Context: Product

Design and Production:
A Textile Product

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

• use appropriate problem-solving models in the design of products, the provision of services, the development of systems, and the utilization of ideas
• analyse and use appropriate problem-solving strategies and critical thinking when resolving problems in a variety of contexts
• identify and apply appropriate knowledge, skills, and attitudes when making choices and defending decisions
• use appropriate criteria and standards to assess and evaluate products, services, systems, and ideas

It is expected that students will:

• use effective communication skills when gathering and sharing information independently and in groups
• select appropriate information gathering and communication tools when solving problems related to applied skills areas
• use appropriate multimedia and information technology in presentations

It is expected that students will:

• use appropriate technologies in a variety of applied contexts
• maintain an orderly and safe environment when engaged in a variety of activities
• identify and evaluate the impact of technology on the way information is gathered, problems are solved, and work is done

It is expected that students will:

• demonstrate an ability to assess the impact that acquiring applied skills can have on personal and career choices
• demonstrate a positive attitude toward lifelong health and well being
• demonstrate a willingness to participate independently and interdependently in a productive environment

Suggested Instructional Strategies

Students demonstrate their understanding of the relationship between form and function by using appropriate design and production techniques to create textile products that address a specific need or activity. Examples include textile products that address a physical limitation, protect from the environment, express a culture or identity, or products that protect from injury. The products could be functional (carrying equipment or a household item), leisure-wear items (a swimsuit or tennis outfit), provide protection from the environment (clothing or headgear) or from injury (knee pads or a mask).
Suggested Time Frame: 25 - 40 hours

Strategies
Have students:

• research and investigate specific requirements for a need or activity, a physical limitation, protection in sports, or protection from natural elements
• research and investigate properties of various textile materials
• research existing designs through catalogues, field trips to specialty stores, computer software, commercial patterns for design, or construction guides
• research appropriate production and construction techniques
• develop ideas and transfer into print form
• produce a design for a prototype
• produce instructions for the creation of a prototype
• analyse and evaluate the design in terms of functional and aesthetic appeal
• create a sample using available and appropriate resources considering time, materials, and tools
• present the design or product and defend the design and its elements in terms of the objective
• evaluate the design or product and make revisions where necessary

• Physical Education: physical movement, ergonomics
• Business Education: marketing strategies (see pages 20 and 21 for marketing), business plan, sale of the product produced
• Technology Education: design technology (by sketching, drafting, CADD)

Suggested Assessment Strategies

• Activities journal
• Statement of design objectives
• Checklist of design steps
• Checklist of production steps
• Checklist of design standards
• Checklist of scale of production standards
• Rating (peer or consumer) of a product
• Portfolio
• Objective test
• Rating scale
• Written justification of design, material selection

• Activity journal
  • completeness
  • sequential development
  • reflective notes
• Peer or consumer assessment
  • design
  • texture
  • cost
  • utility
  • visual appearance
• Portfolio
  • photographs of completed project
  • collection of design(s) and material(s)
  • instruction sheet

Recommended Learning Resources

Table of Contents Curriculum Branch Ministry of Education

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Maintained by: Applied Skills Coordinator

Revised: January 28, 1999

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