Teachers’ Guide · Web viewCertificate III in Clothing Production Fashion Toolbox Table of...

Teacher’s Guide

Certificate III in Clothing ProductionFashion Toolbox

Certificate III in Clothing Production

Table of contents

General overview.............................................................1About this Teacher’s Guide...........................................................................1Overview.........................................................................................................1Purpose...........................................................................................................2Target audience..............................................................................................2Underpinning ideas........................................................................................3Organising structure and key features.........................................................3

Units..............................................................................................................3Activities........................................................................................................4Before you begin...........................................................................................4Tour..............................................................................................................4Credits..........................................................................................................4Disclaimer.....................................................................................................4Fabrics & Equipment.....................................................................................4Facts & Figures.............................................................................................4Instruction Manual.........................................................................................5OHS Manual.................................................................................................5Your Say.......................................................................................................5

Customisation methods.................................................................................5Practical work and suggested assessment approaches............................5Tools required................................................................................................5Customisation methods.................................................................................6

‘Welcome’ screen..........................................................................................6Homepage....................................................................................................6Tour..............................................................................................................6Unit pages.....................................................................................................6Macromedia Flash™ files.............................................................................6Resources.....................................................................................................6Activity pages................................................................................................6Graphics/photos............................................................................................6

Customising the Toolbox for single unit delivery.......................................7

Activity guide...................................................................8Select fabric....................................................................................................8

LMTPRCL02AA – Cut work - 1.....................................................................8Lay up and cut fabric...................................................................................13

LMTPRCL02AA – Cut work - 1...................................................................13Bundle and despatch...................................................................................17

LMTPRCL02AA – Cut work - 1...................................................................17Prepare and check a paper marker.............................................................20

LMTPRCL02BA – Cut Work - 2..................................................................20Prepare and maintain cutting equipment...................................................24

LMTPRCL02BA – Cut Work - 2..................................................................24Spread multiple layers.................................................................................29

LMTPRCL02BA – Cut Work - 2..................................................................29Bundling cut work and despatch bundles.................................................33

LMTPRCL02BA – Cut work - 2...................................................................33

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Working with difficult fabrics......................................................................37LMTPRCL02CA– Cut work 3......................................................................37

Make marker.................................................................................................45LMTPRCL02CA – Cut work - 3...................................................................45

Maintain cutting equipment.........................................................................50LMTPRCL02CA – Cut work - 3...................................................................50

The bundle and despatch process.............................................................55LMTPRCL02CA – Cut work - 3...................................................................55

Follow OHS procedures...............................................................................58LMTHRGN08A – Follow defined OH&S policies and procedures...............58

Receive and check goods............................................................................62LMTQAGN01A – Apply Quality Standards.................................................62

Check sizing of items...................................................................................66LMTQAGN01A – Apply Quality Standards.................................................66

Check construction of items.......................................................................72LMTQAGN01A – Apply Quality Standards.................................................72

Replace faulty garments..............................................................................78LMTQAGN01A – Apply Quality Standards.................................................78

Machinery and equipment...........................................................................82LMTPRCL01AA – Sew Garments 1............................................................82

Set up work area...........................................................................................88LMTPRCL01AA – Sew Garments 1............................................................88

Receive and check bundles for machining................................................95LMTPRCL01AA – Sew Garments 1............................................................95

Construct a skirt...........................................................................................99LMTPRCL01AA – Sew Garments 1............................................................99

Using the overlocker..................................................................................103LMTPRCL01BA – Sew Garments 2..........................................................103

Bundles, threads and labels......................................................................109LMTPRCLO1BA – Sew Garments 2.........................................................110

Apply interfacing........................................................................................113LMTPRCLO1BA – Sew Garments 2.........................................................113

Select threads.............................................................................................116LMTPRCL01BA– Sew Garments 2...........................................................116

Sew shirt.....................................................................................................121LMTPRCLO1BA – Sew Garments 2.........................................................121

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General overview

About this Teacher’s GuideThis guide has been developed to assist and support you in delivering this online course. It explains all the activities the Toolbox contains, and offers suggested customisation and delivery strategies. This will provide you with the opportunity to maximise the learning experience for your learners.

This Teacher’s Guide does not cover installation instructions – these are contained in the ‘Installation Guide’ provided on the CD.

OverviewThe Toolbox is based on a fictional fashion design company called Orchid. It is a medium sized clothing design and production company. The learners are trainees at Orchid so they work through all facets of clothing production.

The learners interact with the staff at Orchid who provide information and guide them through tasks. The learners have access to a myriad of resources that will assist them with their activities.

We recommend that you complete the Tour (available as a link from the home and unit pages) before commencing delivery.

This Toolbox is designed for delivery either as a whole training course or in small sections. It can be used to assist in face-to-face teaching or for remote learning. Due to the practical nature of the subject, workplace or class-based activities and assessment are strong components.

Units of competence within this Toolbox (seven core units) have been grouped into activities. This enables targeted delivery to suit learners’ needs.

The Toolbox contains the following activities that come under the units indicated:

LMTQAGN01A Apply quality standards

- Receive and check goods- Check sizing of items - Check construction of items- Replace faulty garments

LMTHRGN08A Follow defined OH&S policies and procedures

- Follow OHS procedures

LMTPRCL02AA Cut work 1

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- Select fabric - Lay up and cut fabric - Bundle and despatch

LMTPRCL02BA Cut work 2

- Prepare and check a paper marker- Prepare and maintain cutting equipment - Spread multiple layers of fabric- Bundling cut work and despatch bundles

LMTPRCL02CA Cut Work 3

- Working with difficult fabrics- Make marker- Maintain cutting equipment- The bundle and despatch process

LMTPRCL01AA Sew Garments 1

- Machinery and equipment- Set up your work area- Receive and check bundles for machining- Construct a skirt

LMTPRCL01BA Sew Garments 2

- Using an overlocker - Bundles, threads and labels- Apply interfacing- Select threads- Sew shirt

PurposeThe purpose of this Toolbox is to educate learners in clothing production, particularly those doing the Certificate III in Clothing Production. The Toolbox has been designed to provide:

1. Problem-based learning activities, where the learners are given a task and they use the resources provided to access information that will assist them to complete the task.

2. Clear and easy use for learners with low literacy skills and those who have English as a second language.

Target audienceThe target audience is 18-25 year olds who are completing the Certificate III in Clothing Production. Many learners will have come straight from school and

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they should have sound computer skills. Some of these learners may have low literacy skills or an ESL background, which has been addressed with simplicity of language and a strong use of diagrams and graphical representations. To assist learners, there are clear instructions throughout the Toolbox and a good overview of the Toolbox in the Tour.

Underpinning ideasEach unit has one overarching task and this is broken down into a series of activities, each of which contains a smaller task that contributes towards the overarching task. Resources are suggested and/or given to provide information which may assist the learner in completing the tasks required. Learners can do discovery learning by ignoring the guided approach and by reading the task, accessing the resources themselves and then completing the task. The online teacher can organise additional exercises such as discussions or workplace activities.

Organising structure and key features

The Toolbox is composed of the following sections:

UnitsThe icon for each unit is shown on the homepage and these are all the units that are covered in the Toolbox. Clicking on one of the unit icons will open the unit page which contains a:

task for the unit list of activities link to the performance criteria link to the specification sheet.

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Homepage

Units

Activities

Fabrics & Equipment

Instruction Manual

Facts & Figures

Your SayOHS Manual

Before you begin

Credits

DisclaimerTour


ActivitiesEach activity contains a mini task that goes towards the overarching task for the unit. Learners are guided through exercises that test their knowledge and are directed to useful resources that provide information that assists them in completing the task.

Before you beginThis provides information about system requirements needed in order to run the Toolbox and is accessible from the homepage.

TourLearners and online teachers are strongly encouraged to work through the tour (accessible from the homepage and unit pages) before beginning any of the activities in the Toolbox. The tour covers how to:

navigate your way through the Toolbox work through activities access the resources complete tasks.

CreditsThe people who helped put the Toolbox together (accessible from the homepage).

DisclaimerThe Toolbox disclaimer (accessible from the homepage).

The following resources support the activities:

Fabrics & EquipmentContains all the information relating to fabrics and equipment, such as details of fibres, weaves, machinery and materials. The main headings are:

Fibres Trims Sample garments Machinery.

Facts & FiguresIncludes information resources that assist the learner in working through the tasks. These include:

Sew What? magazine On Parade TV Weblinks Glossary.

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Instruction ManualIncludes procedural information that assists the learner complete procedures such as:

cutting sewing overlocking bundling.

OHS ManualContains all the Occupational Health and Safety guidelines that should be followed when working in clothing production.

Your SayChat, email and the discussion board are contained here. You will need to link these up with your organisation’s learning platform, such as WebCT or Blackboard.

Customisation methodsPlease see the installation guide for a full explanation of how to customise different sections of the toolbox.

Practical work and suggested assessment approachesSome learners may already be in the workplace so they could complete workplace assessments there, but the majority will need to complete their assessments in class. They can get their online teacher or workplace supervisor to check their workplace documents in response to their practical activities. A workplace document is available in each activity and this will differ, depending on the activity. Some workplace documents will be checklists and others will be specification sheets, which need to be filled out while the learner works through the task.

The task for each activity could be assessed if required. Collaborative activities such as chat, email and discussion board exercises could also be assessed.

Tools requiredUsers will need a computer (PC or Mac equivalent) with the following software and hardware:

either Microsoft® Internet Explorer 5 (or higher) or Netscape® Navigator 4.7 (or higher)

Please note: If you are using Netscape 4.7, resource pages and glossary terms may take a few seconds to load. It may seem that when you click a link, that nothing is happening. Please be patient and the page will load. Please also inform your students of this.

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Macromedia Flash™ 5 (or higher)(http://www.macromedia.com/downloads/)

Microsoft® Word.

Customisation methodsThe following sections can be customised:

‘Welcome’ screenThis page is HTML and can be easily modified.

HomepageThe homepage is a Macromedia Flash™ movie and it can only be altered using Macromedia Flash™, so you may need technical assistance with this. Changes made to the homepage may also need to be changed elsewhere, since the items on this page are linked with other pages throughout the Toolbox. It is not anticipated that this page will require customisation, unless you wish to remove an icon or add an additional feature.

TourThe tour is HTML and can be easily modified.

Unit pagesThe unit pages are HTML so changes can easily be made. However, changes made here may also need to be made elsewhere, since the items on this page are linked with other pages throughout the Toolbox.

Macromedia Flash™ filesMany of the learning exercises have been created using Macromedia Flash™, so they can only be edited using Macromedia Flash™. This allows you to customise anything in the Macromedia Flash™ movie.

ResourcesThe resource links that are in the navigation bar are in an HTML file, so you can add to, delete or alter these; however, you must be aware of the small amount of room available for adding additional links. All changes to the resource links should also be made on the homepage. Communication tools can be deleted if necessary.

Activity pagesThe activity pages can be altered easily by changing the HTML. Comments within the HTML will assist you in locating the relevant code.

Graphics/photosThis Toolbox incorporates many photos that you may wish to replace. Just locate the relevant image file (eg ‘dress.jpg’) in the HTML code and replace it with your own image.

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Customising the Toolbox for single unit deliveryThis is fully explained in the installation guide.

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Activity guide

Select fabric Unit of competence covered:

LMTPRCL02AA – Cut work - 1

Related performance criterion:

Element Performance Criterion1. Prepare work area 1.3 Materials are collected and laid out in

correct proximity and sequence in accordance with workplace procedures.

Purpose of activityThis gives learners a sound knowledge of how to choose and manage the fabric that they have to cut out.

Underpinning knowledge and skillsAt the completion of this activity, learners should possess the following underpinning knowledge and skills:

explain how fabric is composed describe the characteristics of commonly used fibres choose the appropriate fabric for a garment, based on the characteristics

of the fibre name the common fibre blends distinguish between a woven and a knit fabric identify warp and weft yarns identify the different weaves.

Summary of activityThe learners are shown the denim skirt that they will be cutting out in this unit, then are asked to suggest three other fabrics that could be used for the skirt and to give reasons for their choice. They are encouraged to learn about the different types of fabrics and their characteristics by accessing the resources. They are guided through several online exercises to test their knowledge of fabric. When learners have worked through the activity they should answer the list of questions that were posed at the beginning of the activity.

Special featuresThe activities have a lot of interactive learning exercises and many useful photos and diagrams. The learners are required to answer some questions given at the beginning of the activity and give reasons for their answers.

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ChallengeThis activity covers quite a lot of very important information, which learners need to know in order to sew, cut and care for a fabric. You may want to suggest additional exercises to assist them in learning this important content.

Assessment suggestionsLearners could be assessed on the questions they answer. They could also be assessed on their discussion board postings or chat room conversations if these methods are used. Fabric samples could be distributed to learners, either in the classroom or by mail, and they could identify each of these different types of fabric and give reasons for their choices.

Alternative approaches and suggested collaboration activitiesNOTE: Collaborative activities could be allocated to all learners within your group or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2Fabric knowledge

Learners could create their own flow chart demonstrating how fabric is put together. This could be posted on the discussion board and learners could compare theirs with others. It could also be emailed to the online teacher.

Page 3Fibres

You could show learners different fabrics made out of specific fibres and name the characteristics, then ask them to guess what type of fibre it is made of. For distance learners you could send them named swatches and get them to guess the fibres and email the answers to the online teacher.

You could group the learners into pairs and ask them to take turns stating characteristics of a particular fibre, and getting the other to guess what it is. You could also ask them to name a fibre and get the other to name the characteristics of this fibre.

Learners could have a competition to find out who can complete the online exercise with the least wrong selections. This could be done in the classroom or results could be posted on the discussion board.

Learners could list the different fibres used to make each of the garments mentioned. This could be posted on the discussion board or emailed to the online teacher.

Learners could be divided into pairs and, in the chat

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room, they could take turns in naming a fibre and getting the other to name a garment that is commonly made in that fibre.

Page 4Choosing fabric

You could divide learners into small groups of 4-6 and show them a range of fabrics. For learners at a distance, you could send them fabric swatches and get them to communicate with other group members via chat, the discussion board or email. Each group must then decide on the type of garment best suited to each fabric and show their ideas by either drawing or gathering images of garments from magazines. Each group could then present their ideas to the class. A class discussion could also take place to talk about the pros and cons of each and decide on the overall best ideas. These could then be displayed in the classroom with a suitable explanation of each.

Learners could go to the shops and look at different garments, making sure they check the tag to find out what type of fabric it is made from. They could list five commonly used fabric and garment combinations. This could be posted on the discussion board. Learners could also list fabrics that are fashionable for the season, from the research they have done.

Page 5Fibre blends

You could display garments and get learners to guess what type of fibre blend the garment is. For distance learners you could email photos or diagrams of garments and ask learners to reply with the fibre blends they believe they are made of.

You could start a discussion board activity where learners discuss common fibre blends and their characteristics.

Learners could visit the shops and/or look in their wardrobe for the five most common fibre blends. Responses could be posted on the discussion board.

Page 6Woven and knit fabrics

You could display different garments or fabrics and get learners to determine whether they are a woven or a knit fabric.

For distance learners you could email photos or diagrams of garments and/or send fabric swatches and ask learners to reply, stating whether each is a woven or a knit fabric.

Learners could look in their wardrobes and identify

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which garments are woven and which are knits. They could check their answers with the assistance of the Types of weaves section in Fabrics & Equipment.

Page 7Warp and weft yarns

Learners could identify the warp and weft yarns on different pieces of fabric that you present them with.

Learners working from home could label a piece of fabric and send it to you.

Page 8Identify weaves

Learners could identify different weaves from different types of fabric or garments that you show to them.

Learners working from home could pair up and send three different fabric samples to each other. They could email each other with their answers and discuss them.

Page 9Summary

The learners could submit the answers to the questions on this page for assessment.

You could show the class another type of garment and ask the learners for three alternative fabrics that it could be made from and get them to give reasons. Learners could post photos of different garments and get others to suggest alternative fabrics.

You could set up a discussion activity where you post a photo or diagram of a garment and get the learners to suggest alternative fabrics and give reasons for their choices. Learners could then reply to each other.

Learners in the workplace could discuss fabric choices of different garments with the designer. They could post their findings on the discussion board and others could reply.

Preparing learners for the resourcesIf you choose to do discussion board exercises, you will need to set up discussion threads prior to commencing the activity. As explained earlier, you will also need to advise learners of these requirements since instructions are not included in the Toolbox content. You should also encourage learners to use the discussion board to ask for assistance if they are unsure of where to find a resource. You may need to provide instructions to the learners on how to use communication tools such as email, the discussion board or chat.

Strongly encourage learners to work through the Tour before they begin working on the Toolbox, so they can familiarise themselves with the resources used in this activity.

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E-Train, 03/01/-1,

you?


Other related resources or activitiesCut Work 3 – Working with difficult fabrics.

Ways of customising the resourcesYou could replace the checklist with one relevant to your workplace.

Ways of promoting collaboration between learnersLearners could discuss fibres and fabrics together, and perhaps examine fabrics and test each other on what type of weave they are and what fibre or blend they are made from. Learners could send fabric swatches to each other, testing whether the other can identify the weave type and/or the fibres contained in the fabric. The learners could also name garments that the fabrics are commonly used for.

Customising the product for different audiencesYou could change the garment that the learner is cutting out, based on the ability of the learner. You could replace it with a simpler or more complicated garment.

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Lay up and cut fabric Unit of competence covered:

LMTPRCL02AA – Cut work - 1Related performance criteria:

Element Performance Criteria1. Prepare work area 1.3 Materials are collected and laid out in


3. Cut work 3.1 Marker and lay alignment are checked and appropriate action taken in accordance with workplace procedures and the specifications for the work.

3.2 Lay is cut using the cutting machine in accordance with the workplace procedures and requirements for operations.

3.3 Cut work is inspected against the work specification and any identified faults rectified and/or reported in accordance with workplace procedures.

Purpose of activityLearners will gain an understanding of how to lay out one layer of fabric and cut out one garment using a pair of shears.


cutting processes and equipment required for uncomplicated cutting operations

safety and environmental aspects of relevant garment assembly processes

relevant OH&S legislation, codes of practice, policies and procedures quality standards and fabric/garment handling procedures interpret work specifications and patterns carry out work in accordance with OH&S policies and procedures interpret and apply defined procedures.

Summary of activityThe learner is required to:

examine the pattern pieces lay out one layer of fabric square off the edge examine the fabric for faults or flaws

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place the pattern pieces on the fabric and trace around them ensure safety procedures are followed in the cutting room mark out the fabric and cut it out using a pair of shears.

Special featuresDetailed photos of how to lay out and cut one layer of fabric that learners can print out for their reference.

ChallengeThis activity covers a lot of fundamental information, such as information on pattern pieces and how to lay out fabric. Learners must be able to do this correctly before they move on to other things. Learners may feel a little overwhelmed having to perform this task because it will be one of the first practical activities that they have to do.

Assessment suggestionsLearners could be assessed on the cut pieces that they cut out and the technique they use when laying out the fabric, placing the pattern pieces on the fabric and cutting out the cut pieces. They could also be assessed on their discussion board postings if this method is used.

Alternative approaches and suggested collaboration activitiesLearners could perform the task together, by working together to lay out and cut the fabric. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2Examine the pattern pieces

Learners could be encouraged to source different pattern pieces and they could practise reading the information on these. If they find anything confusing, they could do some research to find out what it means.

You could give learners pattern pieces and explain how they are to be used and then get them to mark the information on them. They could swap these with others (by mail if learning at a distance) who could try laying them out on a piece of fabric, based on the information they have.

Page 3Select equipment for the task

You could ask learners to demonstrate how they would lay out their workbench before cutting.

Page 4Lay a single layer of fabric

You could ask learners to demonstrate how they would lay out a single layer of fabric.

Page 5Prepare the fabric for marking

Learners could demonstrate how they can square off a piece of fabric.

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Learners could square off a piece of fabric and other learners could give feedback on how accurate they were. Learners at a distance could take a photo of their squared off piece of fabric and post it on the discussion board. Other learners could then give feedback.

Page 6Check the fabric

Learners could source pieces of fabric with faults or flaws and label each of these.

Page 7Ensure safety in the cutting room

Learners could dress up as they would if they were about to cut something in the cutting room.

Page 8Mark out and cut the fabric

Learners could demonstrate how they can place the pattern pieces on the fabric, mark around them and then cut them out. They could do this for you, or for a partner who could give feedback on each step they take and then the pairs could swap roles.

Page 9Practical task

Learners could do this task with several different garments to get practice.

Preparing learners for the resourcesIf you choose to do discussion board exercises, you will need to set up discussion threads prior to commencing the activity. As explained earlier, you will also need to advise learners of these requirements since instructions are not included in the Toolbox content. You should also encourage learners to use the discussion board to ask for assistance if they are unsure of where to find a resource. You may need to provide instructions to the learners on how to use communication tools such as email, discussion board or chat.


Other related resources or activitiesCut Work 2 - Spread multiple layers of fabric.

Ways of customising the resourcesYou could replace the following sections with information that is relevant to your workplace:

storage of patterns laying and cutting out fabric OHS procedures

Ways of promoting collaboration between learnersLearners could practise doing all of the laying out and cutting steps together, giving each other feedback as they go. Learners at a distance could send

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their completed cut pieces to each other and discuss them together using chat.

Customising the product for different audiencesYou could change the garment that the learner is cutting out, based on the ability of the learner. You could replace it with a simpler or more complicated garment.

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Bundle and despatch Unit of competence covered:

LMTPRCL02AA – Cut work - 1Related performance criteria:

Element Performance Criteria5. Despatch cut work 5.1 Cut work is inspected, any faults identified,

and appropriate action taken in accordance with workplace procedures to ensure the cut pieces meet the required quality standards.

5.2 The results of the inspection of finished pieces are recorded in accordance with workplace procedures.

5.3 Subsequent action taken to either reject or correct faulty pieces is recorded in accordance with workplace procedures.

5.4 Preventative action taken to avoid any recurrence of defective pieces is recorded in accordance with workplace procedures.

5.5 Job information is recorded in accordance with workplace procedures.

5.6 Cut work is directed to the next operation in accordance with workplace procedures.

5.7 Work area is cleaned and prepared for the next job in accordance with workplace procedures.

Purpose of activityLearners will learn how to check cut pieces for quality, bundle them and send them to the next area of production.


characteristics of typical fabrics and other materials used in garment assembly

quality standards and fabric/garment handling procedures workplace procedures reporting procedures handle, receive and assemble garments maintain accurate work records in accordance with procedures communicate effectively within the workplace.


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inspect cut pieces for quality and determine what type of flaw exists choose the best solution for faulty cut work record cutting information on a cutting order bundle cut work into categories label a bundling ticket clean up the work area.

Special featuresFun and informative interactions.

ChallengeDuring this activity, learners may be dealing with bundles for the first time, so you may need to ensure that the learner is familiar with the importance of accurate bundling.

Assessment suggestionsLearners could be assessed on how well they bundle the cut pieces. They could also be assessed on their discussion board postings if this method is used.

Alternative approaches and suggested collaboration activitiesLearners could perform the task together, by bundling the cut pieces. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2Quality inspection

Provide learners with sample cut pieces for them to inspect.

Page 3Correct and avoid faulty cut pieces

Show learners examples of faulty cut pieces and ask them to suggest how they would rectify them.

Learners at a distance could be sent faulty cut pieces and they could email you with their suggestions of how they could be rectified.

Page 4Record cutting information

You could give learners different pieces of information that they should record on the cutting order.

Page 5Bundling cut work

Learners could practise bundling different piles of cut pieces according to the parameters you give them.

Page 6Bundle labelling

Give each learner a bundle and get him or her to fill in the bundle ticket correctly.

Page 7Clean work area

Learners could demonstrate to you, how they should clean up a cutting room.

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No suggestions.



Other related resources or activitiesCut Work 2 – Bundling cut work and despatch bundlesCut Work 3 – The bundle and despatch process


procedures for fixing faulty cut pieces the cutting order used in your workplace how bundles are grouped together the bundle ticket used in your workplace.

Ways of promoting collaboration between learnersLearners could carry out the bundling process together.

Customising the product for different audiencesReplace the documents used, with the documents used in your workplace.

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Prepare and check a paper marker Unit of competence covered:

LMTPRCL02BA – Cut Work - 2Related performance criteria:

Element Performance Criteria3. Cut work 3.1 Marker and lay alignment are checked and

appropriate action taken in accordance with workplace procedures and the specifications for the work.

5. Despatch cut work 5.5 Job information is recorded in accordance with workplace procedures.

Purpose of activityLearners will gain an understanding of how to create a marker for a garment, using a cutting order and the pattern pieces for the garment.


workplace procedures interpret work specifications and patterns meet work specifications communicate effectively within the workplace interpret and apply defined procedures.

Summary of activityThe learner is required to: list the tasks for preparing a marker, in the correct order complete the cutting ratios section of the cutting order complete the marker sheet sort pattern pieces that are required to create a marker identify the correct marker layout for a group of pattern pieces lay and mark pattern pieces onto a marker check the marker for faults using a marker checklist discuss different methods for securing the marker to the fabric.

Special featuresDetailed information on ratios is provided. Learners have several fun interactions to work through, as well as worksheets and discussions.

ChallengeThis is the learners’ first exposure to making a marker so it contains lots of basic information about markers. The ratio component is quite difficult to grasp, so you may need to give them extra assistance in this area. The

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practical task is quite complex, so you may want to start a discussion board topic on this to provide tips before they begin it.

Assessment suggestionsLearners could be assessed on their practical task and/or the cutting order and marker sheet that they fill out. They could also be assessed on their discussion board postings if this method is used.

Alternative approaches and suggested collaboration activitiesLearners could perform the practical task together, by creating the marker as part of a pair. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2The process of preparing to make the marker

Learners could state the steps in preparing a marker.

Learners could create a chart showing the process of preparing a marker. They could do this in pairs or by themselves.

Learners in the workplace, or those who have access to a workplace, could watch the process for themselves in industry.

Page 3Work out cutting ratios

Learners could create their own poster that describes how to work out ratios.

You could give them a series of scenarios that involve working out numbers of each size of garment to produce, based on the ratio, and also working out the ratio that has been used, based on the information contained in the cutting order.

Page 4Gather information

Put learners into pairs and get one to ask the other for the information they need to create the marker for the shirt (or another garment if you provide the necessary information). The other half of the pair should note down what they are asked for and provide feedback to the other on whether they missed anything out.

Those working from a distance can carry out their discussion using the chat room. Both learners can put together a report on how they went with this exercise and email it to you.

Page 5 Distribute a selection of pattern pieces (these could be

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Sort pattern pieces actual pattern pieces or accurate diagrams of pattern pieces) to individuals or pairs. Those working at a distance could be sent these in the mail or by email.

Each learner can mark each pattern piece, saying whether they are perfect or whether they have any problems.

Page 6Laying the pattern pieces

Provide learners with some pattern pieces that they can lay out as economically as possible and then give them feedback on their layouts.

Learners at a distance could be sent pattern pieces to lay out. They could then send the fabric length used and the basic layout to you to be checked.

Page 7Marking in the pattern pieces

Learners already in the workplace could go and observe pattern pieces being traced around. Those who aren’t in the workplace could visit a workplace to watch this being done.

Page 8Checking for faults

Give learners a marker to check, while they record the results on the Marker making checklist. Ask them to submit the checklist to you.

Learners working at a distance could be sent a marker (either a full one, or a diagram of one) and they could fill in the Marker making checklist in response to this. They could then send this to you to check.

Page 9Securing the marker to the fabric

Learners could practise securing the marker to the fabric and then you or other learners could inspect how well secured it is and give feedback.


Learners could prepare another marker apart from the shirt.

If marker-making procedures are different in your workplace and computer aided design (CAD) is used, learners could prepare the marker in this way, so the checklist could be altered to accommodate this.

Preparing learners for the resourcesIf you choose to do discussion board exercises, you will need to set up discussion threads prior to commencing the activity. As explained earlier, you will also need to advise learners of these requirements since instructions are not included in the Toolbox content. You should also encourage learners to use the discussion board to ask for assistance if they are unsure of where to

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find a resource. You may need to provide instructions to the learners on how to use communication tools such as email, discussion board or chat.


Other related resources or activitiesCut Work 3 – Make marker.


Cutting order Marker sheet.

Ways of promoting collaboration between learnersLearners could make their markers in pairs. Learners at a distance could send their completed markers to each other and discuss them together, using chat.

Customising the product for different audiencesYou could change the marker that the learner is making, based on the ability of the learner. You could replace it with a simpler or more complicated garment. If your learner is in the workplace they could make a marker for a garment that is commonly made in that workplace.

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Prepare and maintain cutting equipment Unit of competence covered:


Element Performance Criteria1. Prepare work area 1.2 Cutting equipment is cleaned, checked and

basic servicing assessed in accordance with manufacturer's instructions.

2. Set up and service cutting equipment

2.1 Cutting table and equipment are set up and adjusted in accordance with workplace procedures and the specifications for the work.

2.2 Machine oil and blades are checked and machine faults are identified and reported or rectified, in accordance with workplace procedures and manufacturer's instructions.

3. Cut work 3.3 Lay is cut using the cutting machine in accordance with the workplace procedures and requirements for operations.


4. Identify poor cutting equipment performance

4.1 The performance of the cutting equipment is regularly checked for signs of faulty operation, including evidence from the inspection of cut pieces, and any required action is taken in accordance with workplace requirements.

5. Despatch cut work 5.1 Cut work is inspected, any faults identified, and appropriate action taken in accordance with workplace procedures to ensure the cut pieces meet the required quality standards.


5.3 Subsequent action taken to either reject or correct faulty pieces is recorded in

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accordance with workplace procedures.



Purpose of activityLearners will gain an understanding of how to use and maintain a rotary cutting machine and check their cut work for faults.


relevant OH&S legislation, codes of practice, policies and procedures cutting processes and equipment required for the required range of

cutting operations quality standards and fabric/garment handling procedures safety and environmental aspects of relevant garment assembly

processes workplace procedures interpret work specifications and patterns carry out work in accordance with OH&S policies and procedures meet work specifications interpret and apply defined procedures.

Summary of activityThe learner is required to: identify all the parts of a rotary cutting plan how to cut out a lay cut out a lay using a rotary cutting machine identify faults on cut work perform maintenance on the rotary cutting machine.

Special featuresNone.

ChallengeThis may be the first time the learner has used cutting machinery, so you will need to make sure they are confident before they begin using it.

Assessment suggestionsLearners could be assessed on their practical task, the worksheets they complete and/or the cut work they identify with faults. They could also be assessed on their discussion board postings if this method is used.

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Alternative approaches and suggested collaboration activitiesLearners could plan how to cut a marker in pairs. Learners can’t collaborate when cutting out a marker, but it is a time when learners can be given feedback by their peers on their cutting skills. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2Examine machinery

Learners could point out all the parts of a real rotary cutting machine in pairs, or with you observing.

Learners could source the User Guide for the rotary cutting machine that they are using and read through the relevant information.

Page 3Plan to cut the lay

Learners could dress up in the clothes that they would wear for cutting, and show you. Learners at a distance could post a digital photo of them wearing their cutting outfit.

You could give learners another diagram of a marker and get them to plot how they would cut it out.

One of the many answers for the worksheet is shown in the graphic below this table.

Page 4Using a cutter

Learners could read through the safety section of their User Guide for their rotary cutting machine and make a chart of the precautions to use while operating the machine. This chart can be displayed in the vicinity of the machine.

Learners could demonstrate how to pick up a heavy object for you or other learners and feedback can be given.

Page 5Inspect cut work for faults

Learners could practise checking for faults by looking through the clothes in their cupboards at home.

Page 6Maintain the rotary cutting machine

Learners could demonstrate how they can perform maintenance on their rotary cutting machine in front of their peers or you. You or their peers could then provide feedback.


No suggestions.

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The graphic on the previous page shows one of the many possible answers to the worksheet on page 3 of this activity.Preparing learners for the resourcesIf you choose to do discussion board exercises, you will need to set up discussion threads prior to commencing the activity. As explained earlier, you will also need to advise learners of these requirements since instructions are not included in the Toolbox content. You should also encourage learners to use the discussion board to ask for assistance if they are unsure of where to find a resource. You may need to provide instructions to the learners on how to use communication tools such as email, discussion board or chat.


Other related resources or activitiesCut Work 3 – Maintain cutting equipment


the diagrams of rotary cutting machines could be replaced with the exact machine that the learner uses in their class/workplace.

Ways of promoting collaboration between learnersLearners could examine the rotary cutting machines in pairs. Learners at a distance could speak to each other using chat, describing the rotary cutting machines they have access to and sharing tips about using them.

Learners could cut out the lay, while peers give feedback on how they go about it.

Learners at a distance could plot how they will cut their lay and then be put into pairs. Each could send the diagram of their lay to the other. Then they could plot how they would plan to cut their partner’s lay and send it back to them. They could discuss how their planning differed, using the discussion board or chat, and from the conversation they could amend how they will cut out their lays.

Customising the product for different audiencesYou could change the marker that the learner is cutting, based on the ability of the learner. You could replace it with a simpler or more complicated garment. The rotary cutting machine featured could be replaced with the rotary cutting machine used in your workplace/class.

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Spread multiple layersUnit of competence covered:


Element Performance Criteria1. Prepare work area 1.1 Work area and seating are set up

according to workplace ergonomic standards.

1.2 Cutting equipment is cleaned, checked and basic servicing assessed in accordance with manufacturer's instructions.

1.3 Materials are collected and laid out in correct proximity and sequence in accordance with workplace procedures.




Purpose of activityThe learner will learn how to lay multiple layers of fabric so that they are ready for cutting.



cutting operations characteristics of typical fabrics and other materials used in garment

assembly quality standards and fabric/garment handling procedures

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workplace procedures interpret work specifications and patterns carry out work in accordance with OH&S policies and procedures meet work specifications interpret and apply defined procedures.

Summary of activityThe learner is required to: examine the equipment used to lay fabric examine the forms that fabric is received in examine fabric characteristics and identify the different ways fabric can

be laid according to these characteristics spread multiple plies for the lay look at alternative ways of laying the pattern on the fabric look at the methods of cutting interfacing ready for fusing.

Special featuresOn page four there is a link to a useful resource, which is an ‘On Parade TV’ program on spreading multiple plies. It is very informative and learners will enjoy watching the program.

ChallengeSpreading multiple layers of fabric is quite difficult, so learners may find this quite challenging to start off with. Ensure that learners are confident before they begin doing this and perhaps they could start off laying multiple layers of fabric in pairs to get their confidence.

Assessment suggestionsLearners could be assessed on their practical task and/or they could be assessed on their discussion board postings if this method is used.

Alternative approaches and suggested collaboration activitiesLearners could perform the practical task together, by creating the marker as part of a pair. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2Fabric laying equipment

Learners could demonstrate how they can use fabric laying equipment.

Page 3The ways fabric is received

Learners could visit a fabric store and look at the different ways in which fabric is received. They could then post what fabrics they saw and the form they

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were in on the discussion board.

Page 4Spread fabric according to its characteristics

Learners could be given a piece of fabric and a simple marker and then you could ask them how they would lay it and they could demonstrate this.

Those at a distance could be sent a diagram of the marker and a fabric swatch and they could send you an email describing how they would lay the fabric.

Page 5Spread multiple plies

Learners could practise spreading multiple layers of fabric and you and other learners could give feedback.

Page 6Using alternative grain lines

Learners could source garments that use alternative grain lines and bring them into class to show to others.

Learners at a distance could post digital photos of garments with alternative grain lines and their explanation of why they think this grain line has been used.

Page 7Cutting interfacing

No suggestions.


No suggestions.



Other related resources or activitiesCut Work 3 – Working with difficult fabrics

Ways of customising the resourcesYou could replace the skirt marker with a marker for a garment that is more appropriate for your learners.

Ways of promoting collaboration between learnersLearners could lay out the multiple layers of fabric in pairs. Learners at a distance could share tips for laying multiple layers of fabric with each other, using either the discussion board or chat.

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Customising the product for different audiencesYou could change the fabric that the learner is laying out, based on the ability of the learner. You could replace it with a fabric that is more difficult to lay.

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Bundling cut work and despatch bundlesUnit of competence covered:

LMTPRCL02BA – Cut work - 2Related performance criteria:














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http://www.westone.wa.gov.au/toolbox5/fashion/pages/units/cut2/act4/intro.htm


practise looking for faults and flaws choose the best solution to the problem for each of the scenarios fill in a cutting order put cut pieces into bundles fill in the headings on a bundle ticket clean up the cutting room.

Special featuresFun interactions that are very informative.

ChallengeLearners should already be aware of bundling, so this activity requires that the learner already has a reasonable knowledge of the bundle and despatch process.

Assessment suggestionsLearners could be assessed on the bundle they make. They could also be assessed on their discussion board postings if this method is used.

Alternative approaches and suggested collaboration activitiesLearners could perform the task together, by working together to bundle the cut pieces. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2Quality check cut pieces

On the discussion board, generate a discussion where learners write scenarios that could happen based on situations where quality checks on cut pieces were not done. Encourage learners to be as creative as possible.

In the classroom you could organise learners into pairs or groups and get them to perform role plays of what could happen if quality checks are not done. For distance learners they could perform this exercise using chat.

Page 3Prevent and fix faulty cut pieces

On the discussion board, generate a discussion where learners suggest how they would fix faulty cut pieces. Give them examples of problems and allow them to give solutions. Encourage learners to reply to these postings.

Learners could create a poster that lists procedures that should be used to avoid faulty cut pieces. These could be displayed in the workplace or in the classroom in the cutting area.

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Page 4Record cutting details

Using the discussion board, learners could discuss the importance of recording the cutting details on the cutting order.

Page 5Put cut work into bundles

If the learner is in the workplace, get them to have a look through the bundles so they can get an idea of how they are put together.

Page 6Label your bundle

Learners could create their own bundle ticket for their own fictional label. These could then be posted on the discussion board.

Page 7Clean up your work area

Learners could demonstrate how they clean up their work area.


No suggestions.



Other related resources or activitiesCut Work 1 – Bundle and despatchCut Work 3 – The bundle and despatch process





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Working with difficult fabrics Unit of competence covered:

LMTPRCL02CA– Cut work 3Related performance criteria:

Element Performance Criteria1. Prepare work area 1.3 Materials are collected and laid out in






6. Implement workplace health and safety practices

6.1 Workplace health and safety policies and procedures are followed.

6.2 Action is taken in accordance with workplace policies and procedures to prevent accidents and to eliminate risks to personal safety.

Purpose of activityLearners will learn how to lay and cut specialty fabrics and printed fabrics.

Underpinning knowledge and skillsAt the completion of this activity, learners should possess the following underpinning knowledge and skills.

An underpinning knowledge of:

relevant OH&S legislation, codes of practice, policies and procedures characteristics of typical fabrics and other materials used in garment

assembly quality standards and fabric/garment handling procedures safety and environmental aspects of relevant garment assembly

processes

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workplace procedures.

Underpinning skills to:

interpret work specifications and patterns, handle, receive and assemble garments, carry out work in accordance with OH&S policies and procedures, meet work specifications, interpret and apply defined procedures.

Summary of activityThis activity introduces the concept of “difficult fabrics” as those fabrics with a design feature that requires special consideration when laying or cutting. These fabrics, and the methods by which they are laid and cut are discussed in detail.

Special featuresThe activity and associated resources make extensive use of photographs and diagrams. Interactive online exercises stimulate the learner and help them to process the detailed information contained within the resources. The Activity is made cohesive with constant reference to the shirt the learner has been asked to create.

ChallengeThe learner is provided with detailed information about different types of “difficult fabric” and must relate this to laying and cutting information in the Instruction manual. The learner’s ability to retain and process large amounts of information is challenged and the activity addresses this by providing a variety of visual cues and practical exercises.

Assessment suggestionsThe learner can be assessed on the practical activity worksheets. These can be submitted to you via email or discussed in class. Additional assessment can be structured around the practical task.

Alternative approaches and suggested collaboration activitiesNOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2One way fabrics

Learners can collect swatches of one way fabrics and stick these to a large piece of cardboard. The fabric type should be written under each swatch and magazine clippings showing examples of garments made from that fabric type should be pasted underneath. Learners can discuss their fabric montages in class.

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Learners can each be allocated a one way fabric type. They can visit a retail outlet and try to identify garments made from that fabric type. They should note down the type and style of the garment and any interesting features. Their observations can be the focus of a group discussion in class or on the discussion board.

Learners can be encouraged to form small groups. Each group is provided with a range of fabric swatches. Group members take turns in holding and feeling a fabric swatch and trying to identify what type of fabric it is and why the fabric is one way (does the design feature relate to the pile, nap, sheen, print or pattern?). Other group members can offer feedback.

Numbered fabric swatches can be mailed to learners at a distance and they must detail why each fabric is one way, noting down whether the design feature relates to the pile, nap, sheen, print or pattern.

Page 3Laying and cutting one way fabrics

A range of cut pieces are created from different types of one way fabrics. A mark should indicate where the hem of the cut piece will be. The learner must identify what type of fabric the cut piece is made from and lay the fabric in the correct direction. This could be a classroom activity or it could be completed in small groups.

Cut pieces from a range of one way fabrics can be mailed to learners at a distance. They must glue the cut pieces to a piece of card or paper with an arrow indicating the direction. They should also write the type of fabric that the cut piece is made from at the bottom of the card. These cards can be mailed to their online teacher for assessment or feedback.

Learners can visit a retail outlet and try to find examples of garments made from one way fabrics where the cut pieces have not been laid correctly. They should detail their findings including the type of garment, the type of fabric and the area of the garment that has been constructed incorrectly.

Learners can try to find a garment made from one way fabric where the designer has intentionally chosen not to lay all the cut pieces in the same direction. The example can be an actual garment, a photo or a clipping from a magazine. They can present their garment to the class and explain why they think the

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designer has made this decision. Learners at a distance can post their garments on the discussion board or submit them via email.

Page 4Stripes checks and plaids

Learners can collect magazine clippings or photographs of garments made from striped, plaid or check fabric. They can collate their images in a scrap book and note down for each garment: the type of garment and its purpose why they feel the designer has chosen that fabric how the fabric improves or detracts from the

appearance of the garment any special design features on the garment.

Learners can present pages from their scrap book to the class for discussion. Learners at a distance can send their scrapbook to their online teacher for feedback, and confer with classmates via the discussion board.

Learners can visit a retail outlet and try to identify garments made from striped, plaid or check fabric. They should note down the type of garment and any special design features. Upon returning to class, learners can share the information they have collected and a “top five garment” list can be created.

Learners can “design” their own garment using striped, plaid or check fabric. They should draw the garment and paste a fabric swatch alongside. Below the drawing the learner should write down why they selected the fabric shown and how they feel the fabric design complements or improves the appearance of the garment.

Learners are provided with a variety of striped, plaid and check fabric swatches (these should be numbered for reference). Learners must follow the procedure outlined in the resource to identify if the pattern on the swatch is even or uneven.

Learners at a distance could be sent numbered swatches in the mail so that they can complete the activity. They can write their findings against the fabric swatch number and submit their answers via email.

Learners could visit and interview a fashion designer. They can ask the designer how they use stripes, plaid and checks in their garments, how the designer feels these patterns can improve a garment and how

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different types of pattern appeal to different sectors of the fashion market.

Page 5Laying and cutting stripes, plaid and checks

The cut pieces for a kilt can be created from tartan fabric. A mark should indicate where the hem of the cut piece will be. The learner must identify if the fabric is even or uneven and lay the cut pieces correctly. This activity could be repeated for check and striped fabrics. This could be a classroom activity or it could be completed in small groups.

Learners can visit a retail outlet and try to find examples of garments made from striped fabric where the cut pieces have not been laid correctly and the stripes do not match on seams or run in straight lines on the garment. They should detail their findings including the type of garment, the type of fabric and the area of the garment that has been constructed incorrectly.

Learners can try to find a garment made from striped, plaid or check fabric where the designer has intentionally chosen not to lay all the cut pieces in the same direction or to combine cut pieces in strange or innovative ways. The example can be an actual garment, a photo or a clipping from a magazine. They can present their garment to the class and explain why they think the designer has made this decision. Learners at a distance can post their garments on the discussion board or submit them via email.

Page 6Specialty fabrics

Learners can work in small groups or pairs for this exercise. They are presented with a range of specialty fabric swatches and must identify the type of fabric and if its design feature relates to weight, weave, use of decoration, or texture.

Learners can visit a fashion retail outlet specialising in bridal wear or evening wear. They should identify garments made from specialty fabrics (entirely or in part) and note down: the garment type the purpose of the garment what fabric has been used and where how the fabric contributes to the effect of the

garment and makes it more or less suited to its purpose.

Learners can discuss their findings in class or on the discussion board.

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Learners should find a photo or clipping of a unique or unusual garment made from specialty fabric. These images can be used as the focus of class, group or chat room discussion and learners should try to identify the sector of the market the garment would appeal to.

Page 7Laying and cutting specialty fabrics

Learners can visit a bridal wear manufacturer and find out how the designer uses specialty fabrics and watch them laying and cutting the fabric. Any questions or observations should be noted down for discussion.

Cut pieces from a range of specialty fabrics can be mailed to learners at a distance. They must glue the cut pieces to a piece of card or paper, with an arrow indicating the direction. They should also write the type of fabric that the cut piece is made from at the bottom of the card. These cards can be mailed to their online teacher for assessment or feedback.

Page 8Knit fabrics

Learners are presented with a range of fabric swatches made from knit fabrics. They must identify the type of fabric and decide if it is a one way or a two way stretch knit. Fabric swatches can be sent to learners at a distance by mail.

Learners can create a “four seasons” scrapbook showing how knit fabrics are used to create garments suited to a range of climates. They should try to find clippings of garments designed for summer, autumn, winter or spring. They should note down: the type and purpose of the garment the climate or season it is suited to why the designer has chosen a knit fabric for the

garment which direction the garment should stretch in.

Learners can present their scrapbooks to the class or submit them for assessment personally or by mail.

Page 9Laying and cutting knit fabrics.

A range of cut pieces are created from different types of knit fabric. A mark should indicate where the hem of the cut piece will be. The learner must: identify the type of fabric the cut piece is made

from decide whether it is one way or two way stretch

and identify the direction of that stretch lay the fabric in the correct direction.

This could be a classroom activity or it could be

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completed in small groups.

Cut pieces from a range of knit fabrics can be mailed to learners at a distance. They must glue the cut pieces to a piece of card or paper with an arrow indicating the direction. They should also: identify the type of fabric the cut piece is made

from decide whether it is one way or two way stretch

and identify the direction of that stretch lay the fabric in the correct direction, and write this at the bottom of the card. These cards

can be mailed to their online teacher for assessment or feedback.

Learners can visit a retail outlet and try to find examples of garments made from knit fabrics where the cut pieces have not been laid correctly (they should note down any garments where the stretch has been laid in the wrong or conflicting direction). They should detail their findings, including the type of garment, the type of fabric and the area of the garment that has been constructed incorrectly.


No suggestions.



Other related resources or activitiesSelect threads in Fabrics and equipment

Ways of customising the resourcesYou can replace the practical task at the end of the activity with one applicable to your workplace.

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Ways of promoting collaboration between learnersA range of collaborative exercises have been detailed in “Alternative approaches and suggested collaboration activities”. Additional collaboration could be encouraged by initiating chat room discussions online.

Customising the product for different audiencesYou could change the garment that the learner is laying and cutting, based on the ability of the learner. You could replace it with a simpler or more complicated garment.

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Make marker Unit of competence covered:

LMTPRCL02CA – Cut work - 3


Element Performance Criterion3. Cut work 3.1 Marker and lay alignment are checked and

appropriate action taken in accordance with workplace procedures and the specifications for the work.

Purpose of activityThis activity acquaints the learner with the different types of marker used within the clothing production industry and the different methods utilised to create the markers, improve their efficiency and communicate with other members of the workplace.

Underpinning knowledge and skillsAt the completion of this activity, learners should possess the following underpinning knowledge and skills.

Underpinning knowledge of:

relevant OH&S legislation, codes of practice, policies and procedures workplace procedures.


interpret work specifications and patterns carry out work in accordance with OH&S policies and procedures meet work specifications communicate effectively within the workplace interpret and apply defined procedures.

Summary of activityThis activity provides learners with the skills and knowledge required to create a simple marker, to work out ratios for a step marker, to identify the functions of the CAD and CAM systems and to improve marker efficiency through pattern engineering.

Special featuresThis activity provides the learner with practical activities that simulate work practice to enable them to process the sometimes complex information contained within the resources.

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ChallengeThis activity covers quite a lot of very important information, which learners need in order understand markers and the systems used to create them. You may want to suggest additional exercises to assist them in learning this important content.

Assessment suggestionsLearners could be assessed on the questions they answer as they work through the activity and the practical exercises they complete. They could also be assessed on their discussion board postings or chat room conversations if these methods are used. Markers could be distributed to learners either in the classroom or by mail and they could identify each of these different types of marker and give reasons for their choices.


Page 1Introduction

No suggestions.

Page 2Types of markers

Create a number of fictional orders. Ask learners to work in groups and decide which type of marker would be used for each order. Answers can be discussed in class or via the discussion board.

Learners work in pairs. One learner calls out a type of marker and the other responds with a description of that marker, and when it is used. When all the marker types have been discussed the learners swap roles.

Pictures of different marker types can be posted on the discussion board. Learners must name the marker type and its uses and discuss online.

Hold up different markers and ask class members to guess what type of marker it is.

Send distant learners a selection of markers, and ask them to write the marker type and its uses on the back and return them to you.

Page 3Ratios for step markers

Create a number of fictional cutting orders (requiring the use of a step marker) and ask learners to work out the ratio for each order. These fictional cutting orders can be mailed or emailed to learners at a distance.

Learners can work in pairs or small groups. One learner can give a ratio and the other learner gives an

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example of a cutting order that would have that ratio.Learners at a distance can complete this exercise in the chat room.

Page 4CAD and CAM

Learners can visit a workplace where the CAD and CAM systems are used to produce and grade markers. They should watch as the systems are demonstrated and note down any questions or observations for discussion.

Learners can visit a clothing production house that does use the CAD and CAM systems and then visit one that does not. They can create a short report outlining the different work practices and the pros and cons of the CAD and CAM systems.

Page 5Marking in splice positions

Learners work in small groups for this exercise. A variety of markers are created and copies are give to each group (and mailed to learners at a distance). You can create a set of scenarios (change in size, flaw in the fabric etc.) and ask the groups to mark the appropriate splice on the marker.

Different fabric swatches, some of which are flawed, are given to the learners. Learners are asked to identify the flawed samples and select the appropriate splice to indicate the flaw on a marker.

Learners can visit a clothing production house and watch splices being drawn on markers. Learners should think about the following questions and note down their answers for discussion: How is a splice marked? Who does it? What equipment is used to mark a splice? How large are the splices?

Page 6Marker efficiency

Create several copies of the same marker and sample garments (the marker should have a low fabric usage percentage). Calculate the efficiency of the marker and keep it a secret. Learners must try to guess the fabric usage percentage of the marker (write down some of their ideas on the board.

When this discussion is complete, learners can form into small groups. Each group should be allocated one marker and sample garment. They should re-work the marker to increase its efficiency. When they have completed the exercise the efficiency of their amended marker can be calculated. Hold a competition to see which group can get the highest fabric usage percentage. Reveal the original fabric usage

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percentage – did they guess correctly?

The marker and sample garment can be sent to learners at a distance so that they can complete the activity. They can correspond with classmates via the discussion board.

Visit a clothing production house. Learners should observe how marker efficiency is calculated and investigate how inefficient markers can affect profit and efficiency.

Learners may want to visit a range of clothing manufacturers of varying size and investigate how much emphasis is placed on marker efficiency in different businesses.


The complexity of the practical task can be increased or decreased to suit the level of the learner. You can replace the practical task with one relevant to your workplace.



Other related resources or activitiesNone.

Ways of customising the resourcesYou could replace the practical task checklist with one relevant to your workplace.

Ways of promoting collaboration between learnersLearners could discuss marker types together. Learners could send “mini markers” made from paper to each other and test whether the other can identify the type of marker and its uses. Additional collaborative exercises are outlined in “Alternative approaches and suggested collaboration activities” above.

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Customising the product for different audiencesYou could change the garment that the learner is creating a marker for, based on the ability of the learner. You could replace it with a simpler or more complicated garment.

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Maintain cutting equipmentUnit of competence covered:

LMTPRCL02CA – Cut work - 3Related performance criteria:

Element Performance Criteria1. Prepare work area 1.1 Work area and seating are set up

according to workplace ergonomic standards.

1.2 Cutting equipment is cleaned, checked and basic servicing assessed in accordance with manufacturer's instructions.




2.2 Machine oil and blades are checked and machine faults are identified and reported or rectified, in accordance with workplace procedures and manufacturer's instructions.




4. Identify poor cutting equipment performance

4.1 The performance of the cutting equipment is regularly checked for signs of faulty operation, including evidence from the inspection of cut pieces, and any required

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action is taken in accordance with workplace requirements.

5. Despatch cut work 5.1 Cut work is inspected, any faults identified, and appropriate action taken in accordance with workplace procedures to ensure the cut pieces meet the required quality standards.








6.1 Workplace health and safety policies and procedures are followed.


Purpose of activityLearners will learn how to use a straight knife cutting machine.



cutting operations

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quality standards and fabric/garment handling procedures safety and environmental aspects of relevant garment assembly

processes workplace procedures interpret work specifications and patterns carry out work in accordance with OH&S policies and procedures meet work specifications interpret and apply defined procedures.


identify the circumstances when they would use a straight knife cutter, name the various parts and practise cutting with a straight knife cutter

examine the band cutter and name its uses look at the die cutter and identify its uses identify the electric shears.


ChallengeThis may be the first time the learner has used cutting machinery, so you will need to make sure they are confident before they begin using it.

Assessment suggestionsLearners could be assessed on their practical task or the worksheets they complete. They could also be assessed on their discussion board postings if this method is used.

Alternative approaches and suggested collaboration activitiesLearners could plan how to cut a marker in pairs. Learners can’t collaborate when cutting out a marker, but it is a time when learners can be given feedback by their peers on their cutting skills. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2Straight knife cutting machine

Learners could point out all the parts of a real straight knife cutting machine in pairs, or with you observing. Learners could source the User Guide for the straight knife cutting machine that they are using and read through the relevant information.

Page 3Plan to cut the lay

Learners could dress up in the clothes that they would wear for cutting and show you. Learners at a distance could post a digital photo of them wearing their cutting outfit.

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You could give learners another diagram of a marker and get them to plot how they would cut it out.

Page 4Using a cutting machine

Learners could read through the safety section of their User Guide for their straight knife cutting machine and make a chart of the precautions to use while operating the machine. This chart can be displayed in the vicinity of the machine.

Learners could demonstrate how to pick up a heavy object for you or other learners and feedback can be given.

Page 5Band knife cutting machine

Demonstrate how to use a band knife cutter and then get learners to practise using it.

Page 6Die cutting machines

Learners in the classroom could be taken to a clothing production factory to view how a die cutter is used.

Page 7Other types of cutting machines

Learners in the classroom could be taken to a clothing production factory to view how these cutting tools are used and what they are used for.

Page 8Identify the cutting tools

Post cut pieces on the discussion board and ask learners to nominate what cutting tool they would use to cut them. Encourage learners to give feedback on the other learners’ answers.


No suggestions.



Other related resources or activitiesCut Work 2 – Prepare and maintain cutting equipment

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http://www.westone.wa.gov.au/toolbox5/fashion/pages/units/cut2/act2/intro.htm



the diagrams of straight cutting machines could be replaced with the exact machine that the learner uses in their class/workplace.

Ways of promoting collaboration between learnersLearners could examine the straight cutting machines in pairs. Learners at a distance could speak to each other using chat, describing the straight cutting machines they have access to and sharing tips about using one.

Learners could cut out the lay, while peers give feedback on how they go about it.

Learners at a distance could plot how they will cut their lay and then be put into pairs. Each could send the diagram of their lay to the other. Then they could plot how they would plan to cut their partner’s lay and send it back to them. They could discuss how their planning differed, using the discussion board or using chat and, from the conversation, they could amend how they will cut out their lays.

Customising the product for different audiencesYou could change the marker that the learner is cutting, based on the ability of the learner. You could replace it with a simpler or more complicated garment. The straight cutting machines featured could be replaced with the straight cutting machines used in your workplace/class.

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The bundle and despatch process Unit of competence covered:

LMTPRCL02CA – Cut work - 3Related performance criteria:













Summary of activityThe learner is required to: identify the type of fault or flaw in each piece of fabric

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fix the cut pieces record the cutting details on the cut order bundle the cut work into categories label bundles using a bundling ticket clean up the cutting room.

Special featuresFun and informative interactions.

ChallengeDuring this activity, learners may be dealing with bundles for the first time, so you may need to ensure that the learner is familiar with the importance of accurate bundling.

Assessment suggestionsLearners could be assessed on how well they bundle the cut pieces. They could also be assessed on their discussion board postings if this method is used.

Alternative approaches and suggested collaboration activitiesLearners could perform the task together, by bundling the cut pieces. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2Inspect cut work for faults and flaws

Provide learners with sample cut pieces for them to inspect and identify faults and flaws. Get them to sort them into piles of flawed pieces and perfect pieces.

Page 3Prevent flawed cut pieces and fix problems

Show learners examples of faulty cut pieces and ask them to suggest how they would rectify them.

Learners at a distance could be sent faulty cut pieces and they could email you with their suggestions of how they could be rectified.

Page 4Update the cutting order

You could give learners different pieces of information that they should record on the cutting order.

Page 5Bundle the cut work

Learners could practise bundling different piles of cut pieces according to the parameters you give them.

Page 6Bundle tickets

Give learners a bundle and get them to fill in the bundle ticket correctly.

Page 7Clean up the cutting

Learners could demonstrate to you how they should clean up a cutting room.

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roomPage 8Practical task

No suggestions.



Other related resources or activitiesCut Work 1 – Bundle and despatchCut Work 2 – Bundling cut work and despatch bundlesCut Work 3 – The bundle and despatch process





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Follow OHS proceduresUnit of competence covered:

LMTHRGN08A – Follow defined OH&S policies and proceduresRelated performance criteria:

Element Performance Criteria1. Identify and follow

workplace procedures for hazard identification and risk control

1.1Hazards in the work area are recognised and reported to designated personnel according to workplace procedures.

1.2Workplace procedures and work instructions for controlling risks are identified and followed accurately.

1.3 Workplace procedures for dealing with accidents, fire and emergencies are known and followed.

2. Contribute to participative arrangements for the management of occupational health and safety

2.1 Occupational health and safety issues are raised with designated personnel in accordance with workplace procedures and relevant occupational health and safety legislation.

2.2 Contributions are made to participative arrangements for occupational health and safety management in the workplace within workplace procedures and scope of responsibilities.

Purpose of activityThe learners will learn how to follow OSH procedures in a clothing production environment.


rights and responsibilities of parties under occupational health and safety legislation, regulations and codes of practice

workplace occupational health and safety policies and procedures related to the job role or function

workplace emergency and evacuation procedures the meaning of occupational health and safety signs and symbols workplace reporting procedures in regard to risks, hazards and accidents location and use of necessary safety equipment, including personal

protective equipment safe operating procedures for relevant machinery/equipment

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identify and apply risk control measures identify and report workplace hazards follow workplace procedures for accident and emergency situations carry out work, including the operation of relevant machinery/equipment,

according to workplace occupational health and safety procedures.

Summary of activityThe learner is required to: find the legislation in their State/Territory dress the cutter and the machinist make Julia sit ergonomically maintain, operate and correctly store a piece of machinery identify the hazards in their workplace match the hazard to the risk control and fill out a worksheet with their risk

control measures fill in an incident report create an emergency evacuation sign.

Special featuresGreat learning interactions that a learner could work through easily with little support from their online teacher.

ChallengeIt covers all the areas of clothing production, so learners need to remember a lot of information.

Assessment suggestionsLearners could be assessed on their recollection of OHS procedures in clothing production, their summary of OHS policy in their State/Territory, the incident report they fill out and their emergency evacuation sign. They could also be assessed on their discussion board postings if this method is used.

Alternative approaches and suggested collaboration activitiesIf a learner is working in only one particular area of the clothing production area, you could focus on that area; eg the cutting room or machining room. Learners could work in pairs for all of this activity, working together to do each of the exercises. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2OHS legislation in your State/Territory

Learners could create a chart that lists the OHS legislation in their State/Territory. This could be displayed in the production room.

Page 3Dress appropriately

Learners could dress in the correct clothes that they should wear when working in the cutting and/or the

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machining room.

Page 4Ergonomics and workbench arrangement

Learners could demonstrate how to sit and arrange their workplace correctly.

Page 5Using equipment

Learners could read the user manual for a piece of equipment to get a good idea of how to operate it safely.

Page 6Hazards in your workplace

Learners could look around their workplace and note any possible hazards.

Page 7Identifying hazards and controlling risks

No suggestions.

Page 8Responsibilities of OHS representatives, employees and employers

Give the learners additional scenarios that they can fill in an accident report for.

On the discussion board, learners could create their own scenario and other learners could fill in an accident report in response to these.

Page 9Evacuating a building

Conduct your own evacuation of the classroom and follow all the correct procedures.


No suggestions.



Other related resources or activitiesOHS manual.


Emergency evacuation procedures.

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Ways of promoting collaboration between learnersLearners could observe others following OHS procedures and give feedback.


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Receive and check goods Unit of competence covered:

LMTQAGN01A – Apply Quality StandardsRelated performance criteria:

Element Performance Criteria2. Assess quality of

received component parts

2.1 Received materials, component parts or final products are continuously checked against workplace standards and specifications for such things as size, colour, fabric, alignment and finish.

2.2 An understanding is demonstrated of how the received materials or component parts relate to the current operation and how they contribute to the final appearance of the TCF product.

2.3 Faulty material or component parts related to the operator's work are identified and isolated.

2.4 Where required, the faults and any identified causes are recorded and/or reported to the supervisor concerned in accordance with workplace procedures.

2.5 Causes of any identified faults are identified and corrective action taken in accordance with workplace procedures.

Purpose of activityThis gives learners the skills and knowledge to receive and unpack a garment delivery and complete the documentation required to confirm the order delivery.


workplace procedures reporting procedures carry out relevant visual inspections of materials, component parts and

final products maintain accurate work records in accordance with procedures carry out work in accordance with OH&S policies and procedures communicate effectively within defined workplace procedures interpret and apply defined procedures.

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Summary of activityThe activity instructs the learner how to unpack a delivery of garments, how to sort those garments by colour and size and how to document the delivery using simulated workplace documents and procedures.

Special featuresThis activity uses online exercises to encourage visual recognition of how to safely and efficiently unpack a delivery. Workplace practice is simulated through the interactive simulation of the process of unpacking and sorting a delivery. Workplace documentation is replicated to encourage the learner to develop the skills required to maintain accurate records.

ChallengeBy simulating work practice, the activity challenges the learner to apply the information presented in the resources to a workplace situation.

Assessment suggestionsLearners could be assessed on their discussion board postings or chat room conversations if these methods are used. Fictional order forms and deliveries of paper “garments” in a range of sizes and colours could be given to each learner. The learner must fill out a product delivery checklist for the order and assessed on their completed form.


Page 1Introduction

No suggestions.

Page 2Open the box safely – moving the box

Learners are encouraged to form small groups and role play different ways to move a box. Other members of the group must say whether the method being demonstrated is correct or incorrect.

Learners can visit a workplace and watch boxes of deliveries being moved.

They should note down the methods and practices they observe.

Observations can be discussed in a classroom environment or via the discussion board.

Learners can investigate the types of health problems that result from moving boxes incorrectly. They can document their findings and submit them to their teacher.

Page 3 The different tools used to open boxes can be

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Open the box safely – cutting the box open

displayed in class and learners take turns in demonstrating how to open a box using these tools.

Learners can visit a workplace and watch boxes being opened (this can be a continuation of suggestion 2 on page 2 – above).

They should note down the methods and practices they observe.

Observations can be discussed in a classroom environment or via the discussion board.

Pages 4&5 Check the

delivery against the Orchid order form

Checking the received product

For this activity learners should work in pairs.

One member of the pair creates a fictional order form and a number of paper cut-outs representing garments of different colour and size .

The other learner must sort the paper garments by colour and size and compare the delivery to the order form.

Any discrepancies from the order should be noted down. The answers can be verified with the teacher or with the other member of the team.

When the exercise is complete the learners swap roles and the other team-mate produces a fictional order form and “delivery” of paper garments.

A fictional order form and paper garments can be mailed to learners at a distance and they can respond via email.

Learners can visit a workplace and observe how garments in a delivery are sorted by colour and size and how the delivery is verified against the order form.

Learners can note down questions and observations and discuss them in class or on the discussion boards.

Page 6Product delivery checklist

A series of fictional orders can be created for the whole class to work on, or learners can continue to work in pairs on the fictional order developed for exercise 1 Pages 4&5 (above).

Learners must compare the garments delivered to the order and note down their findings on a “product

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delivery checklist”.

A range of “product delivery checklists” can be presented to the class, some of which are complete and some of which are not. Class members must identify the incomplete forms. This activity could be modified for learners at a distance by posting the forms on the discussion board and asking for their comment.

Page 7Practical Task

No suggestions.




Ways of customising the resourcesThe practical task can be modified to include information specific to your workplace.

Ways of promoting collaboration between learnersIn the “Alternative approaches and suggested collaboration activities” learners are encouraged to work collaboratively to create fictional orders, sort the order and complete a “product delivery checklist”.

Customising the product for different audiencesYou can create order scenarios ranging in complexity to suit learners at different levels.

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Check sizing of items Unit of competence covered:

LMTQAGN01A – Apply Quality Standards

Related performance criteria:

Element Performance Criteria1 Assess own work 1.1 Completed work is continuously checked

against workplace standards relevantto the operation being undertaken.

1.2 An understanding is demonstrated of how the work activities and completedwork relate to the next production process or processes and to the finalappearance of the TCF products concerned.

1.3 Faulty pieces or final products are identified and isolated.

1.4 Where required, the faults and any identified causes are recorded and/orreported to the supervisor concerned in accordance with workplace procedures.

2 Assess quality of received component parts

2.1 Received materials, component parts or final products are continuouslychecked against workplace standards and specifications for such things as size,colour, fabric, alignment and finish.

2.2 An understanding is demonstrated of how the received materials or componentparts relate to the current operation and how they contribute to the finalappearance of the TCF product.

2.3 Faulty material or component parts related to the operator's work areidentified and isolated.

2.4 Where required, the faults and any identified causes are recorded and/orreported to the supervisor concerned in accordance with workplace procedures.

2.5 Causes of any identified faults are identified

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and corrective action takenin accordance with workplace procedures.

3 Measure parts 3.1 Materials, component parts or products are measured, as required, using theappropriate measuring instruments in accordance with workplace procedures.

4 Record information on production indicator

4.1 Basic information on the quality and other indicators of productionperformance is recorded in accordance with workplace procedures

5 Investigate causes of quality deviations

5.1 Causes of deviations from specified quality standards for materials,component parts or final products are investigated and reported, as required,using the appropriate measuring techniques in accordance with workplaceprocedures.

5.2 Suitable preventative action is recommended based on workplace qualitystandards and the identified causes of deviations from specified qualitystandards of materials, component parts or final products.

Purpose of activityThis activity shows the learner how to measure, compare and sort garments in a delivery and explains the practical reasons for doing so.

Underpinning knowledge and skillsAt the completion of this activity, learners should possess the following underpinning knowledge and skills -


relevant quality standards, policies and procedures relevant measurement techniques and quality checking procedures workplace procedures reporting procedures


interpret work instructions, specifications, standards and patterns appropriate to the learner’s work

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carry out relevant visual inspections of materials, component parts and final products

carry out relevant physical measurements maintain accurate work records in accordance with procedures meet work specifications communicate effectively within defined workplace procedures interpret and apply defined procedures.

Summary of activityThis activity uses the scenario of a garment delivery and requires the learner to work through a series of online exercises that require them to measure garments in each size, compare garments of the same size and sort garments by colour and size.

Special featuresThis activity makes use of practical exercises, online interactive activities and discussions to simulate the workplace, and facilitates the development of practical skills.

ChallengeThis activity deals with practical skills required to measure, compare and sort garments in a delivery. Providing learners with actual garments and materials, and structuring a practical exercise that combines these elements in a continuum would be most beneficial.

Assessment suggestionsLearners could be assessed on the questions they answer as they work through the activity. They could also be assessed on their ability to measure, compare and sort a “mock delivery” of garments, as outlined below.


Page 1Introduction

No suggestions.

Page 2Measuring one garment in each size

1. The “mock delivery” (see also Activity guide “Check construction of items – Apply Quality Standards).: Learners receive a “delivery” of ten or more garments in three different sizes and several colours. A size specification sheet and product specification sheet should be included.

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The “mock delivery” should include a number of perfect garments as well as garments that demonstrate a range of faults:

variations between garments of the same size,

garments that are not cut square on the grain,

incorrect seam allowance and direction, incorrect hems (rolled, width variations), incorrect thread colour, incorrect stitch length and tension.

The learners should sort the garments into two piles (accepted and rejected) as they work through the activities. The “mock delivery” or a scaled down version of it can be mailed to learners at a distance so that they can participate in the exercise.

For this activity, learners must measure a garment in each size and compare it to the size specification sheet provided.

2. Visit a clothing production house and watch the process of measuring garments in each size. Get a copy of a real size specification sheet.

3. Create a size specification sheet for a t-shirt. Make four versions of this t-shirt in different sizes, but one of the t-shirts should not match the size specification sheet. Ask the learners to take turns measuring the garments and comparing them to the size specification sheet. They should be able to identify the shirt that does not match the size specification sheet. The materials for this activity could be mailed to learners at a distance so that they can complete the exercise.

Page 3Compare the measured t-shirts with the remaining garments

1. Using the “mock delivery” of ten or more garments detailed above, learners can compare measured garments with the remaining garments and note down any variations. Garments with measurements that do not match the size specification sheet should be moved to the “rejected” pile.

2. Purchase three identical garments from a retail outlet. They should be the same style and size. Learners should measure the garments to find any differences in sizing. Any variations should be noted down and discussed in the classroom

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or on the discussion board. If size variations exist, why do you think this has passed the quality assurance process?

Page 4Sort the garments

1.Using the “mock delivery” of ten or more garments detailed above, learners should sort the garments by colour and size. This can be done in small groups and could be structured as a competition to see which group can sort the garments correctly in the fastest time.

2. Visit a clothing production house and watch garments being sorted after a delivery. How is this done? Who sorts the garments? Why is it important to sort the garments neatly and correctly? Learners should note down their observations and discuss these in class or in the online chat room.


The practical task can be performed using the “mock delivery” of garments used in the exercises above, or it can be modified to suit your workplace.



Other related resources or activitiesCheck construction of garments – Apply Quality Standards


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Ways of promoting collaboration between learnersBy encouraging the learners to work through activities in groups or pairs they will learn communication skills required for the workplace. Learners can work through the process of receiving a “delivery” of garments, measuring and sorting the garments in small groups. They could then take turns creating deliveries of garments for each other.

Customising the product for different audiencesYou could change the complexity of the delivery, by including more colours and sizes and increasing the complexity of the size specification sheet.

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Check construction of items

Unit of competence covered:



Element Performance Criteria1. Assess own work 1.1 Completed work is continuously checked

against workplace standards relevant to the operation being undertaken.

1.2 An understanding is demonstrated of how the work activities and completed work relate to the next production process or processes and to the final appearance of the TCF products concerned.

1.2 Faulty pieces or final products are identified and isolated.


2. Assess quality of received component parts

2.1 Received materials, component parts or final products are continuously checked against workplace standards and specifications for such things as size, colour, fabric, alignment and finish.

2.2 An understanding is demonstrated of how the received materials or component parts relate to the current operation and how they contribute to the final appearance of the TCF product.

2.3 Faulty material or component parts related to the operator's work are identified and isolated.


2.5 Causes of any identified faults are

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identified and corrective action taken in accordance with workplace procedures.

3. Measure parts 3.1 Materials, component parts or products are measured, as required, using the appropriate measuring instruments in accordance with workplace procedures.

4. Record information on production indicator

4.1 Basic information on the quality and other indicators of production performance is recorded in accordance with workplace procedures.

5. Investigate causes of quality deviations

1.1 Causes of deviations from specified quality standards for materials, component parts or final products are investigated and reported, as required, using the appropriate measuring techniques in accordance with workplace procedures.

5.2 Suitable preventative action is recommended based on workplace quality standards and the identified causes of deviations from specified quality standards of materials, component parts or final products.

Purpose of activityThis activity shows the learner how to compare garments in a delivery with a “product specification sheet” and check details of garment construction.



relevant quality standards, policies and procedures relevant measurement techniques and quality checking procedures workplace procedures reporting procedures.



carry out relevant visual inspections of materials, component parts and final products

carry out relevant physical measurements maintain accurate work records in accordance with procedures. meet work specifications

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communicate effectively within defined workplace procedures interpret and apply defined procedures.

Summary of activityThe activity presents a series of simulated workplace processes, and learners use the resources available to sort garments into two piles:

garments that have passed the first checks a rejection pile

Learners are provided with interactions that simulate the checking and sorting process.

Special featuresThe activity uses interactive exercises to mimic the process of checking and sorting the garments online, helping learners to relate the information contained within the resources to workplace practices.

ChallengeThis activity deals with practical skills required to measure, compare and sort garments in a delivery. Providing learners with actual garments and materials, and structuring a practical exercise that combines these elements in a continuum would be most beneficial.

Assessment suggestionsLearners could be assessed on the questions they answer as they work through the activity. They could also be assessed on their ability to measure, compare and sort a “mock delivery” of garments, as outlined below.


Page 1Introduction

No suggestions.

Page 2Check whether garments cut square on the grain

4. The “mock delivery” (see Activity guide “Check sizing of items – Apply Quality Standards).: Learners receive a “delivery” of ten or more garments in three different sizes and several colours. A size specification sheet and product specification sheet should be included. The “mock delivery” should include a number of perfect garments as well as garments that demonstrate a range of faults:

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variations between garments of the same size,

garments that are not cut square on the grain,

incorrect seam allowance and direction, incorrect hems (rolled, width variations), incorrect thread colour, incorrect stitch length and tension.

The learners should sort the garments into two piles (accepted and rejected) as they work through the activities. The “mock delivery” or a scaled down version of it can be mailed to learners at a distance so that they can participate in the exercise.

For this activity, learners should check that the garments in the delivery are cut square on the grain and move any garments that are faulty to the “reject” pile.

5. Learners should try to find examples of garments that are not cut square on the grain. Are there any instances where this is done intentionally? If so – why? This can be a topic for class discussion or learners can compile a short report using clippings from magazines as examples.

Page 3Checking seam allowances

1. The “mock delivery”: Learners should check the seam allowance of garments within the delivery and sort them into accepted and rejected piles.

Page 4Checking the seam direction

1. The “mock delivery”: Learners should check the seam direction on the garments within the delivery and sort them into accepted and rejected piles.

2. Learners should collect examples of garments that show incorrect seam direction. They can discuss in class or online how the seam direction affects the appearance of a garment.

Page 5Checking hems

1. The “mock delivery”: Learners should check the hems on the garments within the delivery and sort them into accepted and rejected piles.

Page 6Stitch length and tension

1. The “mock delivery”: Learners should check the stitch length and tension on the garments within the delivery and sort them into accepted and rejected piles.

2. Learners should try to identify garments at home or in retail outlets that show incorrect

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stitch length or tension. An in-class or online discussion can be held on the topic “Does the price of a garment and its intended target market affect the amount of faults that are allowed to pass through the Quality Assurance process?”

Page 7Thread colour

1. The “mock delivery”: Learners should check that the thread colour on the garments matches the one detailed on the product specification sheet, and sort them into accepted and rejected piles.

Page 8Checking labels

1. The “mock delivery”: Learners should check that the labels on the garments are positioned correctly and sort them into accepted and rejected piles.

2. Learners should visit a retail outlet and investigate where garment labels are commonly found.


You can increase or decrease the complexity of the practical task to suit your workplace.



Other related resources or activitiesCheck sizing of garments – Apply Quality Standards


Ways of promoting collaboration between learnersBy encouraging the learners to work through activities in groups or pairs they will learn communication skills required for the workplace. Learners can work

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through the process of receiving a “delivery” of garments, measuring and sorting the garments in small groups. They could then take turns creating deliveries of garments for each other.

Customising the product for different audiencesYou could change the complexity of the delivery, by including more colours and sizes and increasing the complexity of the size specification sheet.

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Replace faulty garments




Element Performance Criteria4. Record information

on production indicator

4.1 Basic information on the quality and other indicators of production performance is recorded in accordance with workplace procedures.

Purpose of activityThis activity outlines the methods used to replace garments that do not meet quality standards, so that a complete delivery can be made on time and on budget.

Underpinning knowledge and skillsAt the completion of this activity, learners should possess the following underpinning knowledge and skills;

Knowledge of:

relevant quality standards, policies and procedures workplace procedures reporting procedures.



maintain accurate work records in accordance with procedures

communicate effectively within defined workplace procedures

interpret and apply defined procedures.

Summary of activityThe learner is presented with a scenario outlining a fictional delivery of garments from a manufacturer. Some of these garments are faulty and they

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Sally Tate, 03/01/-1,

I actually rip the underpinning knowledge and skills from the information on the ntis.gov.au website. If you want to call me and we can go through the site together, you will get a hang of it.


Great!


are asked to create a “garment shortfall action plan” outlining how the faulty garments can be replaced.

The first practical activity provides the learner with a set of conditions they must satisfy in their “garment shortfall action plan”. The learner is encouraged to learn about the different ways a “garment shortfall” can be addressed and apply these options to the scenario.

They are then asked to enter the garment shortfall action plan into a product discrepancy form to mimic workplace procedure.

Special featuresThis activity encourages independent thinking by challenging the learner to utilise resources to create an individual “garment shortfall action plan” based on a fictional scenario.

ChallengeThis activity requires the learner to analyse information provided about a fictional delivery and use the resources provided to facilitate the development of a “garment shortfall action plan” addressing the problems posed.

Assessment suggestions

Learners in the classroom can have their product discrepancy forms reviewed by their teacher, and those working externally can email their forms to their online teacher.


Page 1Introduction

No suggestions.

Page 2We have a garment shortfall – what do we do?

1. Learners could visit (or telephone) a clothing production house and find out how they deal with a “garment shortfall”. If possible the learners should investigate common garment faults and view some samples of faulty garments.

2. Learners could visit (or telephone) a fashion buyer and find out how overdue deliveries of

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ANTA like us to offer quite a few suggestions, both for those in the classroom and those working independently at home – therefore they could send swatchs in the mail etc.


Well said!


garments affect their business.

Page 3Recommend action – the product discrepancy form.

1. Suggestion for classroom activity:a. Create five different fictional scenarios

whereby a delivery of garments from a manufacturer results in a “garment shortfall” for a delivery.

b. Create a “garment shortfall action plan” for each scenario and fill out a product discrepancy form.

c. Ask the learners to match the fictional scenario with the correct product discrepancy form.

d. Learners should discuss the reasons for their answers.

This could be done as a classroom activity or thelearners could complete the exercise in small groups.

2. A fictional “product discrepancy form” could be posted on the discussion board, along with several different fictional scenarios whereby a delivery of garments from a manufacturer results in a “garment shortfall” for a delivery.

The learners are asked to match the correct scenario with the “product discrepancy form” and give reasons for their answers.

3. Learners could visit a clothing production house and ask to see an example of a product discrepancy form. They could discuss the reason for the garment shortfall and how the clothing production house decided on an appropriate course of action.


No suggestions.

Preparing learners for the resourcesIf you choose to do discussion board exercises, you will need to set up discussion threads prior to commencing the activity. As explained earlier, you will also need to advise learners of these requirements since instructions are not included in the Toolbox content. You should also encourage learners to use the discussion board to ask for assistance if they are unsure of where to

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find a resource. You may need to provide instructions to the learners on how to use communication tools such as email, discussion board or chat.



Ways of customising the resourcesYou could replace the scenario offered and the delivery conditions provided in the first practical activity with a scenario relevant to your workplace.

Ways of promoting collaboration between learnersLearners could discuss different scenarios and create garment shortfall action plans for each.

Customising the product for different audiencesYou could change the scenario used in the practical activity, based on the ability of the learner. You could replace it with a simpler or more complicated scenario.

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Bundling activities have a bit on checking garments etc, but you’d have to look and see whether anything relevant is there.


Machinery and equipment


LMTPRCL01AA – Sew Garments 1


Element Performance Criteria1. Prepare work area

(Prepare workstation)

1.1 Workbench area and seating are set up according to workplace ergonomic standards.


1.4 Machines are set up and adjusted in accordance with workplace procedures and the specifications for the work.

2. Identify poor machine performance

2.1 The performance of the machine is regularly checked for signs of faulty operation, including evidence from the inspection of the finished pieces ,and any action required is taken in accordance with workplace requirements.

2.2 Machine oil and blades are checked and machine faults are identified and reported or rectified, in accordance with workplace procedures and manufacturer's instructions


6.1 Workplace health and safety policies and procedures are followed

6.2 Action is taken in accordance with workplace policies and procedures to prevent accidents and to eliminate risks to personal safety

Purpose of activityThis activity gives learners a sound understanding of the industrial straight stitch sewing machine, the workbench and associated machinist’s tools.


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relevant OH&S legislation, codes of practice, policies and procedures garment assembly processes and machines where the positioning of

the work may be controlled by guide bars, sensor lights or other such guiding devices or where there is uncomplicated feeding of the fabric

quality standards and garment handling procedures safety and environmental aspects of relevant garment assembly

processes workplace procedures.


handle, receive and assemble garments carry out work in accordance with OH&S policies and procedures meet work specifications interpret and apply defined procedures.

Summary of activityIn this activity the learner is introduced to the parts and functions of the industrial straight stitch machine workbench, and the machine itself. Visual recognition exercises are used to help the learner process information about the parts and functions of the machine and workbench. The learner is then introduced to the bobbin, bobbin case, needle and machine feet. Thread selection and machinist’s tools are covered to complete the learner’s understanding of the tools and equipment used by a machinist.

Special featuresInteractive activities are used to stimulate visual recognition of the parts of the industrial straight stitch sewing machine, the workbench and the tools used by machinists.

ChallengeThis activity covers quite a lot of very important information, which learners need in order to use the industrial straight stitch machine safely and effectively. You may want to suggest additional exercises to assist them in learning this important content.

Assessment suggestionsLearners could be assessed on the questions they answer as they work through the activity. They could also be assessed on their discussion board postings or chat room conversations if these methods are used. Practical assessments allowing learners to demonstrate their use of the industrial straight stitch machine may be conducted in the classroom, and distant learners could submit a videotape of themselves using the machine.

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Page 1Introduction

No suggestions.

Page 2The machine stand (or workbench)

1. You could arrange a machine stand or workbench incorrectly and ask the learner to reassemble the workbench with all the parts in the right place.

2. The learners could visit a clothing production house and watch machinists working at the machine stand (workbench). Learners could interview a machinist and ask them why it is important to keep their workbench well maintained.

Page 3The industrial straight stitch machine

1. Create labels for part names and ask learners to stick the labels on the correct part of the machine. This could be done as a classroom exercise with other class members offering advice and feedback. A competition could be held to find out who can identify all the parts in the fastest time.

2. Learners can work in small groups or pairs. One learner names a part of the industrial sewing machine and the other gives the purpose of that part. This can be modified for distant learners by having the interaction take place in the online chat room.

Page 4The bobbin and bobbin case

1. Go to a retail outlet that stocks a variety of bobbins and have the learners identify bobbins and bobbin cases. Locate the bobbin and bobbin case used by the industrial straight stitch machine and discuss what makes it different from other bobbins and cases.

2. A selection of bobbins and bobbin cases can be mailed to learners at a distance and they must match the correct bobbin and case and mail them back.

3. Demonstrate the effect a damaged bobbin will

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have on stitch formation. Ask the learners to identify how the bobbin is damaged and how the stitch formation is different.

Page 5Identify the parts and functions of the machine needle

1. Ask learners to work together in small groups to create a model of a giant machine needle out of papier maché. When the model is complete ask group members to take turns sticking labels onto the different parts of the needle. Groups can compete with each other to see who is the fastest.

2. Go to a retail outlet that stocks a variety of machine needles and have the learners identify the different types available.

3. Distribute fabric swatches and a range of machine needles to the learners (or mail these to learners at a distance). Ask them to identify the fabric and match the correct machine needle to the fabric swatch. Learners should identify the type of needle they have selected and give their reasons.

Page 6Select correct machine foot for a specific purpose

1. Each learner brings in a garment and points out a feature on that garment (zipper, hem, gathering, topstitching etc.) Other learners must try to name the machine foot that would have been used for that operation.

2. Learners at a distance can post photographs of a garment feature on the discussion board and participate in an online discussion about the type of machine foot that would have been used to complete the operation.

3. Learners can visit a fashion designer and find out how the designer uses different machine feet to create specific features or effects on their garments.

4. Demonstrate how machine feet are used to complete different operations on a variety of fabric swatches. Now demonstrate what happens if the wrong machine foot is used for that operation. Learners should discuss how the use of the wrong machine foot affects the stitches and garment.

Page 7Identify a variety of sewing threads and

1. You could show learners different thread samples and ask them to identify the type of thread, its characteristics and uses.

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their purpose2. For distance learners you could mail them

numbered samples of thread and ask them to identify the type of thread, its characteristics and uses. You may want to attach the thread sample to a numbered card for reference. Learners can email their answers to the online teacher.

3. Learners could work in pairs and take turns stating the characteristics of a particular thread and getting the other to guess what it is.

Page 8Identify a machinist’s tools and their function

1. Create a display of machinist’s tools. Blindfold a learner and hand them a tool (don’t use sharp or dangerous tools for this exercise) ask them to guess what tool it is, and describe its function. If they are having trouble, other learners could give them clues by describing some of the tool’s uses.

2. Learners can visit a clothing production house and interview machinists. They can ask machinists what tool they use the most and which tool they consider to be most important. Answers to these questions should be noted down and can be discussed in class.

3. Learners at a distance can be asked to construct a wall chart showing a picture of each tool used by a machinist with a description of the part and its function alongside.


The learner could complete this practical task for assessment.



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Other related resources or activitiesSelect threads in Fabrics and equipment.


Ways of promoting collaboration between learnersLearners could discuss fibres and fabrics together and perhaps examine fabrics and test each other on what type of weave they are and what fibre or blend they are made from. Learners could send fabric swatches to each other, testing whether the other can identify the weave type and/or the fibres contained in the fabric. Learners should also name garments that the fabric is commonly used for.

Customising the product for different audiencesYou could increase or decrease the complexity of the practical task to suit the learner.

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Set up work area




Element Performance Criteria1. Prepare work pieces 2. Prepare workstation.

2.1 Workbench and seating are set up according to workplace ergonomic standards.

2.2 Machines are cleaned and checked in accordance with workplace procedures.

2.4 Machines are set up and adjusted in accordance with workplace procedures and the specifications for the work (eg correct thread, needle size and length needle guard, tension setting and attachments).

2.5 Needles, attachments and/or parts are checked and worn needles and/or parts are identified and reported or replaced, in accordance with workplace procedures and manufacturer's instructions.

3. Identify poor machine performance

3.1 The performance of the machine is regularly checked for signs of faulty operation, including evidence from the inspection of finished pieces, and any action required is taken in accordance with workplace requirements.

4. Sew garments4.4 Machine speed and work handling are controlled for the type of operations, fabric/s and product type in accordance with workplace procedures.


6.1 Workplace health and safety policies and procedures are followed in the operation of the machine/s.


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Purpose of activityThis activity gives learners the knowledge and skills to maintain the industrial straight stitch machine and prepare it for use.






processes workplace procedures.


carry out work in accordance with OH&S policies and procedures interpret and apply defined procedures.

Summary of activityThis activity provides learners with the opportunity to acquire the knowledge and skills required to maintain an industrial straight stitch sewing machine.

They are introduced to the tools used to maintain an industrial sewing machine and shown how to organise them correctly. They are then taken through the process of cleaning, and preparing the machine and shown how to prepare and replace the various components of the machine.

Finally the learner is given the information required to adjust machine tension and fix minor machine faults.

Special featuresThis activity uses practical exercises to help the learner to relate the information contained in the resources to actual work practice. These practical exercises are aimed at developing speed and competence in practical skills.

ChallengeWherever possible learners should be given the opportunity to practise their skills on the industrial straight stitch machine, and to explore the implications of OH&S guidelines.

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Assessment suggestionsLearners could be assessed on their completion of practical exercises and the practical task. They can also be assessed on their discussion board postings or chat room conversations if these methods are used.


Page 1Introduction

No suggestions.

Page 2Sewing machine maintenance - tools

1. Learners can work in pairs. One learner holds up a maintenance tool and the other learner should respond with the name of that tool and its use/purpose.

2. The buddy system: Learners visit a clothing production house and team up with a machinist (their buddy). They observe how the machinist works for the day and make notes, and they can also take photographs or draw pictures. If it is not possible for learners to partner up with a working machinist, then you can play the role of the machinist during class and learners can base their observations on this demonstration. If you are playing the role of the machinist, you may like to intentionally do some things wrong and see if any of the learners pick this up.

The learner can then create a report or wall chart to display their observations and photographs. This can be presented to the class for discussion, or learners at a distance can post their report on the discussion board.

*Tasks 1-10 are listed under “the buddy system” below. You may want to create a worksheet for learners to fill out as they observe the machinist. This worksheet should list all the tasks and provide space for observations and diagrams.

Task 1: for this part of the activity, the learner should note down the types of maintenance tool the machinist uses during the course of the day.

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What types of tools are used most frequently? Which tools are used least?

Page 3Organise equipment on and around the sewing machine

1. Learners can work in small groups. Each group should be based around a workbench and provided with a selection of tools and equipment. They should try to organise the equipment correctly on and around the machine. When each group has completed the activity, the class can visit each workstation and comment on whether it is organised correctly.

2. Learners at a distance can organise their equipment around their workstation and take a photograph of it. The photograph can be emailed to their online teacher for feedback or posted on the discussion board.

3. The buddy system:Task 2: For this part of the activity the learner should take photographs or make a drawing of how the machinist’s equipment is organised on and around the sewing machine. Is the equipment organised correctly?

Page 4Foot position and treadle use

1. Learners form small groups. Learners take turns demonstrating the following operations using the treadle:

Lift the presser foot Run the machine in idle Use the auto cut off to trim thread Run the machine fast Run the machine slowly.

The other learners guess what operation they are performing.

2. Learners can create a short report investigating the health problems that can result from not following the OH&S guidelines on Ergonomics.

Learners can then take turns presenting their reports to the class, raising questions as they do so for discussion. Learners at a distance can submit their reports online and a discussion can be conducted using the discussion board.

3. The buddy system: Task 3: For this part of the activity the learner should make a drawing or take a photo showing how the machinist positions their foot on the treadle. Is the foot positioned correctly on the treadle?

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Page 5Cleaning your straight stitch sewing machine.

1. In small groups, learners can take turns demonstrating how to clean the industrial straight stitch machine and other group members can try to identify any processes that have not been carried out, or are completed incorrectly.

2. The buddy system: Task 4: For this part of the activity the learner should observe the machinist cleaning the machine. How is it done? What tools are used? How long does it take? When does the machinist clean the machine?

Page 6Remove and replace the sewing machine needle

1. Working in small groups or pairs, learners can brainstorm different reasons why a machine needle may need to be replaced. Group ideas can be read out to the class.

2. The buddy system: Task 5: For this part of the activity the learner should watch the machinist remove and replace the machine needle. Why did they do this? Was the machine needle replaced with a different type of needle or was it damaged? If the machine needle was damaged, how?

Page 7Prepare the bobbin and bobbin case

1. You can demonstrate preparing and removing the bobbin and bobbin case and intentionally perform some steps incorrectly and omit others. Learners should write down anything that you have done incorrectly or omitted and they can discuss these observations following the demonstration.

2. The buddy system: Task 6: For this part of the activity the learner should watch how the machinist prepares the bobbin and bobbin case and note down how it is done.

Page 8Threading the straight stitch sewing machine

1. A competition can be held to find the learner that can thread the sewing machine correctly in the fastest time.

2. The buddy system: Task 7: For this part of the activity the learner should observe how the machinist threads the machine. How long does it take? Does the machinist use any shortcuts?

Page 9 1. Set up a machine so that the tension is

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Check the tension of the sewing machine.

incorrect. Ask learners to try to identify what the tension problem is and fix it.

2. Provide learners with several samples of machine stitching on fabric scraps (numbered for your reference). Some of these samples will show correct tension and others will not. Learners must identify which samples show incorrect tension. These samples can be mailed to learners at a distance so that they can complete the exercise.

3. The buddy system: Task 9: For this part of the activity the learner should note down what the machinist does to ensure that the machine tension is correct. Does the machinist check the tension regularly or do they change the machine tension only if they notice a fault?

Page 10Troubleshooting

Role play: Learners form small groups or pairs. One learner plays the role of the “machine repair person”. The other member/s of the group take turns naming problems with the machine and the “machine repair person” must explain how they would fix the problem.

The buddy system:Task 10: For this part of the activity the learner should note down any machine faults that occur and how they are fixed.


This practical task can be replaced with one relevant to your workplace or the complexity of the task can be increased or decreased to suit the needs of the learner/s.



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Other related resources or activitiesSelect threads in Fabrics and equipment


Ways of promoting collaboration between learnersDifferent ways to promote collaboration between learners have been outlined in “Alternative approaches and suggested collaboration activities”. Wherever possible encourage learners to complete exercises in small groups or pairs to facilitate the development of communication skills.

Customising the product for different audiencesYou can change the practical task and practical exercises, based on the ability of the learner. You could replace them with a simpler or more complicated task.

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Receive and check bundles for machining




Element Performance Criteria1. Prepare work pieces 1.1 Work bundle is received, checked and any

follow up action assessed in accordance with workplace procedures including checking that the bundle matches ticket information, that there are no cutting or fabric faults and that the relevant previous operation/s has been successfully completed.

2. Prepare workstation 2.1 Records are kept in accordance with workplace requirements.

Purpose of activityLearners will learn how to check that everything inside a bundle is correct when it is received for machining.


characteristics of fabrics, threads and other materials used in basic garment assembly

quality standards and garment handling procedures workplace procedures handle, receive and assemble garments maintain accurate work records in accordance with procedures meet work specifications interpret and apply defined procedures.


fill in the blank spaces on the bundle tickets choose the correct sample garment from the design room explain all the different pieces of information in a Production

specification sheet

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check whether the pieces in the bundle match the Production specification sheet, bundle ticket and sample garment

select the correct labels for the denim skirt complete a worksheet by gathering components and writing a

description and explaining their purpose take part in a discussion board exercise by listing the procedures for

dealing with a faulty cut piece in a bundle.

Special featuresSeveral content rich and colourful learning interactions.

ChallengeThere are several documents that the learner needs to refer to in this activity so there is a lot of information that needs to be cross-referenced.

Assessment suggestionsLearners could be assessed on how well they check the cut pieces in the bundle. They could also be assessed on their discussion board postings if this method is used.

Alternative approaches and suggested collaboration activitiesLearners could check the bundle in pairs. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2Look at the bundle ticket

Give each learner a bundle and get them to fill out a corresponding bundle ticket.

Learners at a distance could be sent a bundle or at least a description of all the items in a bundle and they could fill out the bundle ticket to correspond with this bundle.

Page 3Collect the sample garment

Present the learners with six sample garments with swing tickets on them and a bundle with a bundle ticket. Ask learners to find the correct sample garment to match the bundle they have.

Page 4Collect the production specification sheet

Distribute different examples of Production specification sheets from different organisations that have been filled in.

Page 5Check the bundle

Give a ticketed bundle, the skirt sample and the Production specification sheet to each learner (or pair).

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Ask them to check whether the bundle contains all the correct pieces.

Page 6Check the labels in the bundle

Ask learners to look through their wardrobes and look at the care and content labels of five garments. On the discussion board they could post this information for each garment. Other learners should view all these postings and attempt to identify trends on how certain fabrics should be cared for. They could post the trends they’ve identified on the discussion board and others could reply to these.

Page 7Check for required components

Learners could look through their wardrobes and source three garments. On the discussion board they could list each garment and the components that are part of each of these.

Page 8Check the cut pieces in the bundle

Learners could demonstrate how they would examine the cut pieces in a bundle.


No suggestions.



Other related resources or activitiesCut Work 1 - Bundle and despatchCut Work 2 – Bundling cut work and despatch bundlesCut Work 3 – The bundle and despatch processSew Garments 2 – Bundles, threads and labels


bundle tickets swing tags Production specification sheet.

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Ways of promoting collaboration between learnersLearners could open the bundles and check them in pairs.

Customising the product for different audiencesReplace the documents used, with the documents used in your workplace. The skirt cut pieces could be replaced with a garment that is either more or less difficult to do, depending on the level of the learner.

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Construct a skirt




Element Performance Criteria1. Prepare work pieces

1.1 Work pieces are laid out in sequence in accordance with workplace procedures and specifications.

4. Sew garments 4.1 Pieces are sewn in accordance with the workplace procedures and requirements for operations.

4.2 Pieces are sewn in accordance with product requirements and the specified quality standards.

4.3 Pieces are sewn in accordance with the requirements for personal safety and the requirements for the speed of work.

4.4 Machine speed and work handling are controlled for the type of operation/s, fabric/s and product type in accordance with workplace procedures.

5. Despatch completed work

5.1 Sewn pieces are inspected, any faults identified, and appropriate action taken and finished pieces are checked against quality standards.

5.2. The results of the inspection of finished pieces are recorded in accordance with workplace procedures.

5.3. Action taken to either reject or correct faulty pieces is recorded in accordance with workplace procedures.

5.4. Production records or packing slips are completed in accordance with workplace procedures.

5.5. Completed work is directed to the next operation or packing section in accordance with workplace procedures.

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Purpose of activityLearners will learn how to construct a skirt.




characteristics of fabrics, threads and other materials used in basic garment assembly


processes workplace procedures handle, receive and assemble garments carry out work in accordance with OH&S policies and procedures meet work specifications interpret and apply defined procedures.


sort the order of assembly steps sort the components and workbench area effectively sew the skirt together, including darts, zippers, waist bind, button loop,

seams and hems, and attach labels complete a Production - Quality checklist for the sewn skirt forward the skirt on to the finishing department, using correct

procedures.

Special featuresDetailed information on how to construct a skirt.

ChallengeThis may be the first garment that the learner has ever constructed, so it will be quite a difficult process for them. Therefore, they will need to take it slowly and follow all instructions.

Assessment suggestionsLearners could be assessed on how well constructed their skirt is. They could also be assessed on their discussion board postings if this method is used.

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Alternative approaches and suggested collaboration activitiesLearners could swap garments when they’re complete and give feedback. Learners at a distance could send the garments to another person. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2Select sample and Production specification sheet

Go through the ‘Order of assembly’ on the Production specification sheet with the learners to ensure they understand the information in this section.

Page 3Arranging your work area

Learners could demonstrate to you or another learner how they would lay out their workbench before they begin sewing. Feedback could then be given.

Page 4Sew a simple skirt

Observe learners sewing their skirts and give feedback. Start a discussion board discussion on handy hints that will assist them in constructing the skirt.

Page 5Skirt quality

Learners could practise doing quality checks using the checklist on their own garments.

Page 6Forwarding work

No suggestions.


No suggestions.



Other related resources or activitiesSew Garments 2 – Sew shirt

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Production specification sheet Procedures for sewing the garment Production – Quality checklist Forwarding procedures.

Ways of promoting collaboration between learnersLearners could give feedback to other learners on the quality of their skirt construction.

Customising the product for different audiencesReplace the documents used, with the documents used in your workplace. The learners could construct a less difficult or more complicated garment.

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Using the overlocker


LMTPRCL01BA – Sew Garments 2


ELEMENT PERFORMANCE CRITERIA2. Prepare workstation

a. Workbench and seating are set up according to workplace ergonomic standards.

b. Machines are cleaned and checked in accordance with workplace procedures.

c. Records are kept in accordance with workplace requirements.

d. Machines are set up and adjusted in accordance with workplace procedures and the specifications for the work (eg correct thread, needle size and length, needle guard, tension setting and attachments).

e. Needles, attachments and/or parts are identified and reported or replaced, in accordance with workplace procedures and manufacturer’s instructions.

4. Sew garments

a. Pieces are sewn in accordance with the workplace procedures and requirements for operations.

b. Pieces are sewn in accordance with product requirements and the specified quality standards.

c. Pieces are sewn in accordance with requirements for personal safety and the requirements for the speed of the work.

d. Machine speed and work handling are controlled for the type of operations, fabric/s and product type in accordance with workplace procedures.

6. Implement workplace health and safety procedures

a. Workplace health and safety policies and procedures are followed in the operation of machine/s.

b. Action is taken in accordance with workplace policies and procedures to prevent accidents and to eliminate risks to personal safety.

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Purpose of activityThis activity gives the learner the knowledge and skills they require to use a three thread overlocker safely and effectively.


relevant OH&S legislation, codes of practice, policies and procedures garment assembly processes and machines requiring the positioning,

feeding and handling of work pieces involving directional changes, contouring or critical stopping points or involving the special handling skills needed to accommodate fabric variations

operating procedures for machines involving intermediate machining tasks


workplace procedures handle, receive and assemble garments carry out work in accordance with OH&S policies and procedures interpret and apply defined procedures.

Summary of activityThree parts and functions of the thread overlocker are discussed with visual recognition exercises to help learners process the detailed information contained within the resources. Learners are shown how to correctly set up an overlocker workbench and to thread the machine. Learners then complete online exercises aimed at ensuring they understand the process of operating an overlocker and relevant OH&S policies and procedures.

Special featuresOnline exercises are used to encourage a detailed awareness of the parts of the overlocker and workbench and their functions.

Activities focusing on the repetition of practical skills are used to encourage kinaesthetic learning, and sequencing activities develop the understanding of work processes.

Learners are encouraged to develop critical thinking by applying information in the resources to a workplace scenario.

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ChallengeOnline activities are used to challenge the learner both visually and practically. The acquisition of the practical skills required to use an overlocker are grounded in an understanding of theory and process.

Assessment suggestionsLearners could be assessed on the questions, their completion of practical tasks and their answers to online exercises. They could also be assessed on their discussion board postings or chat room conversations if these methods are used.


Page 1Introduction

No suggestions.

Page 2Identifying the upper parts and functions of the overlocker

1. Give learners instruction manuals for the three thread overlocker and ask them to identify the part of the manual that shows the upper parts and functions. The instruction manual could be mailed to learners at a distance.

2. Learners are encouraged to form small groups and are given a large cardboard-mounted picture of the upper part of a three thread overlocker and a set of part labels showing the functions of different parts of the overlocker. The labels should have a space at the top to allow learners to write down the part name.

Learners must work together in their groups to:

identify the part,

write the part name on the label, and

stick the part names in the correct position on the picture to create a wall chart.

Groups present their completed wall charts and discuss the reasons for their answers.

Materials could be mailed to learners at a

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distance so that they can create their wall chart. They can take a photograph of their chart and post any comments on the discussion board.

3. For a fun twist, a large photograph of an overlocker could be used and learners could try to stick labels (showing the part names) onto the correct part of the photograph while blind folded.

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Page 3Under the covers of the overlocker

4. Learners can take turns in naming the parts inside the front and side covers of an overlocker. A competition could be held to see who can name all the parts correctly and in the shortest time.

5. Learners are encouraged to form small groups or pairs. One group member describes the function of a part found under the front or side cover of an overlocker and other members of the group take turns in trying to name that part.

6. Learners are asked to read the OH&S Alert shown in Fabrics & Equipment in the section called Identifying the inner parts of an overlocker.

Each learner should investigate the types of accidents that occur when machines are not turned off and powered down before the covers are opened.

Learners can present their findings to the class and discuss their answers.

Learners at a distance can present their findings on the discussion board.

7. Learners could visit a clothing production house and find out what measures the company takes to prevent accidents while machinists are using the overlocker.

8. Learners are provided with 2 large cardboard-mounted photographs showing the inside of the front cover and side cover of an overlocker, and a set of sticky labels showing part names.

They should be encouraged to work together in small groups to stick the labels in the correct position on the photograph and present their answers to the class.

Page 4The overlocker workbench

Learners could take turns in identifying the parts of an actual workbench.

Page 5 1. Learners could visit a clothing production house

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Threading the overlocker

and watch machinists threading the overlocker. Learners should take a stopwatch and time them. Learners can confer in class or use the discussion board to find out which machinist can thread the fastest.

2. Learners take turns threading the needle, the upper looper and the lower looper of overlocker using different coloured threads. A competition can be held to see who can thread the overlocker correctly, and in the fastest time.

Page 6Using the overlocker

1. Learners are encouraged to form small groups based around an overlocker workbench under the supervision of a facilitator. Group members take turns using the overlocker to sew two rows of stitching on a piece of fabric.

The remaining group members write down any steps the learner has missed or performed incorrectly.

The teacher must halt the work immediately if the learner misses points that will endanger their safety, and the learner must then start from the beginning.

2. Learners could visit a clothing manufacturer and watch machinists at work on the overlocker. Each learner could have a “buddy” machinist and note down any comments about the way they work.

Page 7Maintaining good work practices

1. Learners interview machinists in the workplace and ask them “Why is it important to maintain good work practices?”. A classroom or discussion board discussion could be held to talk through the different answers.

2. Learners are encouraged to form small groups and role play “start of the day” and “end of the day” good work practices.


1. Learners can take turns completing this exercise in front of the class:

a. Check the overlocker and workbench are set up correctly.

b. Thread the overlocker using three different coloured threads

c. Sew a small patch of fabric.

2. Learners at a distance can complete the

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exercise at home and could make a video recording of themselves completing the tasks. This videotape could be sent to the online teacher for assessment.



Ways of customising the resourcesYou could replace discussion topics with those appropriate to your workplace.

Ways of promoting collaboration between learnersLearners could discuss overlocking parts, procedures and best practice together and perhaps examine the consequences of not following OH&S guidelines and best practice.

Customising the product for different audiencesYou could increase the complexity of the practical task, based on the ability of the learner. To increase the complexity of the task you could ask the learner to overlock a garment appropriate to your workplace.

Bundles, threads and labels


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LMTPRCLO1BA – Sew Garments 2



1.1 Work bundle is received, checked and any follow up action assessed in accordance with workplace procedures, including checking that the bundle matches ticket information, that there are no cutting or fabric faults and that the relevant previous operation/s has been successfully completed.

2. Prepare workstation 2.3Records are kept in accordance with workplace requirements.

2.4Machines are set up and adjusted in accordance with workplace procedures and the specifications for the work (eg correct thread, needle size and length, needle guard, tension setting and attachments).

Purpose of activityLearners will learn how to select the correct sample garment, bundle, threads and labels.


characteristics of typical fabrics, threads and other materials used in garment assembly

quality standards and garment handling procedures workplace procedures reporting procedures handle, receive and assemble garments maintain accurate work records in accordance with procedures meet work specifications communicate effectively within the workplace interpret and apply defined procedures.


select the correct sample garment

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find the right bundle to sew first make sure that they have all the right pieces in the bundle identify any flaws or faults in fabrics select the correct labels and position them on the shirt garment choose the correct threads and colours for the different parts of the

garment.

Special featuresFun and informative learning interactions.

ChallengeThere are quite a few documents to refer to during this activity.

Assessment suggestionsLearners could be assessed on how well they have checked their bundle. They could also be assessed on their discussion board postings if this method is used.

Alternative approaches and suggested collaboration activitiesLearners could check the bundles together. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2Selecting the correct sample garment

Give each learner a Production specification sheet and ask them to choose the correct garment from a selection of garments.

Page 3Identifying the correct bundle

Give each learner a bundle and get them to fill out the bundle ticket to correspond with the bundle.

Page 4Opening and checking a bundle

Give learners a ticketed bundle and a Production specification sheet and ask them to check whether the bundle contains the correct cut pieces. Learners with incorrect bundles could fill in a faults report.

Page 5Check fabrics for flaws

Learners could examine the garments in their wardrobe to see if they can identify any faults or flaws.

Page 6Selecting the right label for the garment

Give each learner a garment and a Production specification sheet and a selection of labels. The learner then needs to choose the correct label to match the garment. Learners at a distance could be sent these in the mail.

Page 7 Using the discussion board, list several garments and

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What thread should you use?

parts of these garments and encourage learners to suggest the thread that would suit each of these and give reasons.


No suggestions.



Other related resources or activitiesSew Garments 2 – Select threadsSew Garments 1 – Receive and check bundles for machining


Production specification sheet bundle tickets labels.

Ways of promoting collaboration between learnersLearners could check the bundle together.


Delete page

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Apply interfacing





1.1 Work bundle is received, checked and any follow up action assessed in accordance with workplace procedures, including checking that the bundle matches ticket information, that there are no cutting or fabric faults and that the relevant previous operation/s has been successfully completed.

2. Prepare workstation2.4 Machines are set up and adjusted in

accordance with workplace procedures and the specifications for the work.

4. Sew garments4.4 Machine speed and work handling are

controlled for the type of operation, fabric and product type in accordance with workplace procedures.

Purpose of activityThe learner will learn why interfacing is used and how to apply it to cut pieces.




workplace procedures handle, receive and assemble garments meet work specifications interpret and apply defined procedures.

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determine where and why interfacing is used point out the commonly interfaced parts of particular garments choose the type of interfacing to match the fabric select the correct care label for each garment name the different ways that interfacing can be applied determine the correct sequence for testing interfacing.


ChallengePressing interfacing onto fabric can take some skill so learners may need to have a few attempts at doing it.

Assessment suggestionsLearners could be assessed on how well they have applied the interfacing to the cut pieces for the shirt. They could also be assessed on their discussion board postings if this method is used.

Alternative approaches and suggested collaboration activitiesLearners could give each other feedback on how they apply interfacing. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2Why use interfacing?

Learners could do their own research on interfacing and why it is used.

Page 3Commonly interfaced parts

No suggestions.

Page 4Characteristics of interfacing

Bring a selection of different interfacings into class (send swatches to distance learners) and ask the learners to suggest what fabrics or garments would suit each different piece of interfacing.

Page 5Caring for your interfacing

No suggestions.

Page 6 Demonstrate to the class how you apply interfacing.

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Applying interfacingPage 7Testing your interfacing

Learners could demonstrate how they test interfacing.

Learners could create a poster listing all the steps required to test interfacing.


No suggestions.




Ways of customising the resourcesYou could replace the following section with information that is relevant to your workplace:

the way that interfacing is applied.

Ways of promoting collaboration between learnersLearners could test the interfacing together. Learners could give feedback to others on their method of testing.


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Page 115 of 128


Select threads


LMTPRCL01BA– Sew Garments 2


Element Performance Criterion2. Prepare

workstation2.4 Machines are set up and adjusted in accordance with workplace procedures and the specifications for the work (eg correct thread, needle size and length, needle guard, tension setting and attachments).

Purpose of activityThis gives learners knowledge about how to choose a thread that is compatible with:

the garment they are sewing the operation they are performing the equipment they are using

as well as a sound foundation in types of thread and thread construction.



quality standards and garment handling procedures workplace procedures reporting procedures handle, receive and assemble garments carry out work in accordance with OH&S policies and procedures meet work specifications communicate effectively within the workplace interpret and apply defined procedures.

Summary of activityThe learner is provided with a sound knowledge base. They will cover thread types, construction, storage, packing and uses.

The learner is given a shirt to sew and by the end of the activity they should be able to apply the information they have been given in order to select the correct thread for:

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o the garment they are sewing,o the operations they will be performing, ando the equipment they will be using,

as they sew the shirt.

Special featuresThese activities use interactive learning exercises to stimulate the learner and help them process the information contained in the resources. Photographs and diagrams are used extensively to give this activity visual appeal, and discussions are used to encourage collaboration.

ChallengeThis activity covers some detailed and important information, which learners will need in order to select appropriate threads for different garments, operations and types of equipment. You may want to provide actual samples of thread and thread packaging wherever possible to allow the learner to relate physical examples to the images and descriptions in the resources.

Assessment suggestionsLearners could be assessed on the questions they answer as they work through the online exercises. They could also be assessed on their discussion board postings or chat room conversations. Thread samples could be distributed to learners either in the classroom or by mail and they could identify each of these different types of thread, the thread weight and method of construction, and give reasons for their answers.


Page 1Introduction

No suggestions.

Page 2Thread types

4. You could show learners different thread samples and ask them to identify the type of thread, its characteristics and uses.

5. For distance learners you could mail them numbered samples of thread and ask them to identify the type of thread, its characteristics and uses. You may want to attach the thread sample to a numbered card for reference. Learners can email their answers to the online teacher.

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6. Learners could work in pairs and take turns stating the characteristics of a particular thread and getting the other to guess what it is.

Page 3Thread construction

1. Learners could create their own flow chart demonstrating how threads are constructed. This could be posted on the bulletin board and learners could compare theirs with others. They could also be emailed to the online teacher.

2. Learners could complete a project investigating the history of different methods of thread construction.

Page 4Thread weights and sizes

1. You could provide the learners with a range of thread samples in a variety of weights (these samples could be sent in the mail to learners at a distance). The threads should be colour coded or numbered for reference.

The learners could test the threads for strength and thickness by attempting to break the thread.

They can then try to put the thread samples in order from the heaviest weight to the lightest weight and submit their answers.

2. You could have a competition in class to guess the weight of a thread sample (this sample could be sent by mail to learners at a distance and they could participate in the competition via the discussion board or email).

Page 5Storing thread

1. Create a thread cupboard in class. Provide the learners with a box of thread and ask them to take turns storing the thread correctly. Other class members can offer feedback.

2. Learners at a distance could create their own thread cupboard at home and send in photographs of it for review.

Page 6Identify methods of packaging

1. Learners could visit a retail outlet selling thread and investigate the different packaging methods available.

2. You could supply a range of thread packages and a variety of thread samples glued to cards (these cards could be mailed to learners at a distance). The cards should contain

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information about thread type and use. Learners can then match the thread samples to an appropriate thread packaging method.

Page 7Select threads

1. Group learners in small groups of 4-6 and show them a range of threads on numbered cards. For learners at a distance, you could send them numbered thread samples and get them to communicate with other group members via chat, discussion or email.

Each group must decide on the type of garment and operation best suited to each thread and show their ideas by creating a wall chart.

The wall chart should show the number of the thread sample, a description of the thread type and drawing or magazine clipping showing garments suited to the thread type.

Each group can then present their ideas to the class or via the discussion board.

A class discussion can take place to talk about garments that have been selected and why.

The wall charts could then be displayed in the classroom.

2. Learners could go to the shops and look at different garments (making sure to note down the thread types that have been used on different parts of the garment).

They could list five commonly used thread and garment combinations.

They could also make a list of the parts of the garment where particular threads are commonly found.

These lists could be posted on the discussion board.

7. Each learner is allocated a fictional garment (a card could be produced outlining the garment type, fabric, and the operation).

a) Learners could visit a retail outlet where threads are sold.

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b) Learners are asked to select a thread appropriate to the garment and purchase one reel of that thread from the retail outlet.

c) Upon returning to the classroom, learners could take turns discussing why they chose the thread for their fictional garment.

d) Learners at a distance could post their thread choice on the discussion board.


No suggestion.





Ways of promoting collaboration between learnersLearners could discuss thread type and function together. Learners could send thread samples to each other, testing whether the other can identify the thread type. The learner should also name types of garments that the thread would be commonly used for.

Customising the product for different audiencesYou could change the garment that the learner must select thread for and replace it with a simpler or more complicated garment. You could ask the

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learner to select an appropriate thread type and weight for a number of different operations within the one garment.

Sew shirt





1.2 Work pieces are laid out in sequence in accordance with workplace procedures and specifications.

2. Prepare workstation2.4 Machines are set up and adjusted in

accordance with workplace procedures and the specifications for the work.

4. Sew garments 4.1 Pieces are sewn in accordance with the workplace procedures and requirements for operations.

4.2 Pieces are sewn in accordance with product requirements and the specified quality standards.

4.3 Pieces are sewn in accordance with the requirements for personal safety and the requirements for the speed of work.

4.4 Machine speed and work handling are controlled for the type of operation, fabric and product type in accordance with workplace procedures.

5. Despatch completed work

5.1 Sewn pieces are inspected, any faults identified, and appropriate action taken and finished pieces are checked against quality standards.


5.3 Action taken to either reject or correct faulty pieces is recorded in accordance with workplace procedures.

5.5 Completed work is directed to the next

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operation or packing section in accordance with workplace procedures.

Purpose of activityThe learners will learn how to construct a shirt.


relevant OH&S legislation, codes of practice, policies and procedures garment assembly processes and machines requiring the positioning,

feeding and handling of work pieces involving directional changes, contouring or critical stopping points or involving the special handling skills needed to accommodate fabric variations

operating procedures for machines involving intermediate machining tasks



processes workplace procedures reporting procedures handle, receive and assemble garments carry out advanced fabric manipulations carry out work in accordance with OH&S policies and procedures carry out sewing machine operations involving the handling of work

pieces with directional changes, contouring or critical stopping points carry out sewing machine operations involving the special handling

skills required to accommodate fabric variations meet work specifications interpret and apply defined procedures.


organise the workbench thread an overlocker and sewing machine apply interfacing to the appropriate part of the shirt prepare a collar and patch pocket arrange the correct sequence for sewing a shirt perform a quality check on a garment and then post their findings on

the discussion board forward work on to another department.

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Special featuresOn page 3 there is a link to an On Parade TV resource that demonstrates how to thread a sewing machine in a slideshow format. It is very informative and fun to watch.

ChallengeThe shirt is quite a difficult garment to make, so learners will find constructing it to be quite a challenge.

Assessment suggestionsLearners could be assessed on how well constructed the shirt is. They could also be assessed on their discussion board postings if this method is used.

Alternative approaches and suggested collaboration activitiesLearners could give each other feedback on how well their garments are constructed. NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.

Page 1Introduction

No suggestions.

Page 2Laying out your work pieces and tools

You could observe learners setting up their work area and give them feedback on how well they do it. Learners could also give feedback to other learners.

Page 3Threading machinery

Learners could demonstrate how they can thread an overlocker and a sewing machine. This could be done individually or in pairs.

Page 4Applying interfacing

Learners could demonstrate how they apply interfacing.

Page 5Prepare sections

No suggestions.

Page 6Sewing the shirt

On the discussion board, encourage learners to post handy hints and tips for sewing the shirt and encourage others to reply.

Page 7Quality check

Learners could perform a quality check on their garment in front of you or a peer and receive feedback.

Page 8Forwarding work

No suggestions.


No suggestions.

Preparing learners for the resourcesIf you choose to do discussion board exercises, you will need to set up discussion threads prior to commencing the activity. As explained earlier, you

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will also need to advise learners of these requirements since instructions are not included in the Toolbox content. You should also encourage learners to use the discussion board to ask for assistance if they are unsure of where to find a resource. You may need to provide instructions to the learners on how to use communication tools such as email, discussion board or chat.


Other related resources or activitiesSew Garments 1 – Sew skirtSew Garments 2 – Apply interfacing


the overlocker and sewing machine used as an example interfacing application methods the process for constructing the shirt quality checklist Sew shirt checklist.

Ways of promoting collaboration between learnersLearners could do a quality test on each other’s garments.


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