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.

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

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

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.

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.

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.

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.

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.

Sustainable Fashion | Australian made clothing ...

sustainablefashion.com.au

https://www.sustainablefashion.com.au

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.