VCD Unit 4 AOS 2 Final presentations


Final presentations.

Outcome 2

On completion of this unit the student should be able to;

  • produce a final visual communication presentation for each communication need that satisfies the requirements of the brief.

What you will do

This is the third of three stages for your SAT (School Assessed Task). Final presentations are the last stage of your design processes.

In this outcome you will;

  • plan and design the best ways to present your designs to your client
  • select and apply methods, materials and media to create presentation formats
  • select and apply the elements and principles of design to create presentation formats
  • use visual language to gain the attention and maintain the engagement of your target audience
  • resolve the use of typographic, layout and technical drawing conventions in final presentations
  • compose and export final presentations
  • annotate and label final presentation formats correctly
  • print and display final presentations for assessment

Essential references

Before you go any further you must ensure that you have downloaded and read the sections on this outcome for the VCD SAT (School Assessed Task) in Unit 3 and 4.

These references included guidelines, rules, permitted approaches, authentication and assessment advice.

Quick menu

Model answer

Presentation 1. Catriona Thompson, 2016.
Presentation 2. Catriona Thompson, 2016.

Learning intentions

Learning intentions should be set at the commencement of each unit, then at regular intervals during the task.

Read through the content on this page. Discuss what you think could be learnt and form them into three 'learning intentions'.  Use sentences like, 'I will learn about making 3d drawings', or I will learn about 'media codes'.

Write your three learning intentions.

For advanced learning intentions, go with 3 different levels. 

  • 1 - What you will learn. (For example, the media code of camera describes the techniques camera operators use to record a scene)
  • 2 - How what you will learn can be used to create meaning or structure. (For example, camera techniques are combined with sound and/ or editing to create suspense).
  • 3 - How could your understanding of the learning be extended or related to other learnings. (For example, the use of camera has changed over the years and the invention of digital formats have allowed anyone to become cinema photographers)

Success criteria

Success criteria should be negotiated between students and their teacher. The class group agrees about what is successful completion of the task. Identification of success criteria is done at the commencement of each unit, then at regular intervals.

Now that you are familiar with what you will learn in this task, it's time to lock in how you will be able to demonstrate that you know it, or can do it. 

Write three success criteria, using sentences like the examples in the next column.

I will demonstrate that I have mastered the learning by;

  • 1 - I Can identify all of the camera techniques used in the selected clip.
  • 2 - I can use a camera to film clips in the ways I have identified.
  • 3 - I can explain how camera is combined with other codes to create meaning in a narrative.

Requirements and regulations

There are a number of rules and regulations around the design and production of students' final presentations for assessment of the School Assessed Task. Read the following information and the VCAA information carefully before continuing.


Teachers and their students need to check the rules relating to final presentation formats for VCD. These are subject to change and updates appear in the School Based Assessment guides each year. I have summarised some broad and consistent rules below. However, these must be read in conjunction with current VCAA advice.

Students must create two separate and different presentation formats. This means that the presentation formats must be physically separated from the development work in the visual diary and from each other.

The presentation formats must be different for each communication need. Ways to ensure that they are different from each other is to ensure;

  • one uses two-dimensional methods and the other uses three-dimensional methods (or is actually-three dimensional)
  • different methods are used in each presentation format. For example, one uses illustration and a vector application and the other uses photography and a raster application or model making or construction.

When students create two large, printed ‘client presentation boards’, they must ensure that the presentations are different in their intent and different in the methods that have been used.

Whilst the presentations are required to be separate and different from each other, there must be a clear relationship between the two presentation formats – as they both stem from the same brief with the same client.

Presentations must be labelled clearly with ‘Presentation 1’ and ‘Presentation 2’ on the back of two-dimensional presentations and the base of three-dimensional presentations. There may be more than one component to a final presentation. For example, a student may present a set of Plans and Elevations and a perspective rendering as resolution of environmental design.  These parts must be labelled accordingly. This two-part presentation for presentation would be labelled ‘Presentation 1: Part A’ and ‘Presentation 1: Part B’.

Digital presentations such as an animated gif, website, character animation or information kiosk must be submitted with printed copies that demonstrate the extents of the animation or interactivity. These should also be labelled accordingly.

If a student submits a single composite presentation, for example a logo and a brochure printed and submitted on one sheet, this is counted as a single presentation and is marked as if the student had constructed only one final presentation format. Students must take care to construct separate final presentation formats in accordance with their brief and label them correctly.

It is also worth remembering two important rules that apply to machines or devices that students may design;

  • Students are not required to construct working prototypes of machines in VCD. (There are other different VCE subjects where the construction of functioning prototypes is required). In Visual Communication Design, students are expected to design ideas relating to the aesthetics and functional characteristics of devices rather than the design and manufacture of actual working mechanisms.
  • When students are assisted by others in the completion of final presentations, they must document the assistance given as processes done by other people do not count towards a student’s grade.

Tasks for this stage

Click the link at left to jump over to my Design Process page to find out about the Design Process and Design Thinking.

tasks 1

Rules and regulations
1.1 Check it up

Read the rules described above. Ensure that your planned final presentation formats conform to these regulations.



Presentation formats

look like

specific presentation formats to communicate design intentions for two different communication needs

ways of presenting distinctive final visual communications that meet the requirements of a brief

(VCAA VCE VCD Study Design 2018-22 Key Knowledge for this Outcome)

Presentation formats are simplified versions of those used to sell ideas to clients in tertiary (university) and in design industries. Read below to find out what they really look like before you make your own.

Specific presentation formats

For information on specific presentation formats click the link on the right to visit this page.

Note: this Outcome requires students to complete more complex compound presentation formats.

Let's have a look

The final presentation formats for VCD are a simplification of those designers make for clients. These days, presentations to clients usually involve online or digital presentations. Client presentations in environmental design may include ‘walk’ or ‘fly-through’ animations of CAD renderings. Such interactivity is dependent on the designer being present for their presentation and therefore is not appropriate for this study. We are encouraged to use printable and displayable presentation formats that can be marked in the absence of students and can be clearly authenticated as their original work.

The final presentation formats used in VCD are similar to those used by University students and can be based on them. Shown below are some examples of Tertiary and industry presentation formats.

Communication design

Check these first

To be honest and get really inspired check out how these two amazing design studios share their work with the world.

Click on each of these images to visit Motherbird Studio in Melbourne and Pentagram in New York. Then look through some of their projects to see how they create unified presentation formats for clients.

Branding flat lay


Branding flat lay


Branding identity



Branding flat lay


Style guides

Client presentation boards for branding and identity often include logo usage style guides.

See below and click the link at right to visit an awesome example.

Logo dimensions


Logo dimensions from

Branding colours

Branding colours in PMS, CMYK and RGB from

Industrial design

Client presentation board


Client presentation board


Client presentation board



Technical drawings


Client presentation board


Environmental design

Technical drawings

This site plan is just one drawing from a large multi sheet presentation for town planning. (C) Mossa Architecture and Interiors, 2019.

Small home. Big life.

Competition 2016-2020

Click on the linked image at right to see one of the finest selections of environmental design presentations for this wonderful competition open to university students. Each entry is linked to high res images. Feast on it!

University presentation


University presentation


Tasks for this stage

Click the link at left to jump over to my Design Process page to find out about the Design Process and Design Thinking.

tasks 2

Compound presentation formats
2.1 Research presentation formats

Flick through the images above and visit the related links. Evaluate how these presentation formats present relevant information to clients. Consider how they might help inform your original work.





Time now to consider what exactly will be in your presentations, how they will be numbered and how they will answer the requirements of the brief.

Communication design

Logos and brand identity

A sample branding client presentation board

These days the design and presentation of a single logo is not considered sufficient to demonstrate an adequate engagement with the design process for Year 12 level students. We are encouraged to show how a logo is used within a brand campaign by showing it in several contexts and on a range of presentation formats.

Students are encouraged to make a client presentation board as a presentation format for a logo and brand identity package. This presentation will typically include;

  • Logo in different versions including colour, black and white and grey scale. They are to be shown in different sizes to demonstrate adaptability
  • Identity applied to different contexts. These may include business card, letterhead, packaging, clothing, transport, etc
  • Logo style and usage guide. This typically includes rules and guidelines for usage, brand identity fonts and colours referenced in PMS, CMYK and RGB scales
I have drawn this one up as a sample communication design presentation.

Posters and other presentation formats

Larger two-dimensional presentation formats can be produced at full scale where possible. These include posters, info-graphics, brochures, maps, signs and symbols, magazine covers, etc. Those that cannot be produced at full scale like a billboard or bus stop ad. are shown at a reduced scale and applied to a blank in a photo in their real context.

Game poster printed at actual size. Navishka Fernando, 2016.

Assistance with simulating contexts

Presentation formats such as logos, billboards and package designs are most effective when shown in their real context. A quick search of the internet will reveal heaps of great templates like those shown in the site pictured here.

But templates are not permitted

Design templates that assist students in composing presentations are not permitted in Visual Communication Design. As the purpose of this outcome is to design presentations, then it must be students who design them! So, sorry but you have to do it yourselves!

Tips for simulating contexts

Here are some tips when simulating contexts in your presentations;

  • Take your own photos. Students must have creative control over their work. Photos of bus stop advertising in context, found on the internet may be ok (when correctly referenced) for research but can’t be used for final presentations. So go out and photograph your own café signs, bus stops and billboards.
  • Print labels for bottles and apply them to real bottles and photograph them yourself.
  • Make packaging nets of packaging, print them, fold them and photograph them yourself.
  • Use a professional CAD and rendering program to simulate identity and labels in context. Adobe Dimension is a new program that gives the user the creative control in applying identities to forms. There are also amazing tutorials online that show how to build forms in Illustrator, save them as .obj files in Photoshop and import them into Dimension to add texture, light, shade and backgrounds. They can then be exported as high resolution .png files for presentations.


Here is my main logo. I made a second version for application to glass, you can see it on the right hand picture.

Cafe photo

A shot of a nearby cafe in Fitzroy from my iPhone. it's my photo, I don't need to reference it.

Simulated context

Here are the two logos applied to the photo of the cafe in Photoshop. It's easy, use Transform/ Perspective.

Package label

I created a new file in Illustrator and made a simple coffee package label. I exported this as a .jpg for import into Adobe Dimension.

Adobe Dimension screen shot

Here is a screen shot working on Adobe Dimension. This is a CAD and rendering application that gives users creative control over objects, lighting and materials.

Industrial and environmental design

Technical drawings

The best way to depict details about the form of a product, car or built environment is with a technical drawing appropriate for the conventions of the field of design. Depending on the complexity, technical drawings may require several sheets.

As noted above even a simple presentation from an architect for a planning permit is going to be a large presentation comprising 10 to 20 sheets. However, students are required to demonstrate the capacity to visualise form and function in an environment. This can be done with a highly reduced number of drawings composed into one or two large format sheets.

Multi sheet presentation

I have create a multi sheet presentation to show how several drawings could be used together as a single presentation format for VCD. However, students need to be mindful that scales shown in drawings should be maintained for print sizes. (C) Mossa Architecture and Interiors, 2019.

Adherence to scales

Students should refer to the VCAA VCD Technical Drawings Specifications for a list of the prescribed scales to be used for drawings in industrial and environmental design. Final presentations should be made on appropriate sheet sizes so that the drawings finish at the correct scale when printed for display. Scales for technical drawings include 2:1, 1:1, 1:2, 1:5, 1:10, 1:20, 1:50, 1:100, 1:500. The scale must be included in the title area of the drawing, along with other information as required.

Pictorial drawings

Obviously, another great way to describe an object or building is with a picture. Depending on the possible presentation formats described in a student’s brief, pictorial drawings could be presentation formats themselves, could be used as part of a larger presentation (and Labelled Presentation 1/ 2) or be components of presentations (labelled Presentation 1/ 2: Part A/ B).

Presentation pictorial drawings can be made with line, tone and rendered to show light, shade and materials.

Paraline drawings

Paraline drawings are technical three-dimensional ‘drawings’ that depict object using actual or scaled linear dimensions.

Students use planometric and isometric views depending on the design field.

One and Two-point perspective - manual and CAD

Perspective views may be made manually or with the assistance of CAD applications such as SketchUp, TinkerCAD, Fusion 360, Illustrator, etc.

When outputting perspective views from CAD applications students should take care to avoid three-point perspective (which seems to be the native space for CAD), as this system is not supported in VCE VCD. Set the ‘camera’ space prior to exporting.

CAD is also a great way to generate a perspective view that can be traced and finished manually.


Architectural and industrial design models are also a wonderful way to depict form, void, light and shade. As with pictorial drawings, models could be presentations in themselves or parts of larger presentations and labelled as such.

Care should be taken when applying surface texture and colour to architectural models. Consideration needs to be given to the purpose of the model. As this is usually to depict form, void, scale and space, models are, to the disappointment of most students, nearly always best made in neutral colours like browns, greys or whites. These are the best tones to reveal form clearly without distractions.

Models for industrial design can be 3d printed or constructed. They may be painted to resemble realistic surfaces and textures like a prototype if desired.


Kieran Roberts, 2010.


Loyola, 2010.


Loyola, 2012.

Tasks for this stage

Click the link at left to jump over to my Design Process page to find out about the Design Process and Design Thinking.

tasks 4

What presentations contain
4.1 Assess contents of final presentations

Make a quick rough note on a sheet of paper exactly how you will number your presentations and what they will contain.

For example;

Presentation 1

  • logo
  • logo variations
  • logo on signs in context
  • sample packaging
  • logo and type style and usage guide

Presentation 2: Part A

  • Scale model of cafe interior

Presentation 2: Part B

  • Planometric rendering of cafe interior



to work

techniques for gaining attention and maintaining engagement of target audiences using visual language

methods, materials, media, design elements, design principles and relevant technical drawing conventions to produce final visual communications.

(VCAA VCE VCD Study Design 2018-22 Key Knowledge for this Outcome)

This is the part students have really been waiting for!! We finally get to make our designs!!

Visual language and visual language

Final presentations are a two-stage kind of visual communication. That is to say there are two challenges to meeting the communication needs in a brief. These are;

  1. Gaining the attention and maintaining the engagement of one’s target audience and
  2. Selling one’s ideas effectively to a client

The first challenge will have been met, as students used visual language innovatively to attract and maintain attention during the Development and Refinement stages of the design process. If they were designing a logo, household product or space students will have used colour, shape, form, materials, media and methods creatively to make an impact.

However, selling these great ideas to one’s client is a completely different matter. Most times, a client isn’t the target audience. For example, had a student designed a record cover, the student’s targets might be teenagers but the client could be a music producer with the taste, interests and business skills of a company executive!

Designing for clients takes spatial organisation; careful, clean layout and typographic skills. The best client presentations are subtle, clean, free of clutter, and allow the items being presented to sit forward and be seen. A clear hierarchy is employed.

Layout and organisation

I can't believe that I have to explain design at this stage of the course but all too often students jump into their final presentations without a clear idea of design structure will be used to underpin their work.

Students will find that a bit of folio work is needed to create a couple of possible layouts as visualisation drawings.

Follow the steps below to design your presentation.

Create a Grid layout

Use a master grid layout with columns and guides set up in InDesign or Illustrator on an A1 page.


Creating effective hierarchy so the client sees your work in presentations and not captions first is important. Consider subdued versions of colours and greys for type so as not to dominate over images.

Colour in hierarchy

A great presentation where colour has been used to create hierarchy and direct attention to important areas of the visual communication and minimise distracting components. Deb Nguyen, 2019.

Type, type-sizes and labels

Type can be badly used by students in making final presentations. Here are a few rules to follow regarding type and captions in presentations;

  • Create a design ‘house style’ for your presentation. Do not use the style of the presentations themselves as this will be overkill and distracting. Remember, your design studio would be making another presentation to another client with different designs later, so their presentation style is not tied to the style of work they do.
  • Pick a contemporary, unobtrusive type style for labels and captions in your presentation. Never use the same font you used in the logo or label you have designed. You need your client to see your creative work separately from how you are presenting it. A client presentation board is a bit meta-cognitive in that it is design about design. It is intended to showcase designs, not be the design.
  • Know your scale. A large format sheet size like A1 will appear really small on your screen. However, remember that 12-point type is fully readable for anyone. Resist the temptation to use large size type for captions because it looks small on screen. In order to know how student work is developing they should print sections of their work at full scale and evaluate them on the wall beside their workstation. Keep type small and unobtrusive.

Student reference work

Here are some images of nice presentations made recently for your reference.

Tori Salvaggio, 2014.
Navishka Fernando, 2016.
Jaques Keane, 2016.
Olivia Pavlidis, 2019.

Tasks for this stage

Click the link at left to jump over to my Design Process page to find out about the Design Process and Design Thinking.

tasks 5

Image Image Image Image Image
Create final presentations
Each of the following tasks done for presentation 1 will be repeated for presentation 2.
5.1 Act on feedback received in U4O1

Consider the manner in which you have resolved to finalise presentations resulting from the mock-ups made last outcome. Consider also, the needs of your client as well as those of your target audience. Ensure that both of your planned presentation formats will satisfy the purposes and contexts stated in your brief.

Evaluate how well you are using visual language to gain the attention and maintain the engagement of your target audience. Make changes if needed.

Evaluate how well you have used typographic, layout or technical drawing conventions appropriate to your chosen design fields. Make changes or if needed.

5.2 Design presentation formats

Create one to two A3 pages of thumbnail sketches of layouts for each final presentation format. Draw in your grid, margins and flowlines. Ensure that you are open to new ideas.

5.3 Prepare presentation assets

Go back to each of the components you created for your presentation. (These might be the logo, packaging, CAD perspective, etc.).

Decide how you are going to use them. Export or copy each component into Photoshop and export them in the correct file types. Use .jpgs for images and .pngs when you want transparent backgrounds.

Create context photos in photoshop or Adobe Dimension. Shoot your own photos at cafes, shelves or sign contexts.

Ensure the resolution of all assets used for print is 300 ppi and the dimensions are the full size you wish to use. Check the image size and resolution of all images – you don’t want to ruin your presentation with low resolution images.

5.4 Determine and reference colours

For communication design, open presentation assets in Photoshop and use the eyedropper tool in the colour pallet to measure each key colour used in logos and type. Name each colour and record the CMYK and RGB values.

5.5 Determine and reference type styles

For communication design, create a list of typefaces used in your presentations. Determine any rules regarding weights and sizes of fonts used in relation to each other. These rules will be used in a ‘style guide’ you make as part of your presentation.

5.6 Construct layout

You may choose to construct your layout in a vector application, like Illustrator, or a publishing program like InDesign. Create grids, margins and flow-lines.

Compose your layout paying strict attention to placement and sizing of assets on the grid.

5.7 Annotate and label presentations

Use appropriate typography to caption components of your presentations. Label each presentation clearly with ‘Presentation 1’ and ‘Presentation 2’. Remember to include ‘Part A and B’ if needed.

Double check that you have created and labelled your final presentation formats correctly and separately.

5.8 Export presentations

Finalise, save and export each presentation separately as a .pdf for printing.

Do not provide Illustrator or InDesign files for large format printing.

5.9 Critical and reflective thinking

Jump back to Design Thinking for this stage.

Ensure that you have documented all of the design decisions you made during your final presentations by using Critical and Reflective thinking strategies.


Evaluation and deeper learning

In this section we will think about the learning we have done. We will review the main topics and evaluate our learning. Follow the steps in the tasks shown here to prepare your folio for presentation and grading.
Putting it together

Find where you wrote up what you thought the success criteria might be. Check that you have done something for all of the steps you wrote down.

Print final and organise your final presentation formats and visual diary for submission.

Check the assessment criteria below to see if you have prepared your work for each criteria. If not, take the time to complete it.

Hand up your work on the due date as instructed.


Evaluation and deeper learning
Evaluate your folio for accuracy and completion.

Assessment criteria

The current (2020) assessment criteria for this outcome within the SAT is shown below.

Please note:

To achieve good marks in criteria based assessment you must remember to include some work for each part of the task required. Spread your time evenly across the task.

Unit 4 Outcome 2

8. Production of two final presentations that demonstrate effective visual communication appropriate to the brief.



  • Production of two final visual communication presentations with links to audience characteristics, purpose, intended contexts and constraints as outlined in the brief.
  • Relationship between the final visual communication and the chosen presentation formats.
  • Production of two final presentations demonstrating effective refinement of concepts and resolution of concepts and intention.

If the student does not have access to materials and equipment the final presentations may be presented as a digital artwork, resolved 3D model or in a suitable presentation format to reflect the requirements of the brief to show resolution of the final presentations. These may be supported by writing to explain any limitations or variations in the production of the two final presentations.

9–10 (very high)

Production of two final visual communication presentations that specifically address, through resolution, the audience characteristics, purpose/s, intended contexts and constraints as outlined in the brief.

From: VCE Visual Communication Design: Administrative information for School-based Assessment in 2020. Copyright VCAA, 2020.

Unit 4 Outcome 2

9. Production of two final presentations that demonstrate innovation and thoughtful selections appropriate to the brief.



  • Two final presentations must be submitted.
  • Use of materials, methods and media to produce two final presentations that meet the client’s communication needs. Students are assessed on their use of materials, methods and media available to them.
  • Selection and application of design elements and principles to communicate messages appropriate to the targeted audiences identified in the brief .
  • Two final presentations that use techniques to gain and maintain the engagement of target audiences using visual language.
9–10 (very high)

Considered and selected application of materials, media, methods, design elements and principles to specifically meet the communication need in an innovative way and to communicate a clear message to the audience.

From: VCE Visual Communication Design: Administrative information for School-based Assessment in 2020. Copyright VCAA, 2020.

Unit 4 Outcome 2

10. Production of two final presentations that demonstrate technical competence.

Demonstrate competence in the application of selected methods, materials, media and use of conventions



  • Selection and application of materials, methods, media and relevant technical conventions in the production of two final presentations.
  • Two final presentations that demonstrate the conventions of presentation formats to communicate intentions identified in the brief.

Students are assessed based on the use of materials, methods and media available to them to produce two final presentations. Technical skill is not assessed due to

limitations that students may encounter with access to materials and equipment.

9–10 (very high)

Technical Skill in the resolution and selected application of materials, media and methods relevant to the format of two final presentations is evident.

Considered use of selected conventions for two final presentations that communicate and expand on the intentions of the brief.

From: VCE Visual Communication Design: Administrative information for School-based Assessment in 2020. Copyright VCAA, 2020.