Scheme of work – two years

This scheme of work is for the Level 1/2 Award in Visual Communication.

It follows the Ofqual guidance of 120 hours Guided Learning Hours (GLH) and is based on a model of two hours per week over 60 weeks.

It assumes 35 weeks in year one of the course and 25 weeks in year two. An alternative scheme will need to be used for schools and colleges with a three-year Key Stage 4 programme that reduces the amount of contact time each week.

Schools and colleges may wish to adapt this scheme, or work to entirely different schemes that might favour particular materials but it’s important to provide full coverage of the specification content.

When planning this work, it is necessary to keep in mind the weighting of the units and ensure sufficient time is devoted to the delivery of the content that will be examined on the written paper, Unit 3. This will form 40% of the overall weighting of the qualification.

For groups starting in 2017, Unit 3 will only be available for examination in 2019. Assessments for Units 1, skills demonstration, and Unit 2 can be submitted in both 2018 and 2019. Schools and colleges starting in 2017 and planning to offer Unit 3 for the first time in 2020 should seek guidance from AQA.

Year 1

Week / Specification content and skills / Activities and resources / Notes
1–4 / Introduction to 3.1.1 skills and associated knowledge:
  • Skill 1 – drawing and sketching in 2D and 3D
  • Skill 2 – application of colour theory and using typography
  • Skill 3 – producing publishing layouts
  • Skill 5 – image capture and manipulation
  • Skill 6 – using printing processes and finishing techniques.
/ Project one: introductory project, designing cards, business and greetings cards and associated promotional materials.
Using different scenarios; learners produce business cards and fliers for local enterpriseseg window cleaners, florists, tree surgeons, home cleaning services etc.
Using the colour wheel as a basis, they select colours looking for both harmony and contrast.
At least one item will be produced in monochrome to allow for different techniques to be used.
A range of fonts will be used to convey subtle messages about the company.
Analyse the fonts and layouts used by the large and multinational companies as part of their corporate identity.
Resources:
Packaging the Brand – the Relationship Between Packaging Design and Brand Identity: Ambrose.
dexigner.com / If available, a die cutter will be used to prepare the business cards.
Some cards should be printed in small quantities to allow opportunity for batch printing techniques to be taught.
Each lesson should introduce a new skill.
By using appropriate font types learners will gain experience of how the selection of a font influences the presentation of the company’s message.
Images can be obtained from photographs, scans, picture libraries or sketches.
Examples might include: Apple, Coca-Cola, John Lewis, Waitrose, Nike, Levi, Disney, McDonald’s, Starbucks.
5–8 / Skill 1 – Drawing and sketching in 2D and 3D
Skill 2 – Application of colour theory and using typography
Skill 4 – application of surface development
Skill 6 – using printing processes and finishing techniques
Skill 7 – using CAD-CAM for model making. / Project 2: Packaging –
Packaging and food:
  • take-away
  • hygiene
  • presentation and information
  • primary and secondary packaging
  • pizza, sandwiches and frozen foods
  • environmental impact.
Resources:
Structural Packaging: design Your Own Boxes and 3-D Forms: Jackson
Takeaway Food Packaging Now: Gomez ISBN 1864707062
Designing Sustainable Packaging: Boylston ISBN 1856695972 / Information could include: dietary, ingredients, allergy content, manufacturer’s details, sell-by, use-by dates, stock bar codes, storage and instructions for use.
Manufacturing, materials, cutting and folding, printing uses of glues/adhesives, crash bottom designs.
Packaging should be constructed using a variety of techniques including handwork and machine cut developments from standard and student- produced designs.
Machine work may include die cutting, CNC knife cutting or laser cutting.
9–12 / Skill 2 – application of colour theory and using typography
Skill 3 – producing publishing layouts
Skill 5 – image capture and manipulation
Skill 6 – using printing processes and finishing techniques / Project 3 Promotion
  • Possible themes: pop festival, concert, carnival, holidays and travel
  • Paper and web-based
  • Produce, fliers / tickets, web pages.
/ Any commercial web page application can be used. Allowing rapid production of a functioning webpage.
Printing can use several processes, screen and letterpress as well as digital.
13–16 / Skill 4 – application of surface development and card engineering using hand tools
Skill 7 – using CAD-CAM for model making / Project 4: 3D modelling –
Either a product or architectural model should be produced. / Using a range of materials and techniques including card, foam, easily worked timber egjelutong, balsa, ramin.
Using card/vinyl cutters
If available, 3D printing can be used alongside suitable 2D modelling software.
17–21 / 8 Team working:
  • working to create an outcome as a member of a team
  • participation and collaboration with others, communication, following instructions
  • time management
  • understanding their roles and leadership.
Other skills: 1,2,3,4,5,6,7. / Project 5: producing pages for a children’s pop-up book.
Tasks:
Drawing, sketching, scanning, adding colour manually or digitally trimming, binding, making kinetic spreads, laminating.
Final target a completed small book from each group. / A range of process needs to be included, this will provide an opportunity for previous skills to be improved as well as acquiring new skills.
A number of rapid processes that can be assembled to make the final project and require a minimum of subsequent finishing processes.
Roles should change each session/week and everybody needs to have some form of leadership role.
The first session should be spent planning and organising, the final session should be evaluative.
Any number of production processes can be used. The processes selected here have been used in earlier projects and have been included for that reason. This will allow for development of skills and also should ensure that learners are confident in contributing to the group project.
An important aspect of the team working project is the opportunity to apply quality control methods and establish a quality assurance plan at the start of the project to ensure products meet the required standard.
22–23 / Unit 1 – submission / Selection of evidence for unit 1 submission
Completion of unit 1 portfolios / Best examples from each category, supported by photographic evidence and possibly witness statements in the case of teamworking.
Any additional commentary/notes by learners justifying their choices or explaining the processes used demonstrating their understanding.
24 / 3.3.3 Processes in industry
3.3.9 Career opportunities / Industrial/commercial visit
Including a site visit and talks from staff, apprentices or a guest visits from different aspects of industry/commerce. / Dependant on the size of the group and availability of companies able to host a visit to a suitable commercial / industrial environment.
eg packaging manufacturer, printer, paper/board mill, design studio, modelmaker etc.
25–27 / Unit 2 weeks 1–3 (18 weeks – 38 GLH)
3.2.1 Planning and development
  • Materials and stock forms
  • Systems and control procedures
/ Selection of task, using those provided in the specification as a guide.
Learners produce a product specification by researching the needs of the client.
Form a plan of action.
Select materials
Specify processes to be used and quality control procedures.
Generate costings.
Produce an outline set of designs.
Plan for production. / Product specification should cover the client’s needs and any technical requirements to be used as a basis for subsequent testing. These will be used for evaluating the success of the product at a later stage.
Plans and costings should be realistic, based on preliminary work, and form the basis for the development activity to follow.
Plan the production sequence, with sufficient detail to ensure the task is completed on time and within budget.
During this time evidence should accumulate to support assessments.
28–30 / Unit 2 weeks 4–11 / Develop designs, produce images, models, typographical style and rules.
Start of manufacturing: material preparation/marking out.
Working safely, following safe working practises. Wearing appropriate PPE etc.
Record any issues or problems encountered and actions taken. / All preliminary work should be retained.
Test pieces included and annotated.
Choice of processes, tools and equipment justified.
Use software, including screen shots where applicable to show detailed development and production procedures.
Health and safety procedures followed.
Communication is a vital aspect of this part of the course and as much evidence of individual ability to communicate effectively using a variety of means should be recorded.
31–35

Year 2

Week / Specification content and skills / Activities and resources / Notes
1–4 / Unit 2 – weeks 12–15 / Production of final product.
During this time learners should be recording all the processes they use.
Justifying and possibly comparing with alternative methods to show fuller understanding of available processes and techniques. / Ensuring all work is subjected to checking, by trialling and testing. Using the product specification as a guide.
5 / Unit 2 – week 16 / Test and seek client/users’ views / Objective views and data need to be obtained and used
6 / Unit 2 – week 17 / Final evaluations and completion of portfolio
7 / Unit 2 – week 18 / Completion of Unit 2 portfolios / Possible time for working on resubmission of unit 1
8 / Unit 3 – 3.3.1 Planning (understanding the needs of the client). / Looking at different requests from clients eg publishing houses, charities, public bodies, small companies.
Identifying the most important aspects to use in preparing a brief / product specification.
Dealing with conflicts.
Function v aesthetics.
Social, moral or ethical issues.
The use of technology v people.
Cost of single item production v manufacturing in quantity. /
  • Fitness for purpose
  • Aesthetics
  • Ergonomics
  • Functionality
  • Materials
  • Environmental
  • Cost
  • Social
  • Cultural
  • Ethical
  • Moral
  • Technology
  • Equipment
  • People
  • Manufacturing in quantity.

9 / 3.3.7 Social and environmental issues / Forestry
Water use / Impact of logging/deforestation:
  • reduction of packaging materials
  • forestry
  • mechanical/chemical pulping
  • transportation
  • water usage
  • sustainability
  • ethical sources
  • carbon footprint.

10 / 3.3.8
  • Business organisation
  • Business activity
  • Intellectual property
/ Look at the structure of different companies:
  • small and medium-sized enterprises (SMEs)
  • large
  • multinational.
The function and roles within those organisations.
Protecting ideas, the differences between the legal protections.
How would you protect:
  • a book?
  • a company image/logo?
  • a label on a product?
  • a completely new way of doing something?
/ Size of company and characteristics:
  • micro
  • production
  • quality
  • sales
  • research
  • design management
  • planning.
Registered designs:
  • trademarks
  • copyright
  • patents.

11 / 3.3.2 Visual communication techniques
  • Drawing and sketching
  • Planning and organising
  • Creativity and experimentation
/ Ensure learner understand the function of different types of drawings, diagrams and charts.
Draw simple shapes using a variety of drawing methods. /
  • Crating/wire frame
  • Grids and underlays
  • Using scale
  • Oblique
  • Isometric
  • Perspective (one and two point)
  • Orthographic (3rd angle)
  • Sectional
  • Exploded diagrams.

12 / 3.3.2 Visual communication techniques
  • typography
  • symbols and signage
  • colour theory
  • enhancement
3.3.4 Health and safety (symbols and signs) / Study types of signs, information, direction etc.
Related to:
  • roads
  • transportation systems
  • public buildings
  • safety
  • packaging.
/
  • Size (different points)
  • Font styles (plain, italic, bold)
  • Suitability of lettering/font (readability, versatility,combinations, fitness for audience/product).
  • Simplicity
  • Universality
  • Visual retention
  • Being noticeable.
Also in Unit 1 –
  • primary, secondary and tertiary colours
  • colour harmony
  • colour context.
Safety signs:
  • mandatory
  • safe condition
  • warning.

13 / 3.3.2 Visual communication techniques
  • Model making and concept testing
  • Branding
3.3.5 Materials and stock forms(modelmaking materials and stock forms)
3.3.6 Tools and equipment(modelmaking and cutting) / Examples of each form of modelling; simple exercises.
Examples of branding in practice:
  • BMW
  • LEGO
List commonly used stock forms and materials. Produce a chart showing their properties. /
  • Scale models
  • Mock-ups
  • Prototyping (visual, functional)
  • Rapid prototyping
  • Virtual models
  • Physical models.
Branding – use of design guidelines and manuals:
  • logo
  • tagline and hooks
  • graphics/shapes
  • colours
  • movement
  • corporate image.
See specification for list of materials and stock forms.
14 / 3.3.3 Processes in industry
  • Computer Aided Design
  • Image capture
3.3.6 Tools and equipment (Computer Aided Manufacture) / Look at the use of CAD, drawing on examples.
Examine the advantages and disadvantages of CAD from several viewpoints
  • enhancing accuracy
  • efficiency of production
  • ensuring aesthetic quality
  • reduced manufacturing costs
  • training
  • set-up costs
  • losing traditional skills.
/ Use of:
  • scanners/cameras
  • stock photography
  • studio/location photography
  • visualisers.

15 / 3.3.3 Processes in industry
  • Packaging
  • Surface development and card engineering
3.3.5 Materials and stock forms –
  • Publishing packaging materials and stock forms
  • Adhesives
/ Pie chart of types of publications.
Draw a flow chart showing stages in publishing/production.
Look at a selection of published products, identifying materials and sizes. / Types (books, newspapers, magazines,digital, (web-based)
Stages (commission, pre-production, editing, design, sales, printing, binding, distribution).
Materials:
  • paper (cartridge, sugar, tracing, heat transfer,bleed-proof, watercolour, layout,biodegradable)
  • board (cardboard, folding, corrugated, solidwhite, foil lined, duplex)
  • stock forms:
  • weight (gsm)
  • size (A series).

16 / 3.3.2 Visual communication techniques (publishing)
3.3.6 Tools and equipment (drawing and marking out)
17–18 / 3.3.3 Processes in industry
  • Printing technologies/processes
  • Quality control methods
/ Draw on examples of different types of printing, link to scale of production, quality of outcome.
Printing techniques and quality measures.
Link to work in Unit 1.
Forms a natural link to the need for quality checks and the need for inspection. / Digital printing:
  • inkjet printing
  • laser printing
  • sublimation printing
  • letterpress
  • screen printing
  • lithography (web offset)
  • flexography
  • gravure
  • cyan/magenta/yellow/black four-colour
  • model (CMYK)
  • red/green/blue (RGB).
  • Target/ registration marks
  • Densitometer/colour bars
  • Crop marks
  • Visual inspection
  • Size checks
  • Functional checks.

19 / 3.3.2 Visual communication techniques
  • Finishing techniques
  • Industrial techniques and methods
  • Workplace legislation/regulations
/ Use examples to demonstrate various finishing techniques, some will have been used in Units 1 and 2.
Industrial techniques will have been used previously. Refer back to those and look at the difference when those processes are undertaken on an industrial scale.
Most processes available as video on YouTube.
The importance of legislation in the workplace should be stated.
If an industrial visit has taken place the learners will have witnessed employees wearing PPE and conforming to rules. /
  • Embossing
  • Laminating
  • Varnishing
  • Foil blocking
  • binding
  • Die stamping
  • Edge staining
  • Indexing.
The Health and Safety at Work Act 1974
[HASWA] (duty of employer and employees,
recognition of hazards, risks and control
measures).
Control Of Substances Hazardous to Health
[COSHH] Regulations.
Working with Display Screen Equipment Regulations.
20–21 / Unit 3.3.9
Career opportunities / Learners spend one lesson researching a role / career opportunity in small groups. Prepare a presentation to the rest of the group.
Combine with a guest speaker (possibly parent) with a similar career. /
  • Graphic designer
  • Web designer
  • Photographer
  • Animator
  • Illustrator
  • Production planner
  • Prepress technician
  • Quality technician.
Internal assessment of Unit 2 complete –
During the teaching of Unit 3 there should be opportunity for any final work on the Unit 2 portfolio prior to submission.
22–25 / Revision/exam preparation / BBC Bitesize
Technology student / Use of similar exam materials drawn from AQA specimen, legacy specifications GCSE Graphic Products, GCSE Product Design.

There is sufficient time in year two for Units2 and 3 to be taught simultaneously to avoid a concentration of theory-based work at the conclusion of the course. This layout has been provided for clarity.