Clothing, Textiles, and Fashion curriculum guidelines focus on developing an understanding of key theoretical concepts and on practising skills associated with the areas of clothing, textiles, and fashion. There is a balance of personal and workbased skills promoted throughout the guidelines. Practical application of the knowledge and skills will be demonstrated in projects reflected at both the personal and work level.

Consumer Knowledge: to develop a knowledge base that will enable students to develop buying practices when shopping for clothing and textile products.

Personal Skills: to allow students to cultivate practical clothing skills that can be used in their daily lives.

Technological Advances: to gain knowledge of the changes in the production of clothing and textiles industries and how they influences the lives of people today.

Careers and Employment: to explore career opportunities that may lead to successful employment in the areas of clothing, textiles, and fashion.

Entrepreneurship: to develop entrepreneurial skills and evaluate opportunities within the textile and fashion industry.

The renewed Clothing, Textiles, and Fashion curriculum guidelines are designed to create awareness of the role of clothing, textiles and fashion in our daily lives. Modules are developed for the student who has the desire to learn to sew and/ or design clothing and textile products. Modules will provide the student with the opportunity for achievement and success through a combination of theory and practical experiences within the school and/ or workplace.

With the trend toward self-employment and small business, the knowledge and skills acquired can be transferred into the world of work.

Foundational objectives are the major, general statements that guide what each student is expected to achieve for the modules of the PAA curriculum guidelines. Foundational objectives indicate the most important knowledge, skills, attitudes/values, and abilities for a student to learn in a subject. Both the Foundational Objectives for Clothing, Textiles and Fashion 10, 30 and the Common Essential Learnings (CELs) Foundational Objectives to be emphasized are stated in this document. Some of these statements may be repeated or enhanced in different modules for emphasis. The Foundational Objectives of the Core Modules of the Clothing, Textiles and Fashion 10, 30 curriculum include:

• To understand, develop, and apply the major concepts related to clothing construction.
• To provide a broad foundation of clothing design fundamentals and apply them to projects to meet individual needs.
• To generate an awareness of the factors that determine the appropriateness of successful design in apparel and textile products.
• To increase awareness of the economic and environmental influences on clothing decisions.
• To provide opportunities to use the decision making process in clothing selections.
• To identify and apply principles of clothing care.
• To develop skills in designing, restoring, or recycling clothing and textile items.
• To acquire an understanding of the concepts related to fitting standards and pattern alterations in the clothing and fashion industry and apply these concepts to the fit and appearance of a garment.
• To recognize that clothing, fashion, and textile items evolved from culture and reflect the economic, political, and social conditions of the times.
• To create a broad awareness of textiles uses in apparel, home furnishings, commercial furnishings, and industry.
• To examine, create, and evaluate a variety of textile design applications suitable for clothing and textile items.
• To explore and practise the fashion design process.
• To integrate classroom learning with work-related learning.
• To create an awareness of the careers and opportunities in the fields of clothing, textiles and fashion industries that exist in Canada.

Each credit is based on 100 hours of instruction. It is necessary to provide a balance between theory and practice. The renewed Clothing, Textiles, and Fashion modules begin at the basic sewing level using commercial patterns, sewing machines and sergers when available. Introductory modules from Clothing, Textiles and Fashion 10 will be recommended for the Middle Level.

School and community diversity will determine the work study employment opportunities in your locale. The optional work study component of 25 to 50 hours provides the student with the opportunity to apply classroom learning to the workplace setting and further develop career exploration. The work study component will be determined by arrangement with the employer, student and teacher monitor.

Career exploration, Transition-to-Work, and a smooth transition from high school to post-secondary education programs are important goals in all PAA courses of study. This course is a Practical and Applied Arts option which is a specified elective at the Secondary Level.