CQUniversity Unit Profile.

During the 3-day intensive Residential School, you will use a wide range of textile skills and techniques to construct samplers and display them in a portfolio. The portfolio must be communicated and organised suitably for use as a classroom learning and teaching resource. In addition to building your confidence to manipulate textile materials and equipment, you will learn strategies to organise, manage and teach in this high-risk environment through an experience in a school-based textiles classroom. All practical tasks and portfolio construction will occur during the 3-day workshop.

You are required to upload a self-management checklist with photographs of your textile products and portfolio pages via Moodle within 3 days after completing the Residential School. 

Practical tasks include, however, are not limited to:

1. Sewing samplers:

• Seams
• Hems
• Zips
• Patch Pocket
• Front Hip Pocket
• Darts
• Gathering – interfaced band
• Set in sleeve
• Neckline facing

2. Pencil case and bag
3. Boxer shorts (block pattern)
4. Dyes and Natural Dyes
5. Embellishments & Artistic Effects
6. Display Portfolio

You will be supported by your facilitator at Residential School to develop all activities. See Moodle for information sheet, sewing kit list, pattern booklet and self-management checklist.

AI Assessment scale tool 

Level 1: You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.

This assessment must be submitted by the specified due date and time. Due to the nature of this task, the standard 72-hour grace period does not apply. We recognise that unexpected circumstances may arise, and encourage students to reach out as early as possible if they are experiencing difficulties, so that appropriate support or adjustments can be considered in line with university policy.

• Create: textiles samplers and products using a range of techniques and materials
• Perform: a range of practical skills
• Select: designs, materials and techniques to satisfy task requirements and includes sustainability considerations
• Communicate: information and instructions suitable for secondary school audiences
• Manage: plans and resources
• Comply: Workplace Health and Safety requirements suitable for sewing environments 

Overview

You are to create an Australian curriculum-aligned teaching resource package for a chosen stage of secondary schooling (Years 7–10) in Textiles Technology. Your package will include:

1. Design Brief for students
2. Corresponding Marking Rubric
3. Curated Educational Textile Blog to scaffold student learning

You will complete this task over 7 weeks, supported by weekly Moodle activities and templates.

The Task

1. Design Brief (Approx. 500–800 words)

Develop a student-centred design brief aligned with the Australian Curriculum: Design & Technologies (Materials Specialisation). Your brief must be appropriate for one year level (7–10) and must demonstrate:

• The Design Process: Investigate, Research, Design, Create, Evaluate
• Cultural Investigation: Aboriginal and Torres Strait Islander, Asian or Pacific Islander textile design and technique
• Sustainability, Ethical, Human-Centred Design: For example, use of natural dyes made from food waste, upcycling or repurposing textiles, authentic purpose

And integrate a minimum of five textile-related skills or concepts, selected from the list below:

• Sewing Techniques: For example, seams, hems, zippers, pockets, darts, gathering, interfacing, sleeves
• Embellishment or Artistic Effects: For example, appliqué, beading, abstract artwork, embroidery

You must clearly identify your intended student audience (Year 7, 8, 9 or 10) and ensure your brief is developmentally appropriate.

You will submit a Design Brief Proposal in Week 2 to receive early feedback on your direction.

2. Marking Rubric

Create a marking rubric for assessing your chosen design brief. Your rubric should:

• Align with the Australian Curriculum achievement standards for your chosen year level
• Include 3-5 criteria
• Include 4 standards of achievement
• Provide clear descriptors for each level

Templates and examples will be provided in Moodle to support rubric construction.

Draft is due in Week 4 for formative feedback.

3. Educational Textile Blog (3–4 entries, approx. 150–250 words each)

Create a blog that acts as an interactive learning resource for the students completing your design brief. This blog will:

• Scaffold student learning through curated resources, visuals, and inspiration
• Include 3–4 short entries, aligned with weekly themes in Moodle (e.g., design process, sustainability, cultural influences, construction skills)

Feature multi-modal elements such as:

• Images and diagrams
• YouTube videos or tutorials
• Links to textile or fashion websites
• Conversation starters or teaching prompts
• Examples of textiles projects or artistic techniques

You may use any accessible platform (e.g., Word, PowerPoint, Google Slides, Padlet, Canva blog, or Wix/Weebly). Choose one that you feel confident using.

Your final blog should:

• Showcase your passion for teaching and textiles
• Provide a collection of resources to support classroom learning
• Reflect your growth and learning journey as a future teacher

AI Assessment scale tool

Level 3: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.

You must disclose and acknowledge any use of GenAI within your submission (a short statement in your blog or at the end of your design brief).

What to Submit

• Final Design Brief (PDF or Word)
• Marking Rubric (Table format, PDF or Word)
• Link or file of your Educational Blog
• GenAI usage disclosure statement (if applicable)

• Apply: curriculum-aligned textile knowledge and teaching techniques
• Construct: an effective design brief and associated rubric
• Create: a blog that scaffolds learning and inspires engagement
• Communicate: clearly and professionally in writing and digital presentation
• Reflect: critical and ethical engagement with cultural and sustainability issues

Overview

You will bring your design brief from Assessment 2 to life by creating a small-scale textile product and an accompanying creative portfolio. This task models how students in secondary schools might complete a design challenge—and demonstrates your developing knowledge, skills and pedagogical thinking as a future teacher.

Part 1: Textile Product

You will construct a small textile item suitable for junior secondary students (Years 7–10). Your final product must:

• Align with the design brief you created in Assessment Task 2.
• Incorporate at least five technical or decorative techniques (e.g., seams, zip, applique, interfacing, embroidery)
• Reflect sustainability principles (e.g., natural dyes, repurposed fabrics)
• Include at least one cultural design element informed by Aboriginal and Torres Strait Islander, Asian or Pacific Islander traditions
• Be achievable within the 6-week timeframe (e.g., tote bag, cushion cover, small garment, textile wall art).

Part 2: Creative Portfolio

Your creative portfolio will document and explain your design thinking, process and outcomes. Submit your portfolio as either:

• an extension of your Educational Blog (clearly marked as AT3 pages), or
• a single PDF file (A3 format preferred, using photos of a physical version or created digitally).

Your portfolio must include:

1. Design Thinking + Planning

• Refined summary of your design brief, including constraints and considerations
• Sketches of your original idea with annotations
• Justifications for your material and technique choices

2. Production + Process

• A simple project plan including time, cost, equipment, risk management
• Photos showing each stage of production (include at least one showing safe technique in action)
• A step-by-step photo guide that shows how your product could be recreated by students

3.  Evaluation

• Critique your finished product, skills, and time management
• Reflect on your use of the design process (investigate, generate, produce, evaluate)
• Use your Assessment 2 marking rubric to assess your final product and portfolio (include brief justifications for each criterion)

4. Self-Reflection

• A short reflection (approx. 300 words) describing your learning journey in Textiles this term
• What did you discover about the design process? About teaching? About yourself?

Educational Blog (Optional)

You may choose to write one additional blog entry in your Assessment 2 blog, sharing:

• One teaching insight or resource you developed during this project
• OR something you would include to scaffold a similar task for future students.

This is encouraged but not graded.

What to Submit

Choose one submission format:
1.    Extend your Assessment 2 Educational Blog with clearly labelled AT3 pages
2.    Submit a PDF portfolio (clear photographs of pages if created physically)

AI Assessment scale tool

Level 3: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.

GenAI must not be used to create final visual, product, or portfolio elements. A transparency statement is encouraged if you use GenAI.

• Design and construct: a textile product that demonstrates a range of practical skills and techniques
• Communicate and justify: design thinking
• Plan and manage: a small-scale textile design project
• Apply: curriculum knowledge and teaching strategies
• Evaluate and reflect: designed solution and professional learning.