Finishing Touches - Hemming

Curriculum references

• The New Zealand Curriculum (NZC), Technology Learning Area, Level 1 (Year 2)
• Technological Practice: Develop and influence outcomes through planning and focusing on appropriate techniques and processes for creating a quality product.
• Technological Knowledge: Understand the properties of materials and how materials can be manipulated to suit purposes.
• Key Competencies: Thinking (to solve problems and make decisions about techniques), Participating and Contributing (working collaboratively and independently).

Lesson overview

Unit: Denim Dreams: Upcycling Fashion Lesson number: 8 of 10 Duration: 45 minutes Class size: 9 students Age group: Year 2 (6-7 years)

---

Learning Intentions (WALT)

• We Are Learning To (WALT):
• Learn how to hem edges neatly to give a polished finish to our waistcoats.
• Use basic stitching or fabric folding techniques to practice hemming.

---

Success Criteria

• Hem the edges of the waistcoat so they look neat and finished.
• Show curiosity by looking at examples of different types of hems.
• Talk about what makes a hem look tidy and why we hem fabric.

---

Resources

• Pre-cut denim waistcoat pieces or recycled denim fabric squares
• Needles and large-eyed sewing thread (or fabric glue/sticky hem tape as alternatives)
• Scissors
• Examples/photos of finished hems in several styles (e.g., simple folded hem, rolled hem, blanket stitch)
• Visual step-by-step posters or A3 laminated cards explaining hemming steps
• Magnifying lenses or simple sewing frames to support fine motor skills
• Dyslexia-friendly reading cards with simple language and clear fonts describing the hemming process

---

Lesson Plan

Time	Activity & Teaching Notes
0-5 min	Welcome and Recap - Briefly revisit what has been done in previous lessons (cutting, decorating denim, assembling edges). - Introduce the importance of hemming as the final step to finish edges neatly. Use simple language to set the context with: "Today we are going to learn how to make the edges of our waistcoats look tidy and nice." Use visual examples to engage.
5-10 min	Explore Examples and Discuss - Show real examples or pictures of different hem finishes. - Ask questions: "What do you notice about these hems? Which one looks neat or tricky?" - Discuss why hems are important to stop fabric from fraying and to make clothes last longer. Use simple vocabulary and encourage hands-on touching of fabric samples. - Use dyslexia-friendly cards highlighting what hems are.
10-25 min	Guided Hemming Activity - Demonstrate a simple folding hem technique step-by-step with fabric and needle/thread. - Use a large needle and thick thread for ease. - Students practice hemming the edges of their denim waistcoat pieces. - Provide adapted tools or stitching alternatives if needed (e.g., fabric glue or hem tape). - Circulate to assist those needing extra support; encourage peer collaboration. - Praise effort and neatness.
25-35 min	Peer Sharing and Reflecting - Students pair up to show each other their hems. - Prompt: "Can you tell your partner how you made your hem neat? What was easy or tricky?" - Reinforce vocabulary: 'hem', 'edge', 'neat', 'fold', 'sew'. - Invite students to explain their work to the class if comfortable. - Teacher offers positive feedback and highlights good examples.
35-40 min	Extension / Research Task - Advanced learners are encouraged to research (using teacher guidance) different types of hems (with books or printed images). - They may draw or verbally share a new kind of hem they find interesting. - This caters for their curiosity and deepens understanding beyond the basic hem.
40-45 min	Clean-up and Review - Students put away materials carefully. - Recap the WALT and Success Criteria. - Short verbal feedback: "Today we learnt how to hem fabric edges to make our waistcoats look finished and last longer. Well done for your great sewing!" - Mention next lesson’s focus to build anticipation.

---

Differentiation Strategies

• For students with fine motor difficulties: Provide larger needles and chunky thread; allow use of fabric glue or hem tape instead of sewing.
• For students with language or dyslexia needs: Use visual step-by-step guides, clear and dyslexia-friendly texts, colour-coded instructions, and oral explanations.
• For students who need challenge: Encourage exploration of different hemming techniques and deeper research about fabric finishing methods.
• Collaborative learning: Pair students with diverse abilities to encourage peer support during the hands-on activity.

---

Assessment for Learning (Formative)

• Teacher observes students’ ability to fold and finish hems neatly.
• Listen to students’ explanations about why hems are needed.
• Check students’ use of correct vocabulary during sharing.
• Note participation and enthusiasm during the research extension.

---

This lesson aligns with the New Zealand Curriculum expectations for Year 2 students in Technology by supporting their understanding and practical skills in manipulating materials to produce quality outcomes. It also addresses key competencies in thinking and participating, fostering creativity and collaborative skills appropriate for this age group.

The hands-on, visual, and discussion-based activities cater well to young learners and promote inclusive learning, with scaffolding and extension built in. The lesson’s clear WALT and success criteria, plus practical focus on an authentic task (upcycling denim waistcoats), aim to engage and empower all learners while building foundational technological knowledge and skills.