AS 91350 Annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

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For Excellence, students need to efficiently make advanced adaptations to a pattern to change the structural and style features of a design.

This involves making advanced adaptations, and testing toiles or mock-ups in a manner that economises time, effort and materials.

The student selected a suitable vest pattern (2) (6) to be adapted for their design (1). Advanced adaptions (changing the neckline and front opening, adding a pleat in the back) (3) were made to the pattern (4) (7) and it was correctly labelled (4).

Teacher observations and student evidence verify that time was economised by organising how the adaptations were to be carried out, avoiding down-time. Effort was economised by undertaking on-going testing at checkpoints, ensuring that trial and error was avoided. Materials were economised by minimising their overall use (4) (9) (10) (11).

A final toile shows that the adapted pattern correctly interprets the design (5) (8).

For a more secure Excellence, the student could have been more efficient in their practice. Trying the fit of the vest at an earlier stage would have enabled adjustments to be made more easily, thus economising time and effort (12).

For Merit, students need to skilfully make advanced adaptations to a pattern to change the structural and style features of a design.

This involves showing independence and accuracy in the making of advanced adaptations, and the on-going testing of toiles or mock-ups.

The student selected a suitable dress pattern (2) to be adapted for their design (1). Advanced adaptions (adding a button lap on the front bodice, removing the pleats, adding cutaway pockets, reducing fullness, extending the collar) (3) (4) (5) were made to the pattern, and it was correctly labelled.

The teacher determined that accuracy was shown by carrying out modifications to ensure that the design was faithfully represented (1) (6). This detail was documented on an individual assessment schedule.

The teacher also verified (on the schedule) that the student mainly worked on their own, showing the independence required for Merit.

A final toile shows that the adapted pattern correctly interprets the design (6).

To reach Excellence, the student would need to be more economical in time and effort. For example, after pinning the first collar adaption to the garment, the student had to re-do the adaption (5) to ensure that the pattern correctly interpreted the design (1).

For Merit, students need to skilfully make advanced adaptations to a pattern to change the structural and style features of a design.

This involves showing independence and accuracy in the making of advanced adaptations, and the on-going testing of toiles or mock-ups.

The student selected a suitable bag pattern (3) to be adapted for their design (1). Advanced adaptions (reshaping the sides, lining, flap, gusset and strap; adapting the pockets) (2) (4) were made to the pattern.

Accuracy was ensured by: measuring carefully and making sure markings were straight when adapting the strap pattern piece (step 1); adding on the right amount for the addition of a pleat into the pocket (step 2); ruling accurately to ensure even-ness when reshaping the flap and gusset (steps 3 and 4). 

For a more secure Merit, the student would need to show more independence when making adaptations and testing the toile. An individual and annotated assessment schedule indicated that the student needed help from the teacher in completing some of the steps.

For Achieved, students need to make advanced adaptations to a pattern to change the structural and style features.

This involves:

• the selection of a suitable pattern to be adapted for the design
• undertaking advanced adaptations of the pattern
• ongoing testing of toiles or mock-ups to refine the pattern as required to ensure the adapted pattern interprets the design and provides the correct fit for the body or item
• correctly labelling the pattern with grainline, cutting information, pattern piece names, dots and notchesconstructing a final toile or mock-up of the adapted pattern to ensure the final pattern correctly interprets the design.

The student selected a suitable pattern (1) to be adapted for their pants design (2). Advanced adaptions (reshaping pockets, tapering legs, creating a zip opening) (3) were made to the pattern.

On-going testing was carried out to refine the pattern, in order to ensure that the pants were the correct fit. The new pattern was correctly labelled. A final toile of the adapted pattern was constructed (4) (6).

An individual and annotated assessment schedule includes teacher verification that the student had very little assistance when making the advanced adaptations, which demonstrates that the student worked independently.

To reach Merit, the student would need to show more accuracy when making advanced adaptations and testing the toile. Stakeholder feedback (5) and the student evaluation (6) indicate the overall fit of the pants could be better, and the zip insertion should have a neater finish.

For Achieved, students need to make advanced adaptations to a pattern to change the structural and style features.

This involves:

• the selection of a suitable pattern to be adapted for the design
• undertaking advanced adaptations of the pattern
• ongoing testing of toiles or mock-ups to refine the pattern as required to ensure the adapted pattern interprets the design and provides the correct fit for the body or item
• correctly labelling the pattern with grainline, cutting information, pattern piece names, dots and notches
• constructing a final toile or mock-up of the adapted pattern to ensure the final pattern correctly interprets the design.

The student selected a pattern (2) to adapt for their singlet design (1). Adaptions were made to the pattern to ensure that it interpreted the design (reshaping neckline and armholes, removing centre front seam, lengthening and reshaping the body of the vest, reducing the shoulder width, lining the yoke) (3). The new pattern was correctly labelled. A final toile of the adapted pattern was constructed (4).

For a more secure Achieved, the student would need to carry out on-going testing to modify the pattern so that it correctly interpreted the design. The stakeholder indicated that the singlet should have been longer. Also, the adaptations could have been more advanced - lengthening is generally considered to be a Level 1 adaptation.

For Achieved, students need to make advanced adaptations to a pattern to change the structural and style features.

This involves:

• the selection of a suitable pattern to be adapted for the design
• undertaking advanced adaptations of the pattern
• ongoing testing of toiles or mock-ups to refine the pattern as required to ensure the adapted pattern interprets the design and provides the correct fit for the body or item
• correctly labelling the pattern with grainline, cutting information, pattern piece names, dots and notches
• constructing a final toile or mock-up of the adapted pattern to ensure the final pattern correctly interprets the design.

The student selected a suitable pattern (2) to be adapted for their jacket design (1). Adaptions were made to the pattern (adding side pockets, reshaping collar, removing front darts and cuffs) (3). The new pattern was correctly labelled (4). A final toile of the adapted pattern was constructed (5).

To reach Achieved, the student would need to adapt the pattern so the new pattern correctly interprets the design. The toile (5) and the student evaluation (6) shows that the collar, the front opening, the length, and the pockets as described in the design (1) should have been more correctly interpreted.