LessonPlan

Topic area: Leather - Sewing Stage of Learner: 5 Syllabus Pages:

Date: Location Booked: Workshop Lesson Number: 7/7

Time: 60 minutes Total Number of students: 20-30 Printing/preparation:

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment, How and why stitching is Students learn to use tools and
4.1.1, 4.3.1, 4.3.2. ongoing informal used in the production of processes to stitch leather
assessment. leather goods together, using different types
of stitching.
Life Skills outcomes
N/A

CCP & GCs Subject Specific Concepts: The reason for using stitching as a method
Previous learning on the for joining pieces of leather, knowledge of what applications this is
problematic nature of the useful for.
ethics and sustainable status Discipline Specific Skills: fine motor skills and the application of these
of the leather industry gains for the purpose of stitching seams on leather goods.
immediacy as students begin
learning how to use leather.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.1, 1.2, 1.5 Use of demonstrations and student participation promotes both deep knowledge and deep
understanding. Metalanguage (the names of tools) is italicised in the attached revision
sheet.
2.1 A level of quality is expected with students’ technical skills when they complete their
projects.
3.1, 3.3, 3.5 Reference to leather products students are familiar with from life constitutes use of
background knowledge. Tying the technique in with those already learned constitutes both
knowledge integration and connectedness.
Time Teaching and learning actions Organisation Centred
T/S
5 Get class inside, seated and quiet. Teacher: Make sure students are quiet T
and orderly before marking roll.

Student: Take out books, computer etc.

10 Mark roll and head count. Teacher: Marks roll and counts T
students to see that the numbers
match.

Student: Take out books, computer etc.

Respond to name call on roll.

15 Have students relocate to workbench, leaving bags behind at
desks to watch demonstration of stitching leather. Manage
transition. Refer to previous demonstration (buckles) and
point out this technique (stitching) can be used for attaching
a buckle as well (instead of a rivet).
Show students all the tools, tell them what each is for and
their names. Allow students to handle the tools, provided
they can be careful with the sharp ones and not damage the
tools or other resources (or injure one another) by fooling
around.
Explain the different stitches we will be learning how to do
(running stitch and saddle stitch). Point out that every
student’s shoes are probably held together with saddle stitch
and show the stitch on my own shoes.
20 Begin demonstrating. Before every step, ask if anyone knows
what it will be. Use the stitching marker to make the marks
and demonstrate how a pair of dividers can be used for the
same purpose. Show how to use an awl to make the holes.
Ask for volunteers to have a go.
Resources: Roll
Teacher: Manage transition by waiting T/S
for students’ full attention before
beginning the demonstration. Address
any ongoing behaviour issues.
Question to ascertain students’ levels
of understanding.
Student: Pay attention and engage with
the demonstration.
Resources: Tools and equipment
(leather, including scrap, stitching
marker, dividers, knife, needles, pliers,
thread, awl, vice, cutting board).
Teacher: Continue demonstration. T/S
Question for understanding. Answer
students’ questions. Stitching is time
consuming, expect a loss of interest
and compensate accordingly.

Demonstrate running stitch in one direction. Show how this Student: Pay attention and participate.
can simply be doubled over to achieve saddle stitch but point
out how the needle can pierce/tear the thread with this Resources: Tools and equipment
technique. Ask for volunteers to have a go.
25 Demonstrate saddle stitch with two needles and explain how Teacher: This part of the process is also T/S
this avoids the needle cutting the thread that’s already in the slow but requires students’ full
hole. Show how neat and tidy the result is and point out that attention because it is complex,
this stitch is very strong. teacher must maintain full attention of
students. Answer questions.

Student: Pay attention to demo and

participate.

Resources: Tools and equipment.

30 Wrap up demonstration and explain that the rest of the
lesson will be spent drawing patterns for students’
preliminary project, wristbands done up with buckles. These
are to be completed in the next week at the same time as
developing plans for students’ final project for the unit.
Teacher: Manage any behaviour issues T
that arise from the transition.
Student: Listening to what has to be
done for the rest of the lesson. Moving
back to their desks.

Resources: Instructions can be written

up on whiteboard.
35 Look at students’ patterns on an individual basis and help
with ideas development. If any are ready this lesson, sign
them off. Help cut out patterns that are ready and help
students with any tools and material related issues they’ve
got.
40 Continue with patterns and starting on projects.
45 Continue with patterns and projects
50 Continue with patterns and projects
55 Continue with patterns and projects
60 Have students pack up tools and their own equipment,
return students’ projects to the class box. Explain what is
expected for next lesson (complete patterns ready to be cut
out and bookmarks if not already handed in) and dismiss.
Teacher: Look out for behaviour S
management issues because you will
be very busy helping and directing.
Student: Work on their patterns.
Resources: Tools and equipment
including cutting tools and students
own stationery and paper, other
leatherworking tools.
Teacher: Helps students and directs. S
Student: Work on patterns and
projects.
Resources: Tools and equipment.
Teacher: Helps and directs. S
Student: Working on patterns and
projects.
Resources: Tools and equipment.
Teacher: Helps and directs. S
Student: Working on patterns and
projects.
Resources: Tools and equipment.
Teacher: Helps and directs. S
Student: Working on patterns and
projects.
Resources: Tools and equipment.
Teacher: Take in projects and direct T
tidy up of workshop. Be sure students
don’t take off before the bell.
Student: Help tidy up the workshop,
hand in their project and pack up their
own books and equipment.
Reflection
The first class only had half of the stitching demonstration delivered because I first
had to teach the previous lesson which they missed as a result of attending a Science
incursion, I was cut off because I hadn’t kept my eye on my watch. The second class
went very smoothly and I refined the stitching demo a bit this time which put me in
good stead for the third class which was the most challenging.

The third class was the last period of the day and the students were very distracted
and this was exacerbated by many outside influences such as noise from the
woodwork class next door and people were coming in and out of the room and not
shutting the door to the woodwork room. However, it ended up being a good
experience because despite all this and despite the fact that parts of the stitching
demo are slow and involve concentrating on very small objects that aren’t
particularly exciting, I was able to maintain the students’ attention and I feel I got all
the content across and they all understood everything I was trying to teach them.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.1.1 Teaching alternative methods which students can choose
from to implement in their project, in which the use of
said techniques will be evaluated for their level of
appropriateness for the project. Teaching the use of
planning for the purpose of delivering the best possible
solution to the design brief.
4.3.1 Teaching a variety of techniques and processes for
students to choose from in their projects.
4.3.2 In a legalistic sense, the safety courses that are part of the
online site study address WHS concerns but every tool
and technique is still taught with attention to all safety
concerns.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards
1.2 Use of demonstrations and student participation instead of lecturing.
2.1 Content taught is directly applicable for preliminary and final project.
3.2 The sequence and timing is informed by what has worked in previous lessons.
4.3 Behaviour management was addressed successfully in the third iteration.
5.1 Questioning for understanding was used extensively in the demonstration.
6.4 Extensive use was made of previous feedback.
7.1 Students made aware of the problematic sustainable status of the focus area
previously.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?

Safety courses are in the online site study. All tools and techniques are taught with
safety considerations addressed.

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.

Stitching information (revision) sheet.

Sewing Leather by Hand – Running Stitch and Double Running Stitch

The Tools

Needles for sewing with leather are different to the sewing needles used with fabrics. When sewing
leather, you have to prepare the seam by punching the holes in advance with an awl. The needles
are not sharp because they do not have to pierce the leather. Leather needles are thicker and have a
larger eye (the hole the thread goes through) than fabric sewing needles.

An awl is a steel spike with a handle. To use an awl, you must place a piece of scrap leather behind
the leather you are punching through to avoid blunting the awl.

An awl and leather with holes punched.

Stitching

Running stitch is a simple “up-down” stitch which you may have used when making your bookmark.

Double running stitch is similar to the stitch a sewing machine makes in fabric. Double running stitch
is essentially running stitch done twice from both sides. It can be done either with two needles at
the same time or it can be done all the way in one direction and then doubled back over itself with
only one needle.