Redesign of Year 11 ATAR Design Course
Focus: Understand how students learn (1.2); Apply knowledge of content and teaching strategies (2.2); Plan, structure and sequence learning programs (3.2); Engage in professional learning and improve practice (6.2); Lead innovation and quality teaching practices (6.3)
SITUATION
In 2023, the Western Australian ATAR Design course underwent significant structural and content changes. The first cohort was tested under this new syllabus in 2024, marking a critical shift in both assessment expectations and pedagogical direction. In 2025, I began teaching Year 11 ATAR Design for the first time. I was fortunate to be mentored by my subject partner, a teacher with over 25 years of experience in the field, including five consecutive Design Exhibition Awards—Western Australia’s highest recognition of student achievement in this subject.
Through collaborative planning and informal mentoring conversations, I developed a clear understanding that Year 11 is not just a foundation year but a crucial formative period to build the skills that will be assessed in Year 12’s major work: a cohesive 30-panel A3 digital portfolio presented in landscape format.
ACTION
Drawing from my mentor’s experience, current curriculum documents, and educational research on design pedagogy, I implemented two major strategies aimed at improving student outcomes:
1. Iterative Workflow Over Presentation-Driven Design
Rather than focusing on polished outcomes from the start, I encourage students to work "rough and ready":
Panels begin as handwritten notes, digital sketches, and informal layout experiments.
Students work in the applications of their choice (e.g., Procreate, Miro, Figma, Illustrator) to promote fluency and confidence with tools.
This approach draws from Donald Schön’s concept of the Reflective Practitioner and the iterative cycle of "design–evaluate–redesign" as a form of cognitive apprenticeship.
“Design is iterative. You do something, test it, and do it again.” — Paul Rand
2. Developing the Two-Layer Visual Communication System
In line with dual coding theory and visual literacy frameworks, I introduced a two-layer design strategy to help students structure their future Year 12 portfolios:
Top Layer: Immediate, visually dominant content—a concise visual summary that allows the viewer to understand the panel’s purpose without delving deeper.
Bottom Layer: A more detailed narrative—supporting visuals, research, and rationale for curious or evaluative viewers to explore.
This approach prepares students to communicate at two cognitive levels: quickly, for accessibility and narrative coherence; deeply, for analytical engagement. It reduces cognitive overload while increasing clarity and flow across the 30-panel portfolio.
“Design is the silent ambassador of your brand.” — Paul Rand
“Good design is as little design as possible.” — Dieter Rams
To help students build this skill:
We deconstruct strong design folios using metacognitive questioning (What is the top layer communicating? What’s the invitation to the second layer?).
We practice reworking panels from single-layer to dual-layer designs, using visual hierarchy, Gestalt principles, and semiotic strategies.
OUTCOME
By the end of Term 2:
Students had begun embracing iteration as a strength rather than a flaw, showing more willingness to experiment and revise their ideas.
Their comfort with layout software and design conventions improved notably, especially in how they structure information visually.
Students now articulate their projects with clearer intent, beginning to treat their panels as part of a larger narrative arc, not just individual snapshots.
Several Year 11 students have informally remarked that the approach feels “less stressful” and “more real,” aligning with authentic design workflows used in industry.
I have laid the groundwork for a smooth transition into Year 12, where this two-layer presentation method will help them manage the complexity and expectations of the final major work.
Framework Links
Dual Coding Theory (Paivio): Supports using both visual and verbal information in layered communication.
Constructivist Pedagogy: Encourages students to construct meaning iteratively through trial, error, and reflection.
Cognitive Load Theory (Sweller): Justifies the separation of information into layers to support comprehension and retention.
Design Thinking: Emphasises ideation, prototyping, feedback, and iteration as ongoing practices.