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Curriculum strands

Specialist strands

AOs/LOs by level

Technological practice (TP)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Technological knowledge (TK)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Nature of technology (NT)

6-1 | 6-2

7-1 | 7-2

8-1 | 8-2

Design in technology (DET)

6-1 | 6-2

7-1 | 7-2


Manufacturing (MFG)

6-1 | 6-2

7-1 | 7-2


Technical areas (TCA)


Construction and mechanical technologies (CMT)

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

6-5 | 6-6 | 6-7

7-1 |  7-2 |  7-3 |  7-4

7-5 |  7-6 |  7-7

8-1 | 8-2 | 8-3 | 8-4

8-5 | 8-6 | 8-7

Design and visual communication (DVC)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Digital technologies (DTG)

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

6-5 | 6-6 | 6-7 | 6-8

6-9 | 6-10 | 6-11 | 6-12

7-1 |  7-2 |  7-3 |  7-4

7-5 |  7-6 |  7-7 |  7-8

7-9 |  7-10 |  7-11 |  7-12

8-1 | 8-2 | 8-3 | 8-4

8-5 |  8-6/7 | 8-8 | 8-9

8-10 |  8-11 | 8-12

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 8-2

Constructing a textile product requires students to implement techniques, procedures, and tests to make specified products using textile materials. Textile materials 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. Advanced and complex techniques are required to craft special features of a high standard in a product and rely on the consistent application to achieve a desired effect. Special features, structural, style and/or decorative, include such things as set in sleeve, fly front, tailored collars and cuffs, welt pocket, embroidering, shirring. Complex procedures include but are not limited to:

  • joining materials with different properties, for example, jacket shell and lining
  • changing the characteristics of the materials, for example, interfacing, interlining, boning, applied design
  • managing special fabrics, for example, fine knits, sheers, satins
  • or designs cut on the bias. 

Learning objective: CMT 8-2

Students will:

  • implement complex procedures to make a textiles product.


  • Undertakes complex procedures to construct a product that meets specifications.
  • Uses sampling and feedback to inform the selection of techniques when making products.
  • Develops and applies an order of construction to make a product.
  • Undertakes appropriate tests to demonstrate that a final product meets specifications.
  • Undertakes techniques, tests, and processes in a manner that economises time, effort, and materials, and complies with relevant health and safety regulations.


At level 8 students should progress to performing complex procedures that require them to select and perform at least two techniques involving different types of materials.

Teacher guidance

To support students to implement complex procedures to make a textile materials product, at level 8, teachers could:

  • support students to be aware of a wide range of measuring, cutting, shaping, joining, and finishing techniques
  • provide students with the opportunity to discuss what is meant by complex procedures, that is, procedures that require the student to make informed selection and scheduling of at least two techniques and testing to make a product that incorporates two or more materials
  • provide students with examples of complex procedures; support them to trial a range of these and discuss them in terms of skilfulness and efficiency
  • support students to undertake evaluative tests to demonstrate the final product meets specifications
  • support students to explore and discuss complex procedures in terms of skilfulness and efficiency
  • ensure students have an appropriate environment, tools, and materials to enable students to work safely with textile materials to make a product
  • support students to schedule and practice a range of techniques and tests to develop quality products. This may be through completing a range of individual products and/or projects/activities
  • provide an appropriate environment, tools, and materials to enable students to work safely with textile materials to make their product
  • students need to ensure the application of techniques complies with relevant health and safety regulations.

Contexts for teaching and learning

  • The outcome produced involves the use of complex procedures. One way of showing complex procedures is by joining two materials that have different properties and explaining: what the properties are and how the materials behave, the impact of the properties on the materials involved, and how they influence the techniques chosen to join the two materials – such as joining a lace or chiffon sleeve onto a lined bodice involves specific steps and techniques in order for the seam to sit flat, be invisible from the right side and to be strong enough to hold the sleeve in place.
  • Students select the techniques required to make their product. They need to trial/practice techniques and use feedback to inform the decisions made when selecting appropriate techniques. 
  • Provide opportunities for students to capture evidence for assessment. Encourage them to self-reflect and undertake on-going evaluation of their techniques to ensure fit and accuracy of style is achieved.
  • Students develop and use a construction sequence when making their product. Conference with students and support them during the establishment of an order of construction and the making of the product (refer to AS91621 explanatory note 6).

In addition to their construction plan students must complete tests to demonstrate the final product meets specifications (refer to AS91621 Explanatory note 7). They need to make on-going checks throughout the production of the textile materials product, not just a one-off check at the end. Complex procedures are those that require two or more examples (as given in AS91621 explanatory note 3) of the following:

  • joining materials with different properties for example, jacket shell and lining, sailcloth on to tape
  • changing the characteristics of the materials for example, interfacing, interlining, boning
  • managing special fabrics for example, fine knits, sheers, satins, ripstop nylon, canvas
  • managing the inclusion of structural or style features for example, tucks, pockets, openings, closures, weather proof storage
  • cutting on the bias. 

Literacy considerations

A construction sequence is a plan that describes the order in which the item is made.

Evidence can be compiled of a range of information and could include annotated diagrams, photographs, or explanations of a technique or test.

Resources to support student achievement

Assessment for qualifications

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

  • AS91621 Construction and mechanical technologies 3.21: Implement complex procedures using textile material to make a specified product.

Key messages from the standard

  • For students to produce a specified textile product there must be specifications for the product, which need to be detailed, measurable and of sufficient rigour to allow the student to meet the standard. These also need to include material specifications. The specifications can be provided by the teacher or developed by the student (refer to AS91621 explanatory note 5).
  • AS91621 explanatory note 7 states that tests may include but are not limited to: measuring, trialing techniques, fitting, and visual checks to ensure the product functions as intended.

Teachers must be able to justify their judgments by providing evidence based on classroom observations and discussions with students. 


  • 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 techniques and 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. To what extent does the student know what to do and get on and do it rather than relying on trial and error? It 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 choose the correct tool for the task, which saves them time and effort, and minimises wastage.
  • Economy of time and effort are often linked. 

Recording of 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.

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:

  • establishing a schedule of tests (that is what will be done and when), and recording the outcomes of the tests as they apply them
  • by taking and annotating photos to show economic use of materials and accuracy.

Last updated June 8, 2018