ARC :: Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 57 KB)

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range	A student in this range:
8-10 (High)	explains performance criteria typical of a pair of commercial slippers, making a clear distinction between functional properties and aesthetic aspects justifies performance criteria according to expected use identifies all of the main components of the slipper (ie upper, inner sole, sole/base, lining) accurately identifies the variety of materials used in the manufacture of the slippers and explains the properties of materials, justifying their selection by clearly linking to performance criteria previously explained uses correct terminology, demonstrating an extensive understanding of textile materials and their use
4-7 (Satisfactory)	describes performance criteria typical of a pair of commercial slippers, making some distinctions between functional properties and aesthetic aspects justifies performance criteria according to expected use identifies the main components of the slipper (ie upper, inner sole, sole/base, lining) identifies materials used in the commercial manufacture of the slippers and describes the properties of materials, justifying their selection by linking to performance criteria previously described uses terminology indicating a sound understanding of textile materials and their use
1-3 (Progressing)	identifies some performance criteria typical of a pair of commercial slippers. Some attempt at justification of performance criteria attempted with teacher’s support lists some of the components of the slipper (ie upper, inner sole, sole/base, lining) identifies some materials used in the commercial manufacture of the slippers and describes some properties of materials used in the manufacture of the slippers, making limited links to performance criteria previously identified uses limited terminology indicating a developing understanding of textile materials and their use.

Feedback

Written comments will inform students about such things as their:

understanding of performance criteria and their ability to differentiate between functional properties and aesthetic aspects of the slippers
understanding of materials and their properties to address performance criteria of the slippers
use of appropriate/correct textile terminology.

This may be followed by the teacher leading a class discussion on predicting the performance criteria of other textile items, materials used in textile items and justification of their use. Teacher may also discuss the use of textile terminology to enhance written responses.

Future directions

After this Activity students will begin the process of designing and producing their own pair of hand-felted slippers. This Activity should prepare them by ensuring they understand performance criteria and can differentiate between functional properties and aesthetic aspects of textiles items. Students should be capable of making informed choices about suitable materials when designing and manufacturing their slippers.