11–12Textiles and Design Life Skills 11–12 Syllabus (2026)

Textiles and Design Life Skills explores textiles and the textile industry. The syllabus provides opportunities for students to develop skills to produce textile items for a range of purposes and functions in everyday contexts.

Through the study of Textiles and Design Life Skills 11–12, students:

• learn about the features and properties of textiles, including their functional and aesthetic purpose(s) in a variety of contexts
• learn about the roles and practices in the textiles industry and how these relate to people and the environment
• develop knowledge and skills for the safe and responsible use of textiles materials, tools, equipment and technologies
• participate in designing and producing textile items
• develop and apply numeracy skills when designing or producing textile items
• develop skills to plan and manage textile projects
• develop skills to support designing, problem-solving, evaluating, using technology and communicating.

The following focus areas can be studied throughout Year 11 (120 hours) and Year 12 (120 hours):

• Design
• Properties and performance of textiles
• Australia in the global textiles industry
• Textiles development and application
• Global textiles industry
• Textile project

For Textiles and Design Life Skills:

• Students are required to demonstrate achievement of one or more Textiles and Design Life Skills 11–12 outcomes.
• Outcomes and content should be selected to meet the particular needs of individual students.
• The focus areas provide possible frameworks for addressing the Textiles and Design Life Skills 11–12 outcomes and content and are suggestions only. Teachers have the flexibility to select, group and sequence outcomes and content to meet the needs, strengths, goals, interests and prior learning of their students.
• Where appropriate, students should have the opportunity to engage in practical applications or project work. Some students with disability may require adjustments in order to engage in practical applications.
• The Textile project is an opportunity for students to apply the skills they have acquired in other focus areas to create a textiles item of personal interest or significance that involves sustained practice.
• Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.

The Textiles and Design Life Skills 11–12 Syllabus embeds practical applications and project work throughout course content. Sample work involves a task, or set of tasks, which allow students to develop applied skills in decorative or construction processes, for example fastening samples.

Project work involves a task, or set of tasks, with defined parameters and timelines. Project work develops students’ skills in designing, problem-solving, evaluating, using technology and communicating.

Project or sample work:

• may be done individually or collaboratively
• provides opportunities for students to develop experience with a range of fabrics, tools, processes, and techniques
• develops students’ communication and problem-solving skills in decision-making  
• fosters individual interests through student choice and participation in a range of experiences
• provides opportunities for community-related and industry-related activities.

Indigenous Cultural and Intellectual Property (ICIP) protocols and Indigenous Data Sovereignty (IDSov) must be followed when completing practical applications.

Practical applications should be designed to be accessible to all students. Some students with disability may require adjustments to engage in practical applications.

Schools are required to ensure they follow Loading  in delivering the Textiles and Design Life Skills 11–12 Syllabus.