DESIGN AND TECHNOLOGY (SEWING AND TEXTILES)
Year 8/9
TEACHER:
YEAR: 2013
TERM: 1
STANDARD: 4
UNIT/TOPIC DESCRIPTION:
Students will cover the following topics throughout the term:
Occupational Health, Safety and Welfare. Specifically focussing on the safe operation of
sewing equipment and regulations in place in the textiles industry.
Sewing Terms and Skills. Students will be exposed to various sewing skills throughout the
term. These will be assessed through practical tests, with assessment being pass or fail.
Through research and practical applications students will further develop their knowledge
of textiles and best uses of these.
Preparation and Presentation of textile crafts. Major focus will be placed upon identifying,
and developing skills within, key elements in contemporary textile craft.
Understanding the Sewing/Textiles and Fashion Industry. Through assessment items students
will develop an understanding of the role the Sewing/Textile and Fashion Industry plays in
today’s society. They will also be provided with hands on experience with regards to food
preparation and service in a range of settings.
Assessment Tasks:
Sewing Machine Operation and Maintenance: Students will be assessed on their ability to
identify, and correctly label, parts of the sewing machine. They will also be assessed on
their ability to maintain the sewing machine.
Description of Assessment:
Practical and Theory Tests. Students will be given a double lesson to complete both a
practical and written test.
SACSA Links:
Students apply their knowledge of the characteristics of equipment to meet criteria related to function,
aesthetics and production. [F] [In] [KC3] [KC6]
4.5 Evaluates equipment in order to meet principles of function and aesthetics. [F] [In] [KC1]
Beach Bag: Students will be assessed on their ability to plan, produce and evaluate a
drawstring ‘Beach Bag’. They are required to produce the bag through machine sewing.
Description of Assessment:
Planning. Students will need to produce written documentation of their planning in the
form of a Design Brief; this includes a template and labelled diagram of their Beach Bag,
materials needed, justification of design choices and swatches of fabric used.
Production. Teacher observation checklist.
Evaluation. Students are to individually complete an evaluation discussing their strengths,
weaknesses, possible improvements and links to planning. The evaluation is a maximum of
300 words if written or 2.5 minutes if oral or multimedia.
SACSA Links:
Designing:
Students understand and value the combining of different design skills in order to create personal strategies
to become better designers.
[F] [In] [KC6]
4.2 Integrates design skills to create personal strategies for designing.
[F] [In] [KC6]
Students use a full range of communication skills and techniques in the design field, including information
and communication technologies, to document and communicate effectively their design thinking, ideas
and proposals. [T] [C] [KC2] [KC7]
4.3 Demonstrates skills in using a broad range of recognised communication forms and technologies to
convey design thinking. [T] [C] [KC1]
Students demonstrate skills in creating products, processes and systems that achieve consistent production
outcomes. They apply these skills in enterprising and empowering ways to personal situations. [In] [T] [KC4]
[KC6]
4.4 Effectively uses, in personally and interpersonally appropriate ways, a range of skills that achieve
consistent production outcomes. [Id] [T]
Students apply their knowledge of the characteristics of materials and equipment when creating solutions
and designing to meet criteria related to function, aesthetics and production. [F] [In] [KC3] [KC6]
4.5 Evaluates materials and equipment in order to meet principles of function and aesthetics. [F] [In] [KC1]
Boxer Shorts: Students will be assessed on their ability to plan, produce and evaluate a pair
of ‘Boxer Shorts. They are required to use the sewing machine in their production.
Description of Assessment:
Planning. Students will need to produce written documentation of their planning in the
form of a Design Brief; this includes a pattern of their Sleep Pants and material order form.
Production. Teacher observation checklist.
Evaluation. Students are to individually complete an evaluation discussing their strengths,
weaknesses, possible improvements and links to planning. The evaluation is a maximum of
300 words if written or 2.5 minutes if oral or multimedia.
SACSA Links:
Designing:
Students understand and value the combining of different design skills in order to create personal strategies
to become better designers.
[F] [In] [KC6]
4.2 Integrates design skills to create personal strategies for designing.
[F] [In] [KC6]
Students use a full range of communication skills and techniques in the design field, including information
and communication technologies, to document and communicate effectively their design thinking, ideas
and proposals. [T] [C] [KC2] [KC7]
4.3 Demonstrates skills in using a broad range of recognised communication forms and technologies to
convey design thinking. [T] [C] [KC1]
Students demonstrate skills in creating products, processes and systems that achieve consistent production
outcomes. They apply these skills in enterprising and empowering ways to personal and group situations. [In]
[T] [KC4] [KC6]
4.4 Effectively uses, in personally and interpersonally appropriate ways, a range of skills that achieve
consistent production outcomes. [Id] [T]
Students apply their knowledge of the characteristics of materials and equipment when creating solutions
and designing to meet criteria related to function, aesthetics and production. [F] [In] [KC3] [KC6]
4.5 Evaluates materials and equipment in order to meet principles of function and aesthetics. [F] [In] [KC1]
Fashion, Hit or Miss?: Students will be assessed on their ability to critically analyse an era of
fashion (1900s to 2000s). They will critique the clothing under the following headings:
Practicality – Was the clothing of this time practical for the era?
Materials – Were the materials used suitable for that time?
Accessories – Were the accessories of the time appropriate and how did they impact on
other eras?
Influence on other eras – What was the impact on the clothing of the chosen era on
clothing from other eras? (eg are we seeing clothing styles being ‘recycled’?)
Description of Assessment:
Investigation. Students will need to demonstrate use of a range of information sources, with
correct acknowledgement of these.
Critical Analysis. Students will need to demonstrate an ability to critically analyse the topic
chosen.
Evaluation. Students will need to demonstrate the ability to reach valid conclusions, based
on evidence gathered.
SACSA Links:
Critiquing:
Students analyse and explain the design decisions and thinking implicit in products, processes and systems
made by others. They develop an initial understanding of the competitive nature of the designed and made
world. [In] [T] [KC1] [KC2]
4.1 Explains the decisions and choices made in designed and manufactured products, processes and
systems [In] [T] [KC2] [KC6]
Fabrics (Synthetic vs Natural): Students will be assessed on their ability to critically analyse
the pros and cons of synthetic and natural fibres. This will require research into one type of
both synthetic and natural fibres. The following headings need to be addressed:
Type of fabric, production, uses, texture, strengths and weaknesses.
Description of Assessment:
Investigation. Students will need to demonstrate use of a range of information sources, with
correct acknowledgement of these.
Critical Analysis. Students will need to demonstrate an ability to critically analyse the topic
chosen.
Evaluation. Students will need to demonstrate the ability to reach valid conclusions, based
on evidence gathered.
SACSA Links:
Critiquing:
Students analyse and explain the design decisions and thinking implicit in products, processes and systems
made by others. They develop an initial understanding of the competitive nature of the designed and made
world. [In] [T] [KC1] [KC2]
4.2 Explains the decisions and choices made in designed and manufactured products, processes and
systems [In] [T] [KC2] [KC6]
Modifications to Learning and Assessment Plan
Above Standard
Students above the required standard will be extended in the following ways in Practical
Assessment items:
Beach Bag – Students can extend their skills through addition of a pocket to their bag.
Students can also complete a costing of materials used. This extension requires more
complex sewing and problem solving skills.
Boxer Shorts – Students can extend their skills through the addition of a fly to the shorts.
Students can also complete a costing of materials used and complete a brief marketing
plan (RRP, ordering procedure and production time). Again this requires more complex
sewing and problem solving skills.
Below Standard
Students above the required standard will be supported in the following ways in Practical
Assessment items:
Beach Bag – Students will be supported in this assignment through the creation of a
pattern that can be used, more scaffolding for written components and a time extension.
Boxer Shorts – Students will be supported by direct instruction of the steps to follow in the
pattern, demonstration of skills, scaffolding of written components, questioning and a time
extension.
NEP
Students with a NEP will be assisted in their learning in the following ways:
 Scaffolding of components at the required level
 Time extensions
 1:1 demonstrations of skills
 Questioning
 Repetition of instructions and steps
 Use of required assistive technology/ies
Communication

Identity
Interdependence

Thinking

Collecting,
analysing
and
organising information
Communicating
ideas
and
information
Planning and organising activities

Aboriginal learners

ESL
Working with others and teams

Using mathematical
information
Solving problems
Using technology
ideas
and

Equity and
Cross Curriculum

Key Competencies
Essential Learnings
Futures

Disabilities/Learning
difficulties
Low socio economic
background
Gender

Isolated or Rural
NESB

Word
Publisher


Internet
Explorer

Spreadsheet
Database

Multi Media
Other







Calculator
Keyboard Skills
Email
CD Player

Scanner
Other:
Making
Designing
Critiquing
Digital Camera
Video Camera


Computer
Programs
Information Communication Technology to be utilised
Key Ideas
Outcomes
Students analyse and explain the design decisions and
thinking implicit in products, processes and systems made
by themselves and others. They develop an initial
understanding of the competitive nature of the designed
and made world. [In] [T] [KC1] [KC2]
4.1
Explains the decisions and
choices made in designed and
manufactured
products,
processes
and systems
and
identifies alternative possibilities.
[In] [T] [KC2] [KC6]
4.2
Integrates design skills to
create personal strategies for
designing culturally and socially
defensible products, processes
and systems. [F] [In] [KC6]
4.3 Demonstrates skills in using a
broad range
of recognised
communication
forms
and
technologies to convey design
thinking. [T] [C] [KC1]
4.4 Effectively uses, in personally
and interpersonally appropriate
ways, a range of skills that achieve
consistent production outcomes.
[Id] [T]
4.5
Evaluates materials and
equipment in order to meet
principles of function, aesthetics
and sustainability. [F] [In] [KC1]
Students understand and value the combining of
different design skills in order to create personal
strategies to become better designers of culturally,
environmentally and socially defensible products,
processes and systems. [F] [In] [KC6]
Students use a full range of communication skills and
techniques in the design field, including information
and communication technologies, to document and
communicate effectively their design thinking, ideas
and proposals. [T] [C] [KC2] [KC7]
Students demonstrate skills in creating products,
processes and systems that achieve consistent
production outcomes. They apply these skills in
enterprising and empowering ways to personal and
group situations. [In] [T] [KC4] [KC6]
Students apply their knowledge of the characteristics
of materials and equipment when creating solutions
and designing to meet criteria related to function,
aesthetics, sustainability and production. [F] [In] [KC3]
[KC6]
Students describe and communicate principles of
good resource management and duty of care, and
integrate them into socially and environmentally
sustainable designing and making practice. [F] [In]
[C] [KC2] [KC3]
4.6
Analyses and applies the
principles of good resource
management, sustainability and
duty of care in their design and
making practice. [F] [In] [KC3]
Term Planner (Term 1 2013)
Week
Content
28TH
Resources
1
MONDAY
PUBLIC HOLIDAY
Program structure:
 What is involved? (2x 9 week blocks)
 What is our focus?
 What
 What are our assessment pieces?
8/9 Unit Planner
2
Beach Bag intro:
 What is the task?
 What does it require?
 What are the assessment criteria?
 Scales (1:2 etc)
 Model making
 Pattern making
 Fabric order
Beach Bag Task Sheet
Design Brief:
 What is it?
 What needs to be included?
 How is it structured?
3
4
Texture in Textiles:
 Why is this important?
 Texture Collage – what the requirements
are
 Critique of texture collages
Texture Collage Task Sheet
Texture research
Parts of the Sewing Machine:
 Diagram labelling
FRIDAY 8TH SWIMMING CARNIVAL
Parts of the sewing machine
diagram sheet
Sewing machine
Synthetic vs Natural Fibres:
 What are they?
 What are their properties?
Internet research
Beach Bag:
 Pattern production
 Practice sewing
 Using the sewing machine
 Sewing machine contract
FRIDAY 15TH STUDENT FREE DAY
Glad bake
Sewing machine
Cotton Spool
Fabric
Scissors
Beach Bag:
 Cutting fabric
 Pattern placement
 Sewing a hem
 Threading a drawstring
 Sewing a circle
Sewing machine
Fabric
Scissors
Timelines:
 What are they?
 How are they structured?
 What is included in them?
5
Evaluations:
 What are they?
 What is the structure?
 What language is used?
Performance Standards sheet
Beach Bag:
 Production
Sewing Machine
Thread
Scissors
FRIDAY 1ST MARCH BEACH BAG DUE
6
Fashion Eras:
 What clothing was worn?
 Where do we look for information on this?
Internet
Research Skills:
 Using the Internet
 Referencing
 Bibliography vs Referencing
Internet
Referencing lists
Various books, magazines,
newspapers etc
FRIDAY 8TH SPORTS DAY
7
Beanies:
 Task requirements
 Pattern making
 Fabric order
 Measurement skills
Task Sheet
Glad Bake
Critical Analysis:
 Purpose
 Structure
 Language
FRIDAY 15TH FASHION: HIT OR MISS? DUE
Performance Standards sheet
8
TTC WEEK
Critical Analysis:
 Development of arguments
 Writing
Internet
9
Sewing Machine Test:
 Practical
 Theory
Observation sheet
Sewing Machine
Cotton Thread
Theory test
Good Friday 29th March
10
Easter Monday 1st April
END OF SEWING AND TEXTILES BLOCK
Scope and Sequence: Year 9
Typical sequence of content
Nature of Materials – Textiles
 Methods to identify and match properties which affect suitability for use (eg stretch
and crush tests, durability and drape tests)
 That there is a relationship between the characteristics of materials and their
function (eg synthetic fabrics made of polyester are strong and don not crease
easily and so are used to make shirts which are drip dry. Cotton breathes and is
cool to wear in warm weather. Wool does not burn easily, is warm to wear and is
suited to cool climates and for protective clothing).
 The ways fibres and fabrics can be changed or altered to improve form, function or
appearance (eg enhancing, embellishing, creating, and dyeing to improve
aesthetics and creative appeal).
 That the fibre composition and fabric construction affect the characteristics and
suitability for a particular purpose (eg woven cotton fabrics absorb dye colours well
and do not stretch and are thus suitable for silk screening or printing).
 That there are health and safety considerations related to the selection and use of
textiles (eg flammability risk factor when making children’s night ware and sun safe
fabric for t-shirts).
The Selection and Use of Materials – Textiles
 The ways to examine and evaluate the constraints of materials such as cost
function and availability (eg brainstorm or PMI factors affecting the availability
of certain fabrics for use when making a particular product).
 A range of techniques and methods and their appropriate uses to process
materials (eg different seam techniques, variety of methods for sewing hems
and decorations).
 To select and use specialised techniques efficiently to manage resources and
environmental impacts (eg using cutting layouts to minimise fabric wastage).
 To recognise and use set standards of safety when working with a range of
materials (eg need to follow basic rules of safety and efficiency as well as follow
specific manuals when using equipment).