Textiles and Design 2020 HSC exam pack

Students should:  

• ensure the Major Textiles Project Cover Sheet is completed and placed in the front of the folio on a separate page
• acknowledge any outsourcing or external assistance on the Cover Sheet, for example designer, fashion school, outsourcing of techniques such as digital printing of fabric
• adhere to the requirements of the supporting documentation in terms of FONT SIZE and PAGELIMITS for each of the four sections
• ensure the style and colour of font in the supporting documentation is clear, legible and distinct from the background
• proof read the folio to correct spelling and formatting errors
• ensure that all pages are visible, no forms or photographs should cover other folio content
• include actual samples of experiments and investigation where possible. 

Students should:

• nominate the focus area they have worked in and clearly explain the relationship of specific aspects of design inspiration to this area
• select and present only relevant images and samples of inspiration.

In better responses, students were able to:

• identify major source(s) of inspiration and explain in detail the relationship to the product made within a specified focus area
• justify in detail their creative and innovative design ideas with clear communication, both written and using annotated images
• analyse cultural, historical and contemporary factors in depth, explaining the relationship to their design ideas.

Areas for students to improve:

• relating relevant inspiration to the product made within a nominated focus area
• linking the design ideas to a focus area rather than defining the focus area
• analysing the influence of cultural, historical or contemporary factors on their design ideas rather than simply presenting research
• labelling their inspiration clearly and analytically.

Students should:

• include rendered sketches labelled in detail with standard size text
• link design ideas to the design inspiration
• include front and back views of the final design and, where necessary, in the design development to show the development of the design.

In better responses, students were able to:

• explain the development of design ideas, including design features, construction and decorative techniques, colours and fabrics, using high quality sketches in a logical and sequential manner
• analyse strengths and weaknesses of each design to support the development of the final design, including its end use
• analyse the functional and aesthetic aspects of the final design using elements and principles of design, relating to the product’s end use.

Areas for students to improve:

• linking design ideas to the inspiration without repeating the analysis from the design inspiration section
• completing sketches to a size that effectively shows all the design features
• labelling all the design features on the final design in detail.

Students should:

• identify the use of a commercial pattern and the modifications made, or any outsourcing or commercially produced components of the textile item(s), for example, commercial quilting and digital printing
• draw or computer generate accurate, labelled production drawings showing all appropriate measurements in metric
• draw or computer generate pattern pieces rather than submit photocopies of commercial pattern instruction sheets
• present detailed cutting instructions
• present a logical and sequential outline of the order of construction rather than submit a detailed set of instructions on how to make the items
• present clearly labelled and correctly identified fabric swatches
• include a product label with all the relevant information for the item made
• include an accurate cost table for the textile item with a total cost.

In better responses, students were able to:

• provide an accurate, detailed, written description of the textile item(s)
• present high quality production drawings to scale and in proportion with appropriate views, along with accurate measurements and labelling
• provide accurate drawings of pattern pieces to scale with all appropriate labelling
• clearly indicate pattern modifications.

Areas for students to improve:

• indicating clearly any pattern modifications and explain pattern markings
• including accurately labelled fabric swatches in this section of the folio
• completing high quality production drawings, to scale, that indicate all construction details and pattern markings
• ensuring that care labelling relates to the end use of the item and complies with Australian guidelines.

Students should:

• provide evidence of experiments, including actual samples of techniques relevant to the textile item(s) rather than scans or photographs of evidence
• analyse the properties of fibre, yarn and fabric that are relevant to the items end use, rather than including research on how the fibres, yarns and fabrics were manufactured
• use experimentation to analyse and justify the selection of materials, equipment and manufacturing techniques.

In better responses, students were able to:

• demonstrate relevant and extensive experimentation for the materials, equipment and most significant manufacturing techniques used in the production of the textile item(s)
• provide control samples and actual samples of appropriate experimentation to justify the use of materials, equipment and manufacturing processes and modification to the item
• select fabrics for materials experimentation that are feasible for the item(s) being made
• include relevant information to justify the selection of fibre, yam and fabric for the textile item(s) produced.

Areas for students to improve:

• completing the experiments on the actual fabrics being used
• selecting experiments that relate to the end use of the item and detail how the experiment led to modifications in fabric selection, manufacturing or design.
• evaluating the research on fibre, yarn and fabrics used in relation to the end use of the textile item(s) made
• experimenting with equipment to justify and modify selection rather than including a list or table.

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• develop a plan for an extended response to assist with the logical sequencing of information
• study a contemporary designer where all factors that impact success or failure can be addressed in detail
• study a culture where all cultural influences related to textile production and art forms can be addressed in detail
• communicate ideas and information clearly and comprehensively in written, visual and graphic forms
• review their response to ensure that it addresses the question requirements.

Question 11

In better responses, students were able to:

• identify that skin cancer and the harsh effects of the sun have led to the demand for UPF 50+ clothing
• relate the need for sun protection clothing to the requirements of work wear and identify employer requirements to provide PPE for outdoor workers
• explain that by reusing plastic bottles for textiles, landfill is reduced and there is a reduced need to produce new raw materials
• make a link between PET bottles reducing the effect of ‘Fast Fashion’ on the environment
• identify the types of pollution the Textile industry produces
• explain the impact of government legislation on the Textile industry by using specific examples, such as the growth of organic cotton resulting from legislation around use of pesticides
• relate the impacts of the legislation back to the Textile industry, for example, dyes using water must not affect local rivers and waterways.

Areas for students to improve include:

• reading the question carefully to recognise specific end uses, for example, outdoor work clothing as opposed to clothing in general
• identifying specific end uses related to the question including tradies, farmers, lifeguards
• understanding the purpose of legislation in relation to the Textiles Industry
• providing specific examples to clarify understanding of recycling and pollution.

Question 12

In better responses, students were able to:

• explain that migration involves movement of the dye into the fibre and that fixation occurs when the dye molecule has attached permanently to the fibre through use of heat or a mordant
• identify traditional production methods or art forms and could link these methods to cultural identity in a contemporary textile item.

Areas for students to improve include:

• identifying specific stages of the dye process and understanding what happens at each stage
• relating textile arts and textile production methods to cultural identity
• relating contemporary textiles to cultural identity.

Question 13

In better responses, students were able to:

• explain how the use of CAD could save time for both the manufacture and consumer
• identify additional benefits of CAD such as reducing human error or the need to start a sketch from scratch on paper if an error occurs
• describe specific applications of CAD, for example, design and pattern alteration
• identify appropriate fibre and fabric properties for the specified end use and relate these to the requirements of outdoor umbrellas.

Areas for students to improve include:

• understanding the difference between CAD and CAM applications
• relating fibre and fabric properties to the desired properties of a specific end use in this case an outdoor umbrella.

Question 14

In better responses, students were able to:

• identify external and internal factors affecting a contemporary designer
• explain how the designer has responded to a range of internal or external factors
• relate their understanding of internal and external factors specifically to the success of the designer.

Areas for students to improve include:

• identifying a current contemporary designer rather than a company or brand
• explaining the response of designers to internal or external factors specifically
• using examples to support their answer
• relating the designer’s response to internal and external factors affecting them, rather than trends and inspiration.

Question 15

In better responses, students were able to:

• explain the properties of wool and polyester fibres and fabrics and relate to the end use of a jumper
• compare the end use properties and care of the two jumpers without making a judgement
• identify the care requirements of knits, wool and polyester.

Areas for students to improve include:

• demonstrating knowledge and understanding of fibre and fabric properties in relation to specific end uses
• demonstrating knowledge and understanding of how to care for specified fibre and fabric types
• comparing fibre and fabric properties in relation to specific end uses
• understanding the structure and properties of different types of knitted fabrics.