Advice for Major Textiles Project and course
The Major Textiles Project for Textiles and Design Stage 6 consists of supporting documentation and textile item related to a selected focus area. Discover answers to common questions about the project and course.
Project advice
The keyword in the ‘learn to’ is briefly. The expectation is that only the key events that affected, and were therefore significant in, that particular focus area are recorded.
Yes, students can do one aspect of the focus area.
This includes designers who are influencing current trends. The intention of the syllabus is that it is relevant to design today and therefore relevant and of interest to students.
No. The intention of the syllabus is that the designer is relevant to design today and therefore relevant and of interest to students.
When the syllabus was written, the intention was that ‘contemporary’ would mean that students studied content that was relevant to current designs and designers and which would be relevant to them. Examples of definitions are:
- ‘existing or lasting at same time; of same age; present-day’ (Collins)
- ‘living or happening in the same period of time’ (Webster’s).
Yes, assuming that they are still having an influence, their work relates to present-day design and is ‘up-to-date’.
The expectation is that teachers look at what is happening now in relation to fabric, yarn or fibre development, and that students may be able to relate this to practices and media articles they see.
No, students should submit only what relates to the final Major Textiles Project. Projects will be assessed using the marking guidelines.
Yes, because the section is within the Australian Textile, Clothing, Footwear and Allied Industries.
This is similar to any student who receives subject tutoring outside normal school hours. This situation is acceptable, assuming that the student completes all practical work themselves. All direct assistance with a student’s work must be appropriately acknowledged. The student should advise the teacher of this assistance.
No.
This type of project needs to be checked against the Criteria for Examining the MTP in the Marking Guidelines. Assuming that each of the criteria can be addressed in the project, then this example of a Textile Art may be acceptable.
- Assessment Certification and Examination (ACE) website, section 2.5.2 Certifying and submitting HSC projects, submitted works and performances
- Textiles and Design Syllabus
- Assessment and Reporting in Textiles and Design Stage 6
It is up to the student to decide the most appropriate method for communicating all details accurately and clearly. This may involve the student researching how this is done in the industry related to the focus area that they have selected. Possible layouts may include flow charts, mind maps, reports and lists of steps.
This is up to the student, and will depend on space availability and general layout considerations.
This is a decision for the student. For example, the student may decide to include all of the range in the supporting documentation, including the textile item/s assessment. Or, they may decide to include all of the range up to the end of the visual design development section, then do only the manufacturing specifications and investigation, experimentation and evaluation for one item.
Yes. Information needs to be included about this in the design inspiration section of the supporting documentation and it is up to the student to decide how it will be presented.
No. The drawings in this section of the supporting documentation are not rendered since this section is specifically about communication of exactly how the item/s is to be reproduced by the manufacturer.
The elements and principles are assumed knowledge from the Preliminary course. Reference to aesthetics and functional requirements is made in objective one. Outcome P1.1 refers to the elements and principles and the accompanying HSC outcome H1.1 links each of these areas together.
Therefore, it is reasonable for students to ‘critically analyse the functional and aesthetic aspects of the design, considering strengths and weaknesses, with reference to the elements and principles of design’, as specified in the Major Textiles Project exam criteria.
How can proportion be shown?
In this section, dimensioning is used to convey the exact measurements of a textile item. Proportion of an item is conveyed in the visual design development section.
Do all textile items need to have production drawings completed both to scale and in proportion?
All production drawings must be completed in proportion and where appropriate for the textile item/s then to scale.
No. In the ‘learn to’ section of the syllabus, students learn to ‘design and produce a label/s suitable for the Major Textiles Project item/s’. This means that students need to develop a prototype label/s and include it either on the item/s or in the supporting documentation. If the label is attached to the item/s (ie it doesn’t appear in the supporting documentation), consideration needs to be given to the security of the label attachment.
Students could do a full-scale drawing on graph paper then reduce it to fit within the supporting documentation page length limits. Students need to ensure that they include detail of the surface decoration so that a manufacturer could reproduce the item accurately.
No. Itemised costing includes all items that were required to produce the textile item/s.
Useful sources of information include current textiles journals and the CSIRO website.
All source material must be acknowledged as specified in the NESA All My Own Work program and all direct assistance with student work must also be acknowledged in the supporting documentation. A bibliography is not listed as part of the Major Textiles Project exam criteria.
Assessment of creativity will be based on the Major Textiles Project exam criteria. Students need to ensure that they incorporate ‘creativity’ into their Major Textiles Project.
The degree of difficulty is up to the student in relation to their Major Textiles Project. Students need to ensure that they have totally explained and justified the inclusion of particular design features and/or specialised fabrics and/or specialised or advanced construction techniques and/or application of decorative techniques.
It is up to the student to decide on the inclusion of a toile in the supporting documentation. Consideration needs to be given to the impact on page length.
There are no limiting factors. Students need to ensure that they clearly justify the use of this fabric through investigation and experimentation.
Yes. Students need to ensure that they clearly justify the use of recycled fabrics/garment components through investigation and experimentation.
Title pages are not required. Students need to ensure the supporting documentation strictly adheres to the maximum specifications as stated in the syllabus, Major Textiles Project exam criteria. If headings are used, they should also follow the criteria sections.
Title and contents pages are not required and if included are counted in the maximum specified pages. Students must comply with the maximum specified page limits using either A3 or A4 size pages for each section.
Students need to ensure that they don’t exceed the maximum page length in a section. At the same time, consideration needs to be given to contemporary presentation and clear communication of all aspects of the Major Textiles Project. Students should choose EITHER A3 OR A4 size pages for the complete supporting documentation, not a combination of both.
One A4 or A3 means one side of the page only.
Students need to adapt to the resources available.
No. Students may use a commercial pattern or have the patterns made by someone else. However, this must be acknowledged in the supporting documentation.
For clarification of an aspect of the syllabus, contact NESA. With regard to implementation of the syllabus (for example, resources, programs, training and development), contact the relevant education system and professional association.
Students need to ensure that they reinforce their choice of textile item/s in relation to the focus area in the design inspiration section of the supporting documentation.
Only the textile material will be considered in relation to level of creativity/innovation, degree of difficulty and degree of proficiency in manufacture. Other components will be considered in relation to appropriate design (including functional and aesthetic aspects), inspiration, visual design development and management of item/s to completion.
No. The packaging specifications given are based on normal packaging procedures. It is reasonable to assume that the MTP can be easily placed in the same packaging for return after marking.
No. Each student will prepare their own supporting documentation that will relate specifically to their MTP. It would be expected that the various components such as design inspiration, visual design development and contemporary presentation would vary from student to student. The teacher certifies that projects are the students’ own work.
No. Diaries do not form part of the Major Textiles Project exam criteria.
It would be useful to maintain a brief record of student progress so that if evidence is required for some reason, it is available.
Generally Apparel, but they could also relate to the Costume focus area.
The maximum folio size for project documentation is A3. A clear and easily read font, equivalent in size to 12-point Times New Roman, should be used for text.
See the Assessment and Reporting in Textiles and Design Stage 6 for the criteria relating to the supporting documentation.
Students should experiment with materials, equipment and manufacturing processes applicable to the MTP item and modify design and/or construction as a result of the experimentation.
It is important to provide thorough details and evidence of materials, equipment and manufacturing processes used and to justify their use on the basis of comprehensive investigations.