TASK:

Analyse the design challenge to plan,

organise and construct a tangible
textiles product. Using a process journal,
plan your design and reflect on
decisions. Reflect on the end product,
outcomes and processes. Produce a care
label for your textiles item.
DIRECTIONS:
This task requires that you produce a practical
product as well as a process journal that
documents your planning, production,
management and reflection throughout the
task.
Practical Item
You are required to produce a minimum of one
textiles item. The item must:
Address the design brief
Demonstrate a refined variety of practical skills
Be a quality product
Be suitable for the intended purpose
Be mainly constructed at school
Process Journal
You are required to maintain a process journal
throughout the task. The purpose of the journal is to
document your planning and management of the
task. The process journal must:
Be legible (not necessarily computer generated)
Evidence thorough planning
Demonstrate thorough management of the task
Include perceptive reflections throughout the
process
Demonstrate a comprehensive knowledge and
understanding of fibre and fabric properties and
design.

John Paul
College
ITEM 2
Semester 1, 2015
Formative
DIMENSION 1:
Knowledge &
Understanding
DIMENSION 3:
Practical Performance
PERFORMANCES &
PRODUCTS
Textiles Item & Process
Journal

SENIOR HOME
ECONOMICS
YEAR 11
TEXTILES AND
FASHION
UNIT: Design Me
Green

CONDITIONS
Time Allowed: 8 Weeks class and own time; there is an
expectation that a significant proportion of the practical
task will be done in class.
Genre: Practical Product and Process Journal
Length: 1 Textiles Product and a detailed process
journal (approximately 800 1000 words)
Resources: Own and school resources
Authenticity: Responses must be your own work and
not the reproduction of others intellectual property.

STUDENT NAME:
__________________________

Referencing conventions must be adhered to.

Teacher Assistance: Teacher assistance available.
Progress checks must be adhered to.
Due Dates For checking and monitoring purposes,
work to date must be presented at specific points during
the practical process. (Refer to Keeping on Track page)

TEACHER: Ms R Sciacca
YEAR: 11 (Year AB)
DUE
DATE:_________________

DESIGN
CHALLENGE
Preamble
In the world of fast, disposable fashion, there seems to be little consideration for sustainability,
ethics and wellbeing. Consumers are driven by the transient fashions of the day, intent on
snagging the latest items at low personal costs. Manufacturers are driven by fulfilling
consumer desires whilst maintaining a high profit margin, regardless of environmental and
social costs. The textiles industry has a significant role in the world today, responsible for both
environmental degradation and the liberation and exploitation of those involved in the fashion
industry. However, the industry has the power to advocate for sustainability and provide
consumers with products that have been produced with environmental, ethical and social
considerations.

THE DESIGN CHALLENGE

As an establishing designer, you have been invited to

Once
thoughtyour
of astextiles
a hippie
notion,in
eco
fashion
has steadily
been establishing itself within
showcase
talents
the
Reduce,
Reuse,
the
fashion industry.
With
it have come
concepts
including
slow fashion, redressing, swishing,
Rethink
Fashion
Challenge.
The
challenge
invites
green
fashion,
vintage and
free
fashion.
Consumers
entrants
to explore
the value
notion
that
it is possible
to are
be slowly embracing such fashions,
aware that in light of todays environmental and economic climate, such considerations are
both fashionable and ethically, environmentally and
necessary for present and future wellbeing.
socially conscious. It hinges on the following concepts:
Reduce: Reduce the amount of textiles waste to
lessen the impact on the environment and society
Reuse: Reuse items to create novel products and
thus reduce detrimental environmental impacts
Rethink: Rethink the products used and purchased
take into account ethical, environmental and social
implications
The challenge requires that a minimum of one fashion
item be produced and will later be presented as part of a
fashion parade to showcase the entries. The item needs
to reflect the aims of the challenge and should convey a
social or environmental or ethical message. It needs to
be a high quality fashion item suitable for young adults
between the ages of 16 30 and should not exceed a
$60 budget.

Design Challenge
Categories
CATERGORY 1: REVERSE TRANSIENCE
The Reverse Transience category involves producing a
fashion item that reflects the slow fashion movement.
That is, a piece that will last more than one season and
can be adapted to suit multiple fashion trends and/or
occasions.

Your task is to
investigate the slow
fashion
movement. Using
your knowledge
and understanding of
the slow fashion
movement and of
fibre, fabric and
design properties;
plan your design
and explore various
options to
construct one creative
fashion item
solution suitable to submit for the design challenge. Document your
planning, management of the task and reflections in a process
journal. Submit the process journal along with the fashion item.

CATERGORY 2: REUSE, REDRESS, REINVIGORATE

The Reuse, Redress, Reinvigorate category involves
producing a fashion item that is refashioned (make
something old new). That is, a novel item that is made
from recycled items, fabrics and/or fashions. The
challenge stipulates that a minimum of 50% of the
materials used to produce the product be recycled
items.

Your task is to investigate how recycled items can be

refashioned/used/integrated into designs to produce novel fashion
items. Using your knowledge and understanding of
refashion/recycled products and of fibre, fabric and design
properties; plan your design and explore various options to construct
one creative fashion item solution suitable to submit for the design
challenge. Document your planning, management of the task and
reflections in a process journal. Submit the process journal along
with the fashion item.

What Does This Task Require Me

To Do?
Your task is to investigate sustainable fashion, suitable
design options and possible embellishment techniques.
Using your investigations; plan your design. Document your
planning, management of the task and reflections in a
process journal. Submit the process journal and textiles item
on the dates set.
Below are the key steps for the task. Ensure you use these in
order to fully complete the task and keep on track.
The process journal should be completed throughout the task, not at the end. It
should show the evolution of your design and your thinking along the journey.

TASK DESCRIPTION
STEP 1: CLARIFY THE TASK
Clarify the task In your own words, explain what the
task requires you to do.
Identify the category you have selected.
Investigate/research sustainable fashion in relation
to the category you have selected. Annotate this
information, drawing out information relevant to the
design challenge.

STEP 2: CONSTRAINTS TO BE CONSIDERED

List and explain in detail all the constraints that need

to be considered to complete the design challenge.

DUE
DATE

COMPLE
TED

 Using these constraints, develop a criteria from

which you can evaluate the suitability of your design
options.

STEP 3: IDEATION, INVESTIGATIONS AND

RESEARCH

Investigate/research suitable options for the task

and possible embellishment techniques. This can
include images, printouts, samples, sketches, etc.
Annotate these investigations using the criteria
developed in Step 2. Ensure you outline the positive
points and concerns you may have.
Ideate / brainstorm some suitable options for the
task.

STEP 4: REACH A DECISION ABOUT YOUR

TEXTILES ITEM
Analyse and evaluate the design options you are
considering. Ensure you outline the advantages and
disadvantages of each design in relation to the
constraints / criteria you developed.
Reach a decision about what you are going to make.
Justify why this is the most appropriate option for
this task.

STEP 5: PLANNING AND FINALISING THE DESIGN

Plan your design. Include a sketch of your design and
then annotate this sketch to provide details about
the construction and embellishment techniques you
intend to use as well as the fabric/s and resources
you will need.
Write a brief explanation of your design. Discuss the
inspiration behind your design. Explain why you
chose the fabrics and resources you chose (refer to
the fibre properties).
Create a moodboard that visually shows your
inspiration for the textiles item. You may wish to use
online tools (eg Polyvore) to do so.

STEP 6: CONSTRUCTION & MANAGEMENT

Construct and embellish your textiles product.

Throughout this phase, ensure that you document
your trials, idea, reflections, etc in your process
journal. Ensure that you:
o Include reflections on your progress, trials and
task management.
o Include all planning any changes to your design.
o Include trials, samples, etc that you have
conducted
o Include annotated photographs that show your
progress and trials

 Maintain a management log throughout the task.

This should document your planning and reflections
for each lesson. Ensure it is an honest, detailed and
accurate reflection of your design journey.

STEP 7: EVALUATION AND REFLECTION

(minimum of 350 words)
Evaluate and reflect on the design process you
undertook, taking into consideration the planning,
preparation and production phases of the practical
product and your management on time and
resources. If you were to complete this project again
what improvements could be made? Why?
Evaluate and reflect on the final product (the textiles
item). Consider the quality of the product, the
desired result, the resources used, and any
adjustments and modifications that may have been
required. If you were to complete this project again
what improvements could be made? Why?

What Do I Need To
Submit?
This task requires you to hand in two (2) items:
1. Your completed textiles item

2. A written process journal that documents all of your

planning, management and reflecting.

CHECK LIST FOR SUBMISSION

To be checked by the student
Have I explained the task in my own words and
investigated my design category?

Yes / No

Have I outlined and explained the constraints to be

considered?

Yes / No

Have I conducted and documented investigations into

ideas, trends and embellishments?

Yes / No

Have I clearly decided on a design and justified its

suitability for the task?

Yes / No

Have I explained my final design and sketched and

annotated it to detail how I will construct it?

Yes / No

Have I used the process journal continuously

throughout the process to plan and reflect on the
management of my task?

Yes / No

Have I documented all explorations, trials and

modifications and changes to my final design?

Yes / No

Have I maintained a detailed management log

throughout my design journey?

Yes / No

Have I reflected upon processes - the planning,

preparation and production phases, including time and
resource management?

Yes / No

Have I reflected upon the outcome the final product

(the item/s)?

Yes / No

Have I demonstrated a thorough knowledge & understanding

of sustainable fashion and textiles (eg fabrics, fibres, design,
and techniques)?

Yes / No

JOHN PAUL COLLEGE

SENIOR HOME ECONOMICS Year 11
Semester 1, 2015
DIMENSION 1: Knowledge and Understanding
DIMENSION 2: Practical Performance

UNIT: Design Me Green

FORMATIVE ASSESSMENT ITEM 2
Practical Product and Process Journal: 8 weeks, in-class/own time,
school and own resources, teacher assistance, 800-1000 words

Knowledge and understanding

Dimensio
n

The student
work has the
following
characteristics:
thorough
explanation
and
application
of relevant
key textiles
and fashion
concepts

The student
work has the
following
characteristics:
detailed
explanation and
application of
relevant key
textiles and
fashion
concepts

The student
work has the
following
characteristics:
explanation
and application
of key textiles
and fashion
concepts.

The student
work has the
following
characteristics:
simple
explanation of
key textiles and
fashion
concepts.

The student
work has the
following
characteristics:
identification
of aspects of
key textiles and
fashion
concepts.

Practical performance

The student
work has the
following
characteristics:
refined
variety of
practical skills
and a quality
product that
enhances the
intended
purpose a
sustainable
fashion item
suitable for the
design
competition
and young
people aged 16
30 years

The student
work has the
following
characteristics:
refined
practical skills
and a quality
product for the
intended
purpose - a
sustainable
fashion item
suitable for the
design
competition
and young
people aged 16
30 years

The student
work has the
following
characteristics:
practical
skills and a
product for the
intended
purpose a
sustainable
fashion item
suitable for the
design
competition
and young
people aged 16
30 years

The student
work has the
following
characteristics:
elements of
practical skills
and a product

The student
work has the
following
characteristics:
elements of
practical skills
and an
unresolved
product

thorough
planning,
effective and
efficient
management
and perceptive
reflection.

detailed
planning,
efficient
management,
and logical
reflection

appropriate
planning,
management
and reflection.

elements of
planning,
management
and reflection.

superficial
elements of
planning,
management or
reflection.

Dimension 1:

Dimension 2:

COMMENTS

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
TEACHER SIGNATURE:_________________________
DATE:______________

Relevant Habits of Mind

Common Curriculum Elements

Recognising letters, words and other symbols

Finding material in an indexed collection
Interpreting the meaning of words or other symbols
Interpreting the meaning of pictures/illustrations
Interpreting the meaning of tables or diagrams or
maps or graphs
Using correct spelling, punctuation, grammar
Using vocabulary appropriate to a context
Recording/noting data

Setting out/presenting/arranging/displaying
Comparing, contrasting
Reaching a conclusion which is consistent with a
given set of assumptions
Analysing
Judging/evaluating
Creating/composing/devising
Justifying
Searching and locating items/information