kieran dell design

KIERANDELL

Design and brand work

� Graphic design � Brand development � Proofreading / copyediting � Print project management

0415 168 [email protected]/in/kierandell

BrandingHow I can help you to stand out

Your brand is the story you tell customers about your company. It’s made up of easily recognisable visual elements, layout and text elements, and the style of language employed in your marketing material.

The best brands accentuate the positive benefits of a product or service in an authentic way. This might seem like a fairly obvious point, but many companies spend countless marketing dollars trying to sell benefits that aren’t supported by their core business, in an attempt to widen their markets. This kind of marketing doesn’t generate repeat business, and is often perceived as fake, and ultimately devalues brand equity.

My approach to developing brand identity is to focus on your business and its qualities. What makes you different from your competitors? What’s great about you?

Every business – just like every person – is unique, and by authentically depicting the personality of your business, we can create a brand that is differentiated from your competitors in a meaningful way, and draw you out from the crowd.

The process – an example of building a brand

1 the logoAfter the initial research and development of your brand’s ‘personality’, it’s time to translate those ideas into something concrete – a visual identity that communicates what your business is about.

For this example I’m using a landscape design company.

The briefing with the client and subsequent research has shown that the company is highly regarded, but has only a small clientele, limited to a few neighbourhoods.

The operator only uses skilled and reliable sub-contractors, and has a reputation for getting the job done on budget and within time-frames. The work is professional, but not especially creative.

The logo, or brandmark, developed, might look like this.

Note that the emphasis has been put on strong, solid shapes, and the traditional staple of landscape design, the concentric circle. The overall effect is professional and prestigious.

Alternatively, if the company had a reputation for being more creative in their approach, but less focused on construction, the brandmark might look more like this:

The idea is not to simply create a logo and other brand elements that look ‘cool’, or attractive, although there’s nothing wrong with that. The idea is to communicate something true and meaningful about your business.

2 brand collateralOnce the brandmark is approved, a brand style can be produced using the research and brandmark to inform layouts, typography, colour, and even tone of language. This brand style forms the basis of all your marketing communications – brochures, business cards, flyers, letterheads, print and digital advertising, website and digital apps.

‘gardens that are built to last’

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For a free quote, call (03) 9999 9999,

or visit our website, at www.concentra.com

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John JohnsonManaging DirectorTel. (03) 999 9999Mob. 0909 090 909Web: www.concentra.com

Background photographs in example marketing materials on this page:Image © Diego Delso, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=20769068; Image © Vengolis (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons


For a free quote, call (03) 9999 9999, or visit our website, at www.concentra.com

2 Shop collateralThe permanent elements of the in-store signage represent the ‘core’ of the brand – the brandmark, orange colour and tagline.

Other elements of the signage – the beauty treatments that are updated quarterly – can be promoted through temporary means, such as pull-up or conference banners, back-lit frames for printed fabric or film, or adhesive vinyl displays. These are easily changed as the offerings change.

ProductionHow you can make the most of your brand

Through the consistent use of production techniques and materials, you can extend the value of your brand, and deepen the impression you want to create.

Rather than simply spending vast amounts of money in the hope of getting your message out there, a smartly planned brand rollout makes use of the groundwork that’s been done in developing your brand personality to inform the way your marketing collateral is produced.

Everything, from the kind of paper you choose to print on, to varnishes and laminates, to special processes like foil-stamping and embossing, helps to reinforce the unique style of your company. This extends to the retail environment, where there is an extraordinary range of products and materials available for store fit-out, visual merchandising and point-of-sale.

Having worked in design and production management for over twenty years, I have worked with every kind of print and manufacturing business, and can advise you of the best fit in terms of your own brand style.

The process – an example of production

For this example, I’m using a retail beauty therapy company.

The client wants their company to have a strong visual presence without being overstated (i.e. not gaudy, or ‘try-hard’).

They are planning a quarterly rotation of their beauty treatments, and see each of these treatments as a ‘flag-ship’ offering.

1 BrochureThe brochure is printed on a warm-white, satin-coated card-stock, giving a refined look and feel. This stock complements the warm colours of the brand. The panels are perforated, so each treatment promotion can work as a separate DL flyer.

Natural treatments designed to deepen your beauty.

Natural treatments designed to deepen your beauty.

Stand-alone flyers, taken from the brochure

DL brochure, with perforated panels

Staff t-shirts, cotton screen-printed

Retail reception

Melt into your transcendant self in this indulgent andsensual treatment basedon the ancient traditions ofthe subcontinent.



Back-lit cabinet with printed fabric

Background photographs in example marketing materials on this page: Image © USGS Bee Inventory and Monitoring Lab from Beltsville, Maryland, USA - Agapostemon texanus.angelicus, gynandromorph, NM, Hidalgo co, side_2016-06-08-14.13, Public Domain, https://commons.wikimedia.org/w/index.php?curid=49523614Image © H. Zell - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=10710835Image © Max Ronnersjö - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=18444331

Price guideOriginal design / brand development $100 per hour

Design based on existing branding $80 per hour

Draft changes $80 per hour

Briefings / estimates $0

Hours guideThis table shows a general approximation of the amount of time particular jobs take. All times shown provide for three rounds of client changes. Actual times estimated may vary depending on the nature of the work. Any work undertaken beyond the three rounds of client changes will incur an additional $80 per hour.

Type of job Approx. hours Approx. turnaround times

DL brochure (6-page) 12 hours, or 2 hours per page 1 week for design, client feedback and corrections

1 week for print*

Poster (A3 / A2) 8 hours 5 days for design, client feedback and corrections

1 week for print*

Large format displays / banners 12 hours 1 week for design, client feedback and corrections

1 week for print / manufacture*

Booklet (A5 / A4) 2 hours per page 12-page brochure – 2 weeks for design, client feedback and corrections; 1 week for print*

24-page brochure – 3 weeks for design, client feedback and corrections; 1 week for print*

Small collateral – digital ad / web graphics 1 hour per item 2 days for design, client feedback and corrections

* Print times may vary depending on printers’ schedule and production method (i.e. digital / offset printing / large format print and manufacture).

KIERANDELL

Design and brand work

The following pages show some more examples of work I have done in the areas of design, brand and visual ID development, illustration and photography.

Strathmore Primary School Magazines

1

FROM THE PRINCIPAL’S DESKTo all members of the Strathmore Primary School Community.

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Debbie Starpins, Principal

JUN

IOR

SC

HO

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COU

NC

IL 2

015

BACK ROW Liam Sacco, Zain Yamak, Emma McKinnon, Luke Mapperson, Andre Colakovski

2ND ROW Cooper Cuthbertson, Emily Ioannou, Christian Glendza, Jargen Aksakal, Zoe Novacek, Mitchell Egan

SEATED Eden Caruana, Laura Smith, Maya Koo, Rhiannon Stewart, Zoe Soumalias

HO

USE

C

APT

AIN

S 20

15

BACK ROW Jackson Curcija, Thomas Sayers, Sebastian Gergis, Will Halley, Peter Babatsikos, Tyrese Perera

2ND ROWJosh Stakemire, Darcy Cooke, Lizge Erdemir, Felix Morrisey, Zachary Winczaruk, Kaan Gavas, Aaron Suitela

SEATED Sienna Gauci, Ruby Atallah, Ivy Atallah, Ela Dogruyol, Renee Pocock, Bella Stakemire

46 47

The Buddies Project is a new initiative at Strathmore Primary School. This is a program where grade prep students along with their grade five buddy worked together to produce a large outdoor installation for permanent display around the school grounds.

Working together on a large project requires co-operation, turn taking, problem solving, listening, working with a partner, in small groups and as a whole class and considering the ideas of others to name just a few. Grade five students in particular had the opportunity to build on their interpersonal skills by becoming great role models for their buddy. They were there to guide them, assist them and give their buddy the direction needed in order to complete the task. There were some really fantastic displays of positive leadership during these sessions.

This project also included the Environment and Sustainability component of the curriculum and students had the opportunity to research the appropriate plants to pot in the tyres and have their say on what plants they would like to have in the playground. The Environmental team will also take their green thumbs to the plants and ensure they are watered and cared for.

Fundraising was imperative at the beginning of this project as we didn’t have a budget to work with! Students decided to have a ‘Crazy Hair’ day to raise as much money as possible.

A total of $650 was raised by the school community and this went towards buying the paint and materials needed to start the project. North End Tyres in Tullamarine donated the tyres and Bunnings Maribyrnong and Pascoe Vale kindly donated most of the paint we needed. We are so grateful to these organisations for their support.

We hope the students are proud of their finished product and hopefully they have helped brighten the school grounds for all of the Strathmore Primary School community to enjoy.

BUDDIES PROGRAM

PRIMARY DAZE 2015YEAR BOOKYEAR BOOK

United Arab Emirates

Arabic Reading, Writing and Spelling

English Reading, Writing and Spelling

Mathematics

Science

2010

Ministry of Education Dubai

National Assessment Program

Measures of Student Development visual ID development and brochure UAE National Assessment Program cover design

Measures of Student Development (MSD)

The MSD program is designed to

{ assist with placement into a year level

{ assess performance within a year level

{ investigate development of verbal and quantitative skills over time

{ assist with subject choice in the senior secondary years (11 and 12)

{ predict performance in year 12

MSD tests are skills rather than curriculum based. They are designed to be used in conjunction with achievement tests (such as class tests, PAT tests) to identify students working at levels above or below their ability.

Program Overview

There are four MSD subtests with each assessing a range of general reasoning skills appropriate to typical curricula in primary and secondary schools. These are:

{ Verbal (V) and Quantitative (Q) The V items use contexts found in humanities, arts and the social sciences (HASS) while the Q items use contexts found in mathematics and science (MS).

{ Abstract reasoning (A) Items assess reasoning skills in a language free environment.

{ Written Communication (W) An essay-based writing task assessing student creativity, spelling, language and content.

Schools have the flexibility to select any combination of the above MSD subtests.

Note: Verbal (V) and Quantitative (Q) items are contained in the one test booklet.

Reporting MSD Scores

Freq

uenc

y

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Above Level 6

0

4

8

12

16

20

24

28

32

36

Overall reasoning score

ART Abstract items

MS Quarantine items

HASS Verbal items

170 or more160-169150-159140-149130-139120-129110-119100-10990-9980-8970-7960-6950-59lessthan 50

Overall reasoning score

ART Abstract items

MS Quarantine items

HASS Verbal items mean 105.1

mean 102.7

mean 103.5

mean 103.8

School Report

Common scales for V, Q and A items have been generated for the MSD program to allow

{ the monitoring of the performances of a particular year level between sittings

{ comparing performances by different year levels within one particular calendar year

{ recording individual student performances over time

All V, Q and A results are reported to the school as

{ raw scores for each ability

{ number of items not attempted

{ scale scores for each ability

{ an overall scale score

Results are reported both numerically and graphically and sent to the school as spreadsheets. These allow schools to add extra data and to sort results in any manner required.

Individual Student Report

An additional service of the MSD program is the provision of a custom printed Individual Student Report for parents. Schools also receive an electronic copy.

The student report features the school crest and provides a

{ brief description of the nature of the V, Q and A components in the test

{ series of descriptors detailing skill levels

{ legend explaining how to read the report

{ graphic display of an individual’s performance at a particular sitting of V, Q and (if required) A results.

For both reports, an overall assessment of General Reasoning across the curriculum (GR) is reported as well.

Assessment of Writing (W) is reported separately.

Measures of Student Development

Measures of Student Development

Sample Student Report

Level 6

Level 5

Level 4

Level 3

Level 2

Level 1

HASS Summary:

The HASS section addresses the following overlapping processes: • comprehension and

analysis of text, tables and visual images

• assessment of evidence and evaluation of arguments

• relating, synthesis and application of concepts

150

130

110

90

70

50

Humanities, Arts and Social Sciences

(HASS)

Mathematics and Science (MS)

Abstract Reasoning (Non-verbal) (ART)

General Reasoning (GR)

MS Summary:

The MS section addresses the following overlapping processes: • comprehension,

classification and analysis of data & information presented in various modes (numeric, tabular, graphic, text)

• use of information and evidence to draw conclusions and make generalisations

• transform, reorganise synthesise and apply data/ to solve practical logical and quantitative problems

ART Summary:

The ART section addresses the following overlapping processes: • comprehension and

analysis of information presented in nonverbal formats

• synthesis and application of nonverbal information

GR Summary:

The GR section addresses the following overlapping processes: • comprehension and

analysis of information presented in various modes

• evaluation of and inference from information and evidence

• reorganisation, transformation, relating, synthesis and application of information and concepts

Further information on the MSD program can be found on the website

www.acer.edu.au/tests/msd

Ordering MSD TestsTo order MSD tests or to discuss the program, please contact

John Morath: 03 9277 5624 [email protected]

OR

Malcolm Hunt: 03 9277 5574 [email protected]

CEED and EPS – How they connect in yourprofessional development

1

PROMOTION / PROBATION

Education Performance Standards Framework

PERFORMANCE

Candidate discusses with supervisor

Candidate initiates External to

candidate In development – not relevant for 2016 promotion

Evidence

LEARNING AND

TEACHING CRITERIA

Development opportunities

Faculty perspective (ADE report)

External assessor report

Peer assessment of teaching

Performance development plan

Faculty peer partnership

Self-assessment narrative

Recent work for Monash University’s Office of Learning and Teaching

2

CEED themes and their alignment with the EPS Learning and Teaching Criteria

➊ Design and plan learning

➋ Teaching and supporting learning

➌ Assessment and feedback

➍ Effective learning environment and support

➎ SOTL, and professional activities

➏ Teaching practice

EPS Criteria

Teaching and Assessment

➊ ➋ ➌ ➎ ➏Matching criteria

➍ ➏

Curriculum Design

Matching criteria ➌➊

Technology and Space

➌ ➏➋Matching criteria

Student Empowerment

➋ ➌ ➍ ➎ ➏Matching Criteria

Scholarship of Teaching and Learning

➋ ➎ ➏Matching criteria

Leadership, Mentoring and Recognition

➍ ➎ ➏Matching criteria ➊

Maximising Sessional Teaching Outcomes

➊ ➋ ➏Matching criteria

EPS and CEED are fully aligned and integrated to support and reward educators at Monash. They are part of the wider transformational agenda of Better Teaching, Better Learning, which will ensure we achieve the strategic objective of Focus Monash 2015 – 2020, that our education will be excellent, international, enterprising and inclusive.

As EPS and CEED work together you can start with one element, for instance choosing a CEED module that will help you with an aspect of your teaching. You will then be able to apply what you have learnt from the module to the relevant EPS criterion in your performance development, probation and promotion processes, and demonstrate how you have implemented change in your practice or approach as a result.

Or, you may start with the Learning and Teaching Criteria to see where your strengths and professional interests lie. You can then identify the relevant CEED theme or themes that will help to define the performance development path you want to pursue and which modules to undertake within a year, or across a number of years.

The table below lists the six Learning and Teaching Criteria.

The table to the right shows how the CEED themes align with those Criteria.

CEED Themes

2009 PISA Report – this is an example of a lengthier document, a 300+ page report containing over 100 large and complex graphs.

Programme for International Student Assessment

The PISA 2009 assessment ofstudents’ reading, mathematical

and scientific literacy

Sue ThomsonLisa De Bortoli

Marina NicholasKylie Hillman

Sarah Buckley

Challenges for Australian

Education: Results from

PISA 2009

Challenges for Australian Education: Results from PISA 2009 51

The OECD average between the 5th and 95th percentile was 305 score points. However, the difference in scores between the 5th and 95th percentile varied considerably within the different countries. Among the OECD countries, the widest differences between the lowest and highest performing students were found in Israel (366 score points), France (347 score points) and Luxembourg (342 score points). There was 325 score points between the 5th and 95th percentile in Australia. For partner countries, the widest differences were found in Bulgaria (368 score points) and Dubai (UAE) with 350 score points.

The narrowest differences between the lowest and highest performing students were found in the partner country, Macao – China, with 251 score points between the 5th and 95th percentile, followed by Korea and Shanghai – China, both top performing countries with a difference of 258 and 262 score points respectively between the lowest and highest performing students.

The reading literacy proficiency levels provide further detail about student performance by describing the competencies students at each level have displayed. The proportion of students at each reading literacy proficiency level, from Below Level 1b to Level 6, are presented by country in Figure 3.1. Countries have been ordered by the percentage of students classified as below Level 2 (the OECD baseline), with the lowest proportions of students below Level 2 placed at the top of the figure and countries with the highest proportion of students below Level 2 at the bottom.

As described in Chapter 2, those students at the higher end of the reading literacy proficiency scale are more skilled readers. Students who scored between 626 and 698 score points were placed at Level 5 and students who scored more than 699 score points were placed at Level 6.

At Level 6, students are able to make multiple inferences, comparisons and contrasts that are detailed and are able to hypothesise about or critically evaluate a complex text on an unfamiliar topic. These students are also capable of integrating information from more than one text and can apply sophisticated understandings from beyond the text. On average, almost one per cent (0.8%) of students across OECD countries performed at this level. New Zealand and Singapore had more than twice as many students as the OECD average performing at Level 6, with three per cent. Australia was one of six countries (along with the United States, Finland, Canada, Japan and Shanghai – China) to have around two per cent of students at Level 6.

Students who were proficient at Level 5 were capable of locating and organising several pieces of deeply embedded information and were able to critically evaluate or draw hypotheses by drawing on specialised knowledge. Those students who had achieved Level 6 were also proficient at Level 5 tasks and students achieving at these levels are referred to as top performers. On average, the proportion of students across OECD countries who achieved Level 5 or 6 was eight per cent. In Shanghai – China, almost one-fifth (20%) of students achieved this level. Other countries who were top performers, achieving high mean scores, also achieved the highest proportion of students placed at Level 5 or 6. These countries were: Hong Kong – China (12%); Canada (13%); Australia (13%); Korea (13%); Japan (13%); Finland (15%); Singapore (16%) and New Zealand (16%).

It is not only important to examine those students who are highly proficient readers, but also to identify those students who are at the lower end of the reading literacy proficiency scale. These are the students who have less developed reading literacy skills. As discussed in Chapter 2, students who have not reached a proficiency of Level 2 are considered, according to the PISA definition, to be at serious risk of not being able to participate adequately in the 21st century work-force and contribute as productive citizens.

On average, across OECD countries, almost one-fifth (19%) of students did not perform at Level 2 (between 408 and 480 score points). In some countries, the proportion of students who did not reach Level 2 was twice that of the OECD average–Uruguay (42%), Bulgaria (41%) and Mexico (40%) are such examples. Fourteen per cent of Australian students failed to reach Level 2, similar to the proportions in New Zealand and Japan. Shanghai – China and Korea had the lowest percentages of students who failed to achieve Level 2 with four and six per cent of students, respectively.

Students who perform at Level 1a are able to locate one or more independent pieces of explicitly stated information, recognise the main theme or author’s purpose in a text about a familiar topic, and make a simple connection between information in the text and common, everyday knowledge. Thirteen per cent of students across all OECD countries performed at Level 1a, while in Australia, only 10 per cent of students were classified at this level.

52 Australian students’ performance in reading literacy

In cases in which the proportion of students in a proficiency level is one per cent or less, the level still appears in the figure but the numeric label “1”, does not. This convention has been used for all figures about proficiency levels in this chapter.

0 20 40 60 80 100100 80 60 40 20 0

Uruguay

Bulgaria

Mexico

Serbia

Dubai (UAE)

Chile

Austria

Russian Federation

Israel

Luxembourg

Turkey

Lithuania

Czech Republic

Croatia

Slovak Republic

Greece

Slovenia

Italy

France

Spain

OECD average

Germany

United Kingdom

Belgium

Portugal

United States

Latvia

Hungary

Sweden

Ireland

Iceland

Switzerland

Liechtenstein

Chinese Taipei

Denmark

Poland

Norway

Macao – China

New Zealand

Netherlands

Australia

Japan

Estonia

Singapore

Canada

Hong Kong – China

Finland

Korea

Shanghai – China

Below Level 1b Level 1a Level 2 Level 3 Level 4 Level 5 Level 6Level 1b

3 13 29 35 17 2

5 15 33 33 12

2 6 17 30 31 13 2

7 16 31 32 11

2 8 20 30 27 11 2

3 9 19 28 26 13 3

2 11 26 34 21 5

3 9 18 28 27 11 2

3 10 20 28 24 11 2

2 12 25 28 24 9

3 10 19 26 25 13 3

3 12 31 35 17 3

3 11 24 31 22 8

3 11 24 31 22 7

3 12 26 33 21 4

4 11 25 34 21 5

3 13 24 31 25 4

4 12 23 30 23 7

4 12 22 31 22 8

2 4 12 23 31 22 6

2 4 12 23 30 20 8

5 12 24 31 22 6

3 14 29 33 17 3

4 13 24 28 21 8 2

4 13 26 32 20 5

5 12 20 26 25 10

4 13 25 29 20 7

4 13 22 29 23 7

5 13 24 29 21 7

5 14 27 33 18 3

2 6 12 21 27 22 8

5 14 24 29 20 5

5 15 26 29 19 4

6 14 26 29 18 5

6 16 28 29 17 4

5 16 27 31 16 3

5 17 27 27 17 5

6 18 30 29 14 3

6 18 32 29 12 2

3 7 16 24 27 17 5

4 8 15 22 25 18 6

2 7 19 32 27 11 3

2 8 17 24 26 17 5

7 22 33 26 9

4 9 18 25 23 15 5

2 9 22 33 25 8

3 11 25 33 21 5

8 13 20 23 22 11 3

6 12 24 28 20 8 2

Figure 3.1 Reading literacy proficiency levels by country

Illustration work

Photography

kieran dell design

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