Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, This unit introduces the students to Textile technologies. Students will learn about fibres, fabrics, the sewing machine and how to apply decoration to textile items. They will be encouraged to research and work independently to design and create a form of decoration that they will apply to a textile item, or they may choose to make a textile item which they will decorate. Syllabus links Teaching and learning sequence Stage 4: Year 7: Technology ( Mandatory) Overview of design project 1

Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, Exploring and defining the task To help the students explore and define the task the students are immersed in the topic. This is done by: being surrounded by sewing equipment and examples of decorated fabrics exhibited all around the room. viewing complete and incomplete samples as well as correct and incorrect techniques to further enhance the students’ understanding. Click to play and pause movie clip. Hit any key to stop movie.

Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, The students learnt to use the sewing machine by following instructions in their booklets to make a small bag of their own design. Concept 1: Using the sewing machine They: began by sewing on paper to gain control of the machine made a pattern and cut out their fabric zigzagged or overlocked the edges attached the Velcro sewed up the bag. All instructions were available in their booklet to allow them to work at their own pace. Click to play and pause movie clip. Hit any key to stop movie. Generating and developing ideas 3

Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, Generating and developing ideas The students experimented with ways of decorating fabric. They had to complete at least three experiments, but most students did more than three as they wanted to gain experience and ‘have a go’ at the different methods available: Concept 2: Fabric decoration experiment Tie dyeing Screen printing Transfer printing Machine embroidery Appliqué. Demonstrations on each were given and the students referred to their books for further instructions. Click to play and pause movie clip. Hit any key to stop movie. 4

Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, For each method of fabric decoration the students documented the process and their finding. The evaluation questions asked them if it was a method they would like to incorporate into their project and why. Generating and developing ideas Concept 3: Decoration experiment documentation Click to play and pause movie clip. Hit any key to stop movie. 5

Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, Concept 4: Self registration It is important that the students have ownership of their project. This self registration helps them to see what they have done and what they still have to do. As you can see students were diligent to complete the self registration to get them on their way. By the time they were up to making their project they knew what they were doing and neglected the self registration. It view of this it served its purpose of helping the students take charge of their project when they were still finding their way. Generating and developing ideas 6

Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, Producing solutions The students worked very busily on their own projects. No matter how well prepared they were most asked for clarification as to whether they were doing the right thing. This was good as it saved a few disasters of screen prints not being masked properly, transfer prints back to front, etc. On the other hand we had 20–24 students all doing different things at the one time. We are very luck to have computers, two computerised sewing machines as well as big sinks for washing up in the textiles room. As a teacher it was very hectic. But as the projects came to fruition hectic turned into satisfaction. Reading the students’ evaluations made it all really worthwhile. Using the students words, it was “fully sick”. Click to play and pause movie clip. Hit any key to stop movie. 7

Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, Student 1 work samples Student 1 decorated a t-shirt with a transfer print. Click to play and pause movie clip. Hit any key to stop movie. 8

Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, Student 2 made a beanie and decorated it with a logo from his favourite footy team using the Generations CAD program and stitched it using the computerised embroidery machine. Student 2 work samples Click to play and pause movie clip. Hit any key to stop movie. 9

Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, Student 3 made a Christmas stocking and decorated it with appliqué, machine embroidery and decorative overlocking. Student 3 work samples Click to play and pause movie clip. Hit any key to stop movie. 10

Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, What did you produce as a result of the design process? The students’ responses to this question simply stated their finished project, and these included: Decorated t-shirts and tops Pyjamas Christmas stocking Beanie One very “pleased with themself” student answered “A fully sick shirt”. Student reflection In what ways did your design solution achieve the success criteria? To this question the students’ most popular answer was they liked the finished article, followed very close behind by they could wear it and they do. Other responses related to the project being good or liking sewing. What aspects of your documentation process did you find most useful and why? The responses to this question were as varied as their projects, although a common theme to the answer related to the practical experimentation they did. Two of the response referred to the planning part in their booklet. How would you approach this task differently next time? To this most students responded by answering that they wouldn’t change a thing. Some of the other answers included that they would put in more work next time or improve their sewing. What skills did you gain or do you need to further develop? Students responded by listing the methods of decoration they learnt and their sewing skills. Not many thought they needed to develop much more, although a few suggested working faster or being able to sew better. 11

Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, In this unit I wanted the students to learn: how to find solutions to problems how to experiment how to document learning from experiments to make appropriate decision based on what they had learnt complete a quality project to take ownership of the project. Why does it matter? This is the basic design process and the process behind successful learning. The students who took ownership of their projects enjoyed the learning process and could see their learning turn into something real for them as well as meeting the requirements for school. Teacher reflection What do you think students learnt? The students learnt to: use the sewing machine make simple patterns decorate fabric appreciate the usefulness of experimenting document experimentation evaluate work in relation to their project 12

Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, What strategies did you find particularly helpful? Several strategies were particularly helpful, such as: constant display of solutions experiment documentation having such a large range of options from which the students could choose so that they could really make something that was useful to them. Teacher reflection What would you do differently? I underestimated the time needed for students to learn how to use the sewing machine and the interest the students would have in the sewing process. It was difficult to do a simple project, everyone wanted to make the biggest and best small bag. A number of students were confused about the difference between a pattern or template for the making of the small bag and wanted to decorate a small bag. I have made some changes to the booklet to include further opportunities for the students to understand each of the tasks as being part of the process of completing their project instead of just something the teacher says to do. For example, for students to rewrite the brief in their own words better documentation of each experiment a more structured marking schedule to give students recognition and appropriate marks for all aspects of their project instead of just the finished product. 13

Bulli High School September, 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, What skills did you gain or do you need to further develop? As a unit we still need to:  Look at making students understand the concept of a template that in the textiles area is referred to as a pattern and somehow take away the confusion between a pattern and decoration.  Develop a few more resources for the room, for example textiles other than clothes and household items. This would enhance the breadth of understanding in the homework assignment.  Download the Generations CAD program onto a few more computers. This was once an activity for stage 5 and 6, but the immersion in fabric decoration in Year 7 has really enthused the students and staff are able to incorporate it into this program.  Develop a resource for the homework assignment that students can access, maybe a resource for the web site. The assignment I think is good but it needs lots of explanation and if the students are absent on the day it is given out, the whole lesson needs to be given individually. Teacher reflection 14