Topic outline

  • General

  • Year 9

    Students design and produce their own patterns to test the function of the design for the given context of sleepwear. After evaluating and making any necessary changes they produce the final outcome. Students are given the design constraint of working with both woven and knit fabrics to enable them to develop competence in skills using a wide range of equipment.

    Students also develop understanding of technological design processes, including working with a brief and specifications, modelling of their ideas, making critical evaluations and decisions at level four of the technology curriculum. 

  • Year 10

    Students design and produce their own patterns to test the function of the design for the given context of street wear. After evaluating and making any necessary changes they produce the final outcome. Students are given design constraint such as the type of fabric they must use so that they develop competence in skills using a wide range of equipment.

    Students also develop understanding of the technological design processes, including working with a brief and specifications, modelling of their ideas, making critical evaluations and decisions at level five of the technology curriculum.

    Note: Students may do one semester course in either or both year nine and year ten. There is sufficient scope in the unit plan to adapt the learning to the individual needs of the student. They will be well prepared for year eleven from these semester courses.

    • Year 11

      This is a full year course at level six of the technology curriuclum. The first unit of work has a key focus on teaching technological process and assessing basic skill competency. The second unit of work has a focus on the modelling phase of design development.

      Students are assessed on their project management, the outcome development and evaluation as well as their understandings of the role of modelling in design. 

    • Year 12

      The first unit of work has a key focus on developing students technical skills and understanding of design to an advanced level seven. The second unit requires students to manage their project which is an excellent transferable skill. The key design focus is on form follows function. 

      Students are able to demonstrate advanced knowledge of material properties and their relationship to how the design will function.

    • Year 13

      The first unit of work has a key focus on developing student technical skills and understanding of design to a complex level. The second unit requires students project manage efficiently. The key design focus in unit two is on form follows function.

      Students are to demonstrate skilled fashion communication of designs and use informed experts/focus groups to judge the success or otherwise of the outcome.