Unit rationale, description and aim

All students benefit from being able to solve problems through design thinking and being able to safely design and use the material and product manufacturing technologies that shape our world. To align their work to the Australian Curriculum: Design and Technologies, and to function as secondary teaching professionals in the Technologies discipline, students must undertake a sequence of technologies units to enable students to acquire conceptual, procedural and professional knowledge in product design. This unit develops students' knowledge of the ways in which past, current and emerging technologies influence, and have influenced, principles and processes of product design and production. Through examples and case studies, students will explore design and manufacturing techniques suitable for mixed materials (predominantly metal-focused), including CAD/CAM technologies and will develop designed products. The aim of this unit is for students to explore how a range of metal processes and materials can be appropriately applied in designed products and then use this experience in their teaching practice.

2026 10

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Prerequisites

UNMC522 Design in Timber 1

Incompatible

TECH503 Product Design

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Acquire a broad, integrated knowledge and understa...

Learning Outcome 01

Acquire a broad, integrated knowledge and understanding of past, current and emerging industrial technologies. Describe how these principles and processes influence product design (APST 2.1)
Relevant Graduate Capabilities: GC1, GC2

Select and use a range of materials, tools and equ...

Learning Outcome 02

Select and use a range of materials, tools and equipment competently and safely in the design and manufacture of timber, metal and plastic products. Create and maintain a safe learning environment housing a range of materials, tools and equipment in the design and manufacture of products (APST 2.1, 4.4)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC6, GC9

Articulate and transmit design ideas through a var...

Learning Outcome 03

Articulate and transmit design ideas through a variety of methods and technologies to be able to present design outcomes for others based on curriculum. Interpret and apply principles of design using diagrammatic, graphic and text-based conventions (APST 2.1, 2.2, 2.3, 2.6, 4.4)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC6, GC7, GC8, GC11, GC12

Apply initiative and judgment in exploration in, p...

Learning Outcome 04

Apply initiative and judgment in exploration in, planning of, problem solving and decision making in your work. Evaluate designs against the essential principles and elements of good design in terms of appropriate material use, functionality, aesthetics and addressing user/s needs (APST 2.1, 4.4)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC9

Content

Topics will include:

Design Issues

  • Elements of design
  • Principles of design
  • Aspects of design
  • Communication techniques – information and communication technologies
  • Selection criteria for using various materials
  • Knowledge and understanding of project management
  • Literacy –planning and documenting, calculating material
  • Numeracy – calculation skills
  • Introduction to sustainability issues in a range of materials

Manufacturing techniques

  • Materials – properties, treatments, refining, sections and shapes – fasteners
  • Metal Working Processes
  • Tools and Machinery – cutting, machining, forming, joining and finishing
  • Computer aided manufacturing (subtractive and additive processes)

Workplace Health and Safety

  • Workplace health and safety legislation
  • Review risk management processes (including risk assessment)
  • Safe operating procedures
  • Safety tests – in the classroom

Implementing design solutions

  • Selection of materials and processes – considering characteristics, properties, functionality and the needs of the user/s
  • Life cycle thinking and sustainable design strategies
  • Iterative design development
  • Effective integration of design and manufacture
  • Selecting production methods and manufacturing resources
  • Quality attributes
  • Product review and evaluation

Graphic and design communication techniques for Industrial Design

  • ePortfolio
  • Communication
  • AS1100 drawing standards

Technologies Workshop Safety

  • Safe Operating Procedures for Metal workshop hand tools, equipment and machines used for manufacturing metal products
  • Management practices for technology teachers, including safety and risk management, budgeting, selecting, storing, maintaining and replacing materials, equipment and other resources related to product design and manufacturing technologies.

Assessment strategy and rationale

This unit uses a problem-based learning strategy supported by progressive, authentic assessment tasks aligned with key learning milestones. Students develop both theoretical knowledge and practical skills in product design through research, reporting, and hands-on workshop activities. Safe work practices are introduced early and assessed through a hurdle task. Formative assessment in workshops supports knowledge assimilation, while summative tasks evaluate students’ application of conceptual, procedural, and professional competencies.

The main assessment method is design projects, which include a folio and a designed and manufactured product. Folios document the design process, including user needs, project definition, research, ideation, prototyping, iteration, evaluation, and risk assessment. These tasks are designed to reflect industry practice by assessing integrated outcomes rather than isolated elements.

As the unit progresses, students combine technical skills with pedagogical strategies. This prepares them for future teaching roles by mirroring the student experience with that of their future learners. They also analyse and apply Australian teaching standards in Design and Technology and STEM. Assessment types include online safety modules, reports, tutorial exercises, and practical design projects. All tasks are aligned with the unit’s learning outcomes and graduate attributes, following university assessment requirements.

Overview of assessments

Hurdle Task: a. OnGuard WHS online safety train...

Hurdle Task:

a. OnGuard WHS online safety training and testing modules (or equivalent) require students to demonstrate knowledge of safe operating procedures in design and technologies workshop environments

b. Technology Workspace Supervision Agreement requires the student to arrange for access to and supervision in a school-based design and technologies workshop (or equivalent) with an appropriately qualified mentor and approval from the head teacher in design and technologies and their principal.

Weighting

Pass/Fail

Learning Outcomes LO2
Graduate Capabilities GC1, GC2, GC3, GC4, GC6, GC9
Standards APST(GA)2.1, APST(GA)4.4

Assessment Task 1: Material and Processes Report ...

Assessment Task 1: Material and Processes Report

Analyse materials and processes both physically and in theory to broaden knowledge. Use this analysis to understand and evaluate the limitations of materials and processes, to build a knowledge base to inform future designs. For example, process investigation of MIG welding mild steel.

Weighting

20%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC11, GC12
Standards APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.6, APST(GA)4.4

Assessment Task 2: Design Project Analyse the se...

Assessment Task 2: Design Project

Analyse the secondary Stage 6 Technologies curriculum. To develop, design and produce a project using a minimum of two materials. Use this analysis to demonstrate principles of design, project management and material. For example, a series of decorative jewellery pieces to illustrate a story

Weighting

40%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC11, GC12
Standards APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.6, APST(GA)4.4

Assessment Task 3: Design Project 2 Analyse the ...

Assessment Task 3: Design Project 2

Analyse the secondary Stage 6 Technologies curriculum. To develop, design and produce a project using a minimum of two materials. Use this analysis to demonstrate principles of design, project management and material. For example, a series of decorative jewellery pieces to illustrate a story

Weighting

40%

Learning Outcomes LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC11, GC12
Standards APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.6, APST(GA)4.4

Learning and teaching strategy and rationale

This unit uses a student-focused, problem-based learning approach to introduce industrial design and design theory. Key concepts are explored in interactive lectures, expanded through case studies, and deepened via independent research during design projects. Practical workshops support students in designing, manufacturing, and evaluating products, with a primary focus on metal materials, but also incorporating timber and plastics.

Students build both procedural and conceptual skills required for product design through hands-on learning. Design thinking and user-centred design approaches underpin the development of solutions to real-world problems. Through design projects, students gain conceptual knowledge of materials and manufacturing technologies, and procedural skills in product development, communication, and evaluation.

The unit also supports the development of effective teaching strategies that foster problem-solving, critical thinking, and creativity within design technologies education contexts.

This unit equates to approximately 150 hours of learning over the semester. To meet the learning outcomes, students are expected to actively engage in the full range of learning and assessment activities. These include readings, discussions, videos, independent research, lab reports, design project management, workshop logs, report writing, and the creation of design projects and folios.

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

  • Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toOrganise content into an effective learning and teaching sequence.

    Relevant Learning OutcomeLO3

  • Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

    Relevant Learning OutcomeLO3

  • Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.

    Relevant Learning OutcomeLO3

  • Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

    Relevant Learning OutcomeLO2, LO3, LO4

Representative texts and references

Representative texts and references

Ashby, M., & Johnson, K. (2014). Materials and design: The art and science of material selection in product design (3rd ed.). Oxford: Butterworth-Heinemann.

Black, J., Kohser, R. & DeGarmo, E. (2011). DeGarmo's materials and processes in manufacturing. (11th ed.). Hoboken, NJ: John Wiley & Sons.

Cuffaro, D., & Zaksenberg, I. (2013). Industrial design reference + specification book: Everything industrial designers need to know every day. Beverly, MA: Rockport Publishers.

Fiell, C., & Fiell, P. (2011). Industrial design A-Z. Cologne, Germany: Taschen Books.

Lefteri, C. (2019). Making it: Manufacturing techniques for product design (3rd ed.). London, UK: Laurence King Publishing.

Rodgers, P., & Milton, A. (2015). Product design. London: Laurence King Pub.

Thompson, R. (2007). Manufacturing processes for design professionals. London: Thames & Hudson.

Williams P.J. (2020) An Introduction to Effective Pedagogies of Design and Technology Education. In: Williams P., & Barlex D. (Eds) Pedagogy for technology education in secondary schools: Contemporary issues in technology education. Cham, Switzerland: Springer International Publishing.

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