Vce and vcal administrative handbook 2013

Clear knowledge and well- developed skills in the use of type, image and digital applications appropriate to specific visual communications. Adequate skills and accurate use of drawing methods and conventions to visualise ideas and concepts and to create visual communications.

Satisfactory selection and application of design elements and principles, methods, materials and media to create visual communication for specific purposes, audiences and contexts. Adequate knowledge and skills in the use of type, image and digital applications appropriate to specific visual communications. Limited skills and some accurate use of drawing methods and conventions to visualise ideas and concepts and to create visual communications.

Limited selection and limited application of design elements and principles, methods, materials and media to create visual communication for specific purposes, audiences and contexts. Some knowledge and skills in the use of type, image and digital applications appropriate to specific visual communications. Very limited skills and very little accurate use of drawing methods and conventions to visualise ideas and concepts and to create visual communications.

Very limited selection and very little application of design elements and principles, methods, materials and media to create visual communication for specific purposes, audiences and contexts. Very little knowledge and very limited skills in the use of type, image and digital applications appropriate to specific visual communications. Note: Students are not expected to demonstrate all two dimensional and three dimensional drawing methods and apply digital methods in each visual communication created; rather, they need a knowledge of each method to make appropriate applications as required by the different visual communications.

Resources and scheduling Schools may determine the conditions for the task including access to resources and notes. Students should be advised of the timeline and conditions under which the task is to be conducted. Unit 3 Area of Study 2 Outcome 2 On completion of this unit the student should be able to describe how visual communications are designed and produced in the design industry and explain factors that influence these practices.

This outcome will contribute 25 marks out of marks allocated to School-assessed Coursework for Unit 3. It will be assessed by one or more tasks, which will contribute a total of 25 marks.

Perceptive understanding of the processes and practices of visual communication design production. Thorough description of the roles, relationships and responsibilities between designers, specialists and clients. Insightful explanation of factors and influences on design decisions that impact the selection of materials, methods, media, design elements and principles. Comprehensive understanding of the legal obligations of designers. Thorough understanding of the processes and practices of visual communication design production.

Detailed description of the roles, relationships and responsibilities between designers, specialists and clients. Clear explanation of factors and influences on design decisions that impact the selection of materials, methods, media, design elements and principles.

Well-developed understanding of the legal obligations of designers. Satisfactory understanding of the processes and practices of visual communication design production. Appropriate description of the roles, relationships and responsibilities between designers, specialists and clients. Adequate explanation of factors and influences on design decisions that impact the selection of materials, methods, media, design elements and principles. Clear understanding of the legal obligations of.

Limited understanding of the processes and practices of visual communication design production. Basic description of the roles, relationships and responsibilities between designers, specialists and clients. Limited explanation of factors and influences on design decisions that impact the selection of materials, methods, media, design elements and principles.

Some understanding of the legal obligations of designers. Very limited understanding of the processes and practices of visual communication design production.

Very limited description of the roles, relationships and responsibilities between designers, specialists and clients. Description of factors and influences on design decisions that impact the selection of materials, methods, media, design elements and principles. Very little understanding of the legal obligations of designers.

Unit 4 Area of Study 3 Outcome 3 The student should be able to devise a pitch to present and explain their visual communications to an audience and evaluate the visual communications against the brief. This outcome will contribute 20 marks out of the 20 marks allocated to School-assessed Coursework for Unit 4. It will be assessed by one or more tasks, which will contribute a total of 20 marks.

Highly developed pitch presented to the audience. Thorough explanation of how the final visual communications fulfill the requirements identified in the brief.

Comprehensive explanation of the design thinking behind decisions made during the design process using detailed and appropriate terminology. Very detailed criteria and highly effective use of critical and reflective thinking strategies to evaluate the final presentations and design process. Well-developed pitch presented to the audience. Clear explanation of how the final visual communications fulfill the requirements identified in the brief. Detailed explanation of the design thinking behind decisions made during the design process using detailed and appropriate terminology.

Clearly stated criteria and effective use of critical and reflective thinking strategies to evaluate the final presentations and design process. Satisfactory pitch presented to the audience. Adequate explanation of how the final visual communications fulfill the requirements identified in the brief. Appropriate explanation of the design thinking behind decisions made during the design process using appropriate terminology. Adequate criteria developed and satisfactory use of critical and reflective thinking strategies to evaluate the final presentations and design process.

Limited pitch presented to the audience. Some explanation of how the final visual communications fulfill the requirements identified in the brief. Little explanation of the design thinking behind decisions made during the design process using some appropriate terminology.

Limited criteria developed and some use of critical and reflective thinking strategies to evaluate the final presentations and design process. Very limited pitch presented to the audience. Very limited explanation of how the final visual communications fulfill the requirements identified in the brief. Very basic description of the design thinking behind decisions made during the design process using limited terminology. Very limited criteria developed to evaluate the final presentations and design process.

School-assessed Task Units 3 and 4 The School-assessed Task contributes 40 per cent to the study score and is commenced in Unit 3 and completed in Unit 4. Unit 3 Outcome 3 Apply design thinking skills in preparing a brief, undertaking research and generating a range of ideas relevant to the brief.

Unit 4 Outcome 1 Develop distinctly different design concepts for each need, and select and refine for each need a concept that satisfies each of the requirements of the brief. A folio of conceptual developments for each need. Unit 4 Outcome 2 Produce final visual communication presentations that satisfy the requirements of the brief. Two distinct final presentations in two separate presentation formats that fulfil the communication needs of the client as detailed in the brief developed in Unit 3.

The set of criteria for the award of grades is the sole basis for the assessment of the School-assessed Task. This assessment will be subject to review by a panel appointed by the VCAA. Unit 3 Outcome 1 The student should be able to create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual communications. Step 1: Define the parameters of an outcome and its related assessment task options. In order to plan and conduct an assessment for this outcome it is necessary to be familiar with the key knowledge and key skills.

The study design identifies a range of task formats that can be used to assess this outcome. The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that you are looking for in a student response. Therefore the selection of existing visual communications for analysis is important.

One approach could be that teachers source suitable examples that provide opportunities for detailed analysis and multiple starting points of interest for the practical investigation, or that they provide feedback regarding suitability to students regarding materials prior to starting the assessment task. The assessment task for Unit 3 Outcome 1 states: In response to given stimulus material, students create three visual communications designed for different contexts, purposes and audiences.

The teacher plans a sequence of teaching and learning activities that will develop pre-task knowledge and skills providing resources, models and exemplars to enable students to understand the conventions associated with each of the two-dimensional and threedimensional drawing methods and how they are applied in the different contexts of communication, industrial and environmental design fields. Students will need to develop an understanding of the analysis and application of design elements, design principles and methods, media and materials.

The development of knowledge and skills in the use of suitable digital applications for the design and production of visual communications will also be important. Discussion about reasons for choices regarding categories can provide a useful means to understand the definition for each category.

Students can also make their own collections. Ask students to make quick freehand sketches using isometric, planometric and perspective to draw the object and to visualise what it might look like from behind, above, in use, put to another use, combined with another object.

Students look at packaging nets and draw the resulting three dimensional form and vice versa. Students identify the methods, media, materials used in the design and production and speculate why designers chose these options, what problems did they solve?

Students make quick freehand three-dimensional drawings from different angles and two dimensional drawings of the back, front, side views.

They measure the object and consider what scale would be appropriate for an orthogonal drawing. Analysis: Written analysis of stimulus material can be one or more existing visual communications Students prepare a written report analysing the key features, purpose, audience and use of design elements, design principles, methods, media and materials.

They consider and plan possible connections, avenues for inspiration or starting points for the creation of their own visual communications. They establish the purpose, context and audience for their three visual communications. Practice: Students create three visual communications in response to stimulus material can be one or more existing visual communications.

The purpose, context and audience is identified prior to creating the three visual communications. Not all three visual communications have to contain all of these aspects. Marking the task The performance descriptors can be adapted into a marking scheme, which should be explained to students before starting the task.

The task should provide students with a question or questions that relate directly to the key knowledge and key skills and it should provide the opportunity to meet the standard reflected in the highest performance descriptor for the task. This task is worth 75 marks towards the total marks allocated to School-assessed Coursework for Unit 3.

A possible breakdown of marks could be:. Assessment of three visual communications: Visualisation drawings: quick drawings with annotations which make informal use of drawing methods to visualise ideas. Conventions: accuracy in use of selected two-dimensional and threedimensional drawing methods, symbols, lines, dimensions if appropriate , proportions maintained. Note, not all 3 visual communications need to incorporate conventional drawing methods.

Use of digital methods Note, digital methods do not have to be used in all three visual communications. Ability to select and apply design elements and principles. Consideration of layout for type and imagery. Other considerations When to assess the students The teacher must decide the most appropriate time to set this task. The analysis task is likely to be provided around weeks 3 or 4 of Term 1.

Unit 3 Outcome 2 On completion of this unit the student should be able to describe how visual communications are designed and produced in the design industry and explain factors that influence these practices. For example, there is a need to examine more than one designer in order for students to gain an appreciation of the range of design fields and knowledge of international and Australian designers. One assessment task option for Unit 3 Outcome 2 is structured questions.

The teacher plans a sequence of teaching and learning activities that will develop pre-task knowledge and skills related to the work practices of international and Australian designers. Some questions would relate to designers not studied directly, thereby asking them to apply the knowledge gained from their study of individual designers to new situations. This task is worth 25 marks towards the total marks allocated to School-assessed Coursework for Unit 3.

Practices and use of design process; establishing brief, research, presenting and evaluating ideas, design proposals, final presentations. Basis of design decisions about methods, materials, media, design elements and principles and influence of social, ethical, financial and environmental factors.

The task should be provided at the end of Area of Study 2. This is likely to be around weeks 3 or 4 of Term 2. Unit 4 Outcome 3 The student should be able to devise a pitch to present and explain their visual communications to an audience and evaluate the visual communications against the brief. Teachers should be familiar with the essential characteristics of each task type and the implications of these for task design and conduct of assessment.

For example, a response for this outcome would need to explain the design thinking behind each of the final presentations and how they fulfill the brief.

Step 3: Determining teaching and learning activities. It will assist students in understanding the expectations of the task. Step 3: Determine teaching and learning activities. Identify the nature and sequence of teaching and learning activities to cover the key knowledge and key skills outlined in the study design.

It is important that a variety of learning opportunities are provided to cater for individual preferred learning styles. Step 4: Design the assessment task. The information in the stimulus should be relevant to the task and assist students in their response. Check that the instructions are clear. Are they complete and unambiguous? This allows students to understand during the teaching and learning stage what they are expected to know or do.

Make sure that these rules are given to the students before the task is started and preferably in writing. If your school has multiple Psychology classes and your task is designed to last several lessons will you slightly alter the task for each class?

Teachers must select assessment tasks from the designated list for each outcome published in the study design. Assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload.

Assessment tasks should be completed mainly in class and within a limited timeframe. The overall assessment program for the unit should include a variety of assessment task formats, include provision for authentication of student work and take into account the overall workload for students.

There are three tasks that must be used to assess Unit 3, two for Outcome 1 and one for Outcome 2. There are three tasks that must be used to assess Unit 4, one for Outcome 1 and two for Outcome 2. The assessment task, to be completed in class, involves annotating a selection of relevant practical activities to illustrate particular psychological principles or aspects of psychology.

Teachers should determine: which practical activities are undertaken for inclusion in the folio; how many practical activities should be annotated for the assessment task; whether the activities which are to be annotated for the assessment task are student-selected or teacher-selected; whether to provide a set of guiding questions to assist student annotations or whether to allow students to make their own annotations based on a general question related to a specific aspect of the relevant area of study; and when the annotations are to be completed, for example, immediately after each practical activity, after a series of practical activities, or in a block at the end of the area of study.

The parameters of the assessment task should enable students to demonstrate the highest level of performance. Teachers may use collated first-hand data from a class, across different classes within a school, or across different schools to devise assessment tasks.

Students may then be asked to respond to selected psychological principles or concepts which are demonstrated through the media item. They may work independently or in groups to undertake a jigsaw activity, present information to their peers, their parents or a younger audience, or make a submission about the application of a psychological principle to a committee.

However, the assessment task must be undertaken and assessed individually. Practical investigations involving the collection of primary data related to an aspect of psychology, including application of ethical principles, may be conducted in the classroom, in the laboratory or in the field. Investigations involving the collection of secondary data may be conducted through access to psychological and scientific publications, as well as credible articles available in the public domain.

Practical investigations may be: prescribed; scaffolded; student-designed; short, for example a 15minute observational study; or extended, for example an investigation requiring observations to be recorded over a period of time or a comparative study involving matched participants.

Students should record and present the results of their investigations. Reports may range from simple tabulations of results with a student comment, to full reports which include an abstract, an aim, a hypothesis, a method, results, discussion, a conclusion and references as per American Psychological Association APA format.

Although investigations may be conducted individually, in small groups or as a class, reports must be completed individually. Performance descriptors Performance descriptors provide holistic statements of achievement developed from the outcome statement and its key knowledge and key skills, as specified in the study design.

They provide guidance for the setting and marking of assessment tasks. Unit 3 Area of Study 1 Outcome 1 Explain the relationship between the brain, states of consciousness including sleep, and behaviour, and describe the contribution of selected studies to the investigation of brain function. This outcome will contribute 50 marks out of marks allocated to School-assessed Coursework for Unit 3. It will be assessed by two tasks, each worth 25 marks. Students should be advised of the timeline and conditions under which the tasks are to be conducted.

Accurate and thorough description of how selected studies have contributed to an understanding of brain function. Advanced skills in scientific investigation and inquiry. Comprehensive and insightful application and communication of psychological information and understandings. Accurate and detailed description of how selected studies have contributed to an understanding of brain function.

Well-developed skills of scientific investigation and inquiry. Clear and thorough application and communication of psychological information and understandings.

Clear description of how selected studies have contributed to an understanding of brain function. Satisfactory skills in scientific investigation and inquiry. Effective application and communication of psychological information and understandings. Some description of how selected studies have contributed to an understanding of brain function.

Some skills in scientific investigation and inquiry. Some application and communication of psychological information and understandings. Limited description of how selected studies have contributed to an understanding of brain function. Few skills in scientific investigation and inquiry. Very little application and communication of psychological information and understandings. Unit 3 Area of Study 2 Outcome 2 Compare theories that explain the neural basis of memory and factors that affect its retention, and evaluate the effectiveness of techniques for improving and manipulating memory.

It will be assessed by one task which is worth 50 marks. Task Description Report of a research investigation related to memory conducted by the student. The assessment task may be a single, extended investigation or may be a multi-part investigation composed of a series of shorter experiments. The task should include relevant key skills and research methodologies. Resources and scheduling Schools may determine the conditions for the task including access to resources and notes.

Students should be advised of the timeline and conditions under which the task is to be conducted. Performance descriptors The following descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment task. Comprehensive and detailed comparison of models for explaining human memory. Sophisticated understanding of factors that affect memory retention.

Critical and insightful evaluation of the effectiveness of techniques for improving and manipulating memory. Well-developed and relevant comparison of models for explaining human memory. Detailed understanding of factors that affect memory retention. Thoughtful evaluation of the effectiveness of techniques for improving and manipulating memory.

Adequate comparison of models for explaining human memory. Satisfactory understanding of factors that affect memory retention. Appropriate skills in evaluating the effectiveness of techniques for improving and manipulating memory. Satisfactory application and communication of psychological information and understandings. Limited comparison of models for explaining human memory. Some understanding of factors that affect memory retention.

Limited evaluation of the effectiveness of techniques for improving and manipulating memory. Limited application and communication of psychological information and understandings. Identification of models for explaining human memory. Little understanding of factors that affect memory retention. Very limited evaluation of the effectiveness of techniques for improving and manipulating memory. Very limited application and communication of psychological information and understandings.

Unit 4 Area of Study 1 Outcome 1 Explain the neural basis of learning, and compare and contrast different theories of learning and their applications.

This outcome will contribute 50 marks out of the marks allocated to School-assessed Coursework for Unit 4. It will be assessed by one task worth 50 marks. Task Description Folio of at least five practical activities and annotations of at least three of these activities to illustrate selected aspects of learning. Thorough understanding of the theories of learning and sophisticated explanation of their similarities and differences.

Thorough and relevant application of learning theories. Well-developed understanding of the theories of learning and detailed explanation of their similarities and differences.

Well-developed and relevant application of learning theories. Clear understanding of the theories of learning and an accurate explanation of their similarities and differences. Mostly relevant application of learning theories. Some understanding of the theories of learning and a general description of their similarities and differences.

Some relevance in the application of learning theories. Little understanding of the theories of learning and very limited description of their similarities and differences. Limited understanding of the application of learning theories. Unit 4 Area of Study 2 Outcome 2 Differentiate between mental health and mental illness, and use a biopsychosocial framework to explain the causes and management of stress and a selected mental disorder. Resources and scheduling Schools may determine the conditions for the tasks including access to resources and notes.

Thorough and relevant application of a biopsychosocial framework to explain the causes and management of a selected mental disorder.

Well-developed and relevant application of a biopsychosocial framework to explain the causes and management of a selected mental disorder. Mostly relevant application of a biopsychosocial framework to explain the causes and management of a selected mental disorder.

Some relevance in the application of a biopsychosocial framework to explain the causes and management of a selected mental disorder.

Limited application of a biopsychosocial framework to explain the causes and management of a selected mental disorder. Little application and communication of psychological information and understandings. Thorough and relevant application of a biopsychosocial framework to explain the causes and management of stress. Well-developed and relevant application of a biopsychosocial framework to explain the causes and management of stress.

Mostly relevant application of a biopsychosocial framework to explain the causes and management of stress. Some relevance in the application of a biopsychosocial framework to explain the causes and management of stress. Limited application of a biopsychosocial framework to explain the causes and management of stress.

Unit 3 Outcome 2 On completion of this unit the student should be able to compare the theories that explain the neural basis of memory and factors that affect its retention, and evaluate the effectiveness of techniques for improving and manipulating memory. Step 1: Define the parameters of the outcome and its related assessment task options. In order to plan and conduct an assessment task for this outcome, teachers need to be familiar with the key skills and the key knowledge specified for Unit 3 Outcome 2, including the research methodologies specified on page 22 of the study design.

It should be noted that all key skills and key knowledge do not need to be clearly identifiable in each task, nor should the task focus on too narrow a range of key skills and key knowledge. Parts, or all, of the task may be student-designed or teacher-assigned. Task description In this example, the teacher has elected to construct a task based on a series of short investigations, some of which will be teacher-directed, whilst others will be student-designed.

Students should conduct the research and collect data prior to beginning the assessment task which involves preparing a report of the research investigation. The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that should be sought in a student response. For example, in the assessment task described above, students would be required to be able to explain and compare theories of the neural basis of learning, evaluate the effectiveness of techniques for improving and manipulating memory, and to demonstrate skills in scientific investigation and inquiry and in application and communication of psychological information and understandings.

The teacher should plan a sequence of teaching and learning activities that will develop pretask knowledge in relation to the different theories of memory formation, factors that affect memory retention, the forgetting curve, the relative sensitivity of the measures of retention including recall, recognition and relearning, and different types of mnemonic devices.

The data from this activity could be used to plot comparative forgetting curves of each condition. Report of a research investigation This assessment task requires students to report on a research investigation into the relative effectiveness of at least two different mnemonic techniques for improving and manipulating memory.

Ethical principles should be applied and acknowledged. Data could be collected by individual students, pairs or small groups of students. The report may range from simple tabulations of results with a student comment, to a full report which includes an abstract, an introduction, an aim, a hypothesis, a method, results, discussion, a conclusion and references.

While the data collection may be conducted with others, students must write the report of the research investigation individually.