Textiles and Design 2021 HSC exam pack

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
• engage with any stimulus material provided and refer to it in the response
• study a contemporary designer where all factors that impact success and 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:

• give clear strategies that either referred to the marketing of the product such as redesigning the sportswear to add special features, adding new colours or prints into the range, promoting the sportswear using popular celebrities or social influencers, or running a sales discount program
• explain why the two strategies outlined would help to extend the product life cycle
• relate to consumer demands and current trends giving examples such as adding sun resistant products to the line and finishes such as antimicrobial, or fashionable prints and colours
• clearly distinguish between niche and mass-produced products giving relevant and current textile examples
• clearly compare the marketing methods of niche and mass-produced textile items, giving both similarities and differences, using examples such as market stalls, chain stores, local product placement and large-scale advertising.

Areas for students to improve include:

• understanding that Australian Textile, Clothing, Footwear and Allied Industries relates to marketing of products, not properties of fabrics
• justifying suggested strategies and how they would extend product life cycle
• relating to the specific example given, active sportswear, rather than providing a general response
• clarifying the meaning of product life cycle in terms of marketing in the context of Textiles and Design rather than the deterioration of a garment
• providing examples of niche and mass-produced textile products rather than general products
• developing a deeper understanding of the nature of niche and mass-produced textile products and their relationship to specific target markets
• providing similarities and differences when comparing products and marketing strategies.

Question 12

In better responses, students were able to:

• make a clear link between available resources, religious practices and textiles designs for a chosen culture
• provide relevant examples of specific textiles items and/or techniques to demonstrate the impact of available resources and religious practices
• explain historical design developments of specific items within a nominated focus area, such as swimwear and sleeping bags
• explain two relevant societal influences, with examples, clearly articulating the influence or change in the design development
• relate societal influence with deep understanding of specific examples such as increased awareness about the impact of prolonged sun exposure leading to the consumer demand for sun safe long sleeve swimwear with high UPF, particularly for children.

Areas for students to improve include:

• addressing all components of the question, including both available resources and religious practices of a chosen culture
• developing a deeper understanding of how religious practices are evident in the textile designs of a culture
• providing specific examples of historical change rather than a general outline of changing designs
• linking social influences to design developments, with clear explanations.

Question 13

In better responses, students were able to:

• identify a specific finish suitable for a fabric and explain how it is applied
• explain how the performance of the fabric is enhanced by the finish using a specific relevant example
• clearly describe a yarn innovation that is current and relevant
• make a clear link between the properties of the yarn development and benefits for the consumer.

Areas for students to improve include:

• identifying a finish that is applied to either a fibre or fabric, not a garment construction finish
• answering all components of the question, ensuring that they describe the innovation and the benefit to consumer
• developing a deeper understanding of the difference between bicomponent yarns and fibre or yarn blends
• answering the question carefully by addressing benefits to the consumer, not environmental concerns
• ensuring that an innovation is selected as asked in the question, in this case a yarn innovation.

Question 14

In better responses, students were able to:

• select a printing method such as digital printing that was suitable for an Australian textile manufacture to use
• provide details of factors such as costs, complexity of design, and availability, that the manufacturer would need to consider when selecting an appropriate method of printing
• apply knowledge of printing methods, selecting one that was suitable for furnishing, giving relevant examples to support their response
• provide a comprehensive explanation of the selected printing process, how it is done and why it is suited to furnishing.

Areas for students to improve include:

• understanding the difference between printing, dyeing and fabric manipulation or decorative techniques when selecting a suitable ‘printing’ method
• understanding how printing methods are carried out, including relevant terminology about the equipment and process
• identifying a printing method that is appropriate for furnishing and provide examples to support the method
• expanding understanding of the basic principles of small scale, classroom style printing methods, to those that are for commercial mass production
• clarifying the differences between roller printing and rotary screen printing
• develop understanding about pigments and dyes are how they are used in the printing process
• relating to printing techniques that are currently being used commercially.

Question 15

In better responses, students were able to:

• identify the essential performance criteria for a shirt that was to be used by childcare centre staff for both outdoor and indoor activities, providing clear explanation of the requirements
• identify an appropriate fibre, yarn, and fabric structure for the shirt
• justify in detail the properties of the selected fibres, yarn and fabric and relate them to the performance criteria of the shirt.

Areas for students to improve include:

• identifying appropriate fibre, yarn and fabric for specific end uses
• understanding correct yarn structures including knowledge of which fibres can be made as a multifilament
• developing understanding of how cotton and synthetic fibres such as polyester are made into yarns, usually staple spun yarns
• explaining how the chosen fibre, yarn and fabric structure are suited to the specific end use of a childcare centre shirt
• addressing all components of the question, including explanation of all three aspects, fibre, yarn, and fabric, of the material suitable for a shirt.