Overview
Syllabus overview
The Textiles and Design 11–12 Syllabus aligns with the Textiles and Design Life Skills 11–12 Syllabus to provide opportunities for integrated delivery.
Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.
Organisation of Textiles and Design 11–12
The organisation of Textiles and Design 11–12 reflects the interconnected nature of the essential knowledge and the application of that knowledge through practical experiences. Students develop knowledge, understanding and skills through the study of Design, Properties and performance of textiles and Australia in the global textiles industry in Year 11 and Textiles development and application, Global textiles industry and in the completion of a major project in Year 12.
Figure 1 shows the organisation of Textiles and Design 11–12.
Image long description: The 3 focus areas for Year 11 are Design, Properties and performance of textiles, and Australia in the global textiles industry. The 3 focus areas for Year 12 are Textiles development and application, Global textiles industry, and Major project. Surrounding all the focus areas is a line labelled ‘Practical applications’.
Protocols for collaborating with Aboriginal and Torres Strait Islander Communities
NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.
It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.
Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.
Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.