The design of objects and structures in the built environment and mechanical systems requires a combination of skills in design, mathematical reasoning and drawing techniques
Well-designed products and systems have the potential to solve problems and enhance our daily lives. The study of Technical Graphics - Foundation provides basic skills, knowledge and understanding of freehand, technical (instrument) and Computer Aided Drafting and Design (CADD) drawing to shape and communicate practical solutions to real-world design problems. Learners develop the foundation skills in technical drawing and underpinning geometrical knowledge relevant to engineering, architectural and product design contexts.
On successful completion of this course, learners will be able to:
*In this course, the term Computer-Aided Drafting and Design (CADD) refers to the process where a drafter/designer uses technology to create drawings or models as part of the design process. These skills and knowledge transfer to Computer Aided Manufacture (CAM) involving properties of materials and manufacturing principles and processes. Digital fabrication provides a strong context for schools. 3D printers and small CNC machines such as laser and vinyl cutters are examples of how CAM can complement CADD in a senior secondary education environment.
Access to drawing boards is desirable.
This course has a complexity level of 2.
At Level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.
This course has a size value of 15.
This course comprises of two sections:
All course content is compulsory.
The topics of the Foundation Skills and Knowledge section are to be undertaken in the listed sequence. The Graphics Folio section will be undertaken after the Foundation Skills and Knowledge section.
SECTION 1: FOUNDATION SKILLS AND KNOWLEDGE
SUGGESTED 70% OF COURSE DELIVERY TIME FOR THIS SECTION. IT IS NOT EXPECTED THAT TOPICS WILL BE GIVEN EQUAL DELIVERY TIME
1: FIRST PRINCIPLES
The first principles are the basic knowledge and skills sets needed prior to study of the basic concepts of Technical Graphics. These first principles are learnt prior to plane geometry concepts.
Introduction: Graphical language is used to convey information, standards and conventions. How drawings can overcome language barriers.
Equipment: Types of pencils, pens, ink, erasers, compasses, protractors, templates, guides, flexi-curves, French curves, dividers, rulers, scale rulers, set squares, tee squares, drawing machines, and tables. How to use such equipment correctly and safely. Except for specific paper media-based tools, they are device independent.
Paper: Different types, sizes and thicknesses of paper.
2 a: Plane Geometry
Foundation hand drawing skills for technical graphics – applying the first principles:
Plane geometry applications:
Students will learn about real world examples from engineering and/or architectural applications of:
2 b: Solid Geometry
1st and 3rd angle orthographic projections and auxiliary views:
CADD systems can be used as an integrated method in achieving some of the course content. The combination of hand drawing and CADD will assist the learner to establish a foundational understanding of both hand and CADD skills for further study.
4: DRAWING AND PRESENTATION TECHNIQUES
Standard Drawing Practice
Conventions as described in the current standards.
Materials and Equipment
Conventional and contemporary graphic equipment including CADD systems, processes and materials.
Technical Freehand Sketching
Technical freehand sketching as an aid to achieving preparatory work for further drawings and for paper and digital drawings in their own right.
One and two point.
Basic understanding of orthographic projection, hand drawn and CADD.
Isometric and oblique drawings of simple solids, hand drawn and CADD.
Freehand toning, shading, textures, colour.
5: GRAPHIC LITERACY
Reading and interpreting simple plans and diagrams (e.g. sketches, assembly drawings, CADD representations, plans and elevations).
6: THE DESIGN PROCESS AND PRINCIPLES
An introductory study of the process and principles, to include:
SECTION 2: GRAPHICS FOLIO
SUGGESTED 30% OF DELIVERY TIME
Learners will prepare a graphics folio based on an area of interest (such as, but not limited to design in the following contexts: engineering; architecture; manufacturing; automotive; building and construction; landscape and environment; logos; jewellery; fashion; industrial; product; aeronautical; and marine).
In negotiation with their teacher, learners will develop a design brief and related tasks. The brief and associated tasks will be of a suitable scope to allow learners to develop and demonstrate the integration of the foundation knowledge and skills from content area Section 1.
Learners will complete a graphics folio that will include:
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.
The following processes will be facilitated by TASC to ensure there is:
Process – TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:
This process may also include interviews with past and present learners.
It will be scheduled by TASC using a risk-based approach.
The assessment for Technical Graphics – Foundation Level 2 will be based on the degree to which the learner can:
|Rating A||Rating B||Rating C|
|correctly identifies, selects and uses appropriate and accurate standards and conventions to present graphic ideas and information||selects and uses appropriate standards and conventions to present graphic ideas and information||uses given standards and conventions to present graphic ideas and information|
|describes features of drawing conventions in a broad range of contexts, (e.g. architectural, engineering and mechanical drawings)||outlines features of drawing conventions in a range of different contexts (e.g. architectural, engineering and mechanical drawings)||outlines features of drawing conventions in a specific context (e.g. architectural, engineering or mechanical drawings)|
|identifies and fully explains conventions in simple and complex drawings of to support interpretation||identifies and explains conventions in simple drawings to support interpretation||identifies conventions in simple drawings to support interpretation|
|uses appropriate terms and conventions to accurately describe CADD, and the relationships between CADD and CAM.||uses appropriate terms and conventions when describing CADD and the relationships between CADD and CAM.||identifies and gives a basic explanation of CADD, including its relationship to CAM, and how CADD and CAM are used in industry.|
|Rating A||Rating B||Rating C|
|produces accurate solutions to simple and complex geometrical problems||produces accurate solutions to simple geometrical problems||produces solutions to simple geometrical problems. There may be some inaccuracies in the solutions.|
|produces accurate and detailed geometrical drawings as solutions to design problems||produces accurate geometrical drawings as solutions to design problems||produces geometrical drawings to partially resolve design problems|
|produces accurate and detailed geometrical CADD output as solutions to design problems, adhering to international standards and conventions||uses CADD to manipulate geometrical CADD output as solutions to problems, and correctly uses some international standards and conventions||uses CADD to produce geometrical drawings that partially solves design problems|
|discusses - in terms of design - the purpose of information presented in a verbal or graphic brief||describes - in terms of design - the purpose of information presented in a verbal or graphic brief||outlines - in terms of design - the purpose of information presented in a verbal or graphic brief|
|uses a broad range of plane and solid geometry concepts to solve problems.||uses a range of plane and solid geometry concepts to solve problems.||uses a limited range of plane and solid geometry concepts to solve simple problems.|
|Rating A||Rating B||Rating C|
|produces complete and detailed freehand sketches representing simple objects with accurate dimensional proportions||produces complete freehand sketches representing simple objects, with dimensional proportions||produces freehand sketches representing simple objects, that resemble the item|
|draws freehand sketches correctly applying conventions and techniques in orthographic, perspective, and pictorial (isometric and oblique) styles||
draws freehand sketches correctly applying conventions and techniques in at least two of the following styles:
|draws freehand sketches demonstrating limited understanding of the conventions for orthographic, perspective, and pictorial (isometric and oblique) styles|
|uses a range of appropriate freehand sketching techniques to support the design process, in problem solving exercises, and to develop ideas and solutions||uses freehand sketching to support the design process, in problem solving exercises, and to develop ideas and solutions||uses a limited range of freehand sketching to support the design process, in problem solving exercises, and to develop ideas and solutions|
|uses appropriate scale and dimensioning to suit the purpose and function of freehand drawings, and tests possible solutions.||uses appropriate scale and dimensioning to suit the purpose and function of freehand drawings.||uses scale and dimensioning in freehand drawings.|
|Rating A||Rating B||Rating C|
|identifies, selects and applies a range of appropriate hand and CADD drawing tools to complete technical drawings||selects and applies a range of hand and CADD drawing tools to complete technical drawings||applies hand and CADD drawing tools as directed to complete technical drawings|
|selects and applies appropriate principles of geometry and solid modelling to drawing tasks and problems||selects and applies principles of geometry and solid modelling to drawing tasks and problems||applies principles of geometry and solid modelling to drawing tasks as directed|
|produces accurate and detailed drawings of simple objects using the Australian Drawing Standards||produces accurate drawings of simple objects using the Australian Drawing Standards||produces accurate drawings of simple objects|
|uses presentation techniques that comply with conventions.||uses presentation techniques that generally comply with conventions.||uses a presentation technique as directed.|
|Rating A||Rating B||Rating C|
|progresses through the design process to produce solutions that address the design brief||progresses through the design process to produce solutions that address most aspects of the design brief||progresses through the design process to produce solutions that address aspects of the design brief|
|discusses information presented in design solutions in terms of the design principles involved||describes information presented in design solutions in terms of the design principles involved||outlines information presented in design solutions in terms of the design principles involved|
|sources, identifies and accesses information relevant to the design brief||identifies and accesses information relevant to the design brief||accesses information relevant to the design brief as directed|
|produces a design folio in which uses a broad and appropriate range of graphic methodologies to address the brief||produces a design folio that uses an appropriate range of graphic methodologies to address the brief||produces a design folio that uses some appropriate graphic methodologies to address the brief|
|identifies and appropriately solves a range of simple problems during the planning and drawing phases||identifies and solves simple problems during the planning and drawing phases||identifies a limited number of problems and proposes some possible solutions during the planning and drawing phases|
evaluates a project’s finished product in terms of the:
in meeting the requirements of the brief
|when evaluating a project, makes realistic conclusions about the degree of match between finished product and the brief||when evaluating a project, makes some realistic conclusions about the degree of match between finished product and the brief|
|identifies areas/aspects for future improvement or modifications|
|uses appropriate referencing/citation methods.||uses some appropriate referencing/citation methods.||uses referencing/citation methods as directed.|
|Rating A||Rating B||Rating C|
|identifies time, materials and equipment needed to complete a task, and devises a plan for completion||identifies time, materials and equipment needed to complete a task, and devises a basic plan for completion||identifies time, materials and equipment needed for a task|
|sets personal targets and deadlines to achieve goals and completing tasks||sets deadlines to complete tasks|
|maintains task focus||maintains task focus for agreed periods of time||maintains task focus for limited periods of time|
|sets short-, medium- and long-term goals which are measurable, achievable and realistic, and plans effective actions||sets short- and medium-term goals spanning one to several lessons which are measurable, achievable and realistic, and plans accordingly||sets short-term goals which are generally measurable, achievable and realistic, and follows given plans/directions|
|reports – orally and/or in writing – on progress towards meeting goals, evaluates progress and plans future actions||reports – orally and/or in writing – on progress towards meeting goals and articulates ways in which goals can be met in the future||reports – orally and/or in writing – on progress towards meeting goals in a constructive manner|
|considers, selects and uses strategies to manage and complete activities within established timelines.||selects and uses strategies to perform tasks within established timelines.||uses strategies as directed to perform tasks within established timelines.|
Technical Graphics - Foundation Level 2 (with the award of):
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 6 ratings.
The minimum requirements for an award in Technical Graphics - Foundation Level 2 are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
5 ‘A’ ratings, 1 ‘B’ rating
HIGH ACHIEVEMENT (HA)
3 ‘A’ ratings, 2 ‘B’ ratings, 1 ‘C’ rating
COMMENDABLE ACHIEVEMENT (CA)
3 ‘B’ ratings, 3 ‘C’ ratings
SATISFACTORY ACHIEVEMENT (SA)
5 ‘C’ ratings
PRELIMINARY ACHIEVEMENT (PA)
3 ‘C’ ratings
A learner who otherwise achieves the ratings for an SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
The accreditation period for this course is from 1 January 2020 to 31 December 2021.
The accreditation of this course will not be renewed after the expiry date.
Version 1 – Accredited on 26 June 2019 for use from 1 January 2020 to 31 December 2021. This course replaces Technical Graphics – Foundation (TEG215115) that expired on 31 December 2019.The accreditation of this course will not be renewed after the expiry date.