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National Certificate of Educational Achievement 2014

TECHNOLOGY

Level Three

COSTUME

Achievement Standard 91610 (3.3) Develop a conceptual design considering fitness for purpose in the broadest sense

Version 1 Internal Credits: 6

Achievement Standard 91611 (3.4) Develop a prototype considering fitness forVersion 1 Internal purpose in the broadest sense

Credits: 6

Achievement Standard 91621 (3.21) Implement complex procedures using textile Version 1 Internal materials to make a specified product

Credits: 6

Achievement Standard 91626 (3.26) Draft a pattern to interpret a design for a Version 1 Internal (Optional) garment

Credits: 4

Achievement Standard 91612 (3.5) Demonstrate understanding of howVersion 1 External technological modelling supports

Technological development and evaluationCredits: 4

Student course information 2014 for 13 Fabric Technology

Welcome to Level 3 Fabric Technology. This course is made of Technology Achievement Standards. Four Achievement Standards are internally assessed, and one is externally assessed. There is also the option to complete an extra internal Achievement Standard, 91626 (3.26). No examinations are sat. Your work is sent away in November for the marking of the external Achievement Standard 91612 (3.5). Achievement Standard 91626 (3.26) is optional.

Achievement Standards offered in this course

Subject Reference

Domain Title Level Registration Number

Version Credits External/ Internal

Generic Technology3.3

Generic Technology

Develop a conceptual design considering fitness for purpose in the broadest sense

3 AS 91610 1 6 Internal


Generic Technology

Develop a prototype considering fitness for purpose in the broadest sense



Generic Technology

Demonstrate understanding of how technological modelling supports technological development and implementation

3 AS 91612 1 4 External

Construction and Mechanical Technologies3.21

Construction and Mechanical Technologies

Implement complex procedures using textile materials to make a specified product


Construction and Mechanical Technologies3.26

Construction and Mechanical Technologies

Draft a pattern to interpret a design for a garment


Timeline for assessmentsPlease refer to the calendar at the back

Further assessment opportunities These will not be offered because of the length of the Achievement Standards. However, you will have the opportunity to resubmit work.

Resubmission opportunities there will be an opportunity to resubmit any work that has a minor mistake that prevents you

from receiving a higher grade

you may only make one resubmission on the single issue causing the completed assessment to not meet the standard for Achievement, Merit or Excellence

if a resubmission is offered, it must take place before the teacher gives any feedback on the work done

if more learning has occurred, resubmission is not possible

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Authenticity of student work all practical work must be done at school to ensure that it is the student’s own work, and it

is to be kept at school until it has been marked

design work will be check-marked at times indicated by the teacher

all plans, research material and draft work must be submitted with the final product

you will be required to sign a statement that the work being assessed is your own work

Conditions of Assessment work for Fabric Technology Achievement Standards is in the form of a portfolio to be

completed over 28 weeks, with check-marks at times indicated on the calendar

It is your responsibility to ensure that your work is in by the due date. If it needs to be printed, make sure you allow yourself plenty of time to do this.

work is marked by a team of teachers for the internal assessment, and sent away for the external assessment

Misconduct if misconduct is suspected (eg copying another students’ work) the initial investigation will

be undertaken by the head of department or teacher in charge of Technology.

this may be followed up with a further investigation by senior management.

if misconduct if found to have occurred, you will be awarded ‘not achieved’ for the Achievement Standards concerned.

Extensions assessments handed in late will not be accepted unless an extension has been granted.

Work should be handed in by 9 am on the due date

extensions are unlikely to be granted where significant time has been given for the completion of the assessment, as is the case in Technology where you are given 28 weeks to complete the work

a request for an extension must be made by written application on the appropriate form to your teacher, who will then pass it on to the HOD.

extensions will not be granted for computer / printer faults

Appeals when marked work is returned, you will sign a cover sheet to indicate acceptance of the

grade or a request for reconsideration

you will have 5 school days from the date of return to appeal

if you appeal, you will need to make a written submission stating the grounds upon which you believe the appeal to be justified

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your work will be checked by the teachers involved in marking it, along with the HOD, and you will be advised of the outcome within 10 school days

Missed Assessments if you are unable to submit your work on the due day owing to sickness or a bereavement,

accident or illness, you must submit your work as soon as you return to school

if you miss an assessment because you are away on holiday, you will not be granted an extension

bereavement circumstances need to be authenticated

medical circumstances need to be authenticated by a medical certificate from a New Zealand registered medical practitioner which is dated on or immediately prior to the date or dates of assessment and must cover the date(s) of the assessment

to request compassionate consideration of an assessment, you will need to complete a “Request for Extension/Compassionate Consideration/Absence” form with appropriate supporting documents.

Attendance regular attendance is essential for Fabric Technology. All practical work must be done at

school, and frequent absences make it difficult for it to be completed by the due date

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WESTLAKE GIRLS HIGH SCHOOL

YEAR 13 FABRIC TECHNOLOGY 2014WKS DATES BRIEFS/ASSIGNMENTS ASSESSMENT

DATES1 27-31 Jan Anniversary Day 27 th Yr11,12,13 28 th , Yr 9 29 th

Course outline issued2 3–7 Feb Waitangi Day 6 th Introduce ‘Costume’ 3 10–14 Feb4 17–21 Feb5 24-28 Feb Checkpoint – 28 th February 6 3–7 Mar7 10-14 Mar8 17-21 Mar9 24-28 Mar

10 31 Mar-4 Apr11 7-11 Apr Checkpoint – 11 th April 12 14-18 Apr Good Friday 18 th

TERM HOLIDAYS1 5-9 May2 12-16 May3 19-23 May4 26-30 May5 2-6 Jun Queens Birthday 2 nd START SEWING Start 3 rd June 6 9-13 Jun7 16-20 Jun8 23-27 Jun9 30 Jun-4 Jul

TERM HOLIDAYS1 21-25 Jul2 28 Jul-1 Aug3 4-8 Aug4 11-15 Aug5 18-22 Aug6 25-29 Aug7 1-5 Sep8 8-12 Sep Portfolio due – AS 3.3, 3.4, 3.21, 3.26 Due 8 th Sept 9 15-19 Sep EXAMS 10 th – 22 nd September 10 22-26 Sep Term 3 ends 26 th Introduce 3.5 (external)

3.21 in class marking all week23 rd September

TERM HOLIDAYS1 13-17 Oct2 20-24 Oct3 27-31 Oct Labour Day 27 th 3.5 DRAFT due 28 th October 4 3-7 Nov 3.5 FINAL DUE 3 rd November

STUDENT INSTRUCTION SHEET

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Unit: Costume Time allowed: 28 weeks

Read through all these instructions before you start your work

Due date for final portfolio: 6th September

Achievement Standards 3.3, 3.4, 3.21 and 3.26 will be assessed at this time

INTRODUCTION

The term costume can refer to wardrobe and dress in general, or to the distinctive style of dress of a particular people, class, or period. Costume may also refer to the artistic arrangement of accessories in a picture, statue, poem, or play, appropriate to the time, place, or other circumstances represented or described, or to a particular style of clothing worn to portray the wearer as a character or type of character other than their regular persona at a social event such as a masquerade, a fancy dress party or in an artistic theatrical performance.

http://en.wikipedia.org/wiki/Costume

You will need to explore the idea of Costume and identify possible contexts in which costume occurs.You will be expected to show your garment/s at the Technology Department Showcase fashion show on October 22nd. You or a friend can model the garment/s.

Before you start:5

http://en.wikipedia.org/wiki/Costume

http://en.wikipedia.org/wiki/Performance

http://en.wikipedia.org/wiki/Theatre

http://en.wikipedia.org/wiki/Fancy_dress_party

http://en.wikipedia.org/wiki/Masquerade_ball

http://en.wikipedia.org/wiki/Character_(arts)

http://en.wikipedia.org/wiki/Clothing

http://en.wikipedia.org/wiki/Play_(theatre)

http://en.wikipedia.org/wiki/Poem

http://en.wikipedia.org/wiki/Statue

http://en.wikipedia.org/wiki/Picture

http://en.wikipedia.org/wiki/Style_of_dress

http://en.wikipedia.org/wiki/Wardrobe_(clothing)

label your folder with your name and contact details make a title page (Costume), and on it copy the introduction

1. PLANNING

To successfully complete this project you will have to plan how you will use your time most effectively. The first thing to do is to break the project up into smaller parts called key stages, and to plan how much of the available time will be used for each stage.

a. Gantt Chart

identify the key stages

use these to produce a planning sheet (Gantt chart) for the time you are allowing for each part (key stage) of the project

include school holidays and other key dates for the year, eg portfolio check dates, exams

make a key indicating the planned time and actual time taken for each key stage

remember to identify the numbers along the top as weeks

as you complete each stage fill in the reflection line on your Gantt chart

b. on another page, identify your stakeholders (remember you are the key stakeholder) and explain how they can help with the development of your outfit (prototype). Who are the wider community stakeholders (you need two or three) and why have you chosen them to be stakeholders?

Stakeholder comments

Throughout your work you will be asked for stakeholder comments. These must be handwritten by the stakeholders, signed and dated.

You must show ongoing reflection of the views of key stakeholders associated with the need or opportunity and of wider stakeholders associated with the context.

2. BRIEF DEVELOPMENT

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Explore the idea of ‘Costume’ Brainstorm Plus, minus, etc Identify context and explain why you have chosen it

Explore the context Brainstorm Pros, cons, etc Identify your issue and explain why you have chosen it What considerations (including the social environment and physical environment

where the outcome will be developed and used) are related to the issue you have chosen? Remember to get stakeholder feedback as you work

Need or Opportunity identify a need or opportunity within the issue get stakeholder feedback

as a result of stakeholder interactions and context considerations, develop a Conceptual Statement. It must clearly:

- explain the purpose for the outfit (eg what the outfit will be used for)- describe the physical environment and social environment (eg where it will be used

and who will use it?)- justify why the outfit should be developed (eg the reason the outfit needs to be

developed)

Research Carry out research to identify and explain the physical (appearance) and functional

(performance) nature of the outcome. This research will need to include considerations of suitable fabric, embellishments, etc for your chosen context (eg. A costume for a play that will need to be changed several times during a season cannot be made with delicate fabric or trims, and will need to be easy to take on and off in a hurry for scene changes).

Summarise your research

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collect pictures of design ideas suitable for your identified need or opportunity that reflect your chosen issue

write comments evaluating these design ideas, including such things as how they reflect your issue, suitability for the social and physical environment your garment will be worn in, and style features that you could use in your design. Get comments from at least one other stakeholder as well. (highlight the social and physical environments and style features, using a different colour for each one. Make a key)

get stakeholder feedback on your design ideas so far. Get them to sign and date this

identify any constraints that you may have to consider such as budget, available equipment, weather, time

There should be a wide variety of ideas, and your comments must relate them to the brief you have developed. Do not start each comment with ‘I like ……’

after researching your issue and context further, develop your conceptual statement. This must reflect the context considerations. Underneath list your specifications

The specifications must:- must be in prioritised order- reflect your context and issue- identify and describe the physical and functional requirements of the outcome- reflect on-going consideration of feedback from key and wider community stakeholders- reflect on-going prioritised consideration of the social environment and physical

environment where the outfit will be developed and finally located- be measurable

3. DESIGN DEVELOPMENT

Concepts

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You have the option to do Achievement Standard 91626 (3.26), ‘Draft a pattern to interpret a design for a garment’

This involves drafting a pattern to interpret a design for a garment

Collect an information sheet from your teacher if you wish to do this Achievement Standard

You will be doing Achievement Standard 91621 (3.21),’ Implement complex procedures using textile materials to make a specified product’ at the same time, so you need to ensure that your outfit design allows you to use complex procedures in its construction.

Complex procedures are those that require carrying out two or more of the following: joining materials with different properties; changing the characteristics of the materials; managing special fabrics; managing the inclusion of structural or style features; cutting on the bias

draw at least 6 concept ideas for the costume and annotate evaluate each concept in terms of addressing the context, issue and specifications consult with stakeholders and get them to write their suggestions / evaluations at the

bottom of each page. Get them to write their name and the date clearly identify the concept to be developed further by highlighting the chosen design

and say why you have chosen it

Existing Costumes collect information about two or more costumes that are similar to your chosen design photograph similar existing garments (inside, seams etc and outside) or copy pictures

of them if you cannot get an original garment. Label the design features examine the information about these costumes for technological knowledge related to

such things as:- sustainability- end use/disposal- performance criteria- design features- materials used- notions- techniques- care labelling

use this knowledge in your development work. Include an explanation describing what has been learnt from examining these costumes, how this would be used in outcome development or reasons why some techniques were not appropriate to use

Design Development take your chosen concept and sketch several variations of it until you come up with your

final design make sure you include any changes suggested by your stakeholders, or justify not

making any changes make comments evaluating the different features of each design and its suitability to

meet the requirements of the brief and specifications consult with the main stakeholders when development sketches are completed. Get

them to write their evaluations at the bottom of each page and date these indicate the chosen development sketch and say why you have chosen it

Final Conceptual Design sketch an artists impression of your final design use background of where your garment will be worn and other details to complement

the design justify the potential fitness for purpose of your final conceptual design’s outfit, as

defined by your brief. describe clearly how your outfit will look and function in its intended social

environment and physical environment consider all aspects of the outfit, including its technical feasibility and social

acceptability consult with the main stakeholders. Get them to write their evaluations at the bottom of

each page and date these

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From your research and stakeholder feedback synthesise all evidence to demonstrate your costume design’s potential fitness for purpose in the broadest sense, and how it meets the brief. Write this on a separate page.

Working Drawings draw large, clear line drawings (do not colour in) of the final design. Include front, back

and side views the drawings must be labelled. There should be enough information on your drawings

to enable another person to make the product (eg side seam, zip) get stakeholder feedback and record any suggested improvements include samples of the fabrics used in your final outfit

Cost

cost your project. Remember to include the cost of everything used, no matter how small. It is a good idea to put any dockets you receive into your notebook to help when costing your project.

RESEARCH AND TRIALLING

You must do this before you start constructing your garment/s

Selection and use of materials, components, tools and equipment

Choosing Fabric collect samples / swatches of possible fabric that you could use for your garment/s.

Record fibre content, price, width (keep all receipts) in your exercise book evaluate each sample show your swatches to at least one of your stakeholders and get them to record their

comments select the most suitable fabrics for your garment/s, and justify your selection

Testing fabric (if you have more than one fabric you will have to test them all) test the fabric you have chosen to identify fibre content and check that it has the

properties identified earlier (you must do the burning test and at least two others) evaluate and justify your test results. Explain why this will affect your garment

Choosing components, tools and equipment Research suitable:

needles – hand and machine notions Eg. thread, interfacing, zip, bias binding, buttons, elastic, etc presser feet embellishments

Select the most appropriate for your garment/s, and justify your choice

Selection and use of practical techniques and processes

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make samples for your portfolio using your chosen fabric/s to help you choose the most suitable process to be used in your garment/s

examples of possible processes are: overlocking colour seams and seam finishes hems, darts, buttonholes, gathering, neck binding, etc methods of adding embellishments

evaluate each process and explain which process is best to use, and why, when making your garment/s

highlight your chosen processes and say why you have chosen them

The table below is an example of how you could do this

Overlocking colour

Sample #1 Sample #2 Sample #3

Evaluation

I have selected sample #.. because……..

Seam samples

Sample #1 Sample #2 Sample #3

Evaluation

I have selected sample #.. because……..

using selected materials and components, tools and equipment, apply suitable techniques and processes to construct a prototype garment

throughout the process of developing your prototype garment carry out tests and incorporate findings, including stakeholder feedback

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FINAL BRIEF

Write up your final brief and ensure that it:

consists of a conceptual statement (that reflects the context considerations) communicates refined specifications that allow the outcome to be evaluated as fit for

purpose in the broadest sense. These specifications need to be:

- in the same order as your original specifications- justified- measurable- reflects the input of stakeholders and decisions made throughout the practice

below these specifications you will need to add a new list of construction specifications (see Appendix A) which have been developed as a result of your testing and trialling and which enable you to construct a costume using at least two complex proceduresEg: As a result of trialling different seams, one of your construction specifications could be that your garment must have french seams

PROCESSES

Introduction

AS 91621(3.21) requires you to implement complex procedures to make a costume from textile materials.

You will be assessed on how skilfully, accurately, and efficiently you implement complex procedures to construct a costume that meets the specifications, including how you apply selected techniques, tests, and processes.

Task use the construction specifications you have previously developed for your final brief and

construct a costume using at least two complex procedures (see Appendix A for an example of a set of specifications)

before you begin to make your costume, check with your teacher that your specifications provide you with the opportunity to achieve the standard at any level

Prepare for construction, trialling and testing make a new Gantt chart for the time remaining, focusing on trialling, testing, construction

and evaluation on the working drawings of your garment / outfit, identify and name the two complex

features you have chosen. Use a highlighter pen to identify these.

you will choose for yourself, or make, a pattern for a costume that includes at least two complex procedures.

explore different ways of implementing at least two complex procedures. This means you trial, make samples/toiles, take photos etc as necessary. Eg if you are making a welt pocket make a sample first so you know what to do when making it on your garment.

you do not need to repeat the samples you made for A.S. 91611 (3.4)

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make a list of the checks (tests) you will need to carry out to ensure that the finished product is of a high quality (see Appendix B for a list of Construction Standards). Add a column on the right for your teacher to sign each test.

if you used a commercial pattern, copy the front and back of the pattern envelope. On it indicate any changes you have made to the design, fabric quantities and notions needed etc.

if you have made your own pattern, copy a sketch of the front and back, indicate fabric required and draw a lay plan

decide (schedule) the order in which you will carry out the various steps involved in constructing your garment. If you are using a pattern that suggests an order, either confirm that you will follow it or develop an alternative order.

Construct your garment follow your construction order (schedule) and make your costume.

it is important to follow Codes of Practice when constructing your outfit

take photos of each step of the construction of your costume (including your toile) and annotate these, using the Clothing Construction Standards as a guide. Put these in with your processes pages

copy the original guide sheet and amend it to suit your design

as your project commences, it is essential to list how you have done specific tasks in a summary form

make your toile/samples to test different construction techniques and design ideas for your garments. Photograph and keep all toiles/samples, no matter how basic they are. Label your toile and each of your samples with each stage of the process that particular piece is. Put the toiles/samples in your portfolio if they are not too large, otherwise label them and place them in a named plastic bag

each time you come to class, put the date in your notebook and at the end of the lesson record what you have achieved that day. That makes it easier for when you copy the construction methods to put into your portfolio

put any new samples of techniques and processes you have trialled during the construction of your garment/s into your portfolio if they are small enough. Otherwise, put them into a named plastic bag

evaluate all new mock-ups and new processes trialled. Write evaluations in your portfolio alongside your mock-ups

as you work, annotate your construction order so that you have a record of what you did and problems you overcame. Include all testing. For example, you could include annotated photographs and a completed testing checklist as evidence of your checks. Include a space for teacher comments.

when constructing your garment, you will need to show independence and accuracy, and work in a way that makes good use of time, effort, and materials (see Appendix C).

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when you have completed your garment, photograph it to show the details of its construction (including complex procedures used), its fit, and show that it meets the specifications.

EVALUATION

remember to make sure your gantt charts are up-to-date when you have finished your costume you should design some tests and checks to justify

its fitness for purpose in the broadest sense against the brief consider its intended location and the practices used to develop the costume refer to evidence from your construction, testing and prototyping of the costume and explain

decisions you made about whether or not to modify the prototype

Photographs

you need to take photos of your costume being worn and place them on a new page your photos must clearly show both the physical environment and the social

environment these photos must be large enough to clearly show the details of your costume. You can

use more than one page if necessary on the same page as your photos, explain how they show that the garment is fit for the

purpose for which it was intended stakeholders must also comment on your costume and its suitability on the same page

Hand in: your completed garment a portfolio that includes your annotated construction plan, photographs of the finished product,

any written comments or explanations, and any other evidence of the techniques and the testing procedures you have used (for example, checklists and annotated photographs).

Remember to hand in your toile and patterns you may have changed

Your completed portfolio is to be presented for assessment as well as the completed costume and any other evidence that could be used for

assessment

Due date: 8 September 2014

DEFINITIONS14

Attributes Descriptive aspects of the physical and functional nature of a technological outcome

Conceptual design Clearly communicates a proposed technological outcome that has the potential to address the brief. It is a detailed description of how the outcome would look and function

Conceptual statement Describes the nature of the outcome to be developed and justifies why that particular outcome should be developed with reference to the issue it is addressing

Context The social and physical environment in which the solution will resideFitness for purpose in the broadest sense

Relates to the outcome described by the conceptual design, as well as the practices used to develop the conceptual design

Functional attributes Performance attributesFunctional modelling Used to explore and evaluate developing design ideas and conceptual

designsIssue A subset of the context that will allow students to identify a need or

opportunityNeed Identified requirement of a person, group or environment. It is identified

from an issue and sits within a contextOpportunity An identified possibility for a person, group or environment. It is identified

from an issue and sits within a contextPhysical attributes Appearance attributesPhysical environment The place where the final outcome will be situatedPrototype A completed outcome that is yet to be fully implemented. It is developed

through technological practice and is reflective of the relevant codes of practice

Prototyping Trialling of the prototype to gain evidence for the evaluation of the outcome’s fitness for purpose in its intended physical and social environment

Social environment Refers to those who interact with the final outcomeSpecifications Define the requirements of the outcome in terms of its physical and

functional nature. An explicit set of requirements that can be used as an evaluative tool to justify the fitness for purpose of the final outcome

Technological modelling

Refers to both functional modelling and prototyping

Appendix A

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SAMPLE SPECIFICATIONS

eg for a Ball dress

strapless, knee-length ball dress

outer fabric organza, lining taffeta

fits correctly

- strapless style feature comfortable, and does not fall down

invisible zip

seams correct width

stitch length and tension appropriate for fabric

choice of seam and finish appropriate for fabric

understitching correct distance from seam, inconspicuous and holds seam against lining at

neckline and armholes

interfacing enhances body and wear of garment

interfacing colour and care requirements compatible to outer fabric

lining conceals inner construction of garment without adding excess bulk

lining fits smoothly inside garment with seams aligned

Appendix B

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CLOTHING CONSTRUCTION STANDARDS

Details of construction are important, whether you are constructing or selecting a garment. If you make a garment to enter a contest, you want it to be attractive and acceptable in the judges' eyes. Those judging a contest seek to be impartial and fair as well as critical and discriminating; personal preferences must be set aside so entries can be evaluated objectively.

There are a number of construction techniques that can be used to achieve an acceptable end product. In general, the result should be an area, finish, or detail that is:

Functional-Use is unhampered by the construction technique utilised.

Durable-Stitching is secure and garment is made of quality materials (fabrics, interfacing, notions, trims).

Inconspicuous-Area is free from bulk, flat, and smooth; stitching is straight and a uniform distance from the edges or folds.

The following standards are commonly found in garments of quality construction.

Appearance, Overall

notions compatible in color, fibre, weight, and design fabric used correctly-plaids, stripes, checks, or other designs attractively planned for

matching fabric nap correctly used pressed to give smooth look to finished garment loose ravellings, basting threads, and thread ends removed

Belts

style of belt suitable to garment design, uniform width ends well finished closure appropriate durable and attractive.

Buttons

neatly and securely fastened appropriate in size and design placement accurate and attractive, uniform distance from edge and in spacing between appropriate shank provided stitching started and ended under button

Buttonholes

flat and securely stitched even in width and length placed at points of strain attractive and accurate in distance from edge and in spacing between cut on grain appropriate in size appropriate interfacing used.

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For fabric (bound) buttonholes

lips an attractive size and even in width lips meet exactly at the centre of the buttonhole corners square facing securely and appropriately fastened to the back of the buttonhole.

For machine-made buttonholes

the stitches evenly spaced and smooth in appearance on front and back of buttonhole centre cut neatly with all loose threads trimmed off interfacing an appropriate color

Collars

free from bulk-seams graded, clipped, or notched understitching holds undercollar in place so it does not show appropriate interfacing used shape symmetrical on right and left curved edges smooth, points sharp and flat rolls smoothly or lays flat according to design.

Cuffs

flat, smooth, free from bulk-seams graded and understitched where applicable even in width undercuff does not show appropriately interfaced

Darts

tapered and smooth-free from pucker or bubble at point securely fastened at ends symmetrical in shape, length, and spacing attractive placement pressed correctly-vertical darts pressed toward centre, horizontal darts pressed down

Facings

flat, smooth, free from bulk seams graded, clipped or notched, and understitched as needed securely tacked in place at seams, darts, and openings facing edges free from ravelling any edge finish flat, smooth, and free from bulk.

Fit

adequate ease for comfort fitting details (neckline, armhole, waistline) properly located on body silhouette lines follow silhouette of body lengthwise grainline perpendicular to floor; crosswise grainline parallel to floor

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darts point to and stop short of the fullest part of the area they fit free from strain and/or excess fullness.

Gathers

uniform, evenly distributed. Stitched so pleats are not formed adequately full-do not look skimpy or bulky.

Hems

flat and inconspicuous, unless meant to be decorative seams pressed as required and graded to reduce bulk hem fold pressed so hem hangs smoothly at lower edge hem edge smooth, flat, and free from ravellings excess fullness evenly eased, free from pleats seams aligned hem edge finish should not create ridge or add bulk hem even in width width appropriate for garment style and fabric type topstitching attractive in size and placement, straight hand stitches uniform, secure, and inconspicuous fused hems securely fused and flat hem hangs parallel to floor length attractive for wearer and appropriate for garment.

Interfacing

enhances body and wear of garment color and care requirements compatible to outer fabric free from bulk and ravellings not visible on inside or outside of garment

Lining

conceals inner construction of garment without adding excess bulk colour and care requirements compatible with outer fabric fits smoothly inside garment with seams aligned if attached at hems, has pleat for ease if free hanging-attached at seams with French tacks hemmed shorter than garment-12mm shorter than sleeves and 25mm shorter than skirt or

pants.

Neckline

free from bulk facings flat and inconspicuous-graded, clipped, and understitched. design symmetrical.

Needlework (hand stitching)19

uniform stitches, secure, inconspicuous correct technique used-stitch with single thread no bulky knots at thread ends correct stitch used for purpose.

Placket

flat, free from excess bulk inconspicuous unless meant to be decorative correct technique used for purpose-faced, bound, hemmed.

Pleats, tucks

uniform in width (unless design varies) on straight grain of fabric when design allows neatly pressed as required stitching straight spacing attractive and accurate.

Pockets

flat, smooth, free from bulk stitching straight pressed neatly.

For Patch pockets upper corners reinforced square corners mitered; round corners symmetrical hem appropriate width and neatly finished attractive placement if in pairs, coordinated in size, shape, and fabric design (if applicable)

In-seam pockets interfaced, understitched, lay flat when worn inconspicuous unless meant to be decorative

Pressing

garment smooth and free from wrinkles free from sheen and scorch no ridges from seams or facings seams pressed flat and inconspicuous darts presses to shape garment pleats, tucks, creases pressed as design requires.

Seams

securely stitched, straight, flat, free from bulk stitches appropriate in size and tension fullness eased as required crossed seams intersect correctly pressed in correct direction

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graded or trimmed and understitched where appropriate fabric design matched as possible if finish used, no added bulk or tension construction notches trimmed off after seams are sewn free from ravelling

Sleeves

Set-in sleeves

fullness evenly distributed seam smooth and even in width around cap underarm section of seam trimmed and double stitched seam pressed toward sleeve cap free from ravelling.

Kimono or raglan sleeves

seams pressed open clipped and reinforced as needed.

Snaps, hooks and eyes, and other fasteners

applied with small, neat stitches that do not show on right side reinforced with interfacing placed at least 3mm from garment edges inconspicuous from right side of garment garment lays flat when fastened.

Stitching

stitch length and tension appropriate for fabric straight, free from tangles, knots, and skipped stitches beginning and ending of stitching locked in appropriate way loose threads cut off.

Topstitching

straight attractive in placement stitch length and tension appropriate for design and fabric

Understitching

even distance from seam and inconspicuous holds seam against facing, under collar, or cuff without wrinkles prevents facing, undercollar, or cuff from rolling to right side of garment

Waistband

smooth, even width free from bulk on grain

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interfaced stitching straight corners square unless band is a design feature, the overlap is even with the placket and a 2cm extension

is on the underlap of band skirt or pants eased to fit band sets exactly at top of zipper.

Waistline Seam

inconspicuous, smooth, and flat seams and darts match if appropriate secured by waistline stay to prevent stretching.

Zipper

placket smooth, flat, and free from puckering stitching straight and even placket appropriate length and width seams and neckline edges match zipper completely covered zipper slides easily inconspicuous unless meant to be a design feature skirt and zippers end at band neckline zippers end 12mm from neckline so fastener (hook and eye or snap) can be

attached above zipper

Appendix C

ADDITIONAL INFORMATION

Independence

This refers to your manner of working. Do you get on and make your costume with minimal advice and guidance from your teacher and other students?

Achieved – make with some guidanceThis means that you:

22

ask for assistance from the teacher or your classmates, eg where to find suitable material, or what tool to use

sometimes have to receive prompting from the teacher – eg consider other options, re-read the brief

Merit and Excellence – make with independence and accuracyThis means that you:

own the practice (act as if responsibility for achieving a quality outcome sits with you) plan effectively, think well ahead, are well-organised, self-starting, self-managing do your own decision-making books any equipment you may need in a timely fashion purchase and bring required materials in a timely fashion store your work carefully so that it is always ready to use when you need it carry out appropriate checking and testing and take corrective action as necessary recognise and deal with issues promptly instead of allowing them to blow the timeline are always able to describe what you are doing, why, and where your project is up to

It does not mean that you are unable to ask for help with technical or safety issues

Accuracy of execution

This is one of the main ways in which skill can be recognised

Economy of time

This relates to your personal organisation. Do you look after your resources and make sure they are available when needed to avoid losing time, do you spend time wandering off and chatting to your classmates, do you find something to go on with if the machine you need is unavailable, and do you think carefully before you do something to avoid the possibility of time-wasting mistakes?

Achievement Standard 91610 (3.3)

Subject Reference Generic Technology 3.3

Title Develop a conceptual design considering fitness for purpose in the broadest sense

Level 3 Credits 6 Assessment Internal

Subfield Technology

Domain Generic Technology

Status Registered Status date 4 December 2012

23

Planned review date 31 December 2016 Date version published 4 December 2012

This achievement standard involves developing a conceptual design considering fitness for purpose in the broadest sense.

Achievement Criteria

Achievement Achievement with Merit Achievement with Excellence Develop a conceptual

design considering fitness for purpose in the broadest sense.

Develop a refined conceptual design considering fitness for purpose in the broadest sense.

Develop a justified conceptual design considering fitness for purpose in the broadest sense.

Explanatory Notes

1 This achievement standard is derived from the Level 8 achievement objectives from the Technology learning area in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; and is related to the material in the Teaching and Learning Guide for Technology, Ministry of Education, 2012, at http://seniorsecondary.tki.org.nz/.

Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Ministry of Education, the Health and Safety in Employment Act 1992; and in the Technology Curriculum Support, May 2012, that can be found at http://www.technology.tki.org.nz/L3AS/tech-model-index .

Further information can be found at http://www.technology.tki.org.nz/.

2 Develop a conceptual design considering fitness for purpose in the broadest sense involves: establishing conceptual designs through generating and evaluating design ideas informed

by research, including the analysis of existing outcomes and the context considerations using evidence from research and functional modelling, including feedback from

stakeholders, to evaluate conceptual designs communicating a final conceptual design for an outcome explaining the potential of the proposed outcome to meet the brief.

Develop a refined conceptual design considering fitness for purpose in the broadest sense involves: ongoing exploration and evaluation of design ideas to determine their suitability for

inclusion in conceptual designs using evidence from ongoing research and functional modelling, including feedback from

stakeholders, to evaluate the potential of the proposed outcome to meet the brief.

Develop a justified conceptual design considering fitness for purpose in the broadest sense involves: synthesising evidence from ongoing research and functional modelling, including

feedback from stakeholders, to substantiate the potential of the proposed outcome to meet the brief.

3 Context refers to the wider social and physical environment in which technological development occurs.

24

http://www.technology.tki.org.nz/

http://www.technology.tki.org.nz/L3AS/tech-model-index

http://seniorsecondary.tki.org.nz/

4 A conceptual design clearly communicates a proposed technological outcome that has the potential to address the brief. It is a detailed description of how the outcome would look and function. Conceptual designs can be presented using a variety of techniques which may include but are not limited to: freehand sketches, diagrams, technical drawings, scale models, computer simulations, written descriptions, details of materials, components and/or assembly instructions.

5 The brief used for this standard must allow judgement of an outcome’s fitness for purpose in the broadest sense. Fitness for purpose in the broadest sense relates to the outcome described by the conceptual design, as well as the practices used to develop the conceptual design. Judgements about fitness for purpose may include: considerations of the outcome’s technical and social acceptability sustainability of resources used ethical nature of testing practices cultural appropriateness of trialling procedures determination of life cycle, maintenance, ultimate disposal health and safety.The brief may be provided by the teacher or developed by the student.

6 Functional modelling is used to explore and evaluate developing design ideas and conceptual designs. It is undertaken to gather evidence on all aspects of the outcome including its likely technical feasibility and social acceptability.

7 Conditions of Assessment related to this achievement standard can be found at http://ncea.tki.org.nz/.


Subject Reference Generic Technology 3.4

Title Develop a prototype considering fitness for purpose in the broadest sense


Subfield Technology

Domain Generic Technology



25

This achievement standard involves developing a prototype considering fitness for purpose in the broadest sense.


Achievement Achievement with Merit Achievement with Excellence Develop a prototype

considering fitness for purpose in the broadest sense.

Develop a refined prototype considering fitness for purpose in the broadest sense.

Develop a justified prototype considering fitness for purpose in the broadest sense.

Explanatory Notes

1 This achievement standard is derived from the Level 8 achievement objectives from the Technology learning area in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; and is related to the material in the Teaching and Learning Guide for Technology, Ministry of Education, 2012, at http://seniorsecondary.tki.org.nz.

Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Ministry of Education, the Health and Safety in Employment Act 1992; and in the Technology Curriculum Support, May 2010, that can be found at http://www.technology.tki.org.nz/L3AS/outcome-dev-page2 and http://www.technology.tki.org.nz/L3AS/tech-model-index.


2 Develop a prototype considering fitness for purpose in the broadest sense involves: considering the context when determining the suitability of materials and/or components,

and of practical techniques and processes selecting suitable materials and/or components; tools and equipment; and applying

techniques and processes to make the prototype using results from testing and stakeholder feedback to inform the making and trialling of

the prototype prototyping to gain specific evidence of fitness for purpose explaining any decisions to accept and/or modify the prototype based on a judgement

against the brief.

Develop a refined prototype considering fitness for purpose in the broadest sense involves: evaluating the way the combination of selected materials and/or components and practical

techniques and processes work together to ensure their effectiveness in making a prototype.

Develop a justified prototype considering fitness for purpose in the broadest sense involves: synthesising evidence from ongoing testing (included prototyping) and stakeholder

feedback to optimise the prototype and justify the prototype’s fitness for purpose against the brief.

3 Context refers to the wider social and physical environment in which technological development occurs.

26


http://www.technology.tki.org.nz/L3AS/tech-model-index

http://www.technology.tki.org.nz/L3AS/outcome-dev-page2


4 The brief used for this standard must allow judgement of an outcome’s fitness for purpose in the broadest sense. Fitness for purpose in the broadest sense relates to the prototype, as well as the practices used to develop it. Judgements about fitness for purpose may include:

considerations of the outcome’s technical and social acceptability sustainability of resources used ethical nature of testing practices cultural appropriateness of trialling procedures determination of life cycle, maintenance, ultimate disposal health and safety.The brief may be provided by the teacher or developed by the student.

5 A prototype is a completed outcome that is yet to be fully implemented. It is developed through technological practice and is reflective of relevant codes of practice. Prototyping is the trialling of the prototype to gain evidence for the evaluation of the outcome’s fitness for purpose in its intended physical and social environment (context).


Replacement InformationThis achievement standard, AS91608, AS91609, and AS91610 replaced AS90620 and unit standard 13391.

This achievement standard replaced unit standard 13405 and unit standard 13408.


Subject Reference Construction and Mechanical Technologies 3.21

Title Implement complex procedures using textile materials to make a specified product


Subfield Technology

Domain Construction and Mechanical Technologies



27

This achievement standard involves implementing complex procedures using textile materials to make a specified product.


Achievement Achievement with Merit Achievement with Excellence

Implement complex procedures using textile materials to make a specified product.

Skilfully implement complex procedures using textile materials to make a specified product.

Efficiently implement complex procedures using textile materials to make a specified product.

Explanatory Notes


Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Ministry of Education, and the Health and Safety in Employment Act 1992.


2 Implement complex procedures using textile materials to make a specified product involves: trialling and using feedback to inform the selection of techniques to make the product to

size and accurately reflect the style developing and applying an order of construction to make the product undertaking appropriate tests to demonstrate the final product meets specifications applying techniques that comply with relevant health and safety regulations.

Skilfully implement complex procedures using textile materials to make a specified product involves: showing independence and accuracy in applying the selected techniques, tests and

processes.

Efficiently implement complex procedures using textile materials to make a specified product involves: undertaking techniques, tests and processes in a manner that economises time, effort

and materials.

28



3 Complex procedures are those that require carrying out two or more of the following: joining materials with different properties eg jacket shell and lining, sailcloth on to tape changing the characteristics of the materials eg interfacing, interlining, boning managing special fabrics eg fine knits, sheers, satins, ripstop nylon, canvas managing the inclusion of structural or style features eg tucks, pockets, openings,

closures, weather proof storage cutting on the bias.

4 Textile materials may include: natural and synthetic fibres, yarns, knits and woven fabrics.

5 Specified product refers to a product and its associated specifications, including material specifications. The specifications must be of sufficient rigour to allow the student to meet the standard. The specifications need to be agreed prior to the product being made. They may be teacher-given or developed in negotiation with the student.

6 An order of construction is a plan that describes the order in which the item is made.

7 Tests may include but are not limited to: measuring, trialling techniques, fitting, visual checks.


Achievement Standard 91626 (3.26) Optional

Subject Reference Construction and Mechanical Technologies 3.26

Title Draft a pattern to interpret a design for a garment


Subfield Technology

29

Domain Construction and Mechanical Technologies



This achievement standard involves drafting a pattern to interpret a design for a garment.


Achievement Achievement with Merit Achievement with Excellence

Draft a pattern to interpret a design for a garment.

Skilfully draft a pattern to interpret a design for a garment.

Efficiently draft a pattern to interpret a design for a garment.

Explanatory Notes


Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Ministry of Education, and the Health and Safety in Employment Act 1992.


2 Draft a pattern to interpret a design for a garment involves: establishing and taking key measurements drafting blocks using these measurements developing a pattern which interprets a design with special features ongoing testing and refining of the pattern for fit and style developing a pattern guide sheet to inform construction constructing a final toile and/or mock up to ensure the final pattern correctly interprets the

design.

Skilfully draft a pattern to interpret a design for a garment involves: showing independence and accuracy when drafting the pattern.Efficiently draft a pattern to interpret a design for a garment involves: drafting the pattern in a manner that economises time, effort, and materials.

3 Blocks are custom-fitted basic patterns from which patterns for many different styles can be created. They include those drafted for a skirt, a bodice, a sleeve, or pants.

4 The design is for a garment with special features that requires the development of a pattern to be realised.

5 Special features may include: panel or princess seams, an empire line, disposal of fullness, pleats, gores, yokes or button wraps, and dart manipulation.

30



6 Tests used to determine if the pattern meets the required special features may include: visual checks, tolerances, sizing, and performance tests.

7 A pattern guide sheet includes a pattern layout and a step-by-step order for construction that uses appropriate language, symbols and/or diagrams.

8 Mock ups and/or toiles refer to a particular method of functional modelling involving the production of a sample product. Its purpose is to translate the pattern into three dimensions to check that all aspects of the design have been interpreted.


31

Technology 3.3 (AS 91610) Assessment Schedule

Develop a conceptual design considering fitness for purpose in the broadest sense Student name Assessor

Level 3 Credits 6 Version 1 Assessment: Internal Date completed Grade awarded N A M E

Questions Judgments for acceptable answers Key evidence seen or heard A M E

1. Establishing conceptual designs through generating and evaluating design ideas

How have you established a conceptual design?

1a. The student generates and evaluates design ideas informed by research, including the analysis of existing costumes and the context, in the process of establishing conceptual designs for the costume.

1b. The student generates and shows on-going evaluation of design ideas informed by research, including the analysis of existing costumes and the context, in the process of establishing conceptual designs for the costume.

1c. The student analyses context considerations, such as the costume’s suitability for the issue, and life-cycle considerations

(Assessor to complete for key evidence not included in the submitted student material)

£

£

£

2. Using evidence from research and functional modelling, including feedback from stakeholders, to evaluate conceptual designs

How have you used evidence from research and functional modelling?

2a. The student uses evidence from research and functional modelling, including feedback from stakeholders, to evaluate their conceptual designs.

2b. The student’s ideas reflect their research into existing costumes for the context and issue etc.

2c. The student shows on-going exploration and evaluation of design ideas to determine their suitability for inclusion in conceptual designs

£

£

£

2d. The student creates conceptual designs in order to test they meet the requirements of the brief.

2e. The student synthesises evidence from on-going research and functional modelling, including feedback from stakeholders, to substantiate the potential of the proposed costume to meet the brief.

2f. The student considers feedback from stakeholders, incorporating this into their design

£

£

£

3. Final conceptual design

Did you communicate your final conceptual design for your costume?

3a, The student communicates a final conceptual design for their costume.

3b. The student’s design sketches show an on-going refinement of ideas. This can be seen through the student organising a number of meetings with stakeholders and using the feedback they received to refine their ideas and adjust the design sketches of the costume.

3c. The student uses evidence from on-going research and functional modelling, including feedback from stakeholders, to evaluate the potential of the costume to meet the brief.

3d. The student refines their design ideas, creating additional designs, with modifications such as different fabric suggestions, taking into consideration stakeholder feedback and advice.

£

£

£

£

4. Potential of the proposed costume to meet the brief

Have you explained the potential of the proposed costume to meet the brief?

4a. The student explains the potential of the proposed costume to meet the brief. They explain how the

£

33

conceptual design addresses the purpose of the costume in its intended social and physical location, and how it meets the specifications defined in the brief?

4b. The student consults with stakeholders and explains the potential of the proposed costume to meet the brief. They explain how the conceptual design addresses the purpose of the costume in its intended social and physical location, and how it meets the specifications defined in the brief?

4c.The student provides a substantial explanation incorporating feedback from stakeholders that shows how the conceptual design will enable the costume to serve its purpose in its intended location, meeting the specifications as defined in the brief.

4d. The student gives sound reasons for using particular features, for example choice of fastenings, fabric, design features.

4e. The student justifies potential fitness for purpose in its widest sense.

£

£

£

£

5. Overall comment (assessor to complete)

34

Assessment schedule: Technology 91610 Costume Technology 3.4 (AS 91611) Assessment Schedule

Develop a prototype considering fitness for purpose in the broadest sense Student name Assessor __________

Level 2 Credits 6 Version 1 Assessment: Internal Date completed

Grade awarded N A M E


1. Suitability of materials and components and techniques and processes

1a How have you selected the materials and/or components in consideration of the wider social and physical context

1b How have you determined the suitability of techniques and processes appropriate to the wider

social and physical environment?

1a Student determines the suitability of materials and/or components in consideration of the wider social and physical context

1b The student determines the suitability of techniques and processes appropriate to the wider social and physical context


£

£

2. Selection of suitable materials and/or components, tools and equipment

2a Have you selected suitable materials and/or components, tools and equipment

3a The student selects suitable materials and/or components, tools and equipment £

3. Applying suitable techniques and processes when making the prototype costume

3a Have you applied suitable techniques and processes when making the prototype costume?

3a The student applied suitable techniques and processes when making the prototype costume?

£

35

4. Applying practical techniques and processes

4a How have you applied practical techniques and processes?

4a i Student has used results from testing and stakeholder feedback to inform the making and trialling of the prototype costume

ii Student has evaluated the way the combination of selected materials and/or components and practical techniques and processes work together to ensure their effectiveness in making a prototype costume

£

£

5. Evaluation of fitness for purpose

5a Present your finished prototype

5b How do you evaluate the fitness for purpose of your prototype?

5c How have you explained decisions you have made to accept and/or modify the garment?

5a A finished prototype made by the student is presented that is ready to be trialled in its physical and social environment

5b i. The student evaluated the prototype to gain specific evidence of its fitness for purpose

ii.The student undertakes prototyping to gain specific evidence of the garment’s fitness for purpose

ii. The student has synthesised evidence from ongoing testing (and prototyping) and stakeholder feedback to optimise the prototype to justify the prototype’s fitness for purpose against the brief

5c i. The student explains decisions they have made to accept and/or modify the prototype garment, basing their judgement on the garment’s fitness for purpose in the broadest sense, as specified by the brief

ii The student explains decisions they have made to accept and/or modify the garment, basing their judgement on the garment’s fitness for purpose of the technological practice undertaken to develop the prototype garment, and the prototype garment, as specified by the brief

£

£

£

£

£

£

36

5. Overall comment (assessor to complete)

37

STANDARD NUMBER

AS91621 (3.21) V1

DESCRIPTIONIMPLEMENT COMPLEX PROCEDURES USING TEXTILE MATERIALS TO MAKE A SPECIFIED PRODUCT.

CREDITS

6 INTERNAL

LEVEL 3

Student Teacher Assessment Judgement Assessment Evidence

IMPLEMENT COMPLEX PROCEDURES USING TEXTILE MATERIALS TO MAKE A SPECIFIED PRODUCT.

Ach

ieve

d

I selected at least two complex procedures and indicated them on my working drawings

Physical evidence

I followed the following set of techniques to produce a garment that met my specifications and included at least two complex procedures

Physical evidence/ photographic documentation

Measuring

I have accurately measured myself/my client to produce an outcome that fits my figure correctly

Measurement Chart/Photographic evidence/observed

I have correctly estimated the amount of materials required for my project

Pattern envelope Chart/Photographic evidence/observed

Sizing, shaping, forming

I have individualised the fit of my garment Photographic evidence/ annotations

I have used relevant shaping and forming techniques for a perfect fit(darts, pleats, interfacing, pressing etc)

Photographic evidence/ annotations/ code of practice

Joining and assembly

I have used relevant and recommended seam allowances and assembly techniques (slip stitching, gathering, basting etc)

Physical evidence/ code of practice/ annotations

I have followed recommended instructions and justified any changes annotations

Finishing

I have used correct techniques to finish my garment to acceptable standards (hemming, top stitching, notions and fastenings etc)

Physical evidence/ annotations

I have pressed my garment and presented it in a professional manner

Physical evidence/ presentation

I have trialled and used feedback to inform my selection of techniques to make the garment/s to fit and reflect the style of my design

Physical evidence / documentation/ photographic documentation

I have developed and applied an order of construction to make the garment/s

Physical evidence / documentation

I have planned and carried out checks when making my garment/s to demonstrate the product meets specifications

Physical evidence/ documentation/ photographic documentation

I applied scheduled techniques to comply with relevant health and safety regulations Written/ observed/

photographs

SKILFULLY IMPLEMENT COMPLEX PROCEDURES USING TEXTILE MATERIALS TO MAKE A SPECIFIED PRODUCT

Mer

it

I have shown independence and accuracy when I trialled and used feedback to inform my selection of techniques to make the garment/s to fit and reflect the style of my design


I have shown independence and accuracy when I developed and applied an order of construction to make the garment/s including at least two complex procedures


I have shown independence and accuracy when I planned and carried out checks when making my garment/s to demonstrate the product meets specifications


38

I have shown independence and accuracy when I applied scheduled techniques to comply with relevant health and safety regulations

Written/ observed/ photographs

EFFICIENTLY IMPLEMENT COMPLEX PROCEDURES USING TEXTILE MATERIALS TO MAKE A SPECIFIED PRODUCT

Exce

llenc

e

I have shown independence and accuracy when I trialled and used feedback to inform my selection of techniques to make the garment/s to fit and reflect the style of my design in a manner that economise time, effort and materials


I have shown independence and accuracy when I developed and applied an order of construction to make the garment/s including at least two complex procedures in a manner that economise time, effort and materials


I have shown independence and accuracy when I planned and carried out checks when making my garment/s to demonstrate the product meets specifications in a manner that economise time, effort and materials


I have shown independence and accuracy when I applied scheduled techniques to comply with relevant health and safety regulations in a manner that economise time, effort and materials.

Written/ observed/ photographs

I used my judgement to accurately follow the Codes of Practice to make a quality outfit Observed/ photographs

39

Technology 3.26 (AS 91626) Assessment Schedule

Draft a pattern to interpret a design for a garment Student name Assessor KTR, LST

Level 3 Credits 4 Version 1 Assessment: Internal Date completed

Grade awarded N A M E


6. Drafting a pattern to interpret a design for a garment

1a Have you included a design sketch of your garment?

1b Have you established and taken key measurements?

1c Have you drafted a block using these measurements?

1a Student has included a design sketch of her garment that includes special features

1b i. Student has established and taken key measurements

ii. Student has independently and accurately established and taken key measurements

1c i. Student has drafted a block using key measurements

i i. Student has independently and accurately drafted a block using key measurements


£

£

£

£

£

7. Developing the pattern

2a How have developed a pattern from the block?

2b Have you carried out ongoing testing of the pattern?

2a i. Student has developed a pattern from the block that interprets a design with special features

2a ii. Student has independently developed a pattern from the block that interprets a design with special features

2b i. Student refined pattern as required, with some assistance to ensure correct fit

ii. Student independently refined pattern as required to ensure correct fit

£

£

£

£

40

8. Pattern pieces

3a Have you correctly labelled the pattern pieces?

3a i. The student correctly labelled the new pattern pieces with grainline, cutting information, pattern piece names, dots and notches. Not all were accurate.

3a ii. The student independently labelled the new pattern pieces with grainline, cutting information, pattern piece names, dots and notches. All markings were accurate.

£

£

9. Construction plan

4a Have you developed a construction plan?4a i. The student developed a construction plan for the toile using appropriate language, symbols and diagrams

4a ii. The student independently and accurately developed a construction plan for the toile using appropriate language, symbols and diagrams. Not always efficient (some wastage of time and materials).

4a iii. The student developed a construction plan for the toile that included the altered pattern using appropriate language, symbols and diagrams in a logical and efficient manner

£

£

£

10. The toile

5a Have you used the plan to construct the toile?

5a i. The student used the plan and constructed the toile with some prompting from the teacher.

5a ii The student used the plan and independently constructed the toile. Some use of trial and error led to wastage of time and material.

5a iii. The student ensured that the adaptations were done in a logical, efficient and timely fashion and the toile needed little fitting.

£

£

£

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5b Have you tested your toile? 5b.i. The student tested the toile to ensure it fitted and correctly interpreted the design.

5b ii. The toile was accurate and reflected the intended adaptation. The toile correctly interpreted the design and matched the final (conceptual) design.

5b iii. The toile was accurate, needed little fitting, and there was little waste in time or materials. The toile correctly interpreted the design and matched the final (conceptual) design.

£

£

£

Overall comment (assessor to complete)

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