A Year 9 Visual Communication Curriculum Semester 2

VISUAL COMMUNICATION
AND DESIGN
Year 9- Semester 2 Curriculum
2015
Stawell Secondary College
Visual Communication and Design
Tuesday, 24 November 2015
Year 9 - Semester 2
Year 9 - Semester 2
CONTENTS
School Template . 4
Wayfinding Design .
Semester Outline 5
Headphone Design.. 13
Vocabulary ... 6
Cookbook Recipes . 14
Curriculum Scope and Sequence .. 7
Gift Wrap Design
Unit Plans
Typography .. 16
Paint Samples 9
Childrens Book ..
10
Furniture Design . 11
12
15
Thaumatrope ......
17
Edit Record ..
18
Year 9 - Semester 2
SCHOOL TEMPLATE
Unit Title
Visual Communication Semester 2

Year level
Subject/ Topic Areas
Visual Communication
Designed By/ Date last edited
18/6/2015
Meaning
Literacy & Numeracy Tasks
Vocabulary
Refer to page 6 of following curriculum.
Refer to pages 5 on Literacy and Numeracy Links

Refer to individual unit outline annotations for more specific information on tasks relating
to Literacy and Numeracy.
Acquisition
Standards
Elaborations and Skills acquisition
Refer to page 5 as well as individual unit plans for specific information on how tasks
achieve AusVELS levels.
Refer to page 5, as well as individual unit plan learning intentions
Assessment Tasks
Diagnostic assessment
Refer to individual Unit Plans.
Formative Assessment
Summative assessment
Weekly Breakdown of Learning Events

Knowledge (standards or
elaborations)
All
Weeks
Textbook/ Resources (in folder

on staffshare)
Learning Intention/ Success

Criteria
Experiments/ Warm Ups/

Homework Tasks?
Activities/Assessment Tasks
Year 9 - Semester 2
SEMESTER OUTLINE
Introduction:
During Semester 2, year 9 Visual Communication, I face the task of developing a program that is aimed at a mixture of year 9 students who have completed Semester 1 of the subject and those who have not.
Therefore this curriculum as aimed at both introducing the subject to those who had not done it, as well as extending those who have in preparation for year 10 Visual Communication. Throughout the curriculum
are examples of interesting projects that should both engage my students and include all the knowledge and skills both I and the AusVELS levels believe important for students of this level to know. It is important to
note that this curriculum will be a working document as I try and develop each unit plan to better cater for my students and improve on my teaching practice. In creating this document, I have aimed to make clear
how, where and when I have referenced AusVELS, skills and knowledge, numeracy links, literacy links, ICT and finally the VCE Visual Communication Study Design.
AusVELS Standards
Knowledge Skills
The Arts Level 8.5-9 Standards (The Arts Levels 8 10, Visual Communication)
Creating and making Level 8.5
collation and annotation in a visual diary, of stimulus material that can be used to plan and develop visual communication ideas and/or concepts
use of design elements and design principles to generate a range of expressive ideas in response to stimulus material
trialing of different ways of using media, materials and/or technologies to enhance drawing and design skills for specific purposes
application of a visual communication message using a given presentation format type
awareness of drawing conventions associated with a range of visual communications

Creating and making Level 9
collection and organisation of visual information supported by annotations in a visual diary, that can be used to develop visual communication ideas and/or concepts
use of design elements and design principles to plan and develop a range of expressive ideas for visual communications
incorporation of freehand observational and constructed perspective drawings using a range of media, materials and/or technologies to develop established drawing
and design skills
experimentation with a range of presentation format types to select an appropriate context for delivery of the visual message
use of appropriate drawing system conventions and Australian Standards; for example, third angle orthogonal drawing
Exploring and responding Level 8.5
development of strategies to recognise and describe ways that their own and others visual communications deliver visual messages
awareness of ways that designers from different times and places have used design elements and design principles to express personal design style/s in visual
communications
use of appropriate design language to describe visual messages in their own visual communications
Exploring and responding Level 9
identification and interpretation of visual messages from the fields of communication, product and/or environmental design relevant to their own visual
communications
understanding of ways designers from different times and places have been influenced by shifts in values, attitudes and/or technologies
analysis using appropriate design language, of ways methods, media and/or materials, in collaboration with design elements and design principles are used to build
messages in own and others visual communications
Literacy Links
Creating and Making
Use of the design process in sketchbook
Annotation of ideas and concepts in sketchbook
Use of design elements and principles to design
Trailing different materials, medias and methods
Free hand observational drawing
Perspective drawings
Use of different presentation formats to communicate visual messages
Understanding of context of certain types of drawing conventions
Awareness of drawing conventions
Use of appropriate drawing system conventions and Australian Standards.

Exploring and responding
Recognition and description of how both they, and others visual

communications deliver visual messages.
Interpretation of visual messages in the fields of communication, industrial

and/or environmental design relevant to their own works.
Awareness of how design has changed throughout the history of design.
How elements and principles have been used differently in the history of
design to reflect the attitudes, values and technology of the time.
Use of design language
Using design language to analyse ways materials, methods, media, design

elements and design principles have been used in their own/others visual
communications.
Numeracy Links
Year 9 - Semester 2
Literacy is linked throughout the curriculum throughout most tasks. Students are always given written instructions on the
whiteboard and through handouts. Students will also begin to use a vocabulary list in the back of their sketchbooks to fill in
throughout the semester every time they encounter a subject specific word. These words can be seen on the following page
highlighted in relevant colour to relevant year level. It also important to note that the subject of Visual Communication can contain
words that mean different things in the confines of this subject, making it important to break down the words and help students
identify the different meanings of that one word. Other Vocabulary tools may be introduced in the development of each unit and
will be identified in the annotations of each unit plan.
Numeracy is extremely important to the technical drawing units of the subject of Visual Communications. Students often use
measurements and scales to draw three dimensional forms. Students will need basic skills of addition, subtraction, multiplication
and division to work out ratios and scales. The class will need to practice to work out sums quickly in their head without the use
of any calculator or notes. Technical drawing also works student understanding of drawing form and special awareness, also
important skill for maths questions about area and volume.
VOCABULARY
Design Elements
Colour
Form
Line
Point
Shape
Texture
Tone
Type
Design Principles
Balance
Contrast
Cropping
Figure-ground
Hierarchy
Pattern (repetition and alteration)
Proportion
Scale
Drawing Methods
Drawing
Painting
Printing
Photography
Collage
3-D Process
Computer based methods
Design Principles (Extra)
Asymmetrical
Symmetrical
Year 9 - Semester 2
Technical Drawing Methods
Design Process
Two Dimensional
Orthogonal drawing
Plans and Elevations
Packaging Nets
Sectional
Three Dimensional- Paraline Drawing
Isometric
Planometric
Brief
Client
Audience
Context
Purpose
Constraints
Mock up
Prototype
Presentation drawing
Annotations
Communication Need
Other words used in perspective drawing
Vanishing Point
Horizon Line
Graphic Design and Digital Design Terms
Raster Based
Vector
Opacity
Pixel
Resolution
Digital Imagery
Complimentary Colours
Other Areas of design
Verbs
Stylised
Contemporary
Evaluate
Communication Design
Industrial Design
Environmental design
Type
Typography
Typeface
Ascender
Descender
Baseline
Serif
Sans-Serif
Point
Kerning
Tracking
Leading
Upper and Lower Case
Script
Body Text
Legible
Drawing Techniques
Wayfinding
Freelance
Pictograph
Crosshatching
Visualisation Drawings
Observational Drawing
Render
CURRICULUM SCOPE AND SEQUENCE TERM 3
Design Fields
YEAR 7
YEAR 8
YEAR 9
YEAR 10
VCE
Year 9 - Semester 2
WEEK 1- Paint Samples
WEEK 2- Childrens Book
Students are given 3 different paint samples from the hardware shop
Students can only use pen to start drawing an illustration that represents the name of the colour.
Students will be looking into the use of the design element of line and looking at visual messages
engrained in Visual Communications.
WEEK 3- Childrens Book
WEEK 4- Furniture Design
Continuing on with the process listed above until students have completed their illustrations to be
placed in book.
WEEK 5- Furniture
Students design a chair of some description

After being presented with a range of stimulus material in the form of crazy chair designs,
students will design their own chair design.
Students will go through the design process by generating ideas through a design thinking
strategy of SCAMPER
Students can use any material they like, they could use anything from cardboard to plastic.
Students will then need to produce an orthogonal and isometric of their design.
If time allows students may even decorate of make their own designs. Maybe they could be given
an example of an already zooped up chair.
WEEK 6- Way Finding Design
Continuing on with design process until student has submitted visualisation drawings, Orthogonal
Drawing, Isometric drawing and maybe final design.
Students plan out a childrens story to be written in a book

Students watch black books, the episode when they decide to write a childrens book just to
illustrate how hard it is.
Students are suggest character elements and a situation and they then need to plan out the story
as a group.
When the first lesson is over, the teacher will write up the story into a proper story fit for a book.
Once the story is written, students are then given parts of the story they will illustrate.
Each student will be given a limitation on how they can illustrate their part of the book. For
example one could only be allowed to use blue, one can only use cut paper, another could only
be able to use black marker
Students will go through the design process of research (looking at other artists they may only
use this limited amount of method, media, materials, design elements. (To this day animation for
inspiration)
Students then need to generate ideas one page, then refine one of the designs to fit within the
given specifications.
Once students are finished all the illustrations will be scanned and used to create a class book.
Students will develop a way finding strategies for the school when given stimulus material.
Students will be required to develop way finding signage around the school to label different
areas of the school layout.
Students could discuss with year 7s how they found getting around the school and assess
improvements that could be made.
In groups each student will be given an area of the school that they will draw in perspective to
highlight how the wayfinding will fit in the school environment.
In the end groups will prepare a PowerPoint and presentation to pitch their way finding strategies.
Year 9 - Semester 2
WEEK 7- Way Finding Design
WEEK 8- Headphone Design
Process is continued until completion
WEEK 9- Headphone Design
WEEK 10- Headphone
Continue on the unit of work explained above
Students will develop and original headphone design by going through the design process.
After they have completed the generation of ideas, students will use a critical thinking technique
of POOCH to help refine the design.
Students will present, along with their design process, an orthogonal drawing of their final design.
Students will then need to develop a poster design to promote their headphone design.
To begin this process students will be given stimulus material to inspire them to create a
watercolour illustration for their design before loading the design in Photoshop to add titles and
information.
Students will be given 3 different design principles and will need to submit three different designs
using the same elements but highlighting the given principles.
Continue on the unit of work explained above
Year 9 - Semester 2
CURRICULUM SCOPE AND SEQUENCE TERM 4

WEEK 11- Cook Book Recipes
The 2 classes is going to create a cook book.

This task will based on the design purpose of To Inform
Students will be able to use their own photography of them making the recipe, or use illustrations
instead.
They must show both imagery and text to document the step by step process.
Once students have completed the imagery part of the design, students will then upload their
designs onto Photoshop to add text and titles.
Continuing on with unit
WEEK 14- Gift Wrap Design
Continuing on with unit.
WEEK 15- Gift Wrap Design
WEEK 16- Typography
Continue on with unit until complete.
WEEK 17- Typography
WEEK 20- Thaumatrope
Students will be given a brief for the Botanic Gardens open air cinema that are having event
based on the opening of a new exhibit.
For this, students are going to create thaumatrope to act as a ticket system.
Students will explore what a thaumatrope is and how to design one.
Students will go through the design process before developing a final design.
Students create their own typography with quotes about creativity using examples and printed
typefaces given to them.
Students go through the design process to create their typographic image.
They will generate a list of ideas about the layout and the placement of letters.
Students will be introduced to typographic conventions such as kerning and leading.
Once they have completed their drafts, students will scan their images in to the computer and
vectorize the drawings they have created.
They will then edit the design and print it out, looking at the different types of paper that they
could use to enhance their design.
WEEK 18- Typography
WEEK 19- Thaumatrope
Students will be given a brief regarding the creation of a gift wrap design for a business.
Looking at pattern students are going to make their own wrapping paper by developing a pattern
using shape.
Students will need to work out how they will make the pattern tessellate and contemporary
Students will then transfer these images onto Illustrator where they will print off the original design
and then the design tessellated.
10
Week/s
Year 9 - Semester 2
No. Lessons
PAINT SAMPLES
Learning Intentions:
How to represent word with images
Success Criteria:
Students have drawn a creative image that reflects the name of the paint colour
Relevant AusVELS Descriptors
Creating and Making
Resources
Exploring and Responding
use of design elements and design

principles to plan and develop a range of
expressive ideas for visual communications
incorporation of freehand observational and
constructed perspective drawings using a
range of media, materials and/or
technologies to develop established
drawing and design skills
analysis of visual messages from the fields

of communication, product and/or
environmental design relevant to their own
visual communications
Paint Swatches
Pens
Task Outline
Assessment and Feedback Strategies
Paint Samples
Feedback Strategies:
Feedback on focusing on student creativity and concepts
Students are given 3 different paint samples from the hardware shop
Students can only use pen to start drawing an illustration that represents the name of the colour.
Students will be looking into the use of the design element of line and looking at visual messages engrained in Visual
Communications.
Curriculum Links
Assessment Strategies:
There is no need for formal assessment, focus on students that seem
to have higher/lower ability when drawing.
Reflections
11
Year 9 - Semester 2
Literacy Links:
Deconstruction of words to figure out how to represent language in a visual means.
Week/s
2 and 3
No.
Lesson
s
CHILDRENS BOOK
How to represent passages of text visually to communicate the meaning of the words.
Success Criteria:
Students have used a simplified design process of generation of ideas.

Students can prepare work for final presentation
Students work as a group to develop a childrens book
Exploring and
Responding
Creating and Making
collection and
organisation of
visual
information
supported by
annotations in a
visual diary, that
can be used to
develop visual
communication
ideas and/or
concepts
experimentation
with a range of
presentation
format types to
select an
appropriate
context for
delivery of the
visual message
identification and
interpretation of
visual messages
from the fields of
communication,
product and/or
environmental
design relevant
to their own
visual
communications
Task Outline
Resources
Black Books: Bernard and Manny try to write

a childrens book:
https://www.youtube.com/watch?
v=wj5r9atKMLQ
Student sketchbooks
Fine liners
Bleed proof paper
12
Students enjoyed this activity although it was difficult to fill the entire lesson with it
Childrens Book
Year 9 - Semester 2
Feedback on focusing on the
criteria set out for the plot and
character descriptors
Feedback on how well the
image represents what the
passage says
Students plan out a childrens story to be written in a book

Students watch black books, the episode when they
decide to write a childrens book just to illustrate how hard
it is.
Students are suggest character elements and a situation
and they then need to plan out the story as a group.
(The above can be done at the end of paint samples task
Formal Assessment can be
as it allows time for teacher to write story to then be cut
up and given to students at the beginning of lesson)
carried out through a rubric
When the first lesson is over, the teacher will write up the
given at the end of unit that
may be commented on in SMT
story into a proper story fit for a book.
report at later date.
Once the story is written, students are then given parts of
the story they will illustrate.
Each student will be given a limitation on how they can
illustrate their part of the book. For example one could
only be allowed to use blue, one can only use cut paper,
another could only be able to use black marker
Students will go through the design process of research
(looking at other artists they may only use this limited
amount of method, media, materials, design elements. (To
this day animation for inspiration)
Students then need to generate ideas one page, then
refine one of the designs to fit within the given
specifications.
Once students are finished all the illustrations will be
scanned and used to create a class book.
Curriculum Links
Reflections
Literacy Links:
Deconstruction of words to figure out how to
represent language in a visual means.
Week/s
4 and 5
No.
Lesson
s
FURNITURE DESIGN
13
Year 9 - Semester 2
Design Process in Context
Design thinking strategies
Orthogonal Drawing
Isometric Drawing
Success Criteria:
I understand how to use the design process to begin my own design making
I have used the design thinking strategy of SCAMPER
I know how to create an Orthogonal Drawing to properly represent my design to scale in a two
dimensional format.
I know how to create an Isometric Drawing to represent my design to a scale three dimension
format.
Exploring and
Responding
Creating and Making
collection and
organisation of
visual
information
supported by
annotations in a
visual diary, that
can be used to
develop visual
communication
ideas and/or
concepts
experimentation
with a range of
presentation
format types to
select an
appropriate
context for
delivery of the
visual message
use of
appropriate
drawing system
conventions and
Australian
Standards; for
example, third
angle orthogonal
drawing
identification and
interpretation of
visual messages
from the fields of
communication,
product and/or
environmental
design relevant
to their own
visual
communications
identification and
interpretation of
visual messages
from the fields of
communication,
product and/or
environmental
design relevant
to their own
visual
communications
Resources
Students books
Computers
Rulers
Set Squares
Pencils
Fineliners
14
Task Outline
Furniture Design
Year 9 - Semester 2

After being presented with a range of stimulus material in
the form of crazy chair designs, students will design their
own chair design.
Students will go through the design process by generating
ideas through a design thinking strategy of SCAMPER
Students can use any material they like, they could use
anything from cardboard to plastic.
Students will then need to produce an orthogonal and
isometric of their design.
If time allows students may even decorate of make their
own designs. Maybe they could be given an example of
an already zooped up chair.
Curriculum Links
Feedback on focusing on the
criteria set out for the plot and
character descriptors
Feedback on how well the
image represents what the
passage says
Formal Assessment can be
carried out through a rubric
given at the end of unit that
may be commented on in SMT
report at later date.
Reflections
Literacy Links:
Deconstruction of words to figure out how to
represent language in a visual means.
Students were very slow at this project, as it

ended up being completed by week 10!
Students were unable to get to Isometric
drawing, so it has been included in
headphone task.
CHAIR DESIGN- TASK
15
OUTLINE OF TASK
After being presented with a range of
stimulus material in the form of crazy chair
designs, students will design their own chair
design.
Students will go through the design process
by generating ideas through a design
thinking strategy of SCAMPER
Students can use any material they like,
they could use anything from cardboard to
plastic.
Students will then need to produce an
orthogonal and isometric of their design.
If time allows students may even decorate of
make their own designs. Maybe they could
be given an example of an already zooped
up chair.
Here are some crazy examples of chairs
Year 9 - Semester 2
LEARNING INTENTIONS
Design Process in Context

Orthogonal Drawing
Isometric Drawing
TASK OUTLINE
Lesson 1
1. Research chair designs to greater inform
you design choices.
2. Print out some chair designs you like.
3. Stick them in your book.
4. Use annotations to tell me why you chose to
put those images in your book. For example
I like the use of fabric in this design or I
think the colour is really appealing. To help,
you can refer to your vocabulary list.
5. Once you have a page or two of research
move on to SCAMPER
Lesson 2
6. SCAMPER introduction
7. Use SCAMPER to destroy one of your
research chairs
8. Continue to create visualisation drawings to
generate ideas in your book.
9. Once you completed your generation of
ideas (min 2 pages) move on to next stage.
Lesson 3
10. Start your Orthogonal drawing to the scale
Lesson 4
11. Start your Isometric drawing to the scale
16
Year 9 - Semester 2
17
SEMESTER 1
Year 9 - Semester 2
VISUALISATION DRAWINGS
18
REPRESENTS MEANING OF PASSAGE OF
PRESENTATION
Year 9 - Semester 2
ROUND 1 ASSESSMENT
YEAR 9 VISUAL COMMUNICATION
DESIGN
TEXT
Learning intention:
Design Process: Using the design
process to plan out and flesh out ideas.
STAWELL SECONDARY COLLEGE

To begin the semester, students were
given a small (unassessed) task that
involved students interpreting the
meanings of words, as well as how
these meanings could be translated
into a visual language. Students were
given paint swatches from the
hardware and they were asked to
interpret the name of the paint colour
into an illustration. This task was to
prepare students for the following task
that students have been assessed on
here. As a class, or in groups, students
planned out a childrens story, all
involving a message about bulling and
the different forms it takes. Once the
story and characters traits were
planned, students were then allocated
sections of the story or passages of
text that they had to interpret in an
illustration. Students needed to use
the design process, a process involving
the sketching out of ideas (referred to
as visualisation drawings) that allow
students to fully flesh out their design
ideas before commencing on a final
design. Once a final design was
planned, students had to complete a
first draft in a given measured area.
Students then needed to trace the
design on a piece of paper with fine
liner. Finally students had to render
their design in colour, ensuring the
rendering was consistent and uniform.
Students were assessed on all stages of
the process and an assessment will be
available here or in student
sketchbooks.
NOT ASSESSED
Learning intention:
Visual Language: identifying how to
communicate a written message in a
visual manner.
Success Criteria:
Learning intention:
Presentation: developing a high quality
presentation that is aesthetically
pleasing.
Success Criteria:
Student has developed at least a

page of visualisation drawings
planning out the design
The visualisation drawings show
students thought process and
design decisions.
Student did not present any visualisation drawings for

assessment in their sketchbook, showing a lack of
understanding of the role of the design process.
19
Success Criteria:
Student has developed a design

properly identifies ways of
representing the meaning of a
passage of text.
The design sufficiently does
reflect the tone and information
given in the text.
Students illustration does not have any resemblance to the

passage of text she was given.
Student has outlined their design

with fine liner carefully, showing a
steady hand and no mistakes.
Students coloured rendering of
the design is consistent and
uniform. This should reflect the
time spent on this section of the
task (double period lesson) as
well as give the illustration a
sense of form using tone.
Students final design was not submitted at the time of

assessment.
Year 9 - Semester 2
Student only used one or two visualisation drawings to plan

out their design, showing lack of understanding of the
importance of fleshing out of ideas before attempting a final
design.
Students childrens book illustration only slightly resembles

the passage of text she was given to illustrate. This illustrates
that they have not interpreted the design effectively enough
that the design truly reflects the meaning of the text.
Students final presentation drawing was of poor quality as it

was drawn very roughly and showed little time an effort into
the actual coloured rendering asked of the tasks assessment
criteria.
SATISFACTORY
Student adequately used visualisation drawings to plan out

their design ideas, showing some understanding of how the
design process can help flesh out ideas to ensure the design
is well thought out, and presented.
Students childrens book illustration satisfactorily reflects the

meaning of the text given to illustrate. Students has clearly
understood most of the parameters of the task, as well as the
criteria they was asked to cover for this assessment.
Students final design was of satisfactory quality, showing

sufficient time had been spent on the outlining of the design
as well as the coloured rendering. Although they could have
spent more time ensuring their rendering was more
consistent and uniform.
HIGH
Student showed they thoroughly thought out their design

decisions with lots of visualisation drawings. This shows
understanding of the importance of the role of a design
process in the creation of a design.
Students childrens book illustration reflects the meaning of

the text given as they have clearly been able to interpret the
passage successfully in a thoughtful and creative manner.
Student completed a final Illustration that was of high quality

showing time and effort had been spent on the presentation
of the final design. Students outlining was extremely neat
and the coloured rendering was of high quality showing
consistency and uniformity.
IMPROVEMENTS
Student can improve by: ensuring that design ideas are fully
thought out to certify that design decisions are informed and
sufficiently planned
Student can improve by: using the design process to explore

ideas on how to best interpret messages into a visual
language and symbology
Student can improve by: practicing rendering to ensure that

all work is presented to a high quality. This would mean that
the colours and line work is consistent and have more sense
of tone and form.
POOR
Week/s
6 and 7
No. Lessons
WAYFINDING
Observational Drawing
Perspective drawing
Designing the environment
Success Criteria:
Understanding of what good Wayfinding design entails

Understanding of how to design as a team
Students have completed both a perspective drawing and a Observational drawing
Students have given a pitch that correctly interprets the design brief.

Creating and Making
collection and organisation of visual information

supported by annotations in a visual diary, that
can be used to develop visual communication
ideas and/or concepts
use of appropriate drawing system conventions
and Australian Standards; for example, third
angle orthogonal drawing
use of selected Australian Standards, for
example, AS 1100.101, when using drawing
system conventions for two-dimensional and
Resources
analysis using appropriate design language, of

ways methods, media and/or materials, in
collaboration with design elements and design
principles are used to build messages in own
and others visual communications
20
Students books
https://www.youtube.com/watch?v=L8VxpeSvNt0
pencils
rulers
Year 9 - Semester 2
three- dimensional drawings
Task Outline
Way Finding Design
Students will develop a way finding strategies for the school when given stimulus material.
Students will be required to develop way finding signage around the school to label different areas of the school layout.
Students could discuss with year 7s how they found getting around the school and assess improvements that could be
made.
In groups each student will be given an area of the school that they will draw in perspective to highlight how the wayfinding
will fit in the school environment.
In the end groups will prepare a PowerPoint and presentation to pitch their way finding strategies
Curriculum Links
Feedback on focusing on specifications of the brief
How student plan to pitch the design
Formal Assessment can be carried out through a rubric with
assessment criteria based on success criteria and brief.
Reflections
Literacy Links:
Week/s
8, 9 and 10
No. Lessons
HEADPHONE DESIGN
Orthogonal drawing
Isometric drawing
Design process
Photoshop (if time)
Success Criteria:
Students have used a simplified design process of generation of ideas.

Students then go straight into drawing up their final design in Orthogonal and then Isometric
Creating and Making
use of appropriate drawing system

conventions and Australian Standards; for
example, third angle orthogonal drawing
selection of appropriate media, materials
and technologies to use with drawing and
Resources
analysis using appropriate design

language, of ways methods, media and/or
materials, in collaboration with design
elements and design principles are used to
build messages in own and others visual
21
https://www.youtube.com/watch?v=UJugaD6rs2g
rulers
pencils
sketchbooks
design skills to generate ideas and record

objects through observation
Year 9 - Semester 2
communications
Task Outline
Headphone Design
Students will develop and original headphone design by going through the design process.
After they have completed the generation of ideas, students will use a critical thinking technique of POOCH to help refine the
design.
Students will present, along with their design process, an orthogonal drawing of their final design.
Students will then need to develop a poster design to promote their headphone design.
To begin this process students will be given stimulus material to inspire them to create a watercolour illustration for their
design before loading the design in Photoshop to add titles and information.
Students will be given 3 different design principles and will need to submit three different designs using the same elements
but highlighting the given principles.
Curriculum Links
Feedback on focusing on students design decisions based on
specifications of the brief
Students will need help with the technical drawing side of things, as
they have not done isometric drawing before.
Formal Assessment can be carried out through a rubric given at the
end of unit that reflects the nature of the success criteria and the brief.
Reflections
ICT Links
Students use Photoshop to design the layouts of their posters
Week/s
11, 12 and 13
No. Lessons
COOK BOOK
Design elements and Principles

Catering for the purpose to inform
Success Criteria:
Students have used their own photography or illustrations to demonstrate the steps in the process
Students have created interesting layouts that make the steps of the recipe easy to understand

Creating and Making
Resources
22
collection and organisation of visual

information supported by annotations in a
visual diary, that can be used to develop
visual communication ideas and/or
concepts
Year 9 - Semester 2
analysis using appropriate design

language, of ways methods, media and/or
materials, in collaboration with design
elements and design principles are used to
build messages in own and others visual
communications
http://jayce-o.blogspot.com/2013/07/35-beautiful-recipe-book-designs.html
Pencils
Computers
Sketchbooks Ingredients
Task Outline
Cookbook
The 2 classes is going to create a cook book.

This task will based on the design purpose of To Inform
Students will be able to use their own photography of them making the recipe, or use illustrations instead.
They must show both imagery and text to document the step by step process.
Once students have completed the imagery part of the design, students will then upload their designs onto Photoshop to add
text and titles.
Curriculum Links
end of unit that reflects the success criteria and brief specifications
Reflections
Literacy Links:
Understanding of informative text
Cooking
Students experiment with recipes
Feedback on focusing how easy the layout is to understand
Feed back on success criteria and learning intention
23
Week/s
14 and 15
Year 9 - Semester 2
No. Lessons
GIFT WRAP
Design Elements and Principles

Pattern
Adobe Illustrator
Success Criteria:
Students have developed multiple ideas inspired by research

Student has interpreted the brief in an appropriate and creative manner
Students have developed a final design using Adobe Illustrator

Creating and Making
Resources

principles to develop and refine design
concepts to enhance the effectiveness of
visual communications to a specific
audience
use of appropriate design language to

analyse and evaluate the effectiveness of
ways visual messages are delivered to
specific audiences
Computers
Sketchbooks
Pencils
Pens
Task Outline
Gift Wrap Design
Students will be given a brief regarding the creation of a gift wrap design for a business.
Looking at pattern students are going to make their own wrapping paper by developing a pattern using shape.
Students will need to work out how they will make the pattern tessellate and contemporary
Students will then transfer these images onto Illustrator where they will print off the original design and then the design
tessellated.
Curriculum Links
end of unit
Reflections
ICT Links:
Use of design program Illustrator
Feedback on focusing on use of design elements and principles
Try to get students to trial multiple types of design elements.
Feedback on how well the image represents what the passage says
24
Week/s
16 and17
Year 9 - Semester 2
No. Lessons
TYPOGRAPHY
Typography
Success Criteria:
Students have used the design process to develop multiple ideas for their typography brief
Students understand the terms kerning, tracking and leading
Students have successfully used illustrator to develop their design idea

Creating and Making
experimentation with a range of

presentation format types to select an
appropriate context for delivery of the visual
message
Resources
analysis of visual messages from the fields

of communication, product and/or
environmental design relevant to their own
visual communications
Student sketchbooks
Pencils
Computers
https://www.youtube.com/watch?v=wOgIkxAfJsk
https://www.youtube.com/watch?v=yjF2VqII0Kc
https://www.youtube.com/watch?v=0mtJOu29qbQ
https://www.youtube.com/watch?v=52ubwhA4TaQ
https://www.youtube.com/watch?v=t-FUTp_oO5s
Task Outline
Typography
Students create their own typography with quotes about creativity using examples and printed typefaces given to them.
Students go through the design process to create their typographic image.
They will generate a list of ideas about the layout and the placement of letters.
Students will be introduced to typographic conventions such as kerning and leading.
Once they have completed their drafts, students will scan their images in to the computer and vectorize the drawings they
have created.
They will then edit the design and print it out, looking at the different types of paper that they could use to enhance their
design.
25
Feedback regarding success criteria and assessment criteria
Student may need help with Adobe Illustrator
end of unit
Year 9 - Semester 2
Curriculum Links
Reflections
Literacy Links:
Week/s
18, 19 and 20
No. Lessons
THAUMATROPE
Illustration for Design
Success Criteria:
Students have used design process to develop multiple ideas

Students have developed a design that works effectively and achieves brief specifications

Creating and Making
Resources
n a visual diary, use of a problem solving

approach, when developing and refining
concepts and/or ideas for specific visual
communications
understanding of ways that experimentation
and practice with media, materials and/or
ICT technologies, design elements and
design principles can be used to develop a
personal style to enhance visual solutions
analysis of visual messages showing

awareness of stylistic, technical and
aesthetic decisions made by designers to
create effective communications
https://www.youtube.com/watch?v=yD0ovANHdqQ
Students sketchbooks
Card
Pens
Coloured pencils
Elastic bands
Task Outline
Thaumatrope
Feedback on focusing on the criteria
Students will be given a brief for the Botanic Gardens open air cinema that are having event based on the opening of a new
exhibit.
For this, students are going to create thaumatrope to act as a ticket system.
Students will explore what a thaumatrope is and how to design one.
Students will go through the design process before developing a final design.
Curriculum Links
end of unit
Reflections
26
Year 9 - Semester 2
27
Year 9 - Semester 2
RECORD OF DOCUMENT
Creation of Template . 16/6/15

Edit of Template .
17/6/15
Feedback given from head of faculty and assistant principle.

Changes made to layout and inclusion of school mandated
template referencing relevant parts of the template to wider
curriculum.
Original scope and sequence being copied in to relevant areas.
Adding of Units (Starting) ...
17/7/15
Paint Samples and Childrens book units written .
17/7/15
All other units written
28/9/15
28

A Year 9 Visual Communication Curriculum Semester 2

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VISUAL COMMUNICATION

Stawell Secondary College

Visual Communication and Design

Tuesday, 24 November 2015

Stawell Secondary College

Visual Communication and Design

Curriculum Scope and Sequence .. 7

Gift Wrap Design

Tuesday, 24 November 2015

Visual Communication and Design

Stawell Secondary College

Visual Communication Semester 2

Subject/ Topic Areas

Designed By/ Date last edited

Refer to pages 5 on Literacy and Numeracy Links

Elaborations and Skills acquisition

Refer to page 5, as well as individual unit plan learning intentions

Refer to individual Unit Plans.

Refer to individual Unit Plans.

Weekly Breakdown of Learning Events

Refer to individual Unit Plans.

Tuesday, 24 November 2015

Textbook/ Resources (in folder

Learning Intention/ Success

Refer to individual Unit Plans.

Refer to individual Unit Plans.

Experiments/ Warm Ups/

Refer to individual Unit Plans.

Refer to individual Unit Plans.

Stawell Secondary College

Visual Communication and Design

application of a visual communication message using a given presentation format type

awareness of drawing conventions associated with a range of visual communications

Tuesday, 24 November 2015

Creating and Making

Use of the design process in sketchbook

Annotation of ideas and concepts in sketchbook

Use of design elements and principles to design

Trailing different materials, medias and methods

Free hand observational drawing

Use of different presentation formats to communicate visual messages

Understanding of context of certain types of drawing conventions

Awareness of drawing conventions

Use of appropriate drawing system conventions and Australian Standards.

Recognition and description of how both they, and others visual

Interpretation of visual messages in the fields of communication, industrial

Awareness of how design has changed throughout the history of design.

Use of design language

Using design language to analyse ways materials, methods, media, design

Stawell Secondary College

Visual Communication and Design

Tuesday, 24 November 2015

Stawell Secondary College

Visual Communication and Design

Design Principles (Extra)

Technical Drawing Methods

Three Dimensional- Paraline Drawing

Other words used in perspective drawing

Graphic Design and Digital Design Terms

Other Areas of design

CURRICULUM SCOPE AND SEQUENCE TERM 3

Tuesday, 24 November 2015