Certificate IV in Textile Design and Technology

Verbal expression and comprehension (understanding)

What do I need to be able to do?

Understand and respond to verbal communication.

• In classroom environments, studios or workshop  settings, this will assist with participating in tutorial discussions and practicing your professional communication during practical classes.

Verbally communicate clear instructions and explanations in a timely way.

• In classroom environments, workshop or production room settings, verbal communication is the primary source of communication between you and peers, staff and stakeholders. Clear communication assists with completing tasks safely and explaining your  progress and outcomes.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Service (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Additional time allowances for comprehension and expression may be available to you for on-campus learning activities.

Social communication

Social Communication refers to the capacity to understand and use appropriate non-verbal communication such as: eye contact, gestures, facial expression, speaking volume, tone of voice, proximity, and verbal turn-taking.

What do I need to be able to do?

Recognise, interpret, use and respond to non-verbal communication appropriately in both on-campus and during practical components and collaborative learning experiences to interact effectively with staff and stakeholders and share workload with fellow students.

In classroom environments studios or workshop room settings, tasks which require your use of social communication abilities include:

• identifying and using gestures when undertaking groupwork and collaborative activities, such as sharing workload and equipment with fellow students in studios, or workshop settings
• verbal turn-taking and proximity when collaborating such as sharing workload and equipment with fellow students in studios, or workshop settings,
• using and understanding non-verbal cues is essential for safe execution of studio or workshop room tasks.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Service (ELS). Contact the ELS to discuss what adjustments may be helpful to you.  

Consideration will be given to the use of non-verbal communication appropriate to your disability or condition for example, if you have a vision or hearing impairment, you may rely more on using either auditory or visual means of social communication.. 

Reading

Demonstrate effective reading and reading comprehension.

What do I need to be able to do?

Read and understand a range of written material in differing forms from a variety of sources. 

In classroom environments studios or workshop settings, essential information is communicated in written form. Tasks which require your use of reading include:

• reading induction processes and safety procedures for safe use of equipment and other essential materials
• reading texts complementing teaching content to understand issues and concepts relevant to your studies.

The ability to read, understand and interpret written information is fundamental for the delivery of safe studios, or workshop room practices, working safely and effectively in industry settings or working in a in a safe manner.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Service (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You will be required to use specialised software to support your literacy for on-campus learning activities. 

The appropriateness and practicality of using such software during your on-campus learning activities may vary from the day-to-day activities and should be discussed with the program coordinator prior to commencing this program.

Writing (Written Language)

The extent to which a person produces coherent written communication that is appropriate to both on-campus learning and simulated dispute resolution settings.

What do I need to be able to do?

Produce coherent written communication appropriate to on-campus learning activities.

In classroom environments studios or workshop settings, tasks which require clear, concise, accurate and time-efficient writing include:

• completing written assessment tasks, such as template documents and reports, demonstrating your understanding of course content.
• administrative note-taking, preparation of reports or documents and email communications.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Service (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use specialised software to support your literacy for on-campus learning activities. The appropriateness and practicality of using such software during the Certificate IV in Textile Design and Technology program should be discussed with the program coordinator prior to commencing this program.  

Number Skills (Numeracy)

Numeracy is the ability to understand and work with numbers. Basic numeracy skills consist of comprehending fundamental mathematics like addition, subtraction, multiplication, and division.

What do I need to be able to do?

Demonstrate and correctly apply mathematics knowledge and mathematical skills for on-campus learning activities and professional experience placement tasks.

In classroom environments or studios or workshop settings and on-campus learning activities, tasks which require your use of number skills include:

• recording accurate measurements resources and numerical data for textile processes
• recording specifications for textile processes.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Service (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use specialised software to support your numeracy for on-campus learning activities. The appropriateness and practicality of using such software during class should be discussed with the program coordinator prior to commencing this program.

What do I need to be able to do?

Correctly use and apply knowledge of theory, research, and practice gained from on-campus learning to classroom environments, studios, or workshop settings during practical components and collaborative learning experiences.

In classroom environments studios or workshop settings, tasks using your concentration, memory and problem solving abilities include:

• conceptualising and using knowledge of academic material when completing assessments and project tasks within a specified time frame
• focusing, interacting, solving problems and providing feedback to peers and staff and in a time appropriate manner.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use assistive technology and strategies such as rest breaks to support your memory, planning and organisation in the on campus learning environment.

Mental wellness is a state of well-being in which an individual can realise their own abilities or potential, can cope with the normal stresses of life and can work productively and fruitfully.

Behavioural stability refers to an individual’s ability to moderate their own behaviour.

Stable mental health promotes optimal and safe engagement in on-campus learning environments. Many people who live with mental health conditions complete their studies successfully.

The following services are available to support students living with mental health conditions at RMIT: 

• Equitable Learning Services
• Counselling and Psychological Services

What do I need to be able to do?

The on campus learning environment can be challenging and will require you to engage with peers and teaching staff, reflect on your work and respond appropriately to constructive feedback.

Interpreting simulations can present complex and unpredictable human situations which require the following:

• managing multiple demands with engagement, focus and composure

Engagement may look like:

• Actively participate in the task.
• Ask questions and share ideas.

Focus may look like:

• Concentrate on the present task while managing distractions.

Composure may look like:

• Remain steady during unexpected situations.
• Manage emotions and reactions effectively.

What adjustments to my study conditions can I access?

A range of adjustments such can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may be supported to take time off from your studies if you become unwell or have difficulties with behavioural stability until you are ready to recommence.

Vision

Visual acuity refers to the extent to which a person can see or interpret visual information. This may also include colour vision.

What do I need to be able to do?

In studios, or workshop settings, tasks which require your vision include:

• induction processes for studioss and workshop
• watching practical demonstrations for safe use of equipment and other essential materials
• safely operating weaving looms, knitting machines and printing equipment
• accurately measure small quantities of resources.

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Service (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

The use of assistive technology to enhance vision will be considered. It is recommended that you discuss this with ELS and the Placement Coordinator prior to commencing placement. Glasses and other visual aids can be used during on-campus learning activities and professional experience placement.

Glasses and other visual aids can be used during on-campus simulation settings. 

If you have been deemed legally blind or have a medical condition that may impact your vision, it is recommended that you discuss your condition with Equitable Learning Services.

Hearing

What do I need to be able to do?

In the on-campus workplace simulation environments, tasks which require hearing or alternatives (e.g. accurate lip reading, amplification equipment) include:

• understanding audible communication from instructor while operating machinery
• following audible instruction from your instructor, including communication in the event of an emergency
• differentiating machine/tool noise for any indication of mechanical malfunction
• being able to tolerate background talking, loud and sudden noises from machinery and or hand tools in the simulated workplace environment.

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Service (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

The use of augmentation such as lip reading and / or assistive technology e.g. ‘power’ amplified earpiece to enhance hearing will be considered. It is recommended that you discuss this with the ELS and Program Coordinator prior to commencing this program.  

Touch

What do I need to be able to do?

The sense of touch supports accurate analysis and use of leather within the simulated workspace environment setting.

In the on-campus simulation environments, tasks which require the sense of touch include:

• feeling and detecting changes in the surface of fabrics.

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Service (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Adjustments will be considered in relation to your individual circumstances and physical capacities. Any adjustments considered should not compromise staff and student safety.

i.e. The ability to undertake precise coordinated movements of the hands.

What do I need to be able to do?

In studios tasks may involve: pushing, pulling, pressing, turning, grasping, squeezing, picking up and manipulating.

In classroom environments or studios, tasks which require fine motor abilities include:

• accurately handling and manipulating fabric, yarn or thread
• safely operating weaving looms, knitting machines and printing equipment.

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Service (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Adjustments will be considered in relation to your individual circumstances and physical capacities. Any adjustments considered should not compromise student safety.