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OConnor Catholic College, Armidale

Technological & Applied Studies


Program Outline

T A S
!

K L A

2016

Course: Technology Mandatory


Topics: Bold, Baggy Boxers.
Unit Length: 10 Weeks
Unit Overview: This unit of work involves students in designing, producing, marketing and evaluating their own pair of boxer
shorts/pyjama pants/board shorts using textile technologies.

Teacher: V. Channon
Class: 7TC1
Date: Rotation 2, 2016 (Week 1, Term 2 Week 10, Term 2)

Term2

Group 2 - 7 TC 1
OUTCOMES: 4.2.2, 4.3.1, 4.3.2, 4.5.1, 4.5.2
Textiles Unit - Key Content Areas: Introduction to the Design Process, Fibre & Fabric choices, Pattern layout & cutting,
Terminology related to Textiles, Sewing machine use, care, safety, practical skills associated with sewing machine, Associated
construction techniques.
Assignment: Fibre Research Assignment. DUE DATE: TERM 2, WEEK 5. Extension: Peter Alexander Research
Associated Practical Project: Construction of a Pin-cushion (if time) & Boxer Shorts. DUE DATE: TERM 2, WEEK 10.

Scope and Sequence: Year 7 Technology Mandatory 2016. Bold Baggy Boxers. TERM 2. 7TC1.

ASSESSMENT SCHEDULE: Year 7 Technology Mandatory 2016. Bold Baggy Boxers. TERM 2. 7TC1.

Topic

Task Type Due Date

Task 1

Bold Baggy Assignment


Boxers

Task 2

Bold Baggy
Boxers

Practical
Project

Task 3

Technology
Mandatory

Yearly
Examination

Outcomes

Term 2 4.2.2 selects, analyses, presents and


Week 5 applies research and experimentation
from a variety of sources

Topic Focus
Research Skills
Fibre Knowledge

Term 2 4.3.2 demonstrates responsible and safe Practical Sewing Machine


Week 10 use of a range of tools, materials and
Skills
techniques in each design project
Safety in the Textiles lab
Following instructions
4.5.2 produces quality solutions that
respond to identified needs and
opportunities in each design project

Term 4,
Week 6

ALL outcomes

Technology Mandatory
Course content

Topic: Bold, Baggy Boxers


Area of Study: Products
Design Specialisation: Fashion Design
Technologies: Textile
Outcomes
Focus Outcomes:
4.2.2 selects, analyses, presents and applies research and
experimentation from a variety of sources
4.3.1 applies a broad range of contemporary and appropriate
tools, materials and techniques with competence in the
development of design projects
4.3.2
demonstrates responsible and safe use of a range of
tools, materials and techniques in each design project
4.5.1
applies management processes to successfully complete
design projects
4.5.2 produces quality solutions that respond to identified needs
and opportunities in each design project
Literacy Focus
Cloze Passages
Report writing
Matching
Brainstorming
Information Transfer
Note Taking
Comprehension Task

In class reading
Board notes
Labelling
Research assignment

Year: 7TC1

Contributing Outcomes:
4.1.1 applies design processes that respond to needs and
opportunities in each design project
4.1.2 describes factors influencing design in the areas of study
of Built Environments, Products, and Information and
Communications
4.2.1 generates and communicates creative design ideas and
solutions
4.6.1 applies appropriate evaluation techniques throughout
each design project

Numeracy Focus
Measuring - pattern pieces, sizing.
Construction techniques and garment assembly where
measuring and accuracy are important, as is the interpretation
and following of instructions

Vocabulary list and test


design
manufacture
sewing
clothing
machine
equipment
technology
sample
computer
straight

Information and Communication Technology


Computers are used in the following activities in this unit:
Word Processing: Folio, research assignment on fibres, Peter Alexander task
Spread Sheet: Costing of materials for product
Graphics: Boxer short designs, advertising/marketing activities, swing tags, care labels
Other:
Iron-on transfers for decoration on boxer shorts, appliqu technique using initials
Use of the digital camera photoshop application for advertisement/video presentation.
Powerpoint presentation for advertisement
Use of the internet for Peter Alexander research and fibre research
Differentiation of Curriculum
Extension
Students who need extending can alter the pattern by extending the leg or by using different coloured fabrics, designing reversible
shorts, mock fly front and/or pockets.
Students could also produce a book on how to do these techniques.
Additional Needs
This is an introductory unit of work where every student makes the same project, although the design can be altered through the
choice of fabrics or slight variations in length and pocket choice. The unit is based on simple construction techniques and basic use
of the sewing machine and other equipment. It is important to start everybody off on a level playing field. Some parts of the project
can be simplified slightly to cater for those students who are not grasping the main concepts. Melissa Bell, Kaylene Osborne, Nate
Dennison, Daryl Harper and Mark Honeysett assist with learning support students as well as the Aboriginal students.
Resources

CATHOLIC PRINCIPLES AND VALUES

Roberts, D. Aspects of Textiles


Glover,N. Design and Technology
Design and Technology booklets
Fritz, A. Design Works-Design and Technology 7-10
Magazines
Catalogues
www.peteralexander.com.au
4

AdditionalNeedsAdjustmentTable:
STRATEGY
Providescaffoldsforassessmenttasks
Providescaffoldsforassignments
Reducequantityofwork
Extratimefortasks
Vocabularylistemphasisedefinitionsandkeywords
Givedirectionsorallyaswellasinwriting
Alternatepresentationformats
Limitthenumberofwordstoapage
Wordfinders
ModelResponses
Alternateassignments
Presentationposter
Usemindmaps
Usemultiplechoicequestions
Usevisualsinpreferencetotext
Usediagramstosimplifyinformation
Useclozepassages
Arrangepeersupportorgroupworktosupportthetask
Specialprovisionsforassessment/examtasks
Adjustmentstoclassorganisation
Theuseoftechnology
Handoutsofnotes
Reducingthenumberofquestionstoanswer
Workbuddy
Seatinglocation
Positivereinforcementandencouragement(merits)
Outcome Students learn about: Students learn to:
s

WillNicol
Y

Y
Y

Y
Y
Integrated learning experience and assessment
Teaching/learning activities

Evidence of
learning and
feedback

Date
Complete
Modificatio
n

4.1.1

4.2.1

4.5.1

needs and opportunities


that require solutions in
the areas of study

identify needs and


opportunities that require
solutions in the areas of
study

methods used to
generate creative design
ideas including
mind mapping
brain storming
sketching and drawing
modelling
experimenting and
testing

use a variety of methods


to generate creative
design ideas for each
design project

resource availability
including
time
money
materials, tools and
techniques
human resources
including skills and
expertise
other resources

Identify resource
availability and apply
realistic limitations to
each design project.

Analysis of need

Introduce overview of design task with a


collection of images of boxer
shorts/pyjama pants to stimulate
students.
Problem Statement

Determine students prior knowledge of


boxer shorts. Brainstorm:
Types of boxer shorts/pyjama pants
Fabrics used
Why do people wear boxer shorts?
Ie. Why have they become
increasingly popular
Students make a list of the requirements
/needs of boxer shorts in small groups.
Letter sent home with requirements listed.
Generating ideas
Students:

Students to use the Internet to research


boxer shorts/ pyjama pants whats in
fashion? Collect a page of ideas and
create collage.

Class establish criteria for boxer shorts


to meet design task such as cost, time
constraints, human resources, skills
level, tools and materials and ethical
and environmental issues.
Assist pupils to determine fabric and
notion requirements note home to
parents.

Workbook with variety of


activities is to be
completed by the student
with relevant information
included.

Collage to be submitted
and assessed.

Teacher observation.

Teacher/student discussion

Outcomes

Students learn about:

Students learn to:

Integrated learning experience and assessment


Teaching/learning activities
Evidence of
learning and
feedback

4.1.2

Criteria for success


Factors affecting design

Write the following headings on


butchers paper: functional, aesthetics,
environmental and human and place
paper around the room. Each student is
to add one point to the paper headings
regarding factors affecting design of
boxer shorts e.g.
Functional factors- comfortable,
warm/cool, bed time, easy care
Aesthetics- shape, texture, colour
Environmental issues- boxer shorts
made from synthetic materials/ Vs
natural products such as cotton.
Recycling of materials. (SOS)
Safety childrens sleepwear and fire
safety
Socio-cultural increasing
acceptance/popularity of boxers

factors affecting design


function
aesthetics
human form
ethical
environmental
legislation including
OHS
cost
socio-cultural
resource availability
physical and material
properties
safety

4.2.1

communication methods
including
drawings, sketches
and models
written reports
oral presentations
digital presentations

describe the factors


affecting design in the
development of each
design project

Teacher to provide information on


sketching- what is it, types of sketches,
purpose of a sketch

Students to produce an annotated


sketch of design idea for boxer shorts.
The sketch can be produced by hand or
using ICT skills and a digital camera.
The sketch is to be placed in their
design folio. Students could also
complete a PMI on the design idea.

Discussion demonstrates
students understanding of
the factors that affect boxer
shorts design.
Oral feedback on
responses.

Assess the quality of the


sketch in terms of clarity,
appropriateness to
audience and meets
criteria outlined by class
teacher.

Date
Complete
Modification

Outcome
s

Students learn about:

Students learn to:

4.3.1

Materials
characteristics and properties
of different fabric types
including wovens,
knits, non-wovens

investigate fibre properties and


fabric characteristics
appropriate to the design
project

properties of fibres including


naturals, synthetics, fibre
blends

select and use appropriate


textile materials for a
design project

Integrated learning experience and assessment


Teaching/learning activities

4.3.1

Tools
specific tools related to
textiles technologies
the function and correct use
of a range of
contemporary tools used
for
- measuring and cutting
- patterns and pattern
marking

select and correctly use


appropriate tools and
equipment for a design
project

Group work: Students to view a range of


textile materials brainstorm as to what
they are made from? Paste into books
and label. (SOS)
Class discussion: Man-made fibres and
natural fibres. Board notes on
classifying fibres. Pros and cons of
different fibres.
Teacher hands out fibre assignment and
discusses this with students.
View video: Clothing Fibres. Basic
information on fibres. Discuss the new
and innovative uses of textile materials.
Complete worksheet.
Discuss suitability of a range of
materials for construction of boxer
shorts considering such aspects as
weight, colour, durability, ease of care,
comfort and hygiene.

Students:

investigate the tools available for them


to complete their design project
e.g.sewing machine, overlocker, fabric
scissors, needles, thread, unpicker,
bobbins. Complete worksheet/matching
exercise on equipment. Types of
equipment and their function
crossword, equipment game

discuss the purpose of the tool and the

Evidence of
learning and
feedback
Discussion shows students
knowledge of fibres.

Assessment: Fibre
Assignment DUE DATE:
TERM1, WEEK 7
Assess completion of
worksheet.

Teacher observation.
Students complete
safety booklet or OnGuard training.

Date
Complete
Modificatio
n

- joining, constructing, and


assembling
- surface decoration of
textiles

safety considerations when using these


tools.
Complete On-Guard training. Discuss
answers

Outcome
s

Students learn about:

4.3.1

Techniques
specific techniques used to
construct and embellish
textile items including
- joining textiles
- finishing
- colouring and decorating

Students learn to:

select and use


techniques appropriate for
the purposes of a design
project

care and
maintenance of
textile products

Integrated learning experience and assessment


Teaching/learning activities

Evidence of
learning and
feedback

Assess paper sewing


exercises and care of the
sewing machine
worksheet.
Assess machine licence.

Discuss procedures, layout, safety in


the textiles lab activity sheet

Demonstrate the use, safety,


maintenance and care and parts of the
sewing machine and functions of each
part handouts
Skills and Activities: Paper sewing, Grand
prix exercise, threading of the sewing
machine, winding a bobbin, complete
machine licence in pairs, pack away
correctly, trouble shooting

Sample work straight, zig zag stitch,


curves
Capacity Matrix - complete
Students experiment with joining methods
and construction techniques in a safe and
responsible manner. Create a small pin
cushion to demonstrate skills of straight
sewing, pivots etc..

Extension Assessment:
Pincushion/mobile
phone case.
Teacher observation and
oral feedback during
discussion.
Assessment: Practical
Project- Boxer shorts.
DUE DATE: END OF
TERM.

Teacher demonstrates measuring for


pattern size, layout, cutting, joining,
constructing and assembling.

Researching
4.2.2

research methods
needs analysis
surveys and
interviews
searching techniques
including use of the
Internet.
communication methods
including
drawings, sketches
and models
written reports
oral presentations
digital presentations

Identify, interpret and


evaluate data from a
variety of sources

Use the Internet when


researching

communicate information
appropriate to specified
audiences

use ICTs to communicate


information including
saving a document in
various file types and

Use textbooks and internet to


research a natural or man made
fibre. (See previous page)
Website Review: Peter Alexander.
Write a report on this designer.

Extension Assessment:
Research report on Peter
Alexander.
Reports submitted by
students are to be
assessed in terms of
information presented and
written communication
skills.
Assess- sentence
structure, report
format, grammar,
content, layout, use of
technical language,
audience
appropriateness

Date
Complete
Modificatio
n

storage locations from


within the application

Outcome
s

Students learn about:

4.2.1

Communicate information
appropriate to specified
audiences

4.2.1

Manipulate images with


tools such as editing,
resizing, grouping,
aligning and positioning
use ICTs to
communicate
information including
saving a document in
various file types and
storage locations from
within the application

Students learn to:

Integrated learning experience and assessment


Teaching/learning activities

Evidence of
learning and
feedback

Communication methods
suitable for specific
audiences including
Users and clients
Technical experts
- Peers

Teacher led discussion on care labelling for


sleepwear. Students complete handout on
labelling.
Students create a product label/swing tag for
their garment including: a logo, care
instructions, country of origin, fibre content
and size.

Product label displays


comprehension of what
information is required on
this and their ability to
communicate with a
consumer.
Students receive oral
guidance/ feedback during
class.

Communication methods
including
Drawings, sketches and
models
Written reports
Oral presentations
- Digital presentations.

Students take a photograph of their product


with the digital camera.

Assessment: Students
produce a slide show
consisting of 5 slides or
less to advertise their
product.
Slideshow displays
students ability to use
Microsoft PowerPoint
features in order to
produce and effective
slideshow.
OR Advertisement
demonstrates their
understanding of what is
required in marketing a
product.

Student creates an individual Microsoft


PowerPoint slideshow presentation
promoting their product, a maximum of 5
slides.
OR
Using their sketch from a previous lesson,
students create an advertisement for their
product.
Students experiment with use of different
backgrounds, text, graphics, sound and
animation.
Students present presentation to class

Students receive oral


feedback after
presentation and a
presentation mark and
comments in a written
form.

Date
Complete
Modificatio
n

Outcome
s

4.5.1

Students learn about:

Students learn to:

Integrated learning experience and assessment


Teaching/learning activities

management techniques
including action, time
and budget planning
skill development and
refinement

Identify resource
availability and apply
realistic limitations to
each design project.
practice and refine skills
needed for design
projects

Managing project

Students under the guidance of the


teacher design and construct a pair of
boxer shorts.
Use a spreadsheet to calculate cost of
materials

Evidence of
learning and
feedback

Teacher observation
and oral feedback
throughout project.
Assess practical
project. DUE AT END
OF TERM.

4.6.1

prior to, during and


at completion of
each design solution
Self-assess and
peer-assess design
solutions

Final evaluation
considering design
process used and
design solutions
Reflection on learning

Evaluating project
Students complete a self reflection tool mid
way through the unit to track progress and
set goals for the remainder of the term.
Students complete a self-evaluation checklist
and note improvements for future production.
The evaluation is placed in the design folio.
Students evaluate a peers product using a
checklist, scale, and short comment.
Students evaluate the product against a
serries of criteria

Self-evaluation shows
students reflection on
learning, things they would
change and sections in
which they succeeded.
Peer evaluation displays
students competence in
having an eye for detail
and what is expected in
order to gain a pass for
each section.

Date
Complete
Modificatio
n

Bold, Baggy Boxers


Type of assessment and outcomes:
1. Pin Cushion (if time)

4.3.1

2. Practical Project

4.5.2

3. Associated theory, computer work and other tasks

4.2.1

4. Fibre Assignment

4.2.2

5. Extension Peter Alexander Research

4.2.2

6. Safety in the Textiles Lab


Evaluation
Likert scale 1 (-very good) to 5 (- poor)
How did the unit rate?
1 2 3

4.3.2

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
______

Technological & Applied Studies


Year 7 Technology
Bold, Baggy Boxers Assessment Task
Date Given: ______________ Date Due: _________________
Step 1: Work individually to research in depth the fibre of your own
choice and answer the following questions.
Step 2: You could draft your answers in an Information Research Table
as suggested below:
QUESTIONS/Areas of
research
1. History of the fibre

2. Description of the fibre

ANSWERS

RESOURCES USED
Actual Internet sites
Eg.
wwww.cottonstore.com
Encyclopaedia Britannica

3. Where is it grown?
Include a map.
4. How is the fibre
processed so that it
becomes a fabric?
Could be a flow chart.
5. What is it used for?
6. Any other relevant
or interesting
information that you
have discovered about
the fibre.
Step 3: Make sure you have used a variety of resource types (eg.
Internet, books, encyclopaedias, magazine, people) not just one!!!! DO
NOT COPY straight from the internet. Be creative in your presentation
eg. Include at least TWO pictures, perhaps around the page, borders,
headings, font type, layout, etc. Maximum page length: 2-3 A4 pages.

Technological & Applied Studies


Year 7 Technology
Bold, Baggy Boxers
Assessment Task

Name: ___________________ Class: __________


MARK

Level
of Indicators
achievement

A
17-20
Extensive

B
13-16
Thorough
C
9-12
Satisfactory

D
5-8
Basic/
Developing

E
1-4

Comments:

Elementary

Shows an excellent level of understanding of the


fibre studied
Excellent range and use of resources
Information is excellently presented
Research task submitted on time and complete.
Shows a thorough level of understanding of the
fibre studied
Thorough range and use of resources
Information is well presented
Research task submitted on time and complete.
Shows a satisfactory level of understanding of
the fibre studied
Satisfactory range and use of resources
Information is presented to a satisfactory
standard
Research task submitted on time and mostly
complete.
Completes assignment to a basic standard. All
questions attempted, but lacking detail and /or
consistency.
Shows some understanding of the fibre
researched
Shows evidence of some use of resources
Information is presented to a basic standard
Research task submitted on time and some
attempt at completion.
Assignment is incomplete.
Shows limited understanding of the fibre chosen
Incomplete/no resource list
Information is presented to an elementary
standard
Research task not submitted on time and not
complete.

Year 7 Technology: Fibre Research


Name: __________________

Class: 7TC4

Marking Criteria:
Marking
Criteria

A
EXCELLENT

1. Select
and record
information
relevant to
the task
2.
Presentatio
n of
information
3. Organise
time wisely
and
complete on
due date
4. Include a
bibliography
ie. Where
did you get
your
information?
TOTAL
GRADE
Teacher Comments:

Sign:

Date:

Student Comments:

Sign:

Date:

B
HIGHLY
DEVELOPED

C
SATISFACTORY

D
DEVELOPING

E
ELEMENTARY