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When we think of our favourite herbs, we rarely think about our very own Australian Natives.

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Holidays. Brilliant, but also time for working on everything school. Planning, prepping, assignments and add in family. Easy as :) Time to keep creating! I keep seeing these fabric elephants coming up on my Face book feed. They are so cute so obviously I will make one. And I did. It took me a little while to work out as I didn't have a pattern but only a picture. Searching on pinterest and youtube I eventually found something. I have made 3, given one away, the dog ate one and I have one left. I love being able to make things that I see. I don't let not having a pattern stop me. I will try everything once. It keeps the brain active. I want to be able to instil that into my students and classroom. Give it a go! What is the worst that can happen? It doesn't work oh well try again. Allowing students to feel confident to make mistakes is a really big part of gaining their trust and building confidence in them to want to try.

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48 Top "Christmas Cooking" Teaching Resources curated for you

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Instant access to inspirational lesson plans, schemes of work, assessment, interactive activities, resource packs, PowerPoints, teaching ideas at Twinkl!

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Ideas, help and why you should do Christmas Cooking with Kids this year.

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Blog 5#

Rabbit hole! The term used for googling an idea and finding yourself 3 hours and 45 minutes into the world wide web of everything.

What I have found amazing (apart from the hours I have lost) is the amount of information, resources, activities and people out there sharing and creating brilliant web pages and ideas.

The availability of resources for teachers to be able to share and cater for every student in their classroom is endless. 'Getting to know your class' is a pedagogical management technique and through many of these tasks, you can see the level of ability of your students and who wants to create and who wants to be successful.

The information on sustainable fashion, which is a 7 billion dollar industry is boundless and this topic should be a far more influencing factor in our classrooms. The term Fast Fashion is also thrown around a lot these days and with "Influences" driving how our self image is publicly perceived younger (as well as mature age) people, the desire to look and have, is far more important in our daily lives than saving the planet from thousands of tonnes of fashion waste! Craig Reucassel's show on ABC called War on Waste is an explosive eye-opener and should be a starting point in any textiles class. The amount of waste we produce is staggering and the carbon footprint left by our manufacturers is a hidden commodity of the fashion world when you're a billion-dollar industry, who can dispute or disrupt?

Rant over, however, this will be my starting point for any textiles class I might have the privilege of teaching.

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Another amazing Australian brand using sustainable products.

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Shop with Empire of Bees for handmade, quality leather Wallets, Clutches, Bags & Accessories. Designed in Australia, lovingly made using sustainable leather goods and materials and ensuring our workers are fairly paid.

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Sustainable Fashion | Australian made clothing ...

sustainablefashion.com.au

https://www.sustainablefashion.com.au

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Marking Rubric AT2 Design Brief & Educational Textiles Blog.[6]

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Daily Dose Of Art 🎨 on Instagram: "Tataya Katelyn is a crochet artist celebrated for her incredible versatility, capable of crocheting nearly anything her imagination or clients can conjure up. From detailed amigurumi characters to custom wearable art, her skills know no bounds, making her a standout creator in the crochet community.

Artist: @tataykatelyn 

#art #crochet #talent"

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199K likes, 2,923 comments - art_dailydose on August 20, 2024: "Tataya Katelyn is a crochet artist celebrated for her incredible versatility, capable of crocheting nearly anything her imagination or clients can conjure up. From detailed amigurumi characters to custom wearable art, her skills know no bounds, making her a standout creator in the crochet community.

Artist: @tataykatelyn 

#art #crochet #talent". 

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View this post on Instagram

A post shared by Daily Dose Of Art 🎨 (@art_dailydose)

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Education Ministers have agreed on a new national declaration on education goals for all Australians. Known as the Alice Springs (Mparntwe) Education Declaration (the Declaration), it sets out the national vision for education and the commitment of Australian Governments to improving educational outcomes.

Mparntwe (pronounced M-ban tua) is the Arrernte name for Alice Springs. The Aboriginal Arrernte (pronounced arrunda) people are the traditional custodians of Alice Springs and the surrounding region.

Building on the success and impact of the 2008 Melbourne Declaration on Educational Goals for Young Australians, Ministers agreed that education should continue to promote excellence and equity and enable all Australians to become conﬁdent and creative individuals, successful learners, and active and informed community members.

The Declaration includes some significant changes to ensure Australia's education system continues to provide the best opportunities for young Australians in a rapidly changing world. The Declaration places students at the centre of their education by emphasising the importance of meeting the individual needs of all learners, and outlines education's role in supporting the wellbeing, mental health and resilience of young people.

Reflecting the changing nature of education, the economy and work, the refreshed goals articulate the knowledge and skills required for the 21st century, the importance of learning throughout life from early childhood onwards, and the need for effective transitions between all stages of learning.

Ministers acknowledged the challenge of meeting the declaration's ambitious goals and committed to delivering on the eleven areas for action which include supporting educators, strengthening early childhood education, promoting world-class curriculum and assessment and specific actions for the primary, middle and senior years of school.

Through the Declaration, Australian Governments also renewed their commitment to celebrating and learning from Aboriginal and Torres Strait Islander cultures, knowledge and histories and ensuring that Aboriginal and Torres Strait Islander peoples are supported to imagine, discover and unlock their potential.

The Declaration was developed following extensive consultations around the country with young people, educators, education and training providers, parents, business and industry. The review received over 260 written submissions and over 900 people took part in consultation events and/or provided submissions.

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The Alice Springs (Mparntwe) Education Declaration

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The Alice Springs (Mparntwe) Education Declaration sets out a vision for a world class education system that encourages and supports every student to be the very best they can be, no matter where they live or what kind of learning challenges they may face.

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I have included the link for the Australian Curriculum for Design Projects Year 7/8 at a Satisfactory level. By the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. They explain how the features of technologies influence design and production decisions. Students make choices between different types of networks for defined purposes.

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Design and Technologies - Satisfactory - Years 7 and 8

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This portfolio of student work shows that the student can explain factors that influence the design of products, services and environments to meet present and future needs (WS1, WS2, WS3, WS4). The student explains the contribution of design and technology innovations and enterprise to society (WS1, WS2, WS4). They explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts (WS2, WS3, WS4, WS5).

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Book Week 2024

This is my staff room's beautiful ensemble. And even though it's written on the apron of the lead role, many many students asked who are you ??😄

I made the jacket I was wearing 29 years ago for my brother-in-law. Not the best angle. But it's fully lined and has tails. The students asked many questions and were surprised to know I created and had sewn the jacket. Building rapport with the students is essential in a classroom and many students often ask me questions about my "style" and when I said I made it it kind of blew their minds. This led to many other questions especially when I put my hat on and then told them I made that as well.

I believe to be a good Home Ec teacher we should be living what we preach. I love to bring slices to class, that I have made (when they have a week of not cooking) and show them that I'm not just asking them to create but I can also create. I can sew, and I can cook, and I want them to feel like they can create and cook themselves.

I think students often feel overwhelmed by the task they are given. Is it because they don't have faith in the teacher, and is that because they haven't seen what the teacher is capable of!! I want them to know the skills I have will help them to achieve and I will guide them through. They are scared of failing and aren't we all? But if you don't try then you don't know. I am a believer in saying yes to whatever is being offered then work it out as you go.

I was a teacher aide for a long time and witnessed how a lot of teachers behaved in a classroom. Giving everyone the opportunity to make mistakes and then try again is essential, especially in a kitchen! I know I have a long way to go in becoming a competent teacher however, I feel like I can make some students feel safe and guided.

Anyway Happy Magical Book Week.

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Love these ideas for getting the creative ideas flowing.

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Within the creative textiles classroom...

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The high school environment (at times) doesn't lend itself to foster the creativity that can be found in individuals, peer pressure can be quite intimidating for some students. However in the Textiles classroom individuality and creativity are things you want your students to express so how do you create a classroom where your students feel safe enough and confident enough to express themselves?
I believe that to do this effectively you need to encourage your students from day one! getting them involved in orientation activities that help to create and empower your students to be creative geniuses! teach them to think outside the box and to express their ideas, and ensure that all your students know that nothing they do is wrong, that every mistake they make is a learning experience and that everyone is to foster the same attitude in your classroom.
Say that as the heading implies this post will be about creative orientation ideas for the classroom; ideas that will instill in your students exactly what it is going to mean for them while they are a part of this creative textiles journey

Who am I?
My first idea is to hand out a "Who am I?" activity sheet found below. This is a quick activity that student can do to enable them to express themselves, eg. what they wish to learn or try in the textiles classroom, it will also let you know at what stage or confidence level students are at

I personally love a good 'think-pair-share', students regardless of how shy or intimidated will contribute in smaller groups more comfortably than throwing ideas out to a classroom they have just stepped into. As an orientation activity it helps you to set up a safe and constructive environment for your students to contribute their creative ideas confidently.
This activity will involve groups of 3 - 4 students, a piece of A3 paper and writing tools.
Give the students 5 minutes to write down all the ideas they can think of for the uses of textiles! Have a handful of lollies for any students that come up with 'original ideas!'.
At the end of the five minutes each group can give one answer at a time without repeating an idea said by another group. Write these up on the white board as you go!! the groups get a mark for each original answer they give. This ends up being a fun challenge as students really REALLY try to think of way out there ideas to get more marks. (make sure you explain this before you begin the exercise).

Mood Boards:
A fun way to get the class designing is to let them create their own 'first' mood board, firstly explain what a mood board is for and how they are constructed. This activity can be used with the students 'Who am I' activity sheet if they wish. Give students a piece of A3 paper, Have silhouettes of people, furnishings or accessories the students can pick either of these that interests them as their main theme, for eg they may love Jewellery therefore they would pick accessories. When they have chosen which theme they would like to follow they can then add to these with colour swatches, off cuts of fabric, images they have cut out or drawn, buttons etc get the students to create a mood board about themselves and how they fit in to the textile world. These can be used to decorate the textiles room as well!! so consider them ART!!!

sourced from telegraph.co.uk

These activities will help you to get to know your students and will also express to them that their creative ideas are not only wanted in the classroom but expected!! getting your students to support each others ideas will bring a collective creative hive of activity to your textiles classroom

HAVE FUN!!!

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Creative Orientation activities for the classroom

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The high school environment (at times) doesn't lend itself to foster the creativity that can be found in individuals, peer pressure can be quite intimidating for some students. However in the...

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Creative Orientation Activity.

As the students have 2 lessons a week not every lesson should focus on the Design. I have found this task on Twinkl and I think this is a fun way to start creating a design. Paper is a quick way to demonstrate a weaving technique and can be incorporated into some of the students designs.

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The above Document is a weekly guide to be attached to the Design Brief folio for the students to maintain a clear projection and stay on task.

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Sew a Softie - Easy Sewing Projects for Kids

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Tips from Teachers Sewing with Kids is a series of interviews with teachers who talk about their approaches to and experiences with sewing in the classroom. I am hoping that these interviews will help to support and inspire teachers who are thinking of sewing with their students but aren't quite sure if they're ready.

Don't forget to join my Sew a Softie facebook group to see what other teachers are sewing with their students as well as asking any questions you may have.

Today's interview is with Em Power Moore, a specialist art teacher from Melbourne, Australia.

Em teaches Years K - 6 and has recently completed a term-long unit of sewing and weaving with all her students.

A sewing unit Em developed

Amongst the sewing units Em developed was a Gratitude Project for her Year 6's. She points out, Year 6 is their last year in Primary School. There's a lot of focus on them. I thought it would be nice to get the Year 6 kids to think about the school and shift their focus, to home in on something they could do for the students they were leaving behind. She got them to design and sew a softie for another student, a "buddy", that she matched them with. And they could design anything they thought their buddy would like.

And I love Em's thought that " Being grateful makes you happier ".

Em started her younger students sewing on hessian with a large blunt needle
Em has eight tips for making sewing classes run smoothly

Em's first tip: she constructed a giant cardboard needle and used rope for thread to enable kids to visualise the mechanics of threading and tying a knot.

Another tip: her lessons began with everyone in a circle where she went over the skills the kids had learnt in the previous lesson and gave them an opportunity to practice them again.

One of Em's tips: a needle keeper to make sure all the needles are returned!

Some very sweet anecdotes

She relates how one little boy used his sewing skills to darn the holes in his soccer socks. The socks were blue and he chose a thick yellow thread. He was so proud of those socks, she said. That made me smile. I still have an image of him in my mind, standing in the playground in his socks, looking something like a modern live-in art work from the Sixties!

In another anecdote a few boys organised to do some finger knitting by themselves...you"ll love hearing what they did with their twelve metres of knitting!

You can find Em at her website, on Instagram, Facebook, Tiktok and Youtube.

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Teaching Sewing in the Classroom - Sew a Softie

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Tips from Teachers Sewing with Kids is a series of interviews with teachers who talk about their approaches to and experiences with sewing in the classroom. I am hoping that these interviews will help to support and inspire teachers who are thinking of sewing with their students but aren't quite sure if they're ready.

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I have been experimenting with the CapCut app to make movies out of photo's. It;s a common one for TikTok ers which I am not one of, however the ability to suddenly create fun videos that bring your work to life is great. Better than flat photo's that tell a story but filters, music and features really make them pop.

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This is the last installment of our color therapy series: Psychological Effects of Color. You can read the previous installments: Color Therapy & Healing, Color Meanings & Symbolism, and download our free Color Meaning & Symbolism Charts. For this last installment, we will be exploring the following topics:

1. What is Color Psychology?
2. Applying Color Psychology to Everday Life
3. Psychological Effects of Cool Colors
4. Psychological Effects of Warm Colors
5. Pyschology of Color for Marketing & Advertising
6. Common Psychological Effects of Colors

What is Color Psychology?

The psychology of color is based on the mental and emotional effects colors have on sighted people in all facets of life. There are some very subjective pieces to color psychology as well as some more accepted and proven elements. Keep in mind, that there will also be variations in interpretation, meaning, and perception between different cultures.

Applying Color Psychology to Everday Life

Did you know your surroundings may be influencing your emotions and state of mind? Do you ever notice that certain places especially irritate you? Or that certain places are especially relaxing and calming? Well, there's a good chance that the colors in those spaces are playing a part.

In art therapy, color is often associated with a person's emotions. Color may also influence a person's mental or physical state. For example, studies have shown that some people looking at the color red resulted in an increased heart rate, which then led to additional adrenaline being pumped into the blood stream. You can learn more about how color therapy works and how light and color might affect us.

There are also commonly noted psychological effects of color as it relates to two main categories: warm and cool. Warm colors - such as red, yellow and orange - can spark a variety of emotions ranging from comfort and warmth to hostility and anger. Cool colors - such as green, blue and purple - often spark feelings of calmness as well as sadness.

The concepts of color psychology can also be applied in everyday life. For example, maybe you're planning on re-painting your walls or redecorating a house or room with a new color scheme. Well, you might want to consider some of these suggestions about colors and how they might affect your emotions and mood:

Psychological Effects of Cool Colors

Need to be creative? Want help getting those brain synapses firing? Try utilizing the color purple. Purple utilizes both red and blue to provide a nice balance between stimulation and serenity that is supposed to encourage creativity. Light purple is said to result in a peaceful surrounding, thus relieving tension. These could be great colors for a home or business office.

Are you looking for a peaceful and calming environment? You might consider using green and/or blue. These cool colors are typically considered restful. There is actually a bit of scientific logic applied to this - because the eye focuses the color green directly on the retina, it is said to be less strainful on your eye muscles.

The color blue is suggested for high-traffic rooms or rooms that you or other people will spend significant amounts of time. Another cool color, blue is typically a calming and serene color, said to decrease respiration and lower blood pressure. The bedroom is a great place to use these colors as they should help you relax.

Psychological Effects of Warm Colors

Want to create an environment of stimulation or whet people's appetite? You might consider utilizing the colors yellow or orange. These colors are often associated with food and can cause your tummy to growl a little. Have you ever wondered why so many restaurants use these colors? Now you know why even after people watched the movie SuperSize Me, they said they were hungry.

You do want to be careful about using bright colors like orange and especially yellow. They reflect more light and excessively stimulate a person's eyes which can lead to irritation. You also probably don't want to paint your dining room or kitchen these colors if you're a calorie-counter.

Pyschology of Color for Marketing & Advertising

Marketing and advertising are well-known for utilizing color psychology. The fact that some companies have heavily invested in this type of research and many others have followed through in its use shows they have at enough belief in the concepts of color psychology to implement them in their advertising.

Color is consistently used in an attempt to make people hungry, associate a positive or negative tone, encourage trust, feelings of calmness or energy, and countless other ways.

Most marketing and advertising executives will likely agree that there are benefits to understanding and utilizing the psychological effects of colors. Now let's take a look at some of the more common traits of color psychology, by some common colors.

Common Psychological Effects of Colors

The following are some common psychological effects of colors in the Western Hemisphere. You can also review the following pages for a more comprehensive list of color meanings and symbolism, including some charts we've created that you can download or embed on your site.

Keep in mind that certain shades or tones may result in very different meanings. Also, the context around the color, and even surrounding colors, can have an effect. Think of this as more of a beginning guide to color psychology.
Color Psychology: The Color White

purity

innocence

cleanliness

sense of space

neutrality

mourning (in some cultures/societies)

Color Psychology: The Color Black Color Psychology: The Color Gray Color Psychology: The Color Red Color Psychology: The Color Orange Color Psychology: The Color Yellow Color Psychology: The Color Green Color Psychology: The Color Blue Color Psychology: The Color Purple Color Psychology: The Color Brown Color Psychology: The Color Pink

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Color Psychology: The Psychological Effects of Colors

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This is the last installment of our color therapy series - Color Psychology: Psychological Effects of Color. Learn about the psychology of color and its emotional effects.

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A great 4 days creating with other like minded people. I now have a portfolio to start my teaching career with. As an accomplished sewer, having these samples for future reference will benefit myself and my students.

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Not sure what this will be but helping the librarian at school with her book week creation.

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Blog #3

Well, it's all coming to a head. Assignments, book week, planning, marking and helping others with book week. It's tough to stop and take time for yourself. I want to sew, create and get it right, but there's not enough time in the day without being someone who doesn't sleep. And then when you get to sleep your brain decides to do all it's thinking! Nice!

Anyway, my staffroom is doing Alice in Wonderland and I will be the Mad Hatter. I made a hat years ago that got donated to my daughter's dance school for the end-of-year concert. It was a great hat and I have tried to recreate it. I'm not overly happy with this one however, due to time constraints I need to let it go and wear it with pride. I will be wearing a jacket I made 25 years ago. I would never have thought this would still be worn after all these years. I will add that photo after Wednesday. Book week is always fun and I love looking for the staff who have created a costume rather than buying one. I know not everyone can sew but there are other ways to create. A hot glue gun is everyone's friend.

Here's a small video of how it's going.

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Preliminary Course
Area of Study: Design
1 Elements and principles of design
2 Communication techniques
3 Manufacturing methods
Area of Study: Properties and Performance of Textiles
4 Fibre structure and properties
5 Fibre types and classification
6 Yarn structures and characteristics
7 Woven fabric types and classification
8 Knitted fabric types and classification
9 Non-woven fabric types and classification
10 Fabric testing
11 P reliminary Textile Project
Area of Study: Australian Textile, Clothing, Footwear and Allied Industries
12 History of textiles and the ATCFAI
13 Quality of textiles
14 Value of textiles

HSC Course
Area of Study: Design
15 Historical design development
16 Fabric colouration and decoration
17 I nfluence of culture on design: Japan
18 Contemporary designers

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Nelson Textiles and Design Preliminary and HSC - Buy Textbook | Lynda Peters | 9780170210713 | Secondary | Nelson Australia

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Textiles and Design: Preliminary and HSC mimics the syllabus, covering the three major topics for both Preliminary and HSC. The book features: * Integrated an

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This Aboriginal pedagogy framework is expressed as eight interconnected pedagogies involving narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. But these can change in different settings.

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This Aboriginal pedagogy framework is expressed as eight interconnected pedagogies involving narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. But these can change in different settings.

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Fabric Fundamental: Your Comprehensive Guide to Textile Types and Uses

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Fabrics are everywhere we look, from the clothes we wear to the furniture we sit on to the homes we live in. But with so many different types of fabric available, it can be hard to know which one is right for your needs.
In this blog article, we’ll cover everything you need to know about fabrics, from the different types of fibers to the different types of weaves and fabric finishes. We’ll also give you some tips on how to choose the right fabric for your next project.
Types of Fabric Fibers
The first step to understanding fabric is to understand the different types of fibers that are used to make it. Fibers are the basic building blocks of fabric, and they can be made from a variety of different materials, including: Natural fibers: Natural fibers are made from plants or animals. Some common examples of natural fibers include cotton, linen, wool, and silk. Synthetic fibers: Synthetic fibers are man-made fibers that are created from petroleum or other petrochemicals. Some common examples of synthetic fibers include polyester, nylon, and acrylic. Types of Fabric Weaves
Once the fibers have been created, they can be woven together to create fabric. There are two main types of fabric weaves: woven and knitted. Woven fabrics: Woven fabrics are created by interlacing two sets of threads at right angles to each other. This creates a strong and durable fabric that is often used for clothing, upholstery, and draperies. Knitted fabrics: Knitted fabrics are created by looping one set of threads together. This creates a soft, stretchy fabric often used for clothing, sweaters, and blankets. Types of Fabric Finishes
Once the fabric has been woven or knitted, it can be finished using a variety of different techniques. Some common fabric finishes include: Dyeing: Dyeing is the process of adding color to fabric. Fabric can be dyed using a variety of different methods, including immersion dyeing, spray dyeing, and tie dyeing. Printing: Printing is the process of adding patterns or designs to fabric. Fabric can be printed using a variety of different methods, including screen printing, roller printing, and digital printing. Finishing: Finishing is the process of giving fabric its final desired properties. Some common fabric finishing techniques include bleaching, mercerizing, and flame retardant treatment. Choosing the Right Fabric When choosing a fabric, there are a few things you’ll need to consider: Purpose: What will you be using the fabric for? If you’re making a garment, you’ll need to choose a comfortable and durable fabric. If you’re making a quilt, you’ll need to choose a soft and easy fabric to sew. Weight: Fabric weight is measured in ounces per square yard (OSY). Lightweight fabrics are often used for summer clothing and crafts, while heavyweight fabrics are often used for winter clothing and upholstery. Drape: Drape is the way that a fabric falls. Fabrics with a good drape will flow and move naturally, while fabrics with a poor drape will be stiff and unflattering. Price: Fabric prices can vary widely depending on the type of fiber, the weave, and the quality of the fabric. Be sure to set a budget before you start shopping. Common Fabric Types and Their Uses
Here are a few of the most common fabric types and their uses: Cotton: Cotton is a versatile and durable fabric that is used for a wide variety of purposes, including clothing, bedding, and towels. Cotton is also a popular choice for quilting and other crafts. Linen: Linen is a strong and absorbent fabric that is often used for summer clothing and towels. Linen is also a popular choice for tablecloths and other home décor items. Wool: Wool is a soft and warm fabric that is often used for winter clothing, sweaters, and blankets. Wool is also a popular choice for rugs and carpets. Silk: Silk is a luxurious and elegant fabric that is often used for special occasion clothing and home décor items. Silk is also a popular choice for lingerie and bedding. Polyester: Polyester is a synthetic fabric that is strong and durable. Polyester is often used for clothing, sportswear, and home décor items. Nylon: Nylon is a synthetic fabric that is lightweight and durable. Nylon is often used for clothing, sportswear, and outdoor gear. Conclusion:
With so many different fabric types available, choosing the right fabric for your needs is important. By considering the purpose of the fabric, the weight, the drape, and the price, you can find the perfect fabric for your next project here at VS Tees.
VS Tees not only showcases a diverse range of fabric options but also provides a thorough education on each material’s unique benefits, costs, and sustainability aspects. This is instrumental in demystifying the often overwhelming process of fabric selection, thereby empowering entrepreneurs to make decisions with clarity and confidence.
Through a personalized consultative approach, VS Tees delves into understanding each business owner’s unique aspirations and concerns. This collaborative exploration helps align the fabric’s feel, durability, and look with the brand’s envisioned identity, ensuring that the final product resonates well with the target audience.

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As part of my year 8 design project, the student will be incorporating Indigenous perspectives. Understanding cross curriculum priorities is essential for achieving and creating with integrity.

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The Australian Curriculum sets consistent national standards to improve learning outcomes for all young Australians. The Australian Curriculum, Assessment and Reporting Authority (ACARA) acknowledges the gap in learning outcomes between First Nations Australian students and their non-First Nations peers. ACARA recognises the need for the Australian Curriculum to provide every possible opportunity to "close the gap".

The Australian Curriculum is working towards addressing these 2 distinct needs in Aboriginal and Torres Strait Islander education. Through the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority, the Australian Curriculum:
...provides Aboriginal and Torres Strait Islander students with the ability to see themselves, their identities and cultures reflected in the curriculum; and allows all students to engage in reconciliation, respect and recognition of the world's oldest continuous living cultures. [1]
The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority provides opportunities for all students to deepen their knowledge of Australia by learning about the world's oldest continuous living cultures. Through the Australian Curriculum, students learn that contemporary First Nations Australian communities are strong, resilient, rich and diverse.

The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority engages with Australian First Nations Peoples' knowledges, experiences, values and perspectives. ACARA, through its Aboriginal and Torres Strait Islander Education Advisory Group, sought the voices of Australian First Nations Peoples to ensure the sensitive and appropriate identification of the essential aspects of Aboriginal and Torres Strait Islander Histories and Cultures that all Australians should know.

Using respectful and culturally responsive language is an essential component of reconciliation and strengthening relationships between Australian First Nations Peoples and the wider Australian community. A critical step to becoming culturally responsive is the basic recognition that existing collective nouns used to describe Aboriginal and Torres Strait Islander Peoples are increasingly being rejected by many First Nations Peoples of Australia.

"Indigenous" and "Aboriginal" are broad terms imposed on Australian First Nations Peoples without consultation. For many Aboriginal Peoples and Torres Strait Islander Peoples and their communities, the terms "First Nations Australians" and "Australian First Nations Peoples" are widely accepted to collectively refer to both distinct groups of peoples. These terms encapsulate the cultural diversity of both the First Peoples of Australia (Aboriginal Peoples) and the First Nations Peoples of the Torres Strait (Torres Strait Islander Peoples) that existed prior to colonisation.

The Australian Curriculum preferences use of the terms "First Nations Australians" and "Australian First Nations Peoples" to collectively describe Aboriginal Peoples and Torres Strait Islander Peoples. The terms ensure the culturally sensitive and appropriate identification of the essential aspects of Aboriginal and Torres Strait Islander Histories and Cultures.

While the Australian Curriculum uses the terms "First Nations Australians" and "Australian First Nations Peoples", there may be other terms that First Nations Australians of a particular area or location prefer. It is important to use the terms preferred in a particular area or location.

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Aboriginal and Torres Strait Islander Histories and Cultures | V9 Australian Curriculum

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This page describes the structure of the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority and its connections to specific learning areas.

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Blog #2

Studying, working, planning, being a parent, a wife, a friend, life is pretty busy at the moment. All I want to do is create. However, that has to be on hold for a while. My new (well new as in a few years now) passion is Macarame! Love it and how many things you can do with it. The evolution of macrame is beautiful and the daggy wall hangings of the 70's are a thing of the past. With creators all over the world sharing their amazing works, there is an abundance of inspiration for us.

This is one of my creations that a friend has in her house. I would love to introduce this into the classroom as part of a textile lesson. Such a great developer of cognitive skills for students to think outside the box. Problem solving at its best when you get a knot or run out of cord! Planning, designing and being sustainable when producing a wall hanging or plant holder are essential skills we would build while creating.

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This how long I have been sewing!!

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Australian fashion's premier event, 31 May - 4 June, 2021, live at Carriageworks, Sydney. As the pinnacle event on the Australian fashion calendar, Afterpay Australian Fashion Week provides Australian designers with a global platform to connect with the world's leading stockists and media.

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By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.

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The Australian Curriculum, Version 9.0 sets the expectations for what all young Australians should be taught, regardless of their background or where they live.

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Years 7 and 8 Achievement Standards

Learning Area Achievement Standard

By the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. They explain how the features of technologies influence design and production decisions. Students make choices between different types of networks for defined purposes.

Students explain a range of needs, opportunities or problems and define them in terms of functional requirements and constraints. They collect, authenticate and interpret data from a range of sources to assist in making informed judgements. Students generate and document in digital and non-digital form, design ideas for different audiences using appropriate technical terms, and graphical representation techniques including algorithms. They independently and safely plan, design, test, modify and create a range of digital solutions that meet intended purposes including user interfaces and the use of a programming language. They plan, document and effectively manage processes and resources to produce designed solutions for each of the prescribed technologies contexts. They develop criteria for success, including innovation and sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Students use appropriate protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

Achievement Standard

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Years 7 and 8

Years 7 and 8 Band Description

Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.

By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. Students should have opportunities to design and produce products, services and environments.

In Year 7 and 8 students investigate and select from a range of technologies − materials, systems, components, tools and equipment. They consider the ways characteristics and properties of technologies can be combined to design and produce sustainable designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental and social sustainability factors. Students use creativity, innovation and enterprise skills with increasing independence and collaboration.

Students respond to feedback from others and evaluate design processes used and designed solutions for preferred futures. They investigate design and technology professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise. Students evaluate the advantages and disadvantages of design ideas and technologies.

Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and clarify ideas through sketching, modelling, perspective and orthogonal drawings. They use a range of symbols and technical terms in a range of contexts to produce patterns, annotated concept sketches and drawings, using scale, pictorial and aerial views to draw environments.

With greater autonomy, students identify the sequences and steps involved in design tasks. They develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students establish safety procedures that minimise risk and manage a project with safety and efficiency in mind when making designed solutions.

Years 7 and 8 Content Descriptions

Design and Technologies Knowledge and Understanding

Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures (ACTDEK029 - Scootle )

Elaborations

Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable (ACTDEK032 - Scootle )

Elaborations

Analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating (ACTDEK033 - Scootle )

Elaborations

Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment (ACTDEK034 - Scootle )

Elaborations

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The Australian Curriculum, Version 9.0 sets the expectations for what all young Australians should be taught, regardless of their background or where they live.

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Blog #1

Mrs Jackson

Home Ecer. I love creating and I love it when other people are excited about their creation. Most people are intimidated by the words sewing, create or design. But this just means you get to do something that you truely own and can call your own. Not every one is an expert on creation or craft and as the saying goes.... art is in the eye of the beholder.