VCE Visual Communication Design (2013-2017)

Frequently Asked Questions

1. What is the status of the Cross study specifications?
Cross study specifications detail content that underpins the knowledge and skills contained in the study
across Units 14. These specifications ensure a common understanding of terms and definitions.
2. Are students required to adhere to the Australian Standards (AS) for technical drawing?
Students undertaking Units 1 4 of this study are not expected to employ all drawing conventions from
the Australian Standards.
Technical drawings must adhere to the VCAA Technical Drawing Specifications Resource located on the
VCAA website on the VCE Visual Communication Design study page under Support Material at:
http://www.vcaa.vic.edu.au/Pages/vce/studies/visualcomm/vcommindex.aspx
This document draws upon conventions from the Australian Standards. Specified labeling has been
included to support teaching and learning programs.
3. What are the technical drawing methods that must be taught in Unit 1 Outcome 1?
Students are required to select and apply three dimensional drawing methods to represent the form and
structure of objects. Drawing methods may include paraline (isometric and planometric) and perspective
(one and two point) Students are not required to study orthogonal drawing for this outcome.
Students also apply rendering techniques to identify the direction of light and the representation of
surfaces. Key knowledge and skills address additional drawing requirements.
Further information regarding drawing methods is located in the Advice for teachers section of the study
design on pages 44-45.
4. Can digital technologies be used to make observational drawings?
Observational drawings are freehand drawings made from direct observation to represent form, materials
and textures, objects and structures. A variety of media and materials may be employed to make drawings
including manual and digital methods.
5. What design elements and design principles should be taught and employed in visual
communications produced to satisfy stated purposes in Unit 1, Outcome 2?
The appropriate design elements and design principles are located in Advice for teachers section of VCE
Visual Communication Design study 2013-17 on pages 40-43. It is essential that students use, understand
and apply all terminology appropriate to this study.

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6. In Unit 2, Outcome 1, what is meant by the key knowledge referring to the role of Australian
Standards?
Students are required to know and understand that the Australian Standards (AS) 1100 are the technical
conventions that professional Australian engineers, architects, designers, surveyors and pattern makers
follow and adhere to when producing technical drawings for manufacture. Australian standards are
located at www.saiglobal.com
Students are not required to adhere to all Australian Standards in the production of technical drawings.
For this study student drawings must be guided by the VCAA Technical Drawing Specifications
Resource.
7. What should be considered when selecting existing visual communications for analysis in Unit 3
Outcome 1?
Ensure that selected visual communications represent the key features of the three fields of
design: communication, environmental and industrial.
Select visual communications that allow students access to analysis and information to support
the development of their own visual communications.
Offer a variety of methods to support analysis such as graphic organisers and mind maps,
classroom discussion, oral presentations, structured questions and written reports.
Ensure that selected existing visual communications effectively demonstrate key knowledge
points:
a) Representation of purpose, including: to advertise, promote, depict, teach, inform,
identify and guide.
b) Representation of characteristics and functions of design elements and principles
c) Drawing methods to visualize ideas and concepts
d) A variety of methods, materials and media
For purposes of authentication, ensure that the tasks are completed in class.
8. Where can existing visual communications be located to be used as stimulus and analysis for
Unit 3, Outcome 1?
Consult the VCE Visual Communication Design study design 2013-17 Advice to teachers and
accompanying resources located on the VCAA study page at
http://www.vcaa.vic.edu.au/Pages/vce/studies/visualcomm/vcommindex.aspx.
Extensive samples of visual communication designs that demonstrate the diversity of design industry
practice and address the required design areas of communication, environmental and industrial fields are
available on the Internet.
The list of resources for the Visual Communication Design is located on the study page.
9. What is the scope of knowledge required to address copyright and trademark obligations?
Visual communication designs and typefaces protected by copyright must be acknowledged and respected
as required by current legal obligations.
Students should be aware of IP and related terms including copyright, trademark and patent. Further
information is located at www.ipaustralia.gov.au.
VCAA January 2013

VCE VISUAL COMMUNICATION DESIGN

All visual content used for stimulus must be acknowledged with the source identified. Copyright
clearance must be sought for the use of existing trademarks and logos that students choose to use in their
design presentations for public display.
A free document entitled A guide to Intellectual Property for Australia designers is available for
download at: http://www.business.vic.gov.au/industries/design/programs-and-toolkits/intellectualproperty-for-designers/industrial-designers
10. Can students type annotations when developing and evaluating visual communications?
Annotations should be made in real time to ensure the authenticity of the relevant aspects of the design
process. Hand written annotations comply with this process.
11. Where can teachers locate sample student folios?
Sample student folios that include the design brief, design process and two final presentations are
available through Top Designs. Top Designs is an annual exhibition at Melbourne Museum presenting
work created by high achieving students who have completed VCE Visual Communication and Design.
Information about the exhibition and the purchase of Top Design catalogues is available at
http://www.vcaa.vic.edu.au/Pages/excellenceawards/seasonofexcellence/index.aspx
12. Can students submit their final presentations in digital formats?
There are no restrictions on the size or presentation format of final presentations; however two separate
and discernibly different formats must be selected. Digital formats should only be selected if the
presentation format is identified as a web based design. Presentation formats must address the
communication needs of the client and will be determined by the brief.
13. In Unit 4, Outcome 1, how many design concepts should be developed to address each
distinctive need?
This will be determined by the requirements of the brief. It is important students are able to develop a
range of concepts to fully explore and demonstrate creative, critical and reflective thinking strategies.
14. What is the purpose of the pitch in Unit 4, Outcome 3?
The pitch provides students with the opportunity to fully evaluate their design process and final
presentations against the brief and client needs. In this task, students simulate the design industry process
through presentation skills. They practice and gain confidence in using appropriate concepts and
terminology to speak about their work.
15. Can students present the pitch in other languages?
Students are required to use English language and terminology consistent with the VCE Visual
Communication Design 2013-17 study design. The task format must be set according to the selection
identified on page 33 of the study design.

VCAA January 2013