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Question
AS91623 (3.23) Implement complex procedures to create an applied design for a specified product. I understand from reading a previous question posted that the specified product does not need to be constructed by the student and therefore could be as simple as a plain, white t-shirt purchased from Kmart, am I correct? The student has developed their design that they wish to apply to the t-shirt and they have tested it with heat transfer vinyl pressed onto some similar t-shirt material and as textile ink screen printed onto t-shirt material. From testing and evaluation the two different mediums/techniques the student has identified that the heat transfer vinyl looks more professional and enhances the product more so than the screen printed option so has decided to apply their design onto their plain, white Kmart t-shirt using heat transfer vinyl. I understand the design itself must be complex (EN5 + EN6) Are we on the right track?
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I am teaching year 7 and 8 technology and am wanting to know which level or levels of the technology curriculum should be taught and assessed at these two year levels. Also, when reporting what wording should be used to indicate where the students learning is at i.e. should we use below, at, exceeding or provide a specific grade? Thank you.
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Where would raranga fit in level 1 NCEA? I am wondering if there is a standard that would suit assessment of weaving a harakeke four-cornered rourou basket?
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Is there an outline that I can find that shows a matrix of the different technology subjects, for example, hard materials, food tech, soft materials, digital? Can food tech be classed as soft materials, I only thought that it was fabric?
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For AS91345 level 2, do students need to do for both special features, trial two ways of completing the special feature and then select which way is best? For example, trial two different ways to complete a set-in sleeve and then select the best way to do this to use on their final garment or can they just plan to test one way of inserting their set-in sleeve and if it works out well they can just use that way without trialling another way?
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I'm working with year 12 textile students on 2.6 advanced pattern adaptations – a student has made one adaptation – changed the straight sleeve on a blouse to a bell shaped. We need one more adaptation. Could we change the bottom of the bell sleeve by pleating it, putting a bias around the cuff, splitting the sleeve seam by about 4-5 cm, and adding a button hole and button count as a second adaptation?
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Kia ora, Could you please point me in the right direction to find the formula for student:space ratio for intermediate school technology workshops (food, hard materials, fabric etc) please. Ngā mihi,
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In AS91890 students have to propose a digital technologies outcome. There is no mention of designing or developing the actual outcome, yet in both TKI tasks there is a reference to the actual outcome. Both have the following lines "6. Write a brief outline of the digital technologies outcome you propose to develop. This can be a partially developed or a completed outcome." Surely there is no need for "a partially developed or complete outcome" as we are looking for a proposal - a description of what the outcome will be. The next stage would be to design the outcome and then make it. Could you please clarify? Thanks
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Would creating a patchwork fabric in order to make a garment count as a special feature for AS91345?
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Can you please provide a more detailed list of approved special features? I am struggling to find patterns that are modern that my students will wear and enjoy making which tick the current boxes of the listed special features as outlined in (7). Set in sleeves is about as close as I can get. Patterns my students enjoy using are Tilly and the Buttons and Papercut patterns.