Image credit State of Victoria (Department of Education)
Department of Education - Victoria
The Department of Education - Victoria developed a suite of online resources to support the rollout of their updated F–10 VTLM 2.0 Mathematics curriculum. These resources were designed to assist teachers and students across the state, from Kindergarten through to Year 10, by providing consistent, curriculum-aligned materials suitable for classroom use.
I was contracted as a graphic designer through a creative agency to contribute to the production of the digital learning assets including interactive lesson plans, teacher-facing videos, downloadable classroom tools, and embedded assessments.
The scale of this high impact government education project was an opportunity not to be missed.
The project brought together Department of Education Victoria advisors, contracted subject matter experts, agency and contractor project managers, and a distributed creative and education team. My role was part of the creative team, which worked fully remotely across states and time zones.
Over 1000 lesson plans
Working as part of a distributed creative team, my responsibilities focused on:
Layouts for supporting resource presentations and black line masters.
Formatting lesson plans and assessments for digital delivery and creating supporting graphics/illustrations
The production of posters, illustrations and video content assets
Ensuring visual consistency, accessibility, and compliance with brand guidelines across all outputs
Managing attribution of sourced visual assets in accordance with licensing requirements
Applying organised file management practices to support production handover and team review cycles
All work was completed remotely using cloud-based tools and collaborative platforms shared across the creative and education teams.
The scale and visibility of the project—serving all Victorian schools—came with the high expectations typical of government-led curriculum delivery. Strict brand guidelines and accessibility requirements underpinned all creative output.
The project followed a fast-paced, agile workflow. Tasks were assigned and completed with limited forward visibility of upcoming content, requiring adaptability and attention to handover detail. With content authors, education advisors, and project managers working concurrently across development stages, the creative team was often required to begin design work shortly after content became available, necessitating a responsive and flexible approach. This required us to work efficiently within compressed timeframes to ensure visual clarity and instructional quality.
I approached my responsibilities with pace, care, and ownership. I was highly committed to helping meet production deadlines, when necessary extending my working hours to support the team’s momentum. My work day was compressed, so I made sure to deliver each brief with focused attention and efficiency.
Although working remotely also meant operating with reduced visibility across the broader project, I enjoyed the consistency and clarity of the design tasks, and the steady rhythm of daily collaboration helped keep creative flow strong.
The resource suite was structured into Levels (F–10), each containing multiple Sequences, with approximately ten individual Lesson Plans per Sequence. This modular structure allowed for a consistent approach to content delivery across stages. I contributed to the design and delivery of the following resource types:
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Formatting layout and illustration across multiple levels
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Creating presentation layouts and graphics
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Design and formatting for print and digital use
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Creating original illustrations and supporting visual elements across a range of resources
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Ensuring all images used met Creative Commons and brand standards
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Accurate asset preparation for review, export and attribution tracking
The resources created as part of this project supported the rollout of Victoria’s updated F–10 Mathematics curriculum—delivering consistent, accessible materials to classrooms across the state. Designed for implementation across all year levels, the materials aimed to enhance clarity and engagement in mathematics education for both teachers and students.
As part of the creative team, I contributed to the delivery of design outputs that met the visual standards, accessibility requirements, and brand expectations of a government-published curriculum. I appreciated the opportunity to support a project of this scale and purpose, and enjoyed the structure and rhythm of the design work.
Our creative lead guided the team with clarity and direction—even while balancing a demanding production environment. Her leadership created a strong sense of direction and confidence. Working alongside such a skilled and down-to-earth creative team made each sprint feel well-supported and collaborative.
'Tiana's ability to translate complex educational content into accessible, visually engaging resources is a unique and highly sought after skill’
Naomi Lindermeyer, Education and Company Director,
KIMBERLIN EDUCATION
Certain visual elements in this case study are temporarily representative. Final project work is under NDA and will be updated once publicly released.
Personal
reflection
This project was about applying focused design skills to support a meaningful public education initiative. I approached the work with care, clarity, and a strong sense of commitment—finding purpose in the day-to-day rhythm of producing creative aligned to a broader educational outcome. Working within a condensed daily schedule made clarity, efficiency, and attention to detail especially important. I found real satisfaction in contributing to something large-scale, even from a quiet, focused seat in the process.
Collaborating with a distributed creative team was a highlight. The shared rhythm of design tasks—executed at pace, with consistency and care—made each day of contribution feel grounded and purposeful.