Year 12: 2014 - Stitching up Textiles - Home · Web viewPower point presentation on dominance and difference Students learn about decision making relating to the selection and production

Unit plan: “Fashion Drab to Fashion FAB!”

Unit Topic: Sustainable Fashion Length of Unit: 10 weeks Year Level: 12

CONTEXTSchool: Fashionista State School is a co-educational high school, teaching years 7 -12, with 423 enrolments. The campus is located in a rural town. There are three primary feeder schools within the shire. The school has a diverse enrolment of students from farming families and local business owners. The school’s motto is “Achieve Believe Succeed”. The school offers school based traineeships and certificates in Hospitality, Agriculture and childcare, and saw all Year 12 leavers graduate with an OP or a certificate equivalent for the previous year.

Students: There are 18 students enrolled in Home Economics, all of which are girls. Fourteen of the students are OP eligible.

Special Events: As part of this unit students will have the opportunity to enter their final products into the local show under the ladies auxiliary section of “Machine Sewing” division – any garment item. This experience will encourage students to participate in community events.

Staff: The teaching staff for Home Economics is 1 full time teacher and a part time teacher aid for the practical lessons.

Desired resultsOverview of the UnitGlobal warming is an issue that is represented in many different ways and the issue of sustainability will be covered in this unit in the form of sustainable

fashion and also focuses on the dominance and difference of how and where the clothes we buy are made. This unit will inspire original ideas to produce

fashionable garments that are environmentally and socially sustainable. Students will investigate issues relating to fashion and who and where it is produced,

and be informed about the way fashion has evolved. Students will explore how fashion as a choice is determined through the integration of the following —

culture, history, function, economic considerations, personal taste, peer group, availability and trends (QSA, 2010). Students will use this knowledge when

considering choices when producing their original garment form recycled clothes.

During the first weeks of this unit students will study the trends in fashion over the last 150 years and what has influenced the changes. Students will learn

and understand about how different fabric behave when considering the fabric function and suitability for garment type. Students will follow on with learning

about design and the elements of design and how they are used in fashion. Students will produce an original design for an up-cycled garment and will learn

how to draft and style patterns to suit their designs.

Common Curriculum Elements (CCEs):

Generalising from information Comparing, contrasting Judging/evaluating

Pedagogical frameworkThis unit will be using the de Bono thinking hats frameworks and will be using visual aids in the classroom in the form of posters and six different hats in the colours to be worn by students during class discussions. Students will be encouraged to colour code their ideas in the process journals.

Students will know thatObjectivesDimension 1 – Knowledge and Understanding

recall and describe facts, definitions and procedures relating to the key concepts across the areas of study

explain and apply key concepts in a range of situations

Students will be able to

Dimension 3 – Practical Performance develop and refine practical skills to produce products for an intended

purpose plan, manage and reflect on processes.

Dimension 2 – Reasoning and communication synthesise and evaluate evidence to justify conclusions or solutions

Assessment evidence

Assessment Tasks Criteria (from the syllabus)

Formative:Written testThis assessment will be assessing dimension 1: Knowledge and understanding and dimension 2: Reasoning and CommunicationTest in week 5. The short answer test will be focused

fabric properties fabric selection for different garments historical events that changed fashion the purpose of fashion and clothing

description of a comprehensive range of significant facts, definitions and procedures relevant to key concepts across the areas of study

thorough explanation and application of relevant key concepts in a range of situations.

effective use and sustained control of communication using appropriate modes and language for the intended purpose and audience.

Summative:Practical assessment.This assessment will be assessing Dimension 1: Knowledge and Understanding and Dimension 3: Practical Performance and some aspect of dimension 2: Reasoning and Communication

Final product – Recycled garment in addition with Process journal Research journal

refined variety of practical skills and a quality product that enhances the intended purpose

thorough planning, effective and efficient management and perceptive reflection

synthesis and discerning and detailed evaluation of evidence, justification of valid and supported conclusions or solutions

Learning plan

Learning Experience 1 Length: 2 weeks Topic and alignment to objectives: Dimension 1:Knowledge and UnderstandingUse of textiles is relative to their physical properties. Functional and aesthetic qualities can ensure optimum selection, use and care of fibres and fabrics.

ACTIVITY (S):What will the students do?

TEACHING STRATEGIES aligned to activities:

What will the teachers do?

Underpinning pedagogical strategies aligned to activities Resources

CCEs ICT Optional Other

Students will learn that fabrics made from a variety of fibres and construction methods are suitable for a range of uses.

Student will take notes on how the fleece is made. Students will complete a table of what fabrics are made from what and include samples

Teacher will introduce the unit and give definition of fashion“Fashion is a general term meaning clothing that is popular during the time it's worn” (Loscheck, 2009, p25)Teacher will inform students on how fabrics are produced. Teacher will have raw fibres for students to examine.

Teacher will ask students to write down in their research journals what they think polar fleece from. Teacher will read pages from “Made on Earth, What we wear, Where it comes from and Where it goes.”

Teacher will ask students to look at the

Generalising from information Understanding how

and fabrics are produced and what they are made from

Power point presentation of how a polar fleece jumper is made

De Bono BLUE hat teacher will wear

the “blue” hat while instructing students

students will be given the opportunity to wear the “blue” hat when expressing ideas about the facts they have just learned

teacher will encourage students to makes note of the “blue” hat when writing notes in process or research journal

Computer, power point presentation

Fibre samples Cotton bush Crude oil WoolFabric samples Wool Cotton Fleece Acetate Polyester Nylon

garment labels of example jumpers. Ask question “Did you know polar fleece was made from crude oil?”

Students will learn that fabrics and textile products are selected for use through the consideration of the fabric properties and structure, fibre type, price, care and laundering recommendations, and suitability for design

Teacher will ask students to identify different fabrics, and ask “what fibres do you think they are?” teacher will ask students to glue fabric samples into research journals and label the samples accordingly

Comparing, contrasting Students will compare

the fabrics and identify the differences in appearance, texture, weight. Students will take notes in research journal on the differences

Students will be able to interpret garment labeling identifies selection, use and care

Students will take notes in journals about the fabrics

Teacher will have fabric samples and question students on how to clean the fabrics. Ask the question,” do you think all fabric can be washed the same way ?” and “Why?” teacher and students will conduct experiments washing the fabrics.

Judging and Evaluating students will

understand the importance of correct care instructions for different fabrics.

De Bono WHITE hat Teacher will wear

the “white” hat the importance of thinking about the information

Students can wear the hat when expressing ideas about fabric and garment type

Fabric samples Wool Cotton Fleece Acetate Polyester NylonWashing powder

Learning Experience 2 Length: 2 weeks Topic and alignment to objectives: Dimension 1:Knowledge and UnderstandingUse of textiles is relative to their physical properties. Functional and aesthetic qualities can ensure optimum selection, use and care of fibres and fabrics.

ACTIVITY (S):What will the students do?

TEACHING STRATEGIES aligned to activities:

What will the teachers do?

Underpinning pedagogical strategies aligned to activities Resources

CCEs ICT Optional Other

Students will learn about the design principles and elements are used in the textile industry and when solving practical design challenges.

Students will work through the elements of design worksheets, and keep them for their research journals.

Teacher will have work sheet on elements of design for line and direction.Teacher will teach about lines in design.Line have length, width and direction and can be further described as thick, thin, straight, curved, broken, long, short, textured and so on.Teacher will instruct on a further activity on line direction and how the use of direction influences the appearance of the garment

Generalising from information students will work

through works sheet and by doing so will interpret the meaning of line types

Comparing, contrasting students will collect

images of current seasons men’s and woman’s clothing then analyse and compare the use of line in both men’s and woman’s clothing

students will investigate current trends and how line is used

De Bono WHITE hat Teacher will wear

the “white” hat while explaining the use of line in design

Work sheets on elements of design – LINECurrent fashion magazines

Students will learn about the influences of historical, cultural and contemporary development on

Teacher will instruct on how fashion has changed over the years and what have been the significant points in

Generalising from information students will take

notes on fashion time line during the slide

Power point presentation representing the fashion time line

Fashion time line work sheetsPower point presentation on the history of fashion

textiles.

Students will complete a fashion time line and keep for research journals.

time where fashion has changed. Teacher will present a slide show of fashion from the mid 19th century to today while talking about how fashion has changed.

show at the pinnacle points in time.

Teacher will point out the important dates

Student will learn about the changing trends in society which influence design and textiles

Students will work through shape worksheets and keep for research journals

Teacher will instruct students to find current pictures of fashion and interpret the picture into shapes. Teacher will then have students work through another worksheet on shape.

Assessment tasks

Learning Experience 3 Length: 2 weeks Topic and alignment to objectives: Dimension1: Knowledge and Understanding and Dimension 2: Reasoning and CommunicationThe textile and fashion industry and consumers have rights and responsibilities.

ACTIVITY (S):What will the students do?

TEACHING STRATEGIES aligned to activities:

What will the teachers do?

Underpinning pedagogical strategies aligned to activities Resources

CCEs ICT Optional Other

Students will learn that consumers have rights, responsibilities and decisions to make in

Teacher will present a short clip on the current fashion industry. Highlighting how and

Generalising from information students learn about

who and how fashion

Clip form BTN ABC (BTN, 2013).http://www.abc.net.au/btn/story/s3749317.htm

ComputerHDMI cord adaptor

relation to the textile and fashion industry manufacturing practices, workplace conditions, marketing and advertising technology, sustainability and globalisation.

students will take notes in research journals on why fashion needs to be sustainable

who makes the clothes we wear. Teacher will use a power point presentation that emphasises on the dominance and difference of the factory worker and the consumer buy the clothes.

is made while watching the clip

Comparing, contrasting students will engage

in discussion about the dominance and difference of the factory workers and consumers

Power point presentation on dominance and difference

Students learn about decision making relating to the selection and production of textile products is required to solve issues or design challenges.

Students will keep records of data graphs for research journals

Teacher will instruct a lesson on fabric science. After the teacher has run through the experiment students will work in pairs to perform the task.Group discussion on fabric composition. The teacher will ask explicit questions1. if you were a fire fighter would you wear polyester to fight fires ?2. would a jacket made of wool be warmer than a jacket made of silk ?

Judging/evaluating students will

understand the different way fabric behaves when subjected to wear and tear and how fabrics drape and the purpose of using the correct fabric to the correct garment

Data collected will be presented into a graph on the smart boardYoutube cliphttps://www.youtube.com/watch?v=fuuPDonTbz4

De Bono BLUE hat teacher will

recognise the blue hat for thinking process during experiment

ComputerScience experiment task sheetTripod stands, matches, sand paper, confetti, scales, pure acetate and fabric samples in cotton, linen, silk, cotton blend, wool, polyester, acetate and rayon.

Why?3. why is it important to have fire warning dangers on clothes?

Students will engage in learning about the innovations and emerging textile technologiesChanging consumer demand and lifestyle impacts upon design and textiles.

Students will take notes in research journal on how the up-cycled skirt was made.

Teacher will demonstrate up-cycling by transforming a men’s shirt into a skirt.Teacher will engage with students about up-cycling and its meaning. Emphasising the environmental benefits and the ability to be creative.

Generalising from information before the task

teacher will ask for ideas on why we need to consider fabric type when creating a garment

The GREEN hat for thinking creatively teacher will

reference the “green” during the demonstration

teacher will re-enforce colour coding process and research journals journal

Learning Experience 4 Length: 2 weeks Topic and alignment to objectives: Dimension 3: Practical PerformanceA wide variety of practical skills, as well as the ability to solve problems, is necessary for developing viable, purposeful and innovative textile products

ACTIVITY (S):What will the students do?

TEACHING STRATEGIES aligned to activities:

What will the teachers do?

Underpinning pedagogical strategies aligned to activities Resources

CCEs ICT Optional Other

Students will learn the development and refinement of a range

Teacher will teach the first stage of pattern drafting. Teacher will

Generalising from information students will learn

Brown paperMeasuring tapesPencils, rulers, rubbers

of practical techniques and skills are required to produce quality productsStudents will being work on ideas for up-cycled garment, this can be in the form of a mood board, a collection of pictures, a colour theme etc.

teach students about body dimensions and the application of body dimension to the master bodice blocks

how to draft a bodice block from scratch

students will comprehend how darts give shape to garments

Pattern drafting rules and formulas for students

Students will learn the management of resources is required for the production of textiles products.

Students will work on own designs and drafting their original patterns

Teacher will teach students to draft a bodice block using their own body dimensions. Teacher will demonstrate how darts give shape to garments. Teacher will assist in this process where needed.

Student will apply the decision making skills that is required to solve design challenges

Students will finalise designs and patterns for up-cycled garment

Teacher will show a power point presentation to inspire student ideas for own design. Teacher will show examples of up-cycled garments, research journal and process journal of an A

Re-cycled fashion power point Computers for students.Examples of a process journal and research journal for students to look at.Examples of up-cycled garments.

standard.

Teacher will have computer lab booked for students to research own ideas.

Learning Experience 5 Length: 2 weeks Topic and alignment to objectives: Dimension 3: Practical PerformanceA wide variety of practical skills, as well as the ability to solve problems, is necessary for developing viable, purposeful and innovative textile products

ACTIVITY (S):What will the students do?

TEACHING STRATEGIES aligned to activities:

What will the teachers do?

Underpinning pedagogical strategies aligned to activities Resources

CCEs ICT Optional Other

Students will learn the solving of problems to produce textile products includes consideration of purpose, fabric properties, design features, construction methods, time and cost.Students will have list of possible items to purchase at op-shop.

Teacher will take students on excursion to local op-shop to source items for garment.

Generalising from information students will have

already made a list of possible choices for garments

Permission slips for excursion.

Students will learn the development and refinement of a range of practical techniques and skills are required

Teacher will instruct and guide students through the construction stage of garment, and the

Judging/evaluating students will de-

construct items form the op-shop and make modifications,

to produce quality products

completion stage of garments

such as attaching pieces together to make large enough pieces for pattern, before preparing to cut out pattern

Students will learn the management of resources is required for the production of textiles products

Teacher will instruct students on finalising garment and journals for assessment.

Judging/evaluating students will finalise

garments. Students will complete journals as outlined in the assessment task sheet.

Home Economics

Practical Assessment

Year 12: 2014

(Semester 1)

Textiles Studies Elective:

Sustainable fashion.

Student Authentication Statement:

I ___________________________________ declare that all work completed and submitted by me is entirely my own. I have acknowledged through referencing and quotations, any sources from which I have taken ideas and information.

I have included all the necessary dcumentation (eg planning notes, drafts, teacher feedback) associated with my work so that authorship can be traced and verified.

I understand that strict penalties will be applied in the event of plagiarism.

Date: ____________ Student’s Signature: __________________________________

Assessment Policy:

The Student:

1. must meet progress deadlines for assessment instrument as described on the cover sheet.

2. who does not meet progress deadlines will receive intervention by the class teacher eg parental contact, support by HOD and teacher to complete work .

3. may request special circumstances to class teacher prior to due date. Request is considered by HOD.4. is to submit a final response no later than 4pm(hard copy) / 11pm (electronic copy) Friday of the week

beginning Monday…. 5. a. Late or non-submissions: Available evidence (eg drafts) collected on or before

4pm (hard copy) /11pm (electronic copy) Friday of the week beginning Monday…only will be graded accordingly. Any work submitted after the final date will not be graded.

b. who fails to submit/complete assessment may be required to complete alternate assessment instruments to fulfil course requirements as directed by the HOD

6. may have exceptional circumstances (not covered above) considered by the Principal (in consultation with the HOD) after receiving a parent/carer request (School A, 2013).

Design Brief:

There is an upcoming make and model competition and you have been invited to submit and entry. There has been a revolution in the fashion industry in the form of “up-cycling” in the pursuit of sustainability, and the theme for the competition is to design and create a garment made form 100% recycled fashion. During class time the class will take an excursion to local op shops to source garments to recycle.

Task Outline:

1. Choose an idea (this could be a colour theme) and create a mood board of ideas

2. Choose a garment type, skirt, shirt, jacket etc. and draft an original pattern

3. Identify other factors that will influence design decisions (e.g. Comfort, Price, fabric suitability.)

4. Decide on 2 alternative garments

5. Explore how each of the designs satisfy the factors outlined above.

6. Select the best option and justify your decision.

7. Propose a number of alternatives for fabrics that would be suitable and explore how these would satisfy the factors.

8. Select the most appropriate fabric for the chosen garment and justify your decision.

9. Plan how you will use your time.

10. Construct the chosen garment.

11. Evaluate the finished product and the process.

The process journal: Part of this task will require the completion of a process journal. This journal is the combination of notes, personal thoughts, analysis and evaluation of ideas/information/responses of interviewees/problems/data of any sort-where you write down your thinking and/or explaining of how you

Design Brief:

There is an upcoming make and model competition and you have been invited to submit and entry. There has been a revolution in the fashion industry in the form of “up-cycling” in the pursuit of sustainability, and the theme for the competition is to design and create a garment made form 100% recycled fashion. During class time the class will take an excursion to local op shops to source garments to recycle.

have made the informed choice. This could include any other evidence that may support your decision eg photos, experiments etc.This should be a working document, not something that is an added extra and neatly typed up to be handed in.It must be in an A4 display book.

The research journal: Part of this task will require the completion of a research journal. This journal is the combination of theories learnt over the unit and other information that is gained in the development of ideas.

Marking Criteria

Dimension A B C D E

Knowledge and understanding

The student work has the following characteristics: description of a comprehensive range of significant facts, definitions and procedures relevant to key concepts across the areas of study

The student work has the following characteristics: description of a comprehensive range of facts, definitions and procedures relevant to key concepts across the areas of study

The student work has the following characteristics: description of facts, definitions and procedures that relate to key concepts across the areas of study

The student work has the following characteristics: description of simple facts, definitions or procedures that relate to key concepts

The student work has the following characteristics: identification of simple facts, definitions or procedures

thorough explanation and application of relevant key concepts in a range of situations.

detailed explanation and application of relevant key concepts in a range of situations.

explanation and application of key concepts in a range of situations.

simple explanation of key concepts. identification of aspects of key concepts.

Reasoning and communicating

processes

The student work has the following characteristics:

synthesis and discerning and detailed evaluation of evidence, justification of valid and supported conclusions or solutions

The student work has the following characteristics:

synthesis and detailed evaluation of evidence, justification of supported conclusions or solutions

The student work has the following characteristics:

synthesis and evaluation of evidence, justified conclusions or solutions

The student work has the following characteristics:

synthesis and simple evaluation of evidence with simple conclusions or solutions

The student work has the following characteristics:

superficial evaluation and conclusions or solutions

Practical performance

The student work has the following characteristics: refined variety of practical skills and a quality product that enhances the intended purpose

The student work has the following characteristics: refined practical skills and a quality product for the intended purpose

The student work has the following characteristics: practical skills and a product for the intended purpose

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.