What will students learn about?
Students will learn about Textiles through the study of different focus areas and areas of study. The following focus areas are recognised fields of textiles that will direct the choice of student projects.
What will students learn to do?
Students will learn to select, use and manipulate appropriate materials, equipment and techniques to produce quality textile projects. Students will learn to identify the properties of various textiles as determined by the set tasks.
The use of the computer to record, assist and enhance work produced will be required.
How is this subject assessed?
A range of strategies are used which include progressive assessment of design briefs, experimental work, research assignments and the making of design products.
Students will learn about Textiles through the study of different focus areas and areas of study. The following focus areas are recognised fields of textiles that will direct the choice of student projects.
- Planning and investigating.
- Fibre and thread - knotting, knitting, weaving, sewing, felting, dying.
What will students learn to do?
Students will learn to select, use and manipulate appropriate materials, equipment and techniques to produce quality textile projects. Students will learn to identify the properties of various textiles as determined by the set tasks.
The use of the computer to record, assist and enhance work produced will be required.
How is this subject assessed?
A range of strategies are used which include progressive assessment of design briefs, experimental work, research assignments and the making of design products.
9/10 Textiles.
Levels 9 and 10 Description
In Levels 9 and 10, students use design thinking, design and technologies knowledge and understanding, processes and production skills to produce designed solutions to identified needs or opportunities...
Levels 9 and 10 Content Descriptions
Technologies and Society
Technologies Contexts
Engineering principles and systems
Investigating
By the end of Level 10 students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to create designed solutions. They identify the changes necessary to designed solutions to realise preferred futures they have described. When creating designed solutions for identified needs or opportunities students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for each of the prescribed technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They generate and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce quality designed solutions suitable for the intended purpose.
In Levels 9 and 10, students use design thinking, design and technologies knowledge and understanding, processes and production skills to produce designed solutions to identified needs or opportunities...
Levels 9 and 10 Content Descriptions
Technologies and Society
- Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved(VCDSTS054)
- Explain how designed solutions evolve with consideration of preferred futures and the impact of emerging technologies on design decisions(VCDSTS055)
Technologies Contexts
Engineering principles and systems
- Investigate and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (VCDSTC056)
- Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre (VCDSTC057)
- Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (VCDSTC059)
Investigating
- Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (VCDSCD060)
- Apply design thinking, creativity, innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication(VCDSCD061)
- Work flexibly to safely test, select, justify and use appropriate technologies and processes to make designed solutions (VCDSCD062)
- Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (VCDSCD063)
- Develop project plans to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (VCDSCD064)
By the end of Level 10 students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to create designed solutions. They identify the changes necessary to designed solutions to realise preferred futures they have described. When creating designed solutions for identified needs or opportunities students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for each of the prescribed technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They generate and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce quality designed solutions suitable for the intended purpose.
Students work through the design process on a range of topics outlined in the tasks document. Work is collated electronically and a journal/workbook is produced in the final stages of the unit.
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Investigation/Research = 33%
Designing = 33%
Production/Evaluation = 34%
Designing = 33%
Production/Evaluation = 34%
2019
Week 2.
- Health and Safety.
- Workbook and storing work.
- Structure of the way things work.
- Terminology and references
- Class requirements. What needs to be done! The quality of your work!
1. Creating a knotted 6 strand friendship bracelet.
*****This is much harder to undo!********
Refer to your workbook for diagrams!
*****This is much harder to undo!********
Refer to your workbook for diagrams!
A really great site with lots of different patterns for many types of friendship bracelets.
http://friendship-bracelets.net/
http://friendship-bracelets.net/
2018
Design, decorate and present a felt item that serves a direct purpose.
- Define the item that you intend to make.
- Find images that reflect ideas you wish to combine to make your own item.
- Outline and trial materials you could use.
- Refine and plan your final piece.
- Construct your item.
- Evaluate your item.
2016
Design Brief: Nature/Willow weaving.
*This was set at the start of term 3 and is still not done so is now homework!
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Stella & Rhiannon's Yoyo purses.Well done girls. You should be proud of your efforts.
Design Brief: YOYO coin Purse.
(I have the metal purse frame for this and also some 8.5cm half circle frames for larger purses once you have made the small coin purse. Investigate a find a pattern for an 8.5cm half round framed purse.) Design Brief: Larger Purse.
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Stella & Rhiannon make yo-yos.
Design Brief: Kumihimo.
Ask a teacher if you can watch the Youtube video I have posted here. Or watch at home! |
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Design Brief: Dying
Ask a teacher to view the youtube videos below.
- Find and include information on how to use procion dyes in your visual diary. It will be important that you understand the whole process to dye your materials.
- Include some of the various dying techniques that these dyes can be used for.
Ask a teacher to view the youtube videos below.
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Design Brief: Patchwork.
- Research and present some ideas for patchwork pieces. Include some history of patchwork.
- Find and present information on completing a small patchwork piece of 30cm by 30cm. Please make sure it is not too complicated.
- Present a pattern and materials list. *You will be required to use a dyed piece of fabric in your piece.
Design Brief: Tote Bag.
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Other tasks I have planned for you include.....felting (nuno felting?), crochet, making small felt objects. Look at my Pinterest Textiles board.
If you do a lot of research on these things now you will be able to go straight on to making when I get back and get materials sorted for you! Remember, if you come up with something of your own you want to make as well and it is properly presented and researched in your work book, I will consider if it is suitable for you to make!