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8-1 

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6-1 | 6-2 | 6-3 | 6-4

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Processing technologies (PRT)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1/2 | 8-3


Construct a textiles product CMT 6-2

Achievement Standard 1.21 AS 91058

Construct a textile materials product requires students to implement techniques and procedures and undertake tests to make specified products using textile materials.

Textile materials refer to a group of materials that are commonly grouped together because they show certain common characteristics. These materials include but are not limited to natural and synthetic fibres, yarns, knits and woven fabrics.

Constructing using textile materials require particular techniques and procedures to be undertaken to enable materials to be skilfully and safely measured, cut, shaped, joined and finished to make quality products. Initially students learn to perform basic procedures by implementing a given sequence of techniques and tests to make a quality textile product that meets specifications.

Learning Objective: CMT 6-2

Students will:

  • Implement basic procedures to make a textiles product.

Indicators

Students can:

  • undertake basic procedures to construct a product that meets specifications 

  • apply given techniques and tests in a way that complies with relevant 
health and safety regulations

  • show independence and accuracy in the execution of basic techniques and 
tests 

  • perform basic techniques and tests in a manner that economises time, effort and materials. 


Progression

Prior to level 6 students should be developing a range of skills using a range of textile materials to develop skill and confidence. Relevant health and safety and codes of practice should also be a focus of the teaching and learning programme.

At level 6 students learn to perform basic procedures by implementing a given sequence of techniques and tests to make a quality textile product that meets specifications.

Students should also learn what accuracy, independence and economy of time, resources and materials looks like within this context.

The Teacher Guidance section provides information that supports teachers scaffolding of learning from levels 1-8 of the curriculum. This allows for differentiation of a programme of learning.

The deliberate use of provide, guide, and support in this section signals that as students' capacity for self-management increases, teachers progressively reduce the level of scaffolding provided.

  • Provide – the teacher should take full responsibility for introducing and explicitly teaching new knowledge, skills or practices.
  • Guide – the students have a level of understanding and competency on which they can draw but the teacher remains primarily responsible for continuing to develop these.
  • Support – the students take primary responsibility for their own learning, drawing on all their previous experiences to consolidate and extend their understanding. The teacher is supportive rather than directive.
  • The Teacher Guidance also uses the term ensure to indicate when the teacher plays a monitoring role to check that conditions critical for learning are present.

Teacher Guidance

To support students to implement basic procedures to make a textile materials product, at level 6, teachers could:

  • Ensure students are aware of a wide range of basic measuring, cutting, 
shaping, joining and finishing techniques. 

  • Ensure students are able to interpret job sequences [pattern guide sheets and construction plans] from step-by-step 
instructions and understand the tests required to check progress when 
constructing products that will ultimately meet specifications. 

  • Ensure students have an appropriate environment, tools and materials to 
enable students to work safely with textile materials to make a product. 

  • Provide opportunity for students to explore and discuss techniques and 
tests in terms of skilfulness and efficiency 

  • Provide opportunity to explore what techniques are most suitable for use 
with a variety of textile materials 

  • Provide students with the opportunity to practice a range of basic 
techniques on different textile materials and carry out appropriate checks to increase accuracy and finish. This may be through completing a range of individual products and/or joint class projects [and trials]. 
                 

Contexts for teaching and learning

  • This learning objective is about implementing basic procedures to make a textiles product with special features. However within a programme of work it is possible to link these skills with knowledge of basic  concepts used to make  textile products – refer to learning objective CMT 6-4 “Knowledge of textiles construction” or developing a prototype refer to Acheivment Objective TP 6-3 “Outcome Development and Evaluation”
  • Provide students with the opportunity to explore what is meant by basic procedures and practice these in a learning activity prior to engagin in assessment, this could be reviewing the use of specifications, construction,  or pattern guide sheets, and testing procedures
  • Provide students with examples of basic techniques; support them to trial a range of these and discuss them in terms of skilfulness and efficiency. In doing so students should explore evaluative tests that they will use to demonstrate the final product meets specifications. Using a range of equipment and techniques that comply with relevant health and safety practices is an essential part of this process
  • Teachers and students should be familiar with "Safety in Technology Education: A Guidance Manual for New Zealand Schools" and the implications of the relevant sections when it comes to students implementing their construction processes.

Students could work in a  a variety of contexts from garment construction to household textile items, depending on the nature of hte programme of learning. The product may be the final outcome of a product that a student has trialled through technological practice, or it may be made from a commercial pattern. Teachers may wish to give students options for making their products or select a pattern or context for this activity. Teachers must ensure that the specifications, material/s, and techniques chosen are appropriate for this level of the curriculum.

In either case, ensure that:

  • the materials and techniques used provide sufficient scope for the student to meet the requirements of the curriculum level
  • a step-by-step guide of procedures is established, this could be developed through practising techniques prior or provided for the student
  • students practise their techniques before they begin
  • an appropriate work environment is provided, including the tools and materials that the students need in order to work safely to make their product
  • students are supported throughout the development process
  • students are provided with guidance when selecting appropriate tests that will ensure the final product meets specifications or appropriate tests are part of the material provided for the student 

In addition to following the construction plan students must complete tests to demonstrate the final product meets specifications. They need to make on-going checks throughout the production of the product, not just a one-off check at the end in order to meet the specifications for the outcome.

Literacy considerations

A construction sequence is a plan that describes the order in which the item is made and in this instance how the techniques are sequenced and applied. Students should have been exposed to learning activities that support their understanding of, and ability to use annotation of diagrams, sequencing of tasks and use of testing schedules.

As this is an implementation-learning objective the focus on gathering evidence for assessment should be kept manageable which can be compiled from a range of information and could include annotated diagrams, photographs or explanations of a technique or test (see below).

Resources to support teaching and learning

Case study material

General resources:

Web sites 

Books

  • Couture Sewing Techniques by Caire Shaeffer
  • Threads Magazine – available at good book stores 
  • Power Sewing Toolbox 1 & 2 by Sandra Betzina, Taunton Press Inc. 2010 USA.
  • More fabric Savvy by Sandra Betzina, Taunton Press Inc. 2004 USA.
  • Fine Machine Sewing: Easy Ways to get the Look of Hand Finishing and Embellishing by Carol Laflin, Ahles Taunton Press Inc. 2004 USA.
  • The Sewing Stitch and Textile Bible, Lorna Knight, Krouse Publications Ohio 2013

DVDs

  • 2010 Threads Archive DVD-ROM available from  Taunton Store
  • Threads Industry Insider Techniques DVD, Vol.1 and Vol. 2, available from  Taunton Store

Assessment for qualifications

The following achievement standard(s) could assess learning outcomes from this learning objective:

  • AS 91058 Construction and Mechanical Technologies 1.21: Implement basic procedures using textile material to make a specified product 

Two approaches are possible when using this standard for assessment:

  1. The students are given a set of instructions, pattern or construction guides (and the specifications) to make a textile product or one of a range of products and the whole class makes the same product (or chooses one from the range). The teacher may select this product in discussion with the class and/or may allow individual students to negotiate using a variation of the selected product
  2. The students have been engaged in technological practice and are now at the point where they have fully established the specifications for their outcome

In either case, before they begin to make their product ensure that:

  • each student has a set of specifications for the product (The specifications need to be agreed prior to the product being made. They may be teacher given or developed in negotiation with the student.
  • the selected materials techniques provide sufficient scope for the student to meet the requirements of the standard.
  • the student is familiar with the methods they will need to use to construct the outcome
  • the student knows and applies the accepted codes of practice for their outcome, and the testing (checking) that is required to complete them to meet the specifications and to a high standard
  • the student has access to an appropriate work environment and to the tools and materials they will need to safely make their product.

Key messages from the standard

The specifications (including material specifications) for the product being made must be clear. These need to be agreed prior to the product being made and may be teacher-given or developed in negotiation with the student.

Students will need to understand the following terminology for this standard

Specified product refers to a product and its relevant specifications, including material specifications.  The specifications must be of sufficient rigour to allow the student to meet the standard.  The specifications, material/s and techniques to be used and a step-by-step guide need to be determined prior to the product being made.  They may be teacher-given or developed in negotiation with the student.

Basic procedures are those that require the student to perform a sequence of techniques, as instructed, to make a product.

Textile materials in this achievement standard may include but are not limited to – natural and synthetic fibres, yarns and fabrics.

Construction techniques include:

  • one or more of measuring/marking out; for example body size, positioning of grain, hemlines, transfer of pattern markings
  • one or more of sizing/shaping/forming; for eample  working out pattern size, use of darts gathers and seams
  • one or more of joining/assembling; seams and closures
  • one or more finishing/detailing; for example pressing, top stittiching, applied design

NOTE: The techniques that students demonstrate must include one or more of each of the categories outlined in Explanatory Note 6. Evidence of student achievement must demonstrate that students have complied with relevant health and safety regulations as they apply these techniques 

Tests may include but are not limited to – measurement of tolerances, performance testing, fitting, visual checks. For example the following checks would be appropriate in a garment construction context

  • visual checks of sewing to ensure, for example, that seams are straight, correct stitch length is used, and that seams are sealed, intersect and are pressed where relevant
  • visual checks to ensure, for example, that the invisible zip has been inserted so that it is indeed invisible, and that there are no gaps or puckers at the bottom of the zip
  • fitting checks, for example, at the stage where the item can still be altered if necessary

Recording and assessing evidence

As the teacher, you need to be able to demonstrate that your judgments are soundly based. This means some recording of evidence is necessary.

The recording of evidence ensures that students understand the basis on which they are being judged and confirms that the teacher’s judgments are made on a sound basis.

In this assessment, students are asked to keep a record of progress and how they have resolved problems. As students are being assessed on their ability to make a product, this recording process does not need to become too consuming. For example, students could annotate their construction plans. You could add your own observations to the students’ records.

Students could also provide evidence by:

  • establishing a schedule of tests (for example what tests will be carried out and when they will be done?) and recording the outcomes of tests as they apply them.
  • taking and annotating photos to show economic use of materials (for example, by photographing layout) and accuracy.
  • Annotation of the construction plan to record what was done and how problems were solved and which checks were used. Make sure that this record includes all testing. You could include annotated photographs and a completed testing checklist

Teachers must be able to justify their judgements by providing evidence based on classroom observations and discussions with students. This could take the form of checklists and annotations to student photographs

Teachers must be able to justify assessment judgements by providing evidence based on classroom observations and discussions with students. As the teacher, you need to be able to demonstrate that your judgments are soundly based. This means some recording of evidence is necessary. However, recording of evidence should not be time-consuming or onerous. Students could be asked simply to keep a record of progress and how they have resolved problems – maybe by annotating construction plans or the equivalent. You could add your own observations to the students’ records.

Students could also provide evidence by,

  • recording the outcomes of the tests as they apply their product,
  • by taking and annotating photos to show economic use of materials and accuracy.

Judgements:

  • Independence can be gauged from the level of teacher input required, and from observation of student interactions.
  • Accuracy of execution can be seen in the processes used in the finished product, and in how the student has followed through on information from testing.
  • Economy of time is gauged by observation and relates to how effectively students organize themselves, look after their resources so that they can pick up where they left off the previous period and minimize downtime.
  • Economy of effort is a measure of efficiency. For example to what extent does the student know what to do and get on and do it rather than relying on trial and error as a method of working. This can be gauged from classroom observation and/or planning logs.
  • Economy of resources is gauged by the extent to which a student makes use of materials.
  • Economy of time, effort and resources could be demonstrated in one action. For example students could chose the correct tool for the task, which saves them time and effort and minimises wastage.
  • Economy of time and effort are often linked.

It is important that students during the teaching programme develop and understanding of what independence means in the context of this work and that the teacher is able to make professional judgements based on this common understanding

Achieved – make (with some guidance)

“With some guidance” means the teacher (or peers) may:

  • respond to student-initiated requests for assistance, for example, where to find suitable material, or what tool to use
  • sometimes prompt the student to, for example, consider other options, think about the wisdom of a choice, or reread the brief.

The teacher (or peers) may NOT, however:

  • make any decisions for students
  • assist a student in any hands-on way (do any part of the project for them)
  • respond to frequent questions or requests for step-by-step guidance.

Merit – make “with independence and accuracy”

“With independence” means the student:

  • owns the practice (acts as if responsibility for achieving a quality outcome sits with them)
  • plans effectively, thinks ahead, is well-organised, self-starting and self-managing
  • does their own decision-making
  • books any equipment/machines they need in timely fashion
  • purchases and/or brings required materials in timely fashion
  • stores their work carefully so that it is easily retrieved next period
  • carries out appropriate checking and testing and takes required corrective action
  • recognises and deals with issues promptly, so that they are able to meet the deadline
  • is always able to describe what they are doing, why, and where their project is up to.

Evidence of assessment

Students could provide evidence by recording information about their processes and the outcomes through taking and annotating photos, video clips or keeping a simple journal.  Annotating an assessment schedule is one way for the assessor to confirm judgements around independence and accuracy (for merit) and if the student has worked in a manner that economises time, effort and materials (excellence). These annotations could be derived from classroom observation and/or discussions with students.

This evidence will be provided by individual students and could be presented in a portfolio, in a PowerPoint, in a video of an oral presentation or in other forms negotiated with the teacher.  Evidence could include a variety of media (for example, written, digital, photographic) in any format.  It is recommended that where written format is used there be a maximum size of A3.  Evidence will also be based on assessor observation of the manner in which the techniques are carried out. Evidence needs to be

For the most up to date information, teachers should be referring to the latest version of the standards, conditions of assessment and assessment resources on TKI and the moderators reports, clarifications documents and student exemplars on the NZQA website. See links below.

Resources to support student achievement

Assessment resources:

Annotated Exemplars

Last updated May 30, 2018



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