YouTube videos and Weblinks”
AutoCAD:
· View additional associated tutorials and practice skills.
Equipment required
· Two 0.4mm Artline black markers, two HB Pencils, a set of good quality coloured pencils or generic alcohol markers, an eraser and pencil sharpener.
· Software: Autodesk AutoCAD 2020
· Scanner
· PDF file combiner
Events and Submissions/Topic
Assessment 1 - Introduction to Technical sketching (15% weighting) - Due Sunday 4th April 2021, 11.55pm
· Save Assessment 1 as a PDF file ensuring all scans are of high enough quality that they clearly show all details and annotations
· Title the pdf file including your full name and assessment task. E.g., MarkWocknerAssessment1.pdf
· Submit assessment online via the Moodle site
Module/Topic
Residential school Preparation
Chapter
Tasks to be completed
AutoCAD:
· Complete AutoCAD drawings 1-6
Equipment required
· Two 0.4mm Artline black markers, two HB Pencils, a set of good quality coloured pencils or generic alcohol markers, an eraser and pencil sharpener.
· Software: Autodesk AutoCAD 2020
Events and Submissions/Topic
Residential School starts Brisbane/Rockhampton venues on Thursday 15th April 2021 to Saturday 17th April 2021 8:30 am. – 4:30 pm
Day 1 technical sketching will focus on refining and extending the understanding and skills acquired in Assessment 1. A range of sketching tasks will extend knowledge and understanding as well as refining those skill already acquired. The degree of complexity of each task is extended to reflect the growth in the knowledge and skills of each participant.
Day 2 Ideation sketching focuses on ideation sketching. 2D graphic design sketching involves the manipulation of simple shapes using the elements and principles of visual communication to create, unique and visually interesting concepts. 3D sketching examines a range of forms (i.e., 3 dimensional objects). Primitive forms can be grouped into a variety of categories from geometric to organic or free form. Primitive forms can be manipulated to be additive, subtractive, divided, adaptive, intersectional, transitional, merged or distorted to make complex and abstract forms. Combined with technical sketching, participants will develop an extensive range of skills and knowledge that will allow them to be able develop creative concepts which can be realized through a process of technical sketching to producing a CAD drawing.
Day 3 AutoCAD focuses on learning the basic skills to be competent at AutoCAD. Participants will learn how to create a custom made template, use a range of tools and refine their understanding of AS1100 standards. The knowledge and skills acquired will be used to complete Assessment 3- Design Task. Completing the AutoCAD learning tasks in the weeks leading up to Residential school is an essential pre-requisite for Day 3.
Assessment 2 – Residential School (50% weighting) - Due Saturday 17th April 2021, 4.30pm
Assessment 2, 3 & 4 tasks will be collected under the Residential School Tutor’s direction.
Module/Topic
Residential school
Chapter
Equipment required
· Two 0.4mm Artline black markers, two HB Pencils, a set of good quality coloured pencils or generic alcohol markers, an eraser and pencil sharpener.
- Software: Autodesk AutoCAD 2020
Events and Submissions/Topic
Residential School starts Brisbane/Rockhampton venues on Thursday 15th April 2021 to Saturday 17th April 2021 8:30 am. – 4:30 pm
Day 1 technical sketching will focus on refining and extending the understanding and skills acquired in Assessment 1. A range of sketching tasks will extend knowledge and understanding as well as refining those skill already acquired. The degree of complexity of each task is extended to reflect the growth in the knowledge and skills of each participant.
Day 2 Ideation sketching focuses on ideation sketching. 2D graphic design sketching involves the manipulation of simple shapes using the elements and principles of visual communication to create, unique and visually interesting concepts. 3D sketching examines a range of forms (i.e., 3 dimensional objects). Primitive forms can be grouped into a variety of categories from geometric to organic or free form. Primitive forms can be manipulated to be additive, subtractive, divided, adaptive, intersectional, transitional, merged or distorted to make complex and abstract forms. Combined with technical sketching, participants will develop an extensive range of skills and knowledge that will allow them to be able develop creative concepts which can be realized through a process of technical sketching to producing a CAD drawing.
Day 3 AutoCAD focuses on learning the basic skills to be competent at AutoCAD. Participants will learn how to create a custom made template, use a range of tools and refine their understanding of AS1100 standards. The knowledge and skills acquired will be used to complete Assessment 3- Design Task. Completing the AutoCAD learning tasks in the weeks leading up to Residential school is an essential pre-requisite for Day 3.
Assessment 2 – Residential School (50% weighting) - Due Saturday 17th April 2021, 4.30pm
Assessment 2, 3 & 4 tasks will be collected under the Residential School Tutor’s direction.
Module/Topic
Topics covered
Assessment 3 is three part task that creates a design project suitable for a yr. 9-10 graphics and design class. It requires all the skills and knowledge acquired in Assessment 1 and 2 to create a design folio that would be suitable for those year levels. The theme is based on product design. The task focuses on designing an innovative prize package for a school/charity event for an identified group of stakeholders.
The assignment uses the 'double diamond' design model which is the preferred model for Senior Design in Queensland schools, and which consists of 3 sections: Explore, Develop and Present.
Chapter
Task to be commenced
Design Folio:
Part A Explore phase examines primary and secondary data to identify the needs and wants of the stakeholder to help ascertain the requirements for the proposal. Participants will create a multipage folio that provides evidence of this process.
Equipment required
· Two 0.4mm Artline black markers, two HB Pencils, a set of good quality coloured pencils or generic alcohol markers, an eraser and pencil sharpener.
· Software: Autodesk AutoCAD 2020
· Microsoft Word
· Scanner
PDF file combiner
Events and Submissions/Topic
Assessment 3 – Design Folio (35% weighting) - Due week 12, Sunday 6th June 2021, 11.55pm
Module/Topic
Topics covered
Assessment 3 is three part task that creates a design project suitable for a yr. 9-10 graphics and design class. It requires all the skills and knowledge acquired in Assessment 1 and 2 to create a design folio that would be suitable for those year levels. The theme is based on product design. The task focuses on designing an innovative prize package for a school/charity event for an identified group of stakeholders.
The assignment uses the 'double diamond' design model which is the preferred model for Senior Design in Queensland schools, and which consists of 3 sections: Explore, Develop and Present.
Chapter
Task to be commenced
Design Folio:
Part A Explore phase examines primary and secondary data to identify the needs and wants of the stakeholder to help ascertain the requirements for the proposal. Participants will create a multipage folio that provides evidence of this process.
Equipment required
· Two 0.4mm Artline black markers, two HB Pencils, a set of good quality coloured pencils or generic alcohol markers, an eraser and pencil sharpener.
· Software: Autodesk AutoCAD 2020
· Microsoft Word
· Scanner
PDF file combiner
Events and Submissions/Topic
Assessment 3 – Design Folio (35% weighting) - Due week 12, Sunday 6th June 2021, 11.55pm
Module/Topic
Topics covered
Assessment 3 is three part task that creates a design project suitable for a yr. 9-10 graphics and design class. It requires all the skills and knowledge acquired in Assessment 1 and 2 to create a design folio that would be suitable for those year levels. The theme is based on product design. The task focuses on designing an innovative prize package for a school/charity event for an identified group of stakeholders.
The assignment uses the 'double diamond' design model which is the preferred model for Senior Design in Queensland schools, and which consists of 3 sections: Explore, Develop and Present.
Chapter
Task to be commenced
Design Folio:
Week 8 focuses on the Develop phase of the design process by using divergent and convergent thinking strategies to develop of a range of ideas to identify the most suitable concept to present to the stakeholders. Participants will begin to create a range of ideation sketches, technical sketches, and CAD drawings to provide evidence of this process.
Equipment required
· Two 0.4mm Artline black markers, two HB Pencils, a set of good quality coloured pencils or generic alcohol markers, an eraser and pencil sharpener.
· Software: Autodesk AutoCAD 2020
· Microsoft Word
· Scanner
- PDF file combiner
Events and Submissions/Topic
Assessment 3 – Design Folio (35% weighting) - Due week 12, Sunday 6th June 2021, 11.55pm
Module/Topic
Topics covered
Assessment 3 is three part task that creates a design project suitable for a yr. 9-10 graphics and design class. It requires all the skills and knowledge acquired in Assessment 1 and 2 to create a design folio that would be suitable for those year levels. The theme is based on product design. The task focuses on designing an innovative prize package for a school/charity event for an identified group of stakeholders.
The assignment uses the 'double diamond' design model which is the preferred model for Senior Design in Queensland schools, and which consists of 3 sections: Explore, Develop and Present.
Chapter
Task to be commenced
Design Folio:
Week 9 continues the focus on the Develop phase of the design process by using divergent and convergent thinking strategies to develop of a range of ideas to identify the most suitable concept to present to the stakeholders. Participants will begin to create a range of ideation sketches, technical sketches, and CAD drawings to provide evidence of this process.
Equipment required
· Two 0.4mm Artline black markers, two HB Pencils, a set of good quality coloured pencils or generic alcohol markers, an eraser and pencil sharpener.
· Software: Autodesk AutoCAD 2020
· Microsoft Word
· Scanner
- PDF file combiner
Events and Submissions/Topic
Assessment 3 – Design Folio (35% weighting) - Due week 12, Sunday 6th June 2021, 11.55pm
Module/Topic
Topics covered
Assessment 3 is three part task that creates a design project suitable for a yr. 9-10 graphics and design class. It requires all the skills and knowledge acquired in Assessment 1 and 2 to create a design folio that would be suitable for those year levels. The theme is based on product design. The task focuses on designing an innovative prize package for a school/charity event for an identified group of stakeholders.
The assignment uses the 'double diamond' design model which is the preferred model for Senior Design in Queensland schools, and which consists of 3 sections: Explore, Develop and Present.
Chapter
Task to be commenced
Design Folio:
Week 10 is set aside for participants to 'showcase' their final proposal by creating presentation sketches, a low-fidelity prototype and a virtual pitch to the identified stakeholders to promote the strengths of their final concept.
Equipment required
· Two 0.4mm Artline black markers, two HB Pencils, a set of good quality coloured pencils or generic alcohol markers, an eraser and pencil sharpener.
· Software: Autodesk AutoCAD 2020
· Microsoft Word
· Scanner
- PDF file combiner
Events and Submissions/Topic
Assessment 3 – Design Folio (35% weighting) - Due week 12, Sunday 6th June 2021, 11.55pm
Module/Topic
Topics covered
Assessment 3 is three part task that creates a design project suitable for a yr. 9-10 graphics and design class. It requires all the skills and knowledge acquired in Assessment 1 and 2 to create a design folio that would be suitable for those year levels. The theme is based on product design. The task focuses on designing an innovative prize package for a school/charity event for an identified group of stakeholders.
The assignment uses the 'double diamond' design model which is the preferred model for Senior Design in Queensland schools, and which consists of 3 sections: Explore, Develop and Present.
Chapter
Task to be commenced
Design Folio:
Week 11 is set aside for participants to 'showcase' their final proposal by creating presentation sketches, a low-fidelity prototype and a virtual pitch to the identified stakeholders to promote the strengths of their final concept.
Equipment required
· Two 0.4mm Artline black markers, two HB Pencils, a set of good quality coloured pencils or generic alcohol markers, an eraser and pencil sharpener.
· Software: Autodesk AutoCAD 2020
· Microsoft Word
· Scanner
- PDF file combiner
Events and Submissions/Topic
Assessment 3 – Design Folio (35% weighting) - Due week 12, Sunday 6th June 2021, 11.55pm
Module/Topic
Topics covered
Assessment 3 is three part task that creates a design project suitable for a yr. 9-10 graphics and design class. It requires all the skills and knowledge acquired in Assessment 1 and 2 to create a design folio that would be suitable for those year levels. The theme is based on product design. The task focuses on designing an innovative prize package for a school/charity event for an identified group of stakeholders.
The assignment uses the 'double diamond' design model which is the preferred model for Senior Design in Queensland schools, and which consists of 3 sections: Explore, Develop and Present.
Chapter
Task to be commenced
Design Folio:
Week 12 is set aside for participants to merge all 3 parts to create a coherent and logical presentation for submission by the due date.
Equipment required
· Two 0.4mm Artline black markers, two HB Pencils, a set of good quality coloured pencils or generic alcohol markers, an eraser and pencil sharpener.
· Software: Autodesk AutoCAD 2020
· Microsoft Word
· Scanner
- PDF file combiner
Events and Submissions/Topic
Assessment 3 – Design Folio (35% weighting) - Due week 12, Sunday 6th June 2021, 11.55pm
· Save Assessment 3 as a PDF file ensuring all scans are of high enough quality that they clearly show all details and annotations
· Title the pdf file including your full name and assessment task. E.g., MarkWocknerAssessment3.pdf
· Submit assessment online via the Moodle site
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Computer Aided Design and Drafting (CADD) or commonly known as CAD was introduced into Queensland schools a number of years ago. The software has made the process of manual drafting along with equipment such as T-squares, set squares, french curves, board clips and drawing boards obsolete in many schools. The reason being, CAD allows technical drawings to be more easily created and provide more accuracy, detail and information than manually drafted versions.
Technical sketching is the bridge that connects a CAD drawing with a concept or an idea, a plan or solution, that a person may have envisaged but needs to be realized in a communicable form. In other words, concepts can be sketched first, then converted to a digital format.
Technical sketching requires a thorough understanding and application of the fundamentals of technical drawing. Concepts such as first and third angle orthographic projection, sectional views, isometric views, layout, rollout and radial line development, oblique cabinet and cavalier views, planometric views, one and two point perspective, annotation, scale, proportion, contrast as well as the AS1100 standards are essential for students to understand and apply in a range of popular subjects such as Design, Graphics and Design, Industrial Graphics Skills, Certificate III in Engineering(CAD), and Engineering.
This assessment task provides teachers with the opportunity to learn, understand and apply those skills within the context of a middle school graphics class. They will be assessed based on evidence of their understanding as well as evidence of their sketching skills. The skills and knowledge acquired will provide teachers with the confidence and expertise to teach the essential skills required by students to achieve success in this subject area.
11.55pm Sunday 4th April 2021
Review/Exam Week Monday (7 June 2021)
Comprehension of a range of graphical procedures, principles, and conventions.
· Comprehension of the design process.
· Creation of technical drawings that meet requirements.
· Creation of computer aided designs that meet requirements.
· Appropriate selection and development of learning tasks
· Use of language conventions and technical vocabulary.
· Description of relevant design criteria.
· Interpretation and analysis of graphical and design information.
· Use of a range of graphical skills to produce graphical products responsive to the needs of particular audiences.
· Synthesis of ideas to develop solutions.
- Understand the use, development and impact of design concepts through the use of graphical and 2-dimensional communication
- Apply graphical and 2-dimensional design concepts and procedures
- Plan, sequence, implement and assess graphics used in the production of projects
- Recognise and apply basic skills sequences and procedures using design processes required for teaching Graphics and 2 D CAD technologies
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and 2 D CAD technologies
- Apply appropriate workplace health and safety and maintenance practices when engaging in design activities
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Practical Assessment
Day 1 will focus on the refining and extending the understanding and skills required in Assessment 1. A range of sketching tasks will extend knowledge and understanding as well as refining those skills already acquired. The degree of complexity of each task is extended to reflect the growth in the knowledge and skills of each participant.
4.30pm Saturday 17th April
Review/Exam Week Monday (7 June 2021)
·Comprehension of a range of graphical procedures, principles, and conventions.
· Use of a range of graphical skills to produce concept drawings.
· Creation of technical drawings that meet requirements.
· Creation of computer aided designs that meet requirements.
· Ability to work independently and professionally from instruction.
- Understand the use, development and impact of design concepts through the use of graphical and 2-dimensional communication
- Apply graphical and 2-dimensional design concepts and procedures
- Plan, sequence, implement and assess graphics used in the production of projects
- Recognise and apply basic skills sequences and procedures using design processes required for teaching Graphics and 2 D CAD technologies
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and 2 D CAD technologies
- Apply appropriate workplace health and safety and maintenance practices when engaging in design activities
- Communicate and work professionally in peer learning teams.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Practical Assessment
Day 2 focuses on ideation sketching. 2D graphic design sketching involves the manipulation of simple shapes using the elements and principles of visual communication to create, unique and visually interesting concepts. 3D sketching examines a range of forms (i.e 3 dimensional objects). Primitive forms can be grouped into a variety of categories from geometric to organic or free form. Primitive forms can be manipulated to be additive, subtractive, divided, adaptive, intersectional, transitional, merged or distorted to make complex and abstract forms. Combined with technical sketching, participants will develop an extensive range of skills and knowledge that allow them to be able to develop creative concepts which can be realised through a process of technical sketching to producing a CAD drawing.
4.30pm Saturday 17th April
Review/Exam Week Monday (7 June 2021)
·Comprehension of a range of graphical procedures, principles, and conventions.
· Use of a range of graphical skills to produce concept drawings.
· Creation of technical drawings that meet requirements.
· Creation of computer aided designs that meet requirements.
· Ability to work independently and professionally from instruction.
- Understand the use, development and impact of design concepts through the use of graphical and 2-dimensional communication
- Apply graphical and 2-dimensional design concepts and procedures
- Plan, sequence, implement and assess graphics used in the production of projects
- Recognise and apply basic skills sequences and procedures using design processes required for teaching Graphics and 2 D CAD technologies
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and 2 D CAD technologies
- Apply appropriate workplace health and safety and maintenance practices when engaging in design activities
- Communicate and work professionally in peer learning teams.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
4 Practical Assessment
Day 3 focuses on learning the basic skills to be competent at AutoCAD. Participants will learn how to create a custom template, use a range of tools and refine their understanding of AS1100 standards. The knowledge and skills acquired will be used to complete Assessment 3 - Design Task. Completing the AutoCAD learning tasks in the weeks leading up to the Residential School is an essential pre-requisite for Day 3.
4.30pm Saturday 17th April
Review/Exam Week Monday (7 June 2021)
Comprehension of a range of graphical procedures, principles, and conventions.
· Use of a range of graphical skills to produce concept drawings.
· Creation of technical drawings that meet requirements.
· Creation of computer aided designs that meet requirements.
· Ability to work independently and professionally from instruction.
- Understand the use, development and impact of design concepts through the use of graphical and 2-dimensional communication
- Apply graphical and 2-dimensional design concepts and procedures
- Plan, sequence, implement and assess graphics used in the production of projects
- Recognise and apply basic skills sequences and procedures using design processes required for teaching Graphics and 2 D CAD technologies
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and 2 D CAD technologies
- Apply appropriate workplace health and safety and maintenance practices when engaging in design activities
- Communicate and work professionally in peer learning teams.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
5 Written Assessment
Assessment 5 is a three part task that creates a design project suitable for a yr. 9-10 Graphics and Design class. It requires all the skills and knowledge acquired in Assessment 1 and 2 to create a design folio that would be suitable for those year levels. The theme is based on a product design. The task focuses on designing a innovative prize package for a school/charity event for an identified group of stakeholders.
The Assignment uses the "Double diamond" design model which is the preferred model for Senior Design in Queensland schools and consists of 3 sections:
Part A Explore: (weighting 10%) Weeks 6 to 7 explores primary and secondary data to identify the needs and wants of the stakeholder to help ascertain the requirements for the proposal. Participants will create a multipage folio that provides evidence of this process.
Part B Develop" (weighting 10%) Weeks 8 to 9 focus on the design process using divergent and convergent thinking strategies to develop of a range of ideas to identify the most suitable concept to present to the stakeholders. Participants will create a range of ideation sketches and CAD drawings to provide evidence of this process.
Part C (weighting 15%) Weeks 10 to 11 allow participants to "showcase" their final proposal by creating presentation sketches, a low-fidelity prototype and a virtual pitch to the identified stakeholders to promote the strengths of their final concept.
Week 12 is set aside for participants to merge all 3 parts to create a coherent and logical presentation for submission by the due date.
11.55 pm Sunday 6th June 2021
Review/Exam Week Monday (7 June 2021)
Comprehension of a range of graphical procedures, principles, and conventions.
· Comprehension of the design process.
· Creation of technical drawings that meet requirements.
· Creation of computer aided designs that meet requirements.
· Appropriate selection and development of learning tasks
· Use of language conventions and technical vocabulary.
· Description of relevant design criteria.
· Interpretation and analysis of graphical and design information.
· Use of a range of graphical skills to produce graphical products responsive to the needs of particular audiences.
· Synthesis of ideas to develop solutions.
- Understand the use, development and impact of design concepts through the use of graphical and 2-dimensional communication
- Apply graphical and 2-dimensional design concepts and procedures
- Plan, sequence, implement and assess graphics used in the production of projects
- Recognise and apply basic skills sequences and procedures using design processes required for teaching Graphics and 2 D CAD technologies
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and 2 D CAD technologies
- Apply appropriate workplace health and safety and maintenance practices when engaging in design activities
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
