Overview
The unit provides a practical 'hands on' learning context through which Textile Technology processes and production skills and knowledge are applied to creatively respond to textile design challenges. It engages with practical, theoretical and pedagogical aspects of Textile Technology as appropriate discipline content knowledge for teaching Home Economics and Design and Technologies in secondary schools.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback
Adjust assessment workload
Assessment will be reviewed.
Feedback from Casual tutor feedback
Make Residential School non-graded pass/fail
Assessment conditions for grading Residential School will be reviewed.
Feedback from Student feedback
Unit content and assessment provide "classroom ready" resources
Continue to provide useful "classroom ready" assessment and resources
- Design and create textile products
- Apply theories and pedagogies to teach textile technology
- Explore innovative textile processes and production skills and knowledge
- Investigate ethical and sustainable textile contexts
- Adhere to Workplace Health and Safety considerations when engaging in textile technology production.
Nil
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Practical Assessment - 0% | |||||
| 2 - Written Assessment - 40% | |||||
| 3 - Portfolio - 60% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
Nelson Textiles and Design Preliminary and HSC
Second Edition (2013)
Authors: Lynda Peters, Christine Castle
Nelson Cengage Learning Australia
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780170210713
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- MS Teams
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
j.deagon@cqu.edu.au
Module/Topic
4-day Residential School (all days compulsory)
Monday 1 July 2024 to Thursday 4 July 2024
Venue: The Cathedral College, Rockhampton
Chapter
Available in Moodle: Instruction booklet, sewing kit list to be purchased and pattern booklet to print.
Bring to Residential School:
- Full list of items in the sewing kit
- Pattern Booklet and cut out patterns
- Textbook
- Appropriate footwear and attire
- Morning tea and lunch
Events and Submissions/Topic
OnGuard Modules to be completed before Res School attendance.
Assessment Task 1 will be completed by the final day of the Residential School.
Portfolio of Textile Techniques (Residential School) Due: Orientation Week Thursday (4 July 2024) 11:45 pm AEST
Module/Topic
Foundations of Textiles Design and Technology
Chapter
Textiles designers and design thinking
Textbook Nelson: Textile and Design, page vii, "Preparing for your study of Textiles and Design"
Events and Submissions/Topic
Weekly Moodle learning activities contribute to development of assessment task solutions
Module/Topic
Working with the Australian Curriculum
Chapter
Design briefs, general capabilities, cross-curriculum priorities and aligning assessment
Writing a design brief
Embedding the Australian curriculum into textiles content and assessment
Events and Submissions/Topic
Weekly Moodle learning activities contribute to development of assessment task solutions
Module/Topic
Digital Literacy in Textiles: GenAI, Web 2.0 Tools & ICTs
Chapter
GenAI, Web 2.0 Tools & ICTs: how to incorporate them into teaching practice in the textiles learning environment
Working safely and ethically with ICTs in schools
Events and Submissions/Topic
Weekly Moodle learning activities contribute to development of assessment task solutions
Module/Topic
Educate, Advocate & Inform
Chapter
The role of a textiles educator
Exploring Aboriginal and Torres Strait Islander and/or Asian textile techniques, ideas and concepts in culturally appropriate ways
Events and Submissions/Topic
Weekly Moodle learning activities contribute to development of assessment task solutions
Module/Topic
Creative Minds & Creative Classrooms
Chapter
Creating creative learning environments for students in the textiles classroom
Structuring a textiles classroom space to ensure student creativity, productivity, safety and efficiency
Events and Submissions/Topic
Weekly Moodle learning activities contribute to development of assessment task solutions
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Working in a Creative and Diverse Environment
Chapter
Embedding critical and practical thinking strategies into textiles classrooms and assessment
Enacting inclusion, inclusivity and inclusive student management into textiles classrooms
Events and Submissions/Topic
Weekly Moodle learning activities contribute to development of assessment task solutions
Design Brief & Educational Textile Blog Due: Week 6 Monday (19 Aug 2024) 11:45 pm AEST
Module/Topic
Fashion History & Fabric Characteristics
Chapter
Historical developments impact contemporary textiles
Identifying the properties and characteristics of fabrics and fibres
Events and Submissions/Topic
Weekly Moodle learning activities contribute to development of assessment task solutions
Module/Topic
Sustainable Textiles
Chapter
Investigating sustainable fashion and textiles.
Textbook Nelson: Textile and Design
Read Pages 194-197 and 326-336
How is 'sustainability' defined in textiles?
Events and Submissions/Topic
Weekly Moodle learning activities contribute to development of assessment task solutions
Module/Topic
Ethical Consumerism, Cradle to Cradle
Chapter
Re-imagining 'ethical consumerism' in textiles and fashion using the 'cradle to cradle' concept
What is an 'ethical consumer'?
Events and Submissions/Topic
Weekly Moodle learning activities contribute to development of assessment task solutions
Module/Topic
Alternative Approaches to Teaching Textile Technology
Chapter
Using textiles to engage youth and help them find inspiration
Events and Submissions/Topic
Weekly Moodle learning activities contribute to development of assessment task solutions
Module/Topic
The Physical Textiles Environment & Makerspaces
Chapter
Creating challenging and engaging textiles spaces for students and school communities
Events and Submissions/Topic
Weekly Moodle learning activities contribute to development of assessment task solutions
Module/Topic
Being a Creative Instructor of Textiles Technology
Chapter
What are creative teaching strategies in the textiles classroom?
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical Assessment
During the 4-day intensive Residential School, you will use a wide range of textile skills and techniques to construct samplers and display them in a creative multimodal portfolio. The portfolio must be communicated suitably for use as a classroom learning and teaching resource. In addition to building your confidence to manipulate textile materials and equipment, you will learn strategies to organise, manage and teach in this high-risk environment through an experience in a school-based textiles classroom. All practical tasks and portfolio construction will occur during the 4-day workshop.
You are required to upload a self-management checklist with photographs of your textile products and portfolio pages via Moodle within 3 days after completing the Residential School.
Practical tasks include, however, are not limited to:
1. Sewing samplers:
- Seams
- Hems
- Zips
- Patch Pocket
- Front Hip Pocket
- Darts
- Gathering – interfaced band
- Set in sleeve
- Neckline facing
2. Denim bag (design and construction)
3. Boxer shorts (block pattern)
4. Dyes and Natural Dyes
5. Embellishments & Artistic Effects
6. Multimodal creative portfolio
You will be supported by your facilitator at Residential School to develop all activities. See Moodle for information sheet, sewing kit list, pattern booklet and self-management checklist.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• No Gen AI use at any point during this assessment.
Orientation Week Thursday (4 July 2024) 11:45 pm AEST
Portfolio to be completed before end of Residential School. Completed self-management checklist and photographs uploaded via Moodle 3 days after completing Res School.
Ongoing feedback provided during Residential School
- Create: textiles samplers and products using a range of techniques and materials
- Perform: a range of practical skills
- Select: designs, materials and techniques to satisfy task requirements and includes sustainability considerations
- Communicate: information and instructions suitable for secondary school audiences
- Manage: plans and resources
- Comply: Workplace Health and Safety requirements suitable for sewing environments
- Design and create textile products
- Apply theories and pedagogies to teach textile technology
- Explore innovative textile processes and production skills and knowledge
- Investigate ethical and sustainable textile contexts
- Adhere to Workplace Health and Safety considerations when engaging in textile technology production.
2 Written Assessment
WRITE A DESIGN BRIEF
Write a design brief that is reflective of the current Australian curriculum suitable for Textiles Technology. The design brief must demonstrate a range of skills and techniques (minimum of 5). As an example, skills and techniques suitable for a Year 10 Design and Technologies Design Brief might include:
- Investigation of Aboriginal and Torres Strait Islander or Asian designs and techniques
- Natural dyes made from food waste (sustainability)
- Upcycle or repurposing (ethical and sustainable)
- Sewing techniques (for example, seams, hems, zip, pocket, darts, gathering, interfacing, sleeves)
- Embellishments & Artistic Effects (appliqué, beading, abstract artwork, embroidery)
You must identify your intended audience and ensure the assessment instrument is developmentally appropriate for either Year 7, 8, 9 or 10 students.
Additional support on how to write an effective design brief appropriate for the Australian Curriculum will be provided in Moodle.
CREATE A MARKING RUBRIC
You must create a marking rubric to accompany the design brief that aligns with current Australian Curriculum requirements.
EDUCATIONAL TEXTILE BLOG
Use ICTs to create an educational textile blog that scaffolds the teaching of the design brief. The blog is intended as stimulus material for the target audience, to guide students to create and construct their own designed solution to the design brief.
Weekly learning activities in Moodle will guide your blog entries. Your blog will be a collection of statements, pictures, links to textiles websites, interesting and inspiring images and textile projects. Your blog may also include links to instructional YouTube videos and "conversation starters" that you create and/or locate about specific textile-related design brief topics. How you present your blog is up to you; however, the listed topics in Moodle must be covered. Your blog will become a “resource bank” and interactive online environment for your students to safely explore textile technology in schools. Your blog will demonstrate your ability to engage with ICTs and web 2.0 Teaching Tools.
Your blog should:
- Demonstrate a passion for education and textiles
- Be a collection of textile resources and educational tools to support learning
- Reflect your genuine interest in developing experiences that will inspire students
- Document your own learning journey about teaching and textiles.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• Gen AI content is used to generate ideas and general structures.
• Gen AI can be used for content editing.
Further instructions and supporting learning and assessment materials are located in Moodle and weekly activities.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
This assessment allows you to demonstrate the following APSTs:
Professional Standard 2.1 Content and teaching strategies of the teaching area - Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Professional Standard 2.2 Content selection and organisation - Organise content into an effective learning and teaching sequence.
Professional Standard 2.3 Curriculum, assessment and reporting - Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Professional Standard 2.6 Information and Communication Technology (ICT) - Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Week 6 Monday (19 Aug 2024) 11:45 pm AEST
Week 8 Monday (2 Sept 2024)
It is anticipated that students will receive feedback 2 weeks after submission.
- Develop: assessment instrument suitable to enact current Australian Curriculum
- Use: ICTs in ethical ways to communicate information and instructions in multimodal formats
- Construct: teaching and learning resources that facilitate student creativity and designed solutions
- Select: teaching tools to plan, structure and sequence student success.
- Apply theories and pedagogies to teach textile technology
- Investigate ethical and sustainable textile contexts
3 Portfolio
CONSTRUCT A TEXTILE PRODUCT WITH AN ACCOMPANYING CREATIVE PORTFOLIO
You are to create a designed textile solution to the design brief submitted in Assessment Task 2. The textile product will demonstrate your application of technical and practical textiles skills. The creative portfolio will communicate and provide evidence of your application of design thinking including knowledge, understanding, processes and production skills. The purpose of this assessment task is to create a model assessment response of a design brief for use as a teaching and learning tool for students in schools.
To create a designed textile solution with an evidence portfolio, it is essential that you know and understand your design brief. As you develop your textile project and engage in the design process - investigate, generate, design, produce, evaluate - update your AT2 Educational Blog with any additional relevant information, videos, resources or instructions that you think would assist your future students to complete a design brief as an assessment task at school.
Your creative design textile solution portfolio must:
- Identify design brief constraints and considerations (for example, budget, time, resources, target audience etc)
- Investigate opportunities to create an authentically designed textile solution that meets a human need or problem
- Analyse and make judgements about characteristics and properties of materials, tools and equipment that can be used and combined to create your design solution
- Include a component in your design that addresses sustainability challenges
- Incorporate Aboriginal and Torres Strait Islander and/or Asian techniques, concepts, ideas into your design
- Create a mood board for your project as a source of inspiration
- Develop your design thinking by including concepts covered in weekly Moodle content such as the Home Economics philosophy, elements and principles of design, and fabric and fibre properties
- Include sketches to demonstrate your original ideas
- Use annotations to justify decisions made about specific techniques used and the selection of materials and resources
- Construct a project plan to manage your project including time, cost, risk assessment, equipment, processes and production
- Take photos of your work in stages that demonstrate the application of safety procedures to safely make your design solution (for example, ironing, machine use, needlework)
- Create a step-by-step guide with images that communicates clearly how to replicate your textile product
- Photograph the final textile product with attention paid to construction details and presentation.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• Gen AI content is used to generate ideas and general structures.
• Gen AI can be used for content editing.
PROCESS AND PRODUCT EVALUATION
Evaluate the product and processes used to create your designed textile solution. Critique your designs, skills, time management, and your ability to develop evidence for each element of the design process from concept to product.
Use the rubric created in AT2 and mark your product and creative portfolio against the criteria and standards.
SELF-REFLECTION
Include a page in your creative portfolio that is a personal reflection on your textiles learning journey.
WHAT TO SUBMIT
Choose one of the following options for constructing and submitting your creative designed solution portfolio:
1. extend your Assessment Task 2 Educational Blog by adding clearly marked webpages of your creative portfolio OR
2. create a hardcopy A3 portfolio, then take clear photographs of each page and submit as one .pdf.
Further instructions are available in Moodle and will be discussed in weekly tutorials.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
This assessment allows you to demonstrate the following APSTs:
Professional Standard 2.1 Content and teaching strategies of the teaching area - Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Professional Standard 2.2 Content selection and organisation - Organise content into an effective learning and teaching sequence.
Professional Standard 2.3 Curriculum, assessment and reporting - Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Professional Standard 2.6 Information and Communication Technology (ICT) - Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Review/Exam Week Friday (11 Oct 2024) 12:00 am AEST
Feedback on the final assessment task will be provided prior to certification of grades.
- Design and create: a textile product that demonstrates a range of practical skills and techniques
- Communicate: design thinking processes and procedures
- Investigate: a textiles solution for an authentic human need or problem
- Select and apply: teaching and learning methods, strategies and resources
- Embed: Australian Curriculum general capabilities and cross-curriculum priorities into a designed solution
- Plan and manage: a substantial textiles design project
- Evaluate and reflect: on professional practice.
- Design and create textile products
- Apply theories and pedagogies to teach textile technology
- Explore innovative textile processes and production skills and knowledge
- Investigate ethical and sustainable textile contexts
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
