1. Kathryn Hendy-Ekers Curriculum Manager, Visual Arts & Media
Victorian Curriculum F–10 Online professional learning session Introduction to Visual Communication Design Level
Kathryn Hendy-Ekers
Curriculum Manager, Visual Arts & Media

2. Session overview
Visual Communication Design in the Victorian Curriculum
Learning area structure
Organising ideas
Working with interdependent strands
Using the web site
Curriculum planning and Resources
Visual Communication terminology
Curriculum connections
Content Descriptors & Achievement Standards
Scoping a Unit of work in Media Arts

3. Victorian Curriculum F–10
Released in September 2015 as a central component of the Education State
Provides a stable foundation for the development and implementation of whole-school teaching and learning programs
The Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standards
Structured as a learning continuum, that is, developmental levels that enable teachers to identify current levels of achievement and readiness to learn and then plan to enable students to achieve expected levels
11 levels for English and Mathematics , 6 bands for The Arts, Health and Physical Education, Personal and Social Capability and and 5 bands for all other Learning Areas and Capabilities
Incorporates the key content included in the Australian Curriculum
Capabilities are represented as sets of knowledge and skills that are distinct from any single learning area but that students develop and apply across the curriculum
Cross-curriculum priorities (Aboriginal and Torres Strait Islander histories and culture, Asia and Australia’s engagement with Asia, and Sustainability) are embedded and included in the learning areas and capabilities, not represented as additional or separate components of the curriculum
Four rather than seven capabilities are included as part of the Victorian curriculum. The additional three general capabilities in the Australian Curriculum are Literacy, Numeracy and ICT. Teachers will develop students’ learning of literacy, numeracy and ICT across the curriculum. In Victorian Curriculum F-10 these capabilities are incorporated in the learning areas and do not require separate treatment

4. Design and structure Victorian Curriculum F–10
Learning Areas
The Arts
Dance
Drama
Media Arts
Music
Visual Arts
Visual Communication Design
English
Health and Physical Education
The Humanities
History
Geography
Civics and Citizenship
Business and Economics
Languages
Mathematics
Science
Technologies
Design and Technologies
Digital Technologies
Capabilities
Critical and Creative Thinking
Ethical
Intercultural
Personal and Social
Victorian Curriculum F–10
Based on eight learning areas and four capabilities

5. The Arts in Victorian Curriculum
One Learning Area that includes curriculum for six Arts disciplines that schools use to plan and deliver a teaching and learning program:
F–10
Dance
Drama
Media Arts
Music
Visual Arts
7–10
Visual Communication Design

6. Bands F
The curriculum is represented in two-level bands on a continuum
An achievement standard is provided for each band
The Foundation (F) standard signifies the importance of the Arts in the early years of schooling
Towards Foundation Levels A–D support students with a disability

7. Common strand structure
The Arts have a common structure involving four interdependent strands, each involving making and responding
Explore and Express/Represent Ideas
Practices
Respond and Interpret
Present and Perform

8. The curriculum for each of the Arts discipline:
Strands
F-6
7-10
Explore and Express/Represent Ideas
Explore ideas and improvising with ways to express/represent ideas. Manipulating and applying the elements/concepts with intent
Exploring ideas and improvising with ways to express/represent ideas
Manipulating and applying the elements/concepts with intent
Practices
Developing and refining understanding of skills and techniques. Structuring and organising ideas into form.
Developing and refining understanding of skills and techniques
Structuring and organising ideas into form
Present and perform
Sharing through performance, presentation or display.
Sharing artworks through performance, presentation or display
Respond and interpret
Analysing and reflecting upon intentions. Examining and connecting artworks in context.
Analysing and reflecting upon intentions
Examining and connecting artworks in context
The curriculum for each of the Arts discipline:
is structured under four strands
contains content descriptions which are written to allow schools to make choices about stimulus material, topics, repertoire
includes achievement standards that use specific language (for example at F in music – ‘match pitch’)
is supported by a band description which provides context
includes elaborations that provide an explanation of and ways to unpack content descriptions
uses discipline specific language, practices and modes for making and responding

9. Exploring & expressing/representing ideas
imagining
experimenting with techniques or materials
exploring possibilities
manipulating elements, materials or conventions
visualising
improvising
devising
innovating
trialling
responding to stimulus: visual, audio, kinetic, written
shaping ideas

10. Practices
‘ways of doing’ in the Arts discipline or selected form, style, genre or tradition
developing and extending skills
applying conventions
using materials, techniques and processes
documenting, recording, notating, annotating
reflecting, questioning, seeking and responding to feedback
developing and extending a personal approach/aesthetic

11. Present and Perform making decisions about how work will be presented:
designing the exhibition space (physical or virtual)
situating work within a broader context
introducing the work to an audience
using exhibition conventions
developing and using individual and collaborative skills, techniques and practices
communicating ideas and intentions to an audience

12. Respond and Interpret researching asking questions exploring ideas
considering context
seeking and responding to feedback
using materials, skills, techniques and processes
applying conventions
analysing, evaluating, reflecting, refining

13. Learning as artist and audience
Artwork
responding and interpreting using imagination
expressing/representing ideas
presenting and performing
techniques and processes
using materials
practicing skills
instruments
evaluation
exploring
thinking
analysis
media

14. Making and responding
Students learn as artist and as audience through making and responding
Making is informed by responding & responding informs making

15. What is happening in your school?
Is Visual Communication Design taught specifically?
Is it taught with another Arts discipline?
How is the Arts program arranged?
Semesters?
Blocks
A cross arts program
How is Visual Communication Design scheduled in levels 9 & 10?

16. Take the web tour Overview Introduction
Using the view and filter options

17. Navigating the Website
Access by curriculum or level supports planning:
Learning areas and capabilities
Levels
For advice on navigating the website see

18. 4 ways of seeing the Arts curriculum1 2
Learning Area view
Arts discipline view
3 levels view
1 page view – only content descriptions and achievement standards 3 4

19. Learning Area landing page
About the Arts
Glossary
Navigation to Arts discipline specific landing pages

20. Arts discipline pages 2 sets of information Introduction Curriculum
Rationale & Aims
Structure
Learning in the Arts discipline
Scope and Sequence
Curriculum
Towards Foundation Levels A-D (Students with disabilities) F
1-2
3-4
5-6
7-8
9-10
Link:

21. Curriculum pages Multiple level view is the default, the user can
select different views such as a single level
apply filters such as looking at just the ‘practices’ content descriptions for Levels F, 2, 4 and 6

22. F–10 on one page
Scope and sequence charts contain only the mandated curriculum of content descriptions and
achievement standards

23. Curriculum and resources
2016 school choice between AusVELS and Victoria Curriculum F–10
Victorian Curriculum F–10 from 2017
Resources
General advice
Specific Arts discipline advice
Evolving
Bookmark and check for updates
ideas for updates

24. Curriculum planning and reporting guidelines
In relation to the Arts 7 – 10:
5 - 8
an Arts program that at Years 5–6 and 7–8 consists of at least two Arts disciplines, one from the Performing Arts and one from the Visual Arts.
(p. 20)
9 – 10
an Arts program that includes in this band of schooling learning in at least one Arts discipline.
The challenge is to reconcile the twin demands of providing a learning program that maintains a focus on a common entitlement to core knowledge and skills and high expectations of every student whilst also allowing students opportunities to develop and pursue areas of individual interest and expertise.
At F all 5 Arts disciplines will be taught but not necessarily evenly weighted.
At 1 – 2 all 5 Arts disciplines over the two years but not necessarily evenly weighted.
At F – 2 schools need to plan so the Arts receive significant attention this means that in Foundation and 1 – 2 the curriculum for all 5 Arts disciplines must be delivered. How this happens is a matter for school decision. Schools will make these decisions as a result of their planning process, considering the context, the expertise and the resources available.
DET will collect assessments for all strands and achievement standards.

25. Curriculum mapping
Mapping identifies the extent of curriculum coverage in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum.
Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program.
Templates
For each Arts discipline
F-6
7-10
Instructions

26. Terminology Content descriptions Achievement standards
Band/Level descriptions
statements that provide an overview to the content descriptions and achievement standard within the level or band.
Strands
key organising elements within each curriculum area.
Content descriptions
specific and discrete information identifying what teachers are expected to teach and students are expected to learn.
Elaborations
non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity.
Achievement standards
statements that describe what students are typically able to understand, and are the basis for reporting student achievement.

27. Learning as artist and Audience/Viewer
Victorian Curriculum
Learning as artist and Audience/Viewer
Audience
Artist
Artwork
Intention
Expression
Experimentation
Contexts
Institutions
Exhibitions
Performance
Presentation
Communication
Representation

28. Learning In Visual Communication Design
Visual Communication Design Practices
Making and responding form the practice of the designer.
Students develop understanding and skills when they view and make visual communication designs in response to audience needs.
Design fields (Communication, Industrial & Environmental) and styles of design.
Different audiences and contexts.
Making and responding involve practical and critical understanding.
Students consider the intentions of designer to communicate meaning and how viewers interpret and evaluate visual communication designs.
Visualisation and presentation of ideas through materials, methods and presentation formats.

29. Learning in Visual Communication Design
Design thinking & the Visual Communication Design Process
Form a framework for the creation of Visual communications.
Students respond to and write a brief, research and generate ideas, develop and refine visual communications.
Students communicate ideas and information through the use of:
drawing conventions –using a range of media, materials and methods to visualise ideas.
design elements and principles – such as line, shape, colour, tone, texture, form, type, balance, contrast, scale and hierarchy.
skills, techniques and processes – in a range of methods to plan, develop and refine visual communications.

30. Visual Communication Design strands
Explore and Represent Ideas
Visual Communication Design Practices
Present and Perform
Respond and Interpret
Explore and apply, material, methods, media, design elements and design principles.
Develop and present visual communications.
Use manual and digital drawing methods to create visual communications.
Design fields: Industrial, environmental and Communication.
Develop and present visual communications in response to a brief, audience and communication needs.
… reflecting, questioning, analysing and evaluating …
Identify and describe materials, methods and media in different historical, social and cultural contexts.

31. Curriculum Comparison Learning continuum L5 - 7
Level 5 & 6 Visual Arts
Level 5 & 6 Media Arts
Level 7 & 8 VCD
Practices
Select and apply visual conventions, materials, techniques, technologies and processes specific to different art forms when making artworks
Develop skills with media technologies to shape space, time, colour, movement and lighting, within images, sounds or text when telling stories
Use manual and digital drawing methods and conventions to create a range of visual communications

32. Learning Continuum Level 7 & 8 Visual Arts Level 7 & 8 VCD
Respond & Interpret
Analyse how ideas and viewpoints are expressed in art works and how they are viewed by audiences
Identify and describe the purpose, intended audience and context in a range of visual communications from different historical, social and cultural contexts
Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts

33. Critical and Creative thinking strands
Questions and Possibilities
Reasoning
Meta-cognition
Explore the nature of questioning and a range of processes and techniques to develop ideas.
Explore how to compose, analyse and evaluate arguments and reasoning.
Explore the use of strategies to understand, manage and reflect on thinking and learning processes.
Level 7
Questions & Possibilities
Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts
Reasoning
Investigate the difference between a description, an explanation and a correlation and scepticism about cause and effect
Meta-cognition
Consider a range of strategies to represent ideas and explain and justify thinking processes to others

34. Relationships: Content Descriptors & Achievement Standards
Level Content Descriptors
Achievement Standard
Explore & Represent
Develop and present visual communications that demonstrate the application of methods, materials, media, design elements and design principles that meet the requirements of a specific brief and target audience.
Generate, develop and refine visual communication presentations.
Within visual communication design fields, students develop briefs and visualise, generate and develop ideas in response to audience needs.
Students manipulate design elements, design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs.
Visual Communication Design Practices
Use manual and digital drawing methods to create visual communication s in specific design fields of Environmental, Industrial & Communication Design.
Students demonstrate their use of visual communication design skills, techniques, conventions and processes in a range of design fields.

35. Relationships: Content Descriptors & Achievement Standards
Level Content Descriptors
Achievement Standard
Present & Perform
Develop a brief that identifies a specific audience and needs.
Present visual communications that meet the requirements of the brief.
Students evaluate, reflect on, refine and justify their decisions and aesthetic choices.
Within visual communication design fields, students develop briefs and visualise, generate and develop ideas in response to audience needs.
Students manipulate design elements, design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs.
Respond & Interpret
Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts.
Analyse and evaluate the use of methods, media, materials, design elements and design principles in visual communications from different historical, social and cultural contexts.
Students analyse and evaluate the visual communications they make and view, and how visual communications from different historical, social and cultural contexts communicate ideas and information.

36. Curriculum Concept: Logo Design
Curriculum planning example: The VC Design process: Logo Design
Content Descriptor
Exemplar
Explore & Represent
Develop and present visual communications that demonstrate the application of methods, materials, media, design elements and design principles that meet the requirements of a specific brief and target audience.
Generate, develop and refine visual communication presentations.
Students develop a brief for a client with to design a logo for application in three different contexts. Eg: Letterhead, packaging, signage.
Research logos and their application in a variety of contexts. (Communication Design)
Explore a range of design elements and principles and their use in logos.
Brainstorm logo concepts: symbolic, descriptive, text.
Visual Communication Design Practices
Use manual and digital drawing methods to create visual communication s in specific design fields of Environmental, Industrial & Communication Design.
Generate concepts for logos using freehand drawing with a variety of materials and media, design elements and design principles.
Develop a selected design using both manual and digital drawing.
Present & Perform
Develop a brief that identifies a specific audience and needs.
Present visual communications that meet the requirements of the brief.
Research various contexts for the application of the logo using both environmental and industrial design.
Present the different options for the presentation of the logo and consider the application using design elements and design principles.
Respond & Interpret
Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts.
Analyse and evaluate the use of methods, media, materials, design elements and design principles in visual communications from different historical, social and cultural contexts.
Research the application of logos from different commercial companies to evaluate the effectiveness of design decisions. This could be conducted through interviews or presentations.
Select one application of a logo, analyse and evaluate the use of methods, media, design elements and design principles with the logo over a period of time and in different cultures.
Curriculum Concept: Logo Design

37. Curriculum Planning Concept: Achievement
Achievement Standard
Explore & Represent
Within visual communication design fields, students develop briefs and visualise, generate and develop ideas in response to audience needs.
Development of brief for logo application in three different contexts: audience, needs, presentation format.
Research of logos and applications to gain ideas for student development of their own logo – methods, media, audience, needs and context.
Visual Communication Design practices
Students demonstrate their use of visual communication design skills, techniques, conventions and processes in a range of design fields.
Students manipulate design elements, design principles, materials, methods, media and technologies to realise their concepts and ideas for specific purposes, audiences and needs.
Demonstrated use of manual and digital drawing in logo presentations in three different contexts – communication, industrial and environmental.
Demonstration of the use of design elements, design principles, materials, methods and media to develop design concepts.
Perform & Present
Students evaluate, reflect on, refine and justify their decisions and aesthetic choices.
Reflection and evaluation of design decisions and aesthetic choices in the development and refinement of the logo and its application.
Presentation of logo concept in three applications on a presentation board.
Respond & Interpret
Students analyse and evaluate the visual communications they make and view, and how visual communications from different historical, social and cultural contexts communicate ideas and information.
Research of company logos and their application in a range of contexts.
Analysis and evaluation of the design of a specific logo by a designer.

38. Contacts
Curriculum Manager: Visual Arts & Media Kathryn Hendy-Ekers PH: