About Fashion for the Sun

Fashion for the Sun provides opportunities for students to develop an understanding of the dangers of over-exposure to the sun and to show their creative flair when choosing, designing or promoting cool sun-savvy clothes and accessories.

The resource includes a number of curriculum support materials that align with the Australian Curriculum (for students in Years 7–10, that is, aged 12–16 years approximately) as well as materials for students in Years 11 and 12 (aged 16–18 years approximately). The materials include teacher notes, two PowerPoint presentations on skin cancer and sun safety, design challenges, research tasks, assessment guides, fact files, guidelines and student response (activity) sheets.

The section of the website Establishing introductory knowledge about skin cancer and sun safety describes and provides links to teacher and student resources to help develop prior understanding of skin cancer and sun-safety before embarking on design challenges or research tasks.

The sections of this website Years 7/8 suite of materials, Years 9/10 suite of materials and Years 11/12 suite of materials describe what is available for each design challenge or research task within the band and provide links to download the support materials as PDFs. Acknowledging that teachers might wish to mix, match and adjust resources for a cohort of students, all resources are also listed on the page All resources.

Fashion for the Sun curriculum links

The Australian Curriculum (Years 7–10 resources)

The Years 7–10 Fashion for the Sun resources align with The Australian Curriculum Design and Technologies and The Australian Curriculum Health and Physical Education (ACARA, 2015, Version 8).

The Years 7/8 resources include:

•a design challenge and a research task.

The Years 9/10 resources include:

•three design challenges.

The Teacher Notes for each of the four Years 7–10 design challenges show the explicit links of each challenge to The Australian Curriculum (Design and Technologies) and the Teacher Notes for the research task show the explicit links to The Australian Curriculum (Design and Technologies) and to The Australian Curriculum (Health and Physical Education):

•Teacher Notes 3: Campaign against skin cancer—The textiles way demonstrates how the Year 7/8 design challenge aligns specifically with Knowledge and Understanding (Technologies contexts, Materials and technologies specialisations) and to the processes and production skills of investigating and defining, generating and designing, producing and implementing, evaluating, and collaborating and managing; and related aspects of the achievement standard. The notes also show how the curriculum is reflected in the student learning experiences.

•Teacher Notes 4: Researching sun-safety knowledge and behaviours demonstrates how the Year 7/8 research task aligns specifically with The Australian Curriculum (Health and Physical Education) (Investigating strategies and practices that enhance their own and others’ health) and to Design and Technologies Knowledge and Understanding (Technologies and society) and to the processes and production skills of investigating and defining (needs or opportunities for designing) and related aspects of the achievement standards for these two curriculum areas. The notes also show how the curriculum is reflected in the student learning experiences.

•Teacher Notes 6 (Holiday in the sun) , 7 (Dazzling dyes and powerful prints) and 8 (Junior health correspondent) demonstrate how the three Years 9/10 design challenges align with The Australian Curriculum (Design and Technologies) as shown in the table that follows. The teacher notes also explain how the curriculum is reflected in the student learning experiences.

	Australian Curriculum (Design and Technologies)	Design challenge 2 Holiday in the sun	Design challenge 3 Dazzling dyes, powerful prints	Design challenge 4 Junior health correspondent *
Knowledge and understanding	Technologies contexts	√	√	√
Knowledge and understanding	Technologies and Society	√	√	√
Processes and production skills	Investigating and defining	√	√	√
	Generating and designing	√	√	Extensions 1 and 2 only
	Producing and implementing		√
	Evaluating	√	√	√
	Managing and collaborating	√	√	√

* Design Challenge Junior Health Correspondent also links to The Australian Curriculum (Health and Physical Education)

	Australian Curriculum (Design and Technologies)	Design challenge 2 Holiday in the sun	Design challenge 3 Dazzling dyes, powerful prints	Design challenge 4 Junior health correspondent *
Knowledge and understanding	Technologies contexts	√	√	√
Knowledge and understanding	Technologies and Society	√	√	√
Processes and production skills	Investigating and defining	√	√	√
	Generating and designing	√	√	Extensions 1 and 2 only
	Producing and implementing		√
	Evaluating	√	√	√
	Managing and collaborating	√	√	√

* Design Challenge Junior Health Correspondent also links to The Australian Curriculum (Health and Physical Education)

Years 11–12 resources

As explained in Teacher Notes 9: Overview of the Years 11/12 suite of materials, Australia does not have a national curriculum for Years 11 and 12 that is suited to this resource. Rather, this resource has been developed generically so that it can be linked to the appropriate Years 11 and 12 curricula in all states and territories. For example, it could be incorporated into courses such as Fashion Studies, Textiles and Fashion, Textiles Technology etc.

Assessment requirements at Years 11 and 12 vary across the states and territories, hence no specific assessment criteria and standards are provided. Rather, it is expected that the teacher will make the links and develop assessment relevant to their own education authority. Therefore, the materials should be suited to the school curricula in all Australian states and territories.

Fashion for the Sun at each band level

Overviews for each of the band levels provide outlines of what has been developed for each of the bands for Years 7/8, Years 9/10 and Years 11/12 students. These overviews are downloadable from the links below. Typically the overviews include:

•what the suite of materials includes

•information about the tasks and what students have to submit

•how the student work is assessed

•links to the Australian Curriculum (where more appropriate this is included in the Teacher Notes about the specific design challenge or research task)

•suggested learning experiences (where more appropriate this is included in the Teacher Notes about the specific design challenge or research task).

In addition, Teacher notes 1 provides an overview of how to establish introductory knowledge about skin cancer and sun safety before embarking on a design challenge or research task.