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OConnor Catholic College, Armidale

Technological & Applied Studies


Course: Stage 5 Textiles Technology
Frock Stars

Unit Description:
This unit will focus on a study of Rosemount Australian Fashion Week as well as the Australian Wool Innovation competition. Project
work will include the construction and evaluation of a fashion garment using a commercial pattern. A skirt has been the suggested
task. Class work will include experiments with fabrics and techniques, product labels, costing of the materials, evaluation of project,
wool fibres and knit fabric study.

Teacher: Vicki Channon

Date: Term 2, 2016

Duration: 10-12 Weeks

Modified by V.Channon April 2016.


Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10 Week11
Term1 UNIT 9.1
Lets Get Sewing!!
Focus Area: Non-Apparel
Outcomes: 5.2.3, 5.5.1, 5.5.2, 5.5.3, 5.6.1
AREAS OF STUDY: Introduction to sewing machine. Basic sewing skills. Decorative techniques (appliqu, embellishing machine). Elements & Principles of
Design. Fibre classification. Study of natural fibres, particularly animal and plant fibres. Non-woven and woven fabrics. Study of a non-apparel artist.
Practical Task: Mini project- a felted item to be entered into the Armidale Show. A range of small machine made items will be constructed. The final
project for this unit will be a skirt made from a commercial pattern.
UNIT 9.2
Term2 Frockstars
Focus Area: Apparel
Outcomes: 5.1.1, 5.1.2, 5.2.2, 5.3.2, 5.4.1, 5.5.1, 5.5.2, 5.5.3
Areas of Study: Contemporary perspective of textiles, Career Opportunities in the Textile Industry, Australian Fashion Week, Wool
fibres, particularly focusing on, AWI Design Competition. Knitted Fabrics. Study of a fashion designer. Construction of a garment using a
commercial pattern.

UNIT 9.3
Term3 Art Quilt
Focus Area: Textiles Arts/Furnishings
Outcomes: 5.1.1, 5.2.1, 5.2.2, 5.2.3, 5.5.1, 5.5.2, 5.5.3, 5.6.1
Areas of Study: Colour schemes. Study of a textile artist. Fabric decoration techniques continued. Study of wool and synthetic fibres.
Study of a Textile Artist.
Practical Task: Creating an Art Quilt/fabric sculpture for the Texstyle Competition. Associated folio work.

UNIT 9.4 Term5Activity


Term4 Toyworld Week
Focus Area: Non Apparel/Costume
Outcomes: 5.1.1, 5.1.2, 5.2.2, 5.2.3, 5.3.2, 5.4.1, 5.5.1, 5.5.2, 5.5.3, 5.6.1Areas of Study: Contemporary perspectives of
textiles, Career Opportunities in the Textile Industry. Regenerated fibres. Knitted Fabrics. Study of a doll designer.
Practical Task: Construction of a toy for a child. Associated folio work. Yearly Examination.

Modified by V.Channon April 2016.


Scope and Sequence 2016: Stage 5 Textiles Technology Year 9.
Course: Stage 5 Textiles Technology Unit Name: Frock Stars Duration: 10-12 weeks
Year: 2016
Focus Area: Apparel
Project work: Design, produce and evaluate an apparel item using or modifying a commercial pattern.
Textile items may include: tops eg. corsets, skirts, shorts, pants featuring pockets, panels, pleats, stitching, stripes, strips, trims, loops, tags, decorative
stitching
Student documentation: There will be a series of tasks to be completed, including the AWI design competition.
Self-evaluation/reflection of completed project and the learning process.

Outcomes:
A student:
5.1.1 explains the properties and performance of a range of textile items.
5.1.2 justifies the selection of textile materials for specific end uses.
5.2.2 generates and develops textile design ideas.
5.3.2 evaluates the impact of textiles production and use on the individual consumer and society.
5.4.1 selects and uses appropriate technology to creatively document, communicate and present design and project work.
5.5.1 critically selects and creatively manipulates a range of textile materials to produce quality textile items.
5.5.2 selects appropriate techniques and uses equipment safely in the production of quality textile projects.
5.5.3 demonstrates competence in the production of textile projects to completion.
5.6.1 evaluates textile items to determine quality in their design and construction.
Assessment for learning and student feedback
As students provide evidence of their learning during class activities the teacher will provide oral feedback to students.
The teacher will provide written feedback to students on their excursion research.
The teacher and peers will assess group posters and provide oral feedback.
The teacher will provide written feedback to students on their fabric study.
The teacher will provide written feedback to students on their appropriate selection of materials.
The teacher will provide constant oral feedback to students during the production process.
Students will complete an oral self-evaluation and a written peer-evaluation on the completion of their textile item.
The teacher will provide written feedback to students on the completion of their project work (textile item and student documentation).
Literacy and Numeracy Focus
Literacy & numeracy skills are developed throughout each unit of work. Tasks which assist in the development of these skills include:

report writing/essay/research written and graphical presentation of tasks


glossary associated with the unit labelling of sketches and samples
mind map of possible design features measuring altering patterns/garments
calculation of necessary materials
Reading and interpreting pattern information & sewing instructions information transfer
in class reading

Modified by V.Channon April 2016.


Multicultural Differentiation of the Curriculum
Students consider cultural issues when choosing textiles. This unit offers a wide range of opportunities for all students to excel in an
area of their choice, whether it be sketching or practical sewing. It will be very
practical based, ie. Hands on which appeals to the students who struggle with
the rigours of theory-based work.
Project work can be simple or more complicated depending on the students
abilities.
Scaffolds will be developed for students having difficulty with theory work.

Information and Communication Technology


Presentation of an editorial for a fashion magazine
Creating garment swing tag and care label
Assignment work on Australian Fashion Week
AWI Competition
Locate, present and acknowledge relevant information from the internet.
Resources Catholic Principles and Values

Stimulus materials such as magazines, books, book marked web sites

Board of Studies, Stage 6 Textiles and Design standards package


(illustrations of apparel focus area items).

A range of construction technique books including samples of various techniques.

Fabric swatches using fabric folders


Ireland, P. J., Figure templates for fashion illustration
Spooner, C., Fashion by design
Stecker, P., Fashion design manual
Seppanen, G., Textiles and sew on
Ridgewell, T., Textiles Technology First
Ridgewell, T., Textiles Technology First Teacher Resource.
Peters, L, & Castle, C. Stage 5 Textiles Technology Text

Modified by V.Channon April 2016.


AdditionalNeedsAdjustmentTable:
Strategy MaceySpringborg
Providescaffoldsforassessmenttasks
Providescaffoldsforassignments
Reducequantityofwork
Extratimefortasks
Vocabularylistemphasisedefinitionsandkeywords
Givedirectionsorallyaswellasinwriting Y
Alternatepresentationformats
Limitthenumberofwordstoapage
Wordfinders
ModelResponses Y
Alternateassignments
Presentationposter
Usemindmaps
Usemultiplechoicequestions
Usevisualsinpreferencetotext
Usediagramstosimplifyinformation
Useclozepassages
Arrangepeersupportorgroupworktosupportthetask Y
Specialprovisionsforassessment/examtasks Ifneeded
Adjustmentstoclassorganisation Y
Theuseoftechnology
Handoutsofnotes
Reducingthenumberofquestionstoanswer
Workbuddy Y
Seatinglocation Y
Positivereinforcementandencouragement(merits) Y

Modified by V.Channon April 2016.


Macey requires minimal adjustments in Textiles. She is a creative and quite competent student.
Outcome Students learn about: Students learn to: Integrated learning experience and assessment Date
Completed/
Teaching/learning activities Evidence of learning and Modification
feedback /
Register
Students and teacher discuss outline Students and teacher
5.2.1 The practice of textile define design in the of project work, textile item and establish criteria for
5.2.2 designers textile context documentation. progressive evaluation
Textiles as a explore textile of completed textile
design medium. applications across the Students view past Texstyle projects item (self, peer and
focus areas in the focus area of apparel as teacher evaluation).
inspiration.

In groups, students create a collage Teacher and peers assess


of apparel textile items. posters and provide oral
feedback.
Historical perspectives Teacher shows powerpoint on
5.3.1 of textiles Teacher assesses
- recognise design features designs from Australian Fashion worksheet.
design features Week over the last 15 years. Answer
of textile items from different Participation in class
characteristic of textile periods in history and identify questions in relation to the discussion
items throughout history these design features in powerpoint. Discuss the styles,
contemporary designs colours and features prevalent. Teacher provides written
Extension: Students draw thumbnail feedback on sketches.
sketch of three designs, label design
features, colours and notions.
Teacher gives oral
Students use a mind map to feedback on mind map
illustrate how fashion week has
developed the labels of some of
Australias top fashion designers.

Assessment Task #1: Complete an Completed Assessment


editorial for a fashion magazine. Task. Teacher gives
(see attached). written feedback.

Modified by V.Channon April 2016.


Outcome Students learn about: Students learn to: Integrated learning experience and assessment Date
Completed/
Teaching/learning activities Evidence of learning and Modification
feedback /
Register
Contemporary examine a variety of Students develop a positive, minus, WS 7.5 completed
Factors: factors that affect Group work: think, pair, share activity.
5.3.1 Factors affecting consumer demand, Why do we wear clothes? What Notes recorded in book
5.3.2 consumer demand, selection and use of influences your own personal choices
Completed WS 8.3
selection and use of textiles of clothing? What features in clothing
textiles such as: examine how textiles designs increase and decrease Homework completed in
cost are used to reinforce perception of acceptability? How do book
design and stereotypical textiles reinforce or challenge
construction understandings of what it stereotypical values? Are these
qualities of textile means to be acceptable influenced by gender and age? Explain
items how. Students create posters illustrating
social trends in concepts.
society Teacher and peers assess posters and
gender provide oral feedback. Teacher gives advice on
type of project suitable for
- age
each student.
5.4.1 identify and creatively Students research inspiration ideas for
Designing document sources of Frock Stars textile item
sources of inspiration for a textile
inspiration. project Students examine techniques used to
generating and generate and develop generate creative ideas (thumbnail
developing ideas design ideas using sketching, collaging fashion magazine Students begin
communication and sketching and rendering pictures). assessment task:
presentation of design techniques Students develop skills in fashion Practical Project.
ideas: use a variety of drawing and rendering with
visual and graphical techniques to watercolours.
- written communicate and Students experiment with visual and Constant collaboration
present the development graphical presentation of design ideas between teacher and
of design ideas including (scanning and manipulating images, student on progress of
information and creating digital collages, adding borders AWI competition.
communication and text). Teacher assesses AWI
technologies ASSESSMENT TASK: AWI task. Teacher chooses
(ICTs) Competition. TWO students work to
send away.

Modified by V.Channon April 2016.


Outcome Students learn about: Students learn to: Integrated learning experience and assessment Date
Completed/
Teaching/learning activities Evidence of learning and Modification
feedback /
Register

Properties of justify the selection Students as a class brainstorm Teacher observation of


5.5.1 fabrics of materials for a aesthetic and functional discussion
functional textile item performance criteria for a range
properties, e.g. of illustrated apparel items
absorbency, describe how fabric, related to project work. The teacher will
durability, resilience yarn and fibre
provide written
aesthetic aspects, properties contribute Students then work in groups to feedback to students
e.g. drape, handle to the performance of identify textile fabrics suitable on the appropriate
identify aesthetic textile items for each item, attach swatches selection of
and functional and justify choices according to materials.
performance criteria aesthetic and functional
for textile materials performance criteria.
of a textile item
Students carry out experiments
to research functional properties
and aesthetic aspects for the
fabric/s selected for textile item.

Assessment Task #2: Practical Completed assessment


task. Teacher will give
Project. You, the Fashion
written feedback as well
Designer. as oral feedback
Students and teacher discuss Assess throughout unit.
Task.
Produce and evaluate an apparel item
using a commercial pattern and the
inspiration of Frock Stars.
Student documentation will be a
series of tasks (not a folio as such).
A skirt pattern will be provided, and
variations of this may occur
depending on skill level of students.

Modified by V.Channon April 2016.


Outcome Students learn about: Students learn to: Integrated learning experience and assessment Date
Completed/
Teaching/learning activities Evidence of learning and Modification
feedback /
Register
Fabric study identify fabric Students use pic glasses to examine Students correctly identify
common fabric structure(s) using a range of knitted fabrics. knitted fabrics.
5.1.1 structures appropriate technology Identify similarities and differences.
knitted recognise and name Classify variety of fabric samples The teacher will provide
written feedback to
common fabric fabric(s) used in textile according to type of knit. Label using
students on their fabric
names, e.g. items common names, e.g. single jersey, study.
jersey, rib, double, pile double knit, rib knits, pile knits.
knits. Students complete a sample of Participation in class
knitting. discussion

Student participation in
hand knitting teacher
Students read through notes in Stage 5 assesses.
Yarn study Textbook, Chapter 12, and discuss.
structure and properties Complete activities. Teacher assesses
identify the yarn structure
activities.
of yarns including used in textile items
staple spun Students read through notes in Stage 5
filament Textbook, Chapter 11, and discuss.
Complete activities.
Fibre Study Use AWI notes on wool and work
recognise and name wool and
through tasks and activities relevant
silk fibres
5.3.2 wool and silk to the class

Teacher assesses group


Students use pages 276-279 in Stage 5 work.
Contemporary -name and list activities text on career opportunities as a
Perspective of undertaken in each of the reference.
Textiles sectors of the industry In small groups, complete activities 16.1
- explore career and 16.2.
- Sectors of the opportunities and
Industry pathways
- Career - recognize nature of work
Opportunities in the textile inndustry
- Changing
nature of work.
Modified by V.Channon April 2016.
Modified by V.Channon April 2016.
Outcome Students learn about: Students learn to: Integrated learning experience and assessment Date
Completed/
Teaching/learning activities Evidence of learning and Modification
feedback /
Register
Producing Students participate in
management of project plan and organise the Students write a diary describing work self-evaluation in
5.5.1 work stages involved in the carried out each lesson during assessing the project and
5.5.2 design and production of a manufacture of textile item, correctly evaluating strengths and
5.5.3 textile item to ensure outlining techniques undertaken and weaknesses
quality item self-evaluating progress.

safe use of a variety of select and safely use Students review safety rules and Completion of tests
textile equipment textile equipment to procedures for using textile related
construct a quality textile equipment (sewing machine, overlocker,
item iron).
techniques such as
- joining materials experiment with, select
- edge finishes and use techniques to Students construct samples of Students will produce
- closures ensure quality textile items techniques including seams, seam samples of manufacturing
- hems finishes, shaping techniques and hems techniques suitable for
that are appropriate for their fabric and project
apparel textile item.

Students examine and select


using commercial interpret, modify and use appropriate techniques as required for
textile item. Participation in
patterns commercial patterns &/or
discussions &
- fabric requirements produce simple patterns
Class discussion, worksheets and demonstrations
- notion requirements for a textile item
- instruction sheet demonstration:
how to use information on commercial Completed worksheets
- pattern markings and
layout pattern envelope
- modification of pattern markings
laying out patterns The teacher will provide
patterns
transferring pattern information onto constant oral feedback to
fabric students during the
how to use information on instruction production process
sheet.

Students work on garment until


completed

Modified by V.Channon April 2016.


Outcome Students learn about: Students learn to: Integrated learning experience and assessment Date
Completed/
Teaching/learning activities Evidence of learning and Modification
feedback /
Register

Labelling design and produce a Read p 33 Labelling Requirements Completed WS 7.4


5.6.1 requirements swing tag for textile items
- fibre content produced in project work Complete WS 7.4 Care Symbols Completed computer
- size generated label & swing
- country of origin Students design and create a computer- tag
- brand name generated label & swing tag suitable for
- care instructions textile item. Written feedback when
teacher marks workbook
swing tag
logo
price
establish criteria for
Evaluating evaluation of a textiles
Students will complete self-evaluation & The teacher will provide
evaluation of the quality item written feedback to students
of textile items in evaluate the textile items peer-evaluation on the completion of
on the completion of their
relation to during designing and their textile item. project work.
- design producing using
Students to submit textile item
- functional techniques such as self
requirements evaluation, peer-
- aesthetic aspects evaluation
- construction use feedback from
- fabric selection evaluation to modify
- notions used. project work and ensure a
quality result

Modified by V.Channon April 2016.


Type of assessment and outcomes:
1. Project Work: Apparel item
2. Editorial Task on AFW
3. Other associated theory tasks
4. Catwalk creations
5. AWI Design Competition
6. All sample work/experimental work

Evaluation
Likert scale 1 (-very good) to 5 (- poor)
How did the unit rate? 1 2 3 4 5 N Comments
/a
Meeting needs of all ability levels

Maintenance of student interest

Achievement of outcomes

Suitability of resources

Suggested time

Suggested modification to future units

Teacher Signature and Date:

Notes

______

Modified by V.Channon April 2016.


OConnorCatholicCollege PROGRAM

Evaluation of Frock Stars


This checklist should form the basis of future decisions for implementation
of this unit of work. Where you are not able to answer yes to the following
question, consider how the unit of work could be more effective
Yes No Did the activities enable you to:
Provide opportunities for all students to achieve the outcomes?
Encourage interpretation of design needs?
Encourage problem solving & decision-making?
Use the resources to motivate students?
Offer opportunities for the students to be creative?
Encourage student reflection throughout the Design Project?
Respond to the individual needs of students?
Involve girls & boys equally in all activities?
Expose students to a range of technologies?
Provide material & equipment where were accessible?
Provide opportunities for all students to learn about & use
computers?
Ensure that each student had the opportunity to participate in
the process of negotiation?
Ensure that students experience a variety of roles when
working in cooperative groups?
Notes:

Teachers signature: Date:

Class:

Modified by V.Channon April 2016.


OConnorCatholicCollege PROGRAM

_________________s Evaluation for Task: ___________________

strongly strongl
Place a tick in the appropriate cell disagre y agree
e
1 2 3 4 5
I understood what I had to do
I worked to the best of my ability
in all lessons
I took notice of the marking
guidelines
I was organised

The skills I have developed because I completed the Assessment Task are:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

What I found most challenging about the Assessment Task was:


_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

My strengths in the task were:


_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Modified by V.Channon April 2016.