Jasmine Reid 18342026 – Secondary Curriculum 1B – Assessment 2

1. Rationale:

This Unit of work has been designed for an independent private school in Sydney’s South West- Macarthur Anglican School. The class consists
of 10 students, 8 female, 2 male. A few of the students tend to be distracted when they work next to each other or together so sometimes they
benefit from being separated. One of the male students is on the Autism spectrum in the mild form of Aspergers. He does not have a problem
retaining new information and is a perfectionist- this can sometimes be problematic when he feels the need to keep changing things in order to
achieve perfection and also when working in groups he struggles to receive other team members inputs. One female student has ADHD- she has
been prescribed medication but sometimes forgets to take it so occasionally acts out. In order to cater to the needs of these students I have taken
the following approaches to ensure student engagement, differentiation and inclusion.

In the unit of work, choice theory has been included in order to cater to all students. The unit of work is highly based on practical lessons in
order for the students to demonstrate competence in the production of their textile project to completion. William Glasser’s Choice theory is
“based on the notion that all behaviours are an individuals best attempts to satisfy present and future needs… in the educational context, it is
primarily a preventative approach to classroom management that guides teachers to lead, rather than dominate.” This allows the teacher for this
unit of work to establish positive student teacher relationships that lead to mental wellness, allowing students to ask questions about the work,
for the teacher to give constructive feedback and for the student to choose which aspects of their project need the most improvement. (De
Nobile, Lyons, Arthur-Kelly, 2017)

Another approach that this unit of work was design with in mind is an inquiry-based learning (IBL) approach. This IBL approach adopts the
main notions of choice theory and elevates it, prompting the student’s curiosity and stimulating students to take control of their learning in the
classroom. (Spronken-Smith, Bullards, Ray, Roberts & Keiffer, 2008) The unit of work presents students with tasks that encourage the use of
prior knowledge as well as challenging them to research for new knowledge, ultimately developing skills such as critical inquiry. (Ciardiello, as
cited in Spronken-Smith at al, 2008) This is demonstrated through a number of activities in the unit of work, some being the mind map tasks,
where students are prompted to use their existing cultural knowledge to recognise and list any culturally derived textile styles found in their
homes and use this to inspire their design idea development process. Another activity that uses this approach is the Textiles and Society
worksheet activity, where students are prompted to explore the needs and wants of textiles in a societal context using prior knowledge as well as
Internet research. They explore the design factors and the consideration of the balance of aesthetics and function to make appropriate
considerations for their design and future designs.

These approaches allow the students to meet the requirements of the syllabus and also the cross curriculum priorities to ultimately develop the
skills and show competence in the completion of textile projects from design, to the selection of materials and equipment, though to production
and the evaluation of quality.
Pre Service Teacher: Jasmine Reid Date modified: 16/3/2020
Secondary Curriculum 1B – TAS Lecturer: Jaison Varkey
1
 Subject Textiles Technology Stage 4 5
School Logo
Title of
Tote bag adaptation Year 7 8 9 10
Unit

Unit Design Brief: You are required to create a tote bag from a woven fabric of your choice but
Duration: 6 weeks
Rationale/Teacher this fabric of choice must be embellished/ adapted/ or added to in some way. You must
background explore fabric embellishments such as dying, embroidery, printing etc.

Assessment 1: Due week 6- Fully realised Textiles item (Tote bag)

Assessment:
Assessment 2: Due week 6- Mini Folio document
* Safety test must be completed by week 2
Resources:
w

Listed below.

Outcomes: Cross Curriculum Priorities General Capabilities ICT

 Explains the properties and performance of a range of -Students use critical and creative thinking
textile items TEX5-1 as they pose questions, make predictions,
 Justifies the selection of textile materials for specific end engage in firsthand investigations, design
uses TEX5-2 projects, solve problems and make evidence-
 Generates and develops textile design ideas TEX5-4 Students are required to based decisions.
 Investigates and applies methods of colouration and consider environmental, social, - Students learn about intellectual property, Students will utilise their
cultural and economic systems including Indigenous cultural and personal iPads and
decoration for a range of textile items TEX5-5
and their interdependence. intellectual property and the protection of Chromebooks in completing
 Analyses the influence of historical, cultural and cultural knowledge and designs. Students tasks, worksheets and
contemporary perspectives on textile design, construction are encouraged to demonstrate ethical digital activities in Google Classroom.
Students examine how textile
and use TEX5-6 designers and manufacturers citizenship, follow social and ethical Using the iMac, students will
 Critically selects and creatively manipulates a range of consider environmental issues in protocols and understand the need to protect demonstrate their skills in
textile materials to produce quality textile items TEX5-9 the designing and producing of data and intellectual property. Adobe Photoshop and
textile items and the impact - The study of textiles in society provides Illustrator.
 Selects appropriate techniques and uses equipment safely
textile production has on the students with opportunities to explore
in the production of quality textile projects TEX5-10
environment. textiles from a number of different cultures
 Demonstrates competence in the production of textile as they examine design characteristics of
projects to completion TEX5-11 specific groups. This enhances their
understanding, appreciation and acceptance
of people from different racial and ethnic
backgrounds

HOT WORDS PLEASE CIRCLE
Analyse, Appreciate, Assess, Compare,
Contrast, Demonstrate, Describe, Discuss,
Evaluate, Examine, Explain, Identify,
Investigate, Justify, Outline, Propose, Recall,
Recount, Summarise, Synthesize
Lesson Outcomes
Week 1 TEX5-6 Analyses the
Lesson 1 influence of historical,
cultural and contemporary
perspectives on textile
design, construction and use
Related Life skills outcome:
TEXLS-3
explores factors that
influence textile design
Literacy and Numeracy
Adjustments
Literacy Skills Numeracy skills
Students will measure and calculate metre
age of fabrics used as well as assessing
Students will evaluate their understanding
measurements on pattern work.
of the design brief & will measure it against
The cost of the textile item will be calculated
a criteria.
Students will present information in their based of the materials used as well as
manufacturing time etc.
design portfolio.
Syllabus Teaching/Learning Experiences/ Instruction and
Resources/ICT
content/Objectives assessment
- Assessment task introduction and breakdown. -Assessment task
 Knowledge and Encourage students to make notes on the notification sheet-
understanding of the
notification sheet printed and uploaded to
significant role of textiles for
the individual consumer and - Show industry design examples powerpoint google classroom
for society - Show different types of embellished textiles. -Powerpoint
 Cultural knowledge Eg. Embroidery, beading, printing, dying https://www.youtube.com/watch?
v=4sH8P421Lbk
 Literacy - Video – “Travelling with Cloth”
 ICT -Interactive whiteboard
- Travelling with Cloth worksheet- answering mind map app
short answer questions about the video
- “So you think you can
- Brainstorm activity to encourage student’s Design?!”
cultural knowledge and appreciation. Ask
- www.kahoot.it
students to share with the class different types - Game pin:
of textiles or embellishments from their culture 7585351
or that they may have seen in their homes or
family members homes. Put information into
mind map.
- Formative assessment: Kahoot quiz to find out
about students prior knowledge in relation to
textiles as a whole.
o “So you think you can Design?!”
o www.kahoot.it
o Game pin: 7585351
Week 1 TEX5-4 Generates and
Lesson 2 develops textile design ideas
TEX5-5 Investigates and
applies methods of
colouration and decoration
for a range of textile items
TEX5-8 selects and uses
appropriate technology to
creatively document,
communicate and present
design and project work
Related Life skills outcome:
TEXLS-4
gathers and uses
information for design
purposes
TEXLS-5
uses a variety of
techniques to present
design ideas and
solutions
Week 1 TEX5-4
 knowledge and
understanding of, and
skills in design for a range
of textile applications
 skills in the critical
selection and proficient
and creative use of textile
materials, equipment and
techniques to produce
quality textile items
 ICT
 Literacy
 Scaffolding
 knowledge and
- Present examples of mood boards and how to - Google
create a successful mood board via powerpoint Classroom
on classroom projector - Mood board
- Create a mood board activity- using devices template
(ipad, laptop or other) download mood board - PLAN B: printed
template from Google classroom. Research and mood board
include in mood board a range of colours, template,
textures, embellishment and lifestyle images magazines,
that students think they may like to use for their scissors, glue
project. - Sketch template
- Design generation activity- using inspiration - Guess the fabric
from the mood board created students must worksheet
now generate design ideas in the form of - Fabric swatches
thumbnail sketches on the sketch template
sheet provided.
o Identify aesthetic and functional
performance
- Guess the Fabric activity- students to assign the
fabric to the designated categories. Teacher to
confirm correct answers before the students
stick the fabric on the sheet. Under each swatch
students are to write one thing that this type of
fabric could be used for. For example, under a
neoprene sample students could write, it could
used for a wetsuit
- Fabric durability activity: students will test and
identify the durability and properties of the fabrics
in groups. Groups to be established before
entering the classroom at beginning of lesson to
avoid disruption.
- Class discussion: Factors that can influence - Safety quiz-
Lesson 3 generates and develops
textile design ideas
TEX5-3
explains the creative
process of design used
in the work of textile
designers
TEX5-7
evaluates the impact of
textiles production and
use on the individual
consumer and society
Related life skills outcome:
TEXLS-3
explores factors that
influence textile design
TEXLS-2
evaluates the design of
clothing and household
items in terms of
function and aesthetics
TEXLS-7
demonstrates safe
practices in the use of
equipment and the
implementation of
techniques
Week 2 TEX5-1 Explains the
Lesson 1 properties and performance
of a range of textile items
TEX5-5 Investigates and
applies methods of
understanding of, and
skills in design for a
range of textile
applications
 knowledge and
understanding of the
significant role of
textiles for the
individual consumer
and for society
 ICT
 Differentiation
 Cultural knowledge
 knowledge and
understanding of, and
skills in design for a range
of textile applications
 skills in the critical
selection and proficient
design Kahoot
 Teacher explains to the class - Plan B: Printed
where she gets inspiration. version of safety
 Class discussion: students must quiz
name one item of inspiration for -
their design ideas so far.
- Design inspiration from non-fashion objects
activity.
o Students are shown non fashion stimuli
eg architecture, furniture, nature and
must use shape, form, colour, line to
create a number of small thumbnail
designs, one for each stimulus image on
the template provided. 4 drawings total.
- Textiles and Society worksheet
o Focusing on knowledge and
understanding of textiles and society
and the context of this project.
o Function and Aesthetics
- Safety Test- students must successfully pass
safety quiz on KAHOOT so teacher can see
answers and can confirm students have
answered questions correctly. Teacher to
discuss as a class any answers that multiple
students answered incorrectly- important to not
point out who answered incorrect.
- www.kahoot.it or kahoot app.
- Game pin: 4288479
- CASE STUDY: Properties of Wool online activity - https://
o https:// www.woolmarkl
earningcentre.co
www.woolmarklearningcentre.com/
program-library/fundamentals- m/program-
program/wool-appreciation-course/ library/
 colouration and decoration
for a range of textile items
TEX5-10
selects appropriate
techniques and uses
equipment safely in the
production of quality
textile projects
Related life skills
outcome:
TEXLS-3
explores factors that
influence textile design
TEXLS-1
selects fabrics, yarns
and fibres appropriate
to intended use
Week 2 TEX5-10 selects appropriate
Lesson 2 techniques and uses
equipment safely in the
production of quality textile
projects
TEX5-9 Critically selects
and creatively manipulates a
range of textile materials to
produce quality textile items
and creative use of textile
materials, equipment and
techniques to produce
quality textile items
 ICT
 Literacy
 knowledge and
understanding of, and
skills in design for a range
of textile applications
 skills in the critical
selection and proficient
and creative use of textile
materials, equipment and
techniques to produce
quality textile items
 ICT
o Module 1: What is wool? fundamentals-
o Module 2: Introduction to wool program/wool-
appreciation-
 Wool Fibre
 How does wool fibre compare? course/
 Fibre measurements and grades - Knitted vs
woven fabrics
- Knitted vs Woven fabrics case study worksheet worksheet
activity- students log in to google classroom - Embroidery
and use google sheets to collaboratively sampler
research and answer short answer questions - Google
- Class discussion on Knitted vs Woven fabrics Classroom
and their end uses - Fabric- Hessian
- Embroidery sampler activity- teacher guides - Needles
students through a variety of embroidery - Threads
stitches. Walk around the classroom to each - Embroidery rings
student to make sure they all understand and at
the same pace. Explain each stitch in great
detail, slowly, step by step.
- Have students enter classroom giving them - https://
each a number, this will be their group number www.youtube.c
for the group activity later in the lesson. om/watch?
Organising the groups initially avoids disruption v=BeX70UI30i0
later and gives students collaboration - Fabric
opportunity and opportunity to expand views embellishments
and creativity. information/
- Teacher tutorial/ class discussion on fabric tutorial sheet
embellishments in detail. Main topics: - Fabric
Embroidery, fabric manipulations such as - Thread
 TEX5-5 Investigates and
applies methods of
colouration and decoration
for a range of textile items
TEX5-3
explains the creative
process of design used
in the work of textile
designers
 Collaboration ruffles, pintucks etc, & Tie Dye - Needles
o VIDEO: - Sewing Machine
https://www.youtube.com/watch? - Dye
v=BeX70UI30i0 - Buckets
- Group practical work- 3 groups participating in 3 - Water
different activities then moving to next station: - Clothes line
o Station 1: Tie Dye - Iron & board
o Station 2: Fabric manipulations - Rubber bands
o Station 3: Embroidery - Rubber gloves
- Newspaper

Related life skills

outcomes:
TEXLS-5
uses a variety of
techniques to present
design ideas and
solutions
TEXLS-6
demonstrates skills and
techniques in the
context of a textiles
project

Week 3 TEX5-3
Lesson 1 explains the creative
process of design used
in the work of textile
designers
TEX5-5
investigates and applies
methods of colouration
and decoration for a
range of textile items
 knowledge and - Prepare fabric swatches from last lesson and - Fabric
understanding of, and attach them to the fabric manipulation sample manipulation
skills in design for a template. Write an explanation of the sample template
fabrication and the manipulations. sheet
range of textile
- Batik activity- teacher tutorial on how to do - Sketch template
applications
Indonesian Batik- - Fabric
 Cultural knowledge
o students recall information they learned - Dye
 Differentiation in week 1, lesson 1. - Wax
o In two groups, one group of students - Hotplate
will create a number of batik designs - Bucket
 while the other group create thumbnail - Brushes
Related life skills sketches of design ideas for their final - Batik tool
outcomes: project- students need to finalise designs - Newspaper
TEXLS-6 by next lesson. - Rubber gloves
demonstrates skills and
techniques in the
context of a textiles
project
TEXLS-7
demonstrates safe
practices in the use of
equipment and the
implementation of
techniques

Week 3 TEX5-3  knowledge and - Each student will need to complete the final - iron
Lesson 2 explains the creative understanding of, and step in batik design (ironing wax away), then - ironing board
process of design used skills in design for a place samples in their template in their portfolio - newspaper
in the work of textile for marking - scissors
range of textile
designers - Reflective journal activity - double sided
TEX5-4 applications
o Students are to write a reflective journal tape
generates and develops  Literacy
entry on their experience with batik - Fabric
textile design ideas  ICT dyeing. manipulation
o Areas that should be included in the template sheet
journal entry are any strengths and - Reflective
Related life skills weaknesses as well as anything that the journal entry
outcomes: student might change if they were to do template
TEXLS-5 the activity again. - Design sketch
uses a variety of o Submit to Google Classroom week 3 template
techniques to present folder for marking. - Final design
design ideas and - While the students are completing this portfolio template
solutions task the teacher will give one on one feedback - Google
TEXLS-6 on their design sketches and they will decide classroom
demonstrates skills and together on the most effective design that they
techniques in the should complete for their project.
 context of a textiles - Once students have chosen a thumbnail design,
project teacher will hand them a final design template
where they will present their final design in
detail with annotations. This will be placed in
portfolio for marking.
- For any fast finishers, they can continue
creating sample experimentations of the
embellishments they will use for their final
design.
Week 3 TEX5-12  knowledge and skills - CASE STUDY: Indigenous “Dilly Bags” - READING
Lesson 3 evaluates textile items to evaluate quality in o Video: MATERIAL:
to determine quality in the design and https://www.youtube.com/watch? http://www.aboriginalc
their design and v=L9SLmcKYeiQ ulture.com.au/bags_bas
construction of textile
construction o Open discussion for any student kets.html
TEX5-6 items
questions - VIDEO:
analyses the influence  knowledge and
 understand ethical responsibilities https://www.youtube.c
of historical, cultural understanding of the om/watch?
surrounding intellectual property,
and contemporary significant role of
including Indigenous cultural and v=L9SLmcKYeiQ
perspectives on textile textiles for the
intellectual property, for example: - QUIZ & MODULE:
design, construction
individual consumer https://study.com/acade
and use  Aboriginal ownership of
TEX5-2 and for society my/lesson/aboriginal-
cultural knowledge, eg
justifies the selection of  knowledge and textiles.html
images, artwork - Indigenous dilly
textile materials for understanding of the
specific end uses  inappropriate use of bags activity
properties and
designer brands and logos sheet
performance of
- Google
textiles
Related life skills o Students to download “Indigenous Dilly classroom
outcomes:  ICT - Fabric handling
Bags” activity worksheet from Google
TEXLS-3  Literacy classroom. activity sheet
explores factors that  Cultural knowledge o Students must include images from their - Interactive white
influence textile design  Indigenous research on the listed websites on the board
TEXLS-2 - Mind map app
knowledge worksheet
evaluates the design of - Google
 Textile and o All answers to the questions are found
clothing and household classroom
items in terms of sustainability from the video shown.
 function and aesthetics
TEXLS-1
selects fabrics, yarns
and fibres appropriate
to intended use
appreciation o Submit to google classroom for marking - https://
- Fabric handling activity: Student’s handle and study.com/
examine a variety of textile items, including academy/
bags of construction types practice/quiz-
o Students discuss characteristics of the worksheet-what-
fabrics and end-use suitability is-sustainability-
o Identify and classify a range of fabric in-textiles.html
types through a mind map on interactive
white board then also using provided
worksheet.
- Using the information from the fabric handling
activity students must recall the new
information and make an informed decision on
which fabric they must use for their design
project. Teacher assists students and confirms
with them the fabric they will be using before
commencing next lesson.

Week 4 TEX5-8  skills in the creative - Time action plan activity: Students must create - Time action plan
Lesson 1 selects and uses documentation, an estimated time management journal to Template
appropriate technology communication and ensure they meet their goals each lesson in - Google
to creatively document, order to stay on track to create a quality textile classroom
presentation of design
communicate and item. - Patterns
present design and ideas
o After each lesson, for homework, - Pencil
project work  skills in the critical
students must list the progress they - Pins
TEX5-10 selection and
made in that lesson and list anything - Fabric scissors
selects appropriate proficient and they missed out on and how they aim to - Paper scissors
techniques and uses creative use of textile catch up to complete project on time - Tailors chalk
equipment safely in the
materials, equipment o They list any hurdles they encounter and - Weights
production of quality
textile projects and techniques to the things they did to overcome these - Ruler
TEX5-9 produce quality hardships. - French curve
critically selects and textile items o Submit to Google Classroom each week. - Fabric
creatively manipulates a  knowledge and - Interpret, modify and use commercial patterns. - Notcher
range of textile understanding of the Include fabric requirements, pattern markings - Drill hole
 materials to produce significant role of and layout. - Costing sheet
quality textile items textiles for the o Assist students in any minor template
TEX5-7 individual consumer modifications they may want to make to
evaluates the impact of the pattern ie shape, size, strap length
and for society
textiles production and - Cutting the fabric using the modified pattern.
use on the individual  ICT
o Ensure students are using the least
consumer and society  Literacy
amount of fabric possible- explain that
 Numeracy this is a more sustainable and cost
Related Life skills  Sustainability effective way of creating design projects.
outcomes:
TEXLS-4 - Download from Google classroom the costing
gathers and uses sheet template and fill in the box indicating how
information for design much main fabric was used in metres. (calculate
purposes quantity and cost of requirements for a textile
TEXLS-6 item.)
demonstrates skills and
techniques in the
context of a textiles
project
TEXLS-9
applies appropriate
evaluation techniques to
a textiles project

Week 4 TEX5-2  knowledge and - Class discussion: Show samples of edge finishes - Samples of edge
Lesson 2 justifies the selection of understanding of the and closures to students that they may want to finishes
textile materials for properties and use in their design project. These may include: - Fabrics
specific end uses o Over-locking - Sewing machine
performance of
TEX5-9 o Rolled hem - Threads
critically selects and textiles
o French seam - Needles
creatively manipulates a  knowledge and
- Applique
o Pinking shears
range of textile understanding of, and
o Buttons - Beads
materials to produce skills in design for a
o Zipper - Dye
quality textile items range of textile o Hook and eye - Rubber bands
TEX5-5
applications o Snap fastening - Bucket
investigates and applies
 skills in the critical
 methods of colouration selection and o Lacing - Newspaper
and decoration for a proficient and  Students must identify which - Gloves
range of textile items creative use of textile would suit their design and time - Paint brushes
TEX5-3 line best. - Wax
materials, equipment
explains the creative - While pattern pieces are still apart students - Iron
process of design used and techniques to
produce quality must add their embellishments or adaptations - Ironing board
in the work of textile to correct pieces on the right sides of the fabric. -
designers textile items
Doing this prior to constructing the garment
 Sustainability makes it easier to access the correct part of the
Related life skills  Quality
outcomes: item and allows for any mistakes to be easily
 Presentation skills rectified.
TEXLS-8
undertakes textiles - Students start their fabric manipulations and
projects adaptations
TEXLS-6 -
demonstrates skills and
techniques in the
context of a textiles
project
TEXLS-7
demonstrates safe
practices in the use of
equipment and the
implementation of
techniques

Week 5 TEX5-9  knowledge and - Check in with each student on their plan of - Google
Lesson 1 critically selects and understanding of the action and see what areas they may need classroom
creatively manipulates a properties and assistance in - Plan of action
range of textile - Class discussion to recall new information template
performance of
materials to produce - Students continue with their fabric adaptations. - Order of
quality textile items textiles
- Fast finishers will start with the construction of assembly
TEX5-5  knowledge and
their item using joining techniques and edge template
investigates and applies understanding of, and finishes - Pens
methods of colouration skills in design for a o Students must take note of an order of - Paper/notebook
 and decoration for a range of textile assembly- template will be given to them - Sewing machine
range of textile items applications to fill out- found on Google classroom. - Patterns
TEX5-3  skills in the critical To keep notes during their practical time, - Fabric
explains the creative encourage them to keep a notebook and - Scissors
selection and
process of design used pen next to their work station and write - Thread snips
in the work of textile proficient and
each step down - Cotton
designers creative use of textile
o Students must include a photo-story in - Needles
materials, equipment
their portfolio- they must take photos to - Machine feet
and techniques to record the construction of their bag.
Related life skills produce quality
outcomes: Template found in Google Classroom
textile items
TEXLS-6
demonstrates skills and  Literacy
techniques in the  ICT
context of a textiles
project
TEXLS-7
demonstrates safe
practices in the use of
equipment and the
implementation of
techniques
TEXLS-8
undertakes textiles
projects
TEXLS-9
applies appropriate
evaluation techniques to
a textiles project

Week 5 TEX5-9  skills in the critical - Knowledge and understanding check in: - Textiles and
Lesson 2 critically selects and selection and - Textiles and Society worksheet society
creatively manipulates a proficient and o Focusing on knowledge and worksheet
range of textile understanding of textiles and society - Google
creative use of textile
materials to produce and the context of this project. classroom
quality textile items materials, equipment
o Factors that can influence design - Sewing machine
 TEX5-7 and techniques to  Teacher explains to the class - Threads
evaluates the impact of produce quality where she gets inspiration. - Needles
textiles production and textile items  Class discussion: students must - Machine feet
use on the individual name one item of inspiration for - Fabric
 knowledge and
consumer and society their design. - Thread snips
understanding of the
- Students continue with their practical work. - Fabric scissors
significant role of
- Ensuring they continue with their Order of - Tailors chalk
textiles for the
Assembly and their Plan of Action - Pins
Related life skills individual consumer
outcomes: and for society
TEXLS-4
 Literacy
gathers and uses
information for design  ICT
purposes  Numeracy
TEXLS-5
uses a variety of
techniques to present
design ideas and
solutions
TEXLS-3
explores factors that
influence textile design
TEXLS-8
undertakes textiles
projects

Week 5 TEX5-12  knowledge and - Costing Sheet finalisation activity - Costing Sheet
Lesson 3 evaluates textile items understanding of the o By this point in time students should be template
to determine quality in properties and coming close to finalising their garments - Plan of action
their design and so now is a good opportunity to assist in template
performance of
construction filling in their costing sheet with each - Order of
TEX5-2 textiles
item they used and the labour time to assembly
justifies the selection of  knowledge and skills
calculate a recommended retail price - Google
textile materials for to evaluate quality in
(RRP) Classroom
specific end uses the design and - Check in: One on one check in on progress on - Sewing/studio
construction of textile garment and portfolio as well as Plan of Action equipment
 items and Order of Assembly
Related life skills  Literacy - Give students choice on what they would like to
outcomes: work on in the lesson. Explain to use the time
 Numeracy
TEXLS-4 wisely on what they need the most assistance
gathers and uses  ICT
on- theory or practical work.
information for design  Sustainability
purposes
TEXLS-5
uses a variety of
techniques to present
design ideas and
solutions
TEXLS-3
explores factors that
influence textile design
TEXLS-8
undertakes textiles
projects

Week 6 TEX5-9  skills in the critical - Check in on each student’s progress - https://
Lesson 1 critically selects and selection and - Students continue with their textile project www.youtube.c
creatively manipulates a proficient and - While students continue to work on their om/watch?
range of textile projects play educational video in the v=2qntqfl6ODw
creative use of textile
materials to produce background: - Sewing studio
quality textile items materials, equipment
o “15 things you didn’t know about the equipment
TEX5-11 and techniques to
textiles industry”
demonstrates produce quality
https://www.youtube.com/watch?v=2qntqfl6ODw
competence in the textile items o Students recall new information at end
production of textile  ICT of lesson- each lists one thing they
projects to completion
 Sustainability remember from video before exiting.
 Literacy
Related life skills
outcomes:
TEXLS-3
explores factors that
 influence textile design
TEXLS-8
undertakes textiles
projects

Week 6 TEX5-11  skills in the critical - Finalise Plan of action and Time action Plan - Google
Lesson 2 demonstrates selection and o Identify estimated times versus actual classroom
competence in the proficient and time. - Submission box
production of textile - Students finalise practical project and portfolio - Submission slip
creative use of textile
projects to completion before submitting by the end of the lesson. - Sewing studio
TEX5-12 materials, equipment
- Submit portfolio both printed and uploaded to equipment
evaluates textile items and techniques to
Google Classroom
to determine quality in produce quality
- Submit photos of Textile Item to Google
their design and textile items Classroom and item in submission box in studio
construction  knowledge and skills - Both Student and teacher sign submission slip
to evaluate quality in upon exiting
Related life skills
outcomes: the design and
TEXLS-8 construction of textile
undertakes textiles items
projects  Literacy
TEXLS-9  Numeracy
applies appropriate
evaluation techniques to  ICT
a textiles project
3. Range of resources:

Mood Board Template:

Guess the fabric worksheet:
Fabric durability template:
Development of ideas sketch template:
Costing Sheet Template:
Woolmark Education centre modules: Wool Case Study
Time action plan: Students are to adapt to their design project and their due date
Online interactive quizzes with module information:
Exit Slip:
Video resources:
4. Assessments:
Formative assessment- lesson 1- Kahoot:
Safety Quiz- Kahoot:
Formative assessment: Knowledge and Understanding
References:

De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive learning environments (1st ed.). South Melbourne: Cengage Learning Australia.

NESA. (2019). NSW Syllabus for the Australian Curriculum- Textiles Technology Years 7-10. NESA.
Board of Studies NSW. (2003). Syllabus- Textiles Technology Years 7-10.

Spronken-Smith, R., Bullard, J., Ray, W., Roberts, C., & Keiffer, A. (2008). Where Might Sand Dunes be on Mars? Engaging Students through
Inquiry-based Learning in Geography. Journal Of Geography In Higher Education, 32(1), 71-86. doi: 10.1080/03098260701731520

Wool appreciation course. (2020). Retrieved 27 April 2020, from https://www.woolmarklearningcentre.com/program-library/fundamentals-

program/wool-appreciation-course/

Aboriginal Culture - Bags, Baskets, and Containers. (2020). Retrieved 27 April 2020, from
http://www.aboriginalculture.com.au/bags_baskets.html

Exit Slips. (2020). Retrieved 27 April 2020, from https://readingstrategiesmsu.weebly.com/exit-slips.html

Study.com (2020). Retrieved 27 April 2020, from https://study.com/academy/lesson/aboriginal-textiles.html

https://study.com/academy/practice/quiz-worksheet-what-is-sustainability-in-textiles.html

Alux.com (2018) 15 Things You Didn’t Know About The Textile Industry. Retrieved 20 April 2020, from https://www.youtube.com/watch?
v=2qntqfl6ODw

Culture: Textile (2016). Natural Culture: Dayak Ikat Weaving- Indonesia. Retrieved 20 April 2020, from https://www.youtube.com/watch?
v=4sH8P421Lbk

The Woolmark Company (2020) Digital Printing on Wool with Think Positive Prints. Retrieved 20 April 2020, from
https://www.youtube.com/watch?v=BeX70UI30i0

Simpson Marketing (2013) Traditional Basket Weaving with Rhonda Brim. Retrieved 20 April 2020, from https://www.youtube.com/watch?
v=L9SLmcKYeiQ

Kahoot Quiz. Retrieved from www.kahoot.it