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There are few examples of transforming textiles readily available as detailed information is required from the manufacturer about the chemical composition of the material to confirm that this has not changed.

Other materials such as food could provide examples of transformation.

There is some discussion around these definitions in a previous ask an expert answer on the definition of transformation.

Adding interfacing to fabric is considered transforming as the performance properties of the material change however the chemical composition of the material remains the same. The material becomes more rigid and stiff with the addition of interfacing, adding body to the garment. Interfacing may also be used to add strength for example when it is used in  an area where buttonholes maybe added.

Manipulating materials in textiles generally refers to such things as pressing to manage ease, gathering and pleating (to remove fullness) cutting and trimming.

A technological system, as defined in the technology learning area, is a system that works independently or automatically of human input after it’s been started or switched on. Simple examples of these include a wind-up toy, a popcorn maker, and a toaster. More sophisticated systems include a stove or a computer.

Technology Online has a section on the technological systems component of the technology learning area. The video in the introduction and the key ideas provide further information on this component.

See the teaching snapshot exploring technological systems and computational thinking using household appliances to read about investigating technological systems in the classroom. 

A translation for "Design and Visual Communication" is Te Whakawhitiwhiti ā-Hoahoa, ā-Atanga. 

See Technology clarifications AS 91047
When selecting materials and/or components, and tools and equipment, as required for Achieved, some evidence of informed selection is required. For example, informed selection may involve evaluating past and current practices, considering the availability of tools, equipment, and materials, and evaluating fitness for purpose for the nature of the intended outcome.
For higher grades, students need to undertake trialling to inform the selection of materials and/or components, and techniques and processes.

The fact that the student was unable to purchase the exact fabric selected through trialling should not limit access to the higher grades. The student would need to provide evidence that further trialling was carried out to take into account any changes required to tools and equipment, and the application of practical techniques as a result of the material change. For example, they may have had to consider matching stripes during construction.

There will also need to be evidence that colour and print on the material is not a requirement of the brief. If so, the student needs to provide evidence that they have gone back and consulted with the stakeholder and adjusted the brief to ensure that the new material meets the aesthetic requirements.

Fitness for purpose in its broadest sense relates to the outcome itself as well as to the practices used to develop the outcome. This is a curriculum level 8 concept and is referred to in the generic achievement standards at NCEA Level 3. Some of the areas students could consider when demonstrating understandings of this concept and/or applying this within practice are shown in the table below. These suggestions should not be considered exhaustive and students will find other ideas that relate to particular outcomes.

Some teachers have found that, when developing a brief that allows fitness for purpose in the broadest sense, it works well to have students develop specifications for the two aspects. That is, students categorise their specifications as either being for the outcome itself or for the practices to be undertaken to develop the outcome. This helps to reinforce that students must consider more than just fitness for purpose (as is the practice at NCEA Level 2).

Examining and critiquing the practice of technologists within the framework of fitness for purpose in its broadest sense can also assist students to develop their understandings of this concept. Students could examine and critique the practices of a technologist by inviting a technologist to speak to the class (e.g. a food truck vendor) and/or students in groups interviewing a variety of street food vendor and sharing their findings with the class.

An answer to this question has been posted in the Ask an Expert facility.

See: Search result for Fitness for purpose digital technologies

The resource Top scholar 2016: A monitoring system for the Orokonui Ecosanctuary includes a discussion of fitness for purpose in its broadest sense as applied to this project which included programming.

A technological system within the Technology learning area is generally defined as a system that works independently or automatically of human input. After the system has been started or switched on it works automatically. A clock on the wall is a good example of a technological system. It works independently of human input once the batteries are put in and it is switched on. Humans are not required to turn the actual handles of the clock, it’s doing the turning of the hands of the clock by itself. Other examples commonly used are toasters, stoves, hot water systems, and electronic systems generally.

• Technological systems – This clip gives a good description of technological systems and also provides further information on technological systems.

The development of the patchwork quilt would not be considered a system. However, technological systems can be embedded in textile products.

Here is an example of a quilt that includes a lighting system (a technological system):

• Starry night wall hanging quilt panel project

Here is an example of a simple interactive quilt with multiple sensors:

• Interactive quilt

Some textile teachers will also support students to add electronic lighting systems to wearable art products.

Here is an example of a dress that has a technological system embedded in it that allows the butterflies to fly off the dress:

• Futuristic Dress Adorned With 40 Fabric Butterflies That Can Flutter And Fly

There is also mention of embedding circuits in textiles in this video clip:

• Learning with the internet of things in years 9–10

Technological systems such as body sensors may also be added to clothing. This is very prevalent with military clothing. See The Rise of Smart Clothing and Body Sensors for Military Use.

There are various courses available for textiles teachers to learn about embedding soft circuits in textiles such as Soft Circuits and Sensors.

Here are some resources on Technology Online that may help.

•  Explicit literacy focus improves learning in food technology

•  These are two videos in primary but they may also give you some ideas:
  • Technology, mathematics, and science in years 3–4: Flight inquiry
  • Technology and literacy in years 3–4: Flight inquiry

• Here are another two primary resources added recently: 
  • Linking technology and literacy
  • A recipe book: Linking technology and literacy

The standard requires students to have at least two complex procedures from the list indicated in EN3. Patched Kangaroo pockets is equivalent to patched pockets, which is below a level 2 skill. However, students could develop a welt/side pocket type kangaroo pocket, constructed using two different materials (a step up from level 2). To stabilise the garment, before the insertion of the welt and pocket, students could trial various types of interfacing and methods of applying interfacing. This would meet the requirements of a second complex procedure as indicated in EN3.